Cognitive-Behavioral Strategies for the Treatment of Schizophrenic Disorders

1998 ◽  
pp. 77-86 ◽  
Author(s):  
Ian R.H. Falloon ◽  
Pierluigi Morosini ◽  
Rita Roncone ◽  
Massimo Casacchia ◽  
John Coverdale ◽  
...  
Keyword(s):  
Cognitive Behavioral ◽  
Behavioral Strategies

RAINBOW

2017 ◽  
Author(s):  
Amy E. West ◽  
Sally M. Weinstein ◽  
Mani N. Pavuluri
Keyword(s):  
Bipolar Disorder ◽  
Mental Health Professionals ◽  
Behavioral Treatment ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Treatment Manual ◽  
Good Friend ◽  
Pediatric Bipolar Disorder ◽  
Cognitive Behavioral Treatment ◽  
Behavioral Strategies

RAINBOW: A Child- and Family-Focused Cognitive-Behavioral Treatment for Pediatric Bipolar Disorder is a comprehensive, evidence-based treatment manual designed specifically for children ages 7–13 with bipolar spectrum disorders and their families. Developed by experts in pediatric mood disorders and tested in a randomized clinical trial (RCT), RAINBOW integrates psychoeducation and cognitive-behavioral therapy (CBT) with complementary techniques from mindfulness-based intervention, positive psychology, and interpersonal therapy to address the range of therapeutic needs of families affected by this disorder. Guided by the evidence on the neurobiological and psychosocial difficulties accompanying pediatric bipolar disorder, this treatment targets the child and family across seven core components: Routine, Affect Regulation, I Can Do It, No Negative Thoughts and Live in the Now, Be a Good Friend/Balanced Lifestyle for Parents, Oh How Do We Solve This Problem, and Ways to Get Support. Throughout the treatment, the child and family will learn how to identify mood states and triggers of mood dysregulation, and develop cognitive and behavioral strategies for improving mood stability. Children will build social skills, and caregivers will develop greater balance and self-care in their own lives. The family will learn ways to use routines, problem-solving, and social support to improve overall family functioning. Intended for qualified child-focused mental health professionals, this manual includes the conceptual background of the treatment and user-friendly step-by-step instruction in delivering RAINBOW with families, including handy session outlines and engaging worksheets for the child and caregiver(s).

Cognitive Behavioral Therapy

2017 ◽  
Author(s):  
Nancy P. Kropf ◽  
Sherry M. Cummings
Keyword(s):  
Older Adults ◽  
Cognitive Behavioral Therapy ◽  
Behavioral Treatment ◽  
Cognitive Distortions ◽  
Behavioral Therapy ◽  
Theory And Practice ◽  
Cognitive Behavioral ◽  
Cognitive Behavioral Treatment ◽  
Behavioral Strategies ◽  
Term Care

Chapter 3, “Cognitive Behavioral Therapy: Theory and Practice,” presents the history, examines the theoretical underpinnings, and explains the essential skills and techniques of cognitive behavioral therapy (CBT). Theoretical principles, such as cognitive distortions, underlying assumptions and schema, and their presentation in older adults, are discussed. The treatment approach of CBT is outlined, including the nature of the therapeutic relationship, changing cognitions, behavioral strategies, the use of homework in treatment, and special considerations and adaptations for practice with older clients. Various contexts and settings where CBT is implemented are summarized, such as individual and group settings within community-based, acute-care, and long-term-care facilities. The chapter ends with the case example of cognitive behavioral treatment with an older female caregiver, which highlights and illustrates CBT practice with older adults.

Changing Resistant Assumptions in Christian Cognitive-Behavioral Therapy

1989 ◽  
Vol 17 (2) ◽  
pp. 93-100 ◽  
Author(s):  
Frederic C. Craigie ◽  
Siang-Yang Tan
Keyword(s):  
Social Support ◽  
Cognitive Behavioral Therapy ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Behavioral Strategies ◽  
Clinical Challenge ◽  
The World

Drawing upon a large secular literature, Christian approaches to cognitive-behavioral therapy have emphasized the importance of helping clients to change false assumptions about themselves, their faith, and the world. A common clinical challenge, however, is that clients indicate that they know the truth in an academic sense, but are not able to relate to and incorporate the truth in such a way that it transforms their lives. They know the truth, but it does not set them free. This article describes a number of approaches to assess core assumptions accurately, to help clients to take different perspectives about changing resistant assumptions, and to utilize behavioral strategies, social support, imagery and prayer as vehicles for experiencing and incorporating God's truth in a deeper way.

Chronic Pain: Biological Understanding and Treatment Suggestions for Mental Health Counselors

2009 ◽  
Vol 31 (3) ◽  
pp. 189-200 ◽  
Author(s):  
David Farrugia ◽  
Holly Fetter
Keyword(s):  
Mental Health ◽  
Chronic Pain ◽  
Positive Psychology ◽  
Psychotropic Medications ◽  
Cognitive Behavioral ◽  
Mental Health Counselors ◽  
Evidence Based ◽  
Counseling Skills ◽  
Behavioral Strategies ◽  
Imagery Techniques

Biopsychosocial factors related to chronic pain are discussed as a necessary foundation for understanding and helping clients who are in pain. Familiar evidence-based counseling approaches that have proven useful for working with clients who are in pain are reviewed to identify how practitioners can use their counseling skills to help these clients. Approaches reviewed are assessment considerations, use of psychotropic medications, cognitive-behavioral strategies, hypnosis and imagery techniques, family considerations, and positive psychology.

Self-Guided Online Cognitive Behavioral Strategies for Chemotherapy-Induced Peripheral Neuropathy: A Multicenter, Pilot, Randomized, Wait-List Controlled Trial

2018 ◽  
Vol 19 (4) ◽  
pp. 382-394 ◽  
Author(s):  
Robert Knoerl ◽  
Ellen M.L. Smith ◽  
Debra L. Barton ◽  
David A. Williams ◽  
Janean E. Holden ◽  
...  
Keyword(s):  
Peripheral Neuropathy ◽  
Controlled Trial ◽  
Cognitive Behavioral ◽  
Wait List ◽  
Behavioral Strategies

Psychoeducational and cognitive-behavioral strategies in the management of bipolar disorder

2003 ◽  
Vol 73 (1-2) ◽  
pp. 171-181 ◽  
Author(s):  
Michael W. Otto ◽  
Noreen Reilly-Harrington ◽  
Gary S. Sachs
Keyword(s):  
Bipolar Disorder ◽  
Cognitive Behavioral ◽  
Behavioral Strategies

FC25-06 - The impact of training cognitive-behavioral strategies on reduction of test anxiety in male high school students

2011 ◽  
Vol 26 (S2) ◽  
pp. 1958-1958
Author(s):  
Z. Aalayi ◽  
T. Ahmadi Gatab
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Behavioral ◽  
Second Grade ◽  
Behavioral Strategies ◽  
School Students ◽  
Significant Difference ◽  
The Impact

IntroductionThe present study has focused on the impact of training cognitive-behavioral strategies in reducing test anxiety among second-grade high school male math students.ObjectivesThis study has attempted to test the hypothesis that training cognitive-behavioral strategies can help a reduction on test anxiety among anxious students.MethodsThe subjects were 72 second-grade high school students who had obtained high scores on the test anxiety scale(sarason,1978) participants were selected by a multi-stage cluster sampling method from three high schools at Tehran after administering the self-report test anxiety scale as pre-test, the subjects were then divided into two groups of control and experimental with 36 students in each groupdid not receive any treatment then, both groups were asked to complete the test anxiety scale as post-test.ResultsAnalysis of variance (anova) with repeated measures was performed to analyze the data. the results revealed that there was a significant difference between the two groups and this difference was two the advantage of experimental group showing a significant reduction in test anxiety.ConclusionsThe results showed that training cognitive-behavioral strategies can reduce test anxiety.

scholarly journals Mejora de la autoestima con la aplicación de técnicas cognitivas conductuales y asertivas en la Universidad Técnica Estatal de Quevedo

2020 ◽  
Vol 5 (4) ◽  
pp. 161
Author(s):  
Manuel Liborio Chong Cruz ◽  
Elsye Teresa Cobo Litardo ◽  
Maritza Elizabeth Alcívar Saltos
Keyword(s):  
Academic Performance ◽  
Psychological Disorders ◽  
Well Being ◽  
Self Esteem ◽  
Cognitive Behavioral ◽  
Behavioral Strategies ◽  
State Technical ◽  
Palabras Clave ◽  
Behavioral Techniques ◽  
The Ideal

El trabajo se realiza con la finalidad de ayudar a los estudiantes que ingresan al curso de nivelación de la Universidad Técnica Estatal de Quevedo a mejorar su nivel de autoestima. Está evidenciado que la autoestima es una de las variables que se relaciona con el rendimiento académico y que su déficit se puede asociar con ciertos trastornos psicológicos que podrían afectar el grado de bienestar de los estudiantes. La autoestima es un constructo psicológico que se puede cambiar, según los estudios realizados, mediante la aplicación de diversas estrategias de tipo cognitivo conductual y con el aprendizaje de técnicas para mejorar la asertividad. Estas técnicas tienen la ventaja de ser fácilmente aprendidas y aplicables con un mínimo de entrenamiento. Sin embargo, la comprensión y perseverancia en la aplicación de sus estrategias son las que producirán, en nuestros alumnos, los resultados que esperamos y que se manifestarán a través de emociones, conductas y pensamientos más adecuados a su realidad personal y social. Las clases de tutoría serán el contexto ideal para su aplicación y ensayo y los tutores sus principales mediadores. PALABRAS CLAVE: autoestima; técnicas cognitivas conductuales; asertividad; tutoría; terapia asertiva sistemática. Improvement of self-esteem with the application of cognitive behavioral and assertive techniques at the State Technical University of Quevedo ABSTRACT This project is conducted with the aim of helping students who take the preparation course for admission at the Universidad Técnica Estatal de Quevedo to improve their self-esteem. Research shows that self-esteem is one of the variables related to academic performance and low self-esteem can be associated with certain psychological disorders that could affect students’ well-being. Self-esteem is a psychological construct that can be modified, according to studies, through the adoption of various cognitive-behavioral strategies and through the learning of techniques to improve assertiveness. These techniques have the advantage of being easily learned and employed with minimum training. However, the understanding and perseverance in the use of these strategies will produce, in our students, the results we expect, which will be manifested through emotions, behaviors, and thoughts that will be more appropriate to their personal and social reality. The tutorials will be the ideal context for the use and rehearsal of these strategies, and the tutors will be the main mediators. KEYWORDS: self-esteem; cognitive-behavioral techniques; assertiveness; tutoring; systematic assertiveness therapy.

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