scholarly journals Book Review: Cognitive-Behavioural Therapy: The Case Formulation Approach to Cognitive-Behavior Therapy

2011 ◽  
Vol 56 (3) ◽  
pp. 188-188
Author(s):  
Gail Myhr
2007 ◽  
Vol 35 (3) ◽  
pp. 325-333 ◽  
Author(s):  
Alyson Flitcroft ◽  
Ian Andrew James ◽  
Mark Freeston ◽  
Amy Wood-Mitchell

Research suggests that there is low inter-rater reliability between therapists when asked to formulate the same case and that there may be discrepancies in what is considered an essential part of a formulation. The present study aimed to explore the diversity of therapists' viewpoints regarding the purpose and essential features of a cognitive-behavioural therapy (CBT) case formulation of depression. A Q-sort methodology was used in order to render these beliefs operational. Seven experienced CBT therapists participated in the construction of 86 statements, capturing concepts considered relevant to a CBT formulation of depression. This Q-sort was then administered to 23 therapists, who rated these statements in terms of their importance using a Q-sort procedure. Three factors emerged, suggesting three dominant opinions as to the importance of features of a formulation. A “state” CBT factor, focusing on the “here and now”, accounted for most variance; followed by a second factor emphasizing “function and process” and a third factor emphasizing “trait” components. Whilst there was some agreement between what was considered to be least important in a formulation, the emergence of three distinct viewpoints suggests a lack of complete consensus amongst the therapists.


2005 ◽  
Vol 34 (1) ◽  
pp. 103-106 ◽  
Author(s):  
Sabine Ahrens-Eipper ◽  
Jürgen Hoyer

A specific type of social phobia – dictation phobia – was the main and unusual treatment problem in the cognitive-behavioural therapy for an 11-year-old schoolboy. For case formulation and treatment rationale, the social phobia model by Clark and Wells was used. The posttreatment assessment revealed clear positive treatment effects with respect to school grades, social anxiety and overall functioning. The model's applicability for children and adolescents is discussed.


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