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Relevant bibliographies by topics / Cognitive-Behavioural Theory

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Academic literature on the topic 'Cognitive-Behavioural Theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Cognitive-Behavioural Theory"

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James, Jack E. "Cognitive-Behavioural Theory: An Alternative Conception." Australian Psychologist 28, no. 3 (November 1993): 151–55. http://dx.doi.org/10.1080/00050069308258894.

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Fairburn, Christopher G., Roz Shafran, and Zafra Cooper. "A cognitive behavioural theory of anorexia nervosa." Behaviour Research and Therapy 37, no. 1 (January 1999): 1–13. http://dx.doi.org/10.1016/s0005-7967(98)00102-8.

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Sharpe, Louise, and Nicholas Tarrier. "Towards a Cognitive-Behavioural Theory of Problem Gambling." British Journal of Psychiatry 162, no. 3 (March 1993): 407–12. http://dx.doi.org/10.1192/bjp.162.3.407.

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A heuristic model to account for the development and maintenance of problem gambling is provided with the aim of directing clinical management and future research. Previous explanations of problem gambling have been limited in two main ways. Firstly, the models have been primarily descriptive, and secondly they have generally lacked clinical value. Most explanations have ignored the mechanisms through which this behaviour becomes problematic, and have not identified the relationships between different variables.

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Salkovskis, Paul M., Elizabeth Forrester, and Candida Richards. "Cognitive–behavioural approach to understanding obsessional thinking." British Journal of Psychiatry 173, S35 (August 1998): 53–63. http://dx.doi.org/10.1192/s0007125000297900.

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BackgroundObsessional ruminations (obsessions without any accompanying overt compulsive behaviour) were previously considered especially difficult to treat.MethodCognitive-behavioural theory regarding obsessional problems is discussed. Strategies for therapy developed on the basis of this theory are reviewed.ResultsThe cognitive-behavioural theory of obsessive-compulsive disorder proposes that obsessional problems occur as a consequence of the particular meaning or significance which patients attach to the occurrence and/or content of intrusive thoughts. When intrusions are interpreted (appraised) as indicating increased personal responsibility, this results in both distress and the occurrence of neutralising behaviour. Cognitive-behavioural treatment seeks to change responsibility beliefs and appraisals, and thereby reduce distress and eliminate neutralising responses which usually occur as covert neutralising (mental rituals). Evidence is emerging for the success of therapy developed on this theoretical basis.ConclusionsRecent developments in the psychological conceptualisation of obsessional ruminations have improved the prospects for successful therapy.

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Taylor, John L., and Craig Steel. "Developments in the Theory and Practice of Cognitive and Behavioural Therapies." Behavioural and Cognitive Psychotherapy 36, no. 6 (November 2008): 639–40. http://dx.doi.org/10.1017/s1352465808004918.

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In 1993 Behavioural and Cognitive Psychotherapy published a supplement edited by Ann Hackmann with the title “Behavioural and Cognitive Psychotherapies: Past History, Current Applications and Future Registration Issues”. This was the journal's first ever supplement and it provided an overview of the state of behavioural and cognitive psychotherapies at that time. It was intended to provide a context for discussions concerning the future of the field, and as Paul Salkovskis said in his editorial, “[the supplement]. . .will be an important reference source for years to come.”

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Khadilkar, Pramod Ratnakar, and Philip Cash. "Understanding Behavioural Design: Integrating Process and Cognitive Perspectives." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 1863–72. http://dx.doi.org/10.1017/dsi.2019.192.

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AbstractBehavioural design is a crucial research area due to its potential in leveraging the positive outcomes of traditional design. Current need for theory building requires discerning the unique characteristics and challenges of behavioural design. To contribute towards this goal, the paper structures the conceptual and operational uniqueness of the behavioural design using the process and cognitive perspective. Process model uses the basic design cycle to discern the tasks and stages of behavioural design. Cognitive perspective uses dual process theory and cognitive strategies used by designers. Integrated model of process and cognitive perspective is the crucial contribution of this paper. A case study involving interview of lead designers from five behavioural design consultancies has been used to present and elaborate the usefulness of the integrated model of behavioural design. Integrated perspective links the process characters like incomplete analysis, simulation and evaluation stages, over reliance on the prescriptive methods, and unequal emphasis to multiple disciplines, with incomplete analytical process, and solution and knowledge driven strategy along cognitive perspective

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van der Hulst, Egberdina-Józefa, Thomas H. Bak, and Sharon Abrahams. "Impaired affective and cognitive theory of mind and behavioural change in amyotrophic lateral sclerosis." Journal of Neurology, Neurosurgery & Psychiatry 86, no. 11 (December 4, 2014): 1208–15. http://dx.doi.org/10.1136/jnnp-2014-309290.

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ObjectivesExecutive and behavioural changes are well-recognised in classical amyotrophic lateral sclerosis (ALS), indicating a subclinical behavioural-variant frontotemporal dementia (bvFTD) in some patients. Social cognitive deficits in ALS have been recently described and an impairment was identified on a simple Theory of Mind (ToM) test, which assesses the judgement of the preference of another through direction of eye gaze. The present study further delineated this deficit, by distinguishing between Affective and Cognitive subcomponents, and determining the relationship to behavioural change, levels of empathy and self-awareness.MethodsThe Cognitive–Affective Judgement of Preference Test was administered to 33 patients with ALS and 26 controls. Furthermore, a comprehensive neuropsychological battery and detailed behavioural assessment, with measures of empathy and awareness, were included.ResultsPatients with ALS showed a significant impairment in Affective ToM only when compared with healthy controls, with a deficit in 36% of patients; 12% showed an isolated Affective ToM deficit while 24% showed more generic ToM dysfunction. A Cognitive ToM deficit was found in 27% of patients, with 3% showing an isolated Cognitive ToM deficit. The patients with ALS showed reduced empathy (Fantasy scale) and increased behavioural dysfunction with high levels of apathy. In addition, patients with either an Affective and/or Cognitive ToM deficit exhibited poor self-awareness of their performance and abnormalities on verbal fluency, while those with an Affective ToM deficit also displayed higher levels of apathy and a naming deficit.ConclusionsDysfunctional ToM is a prominent feature of the cognitive profile of ALS. This specific difficulty in identifying and distinguishing the feelings and thoughts of another from a self-perspective may underpin the social behavioural abnormalities present in some patients with ALS, manifest as apathy and loss of awareness.

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Lovibond, Peter F. "Conditioning and Cognitive-Behaviour Therapy." Behaviour Change 10, no. 3 (September 1993): 119–30. http://dx.doi.org/10.1017/s0813483900005465.

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When behaviour therapy was developed in the 1950s and 1960s, it was based firmly on the experimental psychology of the time, principally learning theory. Since that time effective verbal therapies have been developed, and clinicians are faced with the difficult task of selecting among so-called behavioural and cognitive interventions based on radically different philosophies. This paper reviews developments in learning theory, particularly human learning, which suggest that conditioning is a complex cognitive process giving rise to verbally accessible expectancies and beliefs. Such a perspective provides a common theoretical framework (cf. Bandura, 1977) that allows behavioural and cognitive strategies to be coordinated to modify a particular cognitive target, such as biased expectancy of harm in anxiety. It is argued that the terms behavioural and cognitive carry unwanted connotations, and that it is preferable to specify independently the content of information to be conveyed in therapy (e.g., reduction in expectancy), and the mode by which it is conveyed — experience, observation, or language. Learning theory, in conjunction with other areas of experimental psychology, continues to provide a conceptual basis for the understanding of psychopathology and the development of new psychological interventions.

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STEIN, J. V. "Theory implementation: Stein's theory of meaning through cognitive-behavioural process: a pilot study." Journal of Psychiatric and Mental Health Nursing 20, no. 6 (June 26, 2012): 484–90. http://dx.doi.org/10.1111/j.1365-2850.2012.01935.x.

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Townend, Michael. "Editorial." Cognitive Behaviour Therapist 1, no. 1 (April 2008): 1–2. http://dx.doi.org/10.1017/s1754470x08000020.

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With the publication of this inaugural issue we launch The Cognitive Behaviour Therapist (tCBT). This new journal will offer high-quality, professional development-focused articles that advance the practice of the behavioural and cognitive psychotherapies. tCBT will be published quarterly, featuring articles on clinical and professional issues, which contribute to the theory, practice and evolution of the cognitive and behavioural therapies.

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Dissertations / Theses on the topic "Cognitive-Behavioural Theory"

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Raylu, Namrata N. "Testing a cognitive behavioural theory and treatment of problem gambling /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18390.pdf.

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Baker, David. "Developing a theory of psychopathological perfectionism within a cognitive behavioural framework." Thesis, University of Derby, 2012. http://hdl.handle.net/10545/325046.

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Background: Psychological perfectionism, from a clinical perspective, started to be a topic of interest for cognitive behavioural clinicians at the beginning of the 1950s. Whilst many studies have identified perfectionism as a pivotal motivator in different conditions of neurosis, the exact nature of its interactions remains unclear. In the research community there is still a debate as to whether there is such a thing as good perfectionism, and there remains no consensual theory of psychopathological perfectionism. Aims: The aim of the study was to investigate why the nature of the phenomena remains a contentious issue, and to develop a robust theory of psychopathological perfectionism, within a cognitive behavioural framework, which will find general acceptance. From the literature review this appears to be the first qualitative study to develop such a theory. Method: Substantive grounded theory was developed within a framework of methodical hermeneutics which, it is argued, is capable of generating formative theory. 20 volunteers who came forward in response to advertisements became participants in semi-structured interviews using a post classic qualitative methodology, from which emerging data became the basis of categories leading to the development of the theory, and functions of the phenomena. Results and Conclusions: The study sets out reasons why there remains an impasse amongst researchers and clinicians about the condition of psychopathological perfectionism. A parsimonious theory of pathological perfectionism has been developed, the constructs of which are just necessary and sufficient to describe the condition. The developed theory makes a contribution to theories proposed prior to 1990 and to contemporary research. However as with all theories it is necessarily provisional, so that its usefulness is in need of further research and development. Psychopathological perfectionism has only two constructs, namely a demand to achieve perfectionism in at least one idiosyncratic sphere, which is in response to a core schema of conditional worth. A number of symptoms or functions of psychopathological perfectionism have also been identified, and there are suggestions as to how the condition develops and is maintained to the detriment of the sufferer. The study synthesizes over fifty years of theory and research into the phenomena. The developed theory and its symptoms or functions have important implications for clinical interventions, training, and for further psychological and psychosocial research. These implications are discussed.

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Frzina, Jasmina. "Clients' experiences of relational depth within Cognitive Behavioural Therapy." Thesis, University of Manchester, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632306.

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Background: Relational depth (RD) is gaining empirical attention as a well-articulated phenomenon within therapeutic relationship literature. Despite this, with the exception of a small number of client-focused studies, research of this issue is relatively sparse and predominantly reflects upon therapeutic work from a person-centred orientation. Aims and Methods: The aim of this research was to explore clients’ experiences of RD within individual Cognitive Behavioural Therapy. Eight clients, who had self-identified at least one helpful relational moment with their therapist, were interviewed about their experience. The interviews were transcribed and analysed employing Grounded Theory methods. Findings and Discussion: Four core categories emerged from the analysis. These were: (1) the experience of the therapist, (2) the experience of self, (3) the experience of the therapy relationship, and (4) the perceived impact/effects of the moment of RD. Each core category and the corresponding subordinate codes are described by illustrative quotes from the participants. Following this, each finding is discussed in relation to RD research and beyond. Conclusions: This research project ultimately demonstrates that clients who have worked with a cognitive behavioural therapist can and do experience RD during their individual therapy. The like-by-like comparison of the findings with previous RD research indicated a high degree of convergence. Nevertheless, when differences are present, clients’ RD experience is influenced and to some extent contained by dissimilarity in experience between therapist and non-therapist clients. This is also manifested through theoretical differences of the given therapeutic approach. No negative impact or effect was described by the clients as a result of their experience of a moment of RD. The implications of the findings are highlighted and future research is suggested.

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Newey, Ian. "Evaluating cognitive therapy for young men with Asperger's syndrome : targeting secondary anxiety through the teaching of theory of mind." Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246965.

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Burgess, Moser Melissa. "The Cognitive-affective and Behavioural Impact of Emotionally Focused Couple Therapy." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23175.

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Emotionally Focused Couple Therapy (EFT; Johnson, 2004) addresses relationship distress by facilitating the development of new patterns of interaction between partners. These new patterns of interaction are based on partners' vulnerable acknowledgement and expression of attachment needs. Partners' engagement in these new patterns of interaction is thought to improve their relationship-specific attachment bond. Although previous studies have shown EFT to result in excellent relationship satisfaction outcomes (Johnson, Hunsley, Greenberg & Schindler, 1999), research had yet clearly to demonstrate if and how EFT facilitates increases in partners' relationship-specific models attachment security over the course of therapy. To address this research gap, the current study employed Hierarchical Linear Modelling (HLM; Singer & Willet, 2003) to investigate the pattern of change in couples' (n=32) self-reported relationship satisfaction and relationship-specific attachment over the course of EFT. Couples reported significant linear increases in their relationship satisfaction and significant linear decreases in their relationship-specific attachment avoidance over the course of therapy. Couples who completed the blamer-softening therapeutic change event (n=16) demonstrated significant linear decreases in their relationship-specific attachment anxiety after completing this event. Decreases in relationship-specific attachment anxiety predicted increases in couples' relationship satisfaction over the course of therapy. Couples also demonstrated significant increases in the security of their pre-post-therapy relationship-specific attachment behaviour, as coded Secure Base Scoring System (Crowell, Treboux, Gao, Fyffe, Pan & Waters, 2002). The current study also used HLM (Singer & Willet, 2003) to examine how the completion of blamer-softening impacted softened couples' relationship-specific attachment anxiety, and whether the completion of blamer-softening had a similar impact on softened couples' relationship-specific attachment avoidance and relationship satisfaction. Softened couples reported an immediate increase in relationship satisfaction and immediate decrease relationship-specific attachment avoidance at the softening session. Further, softened couples' post-softening decreases in relationship-specific attachment anxiety were initially preceded by an increase at the softening session. These results provided an understanding of how EFT leads to increases in couples' relationship-specific attachment security. These results provide support for the use of attachment theory in the treatment of relationship distress, and also provide an illustration of how attachment can shift over the course of a therapeutic intervention.

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Strachan, Shaelyn. "An Identity Theory and Social Cognitive Theory Examination of the Role of Identity in Health Behaviour and Behavioural Regulation." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/729.

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The self has been identified as the ?psychological apparatus that allows individuals to think consciously about themselves? (Leary & Price Tangney, 2003, p. 8). Further, the self has been identified as a worthwhile construct of investigation in relation to health behaviour (Contrada & Ashmore, 1999). Two self-related variables that have been useful in the study of health behaviour are identity (e. g. Anderson, Cychosz, & Franke, 1998; Petosa, Suminski & Hortz, 2003; Storer, Cychosz, & Anderson, 1997) and self-efficacy (Maddux, Brawley & Boykin, 1995). Identity Theory posits that individuals regulate their behaviour in a manner that is consistent with their goal identity (Gecas & Burke, 2003). Social Cognitive Theory provides a means of measuring social cognitions that may be important in behavioural regulation relative to identity. Further, self-efficacy beliefs may influence individuals? persistence at aligning their identity and behaviour. Research to date has investigated the link between identity and exercise (e. g. Anderson, Cychosz & Franke, 1998; Petosa, et al. , 2003). Further, researchers are beginning to investigate the link between identity and other health behaviours (e. g. Armitage & Conner, 1999; Kendzierski and Costello, 2004; Storer, Cychosz, & Andersen, 1997). However, research has not utilized the predictive frameworks offered by Identity Theory and Social Cognitive Theory to investigate the relationships between identity, behaviour and behavioural regulation.

Study One investigated the role of identity and self-efficacy beliefs in the maintenance of vigorous physical activity. Results were consistent with both Identity Theory and Social Cognitive Theory. Individuals who strongly identified with the runner identity expressed stronger task and self-regulatory efficacy beliefs. They also exercised more frequently and for longer durations than did those who only moderately identified with running.

Study Two further explored the relationship between exercise identity, exercise behaviour and the self-regulatory processes involved in behavioural regulation. Identity Theory and Social Cognitive Theory were used as guiding frameworks for this investigation. High and moderate exercise identity groups were compared in term of their affective and cognitive reactions to a hypothetical behavioural challenge to exercise identity. Consistent with Identity Theory, results indicated that participants appeared to be regulating their behaviour in a manner that was consistent with their exercise identity. Specifically, in response to the behavioural challenge to identity, high exercise identity participants, in contrast to their moderate counterparts, showed (a) less positive and (b) greater negative affect about the challenge, (c) higher self-regulatory efficacy for future exercise under the same challenging conditions, (d) stronger intentions for this future exercise, as well as for (e) using self-regulatory strategies to manage the challenging conditions and (f) intending to exercise more frequently under those conditions.

Study Three investigated whether identity with healthy eating could also be useful in understanding behaviour and behavioural regulation. Similar to Study Two, extreme healthy-eater identity groups? reactions to a hypothetical behavioural challenge to identity were compared. Results were similar to Study Two. Participants responded in a manner that suggested that they would regulate their future behaviour relative to their healthy-eater identity. In response to the behavioural challenge to identity, individuals who highly identified as healthy-eaters expressed less (a) positive affect, greater (b) negative affect, (c) self-regulatory efficacy for managing their healthy eating in the future challenging weeks, (d) intentions to eat a healthy diet, (e) generated more self-regulatory strategies and had (f) stronger intentions to use those strategies in future weeks under the same challenging conditions than did individuals who moderately identified themselves as healthy-eaters. Further, prospective relationships between healthy-eater identity and social cognitive variables, and healthy eating outcomes were examined. As was found in Study One in the context of exercise, healthy-eater identity and social cognitions predicted healthy eating outcomes.

Taken together, the three studies suggest that identity may be important in understanding health behaviours and the regulation of these behaviours. Also, the present findings support the compatible use of Identity Theory and Social Cognitive Theory in the investigation of identity and health behaviour.

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Carroll, Amy. "Cognitive behavioural therapy skills in children : the role of executive function, empathy and theory of mind." Thesis, University of East Anglia, 2013. https://ueaeprints.uea.ac.uk/48090/.

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Background and Research Aims: Cognitive behaviour therapy (CBT) has become an increasingly popular frontline treatment in Child and Adolescent Mental Health Services (Benjamin et al., 2011) and treatment efficacy with children has received significant empirical attention (Graham & Reynolds, 2013). The adaptation of CBT for children has led to the development of tasks intended to assess core CBT skills (such as distinguishing between and linking thoughts, feelings and behaviours, Quakley, 2002). The aim of this study is to explore the relationship between three developmental modalities (executive functioning, empathy and theory of mind) and performance on tasks assessing CBT skill. The developmental modalities were hypothesised to be related to both the demands placed on children by the CBT skills tasks, and to children’s ability to engage in CBT. Method: A quasi-experimental correlational design was employed. Eighty-eight normally developing children between five and eight years old were assessed. Individual assessment with each child included three measures of CBT skill (Quakley, 2002), the Tower of London assessment (Shallice, 1982), age appropriate first and second order theory of mind tasks (Liddle and Nettle, 2006) and a brief measure of IQ (Wechsler, 1999; 2003). In addition one parent of each child was asked to provide parent-report data on their child. This included measures assessing empathy, executive functioning and their child’s overall strengths and weaknesses. Results: Initial exploration of potential confounding variables identified significant effects of age and general intelligence on performance on the both CBT skills tasks and measures of executive functioning, empathy and theory of mind. Through investigation of the research hypotheses, small but significant findings were identified between superior performance on the CBT skills tasks and higher child assessed executive functioning and theory of mind ability. However these results were not maintained when age and IQ were controlled for. No significant relationships were identified between performance of the CBT skills tasks and parent-rated executive functioning or empathy. Conclusions: The results of this study suggest that children’s ability to demonstrate CBT skill is not related to executive functioning, empathy or theory of mind, however CBT skill was significantly influenced by children’s age and IQ. A number of methodological considerations are discussed that suggest that these findings should be interpreted cautiously. Future research should seek to address identified methodological limitations and investigate the validity of the CBT skills tasks employed.

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Reinhardt, Stefanie. "A grounded theory of the conceptualisation of the therapeutic relationship by practitioners of cognitive-behavioural therapy (CBT)." Thesis, University of East London, 2011. http://roar.uel.ac.uk/3552/.

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The concept of the therapeutic relationship has been emphasised by different therapeutic traditions. In Cognitive-Behavioural Therapy (CBT) the therapeutic relationship has received more attention in recent years after being considered less important than the application of cognitivebehavioural techniques to outcome. Qualitatively the therapeutic relationship in cognitive-behavioural therapy has generally been described as the working alliance. This study has sought to explore how practitioners of CBT conceptualise the therapeutic relationship in their work. Data were collected in the form of audio recorded semi-structured interviews with eight psychologists, some of whom were also CBT therapists. A constructivist version of grounded theory was chosen to analyse the data, which reflected epistemological and methodological considerations. The core dynamic suggests that the therapeutic relationship in CBT is an individual, ever-changing concept shaped by each therapist's training, experience, ongoing practice and reflection. The participants' practice of CBT was influenced by, and influential to the personal meaning they attributed to the therapeutic relationship. The therapists' prior training and experience provided the conceptual basis for the understanding of the therapeutic relationship. This conceptualisation was adapted to fit the participants' work contexts. A process of reflection enabled the clinicians to incorporate ideas they held about CBT and the therapeutic relationship into their work, and allowed for the continual adaptation and refinement of the concept of the therapeutic relationship. Suggestions for further research are made considering that practitioners of CBT come from diverse professional backgrounds and there are implications for the training and practice of this range of practitioners.

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Xanidis, Nikos. "Exploring the implementation of Cognitive Behavioural Therapy for psychosis (CBTp) using the Normalisation Process Theory (NPT) framework." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30812/.

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Objective: Evidence suggests that only a minority of service users experiencing psychosis have access to Cognitive Behavioural Therapy for psychosis (CBTp). Normalisation Process Theory (NPT) is a theoretical framework which focuses on processes by which interventions are implemented and normalised in clinical practice. This study explored the views and experiences of mental health professionals regarding the implementation of CBTp. Barriers and facilitators to implementation were explored using the NPT framework. Design: A qualitative methodology was adopted involving semi-structured focus groups and individual interviews. Methods: A total of 14 members of staff working in the community and crisis mental health teams were recruited. Thematic analysis was used to generate initial themes. The Framework approach was utilised to map initial themes to the NPT framework. Results: Inductive coding generated five overarching themes consisting of 15 individual subthemes which captured the perceived barriers to engagement; contextual barriers to implementation; optimisation of implementation; positive attitudes towards implementation; and expectations of implementing CBTp. All but two subthemes mapped on to the NPT framework. The deductive analysis suggested that difficulties in making sense of CBTp among professionals were reflected as service level barriers which impeded wider implementation. Conclusion: The results of this study suggested a mixture of barriers and facilitators to CBTp implementation. Interpreting our findings within an NPT framework indicates the importance of strong clinical leadership to address difficulties in sense-making and service investment in CBTp.

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Gibbard, Isabel Mary. "Clients' experiences of change in cognitive behavioural therapy and person-centred therapy in primary care : a qualitative analysis." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/clients-experiences-of-change-in-cognitive-behavioural-therapy-and-personcentred-therapy-in-primary-care-a-qualitative-analysis(f8d68779-0119-45da-8e89-50a48a61fccc).html.

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The aim of this qualitative research project was to investigate the experiences of clients who had received Cognitive Behavioural Therapy (CBT) and Person Centred Therapy (PCT) in primary care. The rationale for the investigation was to inform the assessment and referral process whereby prospective clients are assigned to the two different therapies. A total of 16 clients responded to an invitation to attend an unstructured interview (PCT = 9; CBT = 7) to talk about their experiences of therapy. The resulting transcripts were analysed using Grounded Theory methodology. Transcripts were broken down into meaning units and conceptualised as categories, using the constant comparison method. The categories were integrated, a core category conceptualised and a theory generated. A comparison of the accounts revealed similar and contrasting experiences. The main categories (eg Accessing therapy, Engaging with the therapy) could be organised in the chronological order of the client`s journey through therapy. All participants entered therapy with a particular view of reality. In successful therapy this view changed and they went on to manage their lives in a more constructive way. Participants attributed this change to different elements of the therapy (categorised as It did the trick) which brought about a new understanding (categorised as The key). Where therapy was unsuccessful this did not occur. The mechanism of change was personal to the individual and did not appear to be specific to either therapy. Some of the mechanisms appeared to be consistent with the therapy received (eg. Carrying out tasks, in the CBT group). Others appeared counterintuitive (eg. Putting me straight, in the PCT group). The differences and similarities in the participant`s experiences appeared to be due to the therapist and client`s capacity to respond to each other in order to make the therapy “work.” The Core Category, Reciprocal Responsiveness, was chosen to explain this. The findings also suggest that the ability of the therapist and client to respond to each other will affect the outcome of therapy. The theory was constructed that the outcome of therapy is determined by the occurrence of a sufficient degree of Reciprocal Responsiveness. This study has implications for the assessment process as the findings suggests that, when making a referral, it may be helpful, to take into account the potential client`s activity and responsiveness rather than relying solely on diagnosis. It also contributes to the growing body of literature emphasising the importance of therapist responsiveness to the individual needs of the client, rather than strict adherence to one therapeutic approach. The study is limited to two therapies within primary care. Future studies may consider clients experiences within other settings and with other therapeutic approaches.

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Books on the topic "Cognitive-Behavioural Theory"

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Nicholas, Tarrier, ed. Families of schizophrenic patients: Cognitive behavioural intervention. Cheltenham: Stanley Thornes, 1997.

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New, George. Why did I do that?: Understanding and mastering your motives. London: Hodder & Stoughton, 1997.

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John, Flach, ed. Control theory for humans: Quantitative approaches to modeling performance. Mahwah, N.J: L. Erlbaum Associates, 2003.

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David, Meister, ed. The Russian theory of activity: Current applications to design and learning. Mahwah, N.J: Lawrence Erlbaum Associates, 1997.

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Cormier, William H. Interviewing strategies for helpers: Fundamental skills and cognitive behavioral interventions. 3rd ed. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1991.

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Cormier, William H. Interviewing strategies for helpers: Fundamental skills and cognitive behavioral interventions. 2nd ed. Monterey, Calif: Brooks/Cole Pub. Co., 1985.

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A, Fine Mark, ed. Understanding and helping families: A cognitive-behavioral approach. Hillsdale, N.J: Erlbaum, 1994.

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1955-, Lee Timothy Donald, ed. Motor control and learning: A behavioral emphasis. 3rd ed. Champaign, IL: Human Kinetics, 1999.

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1955-, Lee Timothy Donald, ed. Motor control and learning: A behavioral emphasis. 4th ed. Champaign, IL: Human Kinetics, 2005.

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Motor control and learning: A behavioral emphasis. 2nd ed. Champaign, Ill: Human Kinetics, 1988.

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Book chapters on the topic "Cognitive-Behavioural Theory"

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Payne, Malcolm. "Cognitive-behavioural practice." In Modern Social Work Theory, 150–83. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40603-3_6.

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Payne, Malcolm. "Cognitive-behavioural Theories." In Modern Social Work Theory, 114–36. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14284-2_5.

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Howe, David. "Cognitive-behavioural Social Work." In A Brief Introduction to Social Work Theory, 70–74. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36523-0_9.

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Dalle Grave, Riccardo, and Simona Calugi. "Transdiagnostic Cognitive Behavioural Theory and Treatment of Body Image Disturbance in Eating Disorders." In Body Image, Eating, and Weight, 309–21. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90817-5_23.

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Ratten, Vanessa. "Social Cognitive Theory and the Technology Acceptance Model in the Cloud Computing Context: The Role of Social Networks, Privacy Concerns and Behavioural Advertising." In Adoption of Innovation, 43–56. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14523-5_4.

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Tait, David S., Ellen E. Bowman, Silke Miller, Mary Dovlatyan, Connie Sanchez, and Verity J. Brown. "Escitalopram Restores Reversal Learning Impairments in Rats with Lesions of Orbital Frontal Cortex." In Language, Cognition, and Mind, 389–409. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50200-3_18.

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AbstractThe term ‘cognitive structures’ is used to describe the fact that mental models underlie thinking, reasoning and representing. Cognitive structures generally improve the efficiency of information processing by providing a situational framework within which there are parameters governing the nature and timing of information and appropriate responses can be anticipated. Unanticipated events that violate the parameters of the cognitive structure require the cognitive model to be updated, but this comes at an efficiency cost. In reversal learning a response that had been reinforced is no longer reinforced, while an alternative is now reinforced, having previously not been (A+/B− becomes A−/B+). Unanticipated changes of contingencies require that cognitive structures are updated. In this study, we examined the effect of lesions of the orbital frontal cortex (OFC) and the effects of the selective serotonin reuptake inhibitor (SSRI), escitalopram, on discrimination and reversal learning. Escitalopram was without effect in intact rats. Rats with OFC lesions had selective impairment of reversal learning, which was ameliorated by escitalopram. We conclude that reversal learning in OFC-lesioned rats is an easily administered and sensitive test that can detect effects of serotonergic modulation on cognitive structures that are involved in behavioural flexibility.

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"LEARNING THEORY AND RESEARCH." In Cognitive-Behavioural Therapy, 57–110. Routledge, 2003. http://dx.doi.org/10.4324/9780203450680-11.

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"Learning theory and research." In Cognitive-Behavioural Therapy, 105–51. Routledge, 2011. http://dx.doi.org/10.4324/9780203833711-13.

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Atkinson, Cathy, and Paul Earnshaw. "MI theory." In Motivational Cognitive Behavioural Therapy, 17–21. Routledge, 2019. http://dx.doi.org/10.4324/9780429020896-4.

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Atkinson, Cathy, and Paul Earnshaw. "Self-determination theory and MICBT practice." In Motivational Cognitive Behavioural Therapy, 32–36. Routledge, 2019. http://dx.doi.org/10.4324/9780429020896-7.

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Conference papers on the topic "Cognitive-Behavioural Theory"

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Kuniaev, Nikolay N. "Archival Science And Pedagogics Practice In Terms Of Theory On Cognitive History." In icCSBs 2019 - 8th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.02.42.

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Osmolovskaya, Irina M. "Role Of Interdisciplinary Researches In Development Of Theory Of Learning." In 7th icCSBs 2018 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.02.02.59.

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Hrušová, Dagmar. "Development Of Running Races And Theirs Attendance: A Study Of Hradec Králové." In 7th icCSBs 2018 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.02.02.46.

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Volobuyeva, Olga, and Victoria Subbotina. "Integration of innovative technologies for enhancing students` motivation for their career prospects." In icCSBs January 2015 The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2015. http://dx.doi.org/10.15405/epsbs.2015.01.6.

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Miklánková, Ludmila. "Primary School Pupils’ Self-Concept In The Context Of Their Body Mass Index." In 6th icCSBs October 2017 The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.11.7.

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Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.

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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.

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Froes Carvalho, Vera, Miguel Carneiro, Sérgio Esteves, Sandra Torres, and Zita Gameiro. "Motivational interview for schizophrenia patients and alcohol abuse." In 22° Congreso de la Sociedad Española de Patología Dual (SEPD) 2020. SEPD, 2020. http://dx.doi.org/10.17579/sepd2020o038.

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The co-occurrence of schizophrenia and alcohol use disorders often leads to poor treatment retention and adherence. There are very few reports of efficient approaches to treat alcohol abuse in patients with schizophrenia. The purpose of this work was to review the benefits of motivational interview (MI) for alcohol disorders in patients with schizophrenia, and if it can be use in default or if there are some adaptations for this specific population. The authors did a non-systematic review of the literature with the words “motivational interview”, “schizophrenia”, “alcohol”. A case report from 2017 shows a 42 years old man in which was valued the patient's narrative and opinions with support and understanding, that lead to a increase in motivation of abstinence. Reflective listening and summarizing were very important to help with the consciousness of the disease. A study from 2007 with 60 patients shows that they tolerate the shorter sessions (20–30 min) better than longer sessions, because of the difficult time focusing for an extended period of time. More sessions are advantageous because it takes some time for patients to learn how to respond. Other study from 2003 with 30 patients shows that subjects randomized to the MI intervention had a significant reduction in drinking days and an increase in abstinence rates when compared to subjects receiving educational treatment. A blind randomised controlled trial from 2010 with 327 patients shows that integrated motivational interviewing and cognitive behavioural therapy for people with psychosis and substance misuse does reduce the amount of substance used for at least one year after completion of therapy. In conclusion there are evidence of the use of motivational interview in patients with schizophrenia. And the improve is bigger if there is an adaptation to this specific population. More studies are still needed in this aera.

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Ogegbo, Ayodele, and Oyebimpe Adegoke. "STUDENTS EXPERIENCES ON THE USE OF GOOGLE CLASSROOM: CASE STUDY OF A UNIVERSITY IN RWANDA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end060.

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Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students’ questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers’ use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.

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Zakharova, Nadira. "A Study on Young People's Environmental Awareness." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-34.

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The study of ecological consciousness as a system of interrelated structural components of mentality, expressed in the awareness of the individual’s attitude towards the surrounding reality, is currently relevant due to the contradiction between the need to develop the ecological culture of the subject of activity and the insufficient level of socio-ecological activity. The study is aimed at defining the specific traits of ecological consciousness among today’s students. The main research method is a survey, the data of which has been processed by the means of mathematical statistics. The methodological foundations of the research are the provisions on the integral structure of ecological consciousness (system level), on the reflexion as a process of individuality self-consciousness and personal unity of the inner world with the outer world around it; on the structuralism of the psychological phenomenon, which implies that the system of ecological consciousness is conditioned by the properties of structure, according to hierarchical specificity. The study has resulted in the revelation of trends in affective, reflexive and motivative constituents of ecological consciousness. The substance of ecological consciousness components has been defined. The cognitive-evaluation component manifests itself in the dynamics of the development of environmental competence; evaluation of the results of socio-environmental activities. The reflexive component is characterised by the ability to recognise the fresponsibility for one’s actions in the world around us. The affective component is determined according to the development of positive emotions in connection with socio-environmental activities. The motivational component manifests itself in the dynamics of the motives of the activity to transform the surrounding reality. The regulatory-behavioural component is represented in student youth by a set of active actions to transform their immediate environment. The novelty of the research consists in determining the peculiarities of the relationship between personal characteristics and the level of development of the ecological consciousness of young people, the specificity of the content of the components of ecological consciousness.

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Marshall, K., K. Knighting, M. Pilkington, and C. Kelly. "M12 A uk survey on the experiences and views of respiratory nurses (rns) on their role in delivering cognitive behavioural therapy (cbt) for patients with chronic obstructive pulmonary disease (copd)." In British Thoracic Society Winter Meeting 2017, QEII Centre Broad Sanctuary Westminster London SW1P 3EE, 6 to 8 December 2017, Programme and Abstracts. BMJ Publishing Group Ltd and British Thoracic Society, 2017. http://dx.doi.org/10.1136/thoraxjnl-2017-210983.434.

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