The effect of cognitive behavioural therapy (CBT) is well-documented for individual interventions for depression. Studies of group interventions for depression using CBT principles are more sparse. Hence the reason for this naturalistic study that reviews the results of a short term 12-session manualized CBT group intervention offered in an inpatient setting at the Specialized Treatment Unit for Depression and Anxiety at the Psychiatric Centre Copenhagen, Bispebjerg Hospital, over a 5-year period. The aim of the study was the treatment and relapse prevention of depressive symptoms by teaching patients cognitive behavioural therapeutic methods. The manual deviated only slightly from Melanie Fennell's treatment model. Sixty-two patients were referred and 48 participated, 45 of these had been inpatients with moderate to severe major depression admitted to the ward with a depressive episode or recurrent depressive episodes of at least 2 weeks and up to 2 years’ duration. So far the results are promising, measured by the decrease in the Beck Depression Inventory (BDI-II) score at session 12 [mean BDI-II score at baseline: 30.7 (s.d. = 9.9); post-treatment: 20.4 (s.d. = 12.6), p<0.0001], relapse was measured by the rate of readmissions compared to data published in a previous register-based study on Danish patients with unipolar depression, which showed significantly lower rates of readmission in our sample (p = 0.003) and patients’ self-reported improvement, indicating that treatment in groups can be recommended, although a 12-session programme may have to be extended for people with more complex and longstanding personality impairments and recurring depression. Secondary gains not originally intended, but pointed out in patient feedback, were the strengthening of social skills and self-esteem.

Memory deficits for survivors of aneurysmal subarachnoid hemorrhage (SAH) are common, however, the nature of these deficits is not well understood. In this study, 24 patients with SAH and matched control participants were asked to study six lists containing words from four different categories. For half the lists, the categories were presented together (organized lists). For the remaining lists, the related words were presented randomly to maximize the use of executive processes such as strategy and organization (unorganized lists). Across adjoining lists, there was overlap in the types of categories given, done to promote intrusions. Compared to control participants, SAH patients recalled a similar number of words for the organized lists, but significantly fewer words for the unorganized lists. SAH patients also reported more intrusions than their matched counterparts. Separating patients into anterior communicating artery ruptures (ACoA) and ruptures in other regions, there was a recall deficit only for the unorganized list for those with ACoA ruptures and deficits across both list types for other rupture locations. These results suggest that memory impairment following SAH is likely driven by impairment in the executive components of memory, particularly for those with ACoA ruptures. Such findings may help direct future cognitive-therapeutic programs. (JINS, 2012, 18, 334–342)

Although the relationship between education and cognitive status is well-known, evidence regarding whether education moderates the trajectory of cognitive change in late life is conflicting. Early studies suggested that higher levels of education attenuate cognitive decline. More recent studies using improved longitudinal methods have not found that education moderates decline. Fewer studies have explored whether education exerts different effects on longitudinal changes within different cognitive domains. In the present study, we analyzed data from 1014 participants in the Victoria Longitudinal Study to examine the effects of education on composite scores reflecting verbal processing speed, working memory, verbal fluency, and verbal episodic memory. Using linear growth models adjusted for age at enrollment (range, 54–95 years) and gender, we found that years of education (range, 6–20 years) was strongly related to cognitive level in all domains, particularly verbal fluency. However, education was not related to rates of change over time for any cognitive domain. Results were similar in individuals older or younger than 70 at baseline, and when education was dichotomized to reflect high or low attainment. In this large longitudinal cohort, education was related to cognitive performance but unrelated to cognitive decline, supporting the hypothesis of passive cognitive reserve with aging. (JINS, 2011, 17, 1039–1046)