scholarly journals Development and Evaluation of the ADHD Cognitions Scale for Adults

2017 ◽  
Vol 23 (10) ◽  
pp. 1090-1100 ◽  
Author(s):  
Laura E. Knouse ◽  
John T. Mitchell ◽  
Nathan A. Kimbrel ◽  
Arthur D. Anastopoulos
Keyword(s):  
Time Management ◽  
Behavioral Treatment ◽  
Self Regulation ◽  
Research Literature ◽  
Self Report ◽  
Cognitive Behavioral Treatment ◽  
Clinical Literature ◽  
Convergent And Divergent Validity ◽  
Good Internal Consistency

Objective: The clinical literature on ADHD in adults suggests that “overly positive” or optimistic cognitions may contribute to impairment and failure to use self-regulation skills in this population, yet the research literature on this topic is limited. We developed the ADHD Cognitions Scale (ACS), a brief self-report measure of ADHD-related thoughts, and evaluated its psychometric properties. Method: We collected self-report measures, inculding the ACS, from two large community samples ( Ns = 262, 304). Results: The measure demonstrated a one-factor solution that replicated in the second sample. Evidence of good internal consistency and also convergent and divergent validity was obtained for both samples. Scores on the ACS correlated with functional impairment, time management problems, and avoidant coping strategies. Conclusion: With additional study, the ACS may be useful to identify and track maladaptive ADHD-related cognitions during cognitive-behavioral treatment, and to further study the role of these thoughts in ADHD-related impairment.

The Role of Parent Training in the Cognitive Behavioral Treatment of Children's Headaches

1992 ◽  
Vol 20 (2) ◽  
pp. 167-180 ◽  
Author(s):  
Lee Beames ◽  
Matthew R. Sanders ◽  
William Bor
Keyword(s):  
Behavioral Treatment ◽  
Relaxation Training ◽  
Self Report ◽  
Cognitive Behavioral ◽  
Cognitive Behavioral Treatment ◽  
Management Skills ◽  
Care Giving ◽  
Headache Diary ◽  
Chronic Headaches

This study reports on the effects of a cognitive-behavioral treatment program for two pre-adolescent children with chronic headaches. The program involved a combination of training the child in self-management skills (e.g. relaxation training, attention training, cognitive self-statements), and training for parents in how to prompt and reinforce children's self-help behaviors. Self-report assessment utilized a headache diary, a general activity measure, and a depression measure, whilst parental report measures were taken of the child's headache behavior and contingent parental care-giving behavior. Child headache behavior at school was also recorded by the child's teacher. The results indicated that by six months follow-up the subjects had improved in headache intensity 100% and 61% respectively, and in headache frequency 100% and 84% respectively. Both subjects also showed decreases in headache behaviors and reductions in contingent care-giving behavior by parents. Overall, the results suggest the potential usefulness of systematic involvement of parents in cognitive-behavioral treatment of children's chronic headaches.

scholarly journals Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents

2017 ◽  
Vol 39 (2) ◽  
pp. 253-279 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Behavior ◽  
Executive Functions ◽  
Effortful Control ◽  
Social Preference ◽  
Self Regulation ◽  
Early Adolescents ◽  
Self Report ◽  
Mediating Role

In this study, we explored the predictive role of behavioral measures of Executive Functions (EFs) and a self-report measure of Effortful Control (EC) on the academic performance of early adolescents. We also analyzed the mediating role of self-reported empathy and social behavior rated by peers (i.e., prosocial behavior and social preference) and by the lead teacher (i.e., social competence). A sample of 244 adolescents aged between 12 and 13 years participated in the study. The resulting structural equation model indicated that EFs and EC predict academic performance in a complementary and independent way. Results also confirmed the mediating role of empathy and social behavior. The final model explained 64% of academic performance. We discuss the appropriateness of obtaining complementary measures of EFs and EC in predictions of academic performance as well as the importance of introducing activities involving self-regulation, empathy, and socioemotional skills in the school setting.

Dialectical Behavior Therapy

2017 ◽  
Author(s):  
Shireen L. Rizvi ◽  
Kristen M. Roman
Keyword(s):  
Behavior Therapy ◽  
Dialectical Behavior Therapy ◽  
Behavioral Treatment ◽  
Randomized Clinical Trials ◽  
Research Literature ◽  
Emotional Dysregulation ◽  
Psychosocial Treatment ◽  
Worth Living ◽  
Cognitive Behavioral Treatment ◽  
Life Worth Living

Dialectical behavior therapy (DBT) is an evidence-based, psychosocial treatment originally developed for suicidal individuals with borderline personality disorder (BPD). It is now broadly seen as the treatment of choice for individuals with BPD. DBT is a comprehensive, cognitive-behavioral treatment designed to help a client achieve a “life worth living.” Research on DBT’s effectiveness is compelling and was the first to empirically demonstrate that individuals with BPD and severe emotional dysregulation and/or suicidal behavior could be effectively treated with a psychosocial therapy. As the research literature on DBT continues to grow, it will be important to move beyond randomized clinical trials comparing DBT to control treatments and instead focus on identifying important predictors and mediators of change. This chapter describes the foundation and theoretical underpinnings of DBT, provides details about the structure of DBT in all its components, and summarizes some existing research. A detailed case example is provided.

Physical Exercise as Interoceptive Exposure Within a Brief Cognitive-Behavioral Treatment for Anxiety-Sensitive Women

2008 ◽  
Vol 22 (4) ◽  
pp. 303-320 ◽  
Author(s):  
Brigitte C. Sabourin ◽  
Sherry H. Stewart ◽  
Simon B. Sherry ◽  
Margo C. Watt ◽  
Jaye Wald ◽  
...  
Keyword(s):  
Physical Exercise ◽  
Behavioral Treatment ◽  
Cognitive Behavioral ◽  
Physiological Reactivity ◽  
Cognitive Behavioral Treatment ◽  
Interoceptive Exposure ◽  
Cognitive Reactions ◽  
Fear Of Anxiety ◽  
Intervention Efficacy

A brief cognitive-behavioral treatment intervention that included an interoceptive exposure (IE) component was previously demonstrated effective in decreasing fear of anxiety-related sensations in high anxiety-sensitive (AS) women (see Watt, Stewart, Birch, & Bernier, 2006). The present process-based study explored the specific role of the IE component, consisting of 10 minutes of physical exercise (i.e., running) completed on 10 separate occasions, in explaining intervention efficacy. Affective and cognitive reactions and objective physiological reactivity to the running, recorded after each IE trial, were initially higher in the 20 high-AS participants relative to the 28 low-AS participants and decreased over IE trials in high-AS but not in low-AS participants. In contrast, self-reported somatic reactions, which were initially greater in the high-AS participants, decreased equally in both AS groups over IE trials. Findings were consistent with the theorized cognitive and/or habituation pathways to decreased AS.

Cognitive-Behavioral Treatment of PTSD With a Young Boy and His Mother Following the Experience of Chronic Domestic Violence

2018 ◽  
Vol 17 (3) ◽  
pp. 166-187 ◽  
Author(s):  
Amanda Lowell ◽  
Kimberly Renk
Keyword(s):  
Domestic Violence ◽  
Cognitive Processing ◽  
Behavioral Treatment ◽  
Service Providers ◽  
Self Regulation ◽  
Cognitive Behavioral ◽  
Cognitive Processing Therapy ◽  
Cognitive Behavioral Treatment ◽  
Ptsd Symptoms

This case study follows a 7-year-old boy who presented with symptoms of posttraumatic stress disorder (PTSD) following exposure to domestic violence beginning at a very young age. During evaluation of this young boy’s symptoms, it became evident that his mother also was experiencing symptoms of PTSD. Consequently, treatment for both this young boy and his mother was proposed. Cognitive-behavioral therapy (CBT) has been used widely with both children and adults to treat PTSD. Fortunately, treatments have been tailored for young children (e.g., trauma-focused CBT [TF-CBT]; preschool PTSD treatment [PPT]) and for adults (e.g., cognitive processing therapy [CPT]). In the current case study, a combination of PPT and TF-CBT was utilized to treat this young boy, and CPT was utilized to treat his mother. With this course of treatment, this young boy demonstrated decreases in his PTSD symptoms and gained an understanding of coping skills and cognitive restructuring. His mother also demonstrated decreases in her PTSD symptoms. Overall, this dyad showed qualitative improvements in their general emotional and behavioral functioning, their individual self-regulation abilities, their social interactions, and their relationship. This case study provides evidence for the importance of treating both young child and parent when both have been exposed to and traumatized by domestic violence. Furthermore, this case study provides a framework for other health service providers to implement conjoint treatment of similarly traumatized families.

scholarly journals The role of family factors and self-regulation: Problem behavior in Georgian adolescents

2019 ◽  
Vol 6 (2) ◽  
pp. 146-155
Author(s):  
Tinatini Bandzeladze ◽  
Luiza Arutiunov ◽  
Pablo Espinosa
Keyword(s):  
Problem Behavior ◽  
Parental Monitoring ◽  
Deviant Behavior ◽  
Self Regulation ◽  
Family Factors ◽  
Self Report ◽  
Parental Modeling ◽  
The Law ◽  
Behavior Models

The aim of this study is to assess the psychosocial factors of adolescents’ problem behavior. Within this research, the relationships among family structure, parental modeling, parental monitoring, and adolescents’ self-regulation were assessed. Data were collected by self-report questionnaires. The sample consisted of 150 participants aged 14 to 17. Sixty adolescents were in conflict with the law, and the other 90 adolescents who did not have such a contact with the legal system. Results show that more adolescents in conflict with the law live in single-parent families than their peers who do not have a similar experience. At the same time, adolescents living with single parents have a higher mean score of problem behavior and a lower mean score of parental monitoring. Correlational and regression analyses revealed that parents’ problem behavior models and parental monitoring are statistically significant predictors of adolescents’ problem behavior. In the present study, self-regulation was revealed to be a significant correlate of adolescents’ problem behavior, and that family factors mediate the relationship between self-regulation and problem behavior. Results also confirm the importance of an approach for the prevention of deviant behavior focused primarily on family supporting measures.

scholarly journals THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING

2021 ◽  
Author(s):  
Tajana Ljubin-Golub ◽  
Keyword(s):  
Achievement Goals ◽  
Self Regulation ◽  
Self Report ◽  
Regression Analyses ◽  
Motivation For Learning ◽  
Self Talk ◽  
Motivational Regulation ◽  
The Relationship ◽  
Mastery Approach

"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."

Lessons from the nursery: The role of childcare in a cognitive behavioral treatment intervention for Latinas

2020 ◽  
pp. 147332502093116
Author(s):  
Shinwoo Choi ◽  
Lissette M Piedra ◽  
Soo-Jung Byoun
Keyword(s):  
Behavioral Treatment ◽  
Participant Observation ◽  
Common Factors ◽  
Cognitive Behavioral ◽  
Cognitive Behavioral Treatment ◽  
Community Settings ◽  
Field Notes ◽  
The Common ◽  
Social Work Interventions

Providing childcare along with interventions for disadvantaged mothers increases the benefit. However, program designers rarely focus on the implementation of that care and how it affects program participants. Using the common factors model as a lens, this paper explores the challenges that arose in the third year of an intervention that provided childcare to Spanish-speaking immigrant mothers enrolled in a Cognitive Behavioral Treatment (CBT) group when the socioeconomic status of beneficiaries and the population of children needing care changed. We used data collected by the childcare coordinator—participant observation, field notes, and administrative documentation—to examine the meanings participants assigned to problems in the childcare program, their resolution, and how it affected the therapeutic alliance. Data analysis focuses on the extent emerging themes were consistent with the concepts from the common factors approach. Four lessons for providers of interventions with similar supports emerge: attend to the physical environment, anticipate that learning from and rectifying mistakes can improve the therapeutic relationship, select and train childcare providers to understand they are clinical helpers, and recognize that participants view the childcare service as an extension of the intervention. Findings underscore the importance of support services in fostering the success of social work interventions in community settings.

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