Voici
Votre nouvel assistant de présentation.
Affinez, améliorez et adaptez votre contenu, trouvez des images pertinentes et éditez des visuels plus rapidement que jamais.
Recherches à la une
Büşra Altıntaş
CBT is a form of treatment that focuses on examining the relationships between thoughts, feelings, and behaviors.
Cognitive therapy perceives psychological problems as stemming from commonplace processes such as faulty thinking, making incorrect inferences on the basis of inadequate or incorrect information, and failing to distinguish between fantasy and reality.
Cognitive behavioral practitioners use a brief, active, directive, collaborative, present-focused, didactic, psychoeducational model of therapy that relies on empirical validation of its concepts and techniques (Reinecke & Freeman, 2003)
THE COGNITIVE TRIANGLE
Cognitive behavioral therapy relies on the principles and procedures of the scientific method, and these experimentally derived principles of learning are systematically applied to help people change maladaptive behaviors.
The specific unique characteristics of behavior therapy include ;
Behavioral assessment
(1) is aimed at gathering unique and detailed information about a client’s problem,
(2) focuses on the client’s current functioning and life conditions,
(3) is concerned with taking samples of a client’s behaviors to provide information about how the client typically functions in various situations,
(4) is narrowly focused rather than dealing with a client’s total personality, and (5) is integrated with therapy.
Initially, the group leader generally develops the plans in a collaborative fashion that includes each group member.
After an initial assessment, and as the members learn the necessary skills, the group participants together with the group leader brainstorm intervention strategies that might be used or specific actions that might be taken.
Ultimately, the person with the problem is the judge of the strategy or actions he or she must take.
Once target behaviors have been clearly identified, treatment goals specified, and therapeutic procedures delineated, the outcomes of therapy can be objectively assessed.
At every subsequent session an assessment of behavioral changes may be made so members can determine how successfully their objectives are being met. Providing members with feedback is a vital part of cognitive behavioral group therapy.
Cognitive behavioral group leaders assume the role of teacher and encourage members to learn and practice social skills in the group that they can apply to everyday living.
They expected to assume an active, directive, and supportive role in the group and to apply their knowledge of behavioral principles and skills to resolution of problems.
Multimethod Group Approach (Rose & Edleson, 1987) uses various coping strategies for dealing with specific problems;
Increasing members' participation and involvement in setting specific goals, planning, decision making, and mutual helping of other
Pregroup individual interviews and the first group session are devoted to exploring the prospective members' expectations and to helping them decide whether they will join the group
4 key points that can be a part of the informed consent process in a group;
Assessment and evaluation continue throughout the working stage, and group leaders must continually evaluate the degree of effectiveness of the sessions and how well treatment goals are being attained.
By means of this continuing evaluation process, both the members and the leader have a basis for looking at alternative and more effective strategies. Some of the strategies typically used during the working stage are
During the final stage of a cognitive behavioral group, the leader is primarily concerned with having members transfer the changes they have exhibited in the group to their everyday environment.
The fol lowing tasks are characteristic of the final phase of a group:
Cognitive behavioral approaches to groups offer great promise for those who want to learn the skills necessary for self-management.
The techniques have been grouped under four general approaches that can be applied to the practice of cognitive behavioral groups:
(1) social skills training groups,
(2) cognitive therapy groups,
(3) stress management groups,
(4) mindfulness and acceptance-based cognitive behavior therapy.
Individuals who experience psychosocial problems that are partly caused by interpersonal difficulties are good candidates for social skills training. The goal of SST is to enhance a person’s functioning in social and performance situations (Bieling et al., 2006). Social skills training includes strategies such as psychoeducation, modeling, behavioral rehearsal, role playing, and feedback.
Changing maladaptive and dysfunctional beliefs, interpretations, behaviors, and attitudes.
Some of the most common interventions include automatic thought records, disputing beliefs, monitoring moods, developing an arousel hierarchy, monitoring activities, problem solving, socratic questioning, relaxation methods, risk assessment, and relapse preventions (Petrocelli, 2002).
Stress management can be used both as a primary focus of treatment and as an adjunctive treatment for people who experience significant problems in the biopsychological sphere (Kaplan & Laygo, 2003).
"how we appraise events in life determines whether stress will affect us positively or negatively"
Mindfulness is a process that involves becoming increasingly observant and aware of external and internal stimuli in the present moment and adopting an open attitude toward accepting what is rather than judging the current situation (Kabat-Zinn, 1994; Segal, Williams, & Teasdale, 2002).
Acceptance is a process involving receiving one’s present experience with- out judgment or preference, but with curiosity and kindness, and striving for full awareness of the present moment (Germer, 2005b).
One of the most compelling reasons for employing CBT groups in schools is that they can be used for both remediation and prevention (Vernon, 2004).
Vernon provides some reasons for the effectiveness of cognitive behavioral therapies with school-aged populations:
Research Studies
Unlike medication, CBT treats more than just the symptoms of anxiety. Using CBT for anxiety can help uncover the underlying cause of the anxiety triggers; the patient learns ways to relax, and develop better coping and problem solving skills.
A study by Coull & Morris (2011) used CBT as a treatment for anxiety disorders
Bieling, P. J., McCabe, R. E., & Antony, M. M. (2006). Cognitive-behavioral therapy in groups. NewYork: Guilford Press.
Germer, C. K. (2005b). Teaching mindfulness in therapy. In C. K. Germer, R. D. Siegel, & P. R. Fulton (Eds.), Mindfulness and psychotherapy (pp. 113–129). NewYork: Guilford Press.
Kabat-Zinn, J. (1994). Wherever you go there you are: Mindfulness meditation in everyday life. New York: Hyperion.
Kaplan, A., & Laygo, R. (2003). Stress management. In W. O’Donohue, J. E. Fisher, & S. C. Hayes (Eds.), Cognitive behavior therapy: Applying empirically supported techniques in your practice (pp. 411–416). Hoboken, NJ: Wiley.
Rose, S. D., & Edleson, J. (1987). Working with children and adolescents in groups. San Francisco: Jossey-Bass.
Vernon, A. (2004). Using cognitive behavioral techniques. In B. T. Erford (Ed.), Professional school counseling: A handbook of theories, programs & practices (pp. 91–99). Austin, TX: CAPS Press.