The paper “Cognitive Behavioural Therapy (CBT)” provides a clinical case study of the ongoing psychotherapeutic intervention in the life of a patient named Karen, a 36-year old single unemployed woman, only recently identified as suffering from Borderline Personality Disorder…
Some information on Karen available to Dr. Banks before undertaking psychotherapy is outlined below. Karen left her parental home at the age of 18 after graduating from high school and took up residence in lodgings in the neighboring county. She found work as a waitress at a local diner. Just a few weeks after finding work, she married George whom she had met while at work. A very controlling and violent man, George dominated Karen in what seemed to be a repetition of the conditions under which Karen grew up. Her father had been violent and sexually abusive from the time she was six years old. As she grew older (13) her oldest brother continued the sexual abuse, until her other brother, nearer to her in age, put a stop to it. She was 16 at the time.
George, her husband, would be nice to her on rare occasions, taking her out to dinner and dances, and would compliment her on her good looks. George proved to be a very jealous husband and forced her to give up work. She was virtually kept prisoner confined to the house. Even with the occasional beatings, and not knowing any better, she put up with it and appeared to accept the situation as ‘normal’. Unfortunately, George died in an accident barely three years into their marriage. Karen was devastated. She had been totally dependent on him. He had created, as it were, both the center and the boundaries of her universe. She was diagnosed a clinical depressive and underwent psychiatric hospitalization. Since then, over the past 15 years, until the time she came under the psychotherapeutic care of Dr. Banks, she had been hospitalized at least on 10 more occasions. During that time she had been in the care of at least nine different psychotherapists, psychiatrists, social workers, and psychologists as an outpatient, one of whom were to abuse her sexually.
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It implies that a person’s behavior is influenced by individual’s thoughts and no other external factors influence on it. In accordance with CBT, an individual is able to trigger inner changes for the better inside him and he can take control over his way to recovery from addiction.
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(Willson & Branch, 2006). Generally, Cognitive Behavioral Therapy is client centered and the therapist job chiefly revolves around helping the client associate his feelings and thoughts with his behavior, identify unrealistic and destructive expectations and behavior, guiding the patient in replacing such unproductive thoughts with those that are positive and constructive among others.
During the 1980’s the Cognitive Therapist joined forces with the Behaviour Therapist to modify people’s inaccurate beliefs. The two therapies merged to work hand in hand, which led to much research being conducted in recent years. This helped to advocate the development of cognitive-behavioral interventions for psychosis (Haddock & Slade, 1996).
This poses a question regarding the exact nature of various elements of the cognition used in the developmental process and their pedagogic elements on behavior therapy. Thus, in pedagogical context, the designers and therapists may focus on these components as an end when providing a certain level of motivation through their material.
Thus it has straight applicability to clients with great Asperger's disease who are recognized to have deficits and distortions in thinking.
The therapy has numerous components, the first being an appraisal of the environment and degree of mood chaos using self reporting scales and a scientific interview.
Firstly, from a historical perspective as part of background understanding to the current cognitive behavioural therapy model, Woolfe and Dryden cite philosopher Epictetus' observations that people are disturbed by the view that they take of events rather than the actual occurrence of these events as the theoretical origins of contemporary cognitive behavioural therapy (CBT) (Woolfe and Dryden, 1996).
However, research has indicated that the level of efficacy of one solution to another; these differences have created a scenario where practitioners engage in review of the most appropriate techniques to ensure that they are
In particular, this paper gives a reflective account of learning in relation to application of the principles of evidence-based CBT. To achieve this, the paper incorporates critical analysis of how various techniques are linked to