Behavioral Therapy<\/h1>\n

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• Emphasis on what can be seen, observed or measured<\/li>\n
• Behavior is something that can be operationally defined- it includes overt actions as well as internal processes such as cognitions, images, beliefs and emotions.<\/li>\n<\/ul>\n

  \u00a0<\/strong><\/p>\n

  CBT<\/h1>\n

  \n
  • Distinction is very fine between CBT and BT<\/li>\n
  • CBT is the most widely used type of psychological practice- particularly in Australia.<\/li>\n
  • It\u2019s brief, cost-effective, evidence-based, collaborative, overt, accessible<\/li>\n
  • Extremely high face validity<\/li>\n
  • Helps a person to change unhelpful or unhealthy thinking habits and behaviors<\/strong><\/li>\n
  • The reason why CBT is called CBT is because it deals with cognition, emotions and behaviours.<\/li>\n
  • Good for children.<\/li>\n<\/ul>\n

    \u00a0<\/strong>\u00a0<\/strong><\/p>\n

    Positive thinking vs. helpful thinking<\/h1>\n

    \n
    • Positive thinking can be inaccurate and delusional<\/li>\n
    • Positive thinking can be a form of denial and sometimes lead to bad outcomes<\/li>\n
    • Helpful thinking is likely to be true and allow us to feel and behave in a way we want to.<\/li>\n<\/ul>\n

      \u00a0<\/strong><\/p>\n

      Albert Elli\u2019s Rational Emotive Behaviour Therapy<\/h1>\n

      \u00a0<\/strong><\/p>\n\n\n\n\n\n\n

      Features<\/td>\n	\u2022\u00a0 Founder: Albert Ellis<\/p>\n \u2022\u00a0 Basic assumption is that people contribute to their own psychological problems by the riding and extreme beliefs they hold about events and situations.<\/strong><\/p>\n \u2022\u00a0 Based on the assumption that cognitions, emotions and behaviours interact significantly and have a reciprocal causeand-effect relationship. <\/strong><\/p>\n \u2022\u00a0 Our emotions stem mainly from our beliefs, which influence our evaluations and interpretations we make about life situations.<\/p>\n \u2022\u00a0 We learn how to replace such ineffective ways of thinking with effective and rational cognitions.<\/p>\n \u2022\u00a0 The focus is on working with thinking and acting rather than primarily with expressing feelings<\/p>\n \u2022\u00a0 Therapy is seen as an educational process.<\/strong><\/td>\n<\/tr>\n
      View of human nature<\/td>\n	\u2022\u00a0 We are born with a potential for both irrational and rational thinking<\/p>\n \u2022\u00a0 We have the biological and cultural tendency to think crookedly and needlessly disturb ourselves<\/p>\n \u2022\u00a0 We learn and invent disturbing beliefs that keep are maintained through our self talk<\/strong><\/p>\n \u2022\u00a0 We have the capacity to change our cognitive, emotive and behavioural processes<\/strong><\/td>\n<\/tr>\n
      View of emotional disturbance<\/td>\n	\u2022\u00a0 We learn irrational beliefs from significant others during childhood.<\/p>\n \u2022\u00a0 We actively reinforce our self-defeating beliefs through the processes of autosuggestion and self-repetition, and then we behave in ways consistent to these beliefs.<\/strong><\/p>\n \u2022\u00a0 Ellis insists that blame<\/strong> is at the core of most emotional disturbances.<\/td>\n<\/tr>\n
      An educational process<\/td>\n	\u2022\u00a0 Teach clients to be their own therapists<\/p>\n \u2022\u00a0 Clients learn how to:<\/p>\n \u2022\u00a0 Identify the interplay of their thoughts, feelings and behaviours<\/p>\n \u2022\u00a0 To identify and dispute irrational beliefs that are maintained by self talk<\/p>\n \u2022\u00a0 To replace ineffective ways of thinking with effective and rational cognitions<\/p>\n \u2022\u00a0 To stop absolutistic thinking, blaming and repeating false beliefs<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n Therapeutic process of REBT\u00a0<\/strong><\/h1>\n\n\n\n\n\n Goals<\/td>\n \u2022\u00a0 To be less emotional reactive<\/p>\n \u2022\u00a0 How to accept themselves in spite of their imperfections<\/p>\n \u2022\u00a0 How to separate the evaluation of their behaviours from the evaluation of themselves<\/p>\n \u2022\u00a0 Differentiate between realistic and unrealistic goals and also self-defeating and self-<\/td>\n<\/tr>\n <\/td>\n enhancing goals.<\/p>\n \u2022\u00a0 How to change their dysfunctional emotions and behaviours into healthy ones.<\/p>\n \u2022\u00a0 As clients become more able to accept themselves, they are more likely to unconditionally accept others<\/td>\n<\/tr>\n Therapeutic relationship<\/td>\n \u2022\u00a0 Therapists strive to unconditionally accept all clients and to teach them to unconditionally accept others and themselves.<\/p>\n \u2022\u00a0 Ellis believes that too much warmth and understanding can be counterproductive and foster a sense of dependence for approval.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n Techniques<\/h1>\n \n Rational emotive imagery<\/li>\n Humour<\/li>\n Role playing<\/li>\n Shame-attacking exercises: perform a challenging\/embarrassing activity to realise that the world goes on and people don\u2019t really care about your behaviour.<\/li>\n Standard behaviour therapy techniques<\/li>\n Encourage self-acceptance despite mistakes<\/li>\n<\/ul>\n \u00a0<\/strong><\/p>\n Cognitive therapy<\/h1>\n\n\n\n\n\n\n Theoretical assumptions<\/td>\n \u2022\u00a0 That our interaction communications are accessible to introspection.<\/p>\n \u2022\u00a0 That our beliefs are highly personal meanings<\/p>\n \u2022\u00a0 These meanings can be discovered by the client and not taught by the therapist<\/td>\n<\/tr>\n Principles<\/td>\n \u2022\u00a0 Automatic thoughts<\/p>\n \u2022\u00a0 Emphasised core beliefs about self, world and future<\/p>\n \u2022\u00a0 Cognitive distortions or errors- arbitrary inferences: conclusions without support or evidence<\/em><\/p>\n \u2022\u00a0 Overgeneralisation<\/p>\n \u2022\u00a0 Magnification and minimisation<\/p>\n \u2022\u00a0 Personalisation<\/p>\n \u2022\u00a0 Labelling and mislabelling<\/p>\n \u2022\u00a0 Dichotomous thinking- black and white thinking<\/td>\n<\/tr>\n Cognitive Triad<\/td>\n Patterns that trigger depression<\/p>\n \u2022\u00a0 Clients hold negative views of themselves<\/strong><\/p>\n \u2022\u00a0 Selective abstraction- <\/strong>interpreting life events through a negative filter<\/p>\n \u2022\u00a0 Clients hold a gloomy vision of the future\u00a0 <\/strong><\/td>\n<\/tr>\n Goal<\/td>\n \u2022 To change the way clients think by using their automatic thoughts to reach the core schemata and begin to introduce the idea of schema restructuring<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \u00a0<\/strong>\u00a0<\/strong><\/p>\n Differences between CT and REBT<\/h1>\n \n REBT is highly directive, persuasive confrontational, focuses on therapists as the teacher. Views the faulty thinking as irrational.<\/li>\n CT viewed client\u2019s beliefs as inaccurate not necessarily irrational. Gentler Socratic dialogue, open-ended questions, getting clients to come to their own conclusions.<\/em><\/li>\n<\/ul>\n \u00a0<\/strong><\/p>\n CBM (cognitive behaviour modification)<\/h1>\n \n Focuses on changing clients self-verbalisations\/self statements<\/strong><\/li>\n Assume: distressing emotion result from maladaptive thoughts<\/li>\n Premise: to change behaviour, clients must notice how they think, feel and behave and what impact they have on others.<\/li>\n Self-instructional therapy focus:<\/strong> emphasis on acquiring practical coping skills, trains clients to modify the instructions they give themselves so they can cope, clients need to become aware of their self-talk.<\/li>\n Similarities with REBT and CT: assume distressing emotions are the result of maladaptive thoughts<\/li>\n<\/ul>\n \u00a0<\/strong><\/p>\n Stress inoculation training<\/h1>\n \n An application of a coping skills program is teaching clients stress management techniques by way of a strategy known as stress inoculation training.<\/strong><\/li>\n Individuals are given opportunities to deal with relatively mild stress stimuli in successful ways, so that they gradually develop a tolerance for strong stimuli<\/strong><\/li>\n Three stages:<\/li>\n Conceptual-educational phase<\/li>\n Skills acquisition and skills consolidation phase<\/li>\n Application and follow-through phase<\/li>\n<\/ul>\n \u00a0<\/strong><\/p>\n ACT (Acceptance and Commitment therapy)<\/h1>\n \n Involves fully accepting the present experience and mindfully letting go of obstacles.<\/li>\n There is little emphasis on changing the content of a client\u2019s thought.<\/li>\n The emphasis on acceptance (non-judgmental awareness) of cognitions.<\/li>\n Goal: to increase psychological flexibility<\/strong><\/li>\n Accept what is out of your personal control and commit to action that will improve your quality of life.<\/li>\n CBT- if you\u2019re feeling bad the thoughts must be wrong<\/li>\n ACT- accept these thoughts \u201cthough is just a thought it is not real\u201d<\/li>\n<\/ul>\n \u00a0<\/strong><\/p>\n Mindfulness within ACT<\/p>\n \n Mindfulness is integral to ACT paying attention with openness, curiosity and flexibility <\/strong><\/li>\n At the core of mindfulness and therefore ACT is contact with the present moment<\/li>\n Start with a distressed client- drop your anchor in the middle of an emotional storm<\/li>\n Also an emphasis on flexible perspective taking, which has been also coined selfas-context<\/li>\n It can include interventions based around empathy, comparison and defusion from the conceptualized self<\/li>\n ACT is about reducing the connection between our thoughts and feelings through distancing ourselves from thoughts<\/li>\n CBT is about changing our thoughts to improve our emotions<\/li>\n ACT breaks mindfulness skills into three categories:<\/strong>\n \n Defusion: <\/em>distracting from, and letting go of, unhelpful thoughts, beliefs, and memories<\/li>\n Acceptance:<\/em> making room for painful feelings, urges and sensations, and allowing them to come and go without a struggle<\/li>\n Contact with the present moment: <\/em>engaging fully with you\u2019re here-and-now experience, with an attitude of openness and curiosity.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n \u00a0<\/strong><\/p>\n Strengths and Weaknesses (multicultural perspective)<\/h1>\n \u00a0<\/strong><\/p>\n\n\n\n\n Strengths<\/td>\n Weaknesses<\/td>\n<\/tr>\n \u2022\u00a0 Uses individual\u2019s belief system as part of their method of world exploration<\/p>\n \u2022\u00a0 Client\u2019s from diverse backgrounds appreciate emphasis on cognition and action<\/td>\n \u2022\u00a0 Negative view of dependency<\/strong><\/p>\n \u2022\u00a0 Ellis\u2019 rapid fire approach may alienate those who value being reflective<\/p>\n \u2022\u00a0 Therapists who rely on jargon may come across as incentive to clients, especially those who feel marginalised<\/p>\n \u2022\u00a0 Emphasis on assertiveness, independence, rationality- may limits its use in culture that hold different values<\/p>\n \u2022\u00a0 Therapist may overemphasise cognitive restructure to the neglect of environmental interactions.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \u00a0<\/strong><\/p>\n  <\/p>\n","protected":false},"excerpt":{"rendered":" Behavioral Therapy Emphasis on what can be seen, observed or measured Behavior is something that can be operationally defined- it includes overt actions as well as internal processes such… Continue Reading CBT and ACT<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[98],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4260"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4260"}],"version-history":[{"count":2,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4260\/revisions"}],"predecessor-version":[{"id":4878,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4260\/revisions\/4878"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4260"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4260"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4260"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}