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Memories of significant episodes in child psychotherapy: An autobiographical memory approach
Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology.ORCID iD: 0000-0003-4753-6745
2006 (English)In: Psychology and Psychotherapy: Theory, Research and Practice, ISSN 1476-0835, E-ISSN 2044-8341, Vol. 79, no 2, 229-236 p.Article in journal (Refereed) Published
Abstract [en]

In this study, child psychotherapists (N = 31) were asked to retrieve emotionally valenced therapy episodes by using an autobiographical memory approach, with cue words to elicit specific therapy episodes (e.g. irritated, ashamed, loving, and elated). One group of teachers for the disabled (N = 10) and one group of music therapists (N = 9) were also tested and served as comparison groups. Results showed that all participants were able to retrieve memories of episodes. When asked to rate each memory, negative memories were returned to less often, and overall positive memories were rated as more easy to recall and more vivid. Memories derived from positive cue words were also judged to have a more positive compared with negative importance for outcome. Surprisingly, memories derived from the cue word irritated were seen as having more positive than negative importance for outcome. Finally, we checked memory specificity for each memory derived. A high degree of specificity was found overall (72-88%). In conclusion, cue words might be a useful way to generate specific memories of therapy episodes in future research. © 2006 The British Psychological Society.

Place, publisher, year, edition, pages
2006. Vol. 79, no 2, 229-236 p.
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Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-37323DOI: 10.1348/147608305X53198Local ID: 34607OAI: oai:DiVA.org:liu-37323DiVA: diva2:258172
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2017-12-13

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Andersson, Gerhard

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