CBT: Certain Drawbacks Of Psychological Interventions

CBT has a number of strengths; first beginning with its capacity to yield empirical results as to its effectiveness. Countless studies have shown CBT to be the most effective treatment for anxiety and depression (e.g., Oei & McAlinden, 2014; Tolin, 2010); this is likely the result of a number of factors. CBT is a collaborative, educational, time-limited model that demystifies the therapy process; changes are made with clients, not to clients, the strategies learned equip clients to better navigate current and future difficulties, and the setting of goals allows clients to clearly see their progress (Corey, 2013; Skinner & Wrycraft, 2014). An additional strength of CBT for anxiety and depression is its applicability to both individuals and groups; group CBT has a number of auxiliary benefits including, vicarious learning, a sense of cohesiveness that can increase motivation, social interaction and the opportunity to help others (Oei & McAlinden, 2014).

The main goal of CBT is to help individuals and families cope with their problems by changing their maladaptive thinking and behavior patterns and improve their moods (Blackburn et al, 1981). Intervention is driven by working hypotheses (formulations) developed jointly by patient, his/her family and therapist from the assessment information. Change is brought about by a variety of possible interventions, including the practice of new behaviors, analysis of faulty thinking patterns, and learning more adaptive and rational self-talk skills. (Hawton, Salkovskis, Kirk, and Clark, 1989).

One such program is Cognitive Behavioral Intervention (CBI). This program encourages the child/student to take control of his or her behaviors by providing him or her with strategies, such as self-monitoring, self-reinforcement, self-instruction, self-evaluation, and self-control (Yell et al., 2009). Cognitive behavioral interventions help the individual learn, and adapt to his or her environment by using classical conditioning, operant conditioning, and also an individual’s cognitive perspective. Cognitive behavioral interventions are based on the principal that an individual’s behavior or actions are a result of his or her thinking. By learning new ways of thinking, the individual can change his or her behavior. By using the person’s cognitive

The objective of any counseling intervention is to create efficacy with their client in their ability to stop using substances to in order to meet and adhere to personal goals and values in pursuit of enjoying life within society constructs. Cognitive behavioral therapy (CBT) and motivational interview (MI) are two therapies used to assist individual and families with changing behavior and actions with adults and adolescent displaying substance use disorder (SUD). Consequently, many psychosocial, mental health care approaches have shown encouragement in reducing SUD adolescent and family therapies. CBT offers a logical approach for administering methodology that may show congruency for adolescent SUD given the high-risk behaviors and maladaptive

Cognitive Behavioral Therapy (CBT) is ubiquitous and a proven approach to treatment for a host of diverse psychological difficulties (Wedding & Corsini, 2014). There are copious of acceptable created experiments that show to be highly useful in treating anxiety disorders through GAD Generalized Anxiety Disorder approach (Fawn & Spiegler, 2008). The purpose of this assignment is to expound on the client’s demography and demonstrating concern. The first procedure in this assignment will consist of the required informed consent and the client background information. Thus, a succinct discretion of the theoretical framework of CBT will describe the theoretic framework of CBT therapy expended in this assignment (Wedding & Corsini, 2014; Fawn & Spiegler, 2008). The next steps will adherent on how information regarding the clients past and present is problematic amalgamated to form an evaluation and to construct the client’s treatment. In the midst of assessment or the evaluation process and schema is implemented to create the sessions, examination, and provide feedback throughout each session.

When we look at Cognitive-Behavioral Couple Therapy (CBCT) and Integrative Behavioral Couple Therapy (IBCT), there are some clear similarities and differences. Both of these forms of therapy are relatively new. They are both therapeutic treatments that have been developed from Traditional Behavioral Couple Therapy (TBCT) (Gurman, 2008). Both CBCT and IBCT tend to stress the significance to private occasions.

The most frequently utilised evidence based psychotherapy intervention is Cognitive Behavioural Therapy (CBT; Beck, 1995). CBT is a goal-orientated intervention strategy, derived from learning theory with principles of cognitive theory (Arch & Craske, 2009). The efficacy of CBT, for a wide range of psychological concerns, is demonstrated extensively in the literature. CBT’s empirical validation has made it a well-accepted choice for psychotherapists seeking evidence-based approaches (Dobson & Dobson, 2009; Granvold, 2011). Therefore, this essay will evaluate a CBT counselling session with a client who presents with a fear of flying. The essay will critically evaluate the advanced micro-skills of challenging, reflection of meaning, and influencing, and how these skills influence the process of therapy. The essay will further utilise Hill’s (2004) Helping Skills Model to evaluate these advanced micro-skills within the stages of exploration, insight, and action, which is based on cognitive behavioural techniques.

Cognitive therapy is normally directed in an out-tolerant setting (center or specialist's office) by an advisor prepared or ensured in psychological treatment procedures. Treatment might be in either individual or gathering sessions, and the course of treatment is short contrasted with customary psychotherapy (frequently 12 sessions or less). Advisors utilize a few distinct strategies over the span of psychological treatment to enable patients to look at musings and practices incorporate legitimacy testing, intellectual practice, guided revelation, journaling, homeworks, and models. Psychological behavioral treatment (CBT) incorporates components of behavioral change into the conventional subjective rebuilding approach. In psychological behavioral

The participant is a 49 year old African American male who began using substances at the age of 13. He was diagnosed with severe alcohol, cocaine, and opioid use. The participant has been incarcerated over the past 32 years. He was recently paroled after completing eight years of a sixteen year sentence in the Illinois Department of Corrections for burglary and theft. The participant is on medications to treat HIV/AIDS and has been diagnosed with Major Depressive Disorder. He was referred to Healthcare Alternative Systems residential program through TASC as a condition of his probation.

In the normal procedure, TB-CBT is carried out after an inclusive clinical assessment in order to get each significant detail addressing the client’s problem. This assessment also enables the therapist to alter some of the techniques based on the clients’ age and mental capacity to meet his/her needs. However, in this type of work we can only attempt to apply modules with limited information and some assumptions, so that this was the most challenging part of this assignment. Nevertheless, this work allowed me to think of potential barriers related to client or me as a therapist. For example, parent session is a significant fragment of this therapy approach. However, Amy lives in the foster care and working with a child in a foster care is challenging

The CBT-based interventions I wanted to concentrate on with Mr. Charlie were implementing goals, identifying his avoided situations, and his negative thoughts. In terms of the first intervention of identifying goals with Mr. Charlie, he and I were able to collaboratively identify the goals of not being afraid, limit the amount of assistance he is allowed and getting a job. By identifying these goals with Mr. Charlie, I then was able to help him prioritize the goals, which, “involves determining the most central issues that cause concern and arranging them from most important to least important” (Cully & Teten 2008 p. 32). The least pressing goal was not being afraid of being watched. Another goal was to limit

admit they have a disorder, so they can work on recognizing certain trigger and learning to redirect their irrational thoughts. The CBT therapy uses family involvement for the social skills by teaching social cues, body language and verbal tones. The explanation for CET therapy is that if individual have a difficult time communicating it could be a trigger. Noted by Chien, Leung, Yeung, & Wong, (2013) weekly sessions involved patients in practicing structured social interactions, solving of real-life social dilemmas, appraisal of affect and social contexts, initiating and maintaining conversations, feedback from other patients, and coaches and homework assignments to implement skills in real-life situations. There are a multitude

"Theoretically, different CBT interventions target different aspects of the trigger appraisal, anger, behavior expression, outcome sequence. For example, although rarely sufficient in itself, many interventions involve self-awareness enhancement so clients become more aware of triggers, experience, expression, and consequences of anger. As clients become more aware, they can implement existing coping skills and initiate strategies developed in therapy." ( Deffenbacher. J 2009)

CBT is an integrated approach using various combinations of cognitive and behavioral modification interventions and techniques (Myers, 2005). The aim is to change maladaptive patterns of thinking and behaving that impact clients in the present (Weiten et al., 2009). From a cognitive behavioral perspective Jane would be diagnosed as having faulty thinking and dysfunctional behavioral issues suffering from depression, and anxiety in the form of Agoraphobia (Weiten et al., 2009).