This book provides the foundations and training that social workers need to master cognitive behavior therapy (CBT). CBT is based on several principles namely cognitions affect behavior and emotion; certain experiences can evoke cognitions, explanation, and attributions about that situation; cognitions may be made aware, monitored, and altered; desired emotional and behavioral change can be achieved through cognitive change. CBT employs a number of distinct and unique therapeutic strategies in its practice. As the human services increasingly develop robust evidence regarding the effectiveness of various psychosocial treatments for various clinical disorders and life problems, it becomes increasingly incumbent upon individual practitioners to become proficient in, and to provide, as first choice treatments, these various forms of evidence-based practice. It is also increasingly evident that CBT and practice represents a strongly supported approach to social work education and practice. The book covers the most common disorders encountered when working with adults, children, families, and couples including: anxiety disorders, depression, personality disorder, sexual and physical abuse, substance misuse, grief and bereavement, and eating disorders. Clinical social workers have an opportunity to position themselves at the forefront of historic, philosophical change in 21st-century medicine. While studies using the most advanced medical technology show the impact of emotional suffering on physical disease, other studies using the same technology are demonstrating CBT’s effectiveness in relieving not just emotional suffering but physical suffering among medically ill patients.
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Over the years, cognitive behavior therapy (CBT) has been applied to a variety of client populations in a range of treatment settings and to the range of clinical problems. This chapter provides a general overview of the cognitive behavior history, model, and techniques and their application to clinical social work practice. It begins with a brief history and description, provides a basic conceptual framework for the approach, highlights the empirical base of the model, and then discusses the use of cognitive, behavior, and emotive/affective interventions. Cognitive behavior therapy is based on several principles namely cognitions affect behavior and emotion; certain experiences can evoke cognitions, explanation, and attributions about that situation; cognitions may be made aware, monitored, and altered; desired emotional and behavioral change can be achieved through cognitive change. CBT employs a number of distinct and unique therapeutic strategies in its practice.
The treatment of the suicidal individual is perhaps the most weighty and difficult of any of the problems confronted by the clinical social worker. Some frequent comorbid pathology with suicidal behavior includes alcoholism, panic attacks, drug abuse, chronic schizophrenia, conduct disorder in children and adolescents, impulse control deficits, schizophrenia, and problem-solving deficits. Suicidal harmful behavior appears in all ages and characterizes clients in a large spectrum of life. There are four types of suicidal behavior namely rational suicider, psychotic suicider, hopeless suicider and impulsive or histrionic suicider. This chapter presents some primarily cognitive techniques for challenging suicidal automatic thoughts. Recent reports suggest that individuals suffering from alcohol or substance abuse are at an increased risk both for attempting, and for successfully completing, a suicidal act. The therapist must develop an armamentarium of cognitive techniques, and the skills to use these effectively in ways that are appropriate for each individual client.
The field of counseling is an exciting and challenging career choice. It is a profession that has a prolific history of enabling person-centered counseling approaches for individuals, couples, partners, and families, and facilitates therapeutic services for children, adolescents, adults, and older adults. This book offers an excellent resource for graduate-level coursework that relates to an orientation to the counseling profession, professional issues, and special topic seminars, as well as other counseling-related coursework. It provides both contemporary insight and practical strategies for working with the complexity of real-life issues related to assessment, diagnosis, and treatment of diverse clients and their families. The book provides professionals with chapters organized into the 10 CACREP and CORE content areas that address the awareness, knowledge, and skills required to work with children, adolescents, individuals, groups, couples, families, and persons from diverse cultural backgrounds. The content areas are: professional counseling identity, ethical and practice management issues, case management and consultation issues, multicultural counseling awareness, counseling theories and techniques, career counseling and human growth, assessment and diagnosis, counseling couples, families, and groups, counseling specific populations, and contemporary issues in counseling.
This chapter provides a general overview of the cognitive behavioral history, model, and techniques and their application to counseling practice. Cognitive behavior therapy (CBT) originally evolved out of two traditions, the behavior therapy tradition and the psychodynamic tradition. Behavior therapy was one of the first major departures from the more traditional, psychodynamically oriented approaches to therapy. Through the use of Socratic questioning, CBT involves an ongoing assessment of the person and the problems throughout the therapy experience and is very sensitive to the idiosyncratic nature of an individual’s problems. Once cognitive, behavioral, and emotive patterns are identified for change, the CBT therapist begins to introduce a variety of focused techniques to facilitate this process. Behavioral interventions can be especially helpful in promoting change in individuals who have a harder time making elegant core belief changes through cognitive methods.
- Go to article: Immigrant Parents’ Educational Aspirations for their Children and the Required Family Support System: A Lack of Confluence
Immigrant Parents’ Educational Aspirations for their Children and the Required Family Support System: A Lack of Confluence
The aim of the present study was to explore the support system that immigrant parents from Ethiopia can provide to their children who experience difficulties in school. One hundred and thirty seven families from five Israeli cities were interviewed by a specially trained team of veteran immigrants from Ethiopia who received further education in Israel. The results of the study indicate that there is a dramatic gap between the parents’ aspirations for the education of their children and the amount of support that immigrant families can or are willing to provide. Recommendations are made regarding the necessary changes in the educational support system provided to new immigrant students.
The four articles presented in the JCEP special issue on the Vygotskian approach to instruction provide the readers with examples of how Vygotsky's ideas have been used by his followers in different countries to improve educational practices in various subject domains and for students of different age groups. The articles cover the following topics: preschool instruction that results in the development of children's self-regulation; second language instruction organized as an implementation of Vygotsky's ideas about teaching scientific knowledge; teaching math to elementary school children that results in their high level and meaningful acquisition of knowledge and development of their ability to reflect on their knowledge; and education of teachers aimed at the development of their reflection. The articles are intended to help English-speaking educators better understand the Vygotskian ideas and methodology and adopt them into their practices.
- Go to article: Another Step Forward for Cognitive Therapy: Cognitive Therapy of Personality Disorders
- Go to article: Introduction to Vygotsky’s “The Dynamics of the Schoolchild’s Mental Development in Relation to Teaching and Learning”
Introduction to Vygotsky’s “The Dynamics of the Schoolchild’s Mental Development in Relation to Teaching and Learning”
Here, we present to Journal of Cognitive Education and Psychology readers the first in a series of “Classical Articles.” The purpose of this series is to reprint some of the articles that have played pivotal role in the development of the field of dynamic assessment and cognitive education. Some of these articles never appeared in English, and others were published in already defunct journals or proceedings. It seems important to make the current generation of researchers familiar with these texts so that our theoretical discussions can be carried out with full awareness of what has been done before us and how the classics of our field articulated their ideas.
- Go to article: Child Development Mediated by Trauma: The Dark Side of International Adoption, by Boris Gindis