State-of-the-Art in Cognitive-Behavioral Interventions for Substance Use Disorders: Introduction to the Special Issue

2005 ◽  
Vol 19 (3) ◽  
pp. 195-198
Author(s):  
Sherry H. Stewart ◽  
Patricia J. Conrod
Author(s):  
Daniel M. Blonigen ◽  
John W. Finney ◽  
Paula L. Wilbourne ◽  
Rudolf H. Moos

The most effective psychosocial modalities for treating substance use disorders are cognitive-behavioral interventions, motivational interviewing and motivational enhancement, contingency management, community reinforcement, behavioral couples and family therapies, and 12-step facilitation approaches. The foci of these interventions include substance use behavior, patients’ life contexts, and their social and personal resources. Limited evidence is available for these interventions’ differential effectiveness. Brief interventions are highly effective in the treatment of alcohol use disorders. However, as stand-alone treatments, they are best suited for individuals with mild to moderate alcohol use problems. Therapists who are interpersonally skilled, empathic, and nonconfrontational, and who develop a strong therapeutic alliance, are more effective at helping patients achieve better outcomes.


2005 ◽  
Vol 30 (3) ◽  
pp. 197-212 ◽  
Author(s):  
Matthew Mayer ◽  
John Lochman ◽  
Richard Van Acker

Significant progress has been made in developing models of social information processing, and cognitive-behavioral processes and related interventions. While there has been limited attention to cognitive-behavioral modification (CBM) in the special education literature, the majority of the contributions have come from the fields of school, clinical, and cognitive psychology. Despite well-documented needs of students with emotional/behavioral disorders (EBD) in areas of anger/aggression, anxiety, depression, and research demonstrating the efficacy of CBM interventions in these areas, these disciplines have operated somewhat independently of each other with respect to CBM. This special issue brings together leading scholars from special education and psychology in a collaborative examination of current knowledge on cognitive-behavioral interventions for students displaying specific challenging behaviors.


2018 ◽  
Vol 37 (5) ◽  
pp. 417-432 ◽  
Author(s):  
Ariane Jacob ◽  
Gregory Moullec ◽  
Kim L. Lavoie ◽  
Catherine Laurin ◽  
Tovah Cowan ◽  
...  

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