Cognitive behavioral therapy techniques and strategies
2016
https://doi.org/10.1037/14936-000…
12 pages
1 file
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Abstract
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Cognitive Behavioral Therapy (CBT) is a comprehensive and evolving treatment model that addresses a wide range of mental health and physical disorders. This volume aims to elucidate key CBT principles and therapeutic processes, organized chronologically to reflect a typical CBT application. It emphasizes assessment, cognitive interventions, and techniques to prevent relapse, supported by illustrative hypothetical cases that enhance understanding of CBT's application.
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Psychotherapy Research, 2015
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CBT for Appearance Anxiety, 2013
In this chapter, the case of Molly is formulated within a cognitive-behavioural therapy (CBT) framework. CBT is a generic term, encompassing both: (1) approaches underpinned by an assumption that presenting emotional and behavioural difficulties are cognitively mediated (A. T. Beck, 2005) or moderated (Hofmann & Asmundson, 2008); and (2) atheoretical bricolages of cognitive and behavioural techniques (Fennell, 1989). This latter category may include effective therapeutic packages (perhaps acting through mechanisms articulated in the first category) but, when theory is tacit, it becomes harder to make analytical generalisations or to extrapolate principles that could guide idiographic formulation and intervention. In contrast, the first category of approaches posits that presenting difficulties may be formulated from an assessment of individual cognitive content (thought processes and underlying beliefs) and implies that we can bring about change in presenting difficulties through change in associated cognitions. Within the expansive category of theory-linked CBT approaches, however, there remains a great deal of heterogeneity. Beyond a broadly shared assumption about the influential role of cognitions, we find that variants and developments of CBT place differential emphases on (for example): level of analysis (e.g., situational versus individual); levels of cognition (e.g., immediate thoughts versus underlying core beliefs); problem-specificity (e.g., trans-diagnostic versus disorder-specific); the relative contribution of 'non-cognitive' variables (e.g., overt behaviour, emotional experience, social context); and the particular mechanism of cognitive influence (e.g., mediational versus interactional), with some variants hypothesising complex interrelations, involving pathways between multiple cognitive 'systems'. Recent incarnations of CBT seem to place less emphasis on direct cognitive change (i.e., targeting the content, occurrence, and believability of thought processes) and greater emphasis on changing how people attend, relate, and respond to cognitions (i.e., second-order change; Hayes, Villatte, Levin, & Hildebrandt, 2011)-one such model is discussed in Chapter 5 of this volume. Given the diversity of 'CBT' approaches, and the potentially divergent implications of selecting one model over another, it is important that we specify the particular framework that we will use for the purposes of this chapter. We primarily base our approach and formulation on the theoretical model articulated by A. T. Beck (1976). This model is internally coherent and led to the development of a cohesive system for case formulation (J. S. Beck, 1995; Kuyken, Fothergill, Musa, & Chadwick, 2005). Beck's theory seems to offer a broadly applicable and logical account of functioning, and therapy based specifically on this account has been effective (Knapp & Beck, 2008). Notwithstanding these strengths, we will go on to critique the model, and question some of its fundamental assumptions about mechanism of change and This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
In this article, the authors present their view of the future and promise of cognitive behavioral therapy (CBT). As the Academy for Psychological Clinical Science and the independent accrediting entity it created, the Psychological Clinical Science Accreditation system, have recently launched a movement aimed at reforming all of clinical psychology, the article begins with a discussion of this movement's view of the future of clinical psychology and the implications of that vision for CBT. In short, if this movement is successful, it will result in a greater emphasis on empirical science in the practice of clinical psychology. As CBT is the approach to therapy that currently has the greatest number of controlled scientific studies supporting it, if clinical practice indeed becomes more deeply rooted in science, this should be an impetus for CBT to grow. The very same scientific evidence that supports the efficacy of CBT, however, also shows that CBT is far from fully efficacious. Thus, several recent trends are discussed that the authors believe hold great promise to enhance the effectiveness of CBT. In particular, there have been recent signs of greater integration of CBT with biological approaches, cognitive science, systemic approaches, motivational interviewing, and strengths-based approaches. As depicted in , the authors believe that each of these tends toward greater integration must continue and grow for CBT to realize its full potential. Greater attention to mechanism research is also warranted.
International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0xUnported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work isproperly cited.
Behavioural and Cognitive Psychotherapy, 2006
Over the past 50 years, cognitive-behavioral therapies (CBT) have become effective mainstream psychosocial treatments for many emotional and behavioral problems. Behavior therapy approaches were first developed in the 1950s when experimentally based principles of behavior were applied to the modification of maladaptive human behavior (e.g., Wolpe, 1958; Eysenck, 1966). In the 1970s, cognitive processes were also recognized as an important domain of psychological distress (Bandura, 1969). As a result, cognitive therapy techniques were developed and eventually integrated with behavioral approaches to form cognitive-behavioral treatments for a variety of psychological disorders. In this paper, we review the evidence for brief forms of CBT across various disorders. First, we consider the basic principles of CBT that render such therapies well suited for abbreviated formats. BASIC PREMISES OF CBT Although a number of different cognitive-behavioral techniques have been developed to address a variety of specific clinical problems, a set of basic principles and assumptions underlies all of these techniques. First, psychological dysfunction is understood in terms of mechanisms of learning and information processing. Basic learning theory incorporates findings from laboratory research on classical and operant conditioning. For example, certain phobic symptoms may represent a classically conditioned fear response that persists long after the removal of the original unconditioned stimulus. In this event, repeated, unreinforced exposure to the conditioned stimulus without the unconditioned stimulus is assumed to extinguish the conditioned fear response. In a similar vein, operant conditioning explains how undesired symptoms or behaviors are maintained as a function of the consequences that follow. For example, chronic pain behaviors are believed to be maintained in large part by attention from others. Therapies that teach persons to operate in their environment, so as to maximize positive reinforcement for adaptive behaviors and minimize such Handbook of Brief Cognitive Behaviour Therapy. Edited by Frank W. Bond and Windy Dryden.
Clinical Psychology Review, 2006
There seems to be a lack of a coherent and integrative theory and theoretically informed manuals in cognitive behavioral therapies that could negatively impact both the program of CBT as a platform for psychotherapy integration, as well as its efficacy and effectiveness. Although CBT is the golden psychological treatment for various disorders, overall, about 30-40% of the patients are still non-responsive to these interventions and various schools debate their status as promoters of the best theoretical view. The objective of the present paper is to use cognitive psychology/science as a tool to clarify several theoretical confusions in CBT, with impact on a coherent science and practice of CBT. As a general conclusion, we believe that CBT has reached preeminence in the clinical field betting on cold cognitions. Despite obvious advantages and accomplishments, this approach seems to loose its heuristic value. We believe that the next phase of CBT development lies in the construct of hot cognitions (which would increase its effectiveness) and in cognitive psychology (which would contribute to a coherent science of CBT beyond various schools). These developments could offer CBT the chance to be a platform for the integration of psychotherapy.
FOCUS, 2014
Cognitive-behavioral therapy (CBT) has been established as an empirically supported treatment for virtually any mental disorder and has usually been conducted in face-to-face individual or group format. In recent years, newer CBT treatments have been developed, including meta-cognitive therapy, mindfulness-based therapy, mindfulness-based cognitive therapy, dialectical behavior therapy, acceptance and commitment therapy, and other transdiagnostic treatments. In order to reach more patients suffering from anxiety and mood disorders, the delivery of psychological treatments has
Nursing times, 2006
This article outlines the theory underpinning the practice of cognitive behavioural therapy (CBT) and some of the intervention techniques commonly used by CBT psychotherapists. It also looks at government publications relating to the provision of psychotherapies in the NHS and training requirements for different levels of CBT psychotherapy and practice.

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