Cognitive Behavioral Intervention Approach

Cognitive Behavior Therapy (CBT) addresses dysfunctional emotions, maladaptive behaviors, and cognitive processes. This is an effective treatment for patients who are dealing with anxiety and depression. CBT refers to a group of psychotherapies that incorporate techniques from cognitive therapy and behavior therapy. Albert Ellis and Aaron Beck are the two psychologists who came up with therapies. Beck developed the cognitive therapy (CT) that focuses on changing the client’s unrealistic maladaptive beliefs and thoughts in order to change the individual’s behavior and emotional state. To help CT is directive collaboration by help teach the client correct their distorted thinking and perception of self,

conduct to meet the expectations of the classroom. However, “ ...findings expound on the fact that there is an increase in the number of mainstreamed students who are diagnosed with emotional behavior disorders (EBD) and that teachers are not always trained to deal

Thousands of girls and boys are forced into human trafficking and the slavery market daily. However, it is not always forced labor, but voluntary. These underground activities affect families and puts them at potential danger of someone being trapped in human trafficking (Clause & Lawler, 2013). Many families are unaware of the dangers that exists today, even in America, and the different ways victims are trapped by and/or unable to escape human traffickers (McClain & Garrity, 2011). It is important to make families aware of these dangers since individuals who are caught in human trafficking have not provided consent nor agreed to this oppressive lifestyle. In 2012, there were 44 survivors of human trafficking cases reported in Kansas (Halley, 2012) while in 2013, Rapp (2014) reported that over 200 individuals were identified as victims of human trafficking throughout Kansas. There continues to be inadequate understanding of what human trafficking is and how to intervene. There are many families that are unaware to the extent of how youth and communities are impacted by this social issue (Macy & Graham, 2012).

"We must learn to live together as brothers or perish together as fools." (King, Jr., n.d). When Martin Luther King Jr. made that statement he was not talking about the family unit, yet it is appropriate. A family can be a true blessing, although there are some people that believe their family is their curse. As a future therapist, I believe Cognitive Behavioral Family Therapy (CBFT), will be the approach I use to assist family mend their behavior to live in a cohesive environment together. There is an educational component in Cognitive Behavioral Therapy (CBT) that supports the client(s) long after his/her sessions have ended, which leads to long term benefits and results. That is the actual learning to re-think his/her irrational behavior and beliefs.

Current literature suggests that the practising of cognitive therapy techniques on oneself is a valuable and useful way to learn about cognitive therapy (Beck, 1995; Padesky & Greenberger, 1995; Padesky, 1996). Padesky (1996, p. 288), for instance has written: ‘‘To fully understand the process of the therapy, there is no substitute for using cognitive therapy methods on oneself “. Beck (1995, p. 312) advises readers ‘‘to gain experience with the basic techniques of cognitive therapy by practising them yourself before doing so with patients . . . trying the techniques yourself allows you to correct

From the time of the advent of Sigmund Freud’s psychoanalytic theory and therapy until now, psychologists have searched for new and better ways to both understand and treat the human psyche. Many psychologists have spent their lives analyzing the complexities of human thought, behavior, and interactions with societal influences in order to find new ways to guide humans towards a more fulfilling human experience. Throughout time, various theories and models of therapy have emerged, each with their strengths and weaknesses in their efforts to help humanity live more fulfilling lives. Psychoanalytic, Adlerian, existential, person-centered, gestalt, behavior, cognitive, cognitive behavior (CBT), reality, feminist, postmodern, and family systems approaches have all made important contributions towards the evolution of psychological theory and therapy. One of the most widely accepted and practiced forms of theory and therapy in today’s world of psychology is CBT. Cognitive-Behavior Therapy has a rich and storied history, contains more inherent strengths than weaknesses, and provides effective treatment for a variety of psychological conditions.

The author, a professor of special education, is an expert in the areas of behavior disorders, the assessment and treatment of behavioral disorders and interventions for behavioral disorders. This article provides an objective and useful discussion regarding the relationship between Behavior Intervention Plans and the issues that must be address by school staff when developing and monitoring them. The author also provides readers with specific areas which must be address when developing Behavior Intervention Plans. The information provided may be useful for teachers and school staff.

Developed in the mid 1960s by Aaron Beck, the Cognitive Behavioral Therapy (CBT) model theorizes that the interpretation of both external and internal events is biased, and can tap unhealthy underlying beliefs that potentially lead to emotional distress (Beck, 2005). Over the years CBT has accumulated an impressive track record in the treatment of a variety of mood disorders. In 1985, a review of 220 studies using CBT in the treatment of depression concluded that 91% supported the model (Beck, 2005). Large-scale literature meta-analyses on CBT in the treatment of anxiety disorders have also shown CBT to be highly effective in this population, particularly with posttraumatic stress disorder (Beck, 2005). Additionally, since the late 1990s evidence has accumulated showing CBT to be an effective treatment approach in substance use disorders, including alcohol dependence, marijuana dependence, and cocaine dependence (Carroll, 2004). No wonder CBT has been characterized as “the fastest growing and most heavily researched orientation on the contemporary scene” (Prochaska & Norcross, 2003, p. 369).

Among the most widely disseminated procedures derived directly from the principles of applied behavior analysis have been those applied to the analysis and treatment of common childhood problems (e.g., Arndorfer, Allen, & Aljazireh, 1999; Schroeder & Gordon, 1991; Watson & Gresham, 1998). Applied behavior analysts have developed a countless effective interventions for common childhood problems and have repeatedly demonstrated that, even in loosely controlled applied environments, behavior often responds rather quickly to properly managed contingencies. Yet, despite these successes, some have maintained that simply providing repeated demonstrations of the effectiveness of behavioral technology eventually will yield diminishing returns to the field (Kunkel, 1987). The success of an intervention is dependent not only upon its effectiveness but also upon its precise delivery by a clinician and the consistency with which parents and staff implement that treatment with all of its essential

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

Bulimia nervosa is an eating disorder characterized by binge eating as well as by self-induced vomiting and/or laxative abuse (Mitchell, 1986). Episodes of overeating typically alternate with attempts to diet, although the eating habits of bulimics and their methods of weight control vary (Fairburn et al., 1986). The majority of bulimics have a body weight within the normal range for their height, build, and age, and yet possess intense and prominent concerns about their shape and weight (Fairburn et al., 1986). Individuals with bulimia nervosa are aware that they have an eating problem, and therefore are often eager to receive help. The most common approach to

When working with children and adolescents, it is imperative that professionals have a good grasp of what techniques will apply to and work best for their target population. Though there are many types of techniques that one can apply, and having access to these techniques is crucial to a client’s well-being and the quality of the practitioner, there is one cognitive-behavioral intervention technique that has stood out when working with my particular population. This technique is “Tense like a Tinman, Relax like a Rag Doll.” “Schemata develop early in life, become reinforced over time, and as a consequence of repeated learning experiences become consolidated by adolescence and young adulthood (Friedberg, 2002, p.5), thus providing an appropriate

Interventions may include behavioral and cognitive strategies. “Behavioral interventions are means making certain that rewarding consequence follows desirable behavior and that either no consequence or punishing consequences follow undesirable behavior” (Kauffman 2005). Other intervention may include token reinforcement, response cost, and time out. Giving students choices in assignment can also be helpful.

Motivational interventions focus on enhancing the student’s motivation and commitment to change his or her behavior. Typically delivered in one or two sessions, such sessions can take place by mail, online, or in person. Cognitive–behavioral interventions seek to change behavior by helping the

The Cognitive Behavioural and Person-Centred approaches to therapy have many theoretical and practical differences, however they are also similar in their view of the individuals they seek to help. This essay will look at a hypothetical case study, involving a client named Stan who has been ordered to attend therapy sessions by a judge in relation to a driving under the influence of alcohol charge. Stan presents a number of issues affecting his self-image, confidence, identity and motivation. For the purpose of this essay, Stan’s depression and anxiety will be examined in the context of both Cognitive Behavioural and Person-Centred approaches to therapy. Additionally, the integration of these two approaches and the limitations and ethical considerations of such an amalgam will also be addressed.