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Dissertations / Theses on the topic 'Cognitive-behavioural approach'
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1
Newell, Robert. "Facial disfigurement and avoidance : a cognitive behavioural approach." Thesis, University of Hull, 1998. http://hydra.hull.ac.uk/resources/hull:3764.
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Marino, Alfonso. "Treating chronic insomnia, a cognitive-behavioural group therapy approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63577.pdf.
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Clark, Gavin. "A transdiagnostic approach to cognitive-behavioural therapy for anxiety disorders." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510417.
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Mahoney, Janine, and N/A. "A cognitive-behavioural therapeutic approach to anger management in adolescent males." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050816.090756.
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The present investigation evaluated the efficacy of a Cognitive-Behavioural
Therapeutic Approach for the anger management of three adolescent males. The study
is noteworthy because it utilised essential features of Beck's Cognitive Therapy in the
cognitive restructuring phase of treatment. Previous studies have commonly employed
Rational Emotive Therapy's disputation of irrational beliefs for this phase. For this
reason it is considered to be an original contribution to the literature.
A multiple (three) single-case study research design was employed. The three
adolescents, aged 13 to 17 years, attended seven to nine one-hour counselling
sessions over a two to three month period. Pre-, post-treatment and long-term followup
psychometric measures of aggression and anecdotal reports of anger-control were
obtained from parents and teachers. Self-reports in the affective and cognitive domain,
progress in therapy, psychometric measures (aggressive behaviour subscale of the
Child Behaviour Checklist, Adapted Novaco Anger Inventory and Piers-Harris
Children's Self-Concept Scale) and continuous (including pre-, post-treatment and
long-term follow-up) assessments of the frequency of angry outbursts were obtained.
Counsellor assessments of cognitive homework and behaviour in therapy were also
made.
Results reveal marked reductions in the average daily frequencies of angry
outbursts in all cases by post-treatment and treatment effects were maintained
throughout the three-month follow-up period.
It was concluded that the cognitive-behavioural therapeutic approach warrants
further investigation as it is proposed that it is a comprehensive and efficacious
treatment for male adolescent anger problems.
5
Borden, Sara J. "A cognitive-behavioural program for young offenders, focusing on the peer helping approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64713.pdf.
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Christodoulou, Vasiliki. "The cognitive-behavioural approach : a closer look at some of its latest developments." Thesis, City, University of London, 2010. http://openaccess.city.ac.uk/16329/.
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Objectives: Three studies addressed the effectiveness of a preventative Acceptance and Commitment Therapy (ACT) training for university students and university employees. The studies aimed to explore whether changes in participants' psychological well-being would be mediated by the mechanisms of change theorized as central in ACT. Design and Method: The studies adopted an embedded mixed method, repeated-measures randomised controlled trial design. In the first study 65 participants recruited from a university student population were randomly assigned to one of two conditions: 1) a training day (6 hours) based on Acceptance 'and Commitment Therapy (ACT); 2) a waiting-list control group. The intervention was delivered to groups of participants. Participants in both conditions were required to complete outcome and mediation measures at baseline (Time 1), at one month (Time 2) and two months after the training (Time 3). At two months post, participants in the intervention group were also asked to provide written feedback reflecting on the impact of the training. The second and third studies utilised similar methodology. Specifically, in the second study, 71 participants were recruited from a university student population, and in the third study 68 participants were recruited from the university workforce. Assessments were completed at similar time points as in the first study. Results: The first study (students) resulted in significant between-group differences on mental health variables at one month benefiting the intervention group. The second study (students) indicated beneficial improvements in the intervention group's mental health at two months post intervention. There was some evidence of ACT-consistent mediation in these studies. The third study (employees) failed to identify significant improvements for participants in the ACT condition although participants in the waiting list group had evidenced deterioration of their mental health at one-month. Participants across studies described the experienced impact of the intervention and noted barriers of engaging with the training skills. Conclusions: Brief ACT preventative interventions could be of potential value as prophylactic approaches. The study identified a requirement of a longer intervention format to enhance engagement with training skills. The study outlines recommendations for improvements of future preventative ACT projects.
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Todd, Sue, and n/a. "Narrative therapy : with a single case study." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061109.150410.
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A single case study using a narrative approach to therapy
was undertaken to examine the process and outcomes of
therapy with a case of a 12 year old boy who presented with
what could be described as an "anxiety disorder".
The results were contrasted with the possible process and
outcomes should a cognitive-behavioural approach have been
used. This aspect of the Study was necessarily a
speculative endeavour.
Specific behaviours of the client and significant others
were measured pre, post and followup. Positive changes
occurred in the following behaviours: absence from school,
reports of victimization, positive and negative self
statements and statements by significant others.
8
Hansen, Zara. "The competence of physiotherapists to deliver a cognitive behavioural approach for low back pain." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/62983/.
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Treatment guidelines for low back pain (LBP) advocate the use of cognitive behavioural approaches, typically delivered by physiotherapists. This thesis explores the role of physiotherapist competence in the delivery of these approaches. A systematic review of the literature found an absence of tools appropriate for the assessment of competence in delivering cognitive behavioural (CB) approaches in LBP. A consensus study was undertaken with experts and a new competency tool was developed with good psychometric properties. This competency tool was then used to explore the relationship between competency and clinical outcome in a cohort of LBP patients. New insights into the role of experience on competence and patient outcome were found. Competence in delivering a CB intervention varied within the cohort. Specific previous experience of delivering similar interventions predicted competence score but not patient outcome. Years since qualification did not predict competence but negatively predicted patient outcome. Overall competence was not found to predict patient outcome in delivering a structured, manualised, cognitive behavioural approach for LBP and possible reasons for this finding are discussed. Competence was further explored through a qualitative interview study which found interesting patterns in beliefs and behaviours of the physiotherapists. The most competent physiotherapists consistently discussed aspects of reflective learning on their practice. Physiotherapists reported most difficulty with switching from a didactic stance to one of a questioning approach. Overall physiotherapists valued the structure of the manualised CB approach they delivered in the study. Physiotherapists reported the CB approach was most difficult to apply to the patient group that the skills are advocated for, i.e. those with poor coping skills and high psychosocial risk factors. The thesis concludes with suggestions on how training in a CB approach may be enhanced for physiotherapists working with a LBP patient population.
9
Wohlman, Michael Avron. "A cognitive behavioural treatment program for chronic lower back pain: a case study approach." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002596.
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A cognitive behavioural treatment program for chronic lower back pain was designed, implemented and evaluated. The outpatient treatment program included education sessions, goal setting, graded activity training, physical exercise, relaxation training, cognitive techniques, social skills training, and medication reduction. Three participants volunteered to participate in the eightweek treatment program. Of the three participants, only one completed the program successfully. The results were used to critically discuss and evaluate the literature. The successful participant showed significant improvement in activity levels, decrease in subjective levels of pain, as well as decreased levels of anxiety and depression. It was shown that correcting cognitive distortions (e.g. selective abstraction, catastrophising, misattribution) and challenging early maladaptive schemas of abandonment, emotional deprivation and emotional inhibition (Young, 1990) assisted in enhancing coping mechanisms and the belief that the pain episodes would be short-lived and could be controlled. There was considerable improvement for the second participant, although he chose to withdraw from the program prior to its completion. The components of the psycho-education, relaxation and stress management and exercise program were beneficial for him. The third participant failed to accept the treatment formulation, and did not engage collaboratively in the treatment program. The case is presented as a point for examining therapeutic ailures.
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Nairn, Raymond George Ross. "Madness, media & mental illness: a social constructionist approach." Thesis, University of Auckland, 2003. http://hdl.handle.net/2292/2280.
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Background Depictions of mental illnesses in the mass media have been analysed and criticised for more than forty years with little improvement, and that has serious implications for the ongoing efforts to destigmatise both mental illnesses and those who suffer from them. Aims To examine media depictions of mental illnesses within a social constructionist framework. To identify why media depictions take the form they do and to indicate ways in which such practices may be more effectively addressed. Method Items chosen from factual media genres were subjected to discourse analysis. This form of analysis attends to the preferred meaning of the items and how that meaning is constructed within the item. Exemplars of such analysis are contrasted with the content analyses more commonly performed on media materials before reporting analyses of items from everyday media reports and of materials that were expected to be less stigmatising. Results Irrespective of the form of analysis it is found that media depictions of mental illnesses are dominated by representations of dangerousness, criminal violence, unpredictability, and social incompetence. The same features were found in a destigmatisation documentary and a series of backgrounders on mental health services, in both of which madness was utilised to create interest and drama. It is argued that these characteristics occur because media personnel, like most laypersons, represent mental illnesses as forms of madness. Conclusions That my social constructionist analysis is able to account for the lack of change in media depictions over forty years. That the preference for a public mental health approach to destigmatisation is misplaced because it is unable to address the fear generated by lay understandings of mental illnesses. That the attempt to avoid conflation of the person with the disorder in Diagnostic and Statistical Manuals beginning in 1980 was an inadequate step in an appropriate direction in that it sought to remind clinicians that a mental disorder does not make a person non-human. The thesis findings are interpreted as showing that destigmatisation requires a new way of depicting mental illnesses, one that privileges the individual's experience and their ordinary humanness.
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Mashalaba, Eugenia Dudu. "The evaluation of a multi-modal cognitive-behavioural approach to treating an adolescent with conduct disorder." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/180/1/mashalaba-ma.pdf.
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Conduct Disorder (CD) is a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms or rules are violated. It is one of the most common problems in South African schools, particularly in those that are poverty-stricken. The child who participated in the study lived in the shelter that was for homeless and disadvantaged children. He attended at Amasango School where the majority of children in the shelter attended. There were many conduct-disordered children in the shelter and the school, particularly in the school. They disrupted classes making in difficult for teachers to carry out their education activities. The aim of this study was to draw on the standard procedures of the CBT in order to design interventions that would be effective in reducing aggressive behaviour in an adolescent who had CD Adolescent-Type and who lived at the shelter. This case study evaluated the effectiveness of a multi-modal CBT programme in a 16 year-old Black male who had been displaying aggressive behaviour for about a year. The treatment consisted of 23 sessions and included teacher counseling, contingency management, self-control and self-instructional training. The treatment was evaluated qualitatively by means of interviews with the child and teacher and quantitatively by means of repeated applications of behaviour checklists completed by the teacher. The results showed a decrease in the client's aggressive behaviour and an increase in prosocial behaviour. The client ultimately ceased from all aggressive behaviour towards his peers and this outcome was sustained during his last two months in therapy.
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Balfour, Michael. "Theatre in prisons and probation : an investigation of a drama-based, cognitive-behavioural approach to working with violent offenders." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264131.
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Lock, Sally, and n/a. "A Developmental Approach to the Prevention of Anxiety Disorders During Childhood." Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040615.140812.
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The studies presented in this thesis sought to investigate a number of developmental factors that influence the efficacy of preventive intervention for child anxiety disorders. Preventive intervention has emerged as a vital step forward in clinical research following data indicating anxiety disorders are among the most common forms of psychopathology in youngsters (Kashani & Orvaschel, 1990; Mattison, 1992). Several risk and protective factors associated with childhood anxiety disorders have been identified, along with effective treatment protocols (Kendall, 1994; Howard & Kendall, 1996; Barrett, 1998, 1999; Silverman et al., 1999a, 1999b), as prerequisites to the development of preventive programs for child anxiety problems (Spence, 2001). The first objective of this research was to add to the literature on risk and protective factors by investigating the role of peer interaction in the development of child anxiety problems. Study one examined developmental differences in the influence of peer interaction on children's anxiety-related cognition and behaviour. One hundred and sixty two children enrolled in grade 6 (n = 96) aged between 9 and 10 years, and grade 9 (n = 66) aged between 14 and 16 years participated in the study. Participants were stratified into either an at risk group or to a healthy group, based on their anxiety scores on the Spence Child Anxiety Scale (SCAS; Spence, 1997), and further allocated to a peer group comprising of 3 'healthy' (non-anxious) and 3 'at risk' (high anxious) children. Prior to and following a peer discussion, participants completed a standardised self-report measure of threat interpretation and response plans to two ambiguous vignettes (Barrett, Rapee, Dadds, & Ryan, 1996; Dadds, Barrett, Rapee, & Ryan, 1996). Results showed all participants evidenced changes in threat interpretation and response plans following the discussion with peers (p < .001). Overall, findings highlight the potential importance of peer interaction in the development of anxiety-related cognition and behaviour. The findings of study one have important implications for the future development of school-based intervention programs; specifically those conducted in the classroom. Study two sought to advance the current research on preventive intervention for child anxiety by establishing the age at which youngsters benefit the most from the FRIENDS program as a classroom-based universal intervention. Study two presents the results of a longitudinal study evaluating the effects of a universal school-based intervention for child anxiety at two developmental stages. The study involved a cohort of 733 children enrolled in grade 6 (n = 336, 45.6%) aged between 9 and 10 years, and grade 9 (n = 401, 54.4%) aged between 14 and 16 years, Participants were allocated to either a school-based cognitive behavioural intervention or to a monitoring group. Participants completed standardised measures of anxiety, depression and coping style. Participants identified as 'at risk' of an anxiety disorder were assessed for a clinical diagnosis with a structured diagnostic interview. Results indicated the universal intervention effective in significantly reducing anxiety (p < .001), depression (p < .001) and behaviour avoidance in children at post- intervention and 12-month follow-up intervals. Grade 6 children reported significantly higher anxiety at pre-intervention and greater reductions in anxiety at post intervention compared with the grade 9 (p < .001), although both primary and secondary school participants showed equal reductions in anxiety at 12-month follow up. Overall, findings suggest universal intervention potentially successful in reducing symptoms of anxiety and increasing coping skills in children. Primary school children reported the greatest changes in anxiety symptoms, suggesting earlier preventive intervention potentially more advantageous than later intervention. Developmental differences in anxiety, depression and coping strategies are discussed in addition to the implications and limitations of this study and directions for future research.
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Tudor, Angela Miriam. "The effectiveness of a pilot group intervention based on a cognitive-behavioural approach for adolescents with conduct problems in a mainstream school." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021649/.
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The mental health and wellbeing of our children and young people is at the forefront of the educational agenda, with academic achievement and life prospects severely compromised for children with conduct disorder (CD) and oppositional defiant disorder (ODD). Effective treatments for this client group include those based on cognitive behavioural therapy (CBT). However, a subgroup of children with CD, those who also present with high-level callous-unemotional (CU) traits, have been identified, with the relationship between CU traits and treatment effectiveness as yet unclear. This research adopted a mixed methods design to evaluate the effectiveness of a group CBT-based intervention for adolescents (aged 11-13 years) in a mainstream secondary school in Hertfordshire. The intervention, developed from Kazdin‟s Problem Solving Skills Training, Lochman and Larson‟s Anger Coping Programme and Shure‟s I Can Problem Solve, ran for 6 weeks with two groups of students (n=15). Data collected from participants at two time points: pre-intervention (T1) and 8 weeks later post-intervention (T2), measured self-reported behaviour, CU traits, empathy, peer relationships and social goals. Further, data relating to behaviour was collected using the school‟s database (SIMS), and teacher report measure. Qualitative data from student interviews, (T1) and focus groups (T2), explored students‟ perceptions of the intervention. A research journal and post-session evaluations with teaching staff provided further qualitative data related to development and implementation of the intervention. Findings revealed a significant reduction in clinical severity for CD, with no significant change across all other measures. Qualitative data revealed the intervention had been positively received by students. This data set contributed to the development of best practice; informing understanding of practicalities in implementing interventions in mainstream schools, from the perspective of the students, the school and the service provider.
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Laverty, Nora. "Third wave cognitive behavioural interventions for epilepsy : a systematic review ; Disconnected selves : an IPA approach to the experience of non-epileptic seizures." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707349.
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Third wave cognitive behavioural interventions in epilepsy - a systematic review: This narrative systematic review aims to evaluate the impact of third wave interventions on quality of life for people with epilepsy compared to controls or other treatments measured by randomised controlled trial. Disconnected selves - a IPA approach to the experience of non epileptic seizures: Evidence suggests people who have NES display differences in how they report their subjective experience compared to patients with epilepsy; however there is a lack of evidence in the literature regarding the meaning of subjective experience to people with NES. The present study aimed to explore the subjective experience of six people with NES and what it means to them using Interpretative Phenomenological Analysis (IPA).Themes emerged pertaining to an incoherent narrative reflective of an incoherent self as participants struggled to make sense of their experience. Participants described their NES as omnipotent and all powerful and they described helplessness and hopelessness regarding a solution to their condition. The emergent themes from this study are considered in relation to subjective experience in functional disorders generally and qualitative literature in NES. Clinical and research implications are also considered.
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Schofield, Peter. "Tourist destination images : : a cognitive-behavioural approach to the study of day trip tourism and the strategic marketing of Castlefield Urban Heritage Park." Thesis, University of Manchester, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488101.
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Webster, Hayley Monique, and n/a. "An Ecological Approach to the Prevention of Anxiety Disorders during Childhood." Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030807.105928.
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Research shows that anxiety disorders are common and problematic in children. Treatment studies demonstrate that cognitive-behavioural interventions for children can successfully minimise these problems. Further, when implemented as early intervention or prevention programs, these interventions can prevent the onset of anxiety problems in 7 to 14 year olds and reduce existing levels of anxiety. This type of preventive approach has enormous potential for improving community mental health in a low cost model of service delivery. Yet, to develop this as a viable service model, these programs need to be evaluated under 'real world' conditions as opposed to specialist university clinical teams. In this research, the long-term effectiveness of an ecological model of the prevention of anxiety disorders for children was conducted. In the first study, teachers (N = 17) were trained intensively in the principles of anxiety and the FRIENDS anxiety prevention program (Barrett, Lowry-Webster & Holmes, 1999). Measures were taken of the PROXIMAL effects of training on the knowledge and self-efficacy of participating teachers at two points in time. Compared to teachers in a control group (N= 17) and a group comprised of psychologists regarded as experts in the FRIENDS anxiety program (N= 22), trained teachers demonstrated significant increases in the levels of knowledge and self-efficacy at time two. These increases approached levels exhibited by experts in terms of knowledge, and were not significantly different from experts in their levels of self-efficacy to implement the FRIENDS program following training. This study also explored the quality or fidelity of program implementation by these trained teachers (INTERMEDIATE EFFECTS). Results demonstrated that trained teachers implemented the program with high levels of integrity in accordance with the FRIENDS intervention manual. The second study sought to investigate the outcomes for participating children in terms of actually preventing and reducing existing levels of anxiety. Also of interest was the impact this intervention had on levels of depression. Participants were 594 children aged 10-13 years from 7 schools in Brisbane Australia. Children, and parents reported on children's social, emotional and behavioural characteristics at three-assessment points over 12 months. Results were examined universally (for all children) and for children who scored above the clinical cut-off for anxiety at pre-test. Results revealed that children in the FRIENDS intervention group reported fewer anxiety symptoms regardless of their risk status at posttest. In terms of reported levels of depression, only the high anxiety group who completed the FRIENDS intervention evidenced significant improvements at posttest. The results indicated that intervention gains were maintained over a period of 12 months, as measured by self-reports and diagnostic interviews. Moreover, evidence of a prevention effect was also demonstrated, with a significantly greater percentage of children in the control group progressed to "at risk" or "remained at risk" compared to children in the intervention group. Additionally, 85% of children in the intervention group who were scoring above the clinical cut-off for anxiety and depression were diagnosis free in the intervention condition at 12-month follow-up, compared to only 31.2% of children in the control group. Implications of these findings are examined, alongside limitations of the study and directions for future research.
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Pantelidi, Irene C. "The evaluation of a cognitive behavioural treatment protocol on perfectionism & low self-esteem amongst clients with mood and anxiety disorders : an interpretative phenomenological approach." Thesis, University of Derby, 2015. http://hdl.handle.net/10545/337575.
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Perfectionism can be constructed as a trans diagnostic concept that co exists and probably contributes to the onset development and maintenance of a number of Axis 1 disorders. There is also a significant relationship between perfectionism and low self- esteem. There is considerable theoretical debate in the literature concerning whether perfectionism is uni or multi-dimensional with most therapies being based upon uni dimensional conceptualisations and thus overlooking interpersonal factors. This is also reflected in the relative absence of qualitative studies that explore perfectionism from a lived experience perspective. Aims: This study aims to explore the experiences of perfectionism and low self-esteem in different life domains. It also aims to evaluate the client’s experiences and efficacy of a proposed treatment protocol that targets perfectionism from a multidimensional perspective. Method: The study is divided into three phases. A Multiple baseline design is used to evaluate the treatment protocol including cognitive and behavioural interventions, compassionate mind training and assertiveness training to target perfectionism and low self-esteem. Two clinical groups experiencing Axis 1 disorders and high perfectionism are divided amongst the different phases of this study, 13 and 8 participants respectively. Mixed methods are administered to analyse the data with greater emphasis on the qualitative ones. Measures administered include the Beck Depression & Anxiety Inventories; the Rosenberg Self Esteem Scale; the Dysfunctional Attitudes Scale; the Multidimensional Perfectionism Scale by Frost and the Perfectionistic Self Presentation Scale. 8 semi-structured interviews are analysed utilising Interpretative Phenomenological Approach (IPA). Results: from the analysis of data it is evident that perfectionism is a multidimensional construct with strong interpersonal features that affect several different life domains. The proposed treatment protocol appears significantly effective in reducing perfectionism and Axis 1 disorder symptomatology. Additionally, there is a significant increase in self- esteem. Interventions that appear most helpful are behavioural experiments, assertiveness training, compassionate mind training, continuum and positive logging.
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Downing, Emma. "An exploratory study to investigate the usefulness of a personalised, in-school cognitive-behavioural intervention (The Homunculi Approach) in supporting emotional regulation in primary aged children with Autistic Spectrum Disorder." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/an-exploratory-study-to-investigate-the-usefulness-of-a-personalised-inschool-cognitivebehavioural-intervention-the-homunculi-approach-in-supporting-emotional-regulation-in-primary-aged-children-with-autistic-spectrum-disorder(a02c493c-3bd0-425a-9ba4-05c18e305523).html.
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An exploratory study to investigate the usefulness of a personalised, in-school cognitive-behavioural intervention (The Homunculi Approach) in supporting emotional regulation in primary aged children with Autistic Spectrum DisorderBackground: Emotional regulation impairments are considered a key difficulty for children with ASD, and disrupted emotional regulation is likely to be a factor contributing to challenging behaviour that children with ASD often present with. There is a growing evidence base for using CBT with children with ASD. A gap in the literature highlights a need for research which explores the use of CBT with key stage two pupils with ASD, specifically to address emotional regulation difficulties. Participants: Three year 4 and 5 pupils with a diagnosis of ASD and identified difficulties with emotional regulation were recruited from two mainstream primary schools. The views of their parents and teachers were also gathered. Methods: An exploratory multiple-embedded case study design was employed involving three cases from two settings, using qualitative and quantitative data collection at three time intervals. The quantitative measures consisted of pupil, parent and teacher measures of pupil emotional regulation skills, and the qualitative measures took the form of semi-structured individual interviews with pupils and teachers. Analysis/Findings: Data were analysed using thematic analysis and descriptive statistics. Each case was analysed individually followed by a cross-case analysis. Findings are discussed in relation to implications for the use of CBT with ASD for emotional regulation and the role of the EP. Conclusion/Implications: The study extends understanding about utilising CBT to support the development of emotional regulation skills in children with ASD. It also adds to the literature on adaptations needed to enable children with ASD to access CBT. Suggestions are made for future research regarding supporting emotional regulation skills in children with ASD.
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Bloniewski, Tomasz. "Refining the 'maths anxiety' phenotype using cognitive, neuroscientific, and behavioural genetic approaches." Thesis, Goldsmiths College (University of London), 2018. http://research.gold.ac.uk/24286/.
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Research on negative affect in academic performance accelerated in recent years. In particular, the construct of Maths Anxiety (MA) has received substantial attention in the last decade. The present thesis offers an interdisciplinary account on MA as it draws on research from many different domains. Part 1 of the present thesis concerns a comprehensive review of selected findings on MA. These findings range from the definitions of MA, through the aetiology, to the cognitive mechanisms involved in MA. Part 1 is designed to lead the reader into the psychophysiological investigations on MA. Part 2 presents two large experimental studies on the reliability of a new paradigm as well as investigation into altered anticipation and performance under MA. Part 3 presents a behavioural genetic account on the aetiology of MA and its overlap with selected aspects of cognition. The thesis end with a general discussion of the findings and limitations of the current thesis.
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Hanke, Ramona. "The impact of ballroom dancing on the marriage relationship." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04132007-163833.
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Grönholm-Nyman, Petra. "Verbal learning in mild cognitive impairment and Alzheimer's disease : behavioural and neural approaches /." Åbo : Åbo Akademi University, 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018662159&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Wingfield, Digby Kerry Frances. "An investigation into the relationship between depressive symptoms, approach-related affect, cognitive appraisals and striving behaviour." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/16504.
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Theories of emotion see affective processes as important in guiding behaviour, and social/cognitive theories have implicated cognitive appraisals in a motivational context. The control-value theory combines these approaches, predicting that high levels of expectancy and control lead to associated levels of anticipatory affect in those approaching a goal. This theory, combined with literature on approach motivation in depression, led to the proposed model of the effect of depression on behavioural striving, and subsequent levels of depression. The current study aimed to test this model. Sixty participants completed measures of depression, approach-related affect, cognitive appraisals and striving behaviour in relation to their own personal goals, with follow-up measures of depression and striving behaviour completed two weeks later. They also participated in an experimental manipulation of approach-related cognitive appraisals. The model received mixed support, with strongest evidence for the proposed pathway from depression to anticipatory affect via cognitive appraisals, especially for those who were at least mildly depressed. However contrary to the model, depression was not found to be associated to striving, and no variables other than depression predicted future depression. The study was conducted with a non-clinical population, there was reduced power at follow-up, and the experimental manipulation may have been unsuccessful. This study provided preliminary support for the new model, and although findings were mixed, future research may be more conclusive. Findings suggest that therapy specifically tapping into approach-related cognitive appraisals, as well as approach-related affect, may be therapeutically beneficial in working with depression.
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Harrison, Lee. "Exploring the effectiveness of neuropsychological assessment and cognitive-behavioural treatment approaches for offenders with intellectual disabilities." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22786/.
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Harding, Helen. "An evaluation of a targeted group intervention delivered to year 8 pupils and broadly based on cognitive-behavioural approaches." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11843/.
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This thesis describes the evaluation of a targeted group intervention that is broadly based on cognitive-behavioural approaches. The intervention incorporates aspects of social skills training and anger management training, and utilises the concepts of cognitive behavioural therapy. The intervention aims to promote emotional literacy and behavioural change and to impact upon school exclusions in secondary school pupils. The theoretical and historical underpinnings relating to cognitive-behavioural approaches, the methods of cognitive-behavioural approaches, and emotional literacy are described and explored. The literature considering these areas within the educational context is highlighted. Further exploration of the literature presents a systematic literature review of secondary school-based studies using cognitive behavioural approaches in targeted group interventions; these studies aim to promote behavioural change and prevent school exclusion. The evaluation of the targeted group intervention employs a pre/post-test randomised controlled trial. The methodological implications of such a study are described and discussed. The study involves a mixed group of N=43 (20=experimental; 23=control) Year 8 pupils who were identified as having some behavioural needs. The study did not demonstrate any statistically significant impact on the participants’ behaviour or emotional literacy, and exclusion rates between the groups were equal. The findings of this study are discussed considering the methodology, measures used, and data analysis employed. How this study contributes to knowledge and research is explained and the implications the study may have for policy makers and educational psychologists are described.
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Rose, Kristopher J. "Stages of change in dispositional optimism, development and evaluation of cognitive-behavioural and psychoeducational approaches to enhance quality of life." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0001/MQ32504.pdf.
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Guerin, Bernadette M. "Leaving a lot to be desired? Sex therapy and the discourses of heterosex." Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/3454.
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In this thesis I explore the social construction of sexuality and sexual dysfunction. Interviews were undertaken with 20 sex therapists practising in Aotearoa/New Zealand in order to elicit accounts of contemporary sex therapy practice in the local context. Using a feminist poststructuralist lens, I explicate and critically examine the dominant discourses informing the construction of sex therapy, and heterosexual sexual relations, and what these discourses enable and constrain. I draw attention to some of the assumptions embedded in the construction of the sexual dysfunctions in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR, APA, 2000), and in accounts of sex therapy practice, examining the ways in which these are based on taken-for-granted norms of (hetero)sexuality and highlighting the differently enabled gendered sexual subjectivities they (re)produce. Although there are nine sexual dysfunctions identified in the DSM-IV-TR, all of which I briefly outline in Chapter Four, I restrict my focus in the analytical chapters to the conceptualisation and treatment of vaginismus, orgasm difficulties in women, discrepancies in desire and, relatedly, the gendering of desire through powerful sociocultural discourses and representations. I pay particular attention to the implications of these for heterosexual women’s sexuality. I also explore some of the generic concepts that dominate the construction of therapy at a broader level than that of sex therapy alone, arguing that while these offer some useful ways of framing therapy they also constrain therapy practice in important ways. Through a critical review of the sex therapy literature and accounts of practice from those interviewed, I contend that contemporary sex therapy tends to reify dominant cultural and sexological norms rather than challenge them. My analyses show that the dominant discourses informing constructions of sex therapy and heterosexual sexual relations produce particular types of sex as normal whilst marginalizing sexual acts or practices that fall outside of such restrictive parameters. In particular, I argue that the genital-coital-orgasm construct that is hegemonic within sex therapy restricts possibilities for alternative erotic pleasures and possibilities amongst heterosexuals whilst contributing to the invisibilization of sexual identities other than heterosexual. Accounts of sex therapy practice that were able to contest such framings are also highlighted. Because these came from sex therapists drawing on radical feminist or feminist poststructuralist discourses, I suggest that these discourses offer important possibilities for a deconstructive (sex) therapy practice that is able to challenge an often inequitable sexual status quo. Attention is also drawn to the significant constraints which act to restrict clients’ choices and possibilities for sex therapists to practise in more critically questioning ways. I conclude this thesis with an ‘invitation to reflection’ where I briefly discuss some deconstructive approaches that I have found useful for developing ongoing reflexive analysis of my own taken-for-granted assumptions in the area of sexuality, and for aiding my thinking about therapeutic practices that support my political and theoretical commitments and that attend to some of the issues outlined in this thesis.Whole document restricted, but available by request, use the feedback form to request access.
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Corman, Maya. "Approche psychologique des personnes atteintes d'hémopathies et inscrites dans un processus de greffe de cellules souches hématopoiétiques (CSH) : identification des facteurs socio-psychologiques impliqués dans l’état de santé mentale et physique aux différents stades du processus et développement d’un programme d’intervention adapté." Thesis, Université Clermont Auvergne (2017-2020), 2020. http://www.theses.fr/2020CLFAL015.
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L’allogreffe de cellules souches hématopoïétiques, ou greffe de moelle osseuse, fait partie des traitements proposés pour enrayer la course d’hémopathies malignes telles que la leucémie aiguë. Cette intervention consiste à remplacer les cellules du sang malades par des cellules saines, grâce à un donneur compatible afin de maximiser les chances de réussite. Bien que l’injection du greffon apparaisse comme une intervention relativement simple, il n’en demeure pas moins que cet acte s’inscrit dans un processus qui commence bien avant l’intervention et qui a des conséquences durant les mois, voire les années qui suivent l’allogreffe. Ainsi, le parcours de soin du patient peut être divisé en trois étapes : l’avant-greffe, l’hospitalisation en secteur protégé et l’après-greffe avec le retour à domicile. On peut observer à ces différents stades une altération de la qualité de vie, la présence de symptômes de détresse psychologique, voire un état de stress post-traumatique (ESPT). Cependant, ces conséquences psychologiques peuvent différer d’un individu à l’autre suggérant que certains facteurs, autres que médicaux, pourraient influer les conséquences tant physiques que psychologiques de la greffe. C’est dans cette perspective et en s’appuyant sur le modèle Multidimensionnel Intégratif et Transactionnel de Bruchon –Schweitzer et Boujut (2014) ainsi que sur l’approche complète de l’état de santé mentale de Keyes et Lopez (2002), que quatre études ont été réalisées dans ce travail de thèse en psychologie de la santé. L’objectif était de mettre en avant les différents facteurs psychologiques protecteurs et délétères aux différents stades de la greffe sur la santé mentale et physique des patients, en mettant l’accent sur des facteurs peu explorés à ce jour et issus de la troisième vague des thérapies cognitives et comportementales telle que la thérapie d’acceptation et d’engagement. Après avoir validé une version française de l’échelle AFQ (article 1), il ressort de la première étude « psygreffe » que le niveau de bonheur avant la greffe contribue à une meilleure qualité de vie avant la greffe (article 2). La seconde étude psygreffe a mis en avant l’effet prospectif des préoccupations anxieuses durant l’hospitalisation sur la survenue d’un état de stress post-traumatique, et l’effet positif de l’esprit combatif sur le niveau de résilience et de bonheur cinq mois après la greffe (article 3). La troisième étude psygreffe a révélé que plus les personnes tendaient à être dans l’évitement expérientiel plus elles risquaient de présenter des symptômes d’ESPT, tandis que les patients présentant des scores élevés de non-jugement (une facette de la pleine conscience) avaient de moindre risques de présenter une telle symptomatologie (article 4). La quatrième étude psygreffe montre que l’expérience de changements de vie positifs dans la vie des patients après la greffe est loin d’être systématique. Les patients montrent plutôt un déclin de leur santé psychologique cinq mois après la greffe qui serait relié à un faible niveau d’acceptation (article 5). L’ensemble de ces résultats nous a amené à réfléchir et à proposer une intervention adaptée aux besoins des patients (i.e. une plateforme numérique) basée sur des interventions efficaces en psycho-oncologie et sur les thérapies basées sur internet. Dans cette perspective, un premier dispositif (i.e. DESP task) visant à remédier les biais attentionnels impliqués dans l’anxiété et la dépression a été élaborée et testé, dans un premier temps en laboratoire (article 6). La DESP a fait l’objet d’une déclaration d’invention (déclaration d’invention n°0487-UCADESPTASK). Proposer une continuité dans la prise en charge et tenter de pallier les obstacles inhérents aux spécificités du parcours de greffe s’avère essentiel pour améliorer la prise en charge des patients et les accompagner durant ce parcoursHematopoietic stem cells allograft, or bone marrow transplantation, is one of the treatments proposed to stop the course of hematopoietic malignancies such as acute leukemia. This procedure consists of replacing the cells in the diseased blood with healthy cells from a compatible donor to maximize the chances of success. Although injecting the graft appears to be a relatively simple procedure, it is nonetheless part of a whole process that begins well before the procedure and has consequences in the months and even years following the allograft. Thus, the patient's care pathway can be divided into three stages: the pre-transplant, hospitalization in a protected sector, and the post-transplant period with the return home. At these different stages, an alteration in quality of life, the presence of symptoms of psychological distress and even a state of post-traumatic stress disorder (PTSD) can be observed. However, these psychological consequences may differ from one individual to another, suggesting that certain factors, other than medical ones, could influence both the physical and psychological consequences of the allograft. It is in this perspective and based on the Transactional Integrative and Multidimensional Model of Bruchon-Schweitzer and Boujut (2014) and the Complete State Health Approach of Keyes and Lopez (2002) that four studies were conducted in this thesis work in health psychology. The objective was to highlight the different protective and deleterious psychological factors at the different stages of allograft on the mental and physical health of patients, focusing on factors little explored to date and from the third wave of cognitive and behavioural therapies such as acceptance and commitment therapy. After validating a French version of the AFQ scale (article 1), the first study found that the level of happiness before the transplant contributes to a better quality of life before the procedure (article 2). The second highlighted the prospective effect of anxious preoccupations during hospitalization on the occurrence of post-traumatic stress disorder and the positive effect of fighting spirit on the level of resilience and happiness five months post-transplant (article 3). The third one revealed that the more people tended to be in experiential avoidance, the more likely they were to develop symptoms of PTSD, while patients with high non-judgmental scores (a facet of mindfulness) were less likely to develop such symptomatology (article 4). Finally, the fourth study shows that the experience of positive life changes in patients' lives after transplantation is far from systematic. Rather, patients show a decline in their psychological health that is related to a low level of acceptance (article 5). All of these results led us to reflect and propose an intervention adapted to the needs of patients (i.e. a digital platform) based on effective interventions in psycho-oncology and web-based therapies. In this perspective, a first device (i.e. DESP task) aimed at remedying the attentional biases involved in anxiety and depression has been developed and tested (article 6). The DESP has been the subject of a declaration of invention (declaration of invention n°0487-UCADESPTASK). Proposing a continuity of care and trying to overcome the obstacles inherent to the specificities of the allograft course is essential to improve the care of patients and accompany them during this pathway
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Stewart, Nick. "Doctorate in Clinical Psychology : main research portfolio." Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761009.
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Critical Review of the LiteratureCan Borderline Personality Disorder be treated effectively in forensic settings? A systematic reviewBorderline Personality Disorder (BPD) is a common diagnosis in forensic settings. Certain features of BPD, such as impulsivity and emotional dysregulation, can create a vulnerability to impulsive acts. The condition is also associated with poor mental and physical health, making the treatment of BPD and its clinical features an important goal in forensic settings. This paper reviews evidence for the effectiveness of treating BPD and its symptoms using psychological approaches in forensic settings. A systematic search found 2913 papers, of which 13 met the inclusion criteria. The papers reported nine separate studies (six controlled) that implemented four distinct interventions, often adapted for particular forensic settings. Improvements in overall BPD symptomatology and specific BPD symptoms were reported for all types of intervention, although few differences in outcome between intervention and control groups were found. There were also reported improvements in BPD-related behaviours, but data on offending behaviour were absent. Heterogeneity in study quality and design makes it challenging to draw any firm conclusions about the effectiveness of any one form of treatment over another, nor about which treatment may best suit a particular setting. Further randomised controlled trials are needed to answer these questions. Service Improvement ProjectEvaluation of a brief educational intervention for clinical staff aimed at promoting trauma-informed approaches to careThere is growing evidence that trauma plays an important role in the aetiology of severe and enduring mental health problems. Yet staff can be reluctant to ask patients about trauma for reasons such as anxiety about harming patients and limited access to training. Where services have adopted trauma-informed approaches (TIAs) to mental health care (i.e., considering the ways in which trauma affects individuals when planning and delivering services), improved clinical outcomes have been observed. With this in mind, a new educational video was developed for mental health staff at an NHS trust. The video was intended to be (a) brief (10 minutes); (b) contemporary and engaging; and (c) accessible using computers, smartphones and tablets. Forty-one multidisciplinary staff viewed the video. Quantitative and qualitative evaluation indicated improvements in self-reported knowledge and confidence with regard to trauma, and a decrease in worries with regard to asking patients about such experiences. Participants found the video to be enjoyable, understandable and informative. Importantly, many indicated that it spurred them to further action, such as further training and asking patients about possible trauma. These findings indicate that a video of this type can offer an important ‘taster’ of trauma-related learning, constituting an important step towards embedding trauma-informed ways of working at a service. Main Research ProjectThe Role of Intrusive Imagery in Hoarding DisorderThe cardinal feature of Hoarding Disorder (HD) is persistent difficulty discarding possessions, with the resulting clutter compromising the intended use of living areas. Within the dominant cognitive-behavioural model of hoarding (Frost & Hartl, 1996), hoarding behaviours are positively and negatively reinforced in the context of certain object-related beliefs. Available treatments for HD have so far yielded modest outcomes, indicating a need for new approaches. Intrusive imagery has so far been neglected in HD research, despite the frequency of trauma in the histories of people with the condition. To address this, 27 individuals who met the DSM-5 criteria for HD and 28 community controls (CCs) were interviewed about their everyday experiences of mental imagery. Participants were also asked about the images they experienced during two recent real-life examples of actual or attempted discard of (1) an object of low subjective value; and (2) an object of high subjective value. Everyday imagery in the HD group commonly reflected themes of illness, death and reminiscence. Imagery in HD participants tended to carry negative emotional valence in comparison with CCs, and was associated with greater interference in everyday life and attempts to avoid the imagery. HD participants reported more negative experiences of intrusive imagery in comparison with CCs during recent episodes of discarding objects of low subjective value. However, HD participants experienced positive imagery when discarding, or trying to discard, high value objects. These findings indicate that although people with HD frequently report traumatic histories, this is not reflected in the everyday imagery that they experience. There is some evidence to suggest that the negative and positive memories experienced in relation to low and high value objects may aid our understanding of discarding and saving behaviour in HD. The theoretical and clinical implications of these findings are further discussed.
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Percelay, Solenn. "Validation d'un modèle murin de schizophrénie pour améliorer la recherche de nouveaux traitements : approche psychopharmacologique, en imagerie et en électrophysiologie A new 3-hit mouse model of schizophrenia built on genetic, early and late factors Functional dysregulations in CA1 hippocampal networks of a 3-hit mouse model of schizophrenia Olfactory laterality is valence-dependent in mice Assessing olfactory laterality in mice: new tool in preclinical psychiatric study Combination of MAP6 deficit, maternal separation and MK801 in female mice: a 3-hit animal model of neurodevelopmental disorder with cognitive deficits Antipsychotic lurasidone: Behavioural and pharmacokinetic data in C57BL/6 mice." Thesis, Normandie, 2021. http://www.theses.fr/2021NORMC403.
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La schizophrénie est une maladie psychiatrique très invalidante qui concerne près de 1% de la population. Bien que son étiologie soit toujours inconnue, elle est certainement multifactorielle et comprend une interaction entre prédisposition génétique et facteurs environnementaux. Il existe des traitements médicamenteux mais ils ne sont pas totalement efficaces, particulièrement pour la prise en charge des symptômes négatifs et des déficits cognitifs. Le développement de nouveaux traitements plus efficaces passe par l’amélioration des modèles animaux prenant en compte le caractère multifactoriel de l’étiologie de cette pathologie.Nous avons développé un modèle murin multifactoriel de schizophrénie innovant (modèle 3-hit) présentant une forte validité de construction. Pour cela, nous avons combiné une modification génétique (1er hit : délétion partielle du gène MAP6) avec un stress environnemental précoce (2nd hit : séparation maternelle de 24h au 9ème jour de vie) et une exposition tardive au THC durant l’adolescence (3ème hit : administration quotidienne de tétrahydrocannabinol à 8mg/kg du 32ème au 52ème jour).Dans un premier temps, nous avons montré une bonne validité d’apparence de ce modèle à travers des études comportementale, en imagerie et en électrophysiologie. En effet, au niveau comportemental les souris 3-hit présentent des symptômes de type négatif, des déficits cognitifs et une altération de la latéralité olfactive. Nous avons aussi montré un déficit d’inhibition du réflexe de sursaut, qui est un élément comportemental clef dans les modèles animaux de schizophrénie, car il est également utilisé en recherche clinique. Nous avons également observé certaines altérations morphologiques et fonctionnelles cérébrales caractéristiques de la schizophrénie comme une réduction du volume de l’hippocampe, une altération des fibres du corps calleux et un dysfonctionnement des systèmes de neurotransmission glutamatergique et GABAergique. Certains dimorphismes sexuels ont été également montrés dans nos études.Dans un deuxième temps, nous avons comparé les déficits des animaux 3-hit avec ceux d’autres modèles de schizophrénie développés au laboratoire. La caractérisation des effets de chaque facteur, indépendamment et en association, nous a permis de mettre en évidence un phénomène de synergie entre les facteurs et non une simple addition des déficits induits par chacun d’entre eux.Le modèle de schizophrénie 3-hit présente de bonnes validités de construction et d’apparence, il est maintenant nécessaire afin de parfaire sa caractérisation de tester sa validité pharmacologiqueAffecting 1% of worldwide population, schizophrenia is a debilitating pathology. Whether the aetiology of schizophrenia remains unknown, its multifactorial aspect is conversely now well admitted, and certainly gathers genetic vulnerability and environmental factors. Actual treatments are still unmet, particularly for negative and cognitive symptoms. For a better translation from treatments design of schizophrenia to clinical efficiency, there is a crucial need to refine preclinical animal models that considers the multifactorial aspects of this disease.We developed a new murine multifactorial model of schizophrenia (3-hit), that possesses a strong construct validity. To this, we combined a genetic predisposition (1st hit: partial deletion of MAP-6) with an early postnatal stress (2nd hit: 24 h maternal separation at postnatal day 9), and a late cannabinoid exposure during adolescence (3rd hit: tetrahydrocannabinol THC from post-natal day 32 to 52; 8 mg/kg/day).First, we characterised a promising face validity through behavioural, imaging and electrophysiological studies. At behavioural level, we demonstrated that 3-hit mice displayed negative-like symptoms, cognitive deficits and altered olfactory laterality. Moreover, we showed a sensory motor gating deficit, that is a major translational clue for animal models of schizophrenia. Additionally, 3-hit mice displayed some characteristic morphological and functional impairments of the disease: reduced hippocampal volume, altered callosal fibres, glutamatergic and GABAergic neurotransmission dysfunctions. We moreover highlighted some sexual dimorphisms.Second, we compared deficits of 3-hit mice to those of others models of schizophrenia developed in our laboratory. Deficits induced by one factor, or combination of several factors, evidenced a synergistic effect, and not a simple addition between each of them.The 3-hit model therefore presents strong construct validity and promising face validity, encouraging to assess the pharmacological validity
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Steen, Della Marie. "Chronic back pain and depression : a cognitive-behavioural approach / Della Marie Steen." 2003. http://hdl.handle.net/2440/22223.
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"December, 2003"Bibliography: leaves 283-311.
xiv, 311 leaves : ill. ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, School of Medicine, Dept. of Psychology, 2005
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Cuthill, Kym S. "Blending a feminist perspective with a cognitive behavioural approach to the treatment of eating disorders." 1991. http://hdl.handle.net/1993/22468.
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Mashalaba, Eugenia Dudu. "The evaluation of a multi-modal cognitive-behavioural approach to treating an adolescent with conduct disorder /." 2004. http://eprints.ru.ac.za/180/.
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Chen, Juan. "A cultural approach to understanding and working with Chinese migrants in New Zealand : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Albany, New Zealand." 2010. http://hdl.handle.net/10179/1650.
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When people migrate to a new country, they experience changes in many areas of life. Migrants are faced with the challenges of making sense of as well as dealing with these changes in life. This research is interested in understanding the experiences of Chinese migrants in New Zealand as well as exploring how to conduct 'psychological intervention‘ work with recent Chinese migrants to deal with the challenges associated with migration. This research consists of two parts. The first part is concerned with developing a better understanding of the way Chinese migrants make sense of their experiences after migrating to New Zealand. In this part, focus groups were held and a discursive approach was used to analyze participants' accounts. Findings from this part show that negotiating meanings for "migration" and "fitting in" is the central process for Chinese migrants to make sense of their migratory experiences in New Zealand. In this meaning-making process, Chinese cultural meanings provide useful discursive resources for Chinese migrants to draw upon to better understand their experiences of migrating from China to New Zealand. Chinese sayings, such as "fish or bear‘s paw", "loss are accompanied by gain", "life is about negotiating loss and gain", are used by Chinese migrants in ways that allow them more flexibility in constructing their experiences in New Zealand. More importantly, adopting a dialectical sense-making embedded in traditional Chinese cultural knowledge is helpful for participants to transfer their discursive constructions from negative to positive aspects of their migration experiences. The second part of this research involves exploration and application of a culturally appropriate 'psychological intervention‘ with recent Chinese migrants in transition from living in China to living in New Zealand. This part draws upon the findings from the first part of the research. In the second part, two groups of participants were invited to attend a three-session group intervention. Useful discursive constructions around flexible meanings of "migration" and "fitting in" found in the first part of the research were introduced to participants. A discursive analytical approach was used to observe how participants take up these introduced meanings and to examine the discursive changes throughout the three group sessions. The second part of the research illustrates that participants took up the introduced meanings of "migration" and "fitting in" as a flexible process, and use these to further co-construct helpful meanings to negotiate their 'problematic‘ experiences. In all, this research articulates the importance of cultural meanings and cultural ways of making sense of migratory experiences by Chinese migrants. It also shows the importance of building a shared experience, making use of Chinese cultural meanings, and taking a social constructionist approach in psychological intervention work with Chinese migrants. The implications of this research are discussed in terms of further research on migrants' experiences and how to conduct 'psychological interventions' with Chinese migrants.
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Rawatlal, Kamilla V. "Counsellors perceptions of applying cognitive behavioural counselling approaches to intervention for HIV sexual risk reduction." Thesis, 2007. http://hdl.handle.net/10413/2307.
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There are two dominant approaches to counselling for sexual risk reduction In South Africa. The TASO model which is based on client centred principles, informs much of vCT counsellors' training. More recently, the (ARRM) AIDS Risk Reduction Model which includes a cognitive behavioural component to counselling for sexual risk reduction has been introduced. A sample of vCT counsellors who have been trained using the ARRM were interviewed to develop an understanding of their experiences of using this approach. These participants provide a vCT service to clients in the midlands of the province of KwaZulu-Natal. A central finding was that although counsellors experienced the cognitive behavioural approach as having good potential for effecting sexual behaviour change, numerous barriers were identified to applying the approach within the South African context. Counsellors were also critical of the TASO model as a model for counsell ing for sexual risk reduction. Elements of the cognitive behavioural approach they experienced as useful included its potential for changing cognitions (misconceptions and myths in communities), the collaborative nature of the approach, negotiating strategies for risk reduction, use of a problem solving approach, follow-up and monitoring of behaviour. Barriers identified included contextual constraints such as poverty, gender power differentials and cultural practices. Also identified as a barrier was the dominance of the biomedical approach within the health care system. Despite identifying barriers to the application of this approach, counsellors remained optimistic that cognitive behavioural approaches could be adapted to the life context of their clients and that this could be facilitated through further training and mentoring.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.