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Essay / Research Paper Abstract
This 16 page paper addresses several issues related to the topic. These include an explanation of outcomes for cognitive-behavioral therapy; comparison of CBT and psychodynamic therapy; explanation of three models of CBT: cognitive therapy, Rational Emotive Behavior Therapy (REBT), and Reality Therapy and Choice Theory; presentation of case study; and similarities and differences among person-directed, psychodynamic, and CBT. Bibliography lists 20 sources.
Page Count:
16 pages (~225 words per page)
File: ME12_PG692372.doc
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Unformatted sample text from the term paper:
in thinking, feeling, and behavior. This intervention has been empirically validated in hundreds of research studies. One problem that has been repeatedly researched is the effectiveness of cognitive-behavioral therapy (CBT)
with adolescent depression. CBT teaches clients how to cope with stressors and how to problem solve effectively. Garber, Clarke, and Weersing (2009) compared the data of their study with that
of other therapists/researchers to determine if both studies had similar effects. Over 300 adolescents with depression were assigned to continue whatever care they were receiving or to participate in
CBT (Garber, Clarke, and Weersing, 2009). During the eight weekly sessions of 90 minutes, teens were taught cognitive restructuring techniques and problems solving skills (Garber, Clarke, and Weersing, 2009). Following
these initial sessions, participants attended six monthly group sessions to review skills and learn new skills, such as relaxation and assertiveness (Garber, Clarke, and Weersing, 2009). The incidents of depression
were lower in the CBT group than in the other group - the CBT group averaged only 11,7 percent experienced depressive episodes compared to over 40 percent in the other
group (Garber, Clarke, and Weersing, 2009). This was similar to other studies, which could provide a benchmark. In an individual case study, a patient with social phobia participated in CBT.
The therapist used progressive relaxation, desensitization, psycho-education, and cognitive restructuring (Chaudhury et al., 2009). After 17 sessions, the patients social phobia was significantly reduced and the improvement was consistent
six months later (Chaudhury et al., 2009). Benchmarking is an important element of evidence-based interventions. It is used to measure the generalizability of empirical findings (Weersing, 2005). The number
of empirical studies investigating the efficacy of CBT provide that needed benchmark for this intervention. The components in CBT as described include cognitive restructuring which is about changing thoughts and
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