Psychology -- Cognitive theories
Use of the Session Bridging Worksheet in Cognitive Therapy
The purpose of the Session Bridging Worksheet is to assess the client's insight and comprehension of the prior therapy session (Beck, 1995). Being aware of the fact that they will be questioned concerning the previous session encourages the client to prepare for the present session by reflecting on the session throughout the week. If the client cannot remember their responses or the significant concepts from the prior therapeutic session, the counselor and client come together to figure out a way so that they can more effectively recall the elements of the present session. The Session Bridging Worksheet offers a way of getting this done. This is important because several studies have shown that increased memory and understanding of therapeutic sessions has a direct impact on treatment outcome (Shepherd, Salkovskis, & Morris, 2009). Also this technique requires that clients think about material discussed during previous sessions, which is also beneficial, as evidenced by countless studies, including one by Kazantzis, Deane, and Ronan (2000), which showed that therapist recommendations to clients to perform out-of-session actions were strongly related to positive psychotherapy outcomes.
Asking for additional responses to prior sessions...
This is significant, for Whipple et al. (2003) determined that a strengthened feedback condition, one in which therapists were given information regarding the client's assessment of the therapeutic relationship, motivation for change, and social support significantly improved treatment outcome. This "bridging" of the previous session also aids in the familiarization of the client to the cognitive therapeutic process, implying that they are equally accountable for examining the subject matter of each session, as well as for communicating any aversions they might have had to the previous session, which is important for studies show that feedback about poor treatment response to providers nearly doubled the number of clients who returned to a normal state of functioning (Lambert et al., 2002). Thus, the therapist being aware of possible negative responses to sessions by the client allows them the opportunity to explore and possible alter undesirable treatment modalities. Beck (1995) notes that a prime reason for patient's failure to recall session content is the therapist's failure to encourage the patient to write down the important points during the session itself. Difficulties in the utilization of the feedback typically have to do with the client's struggle to recall session matter…
