Minyaycheva, M.V.

Background. Despite the widespread application and established efficacy of both psychoeducational programmes and metacognitive training for patients with depression, the lack of direct comparative studies on their effectiveness leaves a significant gap in clinical practice.

Objective. The objective of this study is to conduct a comparative analysis of the therapeutic effects of a psychoeducational programme and metacognitive training in patients experiencing a depressive episode, recurrent depressive disorder, and bipolar affective disorder.

Study Participants. A total of 81 patients participated in the study: 29 men and 52 women, all diagnosed with a current depressive episode (mean Beck Depression Inventory score: 27.8). The mean age of participants was 30.7 years.

Methods. A comparative study was conducted to evaluate the effectiveness of two group interventions in inpatients with depression: metacognitive training and a psychoeducational programme. Assessments were performed at three time points: before the intervention, immediately after completion, and at a follow-up 6 months later. Psychopathological symptoms were assessed using the Beck Depression Inventory (BDI), the Apathy Evaluation Scale, Self-rated version (AES-S), and the Symptom Checklist-90-Revised (SCL-90-R). Individual psychological characteristics were evaluated with the Dysfunctional Attitude Scale (DAS), the Mindful Attention Awareness Scale (MAAS), the Metacognitions Questionnaire-30 (MCQ-30), and the Ways of Coping Questionnaire (WCQ). Data were analysed using the Mann-Whitney U test and the Wilcoxon signed-rank test.

Results. Both group interventions demonstrated a reduction in depressive symptoms immediately post-intervention and at the 6-month follow-up. Metacognitive training demonstrates superiority in correcting maladaptive metacognitions: it reduces dysfunctional beliefs, increases adaptive coping strategies (planning in problem-solving and others), and maintains its effectiveness at follow-up. The psychoeducational programme affects the reduction of belief in the need to thought control selectively.

Conclusions. Both programmes were associated with a reduction in depressive symptoms; however, metacognitive training demonstrated a more pronounced and sustained effect in modifying deeper structures, such as dysfunctional and metacognitive beliefs, which, in turn, contribute to the chronicity of depression.