scholarly journals Problem of the Effectiveness of Parental Assistance to Children in Situations of Educational Difficulties From the Perspectives of the Reflection-Activity Approach and Cognitive-Behavioral Therapy

2021 ◽  
Vol 29 (3) ◽  
pp. 159-179
Author(s):  
V.K. Zaretsky ◽  
A.A. Ageeva
Keyword(s):  
Behavioral Therapy ◽  
Learning Difficulties ◽  
Developmental Theory ◽  
Cognitive Behavioral ◽  
School Students ◽  
Parental Assistance ◽  
Theoretical Perspectives ◽  
The Subject ◽  
Psychological Assistance ◽  
Specific Culture

The article considers the subject of effectiveness of parental assistance to children in challenging situations from the practical and theoretical perspectives. The conditions and criteria of psychological assistance effectiveness represent a link between these perspectives. Proceeding from the fact that development is the child’s main life context, the subject of assistance effectiveness is viewed through the lens of its relation to development. The authors word and provide the rationale for an assumption that effective assistance implies facilitation of development. Due to a conceptual closeness of cultural-historical psychology (as a developmental theory) and cognitive-behavioral psychotherapy (CBT) as a practice of promoting cognitive development, the criteria for the effectiveness of assistance contributing to the child’s development are singled out and compared. A taxonomy of modes in which parents provide assistance to their children in challenging situations in terms of their effectiveness is viewed from the perspective of the reflection-activity approach (RAA) and CBT. The article presents the results of an empirical study of the parental assistance modes in the context of helping their children overcome learning difficulties in a sample of 100 parents of primary school students. The study relied on unique methodology. The results showed that, according to the effectiveness criteria developed, the overwhelming majority of the parents (94.5%) presented with assistance modes that did not contribute to the children’s development, i.e. these modes were ineffective. The issue of specific culture of rendering assistance with learning difficulties is discussed and it is inferred that there is a need to engage parents in practical psychological work to restructure their assistance modes by means of RAA and CBT.

Onco-specific sleep disorders and fatigue: tactics of psychological test and cognitive behavioral therapy

2021 ◽  
Vol LIII (3) ◽  
pp. 51-63
Author(s):  
Aleksey I. Melehin
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Sleep Disorders ◽  
Cancer Patients ◽  
Behavioral Therapy ◽  
Treatment Plan ◽  
Cognitive Behavioral ◽  
Individual Treatment ◽  
Team Approach ◽  
Oncological Patient ◽  
Psychological Assistance

Introduction. Sleep disorders are widespread throughout the entire period of treatment of an oncological patient from the moment of diagnosis, and in many patients persist after completion of treatment. The nature of cancer and its treatment expose patients to many potential provoking and/or supportive factors that are atypical for the general population. In addition, sleep disturbance rarely manifests as a separate symptom, but more often occurs together with such symptoms as fatigue, pain, depression and/or cognitive impairment. This complicates the assessment and often requires an individual treatment plan with a team approach. AIM. of the work is to acquaint mental health specialists, oncologists, chemotherapists with the specifics of the examination of cancer-specific insomnia and fatigue, the construction of team treatment tactics, the organization of psychotherapeutic care for cancer patients. Results. The article describes for the first time the specifics of onco-specific insomnia and fatigue. The general predisposing and supporting factors of insomnia characteristic of cancer patients are systematized. The relationship between onco-specific fatigue and sleep disorders is shown. The role of pro-inflammatory cytokines as a common neuroendocrine-immune mechanism underlying the behavioral symptoms of sleep disorders, fatigue, depression and cognitive dysfunction in people with cancer is noted. Due to the limitations of the pharmacological approach, the purpose, forms, modes and approaches of using cognitive behavioral therapy protocols to minimize insomnia and fatigue are described. Based on the data of our foreign colleagues, we have proposed an algorithm for assessing sleep disorders in a patient with an oncological profile. The effectiveness of the standard protocol of cognitive behavioral psychotherapy of insomnia (SCBT-I) in a patient of the oncological profile Lavini Fiorentino is described in detail and shown; as well as the short protocol of CBT of cancer-specific insomnia by Eric Zo et al.; remote protocol of mindfulness enhancement therapy to minimize onco-specific fatigue Z.by Fieke et al. Conclusions. CBT in the framework of complex treatment has a positive effect on the immune system, reducing inflammation mediated through the hypothalamic-pituitary-adrenal axis. Despite the accumulation of evidence confirming the effectiveness of this form of psychological assistance, its availability in Russia remains extremely limited and not fully appreciated.

scholarly journals EFEKTIVITAS TERAPI KOGNITIF PERILAKUAN RELIGIUS UNTUK MENURUNKAN DEPRESI PADA REMAJA

2017 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Surayya Hayatussofiyyah ◽  
H. Fuad Nashori ◽  
Rumiani Rumiani
Keyword(s):  
High School Students ◽  
Cognitive Behavioral Therapy ◽  
Behavioral Therapy ◽  
Hypothesis Test ◽  
Cognitive Behavioral ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
The Difference ◽  
And Control

The study examined the effectiveness of religious cognitive behavioral therapy to reduce adolescents depression. This study used apretest-posttest control group design. Participants in this study were 12 high school students in Sleman, female, aged 15-16 years and divided into two groups. One group (n = 6) as an experimental group who received treatment in the form of religious cognitive behavioral therapy. One other group (n = 6) as controlled group (waiting list). The scale used in this study was Beck Depression Inventory-II. The results of hypothesis test using non-parametric analyzes such as Mann Whitney U Test to examined the difference in value based on the group, namely the experimental and control. This suggests that there are significant differences in the implementation of post test between the experimental and control group.By using mann whitney, the result concluded that religious cognitive behavioral therapywas significantly effective toto reduce adolescents depression (Z = -2.898, p = 0.004, where p

scholarly journals Efektivitas Konseling dengan Pendekatan Cognitive-Behavior Therapy untuk Meningkatkan Self-Esteem

2019 ◽  
Vol 4 (2) ◽  
pp. 148-181
Author(s):  
Rezki Suci Qamaria
Keyword(s):  
Design Method ◽  
Behavioral Therapy ◽  
Single Case ◽  
Self Esteem ◽  
Cognitive Behavioral ◽  
Relaxation Techniques ◽  
Self Confidence ◽  
Academic Activities ◽  
Essential Components ◽  
The Subject

Self-esteem is one of the essential components that make up an individual's personality. The level of self-esteem possessed by an individual influences the development of self-concept, self-confidence, self-motivation, and personal resilience. Self-esteem develops since the individual realizes its function in the social environment. The case study in this study discusses the condition of one of the students currently studying at the Faculty of Medical of University X of Yogyakarta. The initial assessments used are the intelligence test, personality test, and self-esteem scale. It is concluded that the subject experienced low self-esteem which had an impact on self-confidence, motivation, and resilience ability in attending lectures. This condition also affects the academic achievement of the subject, which is unsatisfactory. This study purpose is to determine the effectiveness of counseling with cognitive-behavioral therapy approach on subjects who have low self-esteem. The techniques used in cognitive-behavioral counseling therapy are ABCDE techniques, Socratic questions, vertical arrows, and relaxation techniques. This study uses a single-case experimental design method. The result is that the subject found some negative beliefs that made him helpless with the situation, especially in academic activities. Then the subject was able to find another positive alternative belief so that the subject had a positive judgment on him. After the counselling process in several sessions, the subject has high self-esteem. The subject has a positive assessment of himself and does not see his weaknesses as a scourge that makes him helpless in carrying out daily activities, especially academic activities

scholarly journals Exploration of explanatory factors underlying teachers’ perception of learning difficulties in mathematics in interaction with student performances

2021 ◽  
pp. 83
Author(s):  
Keyword(s):  
Student Performance ◽  
Quantitative Data ◽  
Learning Difficulties ◽  
Demographic Variables ◽  
Primary School Students ◽  
School Students ◽  
Explanatory Factors ◽  
Quantitative Data Analysis ◽  
The Subject ◽  
Teacher's Perception

This study project contributes to documenting the subject of learning difficulties in mathematics [1-4]. In this research, we aimed to verify what are the main explanatory factors underlying teachers’ perception of learning difficulties in mathematics and in relation to student performance in a problem-solving test. To meet the objectives of the study, we implemented a correlational quantitative data analysis devise with the participation of 262 primary school students. Regression analyzes were performed. The results of the analyzes show that the performance in solving a written mathematics questionnaire is explained mainly by socio-demographic variables associated with the students and by factual variables relating to the conditions for taking the questionnaires. Moreover, the teacher’s perception of student performance in mathematics is mainly explained by variables directly related to the student or to the teacher’s vision of the student’s potential for success at school.

scholarly journals Homework setting in cognitive behavioral therapy: A study of discursive strategies

2015 ◽  
Vol 11 (2) ◽  
pp. 91-102 ◽  
Author(s):  
Andrew Beckwith ◽  
Jonathan Crichton
Keyword(s):  
Discourse Analysis ◽  
Cognitive Behavioral Therapy ◽  
Therapeutic Strategy ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Discursive Strategies ◽  
Constructed Dialogue ◽  
The Subject ◽  
Crucial Part ◽  
Therapeutic Task

In recent years cognitive behavioral therapy (CBT), a form of psychotherapy, has risen to prominence due to a large number of studies attesting to its efficacy. A crucial part of the model of CBT is the use of the therapeutic strategy, homework, in which the client undertakes therapeutic tasks between sessions. The focus of this study is on how homework is implemented in sessions of CBT. This is undertaken through an analysis utilizing theme-orientated discourse analysis of video recorded sessions of CBT of one therapist and a client. Through tracking the focal theme of homework, the analysis focuses on homework as a face-threatening act (Brown and Levinson 1987) and how discursive strategies are employed to manage this issue. Other analytic themes include the use of frames (Goffman 1974) and constructed dialogue (Tannen 2007). It is the expertise of the therapist in putting into practice the therapeutic task of homework that is the subject of this study.

Posttraumatic Stress Disorder

2001 ◽  
pp. 205-241
Author(s):  
Peter D. McLean ◽  
Sheila R. Woody
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Eye Movement ◽  
Pharmacological Treatment ◽  
Stress Disorder ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Treatment Matching ◽  
Theoretical Perspectives ◽  
Treatment Models

This chapter outlines posttraumatic stress disorder (PTSD), its conceptualization (phenomenology, diagnostic trends, prevalence and course), theoretical perspectives, assessment (diagnosis, assessment of symptoms, and assessment of contextual factors), treatment models and guidelines (cognitive behavioral therapy (CBT) for PTSD, pharmacological treatment, eye-movement desensitization and reprocessing (EMDR), and client-treatment matching).

Cognitive behavioral psychotherapy supervision - what works?

2011 ◽  
Vol 26 (S2) ◽  
pp. 1318-1318
Author(s):  
D. Kljenak
Keyword(s):  
Clinical Supervision ◽  
Behavioral Therapy ◽  
Empirical Support ◽  
Cognitive Behavioral ◽  
Case Examples ◽  
Therapist Competence ◽  
Theoretical Approaches ◽  
What Works ◽  
Theoretical Perspectives ◽  
Supervisory Methods

IntroductionSubstantial empirical support for cognitive behavioral therapy (CBT) effectiveness in the treatment of various psychiatric disorders has been demonstrated. Adequate training in CBT results in improved therapist competence and patient outcomes. Essential part of the training in CBT is a clinical supervision. A review of theoretical perspectives on CBT supervision is provided. Commonly encountered obstacles in CBT supervision are illuminated with case examples.ObjectivesAt the end of the presentation participants will be able to describe a theoretical approach to CBT supervision, list common obstacles encountered in CBT supervision and describe strategies to effectively address these obstacles.AimsThe aim of the presentation is to encourage CBT psychotherapy supervisors to reflect on the supervisory methods they use and increase their ability to provide effective CBT supervision.MethodsThe literature on successful CBT supervision is reviewed. This case based presentation will illustrate strategies for addressing commonly encountered roadblocks in supervision.ResultsHaving a theoretical framework for CBT supervision enhances supervisors’ ability to provide successful supervision.ConclusionsReview of theoretical approaches to CBT supervision, the description of commonly encountered obstacles and strategies to manage them during the supervision creates platform for reflection on the supervisory methods used by the participants.

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