Behavioral Analyses of Communities: A Challenge

1981 ◽  
Vol 49 (2) ◽  
pp. 343-346 ◽  
Author(s):  
Jerome S. Stumphauzer ◽  
Esteban V. Veloz ◽  
Thomas W. Aiken

Converging paths between community mental health and behavior therapy are noted. Kanfer and Saslow's (1969) model for individual behavior analysis is expanded in a 7-point schema for behavioral analyses of community problems that has been utilized in a juvenile crime program. Finally, issues in the application of this model are discussed.

2017 ◽  
Vol 28 (2) ◽  
pp. 53-57
Author(s):  
Md Zahir Uddin ◽  
Muhammad Zillur Rahman Khan ◽  
Mumita Jerin Nilav ◽  
Md Faruq Alam ◽  
Md Abdul Mohit

Psychotherapy for child and adolescent with psychiatric disorder is relatively a newer concept in Bangladesh. This cross sectional study was done to determine the pattern of psychotherapy provided by the psychotherapy department for children and adolescents with psychiatric disorder in National Institute of Mental Health (NIMH) from June 2010 to November 2014. Total 121 samples were taken purposefully from the records of psychotherapy department where data were collected retrospectively using check list. Results showed that among respondents more were boys than girls (64.5% vs. 35.5%) whereas their mean (±SD) age was 12.1 (±3.2) years. Majority (47.9%) of them were within class six to class ten. Most of the respondents (89%) were referred from the outpatient department and 11% were referred by inpatient department. Conduct disorder (27.3%), conversion disorder (13.2%), attention deficit hyperactivity disorder (12.4%) and intellectual developmental disorder (9.1%) were common diagnoses of the respondents. It was found that 74.4% respondents attended up to one to five psychotherapy sessions and cognitive behavior therapy (38%) and behavior therapy (25.6%) were most commonly used psychotherapy. Though 60.3% of the respondents improved to certain extent in psychotherapy sessions, patient’s dropout rate was found as 55.4%.Bang J Psychiatry Dec 2014; 28(2): 53-57


Author(s):  
Stephen F Austin ◽  
Jens Einar Jansen ◽  
Charlotte Juul Petersen ◽  
Rasmus Jensen ◽  
Erik Simonsen

BACKGROUND The advancement of and access to technology such as smartphones has implications for psychotherapeutic health care and how interventions for a range of mental health disorders are provided. OBJECTIVE The objective of this study was to describe the experiences of participants while using a mobile phone app that was designed to enhance and support dialectical behavior therapy for personality disorders. METHODS A combination of in-depth interviews and questionnaires were used to capture the experiences of participants who used the app while undergoing dialectical behavior therapy treatment. A mixed methods approach was used; qualitative data from the interviews were analyzed using thematic analysis and were combined with quantitative data from the questionnaires. RESULTS Participants (N=24) who were receiving dialectical behavior therapy used the trial app. Participants (n=20) completed an evaluation questionnaire and a subset of this group (n=8) participated in semistructured interviews. Major themes that were identified from the interviews were (1) an overall positive experience of using the app—participants perceived that the app facilitated access and implementation of dialectical behavior therapy strategies (to regulate mood and behavior in challenging situations)—and (2) that the app provided a common source of information for patient and therapist interactions—app-based interactions were perceived to facilitate therapeutic alliance. Qualitative themes from the interviews were largely congruent with the quantitative responses from the questionnaires. CONCLUSIONS Participants welcomed the integration of technology as a supplement to clinical treatment. The app was perceived to facilitate and support many of the therapeutic techniques associated with dialectical behavior therapy treatment. The incorporation of technology into psychotherapeutic interventions may facilitate the transfer of knowledge and strategies that are learned in therapy to use in real-world settings thereby promoting recovery from mental health problems.


2012 ◽  
Vol 7 (2) ◽  
Author(s):  
Tachelle I. Banks

Abstract Mental health curriculum should be delivered in classroom settings to address and remediate the socio-emotional needs of students with and without disabilities. Rational Emotive Behavior Therapy (REBT) is a comprehensive, universal, and humanistic approach that focuses on the emotional distress manifested by individuals has been used with children and adolescents in schools and found to be an effective intervention. This paper presents a brief rationale explaining how REBT can be implemented in concert with tiered academic and behavior intervention models, and provides applied examples of lessons detailing how special educators can apply REBT sessions in classroom environments.


2009 ◽  
Vol 60 (7) ◽  
pp. 989-992 ◽  
Author(s):  
Amy D. Herschell ◽  
Jane N. Kogan ◽  
Karen L. Celedonia ◽  
James G. Gavin ◽  
Bradley D. Stein

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