Mindfulness and Cognitive Behavioral Therapy: A Commentary on Harrington and Pickles

2009 ◽  
Vol 23 (4) ◽  
pp. 324-332 ◽  
Author(s):  
Ruth A. Baer ◽  
Shannon Sauer

Harrington and Pickles (this issue) raise interesting and important questions about the nature of mindfulness and its relationships to scientific clinical psychology and cognitive behavioral theory and treatment. In this commentary, we address two primary questions. First, is mindfulness a meaningful concept within scientific clinical psychology or is it religious or mystical? Second, is mindfulness compatible with cognitive behavioral therapy? We argue that mindfulness can be conceptualized as a nonreligious construct suitable for scientific study and that it can be integrated with cognitive behavioral therapy in interesting and fruitful ways.

2013 ◽  
Vol 27 (1) ◽  
pp. 61-70 ◽  
Author(s):  
Amanda M. Pearl ◽  
Fauzia Mahr ◽  
Robert D. Friedberg

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.


2014 ◽  
Vol 28 (4) ◽  
pp. 303-316 ◽  
Author(s):  
Hannah C. Levy ◽  
Jessica M. Senn ◽  
Adam S. Radomsky

It has been proposed that the judicious use of safety behavior may enhance the acceptability of cognitive behavioral therapy (CBT). Indeed, Milosevic and Radomsky (2013a) found that descriptions of CBT incorporating safety behavior were more acceptable than those that discouraged safety behavior. This study aimed to replicate and extend this work. Participants were 688 undergraduates who rated the acceptability of descriptions of CBT varying in safety behavior (judicious or discouraged) and rationale (cognitive or extinction). Consistent with Milosevic and Radomsky, CBT with safety behavior was significantly more acceptable than traditional CBT. Cognitively based CBT was preferred over extinction-based CBT. The effects of prior treatment and general distress were also examined. Overall, previous treatment and greater anxiety were associated with significantly lower acceptability ratings. Results support the acceptability-enhancing role of safety behavior in CBT and are discussed in terms of cognitive-behavioral theory and treatment of anxiety and related disorders.


Crisis ◽  
2007 ◽  
Vol 28 (4) ◽  
pp. 175-182 ◽  
Author(s):  
Nadja Slee ◽  
Ella Arensman ◽  
Nadia Garnefski ◽  
Philip Spinhoven

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.


Author(s):  
Anna Schrack ◽  
Emma Romaker ◽  
Diana Joyce-Beaulieu ◽  
Brian A. Zaboski

Chapter 5 presents fundamental counseling skills that are easily implemented within a cognitive behavioral therapy framework: psychoeducation, motivational interviewing, relaxation training, and mindfulness. The chapter offers a brief historical note on each technique, an evaluation of its research support, and authentic client–therapist dialog that emphasizes its utility and key elements. Each technique is discussed within the context of cognitive behavioral theory, including its overall effect on intervention outcomes and applicability for different referral problems. This chapter’s appendix material includes practical school-based resources for practitioners seeking to apply these techniques in session (detailed breathing, muscle relaxation, and guided imagery scripts) along with multimedia resources for children and families.


Author(s):  
Edna B. Foa ◽  
Martin Franklin ◽  
Richard J. McNally ◽  
Carmen McLean ◽  
Daniel Pine

The chapter starts with an overview of the treatment of anxiety disorders in the fields of child and adolescent clinical psychology and psychiatry. Before reviewing what is known about the treatment of anxiety disorders in adolescence, the chapter first provides a brief overview of the history and rationale for cognitive behavioral therapy, pharmacotherapy, and their combination in the treatment of youth with anxiety disorders. The chapter concludes by stating that much more needs to be done to establish the efficacy and safety of medication augmentation for adolescents with anxiety disorders; clinically it is known that many are treated with this strategy, but the literature supporting this approach has yet to be developed.


Author(s):  
Glenn Waller ◽  
Helen Cordery ◽  
Emma Corstorphine ◽  
Hendrik Hinrichsen ◽  
Rachel Lawson ◽  
...  

2017 ◽  
Vol 2 (1) ◽  
pp. 31-36
Author(s):  
Pascal Wabnitz ◽  
Michael Schulz ◽  
Michael Löhr ◽  
André Nienaber

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