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Len, Nasir, Amalia Madihie, and Salmah Mohamad Yusoff. "Development, Validity and Reliability of Cognitive Therapy Intervention (CTI)." Journal of Cognitive Sciences and Human Development 6, no. 2 (September 30, 2020): 27–36. http://dx.doi.org/10.33736/jcshd.1992.2020.
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ABSTRACT
The purpose of this paper is to evaluate the validity and reliability of Cognitive Therapy Intervention (CTI) which focusing on the resilience of adolescents with behavioural problems. CTI is developed based on Cognitive Theory and the Sidek Module Development Model. The CTI has eight interventions. The CTI manuscript was distributed to five content experts to determine intervention’s validity. The finding shows that the validity index 0.87 was obtained. Meanwhile, thirty two adolescents were selected to measure the reliability of each intervention by evaluating the objectives in each intervention session. As a result, the reliability index 0.85 was obtained. From these two indexes, the Cognitive Therapy Intervention (CTI) possesses high validity and good reliability, and is ready to use. The intervention implies the counselling intervention in working resilience of adolescents with behavioural behaviour. This CTI is recommended to be used by school counsellor to handle adolescents with behavioural problems.
Keywords: Cognitive Therapy Intervention, Validity, Reliability, Resilience, Adolescent
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Gómez-Gallego, María, Juan Cándido Gómez-Gallego, María Gallego-Mellado, and Javier García-García. "Comparative Efficacy of Active Group Music Intervention versus Group Music Listening in Alzheimer’s Disease." International Journal of Environmental Research and Public Health 18, no. 15 (July 30, 2021): 8067. http://dx.doi.org/10.3390/ijerph18158067.
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Background: Music interventions are promising therapies for the management of symptoms in Alzheimer’s disease (AD). Globally, music interventions can be classified as active or receptive depending on the participation of the subjects. Active and receptive music tasks engage different brain areas that might result in distinctive clinical effects. This study aims to compare the clinical effects of two types of music interventions and a control activity. Methods: Ninety AD patients from six nursing homes participated in the study. Nursing homes were randomly and blindly assigned to receive either active music intervention, receptive music intervention, or the usual care. Effects on cognition, behaviour, daily living activities, and motor function were assessed. Results: Active music intervention improved cognition, behaviour, and functional state in a higher extent than both receptive music intervention and usual care. The effect size of active music intervention for cognitive deficits and behavioural symptoms was large (η2 = 0.62 and 0.61, respectively), while for functional state, it was small-to-medium sized (η2 = 0.18). Receptive music intervention had a stabilizing effect on behavioural symptoms compared to control intervention (mean change from baseline ± standard deviation = −0.76 ± 3.66 and 3.35 ± 3.29, respectively). In the active music intervention, the percentage of patients who showed improvement in cognitive deficits (85.7), behavioural symptoms (92.9), and functional state (46.4) was higher than in both receptive listening (11.8, 42.9, and 14.3, respectively) and control group (6.3, 12.2, and 17.1, respectively). Conclusions: Active music intervention is useful to improve symptoms of AD and should be prescribed as a complement to the usual treatment.
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Eifert, Georg H., and Lyn Craill. "The Relationship between Affect, Behaviour, and Cognition in Behavioural and Cognitive Treatments of Depression and Phobic Anxiety." Behaviour Change 6, no. 2 (June 1989): 96–103. http://dx.doi.org/10.1017/s0813483900007634.
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Cognitive theories and therapies of emotional dysfunctions are based on the premise that the affective, behavioural, and cognitive response repertoires are fused and highly interdependent. Such views have been criticised with the argument that affect and cognition are relatively independent and that there is a much more direct and stronger link between affect and behaviour. In an attempt to clarify potential differences in the interplay between affect, behaviour, and cognition in unipolar depression and phobic anxiety, a quantitative review of the relative efficacy of performance-based (behavioural) versus cognitive intervention for these disorders was conducted. The relative superiority of cognitive over performance-based interventions in the treatment of unipolar depression supports the notion of a reasonably direct link between cognition and affect for this disorder providing a fairly effective pathway for treatment. On the other hand, the relative success of performance-based techniques in the treatment of phobias suggests that for these disorders the link between behaviour and affect is more direct and much stronger than the link between cognition and affect. It is concluded that the relative effectiveness of cognitive and performance-based intervention techniques depends on and points to differences in the specific type of affect-behaviour-cognition interface that underlies and is controlling depression and phobic anxiety.
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Feigenbaum, Janet. "Cognitive-behavioural strategies in crisis intervention." Behaviour Research and Therapy 34, no. 4 (April 1996): 398. http://dx.doi.org/10.1016/s0005-7967(96)90023-6.
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Whitehead, Linda. "Cognitive-behavioural strategies in crisis intervention." Journal of Psychosomatic Research 40, no. 4 (April 1996): 440–41. http://dx.doi.org/10.1016/s0022-3999(96)90069-0.
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Arnarson, Eiríkur Örn. "The Saga of Behavioural Cognitive Intervention." Behavioural and Cognitive Psychotherapy 22, no. 2 (April 1994): 105–10. http://dx.doi.org/10.1017/s1352465800011899.
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It is of interest to link behavioural paradigms with the past and see whether the cultural roots of behavioural and cognitive therapies can be found in medieval literature. In this context the attention is drawn to the Icelandic Sagas. Iceland was destined to become a chosen sanctuary for Norse culture, a place where the memories and history of Northern Europe were more diligently preserved than anywhere else, and recorded in books that are today the richest source of knowledge of the Viking Age.
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Neal, Rachael L., and Adam S. Radomsky. "What do you really need? Self- and partner-reported intervention preferences within cognitive behavioural therapy for reassurance seeking behaviour." Behavioural and Cognitive Psychotherapy 48, no. 1 (September 9, 2019): 25–37. http://dx.doi.org/10.1017/s135246581900050x.
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AbstractBackground:Reassurance seeking (RS) in obsessive compulsive disorder (OCD) is commonly addressed in cognitive behavioural therapy (CBT) using a technique called reducing accommodation. Reducing accommodation is a behaviourally based CBT intervention that may be effective; however, there is a lack of controlled research on its use and acceptability to clients/patients, and case studies suggest that it can be associated with negative emotional/behavioural consequences. Providing support to encourage coping with distress is a cognitively based CBT intervention that may be an effective alternative, but lacks evidence regarding its acceptability.Aims:This study aimed to determine whether support provision may be a more acceptable/endorsed CBT intervention for RS than a strict reducing accommodation approach.Method:Participants and familiar partners (N = 179) read vignette descriptions of accommodation reduction and support interventions, and responded to measures of perceived intervention acceptability/adhereability and endorsement, before completing a forced-choice preference task.Results:Overall, findings suggested that participants and partners gave significantly higher ratings for the support than the accommodation reduction intervention (partial η2 = .049 to .321). Participants and partners also both selected the support intervention more often than the traditional reducing accommodation intervention when given the choice.Conclusions:Support provision is perceived as an acceptable CBT intervention for RS by participants and their familiar partners. These results have implications for cognitive behavioural theory and practice related to RS.
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Bisson, Jonathan I., Jonathan P. Shepherd, Deborah Joy, Rachel Probert, and Robert G. Newcombe. "Early cognitive–behavioural therapy for post-traumatic stress symptoms after physical injury." British Journal of Psychiatry 184, no. 1 (January 2004): 63–69. http://dx.doi.org/10.1192/bjp.184.1.63.
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BackgroundEarly single-session psychological interventions, including psychological debriefing following trauma, have not been shown to reduce psychological distress. Longer early psychological interventions have shown some promise.AimsTo examine the efficacy of a four-session cognitive–behavioural intervention following physical injury.MethodA total of 152 patients attending an accident and emergency department displaying psychological distress following physical injury were randomised 1–3 weeks post-injury to a four-session cognitive–behavioural intervention that started 5–10 weeks after the injury or to no intervention and then followed up for 13 months.ResultsAt 13 months, the total Impact of Event Scale score was significantly more reduced in the intervention group (adjusted mean difference=8.4, 95% CI 2.4–14.36). Other differences were not statistically significant.ConclusionsAbrief cognitive–behavioural intervention reduces symptoms of post-traumatic stress disorder in individuals with physical injury who display initial distress.
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Schutte, Nicola S., and John M. Malouff. "Development and Validation of a Brief Measure of Therapeutically-Induced Change." Behavioural and Cognitive Psychotherapy 39, no. 5 (June 23, 2011): 627–30. http://dx.doi.org/10.1017/s1352465811000257.
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Background: A premise of cognitive behavioural treatment is that individuals make cognitive, behavioural and situational changes prompted by interventions and that these changes bring about improvements in targeted outcomes. Aims: The present project set out to provide reliability and validity information for a brief measure of therapeutically induced change. Methods: A total of 281 participants, comprising three samples who took part in three different intervention studies, completed items relating to cognitive, behavioural and situational changes and completed measures relating to the intervention in which they participated. Results: The internal consistency of the scale assessing therapeutically induced change was high in the three samples. The scale showed evidence of validity through association with (1) more involvement in an intervention (2) reporting that an intervention was meaningful (3) being instructed to incorporate insights gained from an intervention into one's daily life (4) greater decreases in psychological distress and negative affect from pre-intervention to post-intervention, and (5) greater increases in positive affect from pre-intervention to post-intervention. Conclusions: The therapeutically-induced change scale may have utility as a process measure in various interventions.
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Kavanagh, D. J. "Towards a Cognitive-Behavioural Intervention for Adult Grief Reactions." British Journal of Psychiatry 157, no. 3 (September 1990): 373–83. http://dx.doi.org/10.1192/bjp.157.3.373.
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Published accounts of behavioural interventions for grief have relied on exposure and habituation to grief cues as the primary strategy. Such an approach is excessively narrow, since it does not adequately confront the challenges that are posed by a bereavement. Many people cope with a bereavement by themselves, and for those, intervention may well be counterproductive. A cognitive-behavioural intervention, following models for depression/anxiety, can assist vulnerable individuals obtain a more rapid or complete adjustment.
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Kuipers, Elizabeth. "Families of schizophrenic patients—Cognitive behavioural intervention." Behaviour Research and Therapy 34, no. 3 (March 1996): 293. http://dx.doi.org/10.1016/s0005-7967(96)90047-9.
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Alder, Judith, Kathrin Eymann Besken, Ulrike Armbruster, Roberta Decio, Anja Gairing, Anjeung Kang, and Johannes Bitzer. "Cognitive-Behavioural Group Intervention for Climacteric Syndrome." Psychotherapy and Psychosomatics 75, no. 5 (2006): 298–303. http://dx.doi.org/10.1159/000093951.
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Altschul, Annie T. "Families of Schizophrenic Patients: Cognitive Behavioural Intervention." Journal of Advanced Nursing 18, no. 11 (November 1993): 1851–52. http://dx.doi.org/10.1046/j.1365-2648.1993.181118497.x.
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Raj. M., Antony Joseph, V. Kumaraiah, and Ajit V. Bhide. "Cognitive-behavioural intervention in deliberate self-harm." Acta Psychiatrica Scandinavica 104, no. 5 (July 18, 2008): 340–45. http://dx.doi.org/10.1111/j.1600-0447.2001.00075.x.
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Panza, F., V. Frisardi, A. Santamato, C. Capurso, A. D'Introno, AM Colacicco, M. Ranieri, and V. Solfrizzi. "Cognitive behavioural group therapy in mild cognitive impairment: Intervention with a cognitive or behavioural/psychological focus?" Journal of Rehabilitation Medicine 41, no. 4 (2009): 293–94. http://dx.doi.org/10.2340/16501977-0314.
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Gao, Xiaoli, Mun Loke Wong, Ashish Chetan Kalhan, Joshua Jiaming Xie, Hamzah Siti Hajar, Alvin Boon Keng Yeo, and Patrick Finbarr Allen. "Theory-derived intervention to improve oral health of older adults: study protocol for a randomised controlled trial." BMJ Open 12, no. 12 (December 2022): e064791. http://dx.doi.org/10.1136/bmjopen-2022-064791.
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IntroductionChanging health behaviours is an important and difficult task. Despite growing interest in behavioural theories and models, there is a paucity of research examining their validity in explaining oral health behaviours, and there is a need for interventional studies to assess their effectiveness in improving oral health. This study aims to test the explanatory power of the dominant psychological theories, develop theory-derived intervention and evaluate its effectiveness in improving oral health of older adults.Methods and analysis440 community dwelling older adults will be recruited. To be eligible for this trial, one needs to be 55–79 years old, having at least 8 natural teeth, and with no life-threatening disease, impaired cognitive function, or radiotherapy in the head and neck region. At the initial visit, each participant will be required to complete a detailed questionnaire which collects information on sociodemographic background, oral health behaviours and domains of three psychological theories and models: (1) health belief model, (2) theory of planned behaviour and (3) social cognitive theory. The theory or model that best explains the health behaviours will be selected for designing the oral health intervention. The effectiveness of the theory-derived intervention will be evaluated in a randomised controlled trial. Participants will be randomly assigned to two groups, receiving theory-derived intervention and conventional health education, respectively. At baseline and at 12 and 24 months post intervention, each participant will complete a short questionnaire and undergo an oral examination (dental check-up). The effectiveness of the interventions will be evaluated using behavioural outcomes (diet, toothbrushing, interdental cleaning) and clinical outcomes (oral hygiene, dental caries and periodontal conditions).Ethics and disseminationThis study has been approved by the Institutional Review Board of National University of Singapore (Ref: NUS-IRB-2020-417). Findings will be presented in international conferences and peer-reviewed journals.Trial registration numberNCT04946292.
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Larmar, Stephen. "The Use of Group Therapy as a Means of Facilitating Cognitive–Behavioural Instruction for Adolescents With Disruptive Behaviour." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 233–48. http://dx.doi.org/10.1375/ajgc.16.2.233.
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AbstractThis article reports on the findings of an action research enquiry examining the efficacy of group therapy as a means of facilitating cognitive–behavioural instruction for students who exhibit disruptive behaviours. A curriculum comprising the key tenets of cognitive–behaviour modification was developed and taught over a 9-week period to a group of 12 Year 7 adolescent students selected from a primary school in the Brisbane metropolitan district, Queensland, Australia. Six of the participants for the investigation were identified as ‘at-risk’ of engaging in disruptive behaviours based on extensive observations from members of the school administration team. The remaining students served as role models of prosocial behaviours throughout the intervention. Each session incorporated group discussions and physical challenges that were formulated to facilitate investigation of key concepts of cognitive– behavioural therapy. The findings that emerged from the investigation provide support for the use of group therapy for this form of intervention.
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King, Paul, and Christine Barrowclough. "A Clinical Pilot Study of Cognitive-behavioural Therapy for Anxiety Disorders in the Elderly." Behavioural and Cognitive Psychotherapy 19, no. 4 (October 1991): 337–45. http://dx.doi.org/10.1017/s0141347300014038.
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Ten elderly patients with anxiety problems were treated individually using cognitive-behavioural interventions. These involved helping the patients reinterpret their anxiety symptoms in a non-threatening way. Questionnaire and self-report data suggested that cognitive-behavioural therapy may be an effective intervention for elderly patients with anxiety problems.
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Adewoyin, Oluwande, Janet Wesson, and Dieter Vogts. "The PBC Model: Supporting Positive Behaviours in Smart Environments." Sensors 22, no. 24 (December 8, 2022): 9626. http://dx.doi.org/10.3390/s22249626.
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Several behavioural problems exist in office environments, including resource use, sedentary behaviour, cognitive/multitasking, and social media. These behavioural problems have been solved through subjective or objective techniques. Within objective techniques, behavioural modelling in smart environments (SEs) can allow the adequate provision of services to users of SEs with inputs from user modelling. The effectiveness of current behavioural models relative to user-specific preferences is unclear. This study introduces a new approach to behavioural modelling in smart environments by illustrating how human behaviours can be effectively modelled from user models in SEs. To achieve this aim, a new behavioural model, the Positive Behaviour Change (PBC) Model, was developed and evaluated based on the guidelines from the Design Science Research Methodology. The PBC Model emphasises the importance of using user-specific information within the user model for behavioural modelling. The PBC model comprised the SE, the user model, the behaviour model, classification, and intervention components. The model was evaluated using a naturalistic-summative evaluation through experimentation using office workers. The study contributed to the knowledge base of behavioural modelling by providing a new dimension to behavioural modelling by incorporating the user model. The results from the experiment revealed that behavioural patterns could be extracted from user models, behaviours can be classified and quantified, and changes can be detected in behaviours, which will aid the proper identification of the intervention to provide for users with or without behavioural problems in smart environments.
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Richie, Garth. "Two interventions that enhance the metacognition of students with disabilities: Cognitive cue cards and correspondence training." Kairaranga 6, no. 2 (July 1, 2005): 25–32. http://dx.doi.org/10.54322/kairaranga.v6i2.36.
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This paper outlines and reviews two types of interventions used with students with learning disabilities. Cognitive cue cards are regarded as a form of cognitive intervention and correspondence training is regarded as a behavioural intervention. It is concluded that both kinds of interventions are valuable and result in improvements in the metacognitivecapabilities of learners with learning disabilities.
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Caldwell, Deborah M., Sarah R. Davies, Joanna C. Thorn, Jennifer C. Palmer, Paola Caro, Sarah E. Hetrick, David Gunnell, et al. "School-based interventions to prevent anxiety, depression and conduct disorder in children and young people: a systematic review and network meta-analysis." Public Health Research 9, no. 8 (July 2021): 1–284. http://dx.doi.org/10.3310/phr09080.
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Background Schools in the UK increasingly have to respond to anxiety, depression and conduct disorder as key causes of morbidity in children and young people. Objective The objective was to assess the comparative effectiveness of educational setting-based interventions for the prevention of anxiety, depression and conduct disorder in children and young people. Design This study comprised a systematic review, a network meta-analysis and an economic evaluation. Data sources The databases MEDLINE, EMBASE™ (Elsevier, Amsterdam, the Netherlands), PsycInfo® (American Psychological Association, Washington, DC, USA) and Cochrane Central Register of Controlled Trials (CENTRAL) were searched to 4 April 2018, and the NHS Economic Evaluation Database (NHS EED) was searched on 22 May 2019 for economic evaluations. No language or date filters were applied. Main outcomes The main outcomes were post-intervention self-reported anxiety, depression or conduct disorder symptoms. Review methods Randomised/quasi-randomised trials of universal or targeted interventions for the prevention of anxiety, depression or conduct disorder in children and young people aged 4–18 years were included. Screening was conducted independently by two reviewers. Data extraction was conducted by one reviewer and checked by a second. Intervention- and component-level network meta-analyses were conducted in OpenBUGS. A review of the economic literature and a cost–consequence analysis were conducted. Results A total of 142 studies were included in the review, and 109 contributed to the network meta-analysis. Of the 109 studies, 57 were rated as having an unclear risk of bias for random sequence generation and allocation concealment. Heterogeneity was moderate. In universal secondary school settings, mindfulness/relaxation interventions [standardised mean difference (SMD) –0.65, 95% credible interval (CrI) –1.14 to –0.19] and cognitive–behavioural interventions (SMD –0.15, 95% CrI –0.34 to 0.04) may be effective for anxiety. Cognitive–behavioural interventions incorporating a psychoeducation component may be effective (SMD –0.30, 95% CrI –0.59 to –0.01) at preventing anxiety immediately post intervention. There was evidence that exercise was effective in preventing anxiety in targeted secondary school settings (SMD –0.47, 95% CrI –0.86 to –0.09). There was weak evidence that cognitive–behavioural interventions may prevent anxiety in universal (SMD –0.07, 95% CrI –0.23 to 0.05) and targeted (SMD –0.38, 95% CrI –0.84 to 0.07) primary school settings. There was weak evidence that cognitive–behavioural (SMD –0.04, 95% CrI –0.16 to 0.07) and cognitive–behavioural + interpersonal therapy (SMD –0.18, 95% CrI –0.46 to 0.08) may be effective in preventing depression in universal secondary school settings. Third-wave (SMD –0.35, 95% CrI –0.70 to 0.00) and cognitive–behavioural interventions (SMD –0.11, 95% CrI –0.28 to 0.05) incorporating a psychoeducation component may be effective at preventing depression immediately post intervention. There was no evidence of intervention effectiveness in targeted secondary, targeted primary or universal primary school settings post intervention. The results for university settings were unreliable because of inconsistency in the network meta-analysis. A narrative summary was reported for five conduct disorder prevention studies, all in primary school settings. None reported the primary outcome at the primary post-intervention time point. The economic evidence review reported heterogeneous findings from six studies. Taking the perspective of a single school budget and based on cognitive–behavioural therapy intervention costs in universal secondary school settings, the cost–consequence analysis estimated an intervention cost of £43 per student. Limitations The emphasis on disorder-specific prevention excluded broader mental health interventions and restricted the number of eligible conduct disorder prevention studies. Restricting the study to interventions delivered in the educational setting may have limited the number of eligible university-level interventions. Conclusions There was weak evidence of the effectiveness of school-based, disorder-specific prevention interventions, although effects were modest and the evidence not robust. Cognitive–behavioural therapy-based interventions may be more effective if they include a psychoeducation component. Future work Future trials for prevention of anxiety and depression should evaluate cognitive–behavioural interventions with and without a psychoeducation component, and include mindfulness/relaxation or exercise comparators, with sufficient follow-up. Cost implications must be adequately measured. Study registration This study is registered as PROSPERO CRD42016048184. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 9, No. 8. See the NIHR Journals Library website for further project information.
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Soneson, Emma, Debra Russo, Jan Stochl, Margaret Heslin, Julieta Galante, Clare Knight, Nick Grey, et al. "Psychological interventions for people with psychotic experiences: A systematic review and meta-analysis of controlled and uncontrolled effectiveness and economic studies." Australian & New Zealand Journal of Psychiatry 54, no. 7 (May 28, 2020): 673–95. http://dx.doi.org/10.1177/0004867420913118.
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Objective: Many people with psychotic experiences do not develop psychotic disorders, yet those who seek help demonstrate high clinical complexity and poor outcomes. In this systematic review and meta-analysis, we evaluated the effectiveness and cost-effectiveness of psychological interventions for people with psychotic experiences. Method: We searched 13 databases for studies of psychological interventions for adults with psychotic experiences, but not psychotic disorders. Our outcomes were the proportion of participants remitting from psychotic experiences (primary); changes in positive and negative psychotic symptoms, depression, anxiety, functioning, distress, and quality of life; and economic outcomes (secondary). We analysed results using multilevel random-effects meta-analysis and narrative synthesis. Results: A total of 27 reports met inclusion criteria. In general, there was no strong evidence for the superiority of any one intervention. Five studies reported on our primary outcome, though only two reports provided randomised controlled trial evidence that psychological intervention (specifically, cognitive behavioural therapy) promoted remission from psychotic experiences. For secondary outcomes, we could only meta-analyse trials of cognitive behavioural therapy. We found that cognitive behavioural therapy was more effective than treatment as usual for reducing distress (pooled standardised mean difference: −0.24; 95% confidence interval = [−0.37, −0.10]), but no more effective than the control treatment for improving any other outcome. Individual reports indicated that cognitive behavioural therapy, mindfulness-based cognitive therapy, sleep cognitive behavioural therapy, systemic therapy, cognitive remediation therapy, and supportive treatments improved at least one clinical or functional outcome. Four reports included economic evaluations, which suggested cognitive behavioural therapy may be cost-effective compared with treatment as usual. Conclusion: Our meta-analytic findings were primarily null, with the exception that cognitive behavioural therapy may reduce the distress associated with psychotic experiences. Our analyses were limited by scarcity of studies, small samples and variable study quality. Several intervention frameworks showed preliminary evidence of positive outcomes; however, the paucity of consistent evidence for clinical and functional improvement highlights a need for further research into psychological treatments for psychotic experiences. PROSPERO protocol registration number: CRD42016033869
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Newell, Robert. "Body-image disturbance: cognitive behavioural formulation and intervention." Journal of Advanced Nursing 16, no. 12 (December 1991): 1400–1405. http://dx.doi.org/10.1111/j.1365-2648.1991.tb01586.x.
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Lergesner, M. Louise, and Marie Louise Caltabiano. "A cognitive behavioural intervention for case managed clients." Advances in Mental Health 10, no. 2 (February 2012): 169–80. http://dx.doi.org/10.5172/jamh.2011.10.2.169.
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Keyho, Kelhouletuo, Nilesh Maruti Gujar, Arif Ali, and Kamlesh Kumar Sahu. "Psychiatric social work intervention with a person with severe depression based on cognitive behavioural case work approach: A case study." Indian Journal of Psychiatric Social Work 11, no. 1 (February 10, 2020): 36. http://dx.doi.org/10.29120/ijpsw.2020.v11.i1.132.
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Background: Cognitive behavioural therapy (CBT) is a widely recognized and accepted approach of treatment for depression. Aim: To examine the application of case work based on a cognitive behavioural approach concerning working with a client experiencing severe depression. Methodology: The single-subject case study design was adopted. Based on the assessment, psychiatric social work intervention was provided to client and family members. Pre and post assessment was done to see the effectiveness of psychiatric social work intervention in person with depression. Assessments were done using the Beck Depression Inventory (BDI), Rosenberg Self-Esteem Scale (RSE), Bradford Somatic Inventory (BSI), and Family Assessment Proforma. Results: Client’s level of understanding about the illness was improved and the depressive symptoms were significantly reduced along with somatic complaints. Conclusion: The outcome of the case study approves that the cases with depression can be effectively seen using cognitive behavioural case work approach along with pharmacological treatment.
Keywords: Depression, cognitive behaviour therapy, psychosocial, social work intervention
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Firth-Clark, Andrea, Stefan Sütterlin, and Ricardo Gregorio Lugo. "Using Cognitive Behavioural Techniques to Improve Academic Achievement in Student-Athletes." Education Sciences 9, no. 2 (April 26, 2019): 89. http://dx.doi.org/10.3390/educsci9020089.
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Improving academic grades within the core areas of English, Science and Mathematics has had a lot of previous research interest, but research has tended to mostly focus on students who are failing, non-athletically talented students or student athletes at collegiate level. The particular needs of athletically talented secondary school students who are academically underperforming have so far been neglected. This study addressed this issue by measuring the outcome of academic grades in these three core areas. Method: During a six week intervention programme, ninety four students were separated into 4 groups: control, heart rate variability biofeedback, performance psychology skills training and a combination of these two interventions. Changes in self-efficacy and self-regulation for all students were also measured. Results: Significant pre–post intervention differences in all academic subjects and generalised self-efficacy were found when compared to the control group. Results also showed that a combination of interventions with medium–large effect size was more effective in improving academic results than the single interventions on their own. All interventions improved self-efficacy, but were not significantly different from each other. Self-efficacy was found not to have any interaction effects. Conclusion: Sport psychological skills training can help student-athletes achieve higher scholastic grades and aid mindfulness intervention. Mindfulness on its own was not found to be the most effective intervention, and as such should be used as an adjunct to other psychological methods. Psychological skills training (PST) may help students generalize approaches used in sport to the academic arena.
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Hudson, Alan. "Classroom Instruction for Children with ADHD." Australasian Journal of Early Childhood 22, no. 4 (December 1997): 24–28. http://dx.doi.org/10.1177/183693919702200405.
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Children diagnosed as having ADHD are likely to have difficulty meeting the demands of the classroom, and hence present a problem for the teacher. An examination of the research literature shows that behavioural and cognitive behavioural intervention procedures have been the most researched interventions for ADHD. There is strong empirical support for the efficacy of the behavioural interventions, but stronger than usual consequences are typically required to motivate children with ADHD. The results for the cognitive behavioural interventions have been less than expected. The literature also suggests that children with ADHD are better suited to being placed in highly structured, teacher centred, and well managed classrooms. The reluctance of some teachers to implement behavioural interventions and suggestions for overcoming this reluctance are discussed.
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Mistler, Colleen B., Roman Shrestha, John Gunstad, Victoria Sanborn, and Michael M. Copenhaver. "Adapting behavioural interventions to compensate for cognitive dysfunction in persons with opioid use disorder." General Psychiatry 34, no. 4 (August 2021): e100412. http://dx.doi.org/10.1136/gpsych-2020-100412.
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Treatment for opioid use disorder (OUD) is often in the context of biobehavioural interventions, consisting of medication for OUD (for example, methadone and buprenorphine), which is accompanied by psychoeducation and/or behavioural therapies. Patients with OUD often display weaknesses in cognitive function that may impact the efficacy of such behavioural interventions.A review of the literature was conducted to: (1) describe common cognitive dysfunction profiles among patients with OUD, (2) outline intervention approaches for patients with OUD, (3) consider the cognitive demands that interventions place on patients with OUD and (4) identify potential accommodation strategies that may be used to optimise treatment outcomes.Cognitive profiles of patients with OUD often include weaknesses in executive function, attention, memory and information processing. Behavioural interventions require the patients’ ability to learn, understand and remember information (placing specific cognitive demands on patients). Accommodation strategies are, therefore, needed for patients with challenges in one or more of these areas. Research on accommodation strategies for patients with OUD is very limited. We applied research from populations with similar cognitive profiles to form a comprehensive collection of potential strategies to compensate for cognitive dysfunction among patients with OUD. The cognitive profiles and accommodation strategies included in this review are intended to inform future intervention research aimed at improving outcomes among patients with OUD.
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Maddox, Lucy, Suzanne Jolley, Kristin R. Laurens, Colette Hirsch, Sheilagh Hodgins, Sophie Browning, Louisa Bravery, Karen Bracegirdle, Patrick Smith, and Elizabeth Kuipers. "Cognitive Behavioural Therapy for Unusual Experiences in Children: A Case Series." Behavioural and Cognitive Psychotherapy 41, no. 3 (July 5, 2012): 344–58. http://dx.doi.org/10.1017/s1352465812000343.
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Background: Over half of children in the general population report unusual or “psychotic-like” experiences (PLEs). The development of a later at-risk mental state is associated with persistent, distressing, PLEs, which are appraised negatively and hard to cope with. We have designed a novel, manualized, cognitive behavioural intervention for children aged 9 to 14 years, which aims to reduce emotional problems, improve coping and resilience, and help children manage PLEs, before an identifiable psychosis risk develops. We report on the feasibility, acceptability and clinical impact of the intervention. Method: Four children who reported PLEs and emotional problems in a community survey completed the intervention, and gave detailed feedback. Clinical outcomes were assessed before, during, and after therapy. Results: Emotional problems, PLE frequency, and PLE impact all decreased during the intervention. Child and therapist satisfaction with the treatment was high. Conclusions: It is feasible, acceptable and helpful to offer psychological interventions to children who report emotional distress and PLEs, prior to the emergence of clear risk factors. Our intervention has the potential to increase resilience to the development of future mental health problems. A larger, randomized controlled evaluation is underway.
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Rawlings, Gregg H., Nigel Beail, Iain Armstrong, and Andrew R. Thompson. "Self-help cognitive behavioural therapy for anxiety in pulmonary hypertension: pilot randomised controlled trial." ERJ Open Research 8, no. 1 (January 2022): 00526–2021. http://dx.doi.org/10.1183/23120541.00526-2021.
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ObjectivePeople with pulmonary hypertension (PH) are at an increased risk of experiencing anxiety disorders. This study developed and tested the acceptability, feasibility and preliminary effectiveness of a cognitive behavioural self-help intervention for anxiety in adults with PH using a pilot randomised control trial design.MethodsIndividuals with PH recruited from pulmonary hypertension associations were randomised to either receive a newly developed self-help intervention (n=37) or a wait-list condition (n=40). Acceptability was explored using mixed-methods questionnaires. A 2×3 repeated-measures analysis of variance was used to explore anxiety (GAD-7), depression (PHQ-9), health-related quality of life (emPHAsis-10), dyspnoea (D-12), self-mastery (Self-Mastery Scale) and mood-related cognitions and behaviours (CBP-Q) at baseline, post-intervention and 1-month follow up. A mediation analysis was performed to examine potential mechanisms of change.ResultsDropout was low at 15.6%. All participants would recommend the intervention to another person with PH and felt it had helped with their anxiety. Participants in the intervention group reported a reduction in anxiety, depression and cognitive and behavioural processes linked with mood disorders, compared to the control group. Change in unhelpful cognitions and behaviours mediated the relationship between intervention condition and change in anxiety and depression.DiscussionThe intervention was found to be acceptable, feasible and safe. Anxiety at baseline was higher than previously observed, which could be associated with the additional burden caused by COVID-19 as the intervention was trialled during the pandemic. Findings add to the growing evidence supporting the use of psychological therapies, including cognitive behavioural therapy, in this clinical group.
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Sutton, Carole. "RESURGENCE OF ATTACHMENT (BEHAVIOURS) WITHIN A COGNITIVE BEHAVIOURAL INTERVENTION: EVIDENCE FROM RESEARCH." Behavioural and Cognitive Psychotherapy 29, no. 3 (July 2001): 357–66. http://dx.doi.org/10.1017/s1352465801003083.
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In the course of studies of behavioural parent training with the families of young children who were demonstrating serious conduct disorders, a substantial proportion of the parents reported, without the information being solicited in any way, that their children had become far more loving and demonstrative than formerly. They were surprised and delighted by this development. The concepts of “attachment” and “attachment behaviours” are explored and the usefulness of learning theory in understanding the extinction and recovery of attachment/attachment behaviours is discussed. This formulation may provide a bridge between cognitive learning theory on the one hand and attachment theory on the other.
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Slee, Nadja, Nadia Garnefski, Rien van der Leeden, Ella Arensman, and Philip Spinhoven. "Cognitive-behavioural intervention for self-harm: randomised controlled trial." British Journal of Psychiatry 192, no. 3 (March 2008): 202–11. http://dx.doi.org/10.1192/bjp.bp.107.037564.
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BackgroundSelf-harm by young people is occurring with increasing frequency. Conventional in-patient and out-patient treatment has yet to be proved efficacious.AimsTo investigate the efficacy of a short cognitive-behavioural therapy intervention with 90 adolescents and adults who had recently engaged in self-harm.MethodParticipants (aged 15–35 years) were randomly assigned to treatment as usual plus the intervention, or treatment as usual only. Assessments were completed at baseline and at 3 months, 6 months and 9 months follow-up.ResultsPatients who received cognitive-behavioural therapy in addition to treatment as usual were found to have significantly greater reductions in self-harm, suicidal cognitions and symptoms of depression and anxiety, and significantly greater improvements in self-esteem and problem-solving ability, compared with the control group.ConclusionsThese findings extend the evidence that a time-limited cognitive-behavioural intervention is effective for patients with recurrent and chronic self-harm.
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Vik, Berit Marie Dykesteen. "Music-supported systematic treatment strategy for patients with executive dysfunction following traumatic brain injury: Similarities and divergencies in 7 case reports." Music and Medicine 11, no. 3 (July 26, 2019): 166. http://dx.doi.org/10.47513/mmd.v11i3.657.
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AbstractThis article explores what factors may predict a positive or negative outcome for cognitive enhancement and improved social behaviour after music-supported intervention for patients with cognitive and behavioural deficits following mild traumatic brain injury (mTBI). 7 patients with executive dysfunction following mTBI participated in a music-based intervention. They were in a chronic phase and were either sicklisted or worked part-time. 6 out of 7 participants returned to work post-intervention. Results from neurophysiological tests and fMRI consolidated with enhanced cognitive performance and functional neuroplasticity in orbitofrontal cortex. However, these result were based on quantitative analysis with mean effect and did not give specific information about similarities and divergencies between the participants which may have an impact on the final outcome. The present article applies a case-study methodology and explores behavioural data obtained from the study, not earlier published. This methodology allows an in depth analyse of clinical data, observational data during intervention and data from semi-structured interviews pre-post intervention. Aim of the present article is to develop a systematic treatment strategie of music training to improve cognitive and behavioral domains of functioning in patients with cognitive deficits following mTBI.
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Hendricks, Melissa C., Cynthia M. Ward, Lauren K. Grodin, and Keith J. Slifer. "Multicomponent Cognitive-Behavioural Intervention to Improve Sleep in Adolescents: A Multiple Baseline Design." Behavioural and Cognitive Psychotherapy 42, no. 3 (September 4, 2013): 368–73. http://dx.doi.org/10.1017/s1352465813000623.
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Background: Adolescents are prone to sleep problems that have unique developmental aspects and contribute to physical, emotional, and behavioural problems. Aims: This study evaluated an individualized, multicomponent intervention that considered developmental factors, and promoted age-appropriate autonomy in three adolescent females with disrupted sleep. Method: Adolescents recorded sleep data on daily logs. A nonconcurrent multiple baseline design was used to evaluate a cognitive-behavioural intervention including sleep hygiene training, bedtime routine development, cognitive restructuring, relaxation training, stimulus control, sleep restriction, bedtime fading, and problem-solving, along with clinically indicated individualization. Results: Outcomes demonstrated clinically meaningful improvements and decreased variability in sleep parameters following intervention. Each participant's sleep log data indicated improvement in, or maintenance of, adequate total sleep time (TST), decreased sleep onset latency (SOL), improved sleep efficiency (SE), improvement in time of sleep onset, and decreased or continued low frequency of night awakenings (NA). Anecdotally, adolescents and parents reported improvement in daytime functioning, coping, and sense of wellbeing. Conclusions: These cases highlight the potential for cognitive-behavioural interventions to facilitate healthy sleep in adolescents with challenging sleep problems.
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Germond, Sean, Hein Helgo Schomer, Orlando Llewellyn Meyers, and Lindsay Weight. "Pain Management in Rheumatoid Arthritis: A Cognitive-Behavioural Intervention." South African Journal of Psychology 23, no. 1 (March 1993): 1–9. http://dx.doi.org/10.1177/008124639302300101.
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Psychological adjustment is thought to play an important role in determining pain experience, disease status, and immune function in rheumatoid arthritis (RA). Fourteen female RA out-patients were tested longitudinally in a matched-random assigned two-groups design with cognitive-behavioural intervention designed to improve pain and stress management skills. 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 pain, disease activity, functional status and lymphocyte proliferation rate variables. Intra- and inter-group analyses were conducted to determine treatment effects, and case studies were conducted. RA was characterized more by poor psychological health status than physical disability, with pain more a function of psychological adjustment than actual disease status. No significant treatment effects were observed. Case studies indicated the complex nature of the individual disease experience. The value of cognitive-behavioural intervention in RA, and implications for future-related research are discussed in terms of such findings.
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Bottomley, Andrew. "Group cognitive behavioural therapy: an intervention for cancer patients." International Journal of Palliative Nursing 2, no. 3 (July 2, 1996): 131–37. http://dx.doi.org/10.12968/ijpn.1996.2.3.131.
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Bhattacharya, Bidita. "Cognitive Behavioural Intervention in Prolonged Grief Reaction: Case Series." Journal of Rational-Emotive & Cognitive-Behavior Therapy 33, no. 1 (December 24, 2014): 37–52. http://dx.doi.org/10.1007/s10942-014-0201-8.
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Anderson, Justine, Neville King, Bruce Tonge, Stephanie Rollings, Dawn Young, and David Heyne. "Cognitive-behavioural Intervention for an Adolescent School Refuser: A Comprehensive Approach." Behaviour Change 15, no. 2 (June 1998): 67–73. http://dx.doi.org/10.1017/s0813483900003181.
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A case study is presented of a 13-year-old adolescent male with a long history of anxious symptoms related to school attendance. At the time of referral to the school refusal clinic, the adolescent had significant difficulty attending school, having attended for only 1 day in the past 3 weeks. A cognitive-behavioural treatment program was conducted over 3 weeks, consisting of seven sessions with the adolescent, seven sessions with his parents, and consultation to school personnel. Treatment focused on the implementation of behaviour management techniques by caregivers as well as teaching anxiety management skills to the adolescent. Positive treatment outcomes included the adolescent's return to full-time attendance at school as well as a decrease in emotional distress. The implications of treatment are discussed in relation to the simultaneous application of behaviour management and anxiety management strategies in the treatment of school refusal.
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Myles, Liam, and Emanuele Merlo. "Elucidating the Cognitive Mechanisms Underpinning Behavioural Activation." International Journal of Psychological Research 15, no. 1 (May 20, 2022): 126–32. http://dx.doi.org/10.21500/20112084.5400.
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Depression represents a pervasive and devastating psychological difficulty. It affects over 21% of the population at some point in their lives and can have an unimaginable impact on both individuals and society. Behavioural activation represents a popular intervention for depression and is commonly used by psychologists internationally. Despite its popularity, the cognitive mechanisms underpinning the efficacy of behavioural activation remain elusive. This paper will review the literature on this intervention and propose an account of the cognitive mechanisms underlying its therapeutic efficacy. Specifically, it is argued that behavioural activation is effective because it increases both the density of outcomes in ones environment and the density of highly salient action-outcome contingencies, which may otherwise be absent due to reduced motivation. The clinical implications are subsequently discussed, with reference to future research.
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Järnefelt, Heli, Mikko Härmä, Mikael Sallinen, Jussi Virkkala, Teemu Paajanen, Kari-Pekka Martimo, and Christer Hublin. "Cognitive behavioural therapy interventions for insomnia among shift workers: RCT in an occupational health setting." International Archives of Occupational and Environmental Health 93, no. 5 (December 18, 2019): 535–50. http://dx.doi.org/10.1007/s00420-019-01504-6.
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Abstract Introduction The aim of the study was to compare the effectiveness of cognitive behavioural therapy interventions for insomnia (CBT-I) to that of a sleep hygiene intervention in a randomized controlled design among shift workers. We also studied whether the features of shift work disorder (SWD) affected the results. Methods A total of 83 shift workers with insomnia disorder were partially randomized into a group-based CBT-I, self-help CBT-I, or sleep hygiene control intervention. The outcomes were assessed before and after the interventions and at 6-month follow-up using questionnaires, a sleep diary, and actigraphy. Results Perceived severity of insomnia, sleep-related dysfunctional beliefs, burnout symptoms, restedness, recovery after a shift, and actigraphy-based total sleep time improved after the interventions, but we found no significant differences between the interventions. Mood symptoms improved only among the group-based CBT-I intervention participants. Non-SWD participants had more mental diseases and symptoms, used more sleep-promoting medication, and had pronounced insomnia severity and more dysfunctional beliefs than those with SWD. After the interventions, non-SWD participants showed more prominent improvements than those with SWD. Conclusions Our results showed no significant differences between the sleep improvements of the shift workers in the CBT-I interventions and of those in the sleep hygiene control intervention. Alleviation of mood symptoms seemed to be the main added value of the group-based CBT-I intervention compared to the control intervention. The clinical condition of the non-SWD participants was more severe and these participants benefitted more from the interventions than the SWD participants did. Trial registration ClinicalTrials.gov, NCT02523079.
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Kupolati, Mojisola D., Una E. MacIntyre, and Gerda J. Gericke. "School-based nutrition education: features and challenges for success." Nutrition & Food Science 44, no. 6 (November 10, 2014): 520–35. http://dx.doi.org/10.1108/nfs-01-2014-0001.
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Purpose – The aim of this review is to critically assess published articles on school-based nutrition education (NE) intervention to identify factors hindering or contributing to the success of interventions. School-based NE possesses the capacity to influence learners’ nutrition behaviours. Design/methodology/approach – An electronic search of articles was conducted in Medline, PubMed, the Cumulative Index to Nursing and Allied Health Literature databases, Google and snowballing. Included in the review were school-based studies with classroom NE with or without nutrition services and studies published between 2000 and 2013. School-based non-intervention studies and interventions that did not include a nutrition teaching component were excluded in the review. Findings – Thirty-nine studies met the inclusion criteria. Features of successful NE interventions included the use of behavioural theories, especially the social cognitive theory and the involvement of trained teachers in the implementation of interventions. Capacity development for teachers, time constraints, school policies and implementation problems of multicomponent interventions were some of the identified challenges encountered in the studies reviewed. Originality/value – Trained teachers are invaluable assets in interventions to improve nutrition behaviours of learners. Challenges associated with teacher-oriented school-based NE intervention can be overcome by properly designed and implemented interventions based on behavioural theory.
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Henken, H. T., R. W. Kupka, S. Draisma, J. Lobbestael, K. van den Berg, S. M. A. Demacker, and E. J. Regeer. "A cognitive behavioural group therapy for bipolar disorder using daily mood monitoring." Behavioural and Cognitive Psychotherapy 48, no. 5 (April 22, 2020): 515–29. http://dx.doi.org/10.1017/s1352465820000259.
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AbstractBackground and aim:This study investigated the effects of group cognitive behavioural therapy (CBT) for patients with bipolar disorder. The development of CBT for this disorder is relatively under-explored.Method:Participants with bipolar I or II disorder were treated with group CBT in addition to treatment as usual. The effectiveness of the protocol was explored through sequence analysis of daily mood monitoring prior to, during and after the intervention. Also, a repeated measures design was used assessing symptomatology, dysfunctional attitudes, sense of mastery, psychosocial functioning, and quality of life at start and end of intervention, and at follow-up 2 and 12 months later.Results:The results indicate that variation in mood states diminished over the course of the intervention. Also, there was a change from depressive states to more euthymic states. Greater number of reported lifetime depressive episodes was associated with greater diversity of mood states. There was an increase in overall psychosocial functioning and self-reported psychological health following the intervention. Improvement continued after treatment ended until follow-up at 2 months, and measured 1 year later, for outcomes representing depression, general psychosocial functioning and self-reported psychological health. Due to small sample size and the lack of a control group the results are preliminary.Conclusions:The results of this pilot study suggest that both offering CBT in group interventions and sequence analysis of time series data are helpful routes to further explore when improving standard CBT interventions for patients suffering from bipolar disorder.
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McManus, Freda, Gavin Clark, Kate Muse, and Roz Shafran. "Case-Series Evaluating a Transdiagnostic Cognitive-Behavioural Treatment for Co-occurring Anxiety Disorders." Behavioural and Cognitive Psychotherapy 43, no. 6 (November 3, 2014): 744–58. http://dx.doi.org/10.1017/s1352465814000435.
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Background: Patients with anxiety disorder diagnoses commonly have more than one anxiety diagnosis. While cognitive-behavioural interventions have proven efficacy in treating single anxiety disorder diagnoses, there has been little investigation of their efficacy in treating co-occurring anxiety disorders. Aims: To evaluate the efficacy of a transdiagnostic cognitive-behavioural intervention for treating co-occurring anxiety disorders. Method: An A-B single case study design (N = 6) was used to evaluate the efficacy of a 12 to 13-session modular transdiagnostic cognitive-behavioural intervention for treating co-occurring anxiety disorders across patients with at least two of the following diagnoses: GAD, Social Phobia, Panic Disorder and/or OCD. Results: Five of the six participants completed treatment. At posttreatment assessment the five treatment completers achieved diagnostic and symptomatic change, with three participants being diagnosis free. All participants who completed treatment no longer met criteria for any DSM-IV-TR Axis-I diagnosis at the 3-month follow-up assessment, and demonstrated reliable and clinically-significant improvements in symptoms. Across the participants, statistically significant improvements from pre to postintervention were found on measures of anxiety, depression and general well-being, and all improvements were maintained at 3-month follow-up. Conclusions: Results suggest that transdiagnostic cognitive behavioural interventions can be of benefit to patients with co-occurring anxiety disorders.
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Cobham, Vanessa E. "Evaluation of a Brief Child-focused Group-based Intervention for Anxiety-disordered Children." Behaviour Change 20, no. 2 (June 1, 2003): 109–16. http://dx.doi.org/10.1375/bech.20.2.109.24838.
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AbstractThis paper presents a pilot study of a brief, group-based, cognitive-behavioural intervention for anxiety-disordered children. Five children (aged 7 to 13 years) diagnosed with a clinically significant anxiety disorder were treated with a recently developed 6-session, child-focused, cognitive-behavioural intervention that was evaluated using multiple measures (including structured diagnostic interview, self-report questionnaires and behaviour rating scales completed by parents) over four follow-up occasions (post-treatment, 3-month follow-up, 6-month follow-up and 12-month follow-up). This trial aimed to (a) evaluate the conclusion suggested by the research of Cobham, Dadds, and Spence (1998) that anxious children with non-anxious parents require a child-focused intervention only in order to demonstrate sustained clinical gains; and (b) to evaluate a new and more cost-effective child-focused cognitive-behavioural intervention. Unfortunately, the return rate of the questionnaires was poor, rendering this data source of questionable value. However, diagnostic interviews (traditionally the gold standard in terms of outcome in this research area) were completed for all children at all follow-up points. Changes in diagnostic status indicated that meaningful treatment-related gains had been achieved and were maintained over the full follow-up period. The results would thus seem to support the principle of participant-intervention matching proposed by Cobham et al. (1998), as well as the utility of the more brief intervention evaluated.
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Bowers, H. M., and A. L. Wroe. "Changing Beliefs About Emotions in IBS: A Single Case Design." Behavioural and Cognitive Psychotherapy 47, no. 3 (November 8, 2018): 303–17. http://dx.doi.org/10.1017/s1352465818000589.
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Background: Previous research suggests benefits of targeting beliefs about the unacceptability of emotions in treatment for irritable bowel syndrome (IBS). Aims: The current study developed and tested an intervention focusing on beliefs and behaviours around emotional expression. Method: Four participants with IBS attended five group sessions using cognitive behavioural techniques focusing on beliefs about the unacceptability of expressing emotions. Bi-weekly questionnaires were completed and a group interview was conducted. This study used an AB design with four participants. Results: Averages indicate that participants showed decreases in beliefs about unacceptability of emotions and emotional suppression during the intervention, although this was not reflected in any of the individual trends in Beliefs about Emotions Scale scores and was significant in only one individual case for Courtauld Emotional Control Scale scores. Affective distress and quality of life improved during follow-up, with only one participant not improving with regard to distress. Qualitative data suggest that participants felt that the intervention was beneficial, referencing the value in sharing their emotions. Conclusions: This study suggests the potential for beliefs about emotions and emotional suppression to be addressed in cognitive behavioural interventions in IBS. That beliefs and behaviours improved before outcomes suggests they may be important processes to investigate in treatment for IBS.
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Loades, M. E., and T. Chalder. "Same, Same But Different? Cognitive Behavioural Treatment Approaches for Paediatric CFS/ME and Depression." Behavioural and Cognitive Psychotherapy 45, no. 4 (March 9, 2017): 366–81. http://dx.doi.org/10.1017/s1352465817000108.
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Background: Approximately one in three children and young people with chronic fatigue syndrome (CFS/ME) also have probable depression. Cognitive behaviour therapy (CBT) has a growing evidence base as an effective treatment approach for CFS/ME and for depression in this population. Aims: Given the high degree of co-morbidity, this discussion paper aims to compare and contrast CBT for CFS/ME and CBT for depression in children and young people. Method: The existing literature on CBT for depression and CBT for CFS/ME, in relation to children and young people was reviewed. Results: Whilst there are commonalities to both treatments, the cognitive behavioural model of CFS/ME maintenance includes different factors and has a different emphasis to the cognitive behavioural model of depression, resulting in different intervention targets and strategies in a different sequence. Conclusions: A collaborative, formulation-driven approach to intervention should inform the intervention targets and treatment strategies.
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Fernández-Menéndez, Elena, José A. Piqueras, and Victoria Soto-Sanz. "Intervenciones cognitivo-conductuales para reducir conductas autolesivas en niños y jóvenes con TEA: Una revisión sistemática." Revista de Psicología Clínica con Niños y Adolescentes 9, no. 3 (September 2022): 1–8. http://dx.doi.org/10.21134/rpcna.2022.09.3.8.
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Cognitive-behavioural interventions to decrease self-injurious behaviours in children and young people with ASD: A Systematic Review. Self-injurious behaviours in children and young people with Autism Spectrum Disorder (ASD) imply risks to their physical integrity and affect their quality of life and that of their families. In addition, they hinder their integration into the school and social environments, this being limited by the characteristics of this type of disorder. Although there is little information about self-harm in this population, in general it has been seen that the greater the affectation and the lower the cognitive level, the more prevalent self-injurious behaviours are. The aim of this study was to review the efficacy of cognitive-behavioral interventions for the reduction of self-injurious behaviors in children and youth with ASD. For it, we searched PsycINFO, Scopus and Google Scholar. The review included studies in English or Spanish languages on cognitive-behavioral interventions to reduce self-injurious behaviors in children and youth with ASD; with samples consisting of individuals with ASD between 1 and 30 years of age presenting self-injurious behaviors; and conducted between 1970 and 2022. Of the 228 studies identified, only 7 met the inclusion criteria. The included studies included participants between the ages of 3 and 26 years diagnosed with ASD and were published between 1974 and 2015, evidencing the efficacy of cognitive-behavioral interventions. Although these studies show positive post-intervention results, they are scarce in number. Further research is therefore needed on the effectiveness of behavioural and cognitive interventions to reduce self-injurious behaviours in children and young people with ASD
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Wood, Lisa, Rory Byrne, and Anthony P. Morrison. "An Integrative Cognitive Model of Internalized Stigma in Psychosis." Behavioural and Cognitive Psychotherapy 45, no. 6 (May 10, 2017): 545–60. http://dx.doi.org/10.1017/s1352465817000224.
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Background:Internalized stigma is a significant difficulty for those who experience psychosis, but it has never been conceptualized using cognitive theory.Aims:The aim of this paper is to outline a cognitive model conceptualizing internalized stigma experienced by people who also experience psychosis.Method:Previous literature is reviewed, critiqued and synthesized to develop the model. It draws upon previous social cognitive models of internalized stigma and integrates cognitive behavioural theory and social mentality theory.Results:This paper identifies key cognitive, behavioural and emotional processes that contribute to the development and maintenance of internalized stigma, whilst also recognizing the central importance of cultural context in creating negative stereotypes of psychosis. Moreover, therapeutic strategies to alleviate internalized stigma are identified. A case example is explored and a formulation and brief intervention plan was developed in order to illustrate the model in practice.Conclusion:An integrative cognitive model is presented, which can be used to develop individualized case formulations, which can guide cognitive behavioural interventions targeting internalized stigma in those who experience psychosis. More research is required to examine the efficacy of such interventions. In addition, it is imperative to continue to research interventions that create change in stigma at a societal level.
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Ahmed, Nusrat Yasmeen, and Sharon Lawn. "Does Starting With the Behavioural Component of Cognitive Behavioural Therapy (CBT) Increase Patients’ Retention in Therapy?" Behaviour Change 29, no. 4 (December 2012): 238–57. http://dx.doi.org/10.1017/bec.2012.23.
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This study examined whether starting with the behavioural component of cognitive behavioural therapy (CBT) decreases the drop-out rate in outpatients with comorbid anxiety and depression. Retrospective data were collected on 60 patients with anxiety and depression. Mean values of different psychosocial assessment scales during screening, mid-session and discharge session were compared between the patients receiving and not receiving any type of behavioural interventions and among the patients receiving different types of behavioural interventions. A significant relationship was found (p < .05) between behavioural interventions and retention in therapy. Patients who did not receive any sort of behavioural intervention showed a greater rate of drop-out than those who received behavioural interventions. In the group of patients receiving different types of behavioural interventions, there was significant improvement in mental health scores between the screening and discharge sessions in those who received exposure therapy. The study findings will be helpful to retain patients with comorbid anxiety and depression in an outpatient therapy setting. If patient retention is increased, CBT can be more effectively delivered and thereby achieve better health outcomes for patients, more effective use of therapy service resources, and decrease the socioeconomic burden of anxiety and depression on the community.
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Stoltz, Sabine, Monique van Londen, Maja Deković, Bram O. de Castro, Peter Prinzie, and John E. Lochman. "Effectiveness of an Individual School-based Intervention for Children with Aggressive Behaviour: A Randomized Controlled Trial." Behavioural and Cognitive Psychotherapy 41, no. 5 (July 12, 2012): 525–48. http://dx.doi.org/10.1017/s1352465812000525.
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Background: For elementary school-children with aggressive behaviour problems, there is a strong need for effective preventive interventions to interrupt the developmental trajectory towards more serious behaviour problems. Aim: The aim of this RCT-study was to evaluate a school-based individual tailor-made intervention (Stay Cool Kids), designed to reduce aggressive behaviour in selected children by enhancing cognitive behavioural skills. Method: The sample consisted of 48 schools, with 264 fourth-grade children selected by their teachers because of elevated levels of externalizing behaviour (TRF T-score > 60), randomly assigned to the intervention or no-intervention control condition. Results: The intervention was found to be effective in reducing reactive and proactive aggressive behaviour as reported by children, mothers, fathers or teachers, with effect sizes ranging from .11 to .32. Clinically relevant changes in teacher-rated externalizing behaviour were found: the intervention reduced behaviour problems to (sub) clinical or normative levels for significantly more children than the control condition. Some aspects of problems in social cognitive functioning were reduced and children showed more positive self-perception. Ethnic background and gender moderated intervention effects on child and teacher reported aggression and child response generation. Conclusions: The results of this study demonstrate the effectiveness on outcome behaviour and child cognitions of an individual tailor-made intervention across informants under real-world conditions.