Cognitive-behavioral Approach Research Articles

The Course of Anxiety-Specific Cognitive Bias Following Daycare/Inpatient Treatment in Youths with Social Phobia and School Absenteeism.

Social phobia (SP) is a common mental disorder in youth often accompanied by absence from school, which may require daycare or inpatient intervention (DC/IN). Objective: The present explorative study investigates changes in anxiety-specific implicit assumptions and interpretation bias following DC/IN. Methods: The study included 16 youths with SP (M age = 15.8 [SD = 1.24], females: 62.5 %) participating in DC/IN. We assessed the main outcomes using the Implicit Association Test and Affective Misattribution Procedure. Results: A large effect was shown for reducing implicit assumptions of feeling anxious (p = .142; η2p = .171) and for reducing the implicit interpretation bias (p = .137; η2p = .162). No change was indicated by effect size in implicit assumptions of feeling socially rejected (p = .649; η2p = .016). Social phobia symptoms initially correlated with changes in implicit assumptions of feeling anxious (r = .45). Conclusion: Effect sizes indicate that implicit anxiety-specific assumptions and interpretation bias descriptively improved following DC/IN. Thus, DC/IN may lead to meaningful improvements of anxiety-specific cognition in some individuals with high SP symptoms, emphasizing the relevance of cognitive behavioral approaches in the treatment of SP. Several limitations are discussed.

New ways to cope with depression—study protocol for a randomized controlled mixed methods trial of bouldering psychotherapy (BPT) and mental model therapy (MMT)

BackgroundDue to the growing gap between the demand and supply of therapeutic services for people suffering from depression, with this study, we are investigating the effectiveness and factors of influence of new approaches in group treatments for depression. Two previous studies have already identified bouldering psychotherapy (BPT) as an effective option. It combines psychotherapeutic interventions with action- and body-oriented bouldering exercises. Mental model therapy (MMT) is a new cognitive-behavioral approach for treating depression. It focuses on identifying cognitive distortions, biases in decision making, and false assumptions and aims to correct and replace them with useful mental models. We aim to investigate the effectiveness of the interventions compared with a control group (CG) and to assess the factors of influence in a mixed methods approach.MethodsThe study is being conducted as a randomized controlled intervention trial. Adult participants with unipolar depression are being randomized into three groups (BPT, MMT, or CG), and the first two groups are undergoing a 10-week treatment phase. CG follows their individual standard treatment as usual. A priori power analysis revealed that about 120 people should be included to capture a moderate effect. The primary outcome of the study is depression rated with the Montgomery and Asberg Depression Rating Scale (MADRS) before (t0), directly after (t1), and 12 months after the intervention phase (t2). Data are being collected via questionnaires, computer-assisted video interviews, and physical examinations. The primary hypotheses will be statistically analyzed by mixed model ANOVAs to compare the three groups over time. For secondary outcomes, further multivariate methods (e.g., mixed model ANOVAs and regression analyses) will be conducted. Qualitative data will be evaluated on the basis of the qualitative thematic analysis.DiscussionThis study is investigating psychological and physical effects of BPT and MMT and its factors of influence on outpatients suffering from depression compared with a CG in a highly naturalistic design. The study could therefore provide insight into the modes of action of group therapy for depression and help to establish new short-term group treatments. Methodological limitations of the study might be the clinical heterogeneity of the sample and confounding effects due to simultaneous individual psychotherapy.Trial registrationISRCTN, ISRCTN12347878. Registered 28 March 2022, https://www.isrctn.com/ISRCTN12347878.

The Effectiveness of Cognitive-Behavioral Approach in Alleviation of Depression, Anxiety and Stress Risks in Diabetic People.

Objective: Stress, anxiety, and depression affect the diabetic patient by causing symptomatic changes. Considering the destructive effects of psychological symptoms on the health status of diabetic people, our aim was to investigate the effectiveness of cognitive-behavioral therapy (CBT) in improving the psychological outcomes of diabetic patients. Method : This trial is a quasi-experimental type that uses a pretest-posttest design with a control group. A total of 62 people were selected based on the inclusion criteria and randomly divided into two experimental and control groups. All subjects in the intervention group underwent CBT training twice a week for eight sessions, while those in the control group did not receive this intervention. Before and following the intervention, the depression, anxiety and stress scale (DASS-42) was utilized to evaluate the psychological symptoms of all participants. The data were analyzed through analysis of covariance (ANCOVA) and SPSS-23 software. Results: There were no significant differences between the two groups in terms of age, gender, marital status, parenthood, and education level (P > 0.05, n = 30 in each group). Additionally, there was no significant difference between the mean DASS-42 scores before the intervention (P > 0.05). However, after the intervention, the experimental group exhibited reduced levels of depression, anxiety, and stress compared to the control group (P < 0.001). The values of Eta for depression, anxiety, and stress subscales were equal to 0.809, 0.669 and 0.776, respectively, which means that 80.9%, 66.9%, and 77.6% of the changes in these symptoms in the experimental group are related to the training received through the CBT approach. Conclusion: It can be concluded that diabetic patients who suffer from psychological symptoms can benefit from the CBT approach to reduce their stress, anxiety, and depression levels.

Intervention Studies for Mental Health: A Comprehensive Exploration of Historical Evolution, Theoretical Foundations, and Contemporary Applications

This research comprehensively explores the evolution of intervention studies in psychology, spanning the late 19th century to the present day. Grounded in the seminal works of Gergen, Kazdin, and Beck, the investigation traces the transition from behaviourism to cognitive-behavioural approaches, the rise of positive psychology, and the integration of cutting-edge technologies in the 21st century. Examining diverse domains such as mental health, education, social behaviour, and clinical disorders, the study illuminates the role of interventions in bridging the gap between theory and practical applications. Historical milestones, including World War II and the community mental health movement, are examined to reveal external influences on intervention research. The research emphasizes the transformative impact of technological advancements, ushering in a new era of digital interventions and virtual platforms that offer personalized, scalable solutions, underscoring the dynamic adaptability of intervention studies to contemporary societal needs. Keywords: Interventions, Historical Evolutions, Methods of Intervention, Issues of Intervention, Behaviour Modifications, Cognitive Behaviour Therapy.

Enhancing coping skills through brief interventions during cancer therapy - a quasi-experimental clinical pilot study.

IntroductionPsycho-oncological interventions can reduce distress by activating individual resources and enhancing coping skills. Since medical cancer treatment is performed increasingly in outpatient settings, there is a growing need for evidence-based and brief interventions to be integrated seamlessly into these treatment procedures. The aim of the present pilot study is to examine the feasibility of brief interventions to cope with illness in this area.MethodsA single center quasi-experimental design was developed in oncological outpatients at the University Medical Center Ulm, Germany, including N = 60 individuals with cancer undergoing chemotherapy or immunotherapy. The intervention group (IG) consisted of N = 40 participants. These were assigned to either cognitive behavioral interventions (CBI) or hypnotherapeutic interventions (HTI). The interventions each comprised three individual one-hour sessions. In addition, a waiting control group (WCG of N = 20) was set up, receiving care-as-usual. Primary outcomes were feasibility measures such as recruitment rates, participant retention rates, and complete data rates. Clinical results were discussed for the feasibility of a comprehensive efficacy study.ResultsThe recruitment and completion rates illustrate demand and acceptance of the offer. Of the 208 individuals with cancer offered to participate in the study, 77 were interested in enrolling. This rate of 37% roughly corresponds to the use of psycho-oncological services in general. 17 individuals (22%) withdraw from participation before the intervention began due to severe deterioration in their disease. Once started, all 40 individuals of the IG (100%) completed the intervention, and 17 individuals of the WCG (85%) completed the accompanying questionnaires. Tentative results on clinical outcomes indicate that brief interventions on resource activation could have lasting effects on well-being and stress management.DiscussionWith this feasibility study, we aimed to explore the potential of brief interventions such as hypnotherapeutic and cognitive-behavioral approaches in psycho-oncology as an integral part of oncology day care. Even with a small number of participants results seem to indicate that the study design and brief interventions such as those presented can offer a low-threshold service that can be seamlessly integrated into oncological therapy. Given the promising results of this pilot study, we propose a full RCT on the effectiveness of such a brief intervention program.Clinical trial registrationhttps://www.drks.de, German Trials Register (DRKS00019095).

Randomized controlled trial of a smartphone-based cognitive behavioral therapy for chronic tinnitus.

Tinnitus, the phantom perception of sounds, generates distress and anxiety in those affected. Cognitive behavioral treatment approaches reproducibly help patients in managing chronic tinnitus. This study systematically evaluated the usefulness of a tinnitus app (with areas of attention and relaxation, mindfulness, acceptance, self-efficacy), which is prescribed for a total of nine months. One hundred eighty-seven participants with chronic tinnitus were equally randomized to an intervention arm that used a smartphone-based intervention -marketed as Kalmeda Tinnitus app-. and a control arm with delayed onset of treatment by 3 months. The first 3 months of a 9-months prescribed intervention have been analyzed as primary outcome. The Tinnitus Questionnaire (TQ) was used as primary endpoint to determine the reduction of tinnitus distress. Following intervention, there was a statistically significant and clinically relevant reduction of the TQ sum score in the intervention group compared to the control group (p<0.001, Cohen's d effect size = 1.1). The secondary parameters, Patient Health Questionnaire-9 (PHQ9) and Perceived-Stress-Questionnaire (PSQ20) scores improved significantly in the intervention group whereas the Self Efficacy-Optimism-Pessimism short form (SWOP-K9) scores remained unchanged in both groups. Patients reported no treatment-related side effects. Taken together, use of this Tinnitus app lead to a significant decrease in tinnitus distress and a clinically relevant effect in the patients´ self-reported everyday management.

Implementation and Preliminary Outcomes of an Exposure-Based Summer Camp for Pediatric OCD and Anxiety

Despite the high prevalence of anxiety disorders in children and adolescents and the existence of effective evidence-based treatments for them, access to psychological care remains a major public health concern. Summer camps may provide an effective treatment avenue for youth who might not otherwise have access to care. This study describes the design and implementation of Fear Facers, a semistructured, 5-day, daytime exposure-therapy-based summer camp designed for youth with a primary diagnosis of obsessive-compulsive disorder (OCD), social anxiety, separation anxiety, or a specific phobia. Preliminary data regarding feasibility and patient outcomes is also reported. Among 52 children and adolescents aged 7 to 16 who attended one of six camp sessions between 2018 and 2021, significant reductions in anxiety (d = 0.54) and OCD symptoms (d = 0.57) were observed from pre-camp to immediately post-camp. A subset of campers who were followed for an additional 3 months post-camp (n = 22) showed maintenance of treatment gains. Retention rates for the intervention were high. Our investigation provides further support for the use of a camp-based design for cognitive-behavioral approaches, and may provide a unique setting to maximize elements of inhibitory learning in exposures. We also discuss a number of elements regarding feasibility that need consideration for those hoping to develop similar interventions.

A systematic review on psychological interventions for individuals with a history of offending behavior delivered by digital means

Violence and other criminal behaviors are problems with a high social, economic, and criminal justice impact. Individuals with a history of offending behavior (IHOB) can be found in a range of contexts within the criminal justice system, from prisons to community-based settings. Assessing the risk of recidivism, intervening, and reintegrating IHOB in society is of fundamental importance and the criminal justice contexts play a fundamental role in offering the necessary conditions and services. Rehabilitation programs have proven their efficacy, with better results achieved when programs seek to meet the needs of individuals. Treatment implementation can be troubled by a diversity of barriers ranging from geographical to financial restrictions. In this framework, digital means made it possible to ensure, albeit at a distance, the continuity of interventions and the rehabilitation of individuals and presented itself as an alternative mean that is likely to persist in the forensic context. Therefore, it matters to know which psychological interventions delivered by digital means aimed at IHOB have been implemented and what results have been achieved. To this end, a systematic review was conducted. Searches were performed in the EBSCO, PubMed, and Web of Science databases. Initially, 1983 records were identified, to which six records were added by manual search. Of the 14 studies included in the review, were identified 4 motivational interventions delivered by digital means, considered effective in promoting behavior change in IHOB. Three cognitive-behavioral approaches were analyzed, and they presented high levels of acceptability and effectiveness. Overall, the programs delivered by digital means reported greater effectiveness, when compared to control groups. Implications for the rehabilitation of IHOB are discussed.

Clarification of the "pain neuroscience education" concept in the management of patients with persistent low back pain: A scoping review.

Patient education is a recommended treatment strategy for persistent low back pain (PLBP). Pain neuroscience education (PNE) is an emerging concept with boundaries still unclear. To clarify the PNE concept and identify its key characteristics in PLBP management. A systematic search was conducted using the following databases: Pubmed, ScienceDirect, Google Scholar, Cochrane, and Pedro. publications in English or French on pain neuroscience education and chronic low back pain, educational books cited in white literature. Three reviewers independently selected eligible studies for final inclusion. Numerical analysis and narrative synthesis were carried out from the extracted data. From 919 identified publications, 54 were selected. Ten educational resources were added. PNE refers to a theoretical framework, a specific educational intervention, and an overall care approach. It is characterized by the intention to help the patient reconceptualize their PLBP from a tissue injury marker to a protective, neurobiological perspective, and then to increase adherence to biopsychosocial rehabilitation and normalize cognitive-behavioral responses. Pain sciences concepts are presented with an optimization of learning strategies. PNE stands out from other educational and cognitive behavioral approaches through its objective of changing the pain concept.

Can psychological interventions prevent or reduce risk for perinatal anxiety disorders? A systematic review and meta-analysis

ObjectiveLittle is known about the extent to which interventions can prevent perinatal anxiety disorders. We conducted a systematic review and meta-analysis to examine whether interventions can decrease the onset and symptoms of perinatal anxiety among individuals without an anxiety disorder diagnosis. MethodWe conducted a comprehensive literature search across five databases related to key concepts: (1) anxiety disorders/anxiety symptom severity (2) perinatal (3) interventions (4) prevention. We included studies that examined a perinatal population without an anxiety disorder diagnosis, included a comparator group, and assessed perinatal anxiety. We included interventions focused on perinatal anxiety as well as interventions to prevent perinatal depression or influence related outcomes (e.g., physical activity). ResultsThirty-six studies were included. No study assessing the incidence of perinatal anxiety disorder (n = 4) found a significant effect of an intervention. Among studies assessing anxiety symptom severity and included in the quantitative analysis (n = 30), a meta-analysis suggested a small standardized mean difference of −0.31 (95% CI [−0.46, −0.16], p < .001) for anxiety at post intervention, favoring the intervention group. Both mindfulness (n = 6), and cognitive behavioral therapy approaches (n = 10) were effective. ConclusionsInterventions developed for perinatal anxiety were more effective than interventions to prevent perinatal depression. Psychological interventions show promise for reducing perinatal anxiety symptom severity, though interventions specifically targeting anxiety are needed.

Explanatory sequential descriptive analysis of music therapists’ clinical practice for individuals with eating disorders

The purpose of this study was to explore music therapists’ clinical practice in the United States for individuals with eating disorders (ED). To this aim, the researcher used a two-phase explanatory sequential mixed methods research design: (a) quantitative survey of music therapists (N = 18) in the U.S. working with clients with ED, and (b) in-depth interviews with music therapists (n = 7) who provided contact information at survey conclusion. The majority of participants had a bachelor’s or master’s degree in music therapy, worked approximately eight years with individuals with ED, and most frequently used cognitive behavioral, client-centered, or dialectical behavior therapy approaches. Participants primarily worked with adolescents and adults with anorexia nervosa, bulimia nervosa, and binge-eating disorder, within groups, in a variety of settings. The five most common treatment areas were self-expression, coping skills, depression, identify feelings, and express feelings, using various receptive, improvisation, composition, and re-creative interventions. The majority of MTs reported high job satisfaction and competence, perceived services as important and client responses positive. Interviewees explained and elaborated upon the results of the survey. Interviewees described aspects of safety, harm, trauma, and self-care, and highlighted importance of continued learning, training, research, observation, supervision, and skill development.

Recommendations for Integrating Psychological Skills Training (PST) into Rational Emotive Behavioral Therapy (REBT)

The practice of sport psychology has been significantly influenced by the cognitive-behavioral approach. In particular, psychological skills training (PST) is an often-researched set of cognitive-behavioral techniques applied to sports. Recent sport psychology literature has explored how cognitive-behavioral psychotherapies (CBTs) can benefit sports. Rational emotive behavior therapy (REBT) has emerged as an important CBT with clear theoretical and practical implications for sports. Little has been written about the confluence of PST and REBT. The current paper proposes and details the confluence of PST and REBT drawing on core REBT theory but with an eye firmly on applied sport psychology.

Evaluating the effectiveness of a social and emotional learning program among preschool children in Japan: an experimental cohort study

BackgroundResearch on school maladjustment has increasingly focused on social skills, such as the ability to control emotions, collaborate with others, and achieve goals. Social and emotional learning (SEL) is one approach to nurturing social skills. However, few preventive interventions to promote SEL have been conducted among young children, particularly in Asian countries, including Japan. Therefore, this study examined the effectiveness of an SEL program—Fun FRIENDS—among children in Japan.MethodsIn mid-2022, the Fun FRIENDS program was administered to 115 children aged 4–5 years, who were enrolled in two kindergartens. The program was administered to the entire class as part of their kindergarten activities. The control group included 93 children in three kindergartens. This study included 94 participants (81.7%) in the intervention group and 66 (71.0%) in the control group, whose parents agreed with the assessment of their skills. Fun FRIENDS is a support program based on a cognitive–behavioral approach. The program aims to teach children how to cope with anxiety and stress and develop resilience and confidence to face difficulties. The program includes 10 sessions, each lasting approximately 1 h and conducted once per week. To examine the program’s effectiveness, teachers evaluated these children’s social skills before and after program implementation using the Social Skill Scale.ResultsResults showed significant post-intervention improvements in self-control and cooperation scores among children in the intervention group, compared with pre-intervention. Further, post-intervention self-control and cooperation scores were significantly higher among children in the intervention group than the control group.ConclusionsSEL implemented on a class-wide basis could be effective in early childhood. An early approach targeting preschool-aged children is necessary to prevent school maladjustment. A universal approach implemented on a whole-class basis could contribute to improving children’s social skills.

MANEMOS. The Trigger Situations Inventory. Validation of a Measure Helping Relapse Prevention in the Treatment of Alcohol Use Disorders

Background: Relapse Prevention (RP) is a cognitive-behavioral approach that aims to identify situations at high risk of relapse and to support patients with alcohol use disorders (AUDs) in developing coping strategies for the maintenance of desired behavioral changes. Based on this framework, the present study aims to assess and validate the psychometric properties of the MANEMOS, a 24-item inventory of alcohol relapse triggering situations. Methods: The internal consistency and factor structure of the MANEMOS were analyzed in a sample of 313 (27.7% women) in-patients and out-patients, attending alcohol treatment programs in Italian addiction treatment facilities. Results: The results support the internal reliability and validity of the measure. A confirmative factor analysis has revealed the existence of eight distinct dimensions measuring relapse risk situations: namely, Pleasant emotions, Unpleasant emotions, Craving, Conflicts with others, Occasions, Social Pressure, Personal Control, and Physical Discomfort. The patients’ assessment of the riskiness of the situation showed some significant differences depending on gender and on type of treatment received. Conclusions: The findings indicate that MANEMOS is a valid measure for identifying and reflecting on patients’ high relapse-risk situations. This easy and flexible assessment measure may have important implications for prevention and clinical intervention.

Актуальные зарубежные исследования профессионального выгорания у учителей

&lt;p style="text-align: justify;"&gt;The article is aimed at the analysis of modern foreign publications devoted to the professional burnout of school teachers. It was shown that the vector of research by psychologists is focused at studying the current level of teacher burnout, various correlates of burnout, the impact of the consequences of the COVID-19 pandemic on this process, as well as the prophylaxis and prevention of burnout. It can be argued that the globally recognized approach to burnout is the approach of K. Maslak, and the theory that is gaining popularity in terms of which teachers&amp;rsquo; burnout is explained as the theory of &amp;ldquo;work requirements and resources&amp;rdquo;. Based on empirical data, it can be stated that the prevalence of burnout among teachers is up to 30%, and the average percentage of high burnout is about 10%. One of the most significant factors of burnout is thought to be the behavior of students, as well as bureaucracy. Also, the key factors influencing burnout include self-efficacy, social support, feedback from the subjects of the educational process, emotional work, lack of opportunity to learn and make decisions independently. At the same time, the inconsistency of the available empirical data is notable, which can be explained by the difference in the applied methodology and research methods. Among the methods of practical work with the phenomenon of professional burnout, there are those that are based on the practices of awareness and the cognitive-behavioral approach.&lt;/p&gt;

BPD Compass is an accessible alignment of dimensional assessment and treatment.

BPD Compass is a short-term (18-session) intervention for borderline personality disorder (BPD) that was designed to address the higher-order dimensions of personality implicated in this condition in the Alternative Model of Personality Disorders (AMPD): Negative affectivity, Antagonism, and Disinhibition. We received three commentaries on our manuscript describing the conceptual background for BPD Compass; the purpose of this rejoinder is to respond to that feedback. In our rejoinder, we challenge researchers and clinicians to stretch their assumptions about what treatment for BPD should look like, describe the utility of a cognitive-behavioral approach for subsequent dissemination, and discuss how information Criterion A of the AMPD can also be used to personalize course of treatment with BPD Compass. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The Effectiveness of Play Therapy Combined With a Trauma-focused Cognitive Behavioral Therapy on Trauma Symptoms and the Loneliness Feeling

Objective: This study aimed to evaluate the effectiveness of play therapy combined with a traumatic cognitive-behavioral approach on the symptoms of trauma and the feeling of loneliness of the victims of sexual abuse. Methods: This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population comprised all sexually-abused Afghan girls. Of whom 20 individuals were selected using the available sampling method. To conduct the questionnaire, the experimental and control group participants were examined before and after the experiment. Data were collected using Asher and Wheeler’s child trauma symptoms scale and the child loneliness scale presented by Foa et al. The assessment program consisted of 14 sessions for the treatment group, and the control group did not receive any intervention. Finally, the collected data were analyzed using covariance analysis. Results: By controlling the effect of the pre-test, a significant difference was observed between the mean scores of participants’ trauma symptoms and the mean scores of participants’ loneliness in terms of group (P&lt;0.05). Conclusion: The results revealed that the play therapy combined with the cognitive-behavioral trauma-oriented treatment resulted in reduced trauma symptoms but not loneliness in these children.

Mereduksi Trauma Akibat Bencana Gempa Bumi Menggunakan Pendekatan Cognitive Behavioral Therapy

An earthquake is a vibration or shaking that occurs on the surface of the earth due to the movement or release of energy from within the earth. Trauma is a condition in which an individual is disturbed both physically and psychologically due to an event that is quite frightening and makes the individual unable to control his thought patterns. Through the Cognitive Behavioral Therapy (CBT) approach, individuals who are traumatized by the earthquake can improve cognitive aspects (mindsets) that are distorted due to the events they experience, so that individuals can change their mindsets to be more positive, while the behavioral aspects (behaviors) teach individuals to change the way you react to situations and how to respond to them in a healthier and more productive way. This article aims to discuss the cognitive behavioral therapy approach in reducing the trauma of the earthquake disaster. Writing this article aims to discuss the concept of a cognitive behavioral therapy approach to reduce trauma due to the earthquake disaster. This research is a library research, which is a method of collecting data by understanding and studying theories from various literature related to cognitive behavioral therapy in reducing post-earthquake trauma.

Bullied, anxious and skipping school? the interplay of school bullying, school anxiety and school absenteeism considering gender and grade level

IntroductionThe topics of bullying, school anxiety and school absenteeism are of steady interest for the scientific community in recent decades. However, it seems surprising that investigations into the combination of these constructs are rare, especially considering their interconnectedness. Due to the lack of joint investigation of these factors, it is hardly possible to compare results of these related, yet distinct factors across other studies, let alone the predictive power of specific factors. The goal of the current study is to investigate how bullying, school anxiety and school absenteeism are related, considering the variables gender and grade level.MethodsFor this purpose,N= 195 secondary school children in the 7th–9th grades in northern Germany were surveyedviaself-report questionnaires and additionally collecting their school records. We present complex descriptive analyses with scales and subscales of bullying, anxiety and absenteeism. Further, a structural equation modelling (SEM) approach is utilized to discover the interconnectedness of the constructs.ResultsOn the one hand, the descriptive statistics show significant gender and grade level differences regarding bullying and anxiety. On the other hand, the SEM reveals that high values on the bullying victim scale are accompanied by significantly higher school displeasure (anxiety). School displeasure—as well as high bullying offender values—are associated with significantly more days of absence from school.DiscussionWe discuss how school environment improvement through specific interventions such as the cognitive-behavioral approach, could aid to ameliorate this issue.

PENDEKATAN COGNITIVE BEHAVIORAL THERAPY (CBT): LITERATUR REVIEW UNTUK MENGATASI STRES AKADEMIK PESERTA DIDIK

The purpose of this research is to find out the causes of academic stress in students and the impact of applying the cognitive behavioral therapy approach to dealing with academic stress. The method used in this study is in the form of a literature review study, articles are searched through the database using Google Scholar is a web search engine run by Google that indexes scientific literature such as journal articles, academic books, conferences, found using the keywords "academic stress","Cognitive Behavior Therapy”, and “CBT to deal with academic stress”, which were published from 2018 to 2023 and were written in English and Indonesian. Based on data synthesis, 30 selected articles were studied and inputted which were prepared by reviewers for analysis. design, along with the results and conclusions of each paper. Qualitative research, and review articles are included to have a broader picture of this subject. The occurrence of academic stress on students is first the condition (Covid-19) then the occurrence of online learning which according to students is difficult to follow because of various problems such as exams, class rankings, homework, expectations, future achievements, and impacts on health such as suffering from illness headaches, difficulty concentrating, feeling excessive anxiety about everything, easily agitated, even consuming alcohol and drugs excessively. Second, student stress is influenced by personal desires that are not in line with the conditions of the learning environment, such as a dense school curriculum. , making decisions, continuing studies, majors, teachers and friends who have a variety of characters, and experience this on average at the high school level and are female, and the effectiveness of cognitive-behavioral therapy in increasing the locus of control of students who experience academic stress can be seen through the statements contained in the homework that the counselee has given in each session.