Cognitive Dissonance About Thought–Action Fusion Beliefs Improves and Maintains the Effects of Thought–Action Fusion-Specific Psychoeducation
Ching THW, Tang CS. Cognitive Dissonance About Thought–Action Fusion Beliefs Improves and Maintains the Effects of Thought–Action Fusion-Specific Psychoeducation. Journal Of Cognitive Psychotherapy 2016, 30: 235-252. PMID: 32755927, DOI: 10.1891/0889-8391.30.4.235.Peer-Reviewed Original ResearchTAF beliefsCognitive dissonanceFusion beliefsInitial sessionThought-action fusionSelf-report measuresEffect of psychoeducationSingaporean undergraduatesPsychoeducationUnselected sampleTherapeutic changeRelevant psychopathologyDissonanceIntervention proceduresBeliefsComputer trialsControl groupSessionsTherapy proceduresIntervention groupInterventionPsychopathologyElectroencephalographyUndergraduatesGreater reduction