Książki: „Cognitive-Behavioural Theory”

1

Nicholas, Tarrier, red. 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, red. Control theory for humans: Quantitative approaches to modeling performance. Mahwah, N.J: L. Erlbaum Associates, 2003.

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David, Meister, red. 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. Wyd. 3. 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. Wyd. 2. Monterey, Calif: Brooks/Cole Pub. Co., 1985.

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7

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

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

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

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

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Tarrier, Nicholas, i Christine Barrowclough. Families of Schizophrenic Patients: Cognitive Behavioural Intervention (Mental Health Nursing & the Community). Stanley Thornes Publishers, 1992.

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New, George, i David Cormack. Why Did I Do That? Hodder & Stoughton Ltd, 1997.

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Why Did I Do That. Hodder & Stoughton, 1999.

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Jagacinski, Richard J., i John M. Flach. Control Theory for Humans: Quantitative Approaches to Modeling Performance. Taylor & Francis Group, 2018.

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15

Jagacinski, Richard J., i John M. Flach. Control Theory for Humans: Quantitative Approaches To Modeling Performance. CRC, 2002.

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Jagacinski, Richard J., i John M. Flach. Control Theory for Humans: Quantitative Approaches to Modeling Performance. Taylor & Francis Group, 2018.

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Jagacinski, Richard J., i John M. Flach. Control Theory for Humans: Quantitative Approaches to Modeling Performance. Taylor & Francis Group, 2018.

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Jagacinski, Richard J., i John M. Flach. Control Theory for Humans: Quantitative Approaches to Modeling Performance. Taylor & Francis Group, 2018.

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Jagacinski, Richard J., i John M. Flach. Control Theory for Humans: Quantitative Approaches To Modeling Performance. CRC, 2002.

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20

Salkovskis, Paul M., i Joan Kirk. Obsessive-compulsive disorder. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780192627254.003.0008.

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Chapter 8 explores obsessive-compulsive disorder (OCD). It first outlines the nature of OCD, its prevalence, the development of current treatments, the behavioural theory of OCD and behaviour therapy in practice, deficit theories and cognitive factors, cognitive behavioural therapy (CBT) for OCD, experimental studies of normal intrusive thoughts, distorted thinking and negative appraisals, treatment implications of the cognitive behavioural theory, and strategies in the treatment of OCD.

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Nezu, Christine Maguth, Christopher R. Martell i Arthur M. Nezu. Specialty Competencies in Cognitive and Behavioral Psychology. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195382327.001.0001.

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Influenced by a profession-wide recognition of the unique and distinct nature among psychological specialty practice as well as efforts to define professional competence, this online resource illustrates how cognitive and behavioural psychologists actualize each area of professional activity associated with the areas of competence currently delineated by professional psychology through national consensus working groups and conferences. It provides information for best practices designated under the main areas of foundational and functional competencies, with each chapter focused on a specific area of competence, including information on foundational knowledge that informs competent cognitive and behavioural specialists, with regard to theory and scientific research, ethical practice, and competence in individual and multicultural diversity. Delineated functional areas of competence include assessment methods, case formulation, interventions, consultation, supervision, and teaching. Professional competencies with regard to therapeutic and collegial interpersonal interactions and identity as well as continuing professional development are also addressed.

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22

Wilkinson, Philip. Cognitive behaviour therapy. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199644957.003.0017.

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Cognitive behaviour therapy (CBT) is a dominant psychological treatment in the management of a range of psychiatric disorders and is increasingly being refined to suit the needs older adults. This chapter summarises the theory and practice of CBT, with an emphasis on assessment, formulation, and adaptation of treatment with older patients. Management of depressive disorder, anxiety disorders and dementia caregiver distress are described in detail with relevant case examples. Problem-solving therapy and behavioural activation are described. Mindfulness-based cognitive therapy (MBCT) has potential benefits in the treatment of older adults. MBCT is described and applications with older people are reviewed. Newer applications are outlined, including treatment of psychological symptoms associated with physical illness, psychosis and memory impairment. The evidence base for CBT-based interventions with older adults is limited; the limitations and extent of the current evidence are reviewed.

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Bedny, Gregory. The Russian Theory of Activity: Current Applications To Design and Learning. Psychology Press, 2015.

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Cormier, L. Sherilyn, i William H. Cormier. Interviewing Strategies for Helpers: Fundamental Skills and Cognitive Behavioral Interventions. Wyd. 3. Brooks/Cole Publishing Company, 1997.

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Thompson, J. Kevin, Leslie J. Heinberg, Madeline Altabe i Stacey Tantleff-Dunn. Exacting Beauty: Theory, Assessment, and Treatment of Body Image Disturbance. American Psychological Association (APA), 1999.

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Kevin, Thompson J., red. Exacting beauty: Theory, assessment, and treatment of body image disturbance. Washington, DC: American Psychological Association, 1999.

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Meister, David, i Gregory Bedny. The Russian Theory of Activity: Current Applications To Design and Learning (Series in Applied Psychology). Lawrence Erlbaum, 1997.

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Fine, Mark A., Andrew Schwebel deceased i Andrew I. Schwebel. Understanding and Helping Families: A Cognitive-behavioral Approach. Lawrence Erlbaum, 1993.

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Fine, Mark A., Andrew Schwebel deceased i Andrew I. Schwebel. Understanding and Helping Families: A Cognitive-behavioral Approach. Lawrence Erlbaum, 1993.

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30

Jr, Paul T. Costa, i James R. Whitfield. Alzheimer's Disease: Abstracts of the Psychological and Behavioral Literature (Bibliographies in Psychology). American Psychological Association (APA), 1989.

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T, Costa Paul, Whitfield James R, Stewart Donna i American Psychological Association. PsycINFO Dept., red. Alzheimer's disease: Abstracts of the psychological and behavioral literature. Washington, DC: American Psychological Association, 1989.

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Döpfner, Manfred, i Saskia van der Oord. Cognitive–behavioural treatment in childhood and adolescence. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0036.

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Cognitive–behavioural treatment (CBT) in children and adolescents includes: (1) psychoeducation of the patient and their parents/teachers; (2) family-based psychosocial interventions, in particular behavioural parent training; (3) psychosocial interventions in school settings (e.g. classroom interventions and teacher training; academic interventions); (4) cognitive behaviour therapy of the child/adolescent (e.g. social skills training, organizational skills training). A multimodal psychosocial treatment approach, utilizing a combination of several of the CBT interventions, is described. ADHD aims at reducing the ADHD symptoms, psychosocial impairments associated with ADHD, and the related behavioural and emotional problems. Overall, most of these interventions are empirically based interventions that have been shown to be effective in several trials.

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Lewis, Marianne W. Vicious and Virtuous Cycles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198827436.003.0006.

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In this chapter we discuss how paradox theory proposes that contrasting approaches to paradox—interwoven and persistent contradictions—fuel vicious and virtuous cycles in organizations. Interwoven cognitive, emotional, and behavioural responses can trigger cyclical dynamics. Defensive responses reinforce counterproductive, either/or approaches, fostering stuckness in a struggle against the experience of tensions. In contrast, we explore the way in which engaging paradox enables movement that fosters both confidence and humility in one’s ability and need to continuously learn and change. The dramatic pendulum swings of the LEGO company serve as an illustration of this, enabling insights into these cycles and their fuel in practice.

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Garrett, Christopher. Current and emerging psychological models. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198789284.003.0015.

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This chapter critiques the current psychological and social interventions used in addressing type 2 diabetes control and depression, suggesting an alternative approach using a lifespan perspective, drawing on attachment theory and personality research. It evaluates the psychological and social interactions of the two conditions and describes how current interventions such as cognitive behavioural therapy approach these difficulties and the limitations suggested in the current evidence base. It goes on to discuss the association of attachment theory and personality traits on both type 2 diabetes control and depression and proposes how this evidence might be harnessed in future interventions to improve outcomes in both conditions.

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Cummings, Louise. Clinical Pragmatics. Redaktor Yan Huang. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199697960.013.001.

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Pragmatic disorders pose a barrier to effective communication in a significant number of children and adults. For nearly forty years, clinical investigators have attempted to characterize these disorders. This chapter examines the state of the art in clinical pragmatics, a subdiscipline of pragmatics that studies pragmatic disorders. The findings of recent empirical research in a range of clinical populations are reviewed. They include developmental pragmatic disorders found in autistic spectrum disorders, specific language impairment, intellectual disability and the emotional and behavioural disorders, as well as acquired pragmatic disorders in adults with left- or right-hemisphere damage, traumatic brain injury, schizophrenia, and the dementias. Techniques used by clinicians to assess and treat pragmatic disorders are addressed. In recent years, theoretical frameworks with a cognitive orientation have increasingly been used to explain pragmatic disorders. Two such frameworks—relevance theory and theory of mind—will be examined in this essay.

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de lʼEtoile, Shannon. Processes of music therapy. Redaktorzy Susan Hallam, Ian Cross i Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0046.

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This article reviews behavioural, psychoanalytic, and humanistic music therapy. It then discusses Neurologic Music Therapy (NMT), the Rational–Scientific Mediating Model (R–SMM), and the Transformational Design Model (TDM). NMT techniques address cognitive, sensory, and motor dysfunction resulting from disease of the human nervous system. NMT theory is founded in a neuroscience model of music perception, known as the R–SMM, which explains how music functions as a mediating stimulus. The R–SMM provides clear guidelines for conducting research regarding music's therapeutic effects. A supplemental model is needed, however, to assist the clinician in translating research findings from the R–SMM into everyday practice. TDM meets this need by providing a systematic, step-by-step approach to designing, implementing, and evaluating clinical interventions.

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Schmidt, Richard A., i Timothy Donald Lee. Motor Control and Learning: A Behavioral Emphasis. Wyd. 3. Human Kinetics Publishers, 1998.

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Swales, Michaela A., red. The Oxford Handbook of Dialectical Behaviour Therapy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198758723.001.0001.

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This handbook examines theoretical, structural, clinical and implementation aspects of dialectical behaviour therapy (DBT) for a variety of disorders such as borderline personality disorder (BPD), suicidal behaviour in the context of BPD, substance use disorders, cognitive disabilities, eating disorders, and post-traumatic stress disorder (PTSD). The volume considers the dialectical dilemmas of implementation with respect to DBT in both national and international systems, its adaptations in routine clinical settings, and its behavioural foundations. It also discusses evidence-based training in DBT, validation principles and practices in DBT, the biosocial theory of BPD, the structure of DBT programs, and the efficacy of DBT in college counseling centers. Finally, the book reflects on the achievements of DBT since the first treatment trial and considers challenges and future directions for DBT in terms of its theoretical underpinnings, clinical outcomes, adaptations and implementation in practice.

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Burke, Tom, Miriam Galvin, Sinead Maguire, Niall Pender i Orla Hardiman. The impact of cognitive and behavioural change on quality of life of caregivers and patients with ALS and other neurological conditions. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198757726.003.0009.

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Cognitive and behavioural changes are relatively common in patients with ALS, but often receive less emphasis than the loss of physical strength and function. There is extensive literature on the impact of cognitive and behavioural changes on Quality of Life (QoL) in caregivers and the patients themselves in a variety of other neurological conditions, the implications of which are directly applicable in many respects to ALS. Based on this information, a number of intervention strategies may be employed, including psycho-educational and psychotherapeutic interventions, group-based support services, cognitive stimulation/training, and multidisciplinary interventions, among others. Specific strategies can be used to manage cognitive and behavioural dysfunction in patients, and may serve to improve the QoL of patients and caregivers, while lessening caregiver burden.

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Lleó, Alberto, i Rafael Blesa. Clinical course of Alzheimer’s disease. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198779803.003.0004.

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Alzheimer’s disease (AD) is an age-related neurodegenerative disorder, with onset usually in late life, characterized by progressive cognitive impairment, a variety of behavioural symptoms, and impairment in the activities of daily living. The initial symptom in typical AD is episodic memory loss, which reflects hippocampal dysfunction. The memory deficits are very characteristic with low recall performance despite retrieval facilitations with cueing. These initial deficits can be identified by appropriate cognitive tests. Behavioural symptoms can be present at early stages of the disease (even in pre-clinical states), although the frequency increases as the disease progresses. In the past decade there has been a growing interest in characterizing these pre-clinical and prodromal stages as treatments are expected to be more effective in these phases.

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Bitzer, Johannes. Teaching psychosomatic obstetrics and gynaecology. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749547.003.0002.

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Gynaecologists and obstetricians are confronted with many tasks that require biopsychosocial competence, as explained in Chapter 2. Care for patients with unexplained physical symptoms, and patients with chronic incurable diseases, in various phases of their lives, require patient education, health promotion, counselling, and management of psychosocial problems. To obtain this competency, a curriculum is needed, which, besides gynaecology and obstetrics, includes elements of psychology, psycho-social medicine, and psychiatry, adapted to the specific needs of gynaecologists and obstetricians in their everyday work. A basic part of Chapter 2 shows the curriculum consists of teaching the knowledge, and skills derived from communication theory and practice including physician, and patient-centred communication with active listening, responding to emotions and information exchange as well as breaking bad news, risk-counselling, and shared decision-making. Building on these skills, trainees are introduced into the biopsychosocial process of diagnosis, establishing a 9-field comprehensive work-up using the ABCDEFG guideline (Affect, Behaviour, Conflict, Distress, Early life Experiences, False beliefs, Generalised frustration). The therapeutic interventions are based on a working alliance between the physician and the patient, and are taught as basic elements, which have to be combined according to the individual patient and the presenting situation. The overall technique for gynaecologists and obstetricians can be summarised as supportive counselling/psychotherapy. This includes elements such as catharsis, clarifying conflicts and conflict resolution, cognitive reframing, insight and understanding, stress reduction techniques, and helping in behavioural change (CCRISH).

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Cavanna, Andrea E. Comparative evidence and clinical scenarios. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198791577.003.0018.

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By bringing together the available information from the use of individual antiepileptic drugs in patients with epilepsy, it is possible to derive some preliminary comparative evidence about their positive and negative psychotropic properties, as well as their implications for the management of behavioural symptoms in this patient population. These findings often match the available evidence supporting the use of antiepileptic drugs for the treatment of patients with primary psychiatric symptoms. Expertise on the relative advantages/disadvantages of each antiepileptic drug in different clinical situations requires up-to-date knowledge about the behavioural and cognitive effects of these medications (a task made increasingly more difficult by the rapid expansion of the field) .

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Bechtel, William. Molecules, Systems, and Behavior: Another View of Memory Consolidation. Redaktor John Bickle. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780195304787.003.0002.

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This article examines the behavioural aspects and the molecular and cellular processes in the brain associated with memory consolidation. It suggests that ruthless reduction and mechanistic reduction are both reductionist in that they recognize the importance of seeking knowledge of brain processes at different levels of organization to understand cognitive function. They are also united in standing opposed to the attempts to divorce psychology and cognitive science from being constrained by our rapidly growing knowledge of brain processes and they both agree that information about molecular and cellular processes is also of potentially great relevance to understanding memory consolidation.

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McCrady, Barbara S., i Elizabeth E. Epstein. Overcoming Alcohol Problems: Workbook for Couples. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195322750.001.0001.

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Alcohol abuse can have a devastating effect on a person's entire life, from work to social life to family relationships. The cycle of alcohol abuse is especially damaging when the individual is in a romantic relationship. When an individual in a relationship struggles with alcohol dependence, both partners suffer and the nature of the relationship can become stressful, dysfunctional, and sometimes violent. Cognitive-behavioural therapy (CBT) has been proven to be an extremely effective method of treating alcohol abuse problems. Designed to be used in conjunction with formal therapy, this Workbook provides couples with all the materials they need to work with their therapist in treatment. It includes a treatment contract for both partners to sign, forms for monitoring progress and recording drinking episodes, problem-solving and cognitive restructuring exercises, and a relapse prevention plan.

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Burns, Tom, i Mike Firn. Psychosocial interventions with families, carers, and patients. Redaktorzy Tom Burns i Mike Firn. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198754237.003.0025.

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The three broad areas of activity usually implied by psychosocial interventions in psychosis—psycho-education, behavioural family management, and cognitive behaviour therapy—are presented with their relative evidence base and strategies for delivering them through community outreach. Psychosocial interventions require a well-trained and resourced workforce, and the gap between best practice and routine delivery is manifest. Barriers and enablers are presented to show how this gap can be closed in a well-organized community outreach service.

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Reinares, María. Psychotherapeutic interventions for bipolar disorder. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198748625.003.0012.

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The recurrent nature of bipolar disorder (BD), and the high morbidity and mortality associated with the illness advocate for an integrative treatment in which medication is complemented with psychological approaches. This chapter explores the role of adjunctive psychotherapy in BD. The most commonly tested psychological treatments have been cognitive-behavioural therapy, psychoeducation, interpersonal and social rhythm therapy, and family intervention. Functional remediation represents a new option for patients with functional impairment. Most findings indicate the benefits of adjunctive psychological treatments to improve the outcomes of BD. Controversial results have also been found, highlighting the need for a better identification of treatment moderators and mediators to design interventions tailored to the target population. Recently, cognitive remediation, mindfulness-based cognitive therapy, dialectical behaviour therapy, and eye movement desensitization and reprocessing have begun to be tested, as well as Internet-based psychological interventions, but it is too early to draw conclusions about their efficacy.

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Chan, Emily Ying Yang. Health promotion planning approaches, human behavioural change models, and health promotion theories. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198807179.003.0003.

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Based on the conceptual building blocks introduced in the previous chapter, this chapter further sketches theoretical approaches and models that can be employed to guide rural health and disaster preparedness education programmes, namely the MAP-IT approach, precede–proceed model, P-Process, Health Belief Model, Transtheoretical (Stages of Change) Model, Theory of Planned Behaviour, Social Cognitive Theory, and complex interventions. These theories and models are intended to conceptualize human thought and behaviour and systematically explain the reasons behind actions such that they can be utilized to set the objectives and content of health intervention projects. Health literacy will also be discussed, with relevant examples for illustrative purposes.

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Price, Julie R., Alric D. Hawkins, Michael L. Adams, William S. Breitbart i Steven D. Passik. Psychological and psychiatric interventions in pain control. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199656097.003.0911.

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Pain is a common problem in populations with advanced illness and has been best characterized in those with cancer or AIDS. Despite the high prevalence of pain in populations with advanced illness, there is evidence that pain is frequently under-diagnosed and inadequately treated. Undertreatment has multiple causes, one of which is the complex presentation of pain in these populations. Pain is not a purely physical experience, but involves many aspects of human functioning, including personality, affect, cognition, behaviour, and social relations. This complexity is best managed using a multimodality approach, including psychiatric and psychological interventions. These interventions may be psychotherapeutic, cognitive behavioural, or psychopharmacologic.

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Bölte, Sven, Luise Poustka i Hilde M. Geurts. Autism spectrum disorder. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0024.

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Autism spectrum disorder (ASD) is an early onset and persistent condition defined by alterations in social communication and social interation alongside repetitive, restricted stereotypic behaviours and interests causing disabilities. Until recently, research on the co-occurrence of ADHD with ASD has been limited by DSM-IV criteria, allowing no dual diagnosis of these two neurodevelopmental disorders. Since the DSM-5 permits a double diagnosis of ADHD plus ASD, research on their comorbidity has substantially increased. In addition to shared and distinct aetiological factors, studies have revealed a high clinical impact of the combined symptomatology on individual outcomes. This chapter provides a selective overview of behavioural, cognitive, and biological findings as well as intervention strategies in combined ADHD/ASD phenotypes.

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Guillery, Ray. Relating the neural connections to actions and perceptions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806738.003.0011.

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So far, I have stressed the neural basis of the interactive view. In this chapter I discuss issues raised by Adrian. To what extent can we read the neural facts in terms of their implications for our conscious experiences? Neural events in the cerebral cortex lead to conscious events, including (but not limited to) perceptions of sensory events as well as perceptions of our own upcoming actions. The neural strength of a conscious event varies, increasing up the cortical hierarchy. Whereas the standard view may seem natural in terms of our own cognitive and behavioural experiences, and there are classical pathways to support the standard view, there are, in addition to the neural reasons considered in previous chapters, many non-neural reasons for questioning this view and taking an interactive view. I summarize these reasons briefly and then look at some of the many novel questions that are raised about the nervous system by the interactive view.

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