Use Of Multilevel Growth Analysis Used By Pinpointing Youth Collaborations With Cognitive Behavior Therapy

My personal theoretical orientation to counseling is Cognitive-Behavioral therapy. Cognitive-Behavioral therapy helps the client to uncover and alter distortions of thought or perceptions which may be causing or prolonging psychological distress. The theoretical foundations of CBT are essentially those of the behavioral and cognitive approaches. CBT leads to a clear, persuasive, and evidence-based description of how normal and abnormal behavior develops and changes (Kramer 293). The term “cognitive-behavioral therapy” or CBT is a term for therapies with many similarities. CBT is not used as a cure and often times used to help with anxiety or depression the most, and may be single or in group settings. There are several approaches to this

Cognitive Behavioral Therapy is the inspired work of Albert Ellis and Aaron Beck which emphasizes the need for attitudinal change to promote and maintain a behavior modification (Nichols, 2010 p. 167). Ellis believed, people contribute to their own psychological problems, as well as specific symptoms, by the rigid and extreme beliefs they hold about events and situations (Cory 2012, p. 291). CBT is based on an educational model with a scientifically supported assumption that most emotional and behavioral responses are learned. Therefore, the goal of therapy is to assist clients unlearn their unwanted behaviors and to learn new ways of behaving and thinking when he/she is faced with an

Purpose of the group counseling varies from group to group. It can be therapeutic, educational, or helping people to make fundamental changes in their way of thinking, feeling and behaving (Corey, 2004, p. 7). Group counseling/therapy has the advantage of being more effective than individual therapy because, it more closely stimulates social interactions and interpersonal communication patterns than does individual counseling (Kottler, 2004, p. 260). The techniques and strategies use in group counseling are to help resolve members’ interpersonal conflict, promote greater self-awareness and insight, and help them work to eliminate their self-defeating

CBT therapists use the first session or two to complete a problem analysis, perform a detailed assessment and create a case formulation with the client. The therapist seeks to identify: 1) the behaviors, emotions, and thoughts which make the situation a problem, 2) predisposing factors, often going back to childhood and adolescents, 3) precipitants, 4) protective factors, 5) triggers, 6) symptoms, and 7) maintenance cycles (O’Connell, 2012). This starts the session out with a very problem-focused discussion encouraging growth of the problem, with goal setting often not starting until the second

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).

Goal is to work with client on areas that he or she would like to improve using problem-solving skills. This goal can be achieve by identifying the client goal and personal skills and knowledge. Involving client in decision making helps to move towards independencies and reduce anxiety. Also use empathetic communication, encourage client and family to verbalize fears, express emotions and set goals. Acknowledging and empathizing creates supportive environment that enhance coping. Another intervention is to assess client strength and ability to cope and provide opportunities for expression and recognition. This will help client easily cope with situation and affect self esteem (Weg,

The overall focus of this specialty group is on challenging thought processes and behaviors that contribute to maintaining anxiety and depression. The adolescents enrolled in this program receive group, individual, and family therapy. There is a strong psycho-educational component regarding diagnoses for both the teens and their families. Medication consultation takes place with a board certified child/adolescent psychiatrist. The school liaison works with the school professionals to provide additional information about the adolescent’s diagnosis and how it may affect school performance.

Liehr (2010), a noted researcher states, “It was created to address Therapeutic Community stress and support self change that could impact treatment retention” (2010, 81). According to Liehr (2010), Therapeutic Community is an established substance abuse treatment. The environments of teenage girls are stressful and high school dropout rates are high. That reason is why the MBTC was created” (2010, 82). During this intervention, the control group (TC group) wrote stories regarding their feelings and stress, while the experimental group (MBTC) also wrote stories. There were 140 patients in the TC group and over 250 adolescents in the MBTC group. Both groups showed decreases in stress and anxiety and increases positive feelings and self change. The patients in the study report that their stress and anxiety has decreased. The researchers, as well as the students note that their substance use has decreased as well. The researchers used a host of surveys, reports, and the Symptoms of Stress Inventory, a self-report assessment, to measure the study and calculate the results. The statistics show that the level of stress of students who receive treatment slightly decreased more compared to students who did not have any substance abuse issues. However, there were not any differences in the groups’ feelings of self-change.

Cognitive behavioral therapy (CBT) is a short-term, problem-centered therapy that is used to address psychopathology within the individual (Beck, 1995). This model of therapy is used to address issues of depression, anxiety, eating disorders, relational problems, and drug abuse, and can be utilized when working with individuals, as well as within group and family modalities. The core aspects of this therapy include collaboration and participation by the client, a strong alliance between therapist and client, and an initial focus on current problems and functioning (Beck, 1995). The theory of CBT emphasizes the relationship between the individual’s thoughts feelings and behaviors, which is seen as being the underlying cause of

“The goal of CBT is to teach clients how to separate the evaluation of their behaviour from the evaluation of themselves and how to accept themselves in spite of imperfections” (Corey, 2009, p. 279). In CBT the clients are expected to change their current behaviour (normally full of automatic thoughts) to a more rational way of thinking. The clinician will challenge the client’s behaviour in order for the client to understand his or her behaviour and get alternatives to change his/her behaviour. When using CBT, the client’s behaviour changes when they are aware of the abnormal behaviour. This approach allows the client to focus on improving his/her wellbeing. This enhances the client’s awareness of an existing issue and that changes are necessary. The client will develop new coping skills to deal with the situation and develop a new way of thinking from negative (automatic thoughts) to positive (more realistic thoughts). Initially the client may not recognise that a problem exists, but through this process will get

In adolescent psychotherapy, the therapist needs to be aware of the relationship adolescents have with each other and with their parents and caretakers. At this point in their lives, these relationships are often quite tumultuous (Holmes, Heckel, & Gordon, 1991). In addition to their social networks, the therapist also needs to be attentive to the manner in which the adolescent’s early experiences form their sense of self and respect the adolescent’s desire to be independent and be active in deciding the paths of their lives. With this in mind, the therapist will allow adolescent group members to have a more active role in participating and at times even taking a leadership role within the group sessions

Thus, the client would have to be categorized with the assumption that he has experienced in his past “severed free and open communication with his peers”. This would mean that a client with clear and reciprocated communication with her loved ones would not find use in Client Centered Therapy. According to Truscott (2010), “our efforts to feel good about ourselves we tend to try to incorporate others' expectations― thereby denying our true selves and adopting instead a conditional self― resulting in feelings of disorganization and emotional pain. If, on the other hand, we experience genuineness, nonjudgmental caring, and empathy in our relationships with others, then we can achieve our potential as persons” (p.70-71). Thus, a client with emotional support can manage his feelings easier then someone without any emotional support. This still leaves the client with emotional support with the expectation that she should not have any difficulty with expressing her emotions.

Anxiety and depression (internalizing problems) have increasingly become an issue in youths, with nearly 20% of youths across the world suffering from some form of psychiatric disorder (Eisenberg & Neighbors, 2007). In addition to being widespread, these mental health problems have proven strongly debilitating and impairing for youth quality of life (Costello, Mustillo, Erkanli, Keeler, & Angold, 2003) and positively associated with poor academic achievement and increased suicide risk (Gould, et al., 1998). Moreover, the impacts of these issues on youth mental health carry over into adulthood (Weissman, et al., 1999) and adults who experienced psychiatric problems as children display poorer lifelong functioning if the onset of the problem was earlier in life (Copeland, 2015). As such, it is imperative that researchers develop a better understanding of the risk factors associated with the development of internalizing problems in youth populations.

An individual that has strives to live with anxiety or an anxiety disorder faces many struggles daily because of the feelings the conditions stimulate. There are an infinite amount of symptoms, causes, and consequences, but an equal amount of treatment options and ways to handle anxiety. Anxiety disorders can be viewed as general or extremely specific, but all in all each one affects the life of a person living with one or knowing someone who struggles with it. In regards to teenagers specifically, between three and five percent children and adolescents in the United States have some sort of anxiety disorder (Foa and Andrews 2). With the many challenges teenagers already face because of pressure based on school, athletics, social

The Cognitive Behavioural approach to therapy sees the client-therapist relationship as a collaborative effort to identify disturbances in the client’s cognitive processes and to then transform these processes to create beneficial changes in thought and behaviour (Corey, 2013). Cognitive Behavioural Therapy (CBT) is a structured therapy whereby the therapist may take a direct approach in collaborating with the client to set goals and create a therapeutic agenda (Josefowitz & Myran, 2005). Cognitive Behaviour Therapy makes use of an array of interventions which promote skills within the client to facilitate self-directed change (Josefowitz & Myran, 2005). Rational Emotive Behaviour