DOCSLIB.ORG

Effects of Rational Self Analysis and Cognitive Restructuring Counselling Techniques on Bullying Behaviour Among Secondary Schoo

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Effects of Rational Self Analysis and Cognitive Restructuring Counselling Techniques on Bullying Behaviour Among Secondary Schoo EFFECTS OF RATIONAL SELF ANALYSIS AND COGNITIVE RESTRUCTURING COUNSELLING TECHNIQUES ON BULLYING BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN LOKOJA, KOGI STATE, NIGERIA BY Abdul Ramat USMAN DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA MAY, 2019 EFFECTS OF RATIONAL SELF ANALYSIS AND COGNITIVE RESTRUCTURING COUNSELLING TECHNIQUES ON BULLYING BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN LOKOJA, KOGI STATE, NIGERIA BY Abdul Ramat USMAN B. A. ED. (B.U.K., 1998) M. ED. (B.U.K., 2010) P14EDPC9001/2014–2015 A THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DOCTOR OF PHILOSOPHY DEGREE IN GUIDANCE AND COUNSELLING DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUNSELLING, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA MAY, 2019 DECLARATION The researcher declared that this study entitled: Effects of Rational Self Analysis and Cognitive Restructuring Counselling Techniques on Bullying Behaviour Among Secondary School Students in Lokoja, Kogi State, Nigeria; has been undertaken by the researcher in the Department of Educational Psychology and Counselling, Faculty of Education, Ahmadu Bello University, Zaria; under the supervisions of Professor R. M. Bello, Dr. S. A. Adisa and Professor S. Sambo. All the sources of information obtained were duly acknowledged in the body of the study and in the references lists. To the best of the knowledge of the researcher, no part of this thesis was presented for another certificate at any institutions of higher learning. -------------------------------------- ------------------------------- --------------------------- Name of Student Signature Date ii CERTIFICATION This thesis entitled: “EFFECTS OF RATIONAL SELF ANALYSIS AND COGNITIVE RESTRUCTURING COUNSELLING TECHNIQUES ON BULLYING BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN LOKOJA, KOGI STATE, NIGERIA”; written by ABDUL RAMAT USMAN meets the regulation governing the award of the degree of Doctor of Philosophy in Guidance and Counselling, Ahmadu Bello University, Zaria; and is approved for its contribution to knowledge and literary presentation. ___________________________________ ________________________ Prof. R. M. Bello Date Chairman, Supervisory Committee ____________________________________ ________________________ Dr. S. A. Adisa Date Member, Supervisory Committee ____________________________________ ________________________ Prof. S. Sambo Date Member, Supervisory Committee ____________________________________ ________________________ Prof. A. I. Mohammed Date Head of Department, Educational Psychology and Counselling ____________________________________ ________________________ Prof. S. Z. Abubakar Date Dean, School of Postgraduate Studies iii DEDICATION This thesis is dedicated to my late parents namely Alhaji Usman Audu (Father) and Mallama Fatimoh Usman (Mother) who were the pillars of my educational attainment; andthough, they could not be alive to reap from the fortune of the researcher. May Allah (S. W. T.) grant both of them Al Jannah Firdausi. This thesis is also dedicated to the utilization of mankind as a way of adding to their stores of knowledge. iv ACKNOWLEDGEMENTS The researcher humbly acknowledged and appreciated the tireless efforts of the supervisory team in the persons of Professor R. M. Bello, Late Dr. J. O. Bawa, Dr. S. A. Adisa and Professor S. Sambo as well as my internal examiners namely: Professor M. Balarebe, Professor J. A. Gwani and Dr. Y. Umaru for making this study a gargantuan success. The researcher also acknowledged and appreciated the committed efforts of all the lecturers in the Department of Educational Psychology and Counselling as well as lecturers in other Departments of Faculty of Education who handle the teaching of some general education courses at PhD level or echelon, for having the researcher imparted with knowledge. They include: Professor R. M. Bello Professor S. Sambo, Professor M. I. Abdullahi, Late Dr. J. O. Bawa, Late Dr. A. O. Ehiozuwa, Dr. S. A Adisa, Dr. B. K. Dagari, Professor D. A. Oliagba, Professor M. Balarebe, Dr. Y. Umaru, Professor A. I. Mohammed, Professor K. Mahmud, Professor E. F. Adeniyi, Dr. L. K. Maude, Professor. J. A. Gwani, Professor M. A. Suleiman, Professor R. Bako and Professor M. Mamman,. Mallam B. Mahmud. as well as some non academic staff like Mr. M. Marcus, Mallam M. Ahmed and S. Abubakar. for their respective moral supports. The researcher appreciated the tireless effort of the external examiner – Prof. M. U. Tambawal of the Usmanu Danfodio University, Sokoto; who thoroughly went through the researcher‟s thesis page to page and pointed out all the final needed corrections that were made known after the researcher successfully defended the research work; as all these corrections were judiciously or thoughtfully effected by the researcher. The researcher most sincerely acknowledged and appreciated all the authorities or v scholars or authors whose literature were cited in the body of this thesis work and mentioned on the references lists. The researcher prayed Allah (S. W. T.) to bless them profusely for making their knowledge available for the utilization of humanity. The researcher acknowledged and appreciated the approval and release of financial assistance toward the pursuit of this progarmme by the Administrator of Lokoja Local Government Area – Honourable L. Shiru and the Director of Local Government Administration of the Local Government Area – Hajiya F. Abubakar. May Allah (S. W. T.) bless both of you for the good and kind manner gestures. The researcher acknowledged the initial financial support of my friend – Hon. I. D. Bababudon thank you very much. The researcher very much acknowledged and appreciated the effort of the researcher‟s colleague – M. S. Abubakar in the assistance rendered for handling the analysis of this study data. May Allah (S. W. T.) reward you abundantly. The researcher wholeheartedly acknowledged and appreciated the moral and general supports of my lovely, caring and very committed wife – Mallama H. A. Abdulrahman as well as the cooperation and understanding of the children displayed during the researcher‟s frequent academic pursuit absence from home. May Allah (S. W. T.) bless all of you. Vi TABLE OF CONTENTS Title Page i Declaration ii Certification iii Dedication iv Acknowledgements v Table of Contents vii List of Tables xi List of Appendices xiv List of Abbreviations xv Operational Definition of Terms xvi Abstract xviii CHAPTER ONE: INTRODUCTION 1.1 Background to the Study 1 1.2 Statement of the Problem 7 1.3 Objectives of the Study 9 1.4 Research Questions 10 1.5 Hypotheses 11 1.6 Basic Assumptions 12 1.7 Significance of the Study 12 1.8 Scope and Delimitation of the Study 14 vii CHAPTER TWO: REVIEW OF RELATED LITERATURE 2.1 Introduction 16 2.2 The Concept of Rational Self Analysis 16 2.2.1 Theoretical Bases for Rational Self Analysis Counselling Technique 27 2.2.2 Principles of Rational Self Analysis 31 2.2.3 Rational and Irrational Self Analysis 33 2.2.4 Consequences of Irrational Self Analysis 34 2.3 The Concept of Cognitive Restructuring 36 2.3.1 Theoretical Bases for Cognitive Restructuring Counselling Technique 40 2.3.2 Processes of Cognitive Restructuring 42 2.3.3 Processes of Thought Recording Strategies in Cognitive Restructuring 43 2.3.4 Qualities of Cognitive Restructuring 46 2.4 The Concept of Bullying Behaviour 47 2.5 Theoretical Framework of Bullying Behaviour 59 2.5.1 The Psychoanalytic Theory 59 2.5.2 The Social Learning Theory 72 2.5.3 The Cognitive Behaviour Theory 84 2.5.4 The Cognitive Behavioural Theory 87 2.5.5 The Human Behaviour Theory 93 2.6 Types of Bullying Behaviour 95 2.6.1 Causes of Bullying Behaviour 102 2.6.2 Consequences of Bullying Behaviour 106 viii 2.7 Empirical Studies 118 2.8 Summary 135 CHAPTER THREE: METHODOLOGY 3.1 Introduction 147 3.2 Research Design 147 3.3 Population of the Study 149 3.4 Sample Size and Sampling Techniques 150 3.5 Instrumentation 151 3.6 Validation of the Instrument 153 3.7 Reliability of the Instrument 153 3.8 Procedure for Data Collection 155 3.8.1 Treatment Procedure Group One (I1) - Rational Self Analysis 156 3.8.2 Treatment Procedure Group Two (I2) - Cognitive Restructuring 162 3.9 Procedure for Data Analysis 168 CHAPTER FOUR: RESULTS AND DISCUSSION 4.1 Introduction 171 4.2 Answer to Research Questions 171 4.3 Hypotheses Testing 175 4.4 Summary of Major Findings 180 4.5 Discussion of Results 181 CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.1 Introduction 204 ix 5.2 Summary 204 5.3 Conclusion 206 5.4 Contribution to Knowledge 207 5.5 Recommendations 207 5.6 Limitation of the Study 209 5.7 Suggestions for Further Studies 210 REFERENCES 211 APPENDICES 221 x LIST OF TABLES Tables Page Table 1: Research Population by Schools 150 Table 2: Samples Drawn from Private Secondary Schools 151 Table 3: Mean and Standard Deviation of the Effect of Rational Self 172 Analysis Counselling Technique on Physical Bullying Behaviour among Secondary School Students from their Pretest and Posttest Scores Table 4: Mean and Standard Deviation of the Effect of Cognitive 172 Restructuring Counselling Technique on Physical Bullying Behaviour among Secondary School Students from their Pretest and Posttest Scores Table 5: Mean and Standard Deviation of the Effect of Rational Self 173 Analysis Counselling Technique on Verbal Bullying Behaviour among Secondary School Students from their Pretest and Posttest
Load more

Recommended publications
  • Cognitive Behavioral Therapy: an Overview
    Cognitive Behavioral Therapy: an overview Amber Hammontree, LPC Clinical Trainer Georgia Families 360° GAPEC-1204-16 March 2016 1 Learning objectives • Understand the basic concepts of cognitive behavioral therapy (CBT) • Identify the symptoms/disorders that CBT is used to treat • Understand evidence-based treatment • Discuss the strengths and limitations of CBT as a treatment model 2 What is cognitive behavioral therapy? • Cognitive behavioral therapy (CBT) combines principals of both cognitive and behavioral therapies. • Cognitive therapy emphasizes the role of thinking in “how we feel and act.” • Therapy focuses on: ― Identifying negative patterns of thinking ― How to change these unhealthy thoughts to healthier beliefs Healthy thoughts will then lead to more desirable reactions and outcomes. 3 What is cognitive behavioral therapy? (cont.) • Behavioral therapy focuses on replacing damaging habits with pro-social behaviors through skill building. This is done by: ― Focusing on decreasing the connections between stimuli (people, situations or events) and negative reactions to them. ― Learning and applying new skills to improve reactions. Additional approaches to CBT Rational Emotive Behavior Therapy (REBT) Rational Living Therapy (RLT) Trauma Focused Cognitive Behavioral Therapy (TF-CBT) Dialectic Behavior Therapy (DBT) 4 Basic principles of CBT CBT focuses on exploring the relationship between thoughts, feelings and behaviors. What we think affects how we act and feel. Thought What we feel affects what we think and do. What we do affects how we think and feel. Feelings Behavior 5 CBT terminology • CBT views behavior as either "adaptive" or "maladaptive", "learned" vs "unlearned", and "rational" vs "irrational." • Behavior that is rational meets these three criteria: ̶ It is based on fact ̶ It helps us achieve our goals ̶ It helps us feel how we want to feel • Behavior that does not meet these criteria is not rational.
    [Show full text]
  • Cognitive Behavioral Therapy: an Overview
    Cognitive Behavioral Therapy: an overview Amber Hammontree, LPC Clinical Trainer Georgia Families 360° GAPEC-1204-16 March 2016 1 Learning objectives • Understand the basic concepts of cognitive behavioral therapy (CBT) • Identify the symptoms/disorders that CBT is used to treat • Understand evidence-based treatment • Discuss the strengths and limitations of CBT as a treatment model 2 What is cognitive behavioral therapy? • Cognitive behavioral therapy (CBT) combines principals of both cognitive and behavioral therapies. • Cognitive therapy emphasizes the role of thinking in “how we feel and act.” • Therapy focuses on: ― Identifying negative patterns of thinking ― How to change these unhealthy thoughts to healthier beliefs Healthy thoughts will then lead to more desirable reactions and outcomes. 3 What is cognitive behavioral therapy? (cont.) • Behavioral therapy focuses on replacing damaging habits with pro-social behaviors through skill building. This is done by: ― Focusing on decreasing the connections between stimuli (people, situations or events) and negative reactions to them. ― Learning and applying new skills to improve reactions. Additional approaches to CBT Rational Emotive Behavior Therapy (REBT) Rational Living Therapy (RLT) Trauma Focused Cognitive Behavioral Therapy (TF-CBT) Dialectic Behavior Therapy (DBT) 4 Basic principles of CBT CBT focuses on exploring the relationship between thoughts, feelings and behaviors. What we think affects how we act and feel. Thought What we feel affects what we think and do. What we do affects how we think and feel. Feelings Behavior 5 CBT terminology • CBT views behavior as either "adaptive" or "maladaptive", "learned" vs "unlearned", and "rational" vs "irrational." • Behavior that is rational meets these three criteria: ̶ It is based on fact ̶ It helps us achieve our goals ̶ It helps us feel how we want to feel • Behavior that does not meet these criteria is not rational.
    [Show full text]
  • Unit 1 Psychoanalysis, Psychodynamic and Psychotherapy
    UNIT 1 PSYCHOANALYSIS, PSYCHODYNAMIC AND PSYCHOTHERAPY Structure 1.0 Introduction 1.1 Objectives 1.2 Psychotherapy 1.2.1 Essentials of Psychotherapy 1.3 Psychoanalysis 1.3.1 Phases in the Evolution of Psychoanalysis 1.3.2 Brief History of Psychoanalysis 1.3.3 The Work of a Psychoanalyst 1.3.4 Goals of Psychoanalysis 1.4 Techniques in Psychoanalysis 1.4.1 Maintaining the Analytical Framework 1.4.2 Free Association 1.4.3 Dream Analysis 1.4.4 Interpretation 1.4.5 Analysis and Interpretation of Resistance 1.4.6 Analysis of Transference 1.4.7 Counter Transference 1.5 Psychodynamic Therapies 1.5.1 Freudian School 1.5.2 Ego Psychology 1.5.3 Object Relations Psychology 1.5.4 Self Psychology 1.6 Differences between Psychodynamic Therapy and Psychoanalysis 1.7 Let Us Sum Up 1.8 Unit End Questions 1.9 Suggested Readings 1.0 INTRODUCTION In this unit we will be dealing with psychotherapy, psychoanalysis and other related therapies. It provides a detailed account of psychoanalysis and presents the component factors in the same. We then discuss the essentials of Psychotherapy and point out its importance. Then we take up psychoanalysis and as the first step we elucidate the evolution of psychoanalysis and then follow it up by presenting a history of psychoanalysis. Then we take up the functions of a psychoanalyst and detail the same. This is followed by the goals of psychoanalysis and the techniques of psychoanalysis. The next section deals with the psychodynamic therapies and their significance. Then we point out the differences between Psychodynamic Therapy and Psychoanalysis 5 Counselling: Models and Approaches 1.1 OBJECTIVES After completing this unit, you will be able to: • Discuss the concept of psychotherapy; • Define psychoanalysis; • Describe the goals of psychoanalysis; • Identify the difference between psychodynamic therapy and psychoanalysis; and • Explain the techniques like dream analysis and free association used by the psychotherapist.
    [Show full text]
  • Cognitive Behavioral Therapy (CBT)
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Educational Psychology Papers and Publications Educational Psychology, Department of 2010 Cognitive Behavioral Therapy (CBT) Rhonda Turner University of Nebraska-Lincoln Susan M. Swearer Napolitano University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/edpsychpapers Part of the Educational Psychology Commons Turner, Rhonda and Swearer Napolitano, Susan M., "Cognitive Behavioral Therapy (CBT)" (2010). Educational Psychology Papers and Publications. 147. https://digitalcommons.unl.edu/edpsychpapers/147 This Article is brought to you for free and open access by the Educational Psychology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Educational Psychology Papers and Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in Encyclopedia of Cross-Cultural School Psychology (2010), p. 226-229. Copyright 2010, Springer. Used by permission. Cognitive Behavioral Therapy (CBT) Therapy, Rational Living Therapy, Schema Focused Therapy and Dialectical Behavior Rhonda Turner and Susan M. Swearer Therapy. Department of Educational Psychology, Uni- History of CBT versity of Nebraska-Lincoln, Lincoln, Nebraska, A precursor to the development of CBT U.S.A. was the emergence of Albert Bandura’s So- cial Learning Theory. Unlike the prevail- Cognitive Behavioral Therapy (CBT) is a ing psychodynamic or behavioral views form of psychotherapy that focuses on the of psychological disturbance, Bandura role of cognition in the expression of emo- viewed people as consciously and actively tions and behaviors. CBT assumes that mal- interacting cognitively with their environ- adaptive feelings and behaviors develop ments. He introduced the notion that cog- through cognitive processes which evolve nitive mediation occurs in the stimulus-re- from interactions with others and experi- sponse cycle of human behavior.
    [Show full text]
  • List of Psycho Therapy Spirits for MD 12 Steps Programs, 100 Years Of
    List of Psycho Therapy Spirits for MD 12 steps programs, 100 Years of Psychotherapy – And the World's Getting Worse, abnormal Psychotherapy, Abreaction, Academy at Dundee Ranch, Academy at Ivy Ridge, Academy at Swift River, Academy of Cognitive Therapy, Accelerated experiential dynamic therapy, Acceptance and commitment therapy, Ackerman Institute for the Family, Active listening, Activity theory, Adaptive psychotherapy, Addiction psychiatry, Addictions Anonymous, Adlerian therapy, Adventure therapy, Affect logic, Affect theory, Afterburn, Aggression Replacement Training, Alcoholics Anonymous, altered emotions, altered mind, altered soul, altered state of consciousness, altered will, Alternative new age therapies, Alternative therapies for developmental and learning disabilities, alters, Amplification, Analytical psychology, Anger management, Animal-assisted therapy, Anomalistic psychology, anti-christ, Anti-psychiatry, Anti-psychology, Anxiety Management Training, anxiety reduction technique, Anything Anonymous, Apex effect, Applied Behavioral Analysis, Applied Psychophysiology and Biofeedback, Arbitrary inference, Art therapy, Asian psychology, Aspen Achievement Academy, Assertive community treatment, Atavistic regression, Attachment in adults, Attachment in children, Attachment measures, Attachment theory, Attachment therapy, Attachment-based psychotherapy, Attachment-based therapy for children, Attack therapy, Audio–visual entrainment, Auditing, Autogenic training, Autosuggestion, Auxiliary ego, Aversion therapy, Aylan School, Bad
    [Show full text]
  • Brief Interventions and Brief Therapies for Substance Abuse: Treatment Improvement Protocol (TIP) Series 34
    TIP 34: Brief Interventions and Brief Therapies for Substance Abuse: Treatment Improvement Protocol (TIP) Series 34 A59192 Kristen Lawton Barry, Ph.D. Consensus Panel Chair U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Public Health Service Substance Abuse and Mental Health Services Administration Center for Substance Abuse Treatment Rockwall II, 5600 Fishers Lane Rockville, MD 20857 DHHS Publication No. (SMA) 99-3353 Printed 1999 Link to the National Guideline Clearinghouse Disclaimer This publication is part of the Substance Abuse Prevention and Treatment Block Grant technical assistance program. All material appearing in this volume except that taken directly from copyrighted sources is in the public domain and may be reproduced or copied without permission from the Substance Abuse and Mental Health Services Administration's (SAMHSA) Center for Substance Abuse Treatment (CSAT) or the authors. Citation of the source is appreciated. This publication was written under contract number 270-95-0013 with The CDM Group, Inc. (CDM). Sandra Clunies, M.S., I.C.A.D.C., served as the CSAT government project officer. Rose M. Urban, L.C.S.W., J.D., C.C.A.S., served as the CDM TIPs project director. Other CDM TIPs personnel included Raquel Ingraham, M.S., project manager; Jonathan Max Gilbert, M.A., managing editor; Janet G. Humphrey, M.A., editor/writer; Cara Smith, production editor; Erica Flick, editorial assistant; Y-Lang Nguyen, former production editor; and Paul Seaman, former editorial assistant. Special thanks go to consulting writers Scott M. Buchanan, M.S.Ed.; Dennis M. Donovan, Ph.D.; Jeffrey M. Georgi, M.Div.; Delinda E.
    [Show full text]
  • Cognitive-Behavioral Therapy
    Ideas for Treatment Improvement APRIL 2005 • VOLUME 8, ISSUE 4 PLEASE COPY OR POST Cognitive Behavioral Therapy (CBT) - Part 1 SERIES 18 CBT and Anger Management Northwest Frontier cognitive-behavioral therapies share the Addiction Technology following characteristics: Transfer Center “ Man’s mind, once stretched Focuses on thoughts 810 “D” Street NE by a new idea, never regains Cognitive-behavioral therapy is based on Salem, OR 97301 the premise that our thoughts cause our Phone: (503) 373-1322 its original dimensions.” FAX: (503) 373-7348 feelings and behaviors, not external things, ~ Oliver Wendell Holmes ~ like people, situations, and events. Clients A project of are viewed as having the ability to change OHSU the way they think to feel and act better Department of Public even if the situation does not change. Health & Preventive Medicine ognitive-Behavioral Therapy (CBT) Is brief and time-limited is a general classification of psy- CBT can yield positive results for the client Steve Gallon, Ph.D., Cchotherapy with many different in a relatively short period of time. The Principal Investigator names, including Rational Emotive Behav- average number of sessions clients receive Wendy Hausotter, MPH ior Therapy, Cognitive Therapy, Rational is approximately 16, while other forms of Project Director Behavior Therapy, Rational Living Therapy, therapy can take years. CBT is brief Schema Focused Therapy, and Dialectical because it is highly instructional and makes Mary Anne Bryan, MS Behavior Therapy. use of homework assignments. Editor [email protected] The focus of this Addiction Messenger Uses a sound therapeutic series is to provide a basic understanding relationship for effective therapy, Be sure to check out of CBT and illustrate CBT techniques used but not as the main focus our web page at: in several manuals that are readily avail- Many forms of therapy rely heavily on the www.nfattc.org able to counselors.
    [Show full text]
  • A Cognitive Behavioral Approach to Occupational Therapy Hippothearpy
    University of North Dakota UND Scholarly Commons Occupational Therapy Capstones Department of Occupational Therapy 2009 A Cognitive Behavioral Approach to Occupational Therapy Hippothearpy [i.e.., Hippotherapy] for Children and Adolescents with Mood Disorders Abby Heaton University of North Dakota Krista Tangen University of North Dakota Follow this and additional works at: https://commons.und.edu/ot-grad Part of the Occupational Therapy Commons Recommended Citation Heaton, Abby and Tangen, Krista, "A Cognitive Behavioral Approach to Occupational Therapy Hippothearpy [i.e.., Hippotherapy] for Children and Adolescents with Mood Disorders" (2009). Occupational Therapy Capstones. 79. https://commons.und.edu/ot-grad/79 This Scholarly Project is brought to you for free and open access by the Department of Occupational Therapy at UND Scholarly Commons. It has been accepted for inclusion in Occupational Therapy Capstones by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. A Cognitive Behavioral Approach to Occupational Therapy Hippothearpy for Children and Adolescents with Mood Disorders By Abby Heaton Krista Tangen Advisor: Sonia S. Zimmerman, Ph.D., OTR/L, FAOTA A Scholarly Project Submitted to the Occupational Therapy Department of the University of North Dakota In Partial fulfillment of the requirements For the degree of Master’s of Occupational Therapy Grand Forks, North Dakota May 2009 This Scholarly Project Paper, submitted by Abby Heaton & Krista Tangen in partial fulfillment of the requirement for the degree of Master’s of Occupational Therapy from the University of North Dakota, has been read by the Faculty Advisor under whom the work has been done and is hereby approved.
    [Show full text]
  • 2.3 Cognitive Behavioural Therapy (Cbt)
    Psychoanalysis, UNIT 2 BEHAVIOURAL THERAPY, Psychodynamic and COGNITIVE BEHAVIOUR Psychotherapy THERAPY AND APPROACHES TO COUNSELLING Structure 2.0 Introduction 2.1 Objectives 2.2 Behaviour Therapy 2.2.1 History 2.2.2 Systematic Desensitisation 2.2.3 Exposure: An extinction Approach 2.2.4 Aversion Therapy 2.2.5 Operant Conditioning Treatments 2.3 Cognitive Behavioural Therapy (CBT) 2.3.1 Brief History 2.3.2 ABC Model of CBT 2.3.3 Goals of CBT 2.3.4 Techniques/ Principles Used in CBT 2.3.5 Levels of Cognition 2.3.6 Techniques Used in CBT 2.3.7 Hierarchical Structure of A-B-C 2.4 Let Us Sum Up 2.5 Unit End Questions 2.6 Suggested Readings 2.0 INTRODUCTION This unit deals with behaviour therapy cognitive behaviour therapy and related issues. We start with Behaviour Therapy, how it started and with what purpose and proceed to give some of the techniques related to behaviour therapy. The techniques such as systematic desensitisation, exposure, flooding, and aversion therapy are all discussed in this unit. Then we take up operant conditioning techniques under which we discuss the positive reinforcement, participant modeling and assertiveness training etc. This is then followed by cognitive behaviour therapy in which we discuss its history, present the ABC model of CBT and describe the techniques of CBT in detail. We then present the hierarchical structure of ABC model of cognitive behaviour therapy and elucidate the principles underlying cognitive therapies. 2.1 OBJECTIVES After completing this unit, you will be able to: • Define behaviour therapy; • Describe classical conditioning procedures in behaviour therapy; 17 Counselling: Models and • Explain cognitive-behavioural therapy (CBT) and its principles; Approaches • Describe A-B-C Model of CBT; • Identify the difference between behaviour therapy and cognitive-behavioural therapy (CBT); and • Explain the techniques involved in CBT.
    [Show full text]
  • UNIT 1 INTRODUCTION to COUNSELING and Characteristics of a and CHARACTERISTICS of a Counselor COUNSELOR
    Introduction to Counseling UNIT 1 INTRODUCTION TO COUNSELING and Characteristics of a AND CHARACTERISTICS OF A Counselor COUNSELOR Structure 1.0 Introduction 1.1 Objectives 1.2 Definition of Counseling 1.2.1 Counseling and Guidance 1.2.2 Characteristics of Guidance 1.2.3 Counseling and Psychotherapy 1.3 Halmark of a Counselor 1.4 Characteristics of a Counselor 1.4.1 Educational Qualities of a Counselor 1.4.2 Education and Training 1.4.3 Licensure 1.4.4 Other Qualifications 1.4.5 Certification and Advancement 1.4.6 Counselor and Values 1.5 Let Us Sum Up 1.6 Unit End Questions 1.7 Suggested Readings 1.0 INTRODUCTION This unit deals with counsllor, counseling and guidance issues. We start with the definition of Counseling and guidance and differentiate guidance from counseling. Then we take up characteristics of counseling and guidance and differentiate counseling from psychotherapy. Then we deal with the counsellor and the important aspects of a cousnellor. Then we take up the characteristics of a counsellor. We elucidate the typical training and educational qualifications to make a person a counsellor and provide information regarding licensing of counselors to practice both in India and other countries. Then we elucidate the other qualifications of counselors, the certification and advancement in the field. Then we deal with the values of the counselors and how they use the same in the profession. 1.1 OBJECTIVES After reading this unit, you will be able to: • Describe the concept of counseling; • Define counseling psychology; • Explain the difference between counseling and guidance; • Explain the role and characteristics of a counselor; 5 Introduction • Describe the personal and academic qualification and training required of a counselor; and • Analyse the role of values in counseling.
    [Show full text]
  • GPU-2010-1.Pdf
    UNIVERSIDAD DE CHILE FACULTAD DE MEDICINA AÑO 6, VOLUMEN 6, No 1 MARZO DE 2010 REVISTA AUSPICIada POR SODEPSI www.gacetadepsiquiatriauniversitaria.cl IMPORTANTE El nuevo correo del editor de GPU es: [email protected] El antiguo [email protected] ha quedado desactivado. El sitio actual de la GPU es: www.gacetadepsiquiatriauniversitaria.cl SUSCRIPCIONES DENTRO DEL TERRITORIO NACIONAL (incluye envío por correo certificado) Psiquiatras. suscripción gratuita Médicos no psiquiatras . $ 15.000* Otros profesionales . $ 15.000* SUSCRIPCIONES EN EL EXTRANJERO (incluye envío por correo certificado) Psiquiatras. US$ 50* Médicos no psiquiatras . US$ 65* Otros profesionales . US$ 65* Solicitudes C&C Ediciones E-mail: [email protected] Fono: (56-2) 269 7517 * Suscripción por 1 año (cuatro números). Si usted es psiquiatra y no ha recibido esta revista, por favor actualice su dirección en el siguiente correo: [email protected] DIRECTOR ACADÉMICO Dr. Juan Pablo Jiménez de la Jara SECRETARIA ACADÉMICA Ps. Anneliese Dörr EDITOR GENERAL Dr. César Ojeda SUB-EDITORES Dra. Patricia Cordella, Dr. Alberto Botto SUB-EDITOR INTERNACIONAL Ps. André Sassenfeld CUERPO EDITORIAL Dra. Julia Acuña, Dra. Claudia Almonte, Dr. Félix Bacigalupo, Ps. María Luz Bascuñán, Dr. Francisco Bustamante, Dr. Jorge Cabrera, Dr. César Carvajal, Dra. Susana Cubillos, Dr. Guillermo de la Parra, Dra. Marta del Río, Dr. Ramón Florenzano, Dr. Claudio Fullerton, Soc. Nina Horwitz, Dr. Francisco Huneeus, Dr. Fernando Ivanovic-Zuvic, Dr. Enrique Jadresic, Dr. Juan Fco. Jordán, Ps. Mariane Krause, Dr. Juan Fco. Labra, Dr. Juan Carlos Martínez, Dr. Alberto Minoletti, Dr. Eugenio Olea, Dr. Patricio Olivos, Dra. Grisel Orellana, Dr. Policarpo Rebolledo, Dr. Pedro Retamal, Dr. Arturo Roizblatt, Dra.
    [Show full text]
  • Code of Colorado Regulations 1 Patient Compliance, As Well As Availability of Services
    DEPARTMENT OF LABOR AND EMPLOYMENT Division of Workers’ Compensation WORKERS' COMPENSATION RULES OF PROCEDURE WITH TREATMENT GUIDELINES RULE 17, EXHIBIT 9 CHRONIC PAIN DISORDER MEDICAL TREATMENT GUIDELINES 7 CCR 1101-3 Rule 17 - Exhibit 9 [Editor’s Notes follow the text of the rules at the end of this CCR Document.] _______________________________________________________________________________ A. INTRODUCTION This document has been prepared by the Colorado Department of Labor and Employment, Division of Workers’ Compensation (Division) and should be interpreted within the context of guidelines for physicians/providers treating individuals qualifying under Colorado’s Workers’ Compensation Act as injured workers with chronic pain. Although the primary purpose of this document is advisory and educational, these guidelines are enforceable under the Workers’ Compensation Rules of Procedure, 7 CCR 1101-3. The Division recognizes that acceptable medical practice may include deviations from these guidelines, as individual cases dictate. Therefore, these guidelines are not relevant as evidence of a provider’s legal standard of professional care. To properly utilize this document, the reader should not skip nor overlook any sections. B. GENERAL GUIDELINE PRINCIPLES The principles summarized in this section are key to the intended implementation of all Division of Workers’ Compensation guidelines and critical to the reader’s application of the guidelines in this document. 1. APPLICATION OF THE GUIDELINES The Division provides procedures to implement medical treatment guidelines and to foster communication to resolve disputes among the provider, payer and patient through the Workers’ Compensation Rules of Procedure. In lieu of more costly litigation, parties may wish to seek administrative dispute resolution services through the Division or the office of administrative courts.
    [Show full text]