Beating The Blues: Program Analysis

Cognitive therapy was established in the 1960’s. It is one of the therapeutic approaches included in a group of cognitive behavioral therapies. It was established by Aaron Beck who actually changed the name from cognitive therapy to cognitive behavior therapy not too long ago. The therapy reveals distorted or harmful beliefs by applying techniques to analyze and remodel maladaptive thinking and learning or learning to centralize attention from obsessive thinking, while also integrating numerous techniques to bring about successful behavior change. This paper will provide a review of the theoretical orientation of cognitive therapy along with the personal viewpoint of counseling, change, and cognitive therapy from the author’s perspective. Additionally, an overview of depression is explained and how cognitive therapy can be utilized for treatment for depression.

The goal of cognitive behavioral therapy is to have a “structured, short-term, present-oriented psychotherapy for depression, directed toward solving current problems and modifying dysfunctional thinking and behavior (Beck, 1995, p. 1).” It has been shown successful in not only treating depression, but also a wide range of psychiatric disorders in various client populations. Cognitive behavioral therapy is based on the cognitive model, which assumes that dysfunctional thinking is common to psychological disturbances. Realistic modifications of thinking can result in an overall improvement of mood and behaviors. These improvements ultimately come from the modification of the patient’s fundamental dysfunctional beliefs (Beck, 1995).

I have always strived to be a role model and a leader, both inside and outside of the classroom. My classmates ask me for advice and seek my leadership skills when making group decisions. The SELF Program will allow me to develop my teamwork skills because engineering encourages synergy throughout its disciplines. Furthermore, this program will enable me to explore opportunities in business, industry, and entrepreneurship. As a SELF Fellow, I will bring my leadership skills, motivation, and dedication to the School of Engineering.

Cognitive Behavioral Therapy in contrast to many other therapeutic frameworks has both an explicit rationale and an empirically demonstrable success rate. In addition to the wealth of published case histories there are a plethora of controlled studies attesting to the efficacy of CBT interventions with an equally diverse range of psychological and behavioral conditions. (Emmelkamp et al 1992).

Cognitive-behavioral therapy (CBT) is a short-term, empirically valid amalgamation of facets from cognitive and behavior therapies. Cognitive-behaviorists believe that psychological problems stem from maladaptivity in both thought and behavior patterns, whether self-taught or learned from others. Therefore, changes have to take place in both thoughts and actions. Cognitive-behavioral therapy is structured as collaboration between client and therapist, focusing on the present. A prominent aspect of CBT is the client’s duty to be an active participant in the therapeutic process (Corey, 2013).

CCBT packages including ODIN, Beating the Blues and MoodGYM have a positive effect on symptoms of depression. The content of these programs are based upon the principles of a standard CBT provided by a therapist with the same processes of traditional cognitive behavioral therapy. The ODIN focuses on psychoeducation therapy for depression and modifying cognitive distortions. The earlier versions of this program had eight sessions and did not include behavioral interventions (Bowers, Stuart, Macfarlane, & Gorman, 2008) but the modified one in 2006, by Whitfield and colleagues, was included behavioral skills to oppose maladaptive behaviors and inactivity (Whitfield, Hinshelwood, Pashely, Campsie, & Williams, 2006). The new ODIN consists

This year 2015 {from January to December 2015} we plan 1465 children to go through.

I am doing the CLEAR program and this program was very beneficial to me because it allowed me to see the world in a different aspect especially helping individuals with mental disabilities. CLEAR provides a full range of classes each semester based on student input. The social integration of the CLEAR students and other JCCC students will continue to provide a valuable learning experience for everyone. A variety of classes are taught each semester ranging from basic skills, physical conditioning and arts and crafts to enrichment and practical living skills. The offerings vary from one semester to the next. Interacting with these individuals made me open my eyes that I can be very impactful to a group of individuals. Throughout my volunteering

Cognitive behavioral therapy (CBT) is a form of psychotherapy. The effectiveness has been researched extensively over the years (Dobson, 2001). There are over three hundred published studies about the outcomes of cognitive behavioral therapy interventions. The main reason for this is that an ongoing adaptation of this form of psychotherapy makes it applicable to a vast amount of disorders and related problems (Rounsaville & Caroll, 2002). Despite the relatively great amount of studies on the effectiveness of cognitive behavioral therapy, questions still remain about the levels of effectiveness for different disorders, about the effects of

I remember the D.A.R.E. programing and I learning about the side effects of drugs. From young age I was educated about the dangers of drugs from my parents and this program helped solidify the dangers about drug abuse for me. However, I do believe that these sort of programs should continue into teen years as well. I believe that programs these programs can be even more effective if they continue them through high school graduation to continually reminder the student's the importance of living a drug free life. I believe that discussing how to avoid situations at which one may be put in a difficult position or how to not give into peer

This question is a real tough one for me as I have had absolutely no experience with D.A.R.E. I did not experience this program, or any other programs, as a student nor as a teaching professional. My learning experience in regards to drugs and alcohol was in a high school health education class. I found a great journal article about D.A.R.E, how it has evolved through the years, and discussion of its effectiveness. According to Singh, Jimerson, Renshaw, Saeki, Hart, Earhart, and Steward (2011), D.A.R.E has been considered one of the “nation’s most popular prevention programs” in helping children resist peer pressure and avoid environments that may include drugs, gangs and violence (Singh et al., 2011, p. 93). Is the D.A.R.E a successful program? According to Singh et al. (2011), “research yielded evidence illustrating that the old D.A.R.E. is largely ineffective in producing changes in youth’s

For many years Immaculate Conception Academy has embraced the idea of the Split Program, wherein students specifically those in the "star section" or top classes are segregated according to their abilities. This program allows students to thoroughly understand the following lessons regardless of the difficulty. Although the Split Program manifests multiple benefits, it also demonstrates inequality among students. Despite paying equal tuition fees, students who are part of the three sections among the aforementioned program receives far more difficult exercises. In this research, we aim to provide everyone with the same quality of education regardless of their placement and assist in developing these students' motivation and

While some people find CBT helpful, others dislike it, feeling they are being talked out of their emotions. Some find that CBT’s focus on positive thinking feels too superficial to them, minimizing the importance of their personal history. Evan did appear to struggle at first with the notion of positive thinking, however he quickly adapted. Others find they don’t like the way CBT downplays emotions while seemingly overemphasizing the logical and thought-oriented components of one's mental

T4C is comprised of 25 lessons that build upon each other, and contains appendices that can be used to craft an aftercare program to meet ongoing cognitive behavioral needs of your group. Not all lessons can be completed in one session, so a typical delivery cycle may take 30 sessions. Sessions should last between one and two hours. Ideally, the curriculum is delivered two times per week, with a minimum recommended dosage of once per week and a maximum of three times per week. Participants must be granted time to complete the homework between each lesson. The program designed to be provided to adults and youth, males and females. It is intended for groups of eight to twelve participants and should be delivered only by trained facilitators.

“The Guaranteed 4.0 Learning System is an innovative approach to learning and success! Our system ensures academic excellence and professional growth – both in and out of the formal educational system.” –Guaranteed4.com. This program provides a system that gives them tools and habits that are guaranteed to hit the 4.0 mark. This comprehensive learning enhancement system specializes in a dynamic framework of learning that employs the latest research in cognitive science. In recent years we have seen this 4.0 program reflect directly in our scholars GPAs. Academic success is laying a solid foundation for them and generations to come. This system has been implemented for all MAPS participants since the year 2014, which has better, prepared students