DOCSLIB.ORG

A Cognitive Behavioral Therapy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Cognitive Behavioral Therapy ISSUE BRIEFS | JANUARY 2013 Alternatives for Families: A Cognitive-Behavioral Therapy (AF-CBT) Families that experience conflict, coercion, WHAT'S INSIDE and/or physical abuse create substantial risk to children for the development of What makes AF-CBT unique significant psychiatric, behavioral, and adjustment difficulties, including aggression, poor interpersonal skills/functioning, and Treatment phases and key components emotional reactivity. Caregivers in such families often report punitive or excessive parenting practices, frequent anger and Target population hyperarousal, and negative child attributions, among other stressful conditions. During the past four decades, research has documented Effectiveness of AF-CBT the effectiveness of several behavioral and cognitive-behavioral methods, many of which What to look for in a therapist have been incorporated in alternatives for families: a cognitive-behavioral therapy (AF- CBT). Conclusion Resources for more information Children’s Bureau/ACYF/ACF/HHS | 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov 1 AF-CBT is an evidence-supported WHAT MAKES AF-CBT UNIQUE intervention that targets (1) diverse individual child and caregiver characteristics related AF-CBT is designed to intervene with families to conflict and intimidation in the home and referred for conflict or coercion, verbal or (2) the family context in which aggression or physical aggression by caregivers (including abuse may occur. This approach emphasizes the use of excessive physical force or threats), training in intra- and interpersonal skills behavior problems in children/adolescents, or designed to enhance self-control and reduce child physical abuse. The treatment program violent behavior. AF-CBT has been found has been expanded to accommodate children to improve functioning in school-aged and adolescents with physical abuse or children, their parents (caregivers), and their discipline-related trauma symptoms, such as families following a referral for concerns posttraumatic stress disorder (PTSD). about parenting practices, including child AF-CBT addresses both the risk factors and physical abuse (Kolko, 1996a; Kolko, 1996b; the consequences of physical, emotional, Kolko, Iselin, & Gully, 2011), as well as a child's and verbal aggression in a comprehensive behavior problems (Kolko, et al., 2009; Kolko, manner. Thus, AF-CBT seeks to address Hoagwood, & Springgate, 2010; Kolko, Campo, specific clinical targets among caregivers Kilbourne, & Kelleher, 2012). that include heightened anger or hostility, This issue brief is intended to build a better negative perceptions or attributions of their understanding of the characteristics and children, and difficulties in the appropriate benefits of AF-CBT, formerly known as abuse- and effective use of parenting practices, focused cognitive behavioral therapy (Kolko, such as ineffective or punitive parenting 2004). It was written primarily to help child practices. Likewise, AF-CBT targets children’s welfare caseworkers and other professionals difficulties with anger or anxiety, trauma- who work with at-risk families make more related emotional symptoms, poor social informed decisions about when to refer and relationship skills, behavioral problems children and their parents and caregivers that include aggression, and dysfunctional to AF-CBT programs. This information also attributions. At the family level, AF-CBT may help parents, foster parents, and other addresses coercive family interactions by caregivers understand what they and their teaching skills to improve positive family children can gain from AF-CBT and what to relations and reduce family conflict. expect during treatment. In addition, this issue brief may be useful to others with an interest in implementing or participating in effective strategies for the treatment of family conflict, child physical abuse, coercive parenting,1 and children with externalizing behavior problems. ¹ Coercive parenting refers to parenting by domination, intimidation, or humiliation to force children to behave according to (often unrealistic) norms set by parents. Children’s Bureau/ACYF/ACF/HHS | 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov 2 REFLECTS A COMPREHENSIVE TREATMENT Developmental victimology, which STRATEGY describes how the specific effects The diversity of family circumstances of exposure to traumatic or abusive and individual problems associated with experiences may vary for children at family conflict points to the need for a different developmental stages and across comprehensive treatment strategy that the life span targets both the contributors to caregivers' Psychology of aggression, which describes behavior and children’s subsequent behavioral the processes by which aggression and and emotional adjustment (Chadwick Center, coercion develop and are maintained, 2004). Treatment approaches that focus on which can help to understand one’s history several aspects of the problem (for example, as both a contributor to and victim of a caregiver's parenting skills, a child's aggressive behavior anger, family coercion) may have a greater AF-CBT pulls together many techniques likelihood of reducing re-abuse and more fully currently used by practitioners, such as remediating mental health problems (Kolko behavior and anger management, affect & Swenson, 2002). Therefore, AF-CBT adopts regulation, problem-solving, social skills a comprehensive treatment strategy that training, cognitive restructuring, and addresses the complexity of the issues more communication. The advantage of this completely. program is that all of these techniques, relevant handouts, training examples, and INTEGRATES SEVERAL THERAPEUTIC APPROACHES outcome measures are integrated in a structured approach that practitioners and AF-CBT combines elements drawn from the supervisors can easily access and use. following: Cognitive therapy, which aims to change TREATS CHILDREN AND PARENTS SIMULTANEOUSLY behavior by addressing a person's thoughts or perceptions, particularly those thinking During AF-CBT, school-aged children (5-15 patterns that create distorted views years) and their caregivers participate in separate but coordinated therapy sessions, Behavioral and learning theory, which often using somewhat parallel treatment focuses on modifying habitual responses materials. In addition, children and parents (e.g., anger, fear) to identified situations or attend joint sessions together at various times stimuli throughout treatment. This approach seeks to Family therapy, which examines patterns address individual and parent-child issues in of interactions among family members to an integrated fashion. identify and alleviate problems, and offers strategies to help reframe how problems are viewed Children’s Bureau/ACYF/ACF/HHS | 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov 3 DISCOURAGES AGGRESSIVE OR VIOLENT TREATMENT PHASES AND KEY BEHAVIOR COMPONENTS The AF-CBT approach is designed to promote AF-CBT is a short-term treatment typically appropriate and prosocial behavior, while provided once or twice a week, which may discouraging coercive, aggressive, or violent require 18 to 24 hours of service (or longer, behavior from caregivers as well as children. based on individual needs) over 4 to 12 months Consistent with cognitive-behavioral (although treatment may last as long as approaches, AF-CBT includes procedures that determined necessary). Treatment includes target three related ways in which people separate individual sessions with the child and respond to different circumstances: caregiver/parent and joint sessions with at Cognition (thinking) least both of them. Where necessary, family interventions may be applied before, during, Affect (feeling) or after the individual services. The treatment Behavior (doing) program for children, caregivers, and families AF-CBT includes training in various incorporates the use of specific skills, role- psychological skills in each of these response playing exercises, performance feedback, and channels that are designed to promote home practice exercises. self-control and to enhance interpersonal Generally, the following are the goals of AF- effectiveness. CBT treatment TAILORS TREATMENT TO MEET SPECIFIC Reduce conflict and increase cohesion in NEEDS AND CIRCUMSTANCES family AF-CBT begins with a multisource assessment Reduce use of coercion (hostility, anger, to identify the nature of the problems the verbal aggression, threats) by the caregiver child is experiencing, specific parental and and other family members family difficulties that may be contributing Reduce use of physical force (aggressive to family conflict, and the child's and family's behavior) by the caregiver, child, and, as strengths that may help influence change. relevant, other family members Tailoring the treatment to the family’s specific Promote nonaggressive (alternative) strengths and challenges is key to efficient discipline and interactions outcomes (Kolko & Swenson, 2002). Reduce child physical abuse risk or recidivism (prevention of child welfare system involvement or repeated reports/ allegations) Improve the level of child’s safety/welfare and family functioning Children’s Bureau/ACYF/ACF/HHS | 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov 4 TREATMENT PHASES Topic 9: Noticing Positive Behavior– Caregiver AF-CBT includes three treatment phases, each with key content that is designed Topic 10: Assertiveness and Social
Load more

Recommended publications
  • Emotion-Scanning Therapy : an Integrative Use of Biofeedback and Cognitive Therapy in Pain Management
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1986 Emotion-scanning therapy : an integrative use of biofeedback and cognitive therapy in pain management. Nancy J. Erskine University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Erskine, Nancy J., "Emotion-scanning therapy : an integrative use of biofeedback and cognitive therapy in pain management." (1986). Doctoral Dissertations 1896 - February 2014. 1401. https://scholarworks.umass.edu/dissertations_1/1401 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. EMOTION-SCANNING THERAPY- AN INTEGRATIVE USE OF BIOFEEDBACK AND COGNITIVE THERAPY IN PAIN MANAGEMENT A Dissertation Presented By NANCY JANE ERSKINE Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February, 1986 Department of Psychology EMOTION-SCANNING THERAPY- AN INTEGRATIVE USE OF BIOFEEDBACK AND COGNITIVE THERAPY IN PAIN I^IANAGEMENT A Dissertation Presented By NANCY JANE ERSKINE Approved as to style and content by: Seymour Epstein, Chairperson of Committee Morton Harmatz, Member Ronnie Janbf f^Bulman , Member D. Nico Spinfelli, Member Seymour Berger, Deparjtment Head Department of Psychol/ogy 11 Nancy Jane Erskine All Rights Reserved . ACKNOWLEDGEMENTS In embarking upon the pursuit of a graduate degree it IS important to have access to people who represent the forerunners in one's field of study.
    [Show full text]
  • The Emotional and Social Intelligences of Effective Leadership
    The current issue and full text archive of this journal is available at www.emeraldinsight.com/0268-3946.htm The intelligences The emotional and social of effective intelligences of effective leadership leadership An emotional and social skill approach 169 Ronald E. Riggio and Rebecca J. Reichard Kravis Leadership Institute, Claremont McKenna College, Claremont, California, USA Abstract Purpose – The purpose of this paper is to describe a framework for conceptualizing the role of emotional and social skills in effective leadership and management and provides preliminary suggestions for research and for the development of leader emotional and social skills. Design/methodology/approach – The paper generalizes a dyadic communications framework in order to describe the process of emotional and social exchanges between leaders and their followers. Findings – The paper shows how emotional skills and complementary social skills are essential for effective leadership through a literature review and discussion of ongoing research and a research agenda. Practical implications – Suggestions for the measurement and development of emotional and social skills for leaders and managers are offered. Originality/value – The work provides a framework for emotional and social skills in order to illustrate their role in leadership and their relationship to emotional and social intelligences. It outlines a research agenda and advances thinking of the role of developable emotional and social skills for managers. Keywords Emotional intelligence, Social skills, Leadership development Paper type Conceptual paper In his classic work on managerial skills, Mintzberg (1973) listed specific interpersonal skills (i.e. the ability to establish and maintain social networks; the ability to deal with subordinates; the ability to empathize with top-level leaders) as critical for managerial effectiveness.
    [Show full text]
  • Chapter 14: Therapy
    Chapter 14: Therapy PSY 100 Rick Grieve, Ph.D. Western Kentucky University Therapy TreatmentTreatment forfor abnormalabnormal behaviorbehavior logicallylogically derivesderives fromfrom whatwhat oneone believesbelieves thethe causecause ofof thethe abnormalabnormal behaviorbehavior toto be.be. Psychotherapy Psychotherapy and its goals goals of psychotherapy achieving a cure for psychological problems provide support and caring for those who seek help Psychotherapy PsychotherapyPsychotherapy ConversationConversation FocusedFocused DiffuseDiffuse ClientClient--CenteredCentered EquallyEqually--CenteredCentered TimeTime LimitedLimited NotNot TherapistTherapist DirectedDirected TakeTake TurnsTurns DirectingDirecting Only Clients Self- Both People Self- Disclose Disclose PowerPower DifferentialDifferential EqualEqual PowerPower Psychotherapy Where is psychotherapy done? Therapist's office Community mental health center Hospitals Schools in the home prisons Who goes to therapy? Psychodynamic Therapy Goal: Catharsis Techniques Methods used to get at the unconscious free association dream analysis Psychodynamic Therapy ManifestManifest contentcontent TheThe conscious,conscious, rememberedremembered aspectsaspects ofof aa dreamdream LatentLatent contentcontent TheThe unconscious,unconscious, unremembered,unremembered, symbolicsymbolic aspectsaspects ofof aa dreamdream Psychodynamic Therapy Interpretation of reactions interpretation of slips of the tongue brief psychodynamic therapy Behavior Therapies Classical conditioning
    [Show full text]
  • Exposure and Cognitive Interventions for Anxiety 1
    Exposure and Cognitive Interventions for Anxiety 1 Running head: EXPOSURE AND COGNITIVE INTERVENTIONS FOR ANXIETY Exposure Therapy and Cognitive Interventions for the Anxiety Disorders: Overview and Newer Third Generation Perspectives John P. Forsyth, Velma Barrios, and Dean T. Acheson University at Albany, State University of New York Forsyth, J. P., Barrios, V., & Acheson, D. (2007). Exposure therapy and cognitive interventions for the anxiety disorders: Overview and newer third-generation perspectives. In D. C. S. Richard & D. Lauterbach (Eds.), Handbook of the exposure therapies (pp. 61-108). New York: Academic Press. Exposure and Cognitive Interventions for Anxiety 2 Author Biosketches John P. Forsyth, Ph.D. John P. Forsyth, Ph.D. earned his Ph.D. degree in clinical psychology from West Virginia University in 1997, after serving as Chief Resident in the Department of Psychiatry and Human Behavior at the University of Mississippi Medical Center. He is an Associate Professor and Director of the Anxiety Disorders Research Program in the Department of Psychology at the University at Albany, SUNY. His basic and applied research focuses on variables and processes that contribute to the etiology, maintenance, and treatment of anxiety-related disorders. He has written widely on acceptance and experiential avoidance, and the role of emotion regulatory processes in the etiology and treatment of anxiety disorders. Dr. Forsyth was the recipient of the 2000 B. F. Skinner New Research Award by Division 25 of the American Psychological Association and the 1999 Outstanding Dissertation Award by the Society for a Science of Clinical Psychology. He has authored over 50 scientific journal articles, numerous book chapters, and several teaching supplements for courses in abnormal psychology.
    [Show full text]
  • Development of Antisocial Behaviour
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 7(C) (2010) 383–388 p International Conference on Learner Diversity 2010 Development of Antisocial Behaviour Lee Phaik Gaika, Maria Chong Abdullaha,*, Habibah Eliasa, Jegak Ulia aFakulti Pengajian Pendidikan, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia Abstract Developmental psychologists have examined antisocial behaviour from many perspectives, including the academic experience, and peer relation and socio economic status. Thus, this paper focuses on the role of family relations, especially parent-child attachment, as determining factor in the development of antisocial behaviour among adolescents. Previous studies have shown that secure attachment is generally related to positive behavioural and social outcomes, while insecure attachment (ambivalent or avoidant) are often related to negative outcomes. Insecure attachment which is associated with parental negativity and rejection predicts externalizing behaviour such as aggression and disruptiveness; and internalizing behaviours; such as depression, anxiety, and social withdrawal. © 2010 Published by Elsevier Ltd. Open access under CC BY-NC-ND license. Keywords: Antisocial Behaviour; Attachment;Family Variables;Parent-Child Attachment; 1.Introduction Antisocial behaviour is defined as behaviours resulting from an individual’s inability to respect the rights of others (Frick, 1998; cited in Fortin, 2003). These behaviours include assault, vandalism, setting fires, theft, crime and other delinquent acts which conform to social norms. According to Farrington (2005), antisocial behaviour in childhood and adolescence are categorized to behavioural disorders, impulsiveness, stealing, vandalism, physical and psychological aggression, bullying, running away from home and truant.
    [Show full text]
  • Encyclopedia of Psychotherapy-Logotherapy.Pdf
    Logotherapy Paul T. P. Wong Trinity Western University, British Columbia, Canada I. Introduction Known as the “Third Viennese School of Psychother- II. The Spiritual Dimension apy,” logotherapy was developed in the 1930s because of III. The Meaning of Meaning Frankl’s dissatisfaction with both Freud and Adler. IV. Basic Tenets Frankl accepts Sigmund Freud’s concept of uncon- V. Existential Frustration and Noogenic Neurosis sciousness but considers the will to meaning as more VI. Logotherapeutic Techniques and Applications VII. Recent Developments fundamental than the will to pleasure. Existential Further Reading analysis is designed to bring to consciousness the “hid- den” meaning or spiritual dimension of the client. Frankl received training in individual psychology GLOSSARY from Adler. He differs from Adler because he focuses on the will to meaning, while Adler emphasizes social dereflection A logotherapeutic technique to redirect clients’ attention away from their problems to more positive as- interest and the will to power. However, some of the pects of their lives. It is built on the human capacity for basic concepts of logotherapy, such as freedom and re- self-distancing and self-transcendence. sponsibility, bear the imprint of Adler’s influence. existential analysis Developed by Viktor Frankl, it refers to A major difference between logotherapy and psycho- therapeutic techniques that bring the hidden meaning of analysis is that both Freud and Adler focus on the past, existence into consciousness. while logotherapy focuses rather on the future—on the logotherapy Developed by Viktor Frankl, it refers to a spiri- meanings to be fulfilled. tually, existentially oriented therapy that seeks to achieve Although logotherapy and existential analysis tend healing and health through meaning.
    [Show full text]
  • A Descriptive Study of Erikson's Psychosocial
    California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 5-2021 THEORY AND DIVERSITY: A DESCRIPTIVE STUDY OF ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGES Anastasiya Samsanovich Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the Social and Behavioral Sciences Commons Recommended Citation Samsanovich, Anastasiya, "THEORY AND DIVERSITY: A DESCRIPTIVE STUDY OF ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGES" (2021). Electronic Theses, Projects, and Dissertations. 1230. https://scholarworks.lib.csusb.edu/etd/1230 This Project is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. THEORY AND DIVERSITY: A DESCRIPTIVE STUDY OF ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGES A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Social Work by Anastasiya Samsanovich May 2021 THEORY AND DIVERSITY: A DESCRIPTIVE STUDY OF ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGES A Project Presented to the Faculty of California State University, San Bernardino by Anastasiya Samsanovich May 2021 Approved by: Joseph Rigaud, Faculty Supervisor, Social Work Armando Barragán, M.S.W. Research Coordinator © 2021 Anastasiya Samsanovich ABSTRACT Theories shape society and become a powerful influence on major social decisions. While society has changed over time, some theories—developed decades ago—have remained the same. Among them is the Psychosocial Development Theory developed in the early 1960s by German-American developmental psychologist and psychoanalyst Erik Erikson.
    [Show full text]
  • Social Skills Instruction Is a Frequent Part of the Prevention and Treatment of These Disorders (Spence, 2003)
    Social Skills Tiers 1, 2 & 3 Instruction Strategy Brief, Septermber, 2014. Jenna Strawhun, Ann O’Connor, Laura Norris & Reece L. Peterson, University of Nebraska-Lincoln. aving strong social skills is essential to a child’s academic and personal success. These skills Hguide children’s everyday interactions and the extent to which they possess them can influ- ence what they say, how they behave, and even the choices that they make. When children and adolescents struggle with social skills, they face challenges both inside and outside of the class- room. Social competence is “the ability to obtain successful outcomes from interactions with others” (Spence, 2003, p. 84) or social functioning. Social competence requires students to adapt to differ- ent social contexts, and know appropriate behavior and communication skills in a variety of situations. Social competence has been shown to have a long-term effect on psychological, academic, and adaptive functioning (Elliot, Malecki, & Demaray, 2001). Social skills are one essential component of social competence. They rep- resent the skills which, if present, lead a person to be socially competent. Navigating everyday interactions can be especially Tier 1, 2 or 3 difficult when a person has not learned social skills; interactions with both peers and adults are hindered. Intervention According to Otten and Tuttle (2011), students with poor social and behavioral skills are at risk for a stag- gering number of problems that have a negative impact on not only themselves, but society as well. Some of these problems include school dropout, depression, anxiety, substance abuse, delinquency, and aggression. According to Spence (2003), research evidence shows that social skill deficits are associated with a wide variety of emotional and behavioral problems.
    [Show full text]
  • Cognitive Hypnotherapy for Psychological Management of Depression in Palliative Care
    Review Article Cognitive hypnotherapy for psychological management of depression in palliative care Assen Alladin Department of Psychiatry, University of Calgary Medical School, Calgary, Canada Correspondence to: Assen Alladin, PhD. R.Psych. Department of Psychiatry, Foothills Medical Centre, 1403 29th Street NW, Calgary, AB T2N 2T9, Canada. Email: [email protected]. Abstract: The prevalence of psychiatric disorders in palliative care is well documented, yet they often remain undetected and untreated, adding further to the burden of suffering on patients who are already facing severe physical and psychosocial problems. This article will focus on depression as it represents one of the most common psychiatric disorders treated by psychiatrists and psychotherapists in palliative care. Although depression in palliative care can be treated successfully with antidepressant medication and psychotherapy, a significant number of depressives do not respond to either medication or existing psychotherapies. This is not surprising considering depression is a complex disorder. Moreover, the presentation of depression in palliative care is compounded by the severity of the underlying medical conditions. It is thus important for clinicians to continue to develop more effective treatments for depression in palliative care. This article describes cognitive hypnotherapy (CH), an evidence-based multimodal treatment for depression which can be applied to a wide range of depressed patients in palliative care. CH, however, does not represent a finished product;
    [Show full text]
  • The Effects of Psychotherapy: a Professional Update
    Issues in Religion and Psychotherapy Volume 7 Number 2 Article 5 4-1-1981 The Effects of Psychotherapy: A Professional Update Michael J. Lambert Follow this and additional works at: https://scholarsarchive.byu.edu/irp Recommended Citation Lambert, Michael J. (1981) "The Effects of Psychotherapy: A Professional Update," Issues in Religion and Psychotherapy: Vol. 7 : No. 2 , Article 5. Available at: https://scholarsarchive.byu.edu/irp/vol7/iss2/5 This Article or Essay is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Issues in Religion and Psychotherapy by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. THE EFFECTS OF PSYCHOTHERAPY: A- PROFESSIONAL UPDATE Michael J. Lambert, Ph.D.· Presented at the AMCAP convention October 3, 1980 The following review attempts to summarize 2. It is not the result of "placebo effects" -- although research on the effects of psychotherapy and its some "placebo" and genuine treatments generate implications for the practice of psychotherapy. This "hope"and other emotions that increase successful review deals mainly with research on adult non­ coping and symptomatic improvement. psychotic outpatients. It is based on the assumption 3. It is not due to "spontaneous remission." The that controlled investigations will lead to replicable, effects of therapy clearly surpass no treatment or trustworthy, and significant findings. It is also spontaneous remission baselines. The assumed that it will result in findings that are specific­ "unsystematic" curative factors within society and -in the sense of identifying the actual causal the individual do not result in as rapid components in psychotherapy.
    [Show full text]
  • Cognitive Behaviour Therapy (CBT) and Stroke Rehabilitation
    Cognitive Behaviour Therapy (CBT) and Stroke Rehabilitation Amy Quilty OT Reg. (Ont.), Occupational Therapist Cognitive Behavioural Therapy (CBT) Certificate Program, University of Toronto Quinte Health Care: [email protected] Learning Objectives • To understand that CBT: • has common ground with neuroscience • principles are consistent with stroke best practices • treats barriers to stroke recovery • is an opportunity to optimize stroke recovery Question? Why do humans dominate Earth? The power of THOUGHT • Adaptive • Functional behaviours • Health and well-being • Maladaptive • Dysfunctional behaviours • Emotional difficulties Emotional difficulties post-stroke • “PSD is a common sequelae of stroke. The occurrence of PSD has been reported as high as 30–60% of patients who have experienced a stroke within the first year after onset” Canadian Stroke Best Practice Recommendations: Mood, Cognition and Fatigue Following Stroke practice guidelines, update 2015 http://onlinelibrary.wiley.com/doi/10.1111/ijs.12557/full • Australian rates: (Kneeborne, 2015) • Depression ~31% • Anxiety ~18% - 25% • Post Traumatic Stress ~10% - 30% • Emotional difficulties post-stroke have a negative impact on rehabilitation outcomes. Emotional difficulties post-stroke: PSD • Post stroke depression (PSD) is associated with: • Increased utilization of hospital services • Reduced participation in rehabilitation • Maladaptive thoughts • Increased physical impairment • Increased mortality Negative thoughts & depression • Negative thought associated with depression has been linked to greater mortality at 12-24 months post-stroke Nursing Best Practice Guideline from RNAO Stroke Assessment Across the Continuum of Care June : http://rnao.ca/sites/rnao- ca/files/Stroke_with_merged_supplement_sticker_2012.pdf Cognitive Behavioral Therapy (CBT) https://www.youtube.com/watch?v=0ViaCs0k2jM Cognitive Behavioral Therapy - CBT A Framework to Support CBT for Emotional Disorder After Stroke* *Figure 2, Framework for CBT after stroke.
    [Show full text]
  • Antisocial Personality Disorder: Treatment, Management and Prevention
    DRAFT FOR CONSULTATION Antisocial personality disorder: treatment, management and prevention NICE guideline Draft for consultation, August 2008 If you wish to comment on this version of the guideline, please be aware that all the supporting information and evidence is contained in the full version. Antisocial personality disorder: NICE guideline DRAFT (August 2008) Page 1 of 42 DRAFT FOR CONSULTATION Contents Introduction ......................................................................................................4 Person-centred care ........................................................................................6 Key priorities for implementation......................................................................7 1 Guidance ..................................................................................................9 1.1 General principles to be considered when working with people with antisocial personality disorder ......................................................................9 1.2 Prevention of antisocial personality disorder – working with children .. ........................................................................................................13 1.3 Assessment and risk management of antisocial personality disorder.. ........................................................................................................18 1.4 Treatment and management of antisocial personality disorder and related and comorbid disorders ..................................................................22
    [Show full text]