Harnessing choice architecture in urologic practice: Implementation of an opioid-sparing protocol grounded in cognitive behavioral theory

2021 ◽  
Author(s):  
Adrien N. Bernstein ◽  
Alex Nourian ◽  
Marshall Strother ◽  
Allwin Lobo ◽  
Karthik Devarajan ◽  
...  
Keyword(s):  
Behavioral Theory ◽  
Cognitive Behavioral ◽  
Choice Architecture ◽  
Opioid Sparing ◽  
Cognitive Behavioral Theory ◽  
Practice Implementation

Cognitive-Behavioral Therapy for Deliberate Self-Harm

Crisis ◽  
2007 ◽  
Vol 28 (4) ◽  
pp. 175-182 ◽  
Author(s):  
Nadja Slee ◽  
Ella Arensman ◽  
Nadia Garnefski ◽  
Philip Spinhoven
Keyword(s):  
Cognitive Theory ◽  
Behavioral Therapy ◽  
Treatment Plan ◽  
Behavioral Pattern ◽  
Behavioral Theory ◽  
Relationship Building ◽  
Cognitive Behavioral ◽  
Deliberate Self Harm ◽  
Self Harm ◽  
Cognitive Behavioral Theory

Patients who engage in deliberate self-harm (DSH) form a heterogeneous population. There is a need for psychotherapeutic interventions that give therapists the flexibility to tailor the treatment plan to the needs of an individual patient. To detect essential ingredients for treatment, three different cognitive-behavioral theories of DSH will be reviewed: (1) the cognitive-behavioral theory of Linehan (1993a) , (2) the cognitive theory of Berk, Henriques, Warman, Brown, and Beck (2004) , and (3) the cognitive-behavioral theory of Rudd, Joiner, and Rajab (2001) . A review of these theories makes it possible to compare the different approaches to the essential aspects in the treatment of DSH: a trusting patient-therapist relationship, building emotion regulation skills, cognitive restructuring, and behavioral pattern breaking. An overview will be given of therapeutic techniques that can be used to address the cognitive, emotional, behavioral, and interpersonal problems associated with DSH.

Supervising Child Psychiatry Fellows in Cognitive Behavioral Therapy: Crucibles and Choices

2013 ◽  
Vol 27 (1) ◽  
pp. 61-70 ◽  
Author(s):  
Amanda M. Pearl ◽  
Fauzia Mahr ◽  
Robert D. Friedberg
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Mental Health Professionals ◽  
Clinical Skills ◽  
Behavioral Therapy ◽  
Early Career ◽  
Behavioral Theory ◽  
Cognitive Behavioral ◽  
Affective Arousal ◽  
Child Psychiatric ◽  
Cognitive Behavioral Theory

Child psychiatric fellows enter cognitive behavioral therapy (CBT) training experiences with a wide variety of backgrounds and experiences in this area of treatment. Although some child fellows have fundamental knowledge of cognitive-behavioral theory, most struggle with the CBT model and even more so, subsequently using this model to guide treatment. Unlike supervising early career mental health professionals, child residents often possess a skill set apt for CBT including using a problem-oriented focus, a tendency to use structured methods in treatment, the use of psychoeducation, and basic clinical skills including genuineness, understanding, and empathy. On the other hand, child psychiatric fellows find several areas of CBT challenging because it is often vastly different from previous experience, including more frequent and longer sessions, the use of collaborative empiricism, developing case conceptualizations, and tolerating negative affective arousal. Moreover, training climates in psychiatry departments may shape the supervision experiences. Various specific recommendations are offered to manage these crucibles. Overall, although there are significant challenges when supervising child residents in CBT rotations, having knowledge of these crucibles and access to choices for addressing these supervisory tests enhances both supervisor and supervisee competence.

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