Dissertations / Theses: 'Cognitive behavioural intervention'

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Germond, Sean Alan. "Rheumatoid arthritis : a cognitive-behavioural intervention." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/13551.

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Bibliography: leaves 190-206.
This study investigated both the mediating role of psychological adjustment in determining pain experience, disease · status, and immune function in Rheumatoid Arthritis (RA), and the value of cognitive-behavioural intervention in improving the overall health status of such patients. Two related hypotheses were tested in a matched-random assigned two-groups design, with pre-, mid-, and post-intervention assessment. Fourteen (N = 14) female RA outpatients, selected along established inclusion criteria, were allocated to either treatment (n=8) or control (n=6) groups after being matched on date of disease onset and ratings, of coping efficacy. The treatment group received an eight week Stress Inoculation and Pain Management Training programme (sixteen 2-hour sessions) based on the conceptual approach of Meichenbaum (1985) and adopted from a program by O'Leary, Shoor, Lorig and Holman (1988). The program included educational material, instruction in palliative and cognitive pain management strategies and the application thereof in daily living, goal setting to improve activity function, and group discussion. The program was designed to nurture and develop existing coping skills, and to impart new strategies to cope with daily stress and pain. Pre-intervention correlational analyses tested the extent to which mood disturbance, self-perceptions of coping efficacy, health locus of control and stressful life experience were related to intensity and quality of pain, disease activity, functional status and lymphocyte proliferation rate. Intra- and inter-group analyses were conducted to determine treatment effects in terms of change scores .on the dependent measures, and case studies were conducted to evaluate individual response both to disease and cognitive-behavioural intervention.

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Bryant, Danielle Louise. "Developing optimism : a cognitive-behavioural intervention to reduce stress." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/7904.

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Optimistic explanatory style refers to the way in which individual’s routinely attribute cause to the events in their lives (Ambramson et al., 1978) and can be successfully enhanced through the use of cognitive behavioural therapy (CBT) group-based workshops (Buchanan et al., 1999; Seligman et al., 2007). It has been successfully measured via the self-report Attributional Style Questionnaire (ASQ: Peterson et al., 1982) and has been associated with better performance and lower levels of state anxiety following negative feedback (Martin-Krumm et al., 2003), a lower incidence of stress-related physical illness (Jackson et al., 2002; Buchanan et al., 1999), and lower levels of job-related emotional distress (Hershberger et al., 2000). In 2005, teaching was identified as the second most stressful job undertaken within the UK (Johnson et al., 2005) and two independent reviews of the teacher-stress literature both concluded that further research is required to develop effective stress-management interventions (Kyriacou, 2000; Jarvis, 2002). Furthermore, Jarvis (2002) specifically highlights CBT-based interventions as an avenue which requires research within the teacher-stress domain. In 2005, Bryant (unpublished MSc thesis) highlighted a link between optimistic explanatory style and lower levels of stress in student Physical Education (PE) teachers who were undergoing the practicum element of their one-year postgraduate diploma of education. The current thesis explored the effectiveness of a CBT-based optimism training programme in developing optimism and reducing stress in student and neophyte PE teachers. A longitudinal, repeated-measures, mixed methods design was employed in a naturalistic setting. Using a pre-test, intervention, post-test design, the effects of CBT-based training were shown to enhance optimism and positive affectivity, and reduce cognitive stress in student teachers during the practicum element of their professional training. To strengthen causal links, a dose-response design was used to provide enhanced training to a sub-group of student teachers. Although differences in optimism and perceived cognitive stress were present in the results, they were not significant. Finally, a qualitative interview based follow-up study identified that participants who had received the prolonged CBT-based optimism training exhibited higher levels of optimistic explanatory style, lower levels of stress and more dispositional optimism than participants who received either the initial or no optimism training. Theoretical and practical implications of the current findings and directions for future research are discussed.

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Keter, Elinor. "A thematic cognitive behavioural intervention with depressed chronic pain patients." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/MQ32153.pdf.

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Reilly, James Phillip. "The efficacy of a pain management programme for people with chronic low back pain." Thesis, University of Liverpool, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250272.

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Deary, Vincent Aaron Vernon Adrian Hugo. "Cognitive behavioural therapy for functional dysphonia : development of a complex intervention." Thesis, University of Newcastle Upon Tyne, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576979.

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Functional dysphonia, loss or alteration of voice in the absence of physical pathology, is the commonest presentation to speech and language therapists (SLTs) and accounts for up to 40,000 new cases every year in the UK. Besides its impact on personal and work life, functional dysphonia is also associated with increased levels of anxiety and depression and poor general health. Voice therapy delivered by SLTs improves voice but not these associated symptoms. The aim of this research project was therefore to develop an improved intervention. Method A broad cognitive behavioural model of medically unexplained symptoms (MUS) was researched and identified as a suitable theoretical basis for the intervention development process. This was then applied as an assessment format in a series of patient interviews. Data from this stage were used to design a cognitive behavioural therapy (CBT) intervention for a SLT to deliver in a small consecutive cohort study. Data and clinical insights from this study were used to further develop the CBT intervention, which was then trialled in an external pilot patient randomised trial. Following up findings from the consecutive cohort phase, particular attention was paid in the randomised trial to the process issues involved in the professional behaviour change of the SLT, and a questionnaire study to investigate fatigue and perfectionism in functional dysphonia patients was conducted. Results and conclusion It was acceptable and feasible for a SLT to deliver CBT and there was some evidence of clinical effectiveness. This data is used to discuss the power and design of a future definitive study. The focus on process illuminated the work that needed to be done to embed a complex intervention in clinical practice. Functional dysphonia was shown to resemble other MUS in ways that could significantly contribute to our understanding and treatment of this condition.

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Herron, Katherine. "Development and evaluation of a cognitive behavioural intervention for post-stroke insomnia." Thesis, University of London, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582877.

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Background: CBT for insomnia (CBTI) has been successfully applied to those with long term medical illness as an alternative to sleep medication. Such treatments have not yet been experimentally trialled in with stroke, nor has attention been paid to tailoring CBTI for those living with the challenges of stroke. The present study aimed to modify the standard CBTI protocol for post-stroke insomnia and to test the efficacy. Method: The first phase of the study comprised development of the protocol and consultation with a service user feedback group. The second phase involved a Single Case Experimental Design whereby 5 community dwelling persons with stroke, who met the DSM-IV criteria for insomnia, underwent the modified CBTI protocol. Efficacy of the protocol was determined by measuring sleep, beliefs about sleep, daytime functioning, mood, quality of life and whether participants met the criteria for insomnia. A content analysis was also carried out to elicit qualitative findings from participant feedback and therapist clinical notes. Results: The modified CBTI protocol showed both subjective and objective improvements on one or more sleep parameter for all participants. Three participants no longer met the criteria for insomnia at post-treatment. CBTI was associated with improvements in daytime sleepiness, quality of life and belief change about sleep. The content analysis suggested that behavioural techniques were preferred by participants over cognitive strategies. 3 I I ~ Conclusion: This study has shown that the modified CBTI protocol was beneficial for reversing insomnia symptoms in those with stroke. 4

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Wahid, Rasha M. "Cognitive behavioural therapy for psychosis developing family intervention for schizophrenia in Egypt." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517721.

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De, Almeida Neto Abilio Cesar. "Training community pharmacists in cognitive behavioural intervention strategies for optimising the monitoring of non prescription combination analgesic products." University of Sydney. Pharmacy Practice, 2000. http://hdl.handle.net/2123/833.

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Analgesic products can produce serious side effects. Because potent analgesics are not under medical surveillance but are available to the public without a medical prescription, any attempt to influence consumer behaviour in relation to these products must be via interventions at pharmacist level. The Australian government is now pressuring the pharmacy profession to monitor effectively the use of such non-prescription medication. The aim of this study was to train community pharmacists on brief intervention strategies for use in a pharmacy setting in relation to combination analgesic products. Focus groups showed that participants had concerns about adopting confrontational counselling styles, as they feared this would antagonise consumers leading to loss of patronage without having an impact on consumer behaviour. This concern was later reinforced by consumer interviews, which showed that a significant proportion of respondents thought that the use of non-prescription analgesics was their responsibility. A protocol for the sales of analgesic products was designed with these issues in mind. The transtheoretical model of change (TTM) and motivational interviewing were selected as theoretical frameworks, as they take into account differences among consumers in motivation and in intention to change behaviour and are congruent with pharmacists' concerns. Consumer-centred intervention strategies were tailored to the individual consumer according to his/her readiness to change. This approach was borrowed from the area of smoking secession in which it has been related to positive clinical outcomes. The assumption was made that TTM-based intervention would also be effective in a pharmacy setting in relation to analgesic products. In the initial pilot study, community pharmacists who simply attended a workshop in the cognitive-behavioural intervention strategies failed to incorporate the newly acquired skills to their practice and consequently lost their proficiency. In the subsequent pilot study, when the workshop was followed by ongoing on-site training with immediate feedback and coaching through the use of pseudo-patron visits, the investigator was able to shape community pharmacists' practice behaviour in relation to the monitoring of pharmacist only analgesic products. The methodology was then refined and in the final study trained pharmacists were significantly more likely than control pharmacists and baseline to engage in a number of behaviours related to the study intervention. These included handling the sales of pharmacist only analgesics themselves, identifying inappropriate use, assessing readiness to change, and delivering an intervention according to the consumer's readiness to change. The results suggested that in pharmacy practice post qualifying therapeutic skill transfer is not achieved by workshop presentation alone. Modelling of the desired behaviour involving reinforcement and feedback is necessary.

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de, Almeida Neto Abilio Cesar. "Training community pharmacists in cognitive behavioural intervention strategies for optimising the monitoring of non prescription combination analgesic products." Thesis, The University of Sydney, 2000. http://hdl.handle.net/2123/833.

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Analgesic products can produce serious side effects. Because potent analgesics are not under medical surveillance but are available to the public without a medical prescription, any attempt to influence consumer behaviour in relation to these products must be via interventions at pharmacist level. The Australian government is now pressuring the pharmacy profession to monitor effectively the use of such non-prescription medication. The aim of this study was to train community pharmacists on brief intervention strategies for use in a pharmacy setting in relation to combination analgesic products. Focus groups showed that participants had concerns about adopting confrontational counselling styles, as they feared this would antagonise consumers leading to loss of patronage without having an impact on consumer behaviour. This concern was later reinforced by consumer interviews, which showed that a significant proportion of respondents thought that the use of non-prescription analgesics was their responsibility. A protocol for the sales of analgesic products was designed with these issues in mind. The transtheoretical model of change (TTM) and motivational interviewing were selected as theoretical frameworks, as they take into account differences among consumers in motivation and in intention to change behaviour and are congruent with pharmacists' concerns. Consumer-centred intervention strategies were tailored to the individual consumer according to his/her readiness to change. This approach was borrowed from the area of smoking secession in which it has been related to positive clinical outcomes. The assumption was made that TTM-based intervention would also be effective in a pharmacy setting in relation to analgesic products. In the initial pilot study, community pharmacists who simply attended a workshop in the cognitive-behavioural intervention strategies failed to incorporate the newly acquired skills to their practice and consequently lost their proficiency. In the subsequent pilot study, when the workshop was followed by ongoing on-site training with immediate feedback and coaching through the use of pseudo-patron visits, the investigator was able to shape community pharmacists' practice behaviour in relation to the monitoring of pharmacist only analgesic products. The methodology was then refined and in the final study trained pharmacists were significantly more likely than control pharmacists and baseline to engage in a number of behaviours related to the study intervention. These included handling the sales of pharmacist only analgesics themselves, identifying inappropriate use, assessing readiness to change, and delivering an intervention according to the consumer's readiness to change. The results suggested that in pharmacy practice post qualifying therapeutic skill transfer is not achieved by workshop presentation alone. Modelling of the desired behaviour involving reinforcement and feedback is necessary.

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Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/314612/.

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There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness can be improved by teaching reading through a topdown approach (whole word) or a bottom-up approach (grapheme-phoneme); others claim that the combination of these two complementary approaches is more successful. The goal of this research combined reading intervention programme was to enhance the six 'dyslexic students' phonological awareness and to improve their reading in English in the inclusive English as a foreign language classroom. The research studied the effects the reading intervention programme, which systematically combines the two complementary approaches for the same duration of time in each session, had on the six Israeli research 'dyslexic students'. The present study is an inductive action research applying a case study design using qualitative research tools. Data from in-depth pre- and post-intervention interviews is triangulated with the participants' diaries, the practitioner's journal and the documentation of the pre- and post-intervention participants' assessments. Thematic data analysis indicated an improvement in the participants' phonological awareness, reading in English and functioning in the inclusive EFL classroom as a result of the combined reading intervention programme. The contribution to knowledge points to the fact that while a four-month cognitive intervention programme with 'dyslexic students' in Israel, studying English as a foreign language may improve students' cognitive functioning in English, it is insufficient in enabling students to allay their fears regarding the expectations of Israeli society, and their ability to succeed in life. Propositions suggest conducting a further action research study which examines the implementation of an additional emotional intervention to the cognitive one. The development of the emotional intervention will enable evaluation of the effects of a combined programme on 'dyslexic students' in Israel.

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Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/314612/1/Sylvie-Levinstein-PhD-thesis.pdf.

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There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness can be improved by teaching reading through a topdown approach (whole word) or a bottom-up approach (grapheme-phoneme); others claim that the combination of these two complementary approaches is more successful. The goal of this research combined reading intervention programme was to enhance the six 'dyslexic students' phonological awareness and to improve their reading in English in the inclusive English as a foreign language classroom. The research studied the effects the reading intervention programme, which systematically combines the two complementary approaches for the same duration of time in each session, had on the six Israeli research 'dyslexic students'. The present study is an inductive action research applying a case study design using qualitative research tools. Data from in-depth pre- and post-intervention interviews is triangulated with the participants' diaries, the practitioner's journal and the documentation of the pre- and post-intervention participants' assessments. Thematic data analysis indicated an improvement in the participants' phonological awareness, reading in English and functioning in the inclusive EFL classroom as a result of the combined reading intervention programme. The contribution to knowledge points to the fact that while a four-month cognitive intervention programme with 'dyslexic students' in Israel, studying English as a foreign language may improve students' cognitive functioning in English, it is insufficient in enabling students to allay their fears regarding the expectations of Israeli society, and their ability to succeed in life. Propositions suggest conducting a further action research study which examines the implementation of an additional emotional intervention to the cognitive one. The development of the emotional intervention will enable evaluation of the effects of a combined programme on 'dyslexic students' in Israel.

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Caddick, Katie. "Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/exploring-perceptions-around-the-implementation-of-cognitive-behavioural-intervention-by-school-staff-following-training-and-support(69ff7fc5-8736-4eb5-92f9-d6ae92910c2e).html.

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Theory and research supports the implementation of cognitive and behavioural interventions (CBI’s) to address social, emotional and behavioural difficulties (SEBD) in children. The literature argues that schools are an ideal place in which to implement such interventions. As part of a county initiative, school staff were trained and offered follow up support by 2 Educational Psychologists (EPs) around the use of school-based CBI to support children who have SEBD. The 10 participants (from 5 schools) in this research were part of this initiative: they received 4 sessions of training followed by either monthly individual supervision, or group supervision, around their use of CBI. Training and supervision targeted implementation of key CB competences, selected from a competency framework recommended by ‘Improving Access to Psychological Therapies’ (IAPT, 2011). The research explored staff perceptions around the CB competences that they implemented, their methods of implementation and the barriers and facilitators to their implementation. The research used a mixed methodology design. Qualitative data was analysed using thematic analysis and quantitative data was analysed using descriptive statistics. Data was gathered through interviews, supervision sessions, intervention diaries and training evaluations. Exploration of facilitators and barriers to implementation was based on Durlak and DuPre’s (2008) model of intervention implementation. Facilitators/barriers discrete from this model were also identified. Identification and exploration of such factors can assist in ensuring quality implementation of school-based interventions in the future. This study demonstrates how school staff can implement a range of CB competences and through multi-levels of intervention in schools. The potential role of the EP in supporting school staff to implement CBI is also discussed.

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Wade, Emma, and emma wade@rch org au. "Resilient Victims of School Bullying: Psychosocial Correlates of Positive Outcomes." RMIT University. Health Sciences, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080603.101203.

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Bullying is a phenomenon that has serious psychological consequences for victims, including low psychological wellbeing, poor social adjustment, psychological distress, and physical illness. Bullying has become a topic of increasing public concern and the focus of considerable research in Australia over the last decade. Parallel to this rise in interest in bullying research is a rise in research into resilience. Research has indicated that children facing distress will show a range of responses; some will regress, while others tolerate and even thrive in the face of trauma; it is this second group that are described as resilient. It was therefore postulated in this thesis that individuals exposed to bullying may not all succumb to the typical negative effects of being a victim of school bullying. While previous studies have noted the difference in reactions to bullying, this is the first study to investigate whether resilient victims can be identified, and their key psychosocial characteristics profiled. Based on this notion, it was predicted that victims of bullying could be taught a set of skills and attitudes that would build their resilience to the expected effects of bullying. The present research consisted of two studies. Study 1 had two phases. The first phase of Study 1 identified 'resilient victims' of school bullying by assessing participants on their levels of victimisation and their levels of wellbeing using a battery of questionnaires. Participants were assigned to one of four groups: resilient victims, non-resilient victims, healthy non-victims, or poor-health non-victims. From the original sample of 867 students, 111 were categorised into one of the four groups, and completed a second questionnaire package. The second phase examined the relationships between these resilience groups and eight psychosocial correlates of general resilience: individual protective factors, optimism, coping, social support, social skills, self-esteem, self-concept, and emotional intelligence. The results showed that there were significant discriminators between resilient and non-resilient victims, particularly on factors such as optimism, productive coping, self-concept and self-esteem, and so cial variables. The aims of the second study were to 1) develop a cognitive-behavioural group intervention program to teach social skills, perceived social support, self-esteem, optimism, and effective coping skills, to adolescent victims of school bullying; and 2) to investigate the effectiveness of the intervention. Ten year 7 and 8 students who reported negative consequences to high levels of bullying participated in the intervention program. Results indicated that the program had positive effects on the skills and attitudes that the program targeted. The program also appeared to have positive effects on the participants' levels of victimisation and general wellbeing.

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Patrick, Sarah. "Evaluating a universal cognitive behavioural intervention : what is the impact on pupils' self-esteem?" Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021596/.

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This study evaluated a short-term Cognitive Behavioural Intervention (CBI) delivered by school staff to whole classes, designed to promote self-esteem. The research had a practical purpose, as the intervention had been implemented within multiple schools without being evaluated. A mixed methods design was employed to assess the impact of the CBI and to explore why this impact was occurring, to inform future use. 171 pupils in years 5 and 6 from three mainstream schools were criterion-sampled, 108 in the intervention group (4 classes selected by school staff) and 63 in the wait-list control group (3 classes, matched by school and year). All pupils completed scales from the Self-Description Questionnaire (SDQ) and the Children’s Automatic Thoughts (CAT) scale at pre-intervention and post-intervention. One class also completed the scales for a third, follow-up occasion. Qualitative data were collected through semistructured interviews with 3 school staff and 6 pupils. In addition, school staff were observed delivering the intervention to ascertain implementation fidelity. Results suggest that the CBI had no impact on pupils’ global self-esteem or peer related self-concept, but it had a negative impact on pupils’ school self-concept. There were no immediate impacts on Negative Automatic Thoughts (NATs), except for pupils with below-average academic attainment who showed reductions in NATs at postintervention. Follow-up data showed positive impacts on NATs, peer and school selfconcept two months after the intervention, although this lacked a control comparison. Thematic analyses of the qualitative data revealed factors influencing the impact of the intervention included its universal design, the involvement of school systems and individual pupil differences. The study concluded that the intervention has value as a psycho-educational learning tool, but does not directly improve global self-esteem. There are implications for the role of educational psychologists in supporting schools to critically select and implement interventions.

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Brennan, Leah, and leah brennan@rmit edu au. "Cognitive behavioural evaluation and treatment of adolescent overweight and obesity." RMIT University. Health Sciences, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080130.141227.

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Despite increasing prevalence, significant negative biopsychosocial consequences, and few treatment options, overweight and obesity in adolescence has received very little attention in the scientific literature. The major objective of this research program was to evaluate the efficacy of a cognitive behavioural (CBT) program in the treatment of adolescent overweight and obesity. Sixty three overweight or obese adolescents (28M, 35F) aged 11.5 to 18.9 years (M = 14.41, SD = 1.85) participated in a randomized controlled trial evaluating the efficacy of a CBT weight loss intervention. This comprehensive intervention program incorporated a range of CBT techniques aimed at assisting adolescents to establish and maintain healthy eating and physical activity habits. Treatment resulted in improved body composition post treatment and sustained or improved body composition following maintenance. Participation in a motivational interview (MI) prior to this CBT intervention did not influence treatment outcomes. Despite reductions in weight and body fat, lean body mass was not affected by the intervention, thus, treatment did not detrimentally effect linear growth and lean body tissue. Poor compliance with measurement protocols limits conclusions that can be drawn regarding the impact of treatment on eating and activity habits. However, results suggest that treatment resulted in a reduction in fat consumption, reduced saturated fat intake, and reduced time spent in sedentary activities. Increases in physical activity were not evident. The treatment seeking sample did not report elevated psychopathology levels and treatment did not impact on adolescent depression, anxiety, or stress. Adolescents receiving treatment reported improvements in disordered eating relative to those in the control condition. A secondary aim of this research program was to redress the limited information available on the behavioural and psychosocial factors associated with adolescent overweight and obesit y. These factors were explored in community samples of adolescents (n = 161, M = 16.3, SD = I .8) and their parents, and young adults (n = 292, M = 19.7, SD = 2.0). In comparison to both normal and overweight adolescents, treatment seeking adolescents reported greater body dissatisfaction and weight. discontent. Body weight was not associated with psychopathology in the community samples and treatment seeking adolescents did not differ from normal or overweight adolescents from the community sample in terms of psychopathology. However, young adults who reported being overweight during childhood reported greater psychopathology as young adults. These findings suggest that excess weight in adolescence may have longer term rather than immediate effects on psychopathology. A number of family factors were associated with body weight in both adolescents and young adults. Combined, results indicated that CBT is efficacious in the treatment of overweight and obesity in adolescents and MI does not improve the efficac y of CBT. The current findings suggest that the impact of excess weight on psychosocial functioning is limited to body discontent and dissatisfaction in adolescence but is associated with increased psychopathology in early adulthood. Results also highlighted the importance of parents and family in the treatment of overweight and obesity in adolescents.

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Malaffo, Marina. "The quarter of an hour rule : a simplified cognitive-behavioural intervention for insomnia improves sleep." Thesis, University of Glasgow, 2006. http://theses.gla.ac.uk/1529/.

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Stimulus control (SC) is a core component of cognitive behavioural therapy (CBT) for insomnia and is the single intervention for which there is most empirical evidence. Nonetheless, little is known about whether all of the elements within SC are critical to sleep improvement. This study, therefore, investigated the impact on sleep of the Quarter of an Hour Rule (QHR) a single, situational element considered central to SC for insomnia. The mechanisms of effect of SC intervention remain also unclear. An associated aim of the present study, therefore, was to contrast two forms of administration of the QHR to test aspects of the learning theory presumed to underlie the SC model. In addition adherence to the behavioural intervention was investigated and the possibility of using actigraphy to measure adherence objectively was explored. Prior to the randomised controlled trial (primary study), two preliminary studies were conducted. The first preliminary study aimed at determining the optimal cut-off to represent normalcy in sleep onset latency (SOL). The results indicated it to be fifteen minutes and, therefore, participants in studies two and three were asked to apply the QHR if they were not asleep within a quarter of an hour. Study two comprised three single cases and tested the feasibility of the QHR as a standalone therapy for insomnia. Visual inspection of the data and interrupted time series analyses evidenced SOL, wake after sleep onset (WASO) and sleep efficiency (S.E.) improvements in two out of three participants. Their Pittsburgh Sleep Quality Index (PSQI) score at the end of the intervention was reduced by 50% compared to baseline. The participant, whose sleep was not improved, following the intervention, had not applied the QHR. The results of this exploratory, single case, study warranted further investigation of the QHR. In study three forty-one GP and self referred volunteers, aged 18-72 years, with SOL and/or WASO complaints, formed 3 randomised groups: QHRin bed, QHRout of bed and control. Both QHR conditions required to ‘read if not asleep within a quarter of an hour’, with groups differing only with the location (in bed versus out of bed) where to apply the QHR. Sleep diary pre-treatment (two weeks) and post-treatment (three weeks), home polysomnography (PSG) (two nights pre-, two post-treatment) and sleep related questionnaire (pre and post) data were collected. Adherence with the QHR was measured objectively (actigraphy + light monitoring) and subjectively (adherence diary). Following QHR treatments, statistically significant reductions in SOL (QHRout) and WASO (QHRin and QHRout),an increase in S.E. (QHRin and QHRout) and a decrease in PSQI score (QHRin and QHRout) were found. Trends also indicated increased total sleep time (TST). Clinically significant improvements (SOL and WASO ≤ 31 minutes or reduced by 50%, PSQI ≤5 or reduced by 50%) were obtained in 33-57% of active groups participants.

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Ince, Paul. "The implementation of NICE recommended cognitive behavioural therapy and family intervention for people with schizophrenia." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/the-implementation-of-nice-recommended-cognitive-behavioural-therapy-and-family-intervention-for-people-with-schizophrenia(6585af86-a742-4587-9c3e-8b3d37885560).html.

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This thesis has been prepared in the paper based format and includes a systematic review, a novel empirical piece of research and a critical reflection. The thesis focuses on the implementation of the National Institute for Health and Clinical Excellence’s (NICE) guidance recommendations for the psychological interventions for those people suffering from schizophrenia. Papers 1 and 2 have been prepared for submission in ‘Psychology and Psychotherapy: Theory, Research and Practice’ and the ‘Journal of Mental Health’ respectively. Paper 1 includes a systematic literature search and narrative synthesis exploring if the recommendations for psychological interventions for schizophrenia were being met. Rates of implementation for Cognitive Behavioural Therapy (CBT) and Family Intervention (FI) were compared. The barriers against implementation and the strategies aimed at improving implementation were reviewed. Rates of implementation varied from 4% to 100% for CBT and 0% to 53% for FI. Previously reported barriers to implementation were found, with organisational barriers being most common. Implementation strategies discovered included training packages for CBT and FI. Rates of implementation are below recommended levels suggesting inequalities in the provision of psychological interventions for schizophrenia are present. Strategies to improve implementation that are comprehensive and supported from all levels of the NHS are considered to be most effective. Paper 2 reports a quantitative piece of research exploring if behaviourally specific and plain English language guidance can improve healthcare professional intentions to perform actions in line with recommendations for schizophrenia. An independent measure, single blind, randomised controlled design was used to disseminate guidance in two formats; the ‘original’ and ‘alternative’. Self-report measures revealed no significant results when comparing the original guidance to the alternative for the cognitive determinants of behaviour, actual behaviour change, or comprehension and satisfaction with the guidance. Behaviourally specific and plain English language does not affect intentions or behaviour to implement recommended guidance for the provision of psychological interventions for schizophrenia. A more multi-factorial approach including organisational culture may be required. Paper 3 is a critical reflection of the submitted papers and research process as a whole. Strengths and limitations of the included studies, the findings in the context of wider research, implications for clinical practice and future research are discussed.

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Watson, Susanne Elizabeth. "An evaluation of a short term cognitive behavioural anger management intervention for key stage two pupils." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10007495/.

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The aim of this research is to evaluate the effectiveness of a short term, cognitive behavioural anger management intervention, for improving the emotional and behavioural outcomes of children aged 7-11. The study investigated whether locus of control acts as a mediating variable and whether age, gender, socio-economic status and family stress act as moderating variables for the intervention. Interviews were undertaken to explore factors which impact on the success of the intervention. In all, 70 Participants took part in a 6 week school based group run by trainee educational psychologists. An experimental versus wait-list control design was used. Questionnaires were delivered pre and post intervention and at a 3 month follow up. The questionnaires administered included: Multidimensional Measure of Children's Perceptions of Control, Adverse Life Events and Strengths and Difficulties Questionnaire. A sub-sample of children, parents and facilitators participated in semi-structured interviews post intervention. Data from questionnaires and demographic information were analysed using multiple linear regression analyses. The intervention was shown to be effective post intervention, but only for those children in the wait-list control group. For the children in the wait-list control group the intervention was moderated by age, with younger children benefiting more from the intervention. No other variables investigated acted as mediating or moderating variables. The thematic analysis of the interviews identified a number of factors which impacted on the success of the intervention including, factors which supported the running of the group 3 and factors which made running the group more difficult. Findings point towards a number of practical implications for the delivery of therapeutic interventions in schools. The current study highlights the need for future research to explore school factors and group processes in addition to individual child and family factors which impact on the success of CST based group interventions.

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Jackson, Emma. "Evaluation of a cognitive behavioural intervention (ThinkSmart) aimed at encouraging young people to engage in higher education." Thesis, University of Worcester, 2013. http://eprints.worc.ac.uk/3847/.

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he persistent patterns of under-representation of certain social groups at higher education (HE) identified that the current strategies used as part of the widening participation agenda required revising. Outreach activities are the main strategy used by the widening participation agenda to address the under-representation of certain groups of young people such asthose from disadvantaged backgrounds at HE. owever, a shortage of robust evidence made it difficult to determine the actual mpact and effectiveness of these outreach activities. This thesis addressed this gap n knowledge by establishing robust approaches to designing and evaluating outreach activities. To achieve this, a different perspective was taken; this hesisdemonstrated howpsychology can improve the design and evaluation of outreach activities. The use of psychological theories such as cognitive behavioural herapy and attribution theory were demonstrated indevising the outreach ntervention ThinkSmart as being valuable for outreach activities. The evaluationof ThinkSmart showed a short-term practical significance, thus the intervention did have an impact on the recipients, this however, was not sustained. To support the evaluation of ThinkSmart a measure of intention to engage with HE was devised and validated, 'Students Intentions Towards University' (SITU) due to one not currently existing in the literature, despite progression to HE being a key outcome for outreach activities. To understand the effectiveness of ThinkSmart, unique to the thesis a process evaluation was undertaken to explore the implementation process. The approach showed that the components required for behavioural change were ignificantly under implemented, which impacted on the overall success of ThinkSmart explaining to some degree the small short-term gains of recipients. inally to support the development of well-designed interventions to impact on the evident disparities in the patterns of participation in HE, as well as providing a ramework for further research in this area, an ecological model of educational progression was devised. The model established the importance of the individual in understanding how best to address the objective of the widening participation; as this an explain why despite their background young people can achieve. Therefore in summary outreach activities need to consider the individual but in light of the contextual factors presented in the model. This thesis hasdemonstrated that it is important to evaluate outreach activities robustly and to do so principles ofpsychology should be incorporated to improve the design and evaluation of outreach activities, to positively impact on the likelihood of non-traditional students, i.e. those from disadvantaged backgrounds engaging with HE, addressing the widening participation agenda objectives.

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Khan, Sobia. "Developing a culturally adapted cognitive behavioural therapy based intervention for British Pakistani mothers with persistent postnatal depression." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/developing-a-culturally-adapted-cognitive-behavioural-therapy-based-intervention-for-british-pakistani-mothers-with-persistent-postnatal-depression(d03e552b-dfbb-4003-a9b3-abac69b2c0ae).html.

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Introduction. Recent reports indicate inequalities for ethnic minority women in maternal health and a need for tailored maternity services to improve access to care. High rates of postnatal depression among British Pakistani women have been reported. These women tend to suffer from persistent depression and have both, poorer access to and outcomes from evidence based psychosocial interventions, compared to the majority of the population. Trials for Cognitive Behaviour Therapy based interventions for postnatal depression appear to improve clinical outcomes and patient satisfaction. However, no study to date has developed an intervention for this group of women that is culturally sensitive. The overall aim of this thesis was to explore a culturally adapted psychosocial intervention with British Pakistani women with persistent postnatal depression, and use the results of these investigations to develop a culturally adapted cognitive behavioural therapy (CBT) based intervention to the meet the needs of persistently depressed British Pakistani women. Methods. This thesis employed a two-phase design based on the Medical Research Council’s (MRC) complex intervention framework. In the first phase, qualitative interviews were conducted to explore the experiences of British Pakistani women with persistent postnatal depression and the type of help they would find acceptable. These interviews were analysed using framework analysis. Following the findings from phase 1, a culturally adapted CBT based manualised intervention was developed in phase 2, to target the British Pakistani women’s needs and measured participants’ satisfaction and engagement. Results. Three emergent themes from qualitative interviews with fifteen British Pakistani women with persistent postnatal depression were identified. These were: 1) causes of persistent postnatal depression; 2) impact of the depression; 3) past help sought and current treatment required for management of persistent postnatal depression. A feasibility study of a culturally adapted CBT based manualised intervention for persistent postnatal depression resulted in high levels of service user satisfaction and engagement. These women found the intervention, both accessible and acceptable for their needs. Fifteen women with persistent postnatal depression took part in the intervention. Significant improvements were found in depression, marital relationships, quality of parenting, and health. Significant improvements in perceived social support were not found. Conclusions. This systematic mixed method approach to the development and testing of a manualised culturally appropriate intervention will provide a framework for those developing culturally adapted interventions for British Pakistani women. A culturally adapted group CBT based intervention was acceptable to British Pakistani women with persistent postnatal depression. A larger trial is currently underway to investigate efficacy of this intervention in terms of reducing depression, and improving social functioning, marital and parental relations, and health.

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Prinz, Karoline. "The Development of an Online Psycho-Education and Cognitive-Behavioural Intervention Program ‘Step Up’ for Young People to Combat Cyberbullying." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18921.

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The overall study aim was to develop and evaluate an intervention that seeks to help young people deal with cyberbullying. An online intervention (Step Up) was created based on an existing school-based program with proven efficacy. The first study describes the development of Step Up as well as a trial that assessed the feasibility and acceptability. This study gathered qualitative feedback about the young people’s experience of the program, and assessed the practicality of the assessment battery. A short form of the PECK (Personal Experiences Checklist) a measure assessing a young person’s experience of being bullied was constructed using item response theory, and its structure confirmed with confirmatory factor analysis. Feedback from the feasibility study was used to refine the intervention and make it was highly user-friendly. A wait-list randomised controlled trial was planned and commenced, but then abandoned due to a lack of school recruitment. Instead, a single group pre-post-follow-up design was implemented as a pilot study to test the efficacy of Step Up. It was hypothesized that people who completed the program would report: less experience with cyberbullying; less emotional problems; and positive changes in self-compassion. Sixty-eight young people completed the pilot study, including a short-term follow-up assessment. The results show largely positive changes on the measures, but the conclusions are limited by the lack of a control group. In conclusion, preliminary evidence is provided to support the effectiveness of an online intervention targeting cyberbullying in reducing reported bullying and emotional symptoms, and increasing self-compassion. The current study provides a foundation for an initial contribution to the range of anti-bullying interventions required to make the online world a safer place.

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Almeida, Neto Abílio César de. "Training community pharmacists in cognitive-behavioural intervention strategies for optimising the monitoring of non-prescription combination analgesic products." Connect to full text, 2000. http://hdl.handle.net/2123/833.

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Thesis (Ph. D.)--University of Sydney, 2000.
Includes tables. Title from title screen (viewed Apr. 23, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Psychology, Faculty of Science. Includes bibliography. Also available in print form.

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Walters, Luke. "A pilot evaluation of an assertive-outreach cognitive-behavioural group intervention program for adolescents with a variety of disorders /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18583.pdf.

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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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Albers-Pearce, Milja Desiree. "Investigation of anxiety and a cognitive-behavioural intervenion [i.e. intervention] to reduce anxiety in chronically ill children undergoing venepunctures." Thesis, University of Canterbury. Department of Psychology, 1989. http://hdl.handle.net/10092/4745.

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Twenty two chronically ill children-aged between three and ten participated in either a cognitive-behavioural package, or a placebo play condition, to reduce their anxiety associated with venepunctures. Behavioural, physiological and self reported anxiety measures were taken. The package included information, breathing, positive self talk statements, and modelling and behavioural practice. All children except those aged three to six, in the treatment group, had low anxiety throughout. The treatment did not reduce anxiety in these young children, but other factors such as parental presence, lack of motivation or poor memory, shortage of time, interfering existing coping mechanisms could have been responsible. Age had the greatest impact on anxiety, with younger children being more anxious overall. Parents were administered the State-Trait Anxiety Inventory, and they were found to have anxiety levels similar to a general population sample. Their anxiety showed no relationship to their child's anxiety. Parents discipline methods for anxiety provoking situations were assessed by the Child Development Questionnaire. Modelling or reassurance was the most common method, followed by reinforcement of dependency. Discipline methods showed no relationship to the anxiety of the child.

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Pfennig, Andrea, Karolina Leopold, Andreas Bechdolf, Christoph U. Correll, Martin Holtmann, Martin Lambert, Carolin Marx, et al. "Early specific cognitive-behavioural psychotherapy in subjects at high risk for bipolar disorders: study protocol for a randomised controlled trial." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-148200.

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Background: Bipolar disorders (BD) are among the most severe mental disorders with first clinical signs and symptoms frequently appearing in adolescence and early adulthood. The long latency in clinical diagnosis (and subsequent adequate treatment) adversely affects the course of disease, effectiveness of interventions and health-related quality of life, and increases the economic burden of BD. Despite uncertainties about risk constellations and symptomatology in the early stages of potentially developing BD, many adolescents and young adults seek help, and most of them suffer substantially from symptoms already leading to impairments in psychosocial functioning in school, training, at work and in their social relationships. We aimed to identify subjects at risk of developing BD and investigate the efficacy and safety of early specific cognitive-behavioural psychotherapy (CBT) in this subpopulation. Methods/Design: EarlyCBT is a randomised controlled multi-centre clinical trial to evaluate the efficacy and safety of early specific CBT, including stress management and problem solving strategies, with elements of mindfulness-based therapy (MBT) versus unstructured group meetings for 14 weeks each and follow-up until week 78. Participants are recruited at seven university hospitals throughout Germany, which provide in- and outpatient care (including early recognition centres) for psychiatric patients. Subjects at high risk must be 15 to 30 years old and meet the combination of specified affective symptomatology, reduction of psychosocial functioning, and family history for (schizo)affective disorders. Primary efficacy endpoints are differences in psychosocial functioning and defined affective symptomatology at 14 weeks between groups. Secondary endpoints include the above mentioned endpoints at 7, 24, 52 and 78 weeks and the change within groups compared to baseline; perception of, reaction to and coping with stress; and conversion to full BD. Discussion: To our knowledge, this is the first study to evaluate early specific CBT in subjects at high risk for BD. Structured diagnostic interviews are used to map the risk status and development of disease. With our study, the level of evidence for the treatment of those young patients will be significantly raised.

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Barnes, Colin John. "A pilot study to evaluate the effectiveness of an individualised and cognitive behavioural communication intervention for informal carers of people with dementia." Thesis, University of Portsmouth, 2016. https://researchportal.port.ac.uk/portal/en/theses/a-pilot-study-to-evaluate-the-effectiveness-of-an-individualised-and-cognitive-behavioural-communication-intervention-for-informal-carers-of-people-with-dementia(536c84cd-f1d7-4e31-b683-c9b163a7bdaa).html.

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Background: People with dementia and family carers experience difficulties communicating. This research aimed to review and contribute to the theory and evidence-base for single component, psychosocial interventions that address these difficulties. Methodology: A systematic review identified and critically appraised controlled trials addressing dementia carer communication difficulties. The best evidence identified by this review supported the one-to-one, individualised, cognitive behavioural approach used in the previously developed Talking Sense manual. A pilot, randomised controlled trial then compared 27 carers who completed three 1:1 individualised sessions using Talking Sense with 25 carers who received a single, knowledge-only, control session. The primary outcome was measured by the Hospital Anxiety and Depression Scale. Semi-structured interviews were conducted with 15 purposively selected carers from the treatment group. Finally, a concurrent mixed methods analysis identified similarities and differences in data sets which are synthesised in the final discussion. Results: Some statistically significant results suggested carers receiving the Talking Sense intervention had fewer communication difficulties happening and felt more valued by their relatives. A score close to significance suggested they perceived their relatives to be more communicatively competent. There were no significant differences for the primary outcome measure of carer anxiety and depression as well as carer quality of life, general and communication self-efficacy. Thematic analysis of the interviews suggested that carers benefitted from meeting with an expert and an individualised programme. Carers reported changes in feelings, thinking and reactive communication and positive changes in their relative’s communication but had difficulty recalling specific learning, developing self-insight and describing implementation intention-setting. The mixed methods analysis supported changes in person with dementia competence and communication difficulties happening, and the absence of changes in anxiety and depression. Conclusion: The results of this research support the use of Talking Sense by expert interventionists. The mixed methods analysis suggests that at least part of the change in person with dementia communication was attributable to actual or perceived change by that person. The potential for change in the person with dementia, associated with changes in carer thinking and behaviour, is the most significant finding from this programme of 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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Valencia, Hernández María Luisa. "Cognitive behavioural therapy intervention for children and adolescents with Autism Spectrum Disorders and anxiety : A systematic literature review from 2009 to 2019." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44315.

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Young people with Autism Spectrum Disorders (ASD) are more prone to experience anxiety disorders at a greater level compared to their neurotypical developing counterparts, causing lifelong impairments in family, social, academic and adaptive functioning. Early interventions in childhood have been designed to minimize these stressful events and to optimize children’s developmental outcomes. Cognitive behavioural therapy (CBT) is considered a first-line intervention of anxiety. The review aimed to synthesize empirical literature on modified CBT interventions from 2009 until 2019 focusing on reducing anxiety in children and adolescents with ASD. A systematic review of the literature was conducted in five databases. As a result, 10 articles were included to review. Modifications found were: a) audiovisual support and written materials, b) parental partic-ipation, c) sessions length, d) language, e) sensory and motor accommodations, f) emphasis into the behav-ioural component, g) enhancement of individual’s attention and participation, h) facilitating materials to access the content of CBT, and i) participants’ specific interests and worries. The interventions showed significant reductions in youth anxiety levels. Future research should focus on addressing which specific modifications contribute to anxiety reduction since to date, there is no evidence comparing standard CBT to modified CBT interventions. Moreover, there is a lack of anxiety-assessment instruments specially designed for individuals with ASD. In addition, considering the longstanding prevalence of male autistic rates, ASD diagnostic instru-ments should be revised to reduce bias that can mislead to an inattentive ascertainment of females with ASD.

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Edgington, Louise Jane. "The design and implementation of a new cognitive behavioural therapy (CBT) based intervention for the management of sensory experiences in adolescents with autism." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021651/.

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Background. There is growing recognition of the impact of sensory difficulties in autism. However, traditional ‘sensory integration therapies’ lack empirical support and behaviour-based measures may misrepresent some sensory experiences in autism, meaning that sensory atypicalities are poorly understood and supported. There is therefore a need for a new self-regulatory approach to understanding and managing sensory experiences, which is consistent with theory, and draws upon self-reports of individuals with autism. Aims. 1) To expand the evidence base of self-reports of sensory experiences of adolescents with autism. 2) To evaluate the effectiveness of a new 8-week CBT-based group intervention for self-regulation of sensory experiences. Methods. Twelve adolescents aged 11 to 16 years with diagnoses of autism and IQs above 70, from one mainstream secondary school completed the study. A randomised controlled trial (RCT) design was used. To address Aim 1, self-reports were elicited pre-intervention, in a semi-structured interview and analysed thematically. To address Aim 2, quantitative measures of sensory behaviours, anxiety and repetitive behaviours were taken at baseline, post-intervention and follow-up, together with qualitative interview data from experimental groups and parents, post-intervention. Results. Aim 1) Thematic analysis revealed 5 main themes: ‘need for control’, ‘resonance with stimulus affects reactivity’, ‘self in-relation-to others’, ‘barriers to coping relate to consciousness’, and ‘features of adaptive coping strategies’. Aim 2) Quantitative analysis revealed no significant intervention effects, although qualitative reports indicated the intervention raised meta-conscious awareness of sensory experiences, expression and use of language, sense of self in-relation-to others, and adolescents’ use of new coping behaviours. Conclusion. Striking qualitative data suggest the intervention was effective in raising meta-conscious awareness and self-regulation. Results indicate the future need for larger sample sizes, and for the development of more sensitive and valid sensory measures. Implications for EPs include facilitating supportive group dynamics, and developing parent and staff understanding.

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Haarhoff, Beverly Ann. ""The map, the navigator, and the explorer": evaluating the content and quality of CBT case conceptualization and the role of self-practice/self-reflection as a training intervention : a thesis presented in partial fulfillment of the requirements of the Doctor of Philosophy in Psychology at Massey University, Albany, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/1077.

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Cognitive Behaviour Therapy (CBT) leads the way as an evidenced based psychotherapy, and the evaluation of CBT training programs is increasingly seen as important if this position is to be maintained. In this dissertation, CBT case conceptualization, as a core psychotherapeutic competency, acquired in training, is evaluated. Case conceptualization, integrates precipitating, predisposing, maintaining, and protective factors, functioning as an explanatory and prescriptive roadmap for therapy. Gaining self-knowledge through exposure to some form of personal therapy is cited as important in gaining psychotherapeutic competency. Self-practice/ self-reflection, show promise as a form of personal therapy compatible with the principles of CBT. This study evaluates the content and quality of CBT case conceptualizations produced by a sample of 26 participants who have completed the Massey University Post Graduate Diploma, using three case conceptualization rating scales. In addition, the impact of a self-practice/self-reflection manualised training intervention designed to improve the quality of case conceptualization in trainee cognitive behaviour therapists, is explored using thematic analysis. The evaluation of the CBT conceptualizations showed predisposing factors and psychological mechanisms as receiving the most attention from participants. However, the majority of participants failed to pay attention to socio-cultural, biological, protective factors and factors pertaining to the therapeutic relationship. The majority of the participants were able to produce a 'good enough' CBT case conceptualization, however the ‘problem list’ was not well developed, and the conceptually relevant aspects of the therapeutic relationship and protective factors were given less attention. The effect of a self-practice/self-reflection training intervention on the quality of CBT case conceptualizations produced by the intervention group (n = 16) drawn from the main participant sample, was qualitatively evaluated using thematic analysis. Theoretical understanding of the model, self awareness, empathy, conceptualization of the therapeutic relationship, adaptation of clinical interventions, and clinical practice were all subjectively perceived by participants to have increased as a result of the intervention. An inferential analysis compared the performance of the intervention group (n=16) that of a comparison group (n=10), made up of the remainder of the larger sample described in the context of the first question. The comparison group had not been exposed to the manualised intervention. The comparison was both within, and between the two groups. The quality of the intervention group showed an improvement on one of the rating scales, indicating a possible link between the training intervention and case conceptualization competency, however, the improvement was not replicated by the other two rating scales. The findings are discussed in the context of improving CBT training with regard to case conceptualization.

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Davenport, Clarke Charlotte. "A comparison of the relative impact of a cognitive-behavioural intervention consisting of an education component, with a postal education package, on coping with osteoporosis." Thesis, University of Plymouth, 1997. http://hdl.handle.net/10026.1/2256.

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A study was carried out in order to compare the effects of a cognitive-behavioural intervention, with a postal education package, on coping with osteoporosis. Thirty osteoporosis sufferers were divided into three groups. One group received an intervention programme consisting of education, relaxation techniques, and instruction in the use of coping strategies for pain and stress. A comparison group received an education booklet on osteoporosis sent to them through the postal system. The study also included a non-treatment control group. Measures of locus of control, depression, anxiety, pain, and disease knowledge, were taken pre-and post-intervention. lt was predicted that the intervention group would report a significant decrease in external locus of control (subdivided into chance happenings, and powerful doctor control beliefs), and an increase in internal locus of control, and in disease knowledge compared to the other two groups. A significant decrease in depression, anxiety, and pain ratings was also predicted for the intervention group compared to the comparison group and the control group. It was further predicted that their would be no relationship between the age of participants, and scores on any of the outcome measures. Analyses of variance carried out on the data revealed significant differences between the groups from baseline to follow-up on some of the measures. Depression and pain ratings decreased significantly for the intervention group compared to the other two groups. Although anxiety also showed a trend to decrease for the intervention group, this result was not significant. Both internal locus of control and disease knowledge increased significantly for the intervention group compared to the other two groups. No significant differences were found post-intervention between the groups for external locus of control. Correlational analysis revealed no significant relationship between the age of participants and any of the dependent measures. These results suggest that education delivered on an individual basis as part of a cognitive behavioural-intervention is more effective in increasing disease knowledge than an education package sent to osteoporosis sufferers through the postal system. The results further suggest that adaptation to osteoporosis can be facilitated by equipping sufferers with a repertoire of cognitive-behavioural coping strategies, and that older adults are just as likely to benefit from such an approach as their younger counterparts. The results are discussed in relation to previous research findings, and suggestions for future research are put forward.

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Gibson, Samantha. "Investigating the impact of providing a cognitive behavioural therapy intervention for frequent attenders at the Emergency Department with medically unexplained symptoms : a mixed method study." Thesis, University of the West of England, Bristol, 2018. http://eprints.uwe.ac.uk/33901/.

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Background: There are a cohort of people who attend the Emergency Department (ED) extremely frequently. In many cases the symptoms driving their presentations are medically unexplained (MUS). Objectives: The aim of the research was to identify if providing a CBT intervention to frequently attending (high risk) patients with MUS in the healthcare setting they are comfortable with (ED) had impacted attendance patterns and if so how? Design: A mixed method approach was utilised to investigate the impact of providing CBT to ‘high risk’ group of frequent attenders with Medically Unexplained Symptoms at the Emergency Department. Quantitative participants were an opportunistic sample consisting of 50 of the most frequently attending (high risk) patients at the Emergency Department allocated to either control or intervention group. The qualitative research design employed semi-structured interviews. Ten participants were recruited from patients who had attended the CBT intervention. Interviews were transcribed verbatim and analysed using Thematic Analysis. Results: The patients who received the CBT intervention had significantly (p=0.001) reduced their ED attendances and inpatient bed days (p=0.001) following the intervention. In addition, the qualitative approach identified four meaningful themes through thematic analysis: The ED and Me; Psychological Impact; My Treatment and The Long-term Impact: What’s Changed? Conclusion: This study has given a detailed insight into the patients’ perspectives that supports the statistical data of their behaviour pre and post intervention. This study supported the declaration that providing a CBT intervention to high risk frequent attenders with MUS in the ED has a measurable impact on their health care utilisation, not only in the ED, but across the hospital.

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Ruddle, G. "A study of the feasibility and acceptability of a novel group cognitive behavioural therapy intervention for adults with comorbid insomnia, applied in a primary care setting." Thesis, University of the West of England, Bristol, 2014. http://eprints.uwe.ac.uk/23612/.

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Goldthorpe, Joanna. "Developing and evaluating a complex intervention to treat chronic orofacial pain." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/developing-and-evaluating-a-complex-intervention-to-treat-chronic-orofacial-pain(29158f44-c916-41c4-a84f-c6481437dc9e).html.

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Introduction: Chronic orofacial pain (COFP) is distressing and disabling to sufferers and can be costly to patients, health services and society. Frequently, no underlying medical pathology can be found to account for the condition. Despite this, patients are treated according to a biomedical model, often by mechanistic and invasive procedures, which tend to be unsuccessful and not evidence based. Evidence suggests that cognitive behavioural therapy (CBT) based management may produce improved outcomes for patients. However, published studies can tell us little about which intervention components are effective, or recommend an optimum way for these components to be applied. Aim: To develop an evidence based intervention for the management of COFP that is feasible and acceptable to patients and practitioners. Method: The Medical Research Council’s guidelines for developing complex interventions were used as a framework for the research. Evidence from multiple sources was synthesised to produce the draft components of an intervention to manage COFP. An exploratory trial investigated preliminary outcomes, acceptability, feasibility and explored parameters for a full scale randomised control trial. Results: The intervention was acceptable to participants and could be feasibly implemented. No conclusions could be drawn relating to the effectiveness of the intervention. Participants were not affected at baseline for a number of outcomes, which implies that cut off points should be introduced into the inclusion and exclusion criteria of any future studies. Conclusion: The study produced an intervention which is acceptable and feasible to participants, however it is not known if it is effective. A number of recommendations are made for progression to a larger, definitive trial.

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Dosani, Sima. "Investigating the efficacy of a short-term cognitive behavioural intervention in reducing anger related difficulties and promoting peer acceptance for children and an exploration of the relationship between their social status and behaviourial characteris." Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532938.

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The aim of this study was to investigate the impact of a six-week cognitive behavioural intervention in reducing anger and enhancing peer acceptance for a group of children, whilst also exploring the relationship between their behavioural characteristics and social status. The research was part of a larger project involving the researcher and two other Trainee Educational Psychologists (TEPs). A total of sixty-nine participants aged between 7 to 11 years were selected for this study using teacher nominations. These children were recruited from twelve primary schools across a large county within the south of England. Thirty-five of these participants were assigned to the experimental group and thirty-four of these participants were assigned to the wait-list control group. Teacher ratings showed that the intervention was effective in reducing anger for the wait-list control group but not for the experimental group. Participant ratings from both the experimental and wait-list control groups showed that the intervention was effective in enhancing participants' awareness of the number of physiological symptoms associated with their anger and the range of strategiest hat they could use to diffuse their anger.T he interventionw as not effective in enhancingp eer acceptances coresf or either the experimentalo r wait-list control groups. Finally, the analysis determined that the participants who were perceived by their peers as being highly cooperative and/or having good leadership qualities were accepted by their peers. In contrast, participants who were perceived by their peers as being highly disruptive, unhappy and/or a bully were rejected by their peers. This indicated that peer valued behavioural characteristicsc ould moderatet he relationshipb etweena ngera nd peerr ejection. The theoretical underpinnings, relevant literature and findings from this research will be discussed in relation to implications for professional practice and future recommendations

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Curtis, Bryony. "The effects of exposure to domestic abuse on adolescents' relationship attitudes and reasoning of abusive behaviour, and an evaluation of an intervention programme for those who are displaying perpetrator behaviours." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117753.

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Paper one: The attitudes and reasoning of abusive behaviour in adolescents who have been exposed to domestic abuse Exposure to domestic abuse in childhood can go on to negatively affect every aspect of that individual’s life. During adolescence, the impact of exposure to domestic abuse may go beyond the borders of the family and the individual, and affect the development of intimate relationships. This study explores the attitudes and reasoning of eleven young people who have been exposed to domestic abuse and are displaying perpetrator behaviours. Results reveal a complex interaction between experiences and skill deficits at a crucial time of identity formation, resulting in the formation and maintenance of destructive attitudes and contradictory reasoning about abusive behaviour. The direct implications of this study, suggestions for further research, and for Educational Psychology Services are discussed. Paper two: An evaluation of an intervention for adolescents who have been exposed to domestic abuse and are displaying perpetrator behaviours Where domestic violence occurs, children and young people are likely to have been exposed to such abuse. Evidence suggests that this is likely to have a detrimental impact on them. There is an acute gap in provision for such individuals, despite evidence suggesting a link between exposure to domestic abuse in childhood, and involvement in abusive dating relationships in late adolescence and adulthood. There has been little research testing the effectiveness of intervention programmes which aim to reduce this risk. In this study a before and after design was used to evaluate a cognitive-behavioural intervention programme for young people who have been exposed to domestic abuse and are displaying abusive behaviours. This evaluation was based on the views of the young people on this programme. Results indicate that certain elements of the programme were more successful in achieving the programme aims. Considerations for the development of further programmes which target this client group are discussed.

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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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Moxon, Alicia M. "The effectiveness of a brief psychoeducational intervention for people with schizophrenia and their families : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1143.

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In an attempt to replicate and extend previous research, the present study conducted a brief psychoeducational intervention through community organisations designed to overcome methodological shortcomings of past studies. The two session intervention (one session with follow-up phone call) sought to establish if a brief community intervention was effective in both improving family members’ knowledge about schizophrenia and various other indicators linked to improved client functioning. People with schizophrenia and their family members (N = 50) were recruited into a controlled trial of a brief educational intervention. Clients and their corresponding key family members were randomly allocated to a treatment group or a wait-list control group. Measures included those reflecting knowledge about schizophrenia, expressed emotion, perceived coping ability, burden of care and distress. Analyses showed that knowledge increased significantly after the intervention and not after the control condition and was maintained at a nine-month follow-up. Family members’ and clients’ expressed emotion ratings significantly decreased from pre- to post-test with changes in total expressed emotion scores improving across treatment by over twice the magnitude compared to the control condition. All gains were maintained at the nine-month follow-up, with continuing improvement seen in family members’ intrusiveness ratings. A similar pattern of findings was reflected on other indices, with significant improvements in burden of care, coping and distress that were more a function of intervention than the control condition. All gains were maintained at the nine-month follow-up. Additionally, assessment of relapse rates at this follow-up interval indicated that no client had relapsed. Overall the results suggested that although knowledge increased as a result of education, the improvements in all indicators other than knowledge appeared to be due to education combined with some non-specific factors. These non-specific factors may have included expectancy effects, setting effects, sampling bias and other possibilities. These issues are considered in terms of implementation of brief programs in supportive community settings and in terms of future research.

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Mourad, Ghassan. "Improving care for patients with non-cardiac chest pain : Description of psychological distress and costs, and evaluation of an Internet-delivered intervention." Doctoral thesis, Linköpings universitet, Hälsa, Aktivitet, Vård (HAV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122592.

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Introduction: More than half of all patients seeking care for chest pain do not have a cardiac cause for this pain. Despite recurrent episodes of chest pain, many patients are discharged without a clear explanation of the cause for their pain. A lack of explanation may result in a misinterpretation of the pain as being cardiac-related, causing worry and uncertainty, which in turn leads to substantial use of healthcare resources. Psychological distress has been associated with non-cardiac chest pain (NCCP), but there is limited research regarding the relationship between different psychological factors and their association with healthcare utilization. There is a need for interventions to support patients to manage their chest pain, decrease psychological distress, and reduce healthcare utilization and costs. Aim: The overall aim of this thesis was to improve care for patients with non-cardiac chest pain by describing related psychological distress, healthcare utilization and societal costs, and by evaluating an Internet-delivered cognitive behavioural intervention. Designs and methods: This thesis presents results from four quantitative studies. Studies I and II had a longitudinal descriptive and comparative design. The studies used the same initial cohort. Patients were consecutively approached within 2 weeks from the day of discharge from a general hospital in southeast Sweden. In study I, 267 patients participated (131 with NCCP, 66 with acute myocardial infarction (AMI), and 70 with angina pectoris (AP)). Out of these, 199 patients (99 with NCCP, 51 with AMI, 49 with AP) participated in study II. Participants were predominantly male (about 60 %) with a mean age of 67 years. Data was collected on depressive symptoms (Study I), healthcare utilization (Study I, II), and societal costs (Study II). Study III had a cross-sectional explorative and descriptive design. Data was collected consecutively on depressive symptoms, cardiac anxiety and fear of body sensations in 552 patients discharged with diagnoses of NCCP (51 % women, mean age 64 years) from four hospitals in southeast Sweden. Patients were approached within one month from the day of discharge. Study IV was a pilot randomized controlled study including nine men and six women with a median age of 66 years, who were randomly assigned to an intervention (n=7) or control group (n=8). The intervention consisted of a four-session guided Internet-delivered cognitive behavioural therapy (CBT) program containing psychoeducation, exposure to physical activity, and relaxation. The control group received usual care. Data was collected on chest pain frequency, cardiac anxiety, fear of body sensations, and depressive symptoms. Results: Depressive symptoms were prevalent in 20 % (Study IV) and 25 % (Study I, III) of the patients, and more than half of the patients still experienced depressive symptoms one year later (Study I). There were no significant differences in prevalence and severity of depressive symptoms between patients diagnosed with NCCP, AMI or AP. Living alone and younger age were independently related to more depressive symptoms (Study I). Cardiac anxiety was reported by 42 % of the patients in study III and 67 % of the patients in study IV. Fear of body sensations was reported by 62 % of the patients in study III and 93 % of the patients in study IV. On average, patients with NCCP had 54 contacts with primary care or the outpatient clinic per patient during the two-year study period. This was comparable to the number of contacts among patients with AMI (50 contacts) and AP (65). Patients with NCCP had on average 2.6 hospital admissions during the two years, compared to 3.6 for patients with AMI and 3.9 for patients with AP (Study II). Four out of ten patients reported seeking healthcare at least twice during the last year due to chest pain (Study III). On average, 14 % of patients with NCCP were on sick-leave annually, compared to 18 % for patient with AMI and 25 % for patient with AP. About 11-12 % in each group received a disability pension. The mean annual societal costs for patients with NCCP, AMI and AP were €10,068, €15,989 and €14,737 (Study II). Depressive symptoms (Study I, III), cardiac anxiety (Study III) and fear of body sensations (Study III) were related to healthcare utilization. Cardiac anxiety was the only variable independently associated with healthcare utilization (Study III). In the intervention study (Study IV), almost all patients in both the intervention and control groups improved with regard to chest pain frequency, cardiac anxiety, fear of body sensations, and depressive symptoms. There was no significant difference between the groups. The intervention was perceived as feasible and easy to manage, with comprehensible language, adequate and varied content, and manageable homework assignments. Conclusions: Patients with NCCP experienced recurrent and persistent chest pain and psychological distress in terms of depressive symptoms, cardiac anxiety and fear of body sensations. The prevalence and severity of depressive symptoms in patients with NCCP did not differ from patients with AMI and patients with AP. NCCP was significantly associated with healthcare utilization and patients had similar amount of primary care and outpatient clinic contacts as patients with AMI. The estimated cumulative annual national societal cost for patients with NCCP was more than double that of patients with AMI and patients with AP, due to a larger number of patients with NCCP. Depressive symptoms, cardiac anxiety and fear of body sensations were related to increased healthcare utilization, but cardiac anxiety was the only variable independently associated with healthcare utilization. These findings imply that screening and treatment of psychological distress should be considered for implementation in the care of patients with NCCP. By reducing cardiac anxiety, patients may be better prepared to handle chest pain. A short guided Internet-delivered CBT program seems to be feasible. In the pilot study, patients improved with regard to chest pain frequency, cardiac anxiety, fear of body sensations, and depressive symptoms, but this did not differ from the patients in the control group who received usual care. Larger studies with longer follow-up are needed to evaluate both the short and long- term effects of this intervention.

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Jones, Marc Vincent. "Cognitive-behavioural interventions for the control of emotions in sport." Thesis, Coventry University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267157.

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Britz, Linda. "'N Intervensiemodel vir die middelkinderjare-kind wat seksueel misbruik is." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-02042004-105645.

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Turkington, Catherine. "Systematic literature review : third wave cognitive behavioural interventions for epilepsy - a systematic review." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713455.

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Systematic review examining Third Wave Interventions for adults with epilepsy. Following review of 4 databases and gray literature by 2 independent reviewers, 4 RCT papers were selected for review based on inclusion criteria. All 4 studies reported positive effects of third wave therapy based interventions with medium to large effect sizes; intervention groups had better outcomes than control or comparator groups. Only 2 studies conducted longitudinal data collection. Research: Cross sectional survey using the Common Sense Model of Illness Representations (CSM) as a framework, 65 patients adjustment to hand injury will be examined in terms of the role of their illness beliefs and coping styles. Adjustment will be considered from a complete perspective including quality of life and functional ability as well as mood and trauma symptoms. The CSM was found to significantly predict adjustment to hand injuries with the regression models explaining between 30.4 - 67.1% variance. All 5 models indicated the strong predictive influence of illness beliefs as well as a number of specific coping styles. Illness beliefs play a strong predictive role in anticipating how an individual will adjust to their hand injury. More optimistic beliefs and adaptive coping styles are associated with improved adjustment; the significant role of psychological variables in both predicting and optimising adjustment is discussed, including the role of possible psychological interventions.

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Buhrman, Monica. "Guided Internet-Based Cognitive Behaviour Therapy for Chronic Pain." Doctoral thesis, Uppsala universitet, Institutionen för psykologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-183326.

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Chronic pain is a one of the most common causes of disability and sick leave. Psychological factors play a central role in the experience of pain and are important in the management of pain. However, for many people with chronic pain CBT is not available. There is a need to develop alternative ways to deliver treatments that reach more individuals with chronic pain. Internet-based treatments have been shown to be effective for several disorders and recent research suggests that internet-based CBT for chronic pain can be effective. The present thesis included four randomized controlled studies with the aim of evaluating whether guided internet-based treatments based on CBT can help individuals with chronic pain regarding psychological variables. Study I investigated the effects of an internet-based CBT intervention with telephone support for chronic back pain. The study showed reductions in some variables assessed. Study II investigated the effects of an internet-based CBT intervention for chronic back pain without telephone support and with a live structured interview before inclusion. It was found that the treatment can reduce some of the distress associated with chronic pain. Study III investigated the effects of a guided internet-delivered CBT as a secondary intervention. Participants were patients who had previously completed multidisciplinary treatment at a pain management unit. Results showed that the internet-based treatment can be a feasible option for persons with residual problems after completed pain rehabilitation. Effects remained at six-month follow-up. Study IV focused on the effect of a guided internet-delivered acceptance and commitment therapy (ACT) for persons with chronic pain. Results suggest that an internet-delivered ACT treatment can help persons with chronic pain. Effects remained at six-month follow-up. In conclusion, guided internet-based CBT can decrease distress associated with chronic pain.

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Lopez, Jose. "Effectiveness and meaning of 'low-intensity' cognitive behavioural interventions for Latin American immigrants in London." Thesis, University of East London, 2012. http://roar.uel.ac.uk/3026/.

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Growing research into the cultural validity of psychotherapeutic models reflects the current interest in the impact of culture on mental healthcare. In the UK, Low and High Intensity modalities of Cognitive-Behavioural Therapy (CBT) are offered as cost-effective interventions for anxiety and depression in primary care. Research with Latino migrants in the US highlights the broad suitability of CBT interventions to this culture. However, its findings may not be generalisable to the Latino migrant population in the UK, due to different socio-political circumstances. This study explores the effectiveness and meaning of a Low Intensity CBT group intervention for Latino migrants in London using a mixed-methods approach. Participants attended a four-week workshop on anxiety and worry management facilitated in Spanish. Eight participants‘ pre and post-intervention scores in various outcome measures (CORE-OM, PHQ-9 and GAD-7) were compared using a repeated measures design. Additionally, seven participants gave their views on the intervention in two focus groups, information which was analysed to ascertain the themes underlying the discussions. Scores showed a trend towards a reduction in anxiety levels, failing to reach statistical significance. However, participants‘ positive evaluation of the intervention seemed in disagreement with these modest results. Possible reasons for this discrepancy are discussed. Four themes were identified as underlying their discussions: useful CBT-specific elements, useful generic elements, intervention as basic/scope for improvement and Latino community needs. Participants acknowledged the place for Low Intensity CBT interventions, although thought further input was necessary. Therefore, they called for support at a community-level aimed at empowering the Latino community in the UK to tackle socio-political problems affecting them. These results are put in the context of previous research. Potential clinical implications as well as further research necessary on this topic are discussed.

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Taylor, Charles Theodore. "Better safe than sorry? An examination of safety behaviour reduction interventions in social anxiety disorder." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/199.

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Contemporary cognitive theories argue that socially anxious individuals adopt self-protective behavioural strategies under conditions of perceived social threat in order to prevent or diminish the likelihood of negative social outcomes. When performed in an anxiety-provoking but otherwise innocuous situation, however, safety behaviours are posited to facilitate biased processing of threat-relevant information, disrupt behavioural performance, elicit negative social responses, and ultimately prevent disconfirmation of fear-relevant beliefs. This dissertation project was designed to evaluate the effects of safety behaviour reduction strategies on a number of the core processes relevant to the persistence of pathological social fear. Two studies were conducted to address the following issues: Do safety behaviour reduction strategies influence socially anxious individuals’ (1) self- and social-judgments, (2) social performance, (3) the interpersonal reactions of oneself and others, and (4) appraisals of future social events. In study 1, in vivo safety behaviours were manipulated in a sample of 50 socially anxious students during a laboratory social interaction. Participants were randomly assigned to either a safety behaviour reduction (SB, n = 25) or exposure alone (control, n = 25) condition, and subsequently took part in two conversations with a trained experimental assistant. Results revealed that participants in the SB group displayed more accurate self-judgments of anxiety-related behaviour, improved social performance, and evoked more positive partner reactions. Study 2 was designed to replicate and extend the findings of study 1 in a sample of 80 patients seeking treatment for social anxiety disorder (SAD). Following a baseline conversation, participants were randomly assigned to the graduated exposure (GE, n = 40) or safety behaviour reduction condition (SB, n = 40). Consistent with the findings of study 1, the SB group displayed more accurate self-judgments about visible displays of anxiety, more effective social behaviour, and were better liked by their interaction partner relative to GE participants. Moreover, relative to controls, participants in the SB group made less negative judgments about the likelihood of previously identified feared outcomes pertaining to future social events. Implications of the present findings for elucidating the role of safety behaviours in the maintenance of SAD, and its treatment outcome will be considered.

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Woodfield, Melanie Joslyn. "Exploring the relationship between family involvement and outcome in residential interventions for children." Thesis, University of Auckland, 2005. http://hdl.handle.net/2292/3193.

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Family participation in residential interventions for children has been reliably shown to enhance children’s adaptation to the community following discharge. This finding, however, had predominantly been observed in long-term residential programmes in North America. This thesis examines the influence of family involvement on outcome for children in a short-term residential intervention - the Children’s Health Camp, in Auckland, New Zealand. This service offers children and families, who may be experiencing social, emotional, physical and/or behavioural challenges, individualised interventions that often include a five-week residential stay. A ‘high family involvement’ condition, a community-based programme that followed a residential intervention, was compared with a ‘low family involvement’ condition (the traditional residential programme). No statistically significant differences were observed between the groups on parent-report measures of child behaviour and parenting practices, although significant improvements in children’s behaviour (including emotional, social and conduct aspects) for both groups were found. Reasons for the lack of difference between the groups, and the difficulties inherent in conducting outcome research in a residential facility for children are highlighted. Other influences on outcome for children and families, such as residential staff members’ attitudes toward family involvement were also examined. The optimal conditions for successful short-term residential interventions for children are proposed.

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Drotsky, Willem Abraham. "Goalsetting as a motivational mechanism for therapeutic intervention." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-10222004-142201.

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White, Tom. "Climate change communications : understanding people's perceptions and evaluating the effectiveness of interventions." Thesis, De Montfort University, 2011. http://hdl.handle.net/2086/5410.

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A government-funded scheme, the UK Climate Change Communications Initiative (UKCCCI), provided money for organisations to deliver projects that attempted to impact positively on people’s attitudes towards climate change and to increase knowledge and awareness of the issue. This devolution of communications is a relatively novel approach after previous centralised campaigns. This thesis adopts a mixed-method approach; a qualitative and a quantitative study have been conducted based on three case studies of individual projects funded under the UKCCCI. The quantitative study analyses pre- and post-project surveys to assess whether the communications produced the desired changes in attitude, knowledge and awareness; results are generally mixed in relation to all three case studies as some statistics are more positive after communications, whereas some are less positive. Data from a regional UKCCCI project are compared with a nationally representative dataset; this analysis shows that attitudes, knowledge and awareness differ at regional and national scales, supporting the policy of devolving communications. Regional data are also analysed to see if there are differences between socio-demographic groups within a single target audience for communications; this analysis suggests that interventions must strike a balance between personalisation of information and the higher cost of targeting smaller groups with more specific material. The quantitative study uses conceptual content cognitive mapping (3CM) to discover the climate change-related knowledge of twenty subjects who received communications from two of the case study projects. Results suggest that people have knowledge of a wide range of issues related to climate change, but they do not possess a detailed scientific understanding. However, there is a high knowledge of how to mitigate climate change and this is expressed largely through individual actions and lifestyle choices. A template analysis was also conducted to discover what interviewees thought specifically about the communications and a range of practical recommendations are made for future projects. Implications are discussed in relation to future practical climate change communications projects, wider policy and academic research.

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Brown, Gemma Kimberley. "Implementing school-based interventions for mental health : a research portfolio." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33162.

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Background: Difficulties with anxiety among children and young people are common and can impact upon their developmental trajectory leading to adverse outcomes in later life. There is, therefore, a need to increase access to early intervention services. Existing research has indicated that school-based cognitive behavioural interventions are effective for children and young people experiencing difficulties with anxiety, yet there remains a proportion of the population for whom they are not effective. In addition, there is a lack of research on how these may be implemented in real world settings as opposed to a research trial. The present research focuses on the provision of cognitive behavioural school-based interventions in two parts: a systematic review of psychological, interpersonal and social variables as predictors, mediators and moderators of mental health outcomes following a school-based intervention and an empirical mixed methods evaluation of the facilitators and barriers to the implementation of a school-based intervention. Method: A systematic search of electronic databases for studies examining interpersonal, psychological and social predictors, moderators and mediators of mental health outcome following school-based cognitive behavioural interventions was conducted. Effect sizes for these analyses were calculated and the quality of eligible studies was assessed using a standardised rating tool. Within the empirical project, the implementation of a school-based cognitive behavioural intervention was evaluated through a mixed methods approach. Semi-structured interviews with stakeholders in the intervention were analysed using grounded theory integrated with framework analysis. Quantitative data on the reach of the intervention, practitioner evaluation of training and coaching as well as routine outcome measures from children and young people receiving the intervention was collected. Results: Within the systematic review, twenty-two studies (N=22) met the predefined eligibility criteria. There was heterogeneity in the variables explored, effect size of these on treatment outcome and the quality of the literature within the included studies. Cognitive style was found to mediate treatment outcome, but there was limited evidence for other predictors, mediators and moderators of treatment outcome within the review. Quantitative results of the empirical project indicated that the model of the intervention was acceptable to both practitioners and children and young people, and preliminary data indicated a significant improvement in mental health outcomes. Facilitators that emerged from qualitative data included an enabling context, therapeutic engagement, motivation and congruence, self-efficacy and containment and encouragement. The exclusivity of the intervention, a lack of systemic understanding and transparency as well as demands and pressure on resources were barriers to implementation. Conclusions: Although preliminary evidence for potential predictors, mediators and moderators is presented, further research with improvements in the design and reporting of explanatory variables on treatment outcome is required prior to informing clinical decision-making. The successful implementation of school-based interventions requires multi-agency integration and collaboration as well as on-going support in managing systemic pressures and skill development.

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Dissertations / Theses on the topic 'Cognitive behavioural intervention'

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