Cognitive Behavioral Therapy Theory Research Articles

Cognitive Behavioral Therapy (CBT) in Reducing Symptoms of Self Injury in Adolescents with Depression Major Disorder

Self injury is the behavior of self injuring in various ways regardless of whether or not there is an intention and desire to die. Self injury behavior in adolescents can have a long-term impact on adulthood. The purpose of this study is to reduce the behavior of adolescents who injure their hands with major depressive disorder using Cognitive Behavior Therapy (CBT) techniques. To achieve this goal, CBT therapy was conducted for 3 weeks with 3 times a week. This study uses CBT theory helping clients to examine the validity of their thinking and to see how they interpret or evaluate something that happens and its effect on emotional and behavioral experiences. The subjects in this study were junior high school students. The data analysis process used visual graph techniques. The results of this study showed that CBT therapy was able to reduce self-harm behavior in adolescents with major depressive disorder.

Analisis Teknik-Teknik CBT (Cognitive Behavior Therapy) dalam Mengatasi Masalah Siswa di Sekolah

The purpose of this study is to examine the various methods used in cognitive behavior therapy theory used in guidance and counseling. So, this can help BK teachers and counselors conduct individual, guidance, and group counseling using a cognitive behavior therapy (CBT) approach. These CBT techniques have proven to be effective in dealing with a wide range of issues that students face in school. Data is collected through literature research, which uses various reference sources such as articles, source books, and other supporting documents. A good understanding of how CBT techniques can be used in counseling can help guidance and counseling teachers better understand how to use cognitive behavior therapy techniques in their counseling practices.

The Effectiveness of a Psychoeducation Program based on Cognitive Behavioral Therapy in Developing Emotional Regulation Skills and improving Psychological Adjustment among University Students in Jeddah

The Effectiveness of a Psychoeducation Program based on Cognitive Behavioral Therapy in Developing Emotional Regulation Skills and improving Psychological Adjustment among University Students in Jeddah

How do cognitive behavioral therapy and interpersonal psychotherapy improve youth depression? Applying meta-analytic structural equation modeling to three decades of randomized trials.

Investigating the mechanisms through which psychotherapy brings about desired change can inform efforts to improve therapies. We applied meta-analytic structural equation modeling (MASEM) to assess putative change mechanisms for cognitive behavioral therapy (CBT) as mediators of youth depression treatment outcome. Then, we tested whether candidate mediators (CMs) showed evidence of treatment-specificity to CBT versus interpersonal psychotherapy (IPT). Literature searches identified 34 randomized trials (27 CBT, 6 IPT, 1 CBT/IPT, 3,868 participants, published 1982-2020) that measured seven CMs: negative cognition, social engagement, family functioning, pleasant activity engagement, problem solving, reframing, or avoidance. We assessed mediational pathways and whether posttreatment CMs mediated treatment effects on posttreatment depression symptoms, covarying pretreatment CMs, and symptoms. Treatment type was tested as a moderator of mediational pathways. Results show that negative cognition (24 trials) and pleasant activities (3 trials) mediated depression symptom outcome in CBT. Social engagement and family functioning showed stronger mediation in IPT (5 and 6 trials) than in CBT (14 and 13 trials). We conclude that negative cognition is a robust mediator of CBT but may not be treatment-specific; pleasant activities may also be a mediator of CBT. However, the lack of treatment or mediation effects involving problem solving and reframing contradicts CBT theory. In contrast, social and family mechanisms appear to be IPT-specific mediators. These conclusions are provisional due to small samples examining IPT and several CMs, limitations in CM measurement (i.e., posttreatment retrospective report), and assumptions of MASEM-and will need to be confirmed when more and better evidence accumulates. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Analysis of the Yeralti Movie in the Context of Cognitive Behavioral Therapy Theory

Bilişsel Davranışçı Terapi (BDT) birçok ruhsal problemin tedavisinde etkili olduğu kanıtlanmış ve etkinliği üzerine en fazla araştırma yapılan psikoterapi yaklaşımlarından biridir. Bu araştırmanın amacı ise Osian’s Cinefan Film Festivali ve Dubai Uluslararası Film Festivali’nde en iyi film ödülünü almış Yeraltı filmini BDT çerçevesinde incelenmektir. Filmde öfke kontrol problemi olan, varoluşsal sorunlar yaşayan Muharrem ile diğer oyuncuların söylem ve davranışları BDT’nin kavram ve görüşleri açısından analiz edilmiştir. Bu çalışmada nitel araştırma yöntemlerinden doküman analizi kullanılmıştır. Çalışmada, BDT bilişsel yapı, ABC modeli, bilişsel çarpıtmalar gibi temel kavram ve varsayımlarına ilişkin çok sayıda örnek tespit edilerek açıklanmıştır. BDT’nin kuramsal ve kavramsal boyutlarının farklı konularda gerçekleştirilecek film analizi aracılığıyla incelenmesinin ve somutlaştırılmasının ruh sağlığı alanında çalışan meslek profesyonellerine ve eğitim alan kişilere katkı sunacağı düşünülmektedir.

KONSELING KELOMPOK COGNITIVE BEHAVIORAL TERAPHY UNTUK REMAJA KECANDUAN K-POP

This paper aims to explain counseling adolescents who are addicted to k-pop through cognitive behavioral therapy. Teenagers who use gadgets are increasing. The impact of its use can be positive and negative. However, k-pop addiction among teenagers has a negative impact so they tend to forget their study assignments, forgetting to fulfill basic needs such as eating, drinking, bathing, and having problems sleeping. Of course, teenagers who experience the negative effects of k-pop need cognitive behavioral therapy by a counselor. The method used in this paper is library research (Library Research). The approach used is a group counseling approach with the theory of cognitive behavioral therapy. This paper concludes that adolescents who are addicted to k-pop can be treated through cognitive behavioral counseling which refers to cognitive correction that is distorted due to events that harm them both physically and psychologically. Through this therapy, adolescents who are experiencing biological, cognitive, and emotional changes can recover to control themselves.

Impact of Short-Term Intensive-Type Cognitive Behavioral Therapy Intervention on Internet Addiction among Chinese College Students: A Randomized Controlled Trial.

The object of this study is to examine the effects of a short-term intensive-type Cognitive Behavioral Therapy (CBT) intervention to prevent internet addiction among Chinese college students. We conducted a randomized controlled trial applying a group counseling intervention program based on CBT. Data included 21 participants in the intervention group and 22 participants in the control group. The results showed that the intervention program reduced college students’ internet addiction symptoms and procrastination and improved their sense of coherence. Regarding the sustained effect, internet addiction symptoms decreased and perceived social support from significant others improved in college students. However, the intervention program did not significantly reduce their average daily internet use time and psychological stress. Overall, this study developed a short-term intensive-type intervention program based on CBT theory, which is complementary for Chinese college students with internet addiction.

A randomised controlled study of face-to-face versus internet-based teaching of CBT skills for healthcare professionals in Sudan.

A need has been identified for affordable and scalable methods for disseminating cognitive-behavioural therapy (CBT) to countries with barriers to traditional methods of teaching. This study evaluated the effectiveness of internet-based teaching versus face-to-face teaching in improving the CBT theory, assessment, and formulation skills of a group of mental health practitioners in Khartoum, Sudan. Participants (N = 36) were randomly assigned to (a) a 3 h live lecture, or (b) a computer-based multimedia recorded lecture of the same duration. Participants were rated before and after training for their ability to assess a simulated patient and construct a CBT formulation of the presenting difficulties. Participants also rated the feasibility and acceptability of the training they had received. Both teaching methods resulted in significant improvements in participants' abilities to carry out the assessment and formulation tasks. However, participants allocated to computer-based teaching performed better than those allocated to live teaching (between-groups effect size d = 0.26-0.74). Both teaching methods were rated as highly acceptable and feasible by participants. Computer-based teaching could offer a cheaper and effective method to help disseminate CBT to countries with limited resources and expertise, replacing and supplementing other costly traditional methods such as face-to-face teaching.

Cognitive Behavioral Therapy for Kleptomania: A Case Study

Kleptomania is a disabling impulse control disorder, that can be treated with cognitive behavioral therapy (CBT). This was achieved through the results of a case study. The presenting case is 20-year-old college student. The complaint at the first interview was that she was stealing from others during childhood, with other symptoms matching DSM-5 for diagnosis of kleptomania.
 Study aims to use of CBT techniques to treat of kleptomania, with the application of psychological analysis theory techniques.
 Used of the clinical interview, thematic apperception test (TAT) and neuroticism trait from big five personality traits. With these measurements was determined causes and level of the disorder, in addition behavior motivated and neuroticism trait.
 Through the application of techniques and strategies of CBT and psychological analysis theory techniques the patient was treated for kleptomania symptoms and neuroticism trait (anxiety, anger, hostility, depression, consciousness-self, impulsiveness, stress and vulnerability). After treatment, the patient regained the ability to self-control, control of negative thoughts, and emotional stability.
 The study recommends for avoid harsh punishment, the Importance of using the right methods of education with children and adolescents, especially the child talented. In addition to the importance of dealing with the kleptomania as a disease and not a crime. With the possibility using of projective tests and some psychological analysis techniques with CBT.

Validation of a Self-Assessment Scale for Therapists’ Perception of Cognitive Behavioural Therapy Skills in China: A Mixed Method

Cognitive behavioural therapy (CBT) is a first-line psychotherapy in Western countries, yet there have been limited studies examined the required skills based on perception of CBT therapists in the context of Western countries, and there has been no such research in China. Currently, there is no exist of a selfassessment scale to evaluate the required competence perceived by CBT therapists in China. This study used both qualitative and quantitative method to develop a self-assessment tool by CBT therapist to provide their perception about required skills in the treatment of mental disorders in China. Qualitative research used semistructured behavioural event interviews to identify the essential competences perceived by CBT therapists in China. Based on the qualitative research results, quantitative research was further used to develop a self-rated instrument with 52 questions. Three-hundred therapists who were conducting CBT therapy for clients with mental disorders were invited to participate in the study, 278 of which answered the survey. Among 25 therapists in the qualitative research, three key themes relating to the success of treatment using CBT were extracted from the interview. These themes including generic psychotherapy competencies, common CBT theory, mastering basic CBT techniques are essential skills in the effective application of CBT treatment. Another two themes on challenges and difficulties in the application of CBT include formulating clients’ problems and plans and using CBT techniques properly. Among 52 questions, 44 questions were analysed, which identified four CBT competence related factors: 1. generic psychotherapy competencies; 2. mastering CBT theory and skills; 3. using CBT techniques properly; 4. formulating clients’ problems and plans. The reliability using Cronbach’s α and half-reliability coefficient analysis showed that the therapist competence self-assessment scale had a high level of reliability of 0.94. The content validity, convergent validity and discriminant validity were high, and the structure of the instrument was reasonable. The self-assessment scale may provide a reliable and valid tool to self-assess the required competence and skills perceived by CBT therapists in China, and provide useful information for CBT training curriculum and program in China.

Experiential learning for trainee therapists through a shame attack exercise

Abstract Research on self-practice/self-reflection (SP/SR) programmes in training cognitive behavioural therapy (CBT) have shown promising outcomes over the past decade. To date, the SP/SR framework research has generally focused on entire programmes and has rarely assessed the utility of specific exercises as teaching tools. This study aimed to determine the utility of an exposure intervention known as a shame attack in helping to facilitate CBT training in a clinical psychology programe when delivered in a SP/SR framework. It also sought to examine the potential for the exercise to be used as a form of competency-based assessment. Forty-one student trainees engaged in self-directed shame attack exercises and provided written reflections on their experiences. The reflections were then studied via thematic analysis. The results indicate that the exercise provides an avenue for competency-based assessment of trainee therapists’ conceptual knowledge, formulation skills and intervention planning. It also promoted learning outcomes relating to a ‘deeper’ and more nuanced appreciation of CBT theory and practice. The shame attack exercise provided for personal development and the opportunity to experience typical client challenges with engaging in exposure interventions, which have the potential for enhancing empathy and cognitive behavioural skills. Key learning aims (1) To understand the usefulness of a shame attack exercise for training within a SP/SR framework. (2) To examine the potential for using SP/SR as a form of competency-based training. (3) To demonstrate the benefits of experiential learning through SP/SR in training CBT.

臨床心理士養成大学院におけるCBTトレーニングの基本構成要素と教育方法—日本のトレーニング・ガイドラインの策定に向けた実態調査—

The purpose of this study was to investigate the current status of the basic components and training methods of cognitive behavioral therapy (CBT) in Japan. The participants in this study were 74 university faculty specializing in CBT and affiliated with certified master's degree courses in clinical psychology graduate program training institutions in Japan. They were asked to complete a questionnaire regarding the components and methods of CBT training, and to provide a free description of educational components. The results indicated that the basic constituent elements of CBT were generally insufficiently covered. In particular, while basic education on CBT theory and techniques is relatively thorough, practical education and training seems to be lacking. In addition, the amount of instruction on these components varies widely among faculty members, showing a tendency for education to depend on the discretion of each faculty member. Finally, since it is thought that a number of constituent elements have become newly necessary for CBT training in the Japanese context, it is necessary to develop CBT training guidelines specific to Japan.

Exercise Facilitation Based on the Theory of Cognitive Behavioral Therapy for Chronic Musculoskeletal Pain

2011年のNakamuraらの調査では，日本人の慢性疼痛の有症率は約15％で，その患者数は増加傾向である．慢性疼痛は急性痛と異なり，通常の薬物療法が効きにくい例があり，日本整形外科学会の2012年腰痛診療ガイドラインでは，運動療法，小冊子を用いた患者教育，さらには認知行動療法がGrade Aとして強く推奨されている．認知行動療法は，ある出来事に対する認知（考え方）と行動を変えることで，問題への効果的な対処の仕方を習得させる心理教育を踏まえた治療法である．慢性疼痛患者の生活および生きがいを獲得することを目的に，筆者は認知行動療法理論に基づき，「いきいきリハビリノート」を用いた運動促進法を開発し，普及に努めている．

Effectiveness of a Group Counseling Program in Transcendental Meditation in Improving the Level of General Psychological Adjustment for Grade Eleven Female Studentsin Muscat Governorate

The study aimed to build a group counseling program in transcendental meditation (TM) and evaluate its effectiveness in enhancing the level of general psychological adjustment of female students in the eleventh grade in the governorate of Muscat, Sultanate of Oman, using a semi-empirical method. In order to select the sample of the study, the researcher used the general psychological adjustment scale on eleventh grade female students in the Omamabint Abi Al Aas School for basic education in the governorate of Muscat. Out of 76 female students, 30 students, who attained the lowest grades in the scale, were chosen for the study. The sample was randomly divided into two groups: an experimental group of 15 students who were trained in the group counseling program in TM, prepared by the researcher, and a control group of 15 students who did not receive any training in the program. The group counseling program included 12 counseling sessions over six weeks (two sessions a week). Each session was 45-60 minutes long. They also received a pre-program, a post-program, and a follow-up session. The program was based on the theory of cognitive behavioral therapy (CBT) and focused on cognitive behavioral methods.The results of the study were as follows: Statistically significant differences (α ≤ 0.05) were found in the scales of psychological adjustment, for the total scale and for each of its dimensions, between the individuals of the two groups: the experimental and the control. The post-test scores were more favorable in the experimental group, which indicates the effectiveness of the group counseling program used in this study. Statistically significant differences (α ≤ 0.05) were found between the pre-test and post-test results in the psychological adjustment totals of the scale and for each of its dimensions. These differences were more favorable in the post-test, where the P value in all of it was less than (0.05), which indicates the effectiveness of the group counseling program used in this study. No statistically significant differences of (α ≤ 0.05) were found between the post-test and the followup for the psychological adjustment total scale and for each of its dimensions for the experimental group, where P was greater than (0.05), which indicates that the effect of the group counseling program continues. Based on these results, the study made several recommendations and suggestions to achieve improvement in the level of general psychological adjustment for students of various age groups.

心身医学分野で若年の心理士が高齢者の心理的援助について悩み,学んだこと : 認知行動療法の理論,技法を活かしながら(高齢者医療に必要な心身医学的知識,2012年,第53回日本心身医学会総会ならびに学術講演会(鹿児島))

心身医学分野で若年の心理士が高齢者の心理的援助について悩み,学んだこと : 認知行動療法の理論,技法を活かしながら(高齢者医療に必要な心身医学的知識,2012年,第53回日本心身医学会総会ならびに学術講演会(鹿児島))

Effects of a Randomized Comprehensive Psychosocial Intervention Based on Cognitive Behavioral Therapy Theory and Motivational Interviewing Techniques for Community Rehabilitation of Patients With Opioid Use Disorders in Shanghai, China.

China is faced with the challenge of community rehabilitation of persons with opioid use disorders. A 1-year comprehensive psychosocial intervention (CPI) was developed, and its effectiveness was assessed in terms of its ability to improve community rehabilitation of persons with opioid use disorders after their release from detention in compulsory treatment centers in Shanghai, China. Participants were randomized to the CPI (n = 90) condition or the usual community care (UCC, n = 90) as a control condition. The Addiction Severity Index, Symptom Checklist-90, and Medical Outcomes Study 36-Item Short Form Health Survey were administered at baseline and at the end of the intervention. Urine screens were used to increase the validity of self-reported drug use. Compared with the UCC group at follow-up, the CPI group showed lower scores in 6 dimensions of the Symptom Checklist-90: somatization, obsessive-compulsive, anxiety, phobia-anxiety, paranoia, and psychoticism. Members of the CPI group had higher scores in 2 dimensions of the 36-Item Short Form Health Survey—physical role limitation and emotional role limitation—compared with the UCC group (P < 0.05). A logistic regression analysis revealed that phobia-anxiety, lifetime heroin or amphetamine use, and injection drug use were risk factors of relapse, but differences were not found in drug urine test or self-report drug use between the 2 groups (P > 0.05). The CPI condition improved participants' mental health and quality of life, and it could be a promising community rehabilitation approach for patients with opioid use disorders in recovery.

Addressing Emotional Difficulties of Primary School Children with the Use of a Primary Intervention Program

The paper presents the evaluation study of a psycho-educational 10 week long primary prevention program for children aged 9-12 years, which took place in 11 main stream schools in Greece with 326 participants in total. The program is delivered through classroom based activities (eg narratives and games), which are based on the cognitive behavioral therapy theory (CBT). The rational of the program is promote emotional resilience, believed to be related to better self-regulation of emotions and improved coping skills in stressful situations. The effectiveness of the program is investigate on the basis of its impact on anxiety measured through the Spence Children's Anxiety Scale (SCAS) and on self-esteem measured by the Self Image Profile for children (SIP-C0 Data were collected over a period of one a year and a half school academic year, from a pilot study, with 67 students (32 experimental and 35 control) and from the main study, with 259 students (137 experimental and 122 control) aged 10 years old. We found that self-esteem improved significantly over time, for both the pilot and the main study participants, while the levels of overall anxiety reduced significantly. The successful implementation of the psycho- educational program is presented in terms of its structure and content and its motivation is to adapt to the local, social, cultural and educational context.

Trajectories of change in youth anxiety during cognitive-behavior therapy.

To evaluate changes in the trajectory of youth anxiety following the introduction of specific cognitive-behavior therapy (CBT) components: relaxation training, cognitive restructuring, and exposure tasks. Four hundred eighty-eight youths ages 7-17 years (50% female; 74% ≤ 12 years) were randomly assigned to receive either CBT, sertraline (SRT), their combination (COMB), or pill placebo (PBO) as part of their participation in the Child/Adolescent Anxiety Multimodal Study (CAMS). Youths in the CBT conditions were evaluated weekly by therapists using the Clinical Global Impression Scale-Severity (CGI-S; Guy, 1976) and the Children's Global Assessment Scale (CGAS; Shaffer et al., 1983) and every 4 weeks by blind independent evaluators (IEs) using the Pediatric Anxiety Ratings Scale (PARS; RUPP Anxiety Study Group, 2002). Youths in SRT and PBO were included as controls. Longitudinal discontinuity analyses indicated that the introduction of both cognitive restructuring (e.g., changing self-talk) and exposure tasks significantly accelerated the rate of progress on measures of symptom severity and global functioning moving forward in treatment; the introduction of relaxation training had limited impact. Counter to expectations, no strategy altered the rate of progress in the specific domain of anxiety that it was intended to target (i.e., somatic symptoms, anxious self-talk, avoidance behavior). Findings support CBT theory and suggest that cognitive restructuring and exposure tasks each make substantial contributions to improvement in youth anxiety. Implications for future research are discussed. (PsycINFO Database Record

The assessment of cognitive errors using an observer-rated method

Objective: Cognitive Errors (CEs) are a key construct in cognitive behavioral therapy (CBT). Integral to CBT is that individuals with depression process information in an overly negative or biased way, and that this bias is reflected in specific depressotypic CEs which are distinct from normal information processing. Despite the importance of this construct in CBT theory, practice, and research, few methods are available to researchers and clinicians to reliably identify CEs as they occur. Method: In this paper, the author presents a rating system, the Cognitive Error Rating Scale, which can be used by trained observers to identify and assess the cognitive errors of patients or research participants in vivo, i.e., as they are used or reported by the patients or participants. Conclusions: The method is described, including some of the more important rating conventions to be considered when using the method. This paper also describes the 15 cognitive errors assessed, and the different summary scores, including valence of the CEs, that can be derived from the method.

The Clinical Applications of Acceptance and Commitment Therapy With Clients Who Stutter

The field of fluency disorders has used Cognitive Behavioral Therapy (CBT) techniques to help clients who stutter manage their thoughts about stuttering by engaging in cognitive restructuring activities. In the late ‘90s, a new form of cognitive therapy called Acceptance and Commitment Therapy (ACT) emerged, stemming from classic CBT and Relational Frame Theory (RFT). Though there is only one documented study in which ACT is used with clients who stutter, there is tremendous clinical potential to assist clients who stutter of all ages using the six core principles of ACT (contact with the present moment, acceptance, thought defusion, self as a context, defining values, and committed actions). The core principles encourage clients who stutter to live a values‐based life by assisting them in defusing adverse thoughts related to stuttering and choosing committed action behaviors and goals in accordance with their individual values through mindfulness practices. Participating in activities related to the core principles of ACT can help clients who stutter to become more psychologically flexible when managing their perceptions related to stuttering. Using ACT can further lead clients toward acceptance of all thoughts while learning to observe themselves in the present moment and make values‐based choices for future behaviors.