The Quality Of The Two Programs For An Evaluation

An examination of current literature in the field of psychology has shown that cognitive behavioral therapy is an empirically supported and effective treatment type for a multitude of disorders, especially a variety of anxiety disorders.

Childhood anxiety is quickly becoming the most challenging of all childhood problems. As the root of most problems, anxiety covers a long range of stressors that spread quickly if not treated or relieved early in life. Anxious feelings in children varies from children of all backgrounds. All people feel anxious at one point or another, and it is only when children are affected daily and unable to be calmed when people should become concerned. Many times, children are feeling overwhelmed and cannot express themselves or struggle to understand his/her feelings. Social and emotional development then plays a big part when facing concerns like anxiety in a young childhood environment. Teachers and caregivers need to take a step back and focus on what the child needs rather than what he/she can do to make children calm down. Through interventions, patience, and caring teachers, a young child does not need to be known as "The Child Who is Anxious", he/she can just be a child.

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

An Introduction to Cognitive Behavioural Therapy: A Case Study Focusing on a Patient with Generalised Anxiety Disorder.

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 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.

Jordan was administered three assessment measures to help the clinician identify the severity of his anxiety-based symptoms. The Piers-Harris Self-Concept Scale main purpose is to provide an overall view of Jordan’s self-perception. This scale will assist the therapist by finding problematic areas that will be addressed in treatment. Jordan’s self-reported baseline was 39. The Screen for Child Anxiety Related Disorders (SCARED) focuses on assessing the severity of anxiety symptoms. Jordan’s self- reported baseline is a 39. The CES-DC scale assess for depression and Jordan’s self-reported baseline is 17. Based off the self-reported measures Jordan does not meet the criteria for a formal diagnosis due to the time (duration)of the symptoms. Jordan has displayed the requisite symptoms for less than 6 months. He did however, meet criteria for subclinical generalized anxiety disorder. The data from the anxiety and negative affectivity questioners indicate that Jordan has moderate but not severe levels of discomfort. Additionally, Jordan’s level of self-esteem was good and his level of depression was low. Jordan’s 12-week treatment and sessions will include the following; 1-2 engagement, 3-4 psycho-education about anxiety with Jordan and his parents, 5-6 exposure element techniques, 7-8 relation techniques, 9-10 positive self-talk, and 11-12 termination.

Separation anxiety disorder (SAD) is one of the most common anxiety disorders in preadolescent children and can cause serious distress in a child’s life. Having separation anxiety disorder in childhood can significantly increase the chances of internalizing problems and other anxiety disorders. Unfortunately, because separation anxiety is common in children it is hard to determine if the behaviors the children are displaying are atypical. Although there are various types of treatment options for SAD, parent-child interaction therapy (PCIT) can be extremely helpful particularly in the school system as teachers can adopt the same techniques using teacher-child interaction therapy (TCIT). Therefore, the child is not only receiving treatment at home, their treatment is consistent at school. PCIT has proved to be an efficient and popular treatment for SAD, which will be outlined and confirmed in this paper through analysis of PCIT and TCIT.

Anxiety disorders characterize as a highly predominant discussion of all psychosomatic disorders and are certainly interfere with quality of life (Barrera & Norton, 2009). Many studies have suggested the effectiveness of cognitive behavioral therapies CBT for anxiety disorders. In particular, evidence supports group design GCBT for anxiety disorders can enhance treatment due to feedbacks from similar population clients. Notably, mental health experts claim that the similar effect sizes

The article I reviewed is titled A Cognitive-Behavioral Approach to Family Therapy by Robert Friedberg and was published in the Journal of Contemporary Psychotherapy. This article reviews Cognitive-Behavioral Therapy in a family setting. It is interesting because the author states that there is a lot of research and practice of this therapy with young children and growing use with adolescents but very little direction to use this therapy with adults. I am curious to know how this has changed today, twelve years later. Friedberg states that behavioral and cognitive therapy shows great promise for families to use and proceeds to explain how to use it within the family system.

Cognitive Behavior Therapy (CBT) focuses on changing behavior by changing perception and proposes behavior is learned. When used as a treatment for children, CBT teaches children to challenge thinking by understanding and acknowledging negative feelings and developing a positive attitude that leads to problem-solving and emotional balance. Willing participation of the child is most effective when used with reinforcement and involvement of parents. Counselors must have a clear understanding of the complexities of this treatment from an integrative, contextual, and multicultural perspective since the personal and environmental experiences of the child are the framework for change through knowledge and self-awareness. The greatest change reflects

In this study, Jennifer L. Hudson, Ronald M. Rapee, Heidi J. Lyneham, Lauren F. McLellan, Viviana M. Wuthrich, and Carolyn A. Schniering test the effectiveness of cognitive behavioral therapies on different types of anxiety. Results from several tests and studies show a 60% recovery rate for children suffering from anxiety disorders. They state that most studies deal with children with Generalized Anxiety Disorder, Separation Anxiety Disorder, and Social Anxiety Disorder. However, this study covers a more broad range of anxiety disorders such as Obsessive Compulsive Disorder, and Post Traumatic Stress Disorder. The study was comprised of 842 seven to fourteen year olds with one or more of the previous mentioned anxiety disorders. The CBTs were

Chu, Skriner, and Zandberg (2014) summarized the use of multilevel growth analysis used to formulate change in anxious youth with cognitive behavior therapy and by pinpointing youth collaborations with therapeutic alliance trajectory. In the study, counselors were able to evaluate therapeutic alliances between the youth patient and counselor (Chu et al., 2014). While conducting the study, they used numerous of evidence-based interventions that established short and long term effectiveness with cognitive behavior therapy approach. In previous research, it was determined that youth anxiety with cognitive behavior therapy has a success rate of 63%, and social impediments prohibiting effective interventions due to lack of participation with outside intervention strategies (Chu et al.,2014).

Cognitive Behavioral therapy has been proven to be an effective treatment for anxiety and stress related disorders in adolescents. According to the Behaviour Research and Therapy Journal “Treatment gains have been maintained for up to 19 years post-treatment”. In one study conducted by this journal the effectiveness of individual vs. group CBT was examined.

Today Cognitive behavioral Therapy has been influenced by two major therapeutic approaches: firstly, Behaviorism as developed by Skinner, Pavlov and others in the 1950s and 1960s, where the main research was related to rewards and punishments, or stimuli’ and their response. Second is Cognitive therapy which was introduced or made popular by Beck and Ellis in the 1960s. CBT by definition is a form of treatment that focuses on examining the relationships between thoughts, feelings and behaviors. By exploring the patterns of thinking that lead to negative actions and the beliefs that dictate these thoughts, families can identify and change the patterns in order to