Rebt: Multimodal Approach To Change

A unique aspect of the cognitive behavioral approach in group therapy is the focus on specific target areas of change. The members are responsible for formulating specific statements of the personal goals they want to achieve. The group leader is responsible for helping the members break down their goals into specific, concrete, and measureable goals. An agenda is set at the beginning of each session in a collaborative fashion with the members and group leader in order to prioritize

It aims to do this by using case studies and key learning points to ensure that the theories of CBT

In order to evaluate whether modern behavioural therapies can help a client accept the uncertainty of their future, I am going to look in detail at two Modern Behavioural therapies, REBT – Rational Emotive Behavioural Therapy and CBT – Cognitive Behaviour Therapy to ascertain their use in therapy with a client.

Irvin Yalom has eleven Therapeutic Factors that he believes create therapeutic change in group therapy. Yalom’s eleven Therapeutic Factors have had a great impact on group therapy facilitators. He believes that these eleven factors can greatly help in making it easy to change individuals within the group therapy setting. Yalom (2005) says, I suggest that therapeutic change is an enormously complex process that occurs through an intricate interplay of human experiences, which I will refer to as ‘therapeutic factors.’ There is considerable advantage in approaching the complex through the simple, the total phenomenon through its basic component processes. His Therapeutic Factors are useful for group therapists to gain a better understanding of

In the Bodenheimer book, the cognitive behavior therapy (CBT), is described as unlearning negative impulses of an object. For example, the feeling of self and the environment around us. The relearning of positive perception of self and surroundings develops a positive outcome. If an individual overreacts, this could cause cognitive distortion (Bodenheimer, 2016, p. 67). To illustrate, Ree’s cognitive distortion of mistrust to her uncle Teardrop.

Validation, a core component in DBT, is the non-judgmental acceptance of ourselves and others. These exercises were done between students or with a parent or a teacher. In the second session, students were encouraged to work on becoming aware of their thoughts, feelings, behaviors and choices. These exercises had them realize that they are responsible for their choice and its consequences. They worked on developing alternate choice with better consequences. In the third session, the focus was on the perception of their feelings and bodily sensations. Students were introduced to period of silence and breathing techniques to be able to connect with their own selves and develop that self-awareness. Session four dealt with distress tolerance or how to handle a situation that provokes powerful feelings in an adaptive way. These activities help build resilience and see alternate ways to cope with uncomfortable feelings. It also shows students that these emotional crises are temporary. It encourages them to let these emotions pass, not fighting them and staying calm. Communication and relating skills were approach in session five and six with social support and how to improve relationship quality. Session seven introduces the concept of radical acceptance, which is the acceptance of the situation as it is and its adaptive response. The last session set goals for the future and reflected on the work students did while at the DAEP.

The therapeutic process in SFBT uses a language of change by linking what the client says and creating conversation that leads to change. Using change language helps the client see self-motivation and positive qualities. (Gehart, 2009). The SFBT therapist will ask specific types of questions to guide the therapy. The first question is usually a simple straight forward "What is the trouble?" if the client is faced with many different problems the therapist will search for the problem perceived to have the highest priority. The therapist will use positive language to paraphrase the problem. (Quick, 2008).

The groups consist of therapy, educational and Dialectical Behavior Therapy (DBT) groups. During these groups, we teach skills such as mindfulness, distress tolerance, interpersonal effectiveness skills and positive coping

According to Hayes, emphasis shifted towards exploration of one’s interpretation of the world and interpretation of emotionally relevant situations, and shapes experience. This second generation of developments included rational emotive behavior therapy (REBT) developed by Albert Ellis, and Beck and colleagues’ cognitive therapy.

This particular group also incorporated different practise frameworks, such as cognitive-behavioural therapy (CBT) and narrative therapy to help group members successfully understand their goals and the resources needed to attain those goals. Based on the literature, CBT is a goal-directed and semi-structured therapy that seeks to change negative thinking patterns and reduce maladaptive behaviours to promote socio-emotional well-being (CUCARO, 2017). This framework is evident within the facilitated role-play activities (i.e. 05:25-06:50) that encouraged members to walk through a scenario and identify their thoughts, feelings, and bodily responses. This CBT activity gave group members the opportunity to critically analyze their own coping strategies (successful or otherwise) as well as receive feedback from other members around what worked well and what alternatives could be implemented in a safe setting. This psycho-educational group also utilized a narrative therapy model, “in which people are encouraged to recount their stories as related to the circumstances at hand…” (Roberts & Yeager, 2006; White, 1989). During the check-in of the 6th session, each group member was encouraged to share their narrative of how the prior week had gone and whether they were successful in completing

Multimodal interventions focusing on multiple barriers of medication adherence have mostly shown improvements in medication adherence and reduced health care utilization. For instance, the Ashville projects that combined expanded medication therapy management (MTM) and disease management services, showed improved clinical outcomes and reduced overall costs in studies targeting commercially insured patients with diabetes, hypertension/dyslipidemia, or asthma.40-42 Similarly, Pringle and colleagues evaluated the impact of a large-scale, pharmacy-based intervention on five chronic medication classes and found that, compared to the control group, the intervention group had improved adherence for all medication classes.43 Zillich and colleagues

In it's simplest form, Cognitive Behavioral Therapy, (or CBT as it will be referred to from here on out), refers to the approach of changing dysfunctional behaviors and thoughts to realistic and healthy ones. CBT encompasses several types of therapy focusing on the impact of an individual's thinking as it relates to expressed behaviors. Such models include rational emotive therapy (RET), rational emotive behavioral therapy (REBT), behavior therapy (BT), Rational Behavior Therapy (RBT), Schema Focused Therapy, Cognitive therapy (CT). Most recently a few other variations have been linked to CBT such as acceptance and commitment therapy (ACT), dialectic behavioral therapy (DBT), and

When leading the group therapy, leaders can often encounter various problems or challenges from some members. Some of the issues that might arise within the counseling process include issues of the dominator, the chronic talker, the negative members, the distracter, the resistant members and the member who strives to outsmart the leader (Corey et al., 1995).

The third wave of behavioral therapy includes acceptance and commitment therapy, dialectical behavior therapy, and mindfulness-based cognitive therapy. These types of therapies are designed to help people accept difficult life experiences and to persuade individuals to act on their core values. An evolution of cognitive-behavioral therapy, ACT, MBCT, and DBT not only include the thought process within the behavioral network, but mindfulness and acceptance as well. Instead of teaching people to control their thoughts and feelings in the case of CBT, ACT & DBT draws from far eastern philosophies of noticing and accepting the things in life that you cannot change.

REBT is a form of Cognitive Behavioural Therapy (CBT) and was invented by Ellis in 1955 after he found out some pitfalls in psychoanalytic theory such as the ridiculous amount of time spent to get the clients getting their insight into their problems that has been practiced among therapist during his time. REBT theory was mainly expected to be more active-directive approach as he focused on verbalizing to his clients what he thought to be the clients’ assured insight.