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A Behavioral Group Treatment Program for Menopausal Hot Flashes: Results of a Pilot Study

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Abstract

In the present study, we tested the effectiveness of a cognitive-behavioral group treatment (CBGT) for hot flashes in menopausal women. Treatment was administered over 8, 90 min weekly sessions and consisted of education, relaxation training and cognitive restructuring. Nineteen women meeting STRAW staging criteria for the menopause transition (stages −1 to +1) were randomly assigned to immediate or delayed treatment (wait list) and were asked to monitor their hot flashes and night sweats prospectively. They also completed questionnaires, including the Women’s Health Questionnaire and the Menopause Specific Quality of Life Questionnaire to determine psychosocial benefits of treatment. Results suggested that the CBGT was moderately successful in reducing the frequency of total vasomotor symptoms [F (1, 17) = 6.16, p < .01], as measured by daily symptom diaries. While there were arithmetic improvements in psychosocial functioning in this sample, these results were not significant. Despite the limitations of small sample size and possible placebo effect, this pilot study supports the notion that cognitive-behavioral interventions aimed at reducing vasomotor symptoms may be of value for menopausal hot flashes when administered in a small-group format.

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Authors and Affiliations

  1. Department of Internal Medicine, Rush University Medical Center, Chicago, Illinois

    Laurie Keefer Ph.D. (Assistant Professor)

  2. Center for Stress and Anxiety Disorders, University at Albany, Albany, New York

    Edward B. Blanchard

  3. Department of Internal Medicine, Rush University Medical Center, 1725 W. Harrison, Suite 206, Chicago, Illinois, 60612

    Laurie Keefer Ph.D. (Assistant Professor)

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  1. Laurie Keefer Ph.D.
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  2. Edward B. Blanchard
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Correspondence to Laurie Keefer Ph.D..

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Keefer, L., Blanchard, E.B. A Behavioral Group Treatment Program for Menopausal Hot Flashes: Results of a Pilot Study. Appl Psychophysiol Biofeedback 30, 21–30 (2005). https://doi.org/10.1007/s10484-005-2171-1

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