CBT: Certain Drawbacks Of Psychological Interventions

Cognitive Behavioural Therapy (CBT) is a form of psychotherapy that explores the notion that an individuals thoughts, beliefs and interpretations about themselves and the situations they are placed in are directly associated with their emotional responses and behaviour (Otte, 2013); that is, an individuals cognitive functions have a strong influence over their feelings and behaviours surrounding specific situations rather than external factors such events or other people and so, CBT follows the belief that by changing or challenging the way in which an individual perceives their thoughts and feelings can significantly reduce their symptoms and improve their overall functioning and quality of life (Hofmann, Asnaani, Vonk, Sawyer & Fang, 2013). In CBT the patient is an active participant in the therapeutic process, collaborating with the therapist to modify their problematic behavioural patterns and to build new, healthy schemas.

CBT is known to be brief and time limited. Unlike psychoanalysis, CBT doesn’t dig in too deep and focuses more in the present rather than the past. This type of therapy is also known to be very structured and the relationship with the therapist is not a focus of treatment (Sacks, 2007). CBT has a high work commitment and work doesn’t end when the session ends. When working with CBT the client has to be willing to work outside of therapy on their own as well. This is a collaborative modality which the therapist and client work together to set goals (Sacks, 2007).

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.

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).

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.

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 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).

This brief proposes three policy options that show the most promise for reducing depression in college students which are: increased state funding of programs that use cognitive behavioral therapy (CBT), expansion of mental health benefits legislation to non-parity states and school-based student health plans, and voluntary regulation of collaborative care models on college campuses through increased state funding linked to mental health outcomes.

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

Cognitive Behaviour Therapy (CBT) is a common practice throughout many countries including Canada, United States, China, Japan, Germany and the Netherlands. However many people do not know what CBT is and how it is used. According to Mayo Clinic in Rochester, Minnesota it describes Cognitive Behaviour therapy as a form of psychotherapy that with the help of a therapist or psychotherapist, allows you to become aware of inaccurate or negative thinking with the purpose that you can challenge situations in a clear and effective way. Also it is considered a helpful tool in treating mental disorders such as depression or anxiety. Despite success with CBT for many people across the worlds, the same success has not been

This cognitive behavioral therapy is mainly developed with some contents of cognition within the mind that are specifically directed towards the disorder a human body suffer.

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

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

Furthermore, therapists schedule their meetings with patients for an average of 12-16 sessions, where each session lasts for 50 minutes. During each session, patients are taught new skills to increase daily functioning and counter negativistic thinking. There are four important stages in CBT intervention: Assessment, Cognitive, Behaviour and Learning. Firstly, assessment stage includes skill-building sessions on behavioural activation to increase patient engagement. Patients are asked about their understanding of what is causing depression, whether any daily activities have been discontinued and why they were discontinued. Then, therapists advise patients about balancing their lives with necessary daily activities and help form a treatment

There are strong evidences supporting the use of psychotherapy in the treatment of depression, particularly a standard Cognitive Behavioral Therapy, a high intensity psychological intervention (Department of Health, 2001; National Institute for Health and Clinical Excellence (NICE), 2004, 2009). However, the evidence indicates that patients are not consistently receiving the therapy as a routine clinical care (Shafran et al., 2009). Several problems associated with integrating CBT into treatment include difficulty in accessing services, long waiting times for therapy, expensive service costs, an inadequate and inequitable distribution of CBT therapists in health service (Shapiro, Cavanagh,& Lomas, 2003; Wright et al., 2005) as well as the