Group therapists: combine alliance building with paying specific attention to the patient’s perception

2020 ◽  
Vol 13 ◽  
Author(s):  
Beate Muschalla
Keyword(s):  
Group Process ◽  
Therapy Group ◽  
Group Session ◽  
List Type ◽  
Behaviour Therapy ◽  
Technical Performance ◽  
Cognitive Behaviour ◽  
Group Sessions ◽  
Patient’S Perception ◽  
Alliance Building

Abstract In slow-open groups as well as therapies of less than ten sessions, each group session holds importance. Patients, therapists and co-therapists have different perspectives and may gain different experiences from a group session. This study investigates the perspectives of patients, therapists and co-therapists on alliance, new insights and therapist techniques in the same group session. Do the three actors perceive these group aspects similarly or differently? Which group aspects are related with the outcome coping? One hundred and forty-nine sessions of a cognitive behaviour therapy group have been investigated. Patients, therapists and co-therapists gave ratings on their perceived alliance, group topics and insights as well as therapists’ technique competency. Concerning new insights, there was concordance between patients and co-therapists (r = .211, p < .05). Concerning alliance, there was a concordance between patients and therapists (r = .327, p < .01). Therapists focusing on alliance building was associated with lower patient outcomes in terms of work coping (β = –.391). The quality of therapeutic techniques was the same in groups with higher and lower outcomes. Patients’ perception of whether they felt good in the group session was explanative for session outcome, while therapists’ perceptions and context conditions (supervision, number of participants) was not. Patients, therapists and co-therapists have different perspectives on the same group therapy session. Patients’ perceptions are associated with session outcomes. A lower session outcome must not be associated with a poor technique performance of the therapist. Therapists should not only be aware of alliance building and correct technical performance, but they must also be aware of patients’ perceptions of the group process and outcome. Key learning aims The present research is the first evaluation of group session aspects and session outcomes in rehabilitation patients with work anxieties in slow-open groups. We will learn: (1) Whether patients’, therapists’ and co-therapists’ perceptions of the same group session are similar or different; (2) Whether group sessions that result in worse outcomes are different from group sessions resulting in a better outcome; (3) Which aspects of the group session are predictive for a better outcome.

scholarly journals Improving self-efficacy with cognitive restructuring and self instruction: An experimental study in senior high school

2021 ◽  
Vol 8 (1) ◽  
pp. 09-14
Author(s):  
Thisadewi Anggita ◽  
Sugiyo Sugiyo ◽  
Awalya Awalya
Keyword(s):  
Self Efficacy ◽  
Therapy Group ◽  
Cognitive Restructuring ◽  
Group Counselling ◽  
Behaviour Therapy ◽  
Counselling Services ◽  
Psychological Scale ◽  
Analysis Technique ◽  
Cognitive Behaviour ◽  
Self Instruction

This study aims to analyze the effectiveness of cognitive behaviour therapy group counselling with cognitive restructuring techniques and effective self-instruction techniques to increase the self-efficacy of MA Al-Manar students. The population in this study were 136 students of MA AL Manar Semarang Regency, with a sample of 24 people consisting of 8 groups with cognitive restructuring techniques, 8 groups of self-instruction techniques, and 8 groups with cognitive restructuring techniques and self-instruction. . Data collection techniques using a psychological scale. The data analysis technique used Paired Sample t-Test and One-Way Anova test. The results showed that the intervention carried out with cognitive restructuring technique group counselling and self-instruction was effective to increase self-efficacy. These results imply the importance of guidance and counselling teachers to continue to develop the use of guidance and counselling services in dealing with student self-efficacy problems.

scholarly journals Patient experience of Guided self-help CBT intervention for VoicEs (GiVE) delivered within a pilot randomized controlled trial

2020 ◽  
Vol 13 ◽  
Author(s):  
Cassie M. Hazell ◽  
Orla Kelly ◽  
Sorcha O’Brien ◽  
Clara Strauss ◽  
Kate Cavanagh ◽  
...  
Keyword(s):  
Patient Experience ◽  
Controlled Trial ◽  
Pilot Trial ◽  
List Type ◽  
Behaviour Therapy ◽  
Hearing Voices ◽  
Self Help ◽  
Cognitive Behaviour ◽  
Therapy Sessions ◽  
Trial Participants

Abstract Access to cognitive behaviour therapy for those with psychosis (CBTp) remains poor. The most frequently endorsed barrier to implementation is a lack of resources. To improve access to CBTp, we developed a brief form of CBTp that specifically targets voice-related distress. The results of our pilot trial of guided self-help CBT for voices (GiVE) suggest that the therapy is both acceptable and beneficial. The present study aims to explore the subjective patient experience of accessing GiVE in the context of a trial. We interviewed nine trial participants using the Change Interview and a mixed methods approach. Most participants reported at least one positive change that they attributed to GiVE. We extracted five themes: (1) changes that I have noticed; (2) I am not alone; (3) positive therapy experiences; (4) I want more therapy; and (5) helping myself. The themes indicate that participating in the GiVE trial was generally a positive experience. The main areas in which participants experienced changes were improved self-esteem, and the ability to cope with voices. Positive changes were facilitated by embracing and enacting ‘self-help’ and having support both in and out of the therapy sessions. The findings support the use of self-help materials with those distressed by hearing voices, but that support both within and outside the clinical setting can aid engagement and outcomes. Overall, the findings support the continued investigation of GiVE. Key learning aims (1) To explore participants’ experience of accessing GiVE as part of a trial. (2) To identify what (if any) changes participants noticed over the course of the GiVE trial. (3) To identify what participants attribute these changes to.

How does supervision aid cognitive behaviour therapy skill development? Perspectives of CBT trainees: a thematic analysis

2020 ◽  
Vol 13 ◽  
Author(s):  
Stephanie Murr ◽  
Leeanne Nicklas ◽  
Sean Harper
Keyword(s):  
Clinical Supervision ◽  
Negative Feedback ◽  
Thematic Analysis ◽  
Cognitive Behaviour Therapy ◽  
Skill Development ◽  
List Type ◽  
Negative Consequences ◽  
Behaviour Therapy ◽  
Theory To Practice ◽  
Cognitive Behaviour

Abstract Eleven cognitive behaviour therapy (CBT) trainees in Scotland were interviewed regarding their experiences of clinical supervision and its impact on their skill development. Using thematic analysis, the authors developed four main themes: Linking Theory to Practice, Mirroring CBT in Supervision, The Expert Supervisor, and Trainees’ Reluctance to Give Negative Feedback. Clinical supervision was essential in helping trainees to link theory to practice; particularly through audio recordings, discussing formulations, and modelling and role-play. A CBT-specific approach to supervision and a CBT expert supervisor were also identified as valuable to learning. Trainees were reluctant to give negative feedback to supervisors, fearing negative consequences. The findings inform supervision practice. Key learning aims Readers of this paper will be able to: (1) Describe trainees’ most valued elements of CBT supervision. (2) Determine key learning methods in CBT supervision. (3) Explain the value of modality specific CBT supervision. (4) Articulate the context of supervision in CBT training and consider mutual feedback as a method to address identified challenges.

scholarly journals Culture and therapist self-disclosure

2019 ◽  
Vol 12 ◽  
Author(s):  
Peter Phiri ◽  
Shanaya Rathod ◽  
Mary Gobbi ◽  
Hannah Carr ◽  
David Kingdon
Keyword(s):  
Drop Out ◽  
List Type ◽  
Behaviour Therapy ◽  
Data Set ◽  
Self Disclosure ◽  
Psychological Therapies ◽  
Cognitive Behaviour ◽  
Lay Members ◽  
Poor Outcomes ◽  
The Impact

AbstractCognitive behaviour therapy (CBT) as a treatment for schizophrenia and psychotic-related disorders has been shown to have significantly greater drop-out rates in clients of black and minority ethnic (BME) groups. This has resulted in poor outcomes in treatments. Our recent qualitative study thus aimed to develop culturally sensitive CBT for BME clients. The study consisted of individual in-depth 1:1 interviews with patients with a diagnosis of schizophrenia, schizo-affective, delusional disorders or psychosis (n = 15) and focus groups with lay members (n = 52), CBT therapists (n = 22) and mental health practitioners (n = 25) on a data set of 114 participants. Several themes emerged relating to therapist awareness on culturally derived behaviours, beliefs and attitudes that can influence client response and participation in therapy. The current paper aims to explore one of these themes in greater detail, i.e. client-initiated therapist self-disclosure (TSD). Using thematic analysis, the paper highlights key elements of TSD and how this could impact on therapist’s reactions towards TSD, the therapeutic alliance and ultimately, the outcomes of therapy. The findings appear to show that TSD has significant relevance in psychological practice today. Some BME client groups appear to test therapists through initiating TSD. It is not the content of TSD they are testing per se, but how the therapist responds. Consequently, this requires therapists’ cognisance and sensitive responses in a manner that will nurture trust and promote rapport. Further investigation in this area is suggested with a recommendation for guidelines to be created for clinicians and training.Key learning aims(1)To develop a dialogue and practice with confidence when addressing issues of self-disclosure with diverse populations.(2)To appreciate the impact therapist self-disclosure has in early stages of engagement, in particular when working with patients from BME communities.(3)To understand the impact and role of self-disclosure as initiated by patients.(4)To increase therapist awareness on cultural differences in self-disclosure and develop ways to address this in therapy.(5)To challenge therapists to adapt psychological therapies to diverse cultures and be cognisant that ‘one size does not fit all’.

scholarly journals Challenges and opportunities for enhanced cognitive behaviour therapy (CBT-E) in light of COVID-19

2020 ◽  
Vol 13 ◽  
Author(s):  
Rebecca Murphy ◽  
Simona Calugi ◽  
Zafra Cooper ◽  
Riccardo Dalle Grave
Keyword(s):  
Eating Disorders ◽  
Cognitive Behaviour Therapy ◽  
List Type ◽  
Negative Consequences ◽  
Behaviour Therapy ◽  
Multiple Sources ◽  
Cognitive Behaviour ◽  
Challenges And Opportunities ◽  
Preparation Phase ◽  
Underweight Patients

Abstract In the past few weeks, coronavirus disease 2019 (COVID-19) has dramatically expanded across the world. To limit the spread of COVID-19 and its negative consequences, many countries have applied strict social distancing rules. In this dramatic situation, people with eating disorders are at risk of their disorder becoming more severe or relapsing. The risk comes from multiple sources including fears of infection and the effects of social isolation, as well as the limited availability of adequate psychological and psychiatric treatments. A potential practical solution to address some of these problems is to deliver enhanced cognitive behaviour therapy (CBT-E), an evidence-based treatment for all eating disorders, remotely. In this guidance we address three main topics. First, we suggest that CBT-E is suitable for remote delivery and we consider the challenges and advantages of delivering it in this way. Second, we discuss new problems that patients with eating disorders may face in this period. We also highlight potential opportunities for adapting some aspects of CBT-E to address them. Finally, we provide guidelines about how to adapt the various stages, strategies and procedures of CBT-E for teletherapy use in the particular circumstances of COVID-19. Key learning aims (1) To appreciate that CBT-E is suitable for remote delivery, and to consider the main challenges and potential advantages of this way of working. (2) To identify and discuss the additional eating disorder-related problems that may arise as a result of COVID-19, as well as potential opportunities for adapting some aspects of CBT-E to address them. (3) To learn how to adapt CBT-E for remote delivery to address the consequences of COVID-19. Specifically, to consider adaptations to the assessment and preparation phase, the four stages of treatment and its use with underweight patients and adolescents.

A COGNITIVE BEHAVIOUR THERAPY GROUP FOR PATIENTS WITH CHRONIC FATIGUE SYNDROME: A PRELIMINARY INVESTIGATION

2004 ◽  
Vol 32 (1) ◽  
pp. 107-112 ◽  
Author(s):  
Anja Wittkowski ◽  
Karla Toye ◽  
Helen L. Richards
Keyword(s):  
Chronic Fatigue Syndrome ◽  
Group Treatment ◽  
Therapy Group ◽  
Preliminary Investigation ◽  
Chronic Fatigue ◽  
Behavioural Therapy ◽  
Behaviour Therapy ◽  
Fatigue Syndrome ◽  
Cognitive Behaviour ◽  
Group Cbt

A number of studies suggest that individual cognitive-behavioural therapy (CBT) is beneficial to patients suffering from Chronic Fatigue Syndrome (CFS). This study investigated the effectiveness of group CBT in reducing fatigue and distress in five outpatients with a diagnosis of CFS throughout therapy and at 3-month follow-up. The nature of the group, treatment outcomes and benefits of this approach are outlined. Group CBT was acceptable to participants and led to improvements in fatigue as well as cognitive functioning.

Depression, Anxiety and Self-esteem: A Clinical Field Study

2002 ◽  
Vol 19 (2) ◽  
pp. 112-120 ◽  
Author(s):  
Denise A. Nisbet Wallis
Keyword(s):  
Mental Health ◽  
Therapy Group ◽  
Self Esteem ◽  
Behavioural Therapy ◽  
Anxiety And Depression ◽  
Behaviour Therapy ◽  
Central Coast ◽  
Cognitive Behavioural ◽  
Cognitive Behaviour

AbstractThe Cognitive Behavioural Therapy Group Program at Central Coast Mental Health Specialty Clinics includes treatments for generalised anxiety disorder, panic disorder and depression. This study provides empirical validation for hypotheses developed in clinical controlled studies; that is, that cognitive-behaviour therapy provided benefits in the treatment of anxiety and depression in a service setting. This would be reflected in decreases in the symptoms of anxiety and depression and increased self-esteem. Participants (N = 139) were referred to Specialty Clinics, Central Coast Mental Health Services for treatment for depression and/or anxiety in CBT groups. They were tested on the BDI, STAI and the SERS at three time points, prior to entering the group, at termination of the group and at 3-month follow-up. Depression and anxiety symptoms decreased and self-esteem increased between pre- and post-group and the trends continued to 3-month follow-up.

Which types of feedback do CBT students in training value most?

2019 ◽  
Vol 12 ◽  
Author(s):  
Alexandra Bonney ◽  
Sharon Pettit
Keyword(s):  
Written Feedback ◽  
List Type ◽  
Type Number ◽  
Behaviour Therapy ◽  
Know How ◽  
Online Study ◽  
Video Recordings ◽  
Educational Literature ◽  
Cognitive Behaviour ◽  
Training Courses

AbstractFeedback is regarded as a highly important component in improving work and learning; despite this, there is a lack of research into what feedback types and characteristics cognitive behaviour therapy (CBT) students value. The aim of this current research was to identify which types of feedback are valued most by CBT students during training. Using a budgeting methodology, students were asked to ‘purchase’ feedback types they valued the most in their learning. This was achieved by using budgets of different sizes to distinguish between necessities and luxuries as part of an online study. Out of nine types of feedback provided during CBT training, the written feedback on full session video recordings of their own therapy was identified as most valuable to students’ learning. Written feedback on full session video recordings is highly valued by CBT students. This arguably justifies the workload involved for training courses in providing detailed formative feedback on therapy recordings.Key learning aims (1)To know which aspects of feedback are prioritized by CBT students during training.(2)To explore these preferences using a budgeting paradigm from broader educational literature.(3)To help supervisors and trainers know how to prioritize if time and resources are stretched.

scholarly journals Transdiagnostic group cognitive behaviour therapy for anxiety in bipolar disorder—a pilot feasibility and acceptability study

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Tania Perich ◽  
Philip B. Mitchell ◽  
Tanya Meade
Keyword(s):  
Bipolar Disorder ◽  
Cognitive Behaviour Therapy ◽  
Therapy Group ◽  
Working Hours ◽  
Structured Interview ◽  
Self Report ◽  
Behaviour Therapy ◽  
Co Morbidity ◽  
Cognitive Behaviour ◽  
Homework Adherence

Abstract Objective Anxiety is prominent for many people living with bipolar disorder, yet the benefit of psychological interventions in treating this co-morbidity has been minimally explored and few studies have been conducted in a group format. This study aimed to assess the feasibility and acceptability of a transdiagnostic cognitive behaviour therapy group anxiety programme (CBTA-BD) for people living with bipolar disorder. Methods Participants were recruited to take part in a 9-week group therapy programme designed to treat anxiety in bipolar disorder using cognitive behaviour therapy. They were assessed by structured interview (SCID-5 RV) to confirm the diagnosis of bipolar disorder and assessed for anxiety disorders. Self-report questionnaires—DASS (depression, anxiety, stress), ASRM (mania), STAI (state and trait anxiety) and Brief QOL.BD (quality of life) pre- and post-treatment were administered. Results Fourteen participants enrolled in the programme, with 10 participants (5 male; 5 female) completing the follow-up assessments. Two groups (one during working hours, the other outside working hours) were conducted. The programme appeared acceptable and feasible with a mean of 6.9 (77%) sessions attended, though five (50%) participants completed less than 3 weeks homework. Conclusion The transdiagnostic cognitive behaviour therapy group anxiety programme (CBTA-BD) proved feasible and acceptable for participants; however, homework compliance was poor. A larger randomised pilot study is needed to assess the benefits of the intervention on symptom measures and address homework adherence, possibly through providing support between sessions or tailoring it more specifically to participant needs.

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