Cognitive Behavior Therapy E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 1775

Veröffentlichungsjahr: 2008

Beschreibung

Proven to be highly effective for the treatment of a wide range of problems, cognitive-behavior therapy is the most widely used psychotherapeutic technique. Building on the success of the previous edition, Cognitive Behavior Therapy, Second Edition presents specific direction for cognitive behavior therapy techniques. Fully updated and expanded, this edition contains contributions from world-renowned experts on problems including smoking cessation, stress management, and classroom management. Its step-by-step illustrations create a hands-on reference of vital cognitive-behavioral therapy skills. This reference is essential for psychologists, counselors, and social workers.

Leseprobe

Table of Contents

Title Page

Copyright Page

PREFACE

Acknowledgements

CONTRIBUTORS

COGNITIVE BEHAVIOR THERAPY

1 INTRODUCTION

2 PSYCHOLOGICAL ACCEPTANCE

THE GROWTH OF PSYCHOLOGICAL ACCEPTANCE IN CBT

CONCEPTUALIZATIONS OF ACCEPTANCE

CLINICAL INTERVENTIONS TO PROMOTE PSYCHOLOGICAL ACCEPTANCE

WHEN IS ACCEPTANCE RECOMMENDED, AND WHEN IS IT LIKELY TO BE LESS EFFECTIVE?

UNRESOLVED ISSUES AND DIRECTIONS FOR FUTURE RESEARCH

CONCLUSION

3 ANGER (NEGATIVE IMPULSE) CONTROL

RESPONSIVE POPULATIONS AND CONTRAINDICATIONS

ANGER MEASUREMENT

THOUGHT STOPPING

RELAXATION TRAINING

PROBLEM-SOLVING SKILLS TRAINING

SELF-REINFORCEMENT

URGE CONTROL

EVIDENCE-BASED APPLICATIONS

RESOURCES

CONCLUSIONS

4 ASSERTIVENESS SKILLS AND THE MANAGEMENT OF RELATED FACTORS

BEHAVIORAL, COGNITIVE-AFFECTIVE, AND SOCIAL FACTORS INFLUENCING ASSERTIVENESS

ASSESSMENT

PRECONDITIONS FOR ASSERTIVENESS

ASSESSMENT OF ASSERTIVENESS SKILLS AND PERFORMANCE ABILITIES

BEHAVIORAL OBSERVATION

ASSERTIVENESS TRAINING

ASSERTIVENESS IN SPECIFIC CONTEXTS

CONCLUSION

5 ATTRIBUTION CHANGE

WHO MIGHT BENEFIT FROM THIS TECHNIQUE

CONTRAINDICATIONS

HOW TO APPLY ATTRIBUTION CHANGE TECHNIQUES: OVERVIEW

STEP-BY-STEP PROCEDURES

6 BEHAVIORAL ACTIVATION TREATMENT FOR DEPRESSION

WHO MIGHT BENEFIT FROM THIS TECHNIQUE

CONTRAINDICATIONS OF THE TREATMENT

OTHER DECISIONS IN DECIDING WHETHER TO USE BEHAVIORAL ACTIVATION

HOW DOES THE TECHNIQUE WORK?

STEP-BY-STEP PROCEDURES

FINAL CONSIDERATIONS

7 RESPONSE CHAINING

WHO MIGHT BENEFIT FROM THIS TECHNIQUE?

HOW DOES THIS TECHNIQUE WORK?

COMPLETING AND VALIDATING A TASK ANALYSIS

DETERMINE WHAT CHAINING PROCEDURE TO USE

8 BEHAVIORAL CONTRACTING

WHO MIGHT BENEFIT FROM THIS TECHNIQUE?

ASSOCIATED CHALLENGES

STEP-BY-STEP PROCEDURES

9 BIBLIOTHERAPY UTILIZING COGNITIVE BEHAVIOR THERAPY

EVIDENCE-BASED APPLICATION

LIMITS OF BIBLIOTHERAPY

FACTORS TO CONSIDER WHEN RECOMMENDING BIBLIOTHERAPY

PRACTICE RECOMMENDATIONS

CONCLUSION

10 BREATHING RETRAINING AND DIAPHRAGMATIC BREATHING TECHNIQUES

WHO MIGHT BENEFIT FROM THIS TECHNIQUE

EVIDENCE-BASED APPLICATIONS

CONTRAINDICATIONS OF THE TECHNIQUE

OTHER DECISION FACTORS WHEN DECIDING TO USE THE TECHNIQUE

HOW DOES BREATHING RETRAINING WORK?

STEP-BY-STEP PROCEDURES

11 CLASSROOM MANAGEMENT

CLASSROOM RULES

ENHANCING CLASSROOM ENVIRONMENT

REINFORCEMENT STRATEGIES

12 COGNITIVE DEFUSION

EVIDENCE FOR THE EFFECTIVENESS OF COGNITIVE DEFUSION

WHO MIGHT BENEFIT FROM THIS TECHNIQUE

CONTRAINDICATIONS OF THE TECHNIQUE

OTHER DECISIONS IN DECIDING WHETHER TO USE COGNITIVE DEFUSION

HOW DOES THE TECHNIQUE WORK?

STEP-BY-STEP PROCEDURES

THINKING VERSUS EXPERIENCE

OBJECTIFYING THOUGHT

A THOUGHT IS A THOUGHT IS A THOUGHT

FOCUS ON THE FUNCTIONAL UTILITY OF THOUGHTS

CONCLUSION

13 COGNITIVE RESTRUCTURING OF THE DISPUTING OF IRRATIONAL BELIEFS

WHO MIGHT BENEFIT FROM THIS TECHNIQUE

CONTRAINDICATIONS

OTHER FACTORS IN DECIDING WHETHER TO USE THIS TECHNIQUE

HOW DOES THIS TREATMENT WORK?

CONCLUSION

14 COGNITIVE RESTRUCTURING: BEHAVIORAL TESTS OF NEGATIVE COGNITIONS

HOW TO USE BEHAVIORAL TESTS TO COUNTER NEGATIVE THINKING

EXAMPLES OF BEHAVIORAL TESTS TO COUNTER NEGATIVE THINKING

SUMMARY AND CONCLUSIONS

15 COMMUNICATION/PROBLEM-SOLVING SKILLS TRAINING

PROPOSED MECHANISMS OF EFFECT

COMMUNICATION SKILLS TRAINING PROCEDURES

FUNCTION OF SPEAKER/LISTENER SKILLS

STEP-BY-STEP PROCEDURES FOR SPEAKER/LISTENER SKILLS

FUNCTION OF PROBLEM-SOLVING SKILLS

STEP-BY-STEP PROCEDURES FOR PROBLEM-SOLVING SKILLS FOR COUPLES

GENERALIZABILITY

EVIDENCE-BASED APPLICATIONS

SUMMARY

16 COMPLIANCE WITH MEDICAL REGIMENS

MAJOR THEORIES OF COMPLIANCE

GUIDELINES FOR COMPLIANCE ENHANCEMENT

AN EXAMPLE OF COMPLIANCE ENHANCEMENT

17 CONTINGENCY MANAGEMENT INTERVENTIONS

GENERAL PRINCIPLES OF CONTINGENCY MANAGEMENT

APPLICATIONS OF CONTINGENCY MANAGEMENT

DESIGNING AN EFFECTIVE CONTINGENCY MANAGEMENT INTERVENTION

BARRIERS TO IMPLEMENTATION

18 DAILY BEHAVIOR REPORT CARDS: HOME-SCHOOL CONTINGENCY MANAGEMENT PROCEDURES

TREATMENT ACCEPTABILITY

FOR WHOM IS THE INTERVENTION APPROPRIATE?

HOW DOES THE INTERVENTION WORK?

STEPS TO DEVELOPING AND USING A SCHOOL-HOME NOTE

19 DIALECTICS IN COGNITIVE AND BEHAVIOR THERAPY

DIALECTICS IN COGNITIVE AND BEHAVIOR THERAPY

WHO MIGHT BENEFIT FROM DIALECTICAL STRATEGIES

THEORY OR MECHANISM BY WHICH DIALECTICS IS HYPOTHESIZED TO WORK

SPECIFIC DIALECTICAL TREATMENT STRATEGIES

CONCLUSIONS

20 DIFFERENTIAL REINFORCEMENT OF LOW-RATE BEHAVIOR

OVERVIEW

EXAMPLES OF DRL

USING DRL SCHEDULES

LIMITATIONS OF DRL

FUTURE WORK

CONCLUSION

21 DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR AND DIFFERENTIAL REINFORCEMENT ...

CONSIDERATIONS PRIOR TO IMPLEMENTING A DRO/DRA PROCEDURE

DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR (DRO)

DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR (DRA)

SUMMARY

22 DIRECTED MASTURBATION: A TREATMENT OF FEMALE ORGASMIC DISORDER

INTRODUCTION

EVIDENCE-BASED APPLICATIONS

WHO MIGHT BENEFIT FROM THIS TREATMENT

CONTRAINDICATIONS FOR TREATMENT

THE INITIAL INTERVIEW

STEP-BY-STEP PROCEDURES

KEY ELEMENTS OF THE DIRECTED MASTURBATION PROGRAM

PROBLEMS TO DEAL WITH DURING THE TREATMENT PROGRAM

DISCUSSION

23 DISTRESS TOLERANCE

EMPIRICAL EVIDENCE SUPPORTING THE USE OF DISTRESS TOLERANCE

WHO MIGHT BENEFIT FROM THIS TECHNIQUE

CONTRADICTIONS

DECIDING TO USE DISTRESS TOLERANCE

DISTRESS TOLERANCE TECHNOLOGY

PROCEDURES

CONCLUSION

24 EMOTION REGULATION

UNDERSTANDING EMOTION REGULATION AND DYSREGULATION

EMOTION REGULATION STRATEGIES AND INTERVENTIONS

25 ENCOPRESIS: BIOBEHAVIORAL TREATMENT

INTRODUCTION

UNDERLYING PROCESSES

EVALUATION

CONTRAINDICATIONS

TREATMENT OF FE

PREVENTION

CONCLUSION

26 EXPRESSIVE WRITING

HOW TO DO EXPRESSIVE WRITING

WHO BENEFITS FROM EXPRESSIVE WRITING?

CONTRAINDICATIONS

WHY DOES EXPRESSIVE WRITING WORK?

SUGGESTED USES

27 FLOODING

WHEN ARE FLOODING PROCEDURES USED?

ARE FLOODING PROCEDURES EFFECTIVE IN REDUCING FEAR?

WHY DOES FLOODING WORK?

HOW TO CONDUCT FLOODING IN VIVO

HOW TO CONDUCT FLOODING IN IMAGINATION

CONCLUSION: HELPING THE CLIENT HANDLE DISTRESS

FUTURE DIRECTIONS

EVIDENCE-BASED APPLICATIONS

28 EXPERIMENTAL FUNCTIONAL ANALYSIS OF PROBLEM BEHAVIOR

BACKGROUND

WHO MIGHT BENEFIT FROM THE FUNCTIONAL ANALYSIS

POSSIBLE CONTRAINDICATIONS

ADDITIONAL CONSIDERATIONS

HOW DOES THE FUNCTIONAL ANALYSIS WORK?

EMPIRICAL SUPPORT FOR THE FUNCTIONAL ANALYSIS

STEP-BY-STEP INSTRUCTIONS

LINKING THE FUNCTIONAL ANALYSIS TO TREATMENT

29 FUNCTIONAL COMMUNICATION TRAINING TO TREAT CHALLENGING BEHAVIOR

WHO MIGHT BENEFIT FROM THIS TREATMENT

CONTRAINDICATIONS OF THE TREATMENT

HOW DOES THE TREATMENT WORK?

EVIDENCE FOR THE EFFECTIVENESS OF FCT

STEP-BY-STEP PROCEDURES

PREDICTING SUCCESSFUL OUTCOMES

30 FUNCTIONAL SELF-INSTRUCTION TRAINING TO PROMOTE GENERALIZED LEARNING

STEP 1: SELECT AN ARRAY OF EXAMPLES

STEP 2: CLASSIFY RESPONSES INTO TEACHING SETS

STEP 3: DIVIDE MEMBERS OF THE TEACHING SET INTO TRAINING EXAMPLES THAT WILL ...

STEP 4: TEACH SELF-INSTRUCTION

STEP 5: EVALUATE THE EFFECTS OF TRAINING

STEP 6: WITHDRAW TRAINING BASED ON STUDENT PERFORMANCE

CONCLUSION

31 GROUP INTERVENTIONS

INTRODUCTION

WHO MIGHT BENEFIT FROM GROUP INTERVENTIONS?

CONTRAINDICATIONS

PRACTICAL CONSIDERATIONS

STEP-BY-STEP PROCEDURES

32 HABIT REVERSAL TRAINING

WHO MIGHT BENEFIT FROM THIS TECHNIQUE

CONTRAINDICATIONS OF THE TREATMENT

HOW DOES THE TECHNIQUE WORK?

STEP-BY-STEP PROCEDURES

33 HARM REDUCTION

EVIDENCE-BASED APPLICATIONS OF HARM REDUCTION

WHO MIGHT BENEFIT FROM THIS TECHNIQUE

CONTRAINDICATIONS OF THIS THERAPY

HOW DOES THE TECHNIQUE WORK?

STEP-BY-STEP PROCEDURES

CONCLUSION

34 PUTTING IT ON THE STREET: HOMEWORK IN COGNITIVE BEHAVIORAL THERAPY

THERAPIST USE OF HOMEWORK

EVIDENCE-BASED APPLICATIONS OF HOMEWORK

WHAT IS THE PROCESS BY WHICH HOMEWORK PRODUCES ITS EFFECTS IN THERAPY?

USE OF HOMEWORK WITH SPECIFIC POPULATIONS

HOW DOES HOMEWORK WORK?

WHO MIGHT BENEFIT FROM HOMEWORK ASSIGNMENTS

CONTRAINDICATIONS FOR HOMEWORK ASSIGNMENTS

OTHER FACTORS IN DECIDING WHETHER TO USE HOMEWORK

STEP-BY-STEP PROCEDURES FOR USING HOMEWORK

35 THE PROLONGED CS EXPOSURE TECHNIQUES OF IMPLOSIVE (FLOODING) THERAPY

IMPLOSIVE THEORY

OVERVIEW OF THE THERAPEUTIC EXTENSION OF IMPLOSIVE THEORY

CONTRAINDICATION OF THE TREATMENT

OTHER ISSUES IN DECIDING WHETHER TO USE AN EXPOSURE BEHAVIORAL APPROACH

HOW DOES THE TECHNIQUE WORK?

A STEP-BY-STEP PROCEDURAL OUTLINE OF IMPLOSION THERAPY

DEALING WITH RESISTANCE AND DEFENSES

SESSION SPACING AND TREATMENT DURATION

EVIDENCE-BASED APPLICATIONS

ADDENDUM

36 COGNITIVE BEHAVIORAL TREATMENT OF INSOMNIA

INTRODUCTION AND BACKGROUND

THE COGNITIVE BEHAVIORAL MODEL OF INSOMNIA

DIAGNOSIS AND ASSESSMENT OF INSOMNIA

THE COGNITIVE BEHAVIORAL TREATMENT OF INSOMNIA

CONCLUSION

37 INTEROCEPTIVE EXPOSURE FOR PANIC DISORDER

WHO MIGHT BENEFIT FROM THIS TREATMENT?

CONTRAINDICATIONS OF THE TREATMENT

OTHER CONSIDERATIONS IN DECIDING WHETHER TO USE INTEROCEPTIVE EXPOSURE

HOW DOES INTEROCEPTIVE EXPOSURE WORK?

STEP-BY-STEP GUIDE ON HOW TO IMPLEMENT INTEROCEPTIVE EXPOSURE

CONDUCTING AN IDIOGRAPHIC ASSESSMENT AND FUNCTIONAL ANALYSIS

PROVIDING CLIENTS WITH AN ADEQUATE RATIONALE FOR INTEROCEPTIVE EXPOSURE

STRUCTURE AND SELECTION OF INTEROCEPTIVE EXPOSURE EXERCISES

TYPES OF INTEROCEPTIVE EXPOSURE EXERCISES

IMPLEMENTATION OF INTEROCEPTIVE EXPOSURE

EXPOSURE HOMEWORK

PROMOTING GENERALIZATION USING NATURALISTIC EXPOSURE

STRATEGIES TO UNDERMINE AVOIDANCE AND SAFETY-SEEKING BEHAVIORS

38 LIVE (IN VIVO) EXPOSURE

WHO MIGHT BENEFIT FROM IN VIVO EXPOSURE

EVIDENCE-BASED APPLICATIONS

CONTRAINDICATIONS

ANY OTHER DECISION FACTORS IN DECIDING WHETHER TO USE THE TECHNIQUE

HOW DOES IN VIVO EXPOSURE WORK?

STEP-BY-STEP PROCEDURES

39 APPLICATIONS OF THE MATCHING LAW

APPLICATIONS

CONSIDERATIONS

STEP-BY-STEP PROCDURES

FOCUS ON APPLIED IMPLICATIONS

SUMMARY

40 MINDFULNESS PRACTICE

PRIMARY MINDFULNESS STRATEGIES AND THEIR EMPIRICAL STATUS

WHO MIGHT BENEFIT FROM MINDFULNESS STRATEGIES AND CONTRAINDICATIONS OF THE TREATMENT

OTHER FACTORS TO CONSIDER IN DECIDING WHETHER TO USE MINDFULNESS STRATEGIES

HOW DOES MINDFULNESS PRACTICE WORK?

STEP-BY-STEP GUIDELINES FOR THE CLINICAL USE OF MINDFULNESS PRACTICE

41 MODERATE DRINKING TRAINING FOR PROBLEM DRINKERS

MODERATION TRAINING APPROACHES

KEY ELEMENTS OF MODERATION TRAINING

WHO IS LIKELY TO BENEFIT FROM MODERATION TRAINING?

THE RISKS OF MODERATION

CONCLUSION

42 MULTIMODAL BEHAVIOR THERAPY

CONTEXT

ENTER COGNITIVE RESTRUCTURING AND MORE

WHO MIGHT BENEFIT FROM THIS APPROACH

CONTRAINDICATIONS

THEORY AND MECHANISM

TWO SPECIFIC MULTIMODAL PROCEDURES

ILLUSTRATIVE CASE

A STEP-BY-STEP INQUIRY

43 POSITIVE PSYCHOLOGY: A BEHAVIORAL CONCEPTUALIZATION AND APPLICATION TO ...

THE HISTORICAL ROOTS OF POSITIVE PSYCHOLOGY

CURRENT PERSPECTIVES IN THE POSITIVE PSYCHOLOGY MOVEMENT

BEHAVIORISM AND POSITIVE PSYCHOLOGY: COMMON FACTORS

CONTEMPORARY BEHAVIORAL THERAPIES AND POSITIVE PSYCHOLOGY

CRITICISMS OF POSITIVE PSYCHOLOGY

CONCLUSION

44 MOTIVATIONAL INTERVIEWING

RESEARCH ON THE EFFICACY OF MI

WHO MIGHT BENEFIT FROM MI?

THEORETICAL UNDERPINNINGS OF MI

THE PRACTICE OF MOTIVATIONAL INTERVIEWING

CONCLUSION

45 NONCONTINGENT REINFORCEMENT AS A TREATMENT FOR PROBLEM BEHAVIOR

CONTRAINDICATIONS OF THE TECHNIQUE

CONSIDERATIONS

HOW DOES THE TECHNIQUE WORK?

STEP-BY-STEP PROCEDURES

WHEN NCR DOES NOT DECREASE PROBLEM BEHAVIOR

46 PAIN MANAGEMENT

KEY CONCEPTUAL FACTORS

COGNITIVE BEHAVIORAL THERAPY FOR CHRONIC PAIN

A SESSION-BY-SESSION GUIDE TO A TYPICAL COURSE OF TREATMENT

EVIDENCE-BASED APPLICATIONS

CONCLUSION

47 PARENT TRAINING

THEORY

INTERVENTION

PARENT TRAINING PROCEDURES

CAVEAT

48 SELF-EFFICACY INTERVENTIONS: GUIDED MASTERY THERAPY

WHO MIGHT BENEFIT FROM THIS TECHNIQUE?

CONTRAINDICATIONS OF THE TREATMENT

HOW DOES THE TECHNIQUE WORK?

STEP-BY-STEP PROCEDURES

49 POSITIVE ATTENTION

ADVANTAGES OF THE TECHNIQUE

LIMITATIONS OF THE TECHNIQUE

WHO MIGHT BENEFIT FROM POSITIVE ATTENTION?

HOW DOES POSITIVE ATTENTION WORK?

POSITIVE ATTENTION IN PARENT-CHILD INTERACTION THERAPY

FUNCTIONAL ANALYSIS IN PCIT

STEP-BY-STEP PROCEDURES

50 PROBLEM-SOLVING THERAPY

SOCIAL PROBLEM SOLVING

EVIDENCED-BASED APPLICATIONS

CONTRAINDICATIONS

EVIDENCE FOR THE EFFICACY OF PST

STEP-BY-STEP GUIDE

51 PUNISHMENT

THE OPERATION OF PUNISHMENT

THE FUNCTION OF PROBLEM BEHAVIOR

EFFECTIVENESS OF PUNISHMENT

IDENTIFYING FUNCTIONAL TREATMENTS

CASE EXAMPLES

SUMMARY

52 RAPID SMOKING

WHO MIGHT BENEFIT FROM THIS TECHNIQUE

CONTRAINDICATIONS

OTHER FACTORS IN DECIDING WHETHER TO USE RAPID SMOKING

HOW DOES THE TECHNIQUE WORK?

STEP-BY-STEP PROCEDURES

CONCLUSION

EVIDENCE-BASED APPLICATIONS

53 RELAPSE PREVENTION

WHO MIGHT BENEFIT

INDICATIONS/CONTRAINDICATIONS

OTHER FACTORS TO CONSIDER

THEORETICAL BASES

TREATMENT COMPONENTS

PROCEDURES

FINAL COMMENTS

54 RELAXATION

KEY DEVELOPMENTS IN RELAXATION TRAINING

WHO MIGHT BENEFIT FROM THIS TECHNIQUE?

CONTRAINDICATIONS OF THE TREATMENT

HOW DOES THE TECHNIQUE WORK?

STEP-BY-STEP PROCEDURES

FURTHER CONSIDERATIONS

55 RESPONSE PREVENTION

WHO MIGHT BENEFIT FROM THIS TECHNIQUE?

CONTRAINDICATIONS OF THE TREATMENT

OTHER FACTORS IN DECIDING WHETHER TO USE RESPONSE PREVENTION

HOW DOES THE TECHNIQUE WORK?

STEP-BY-STEP PROCEDURES

56 SATIATION THERAPY

LIMITS OF SATIATION THERAPY

WHO MIGHT BENEFIT FROM THIS TECHNIQUE?

CONTRAINDICATIONS

HOW DOES SATIATION THERAPY WORK?

STEP-BY-STEP TECHNIQUE

57 IDENTIFYING AND MODIFYING MALADAPTIVE SCHEMAS

WHO MIGHT BENEFIT FROM THIS TECHNIQUE?

CONTRAINDICATIONS

STEP-BY-STEP PROCEDURES

EVIDENCE-BASED APPLICATIONS

58 SELF-MANAGEMENT

HOW DOES IT WORK?

EVIDENCE FOR THE EFFECTIVENESS OF SELF-MANAGEMENT THERAPY

INDICATIONS AND CONTRAINDICATIONS

TOPIC-BY-TOPIC PROCEDURES

59 SAFETY TRAINING/VIOLENCE PREVENTION USING THE SAFECARE PARENT TRAINING MODEL

OVERVIEW

WHO MIGHT BENEFIT FROM SAFECARE?

CONTRAINDICATIONS FOR SAFECARE

HOW DOES SAFECARE WORK?

STEP-BY-STEP PROCEDURES FOR SAFECARE

IMPLEMENTATION OF SAFECARE

60 SELF-MONITORING AS A TREATMENT VEHICLE

WHO MIGHT BENEFIT FROM THIS TECHNIQUE?

VARIABLES RELATED TO THE EFFECTIVENESS OF SELF-MONITORING

FACTORS TO CONSIDER IN DECIDING WHETHER TO USE SELF-MONITORING

STEP-BY-STEP PROCEDURES

61 SENSATE FOCUS

INTRODUCTION

WHO MIGHT BENEFIT FROM SENSATE FOCUS?

CONTRAINDICATIONS

OTHER FACTORS IN DECIDING WHETHER TO USE SENSATE FOCUS

HOW DOES SENSATE FOCUS WORK?

EVIDENCE FOR THE EFFECTIVENESS OF SENSATE FOCUS

STEP-BY-STEP PROCEDURES

HOW TO AVOID COMMON PROBLEMS

62 SHAPING

DEFINITION OF SHAPING

CASE EXAMPLES

WHO MIGHT BENEFIT FROM THIS TECHNIQUE?

CONTRAINDICATIONS

OTHER FACTORS TO CONSIDER WHEN DECIDING WHETHER TO USE THIS TECHNIQUE

HOW DOES THE TECHNIQUE WORK?

STEP-BY-STEP PROCEDURES

CONCLUSION

63 SOCIAL SKILLS TRAINING

WHO WILL BENEFIT FROM SOCIAL SKILLS TRAINING?

CONTRAINDICATIONS

OTHER FACTORS IN DECIDING WHETHER TO USE SOCIAL SKILLS TRAINING

HOW DOES SOCIAL SKILLS TRAINING WORK?

STEP-BY-STEP PROCEDURES

EXAMPLES OF EVIDENCE-BASED APPLICATIONS

64 SQUEEZE TECHNIQUE FOR THE TREATMENT OF PREMATURE EJACULATION

WHO MIGHT BENEFIT FROM THIS TREATMENT?

CONTRAINDICATIONS

OTHER FACTORS IN DECIDING WHETHER TO USE THE SQUEEZE TECHNIQUE

CLINICAL APPLICATION OF THE SQUEEZE TECHNIQUE

CURRENT APPLICATIONS OF THIS TREATMENT

65 STIMULUS CONTROL

STIMULUS CONTROL AND CLASSICAL CONDITIONING

STIMULUS CONTROL AND OPERANT CONDITIONING

RULES AND STIMULUS CONTROL

STIMULUS CONTROL BY THE CONSEQUENCES OF BEHAVIOR

TREATING INSOMNIA THROUGH STIMULUS CONTROL

HOW TO IMPLEMENT STIMULUS CONTROL PROCEDURES

66 STIMULUS PREFERENCE ASSESSMENT

ADVANTAGES OF THE TECHNIQUE

WHO MIGHT BENEFIT FROM STIMULUS PREFERENCE ASSESSMENT?

HOW DOES THE TECHNIQUE WORK?

EVIDENCE FOR THE EFFECTIVENESS OF STIMULUS PREFERENCE ASSESSMENT

WHEN TO CHOOSE ONE PROCEDURE OVER ANOTHER

67 STRESS INOCULATION TRAINING

WHO MIGHT BENEFIT FROM SIT?

CONTRAINDICATIONS

HOW DOES SIT WORK?

STEP-BY-STEP PROCEDURES

A PROCEDURAL FLOW CHART OF STRESS INOCULATION TRAINING

68 STRESS MANAGEMENT INTERVENTION

WHO MIGHT BENEFIT FROM THIS TECHNIQUE?

CONTRAINDICATIONS

OTHER FACTORS IN DECIDING WHETHER TO USE STRESS MANAGEMENT

HOW DOES THE TECHNIQUE WORK?

STEP-BY-STEP PROCEDURES

EVIDENCED-BASED APPLICATIONS

CONCLUSION

69 SYSTEMATIC DESENSITIZATION

TYPES OF SYSTEMATIC DESENSITIZATION

EVIDENCED-BASED APPLICATIONS

CONTRAINDICATIONS

HOW DOES THE TECHNIQUE WORK?

STEP-BY-STEP PROCEDURES: TRADITIONAL SYSTEMATIC DESENSITIZATION

KEY ELEMENTS OF SYSTEMATIC DESENSITIZATION

70 THINK-ALOUD TECHNIQUES

THINK-ALOUD METHODS OF COGNITIVE ASSESSMENT

THE “ARTICULATED THOUGHTS IN SIMULATED SITUATIONS” THINK-ALOUD COGNITIVE ...

CONCLUSION

71 TIME-OUT, TIME-IN, AND TASK-BASED GROUNDING

INTRODUCTION

UNDERLYING PROCESSES

EVIDENCE OF EFFECTIVENESS

CONTRAINDICATIONS

THE ROLE OF TIME-IN

USING TO

TASK-BASED GROUNDING: A RECENT EXTENSION OF TO

CONCLUSION

72 GUIDELINES FOR DEVELOPING AND MANAGING A TOKEN ECONOMY

WHO MIGHT BENEFIT FROM A TOKEN ECONOMY?

FACTORS IN DECIDING WHETHER TO USE A TOKEN ECONOMY

GUIDELINES

73 URGE SURFING

CLINICAL POPULATIONS

URGE SURFING STEP-BY-STEP

74 VALIDATION PRINCIPLES AND STRATEGIES

WHO MIGHT BENEFIT FROM VALIDATION?

WHAT TO VALIDATE

CONTRAINDICATIONS

HOW DOES THE TECHNIQUE WORK?

EVIDENCE FOR THE EFFECTIVENESS OF VALIDATION

STEP-BY-STEP PROCEDURES

75 VALUES CLARIFICATION

WHO MIGHT BENEFIT FROM VALUES CLARIFICATION?

CONTRAINDICATIONS

HOW DOES VALUES CLARIFICATION WORK?

STEP-BY-STEP PROCEDURES

EVIDENCE-BASED APPLICATIONS

SUMMARY

COGNITIVE BEHAVIOR THERAPY

AUTHOR INDEX

SUBJECT INDEX

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Library of Congress Cataloging-in-Publication Data:

eISBN : 978-0-470-48272-8

1. Cognitive therapy. I. O’Donohue, William T. II. Fisher, Jane E. (Jane Ellen), 1957- [DNLM: 1. Cognitive Therapy-methods. 2. Mental Disorders-therapy. WM 425.5.C6 C67677 2009] RC489.C63C6277 2009 616.89’1425-dc22 2008026325

.

PREFACE

Over the last three decades there has been a significant increase in interest in cognitive behavior therapy. This has occurred for several reasons: 1) Mounting experimental evidence supports the effectiveness of cognitive behavioral therapy for certain psychological problems induding high incidence problems such as depression and the anxiety disorders. The well-known Chambless report, for example, identifies many cognitive behavioral therapies as being empirically supported. In fact, cognitive behavioral techniques comprise most of the list. 2) Cognitive behavior therapy tends to be relatively brief and often can be delivered in groups. Therefore it can be more cost-effective than some alternatives and be seen to offer good value. These qualities have become particularly important in the era of managed care with its emphasis upon cost containment. 3) Cognitive behavior therapy has been applied with varying success to a wide variety of problems (see Fisher and O’Donohue, 2006 for over 70 behavioral health problems in which CBT can be considered an evidence based treatment. Thus, it has considerable scope and utility for the practitioner in general practice or the professional involved in the training of therapists. 4) Cognitive behavior therapy is a relatively straight forward and clearly operationalized approach to psychotherapy. This does not mean that case formulation or implementing these techniques is easy. However, CBT is more learnable that techniques such as psychoanalysis or Gestalt therapy. 5) Cognitive behavioral therapy is a therapy system comprised of many individual techniques, with researchers and practitioners constantly adding to this inventory. A given behavior therapist, because of his or her specialty, may know or use only a small subset of these. A clinician or clinical researcher may want to creatively combine individual techniques to treat some intransigent problem or an unfamiliar or complicated clinical presentation.

This volume attempts to bring together all of the specific techniques of cognitive behavior therapy. It does this in an ecumenical fashion. Historically, and currently, there are divisions inside behavior therapy that this book attempts to ignore. For example, cognitive and more traditionally behavioral techniques are included. This offended some prospective authors who were clearly warriors in the cognitive-behavioral battle. We wanted to be inclusive, particularly because pragmatically the outcome research favors both sides of this particular battle.

Our major interest in compiling this book was twofold: First we noted the lack of a volume that provides detailed descriptions of the techniques of cognitive behavioral therapy. Many books mentioned these but few described the techniques in detail. The absence of a comprehensive collection of the methods of cognitive-behavior therapy creates a gap in the training of students and in the faithful practice of cognitive behavior therapy. Second, with the increased interest in cognitive behavior therapy, particularly by the payers in managed care, there has been an increasing bastardization of behavior therapy. Some therapists are claiming they are administering some technique (e.g., relapse prevention or contingency management) when they clearly are not. This phenomenon, in our experience, rarely involves intentional deception but instead reflects an ignorance of the complexities of faith-fully implementing these techniques. This book is aimed at reducing this problem.

There is an important question regarding the extent to which a clinician can faithfully implement these techniques without a deeper understanding of behavior therapy. The evidence is not clear and of course the question is actually more complicated. Perhaps a generically skilled therapist with certain kinds of clients and certain kinds of techniques can implement the techniques well. On the other hand, a less skilled therapist dealing with a complicated clinical presentation utilizing a more subtle technique might not do so well. There is certainly a Gordon Paul type ultimate question lurking here. Something like: “What kind of therapist, with what type of problem, using what kind of cognitive behavior therapy technique, with what kind of training, can have what kinds of effects. . .” With the risk of being seen as self-promoting, the reader can learn about the learning and conditioning underpinnings of many of thes techniques in O’Donohue (1998); and more of the theories associated with these techniques in O’Donohue and Krasner (1995). Fisher and O’Donohue (2006) provide a description of particular problems that these techniques can be used with.

References

Fisher, J.E.,& O’Donohue, W.T. (2006) Practitioner’s guide to evidence based psychotherapy. New York: Springer.

O’Donohue, W., & Krasner, L. (Eds.). (1995). Theories of behavior therapy. Washington: APA Books.

O’Donohue, W. (Ed.). (1998). Learning and behavior therapy. Boston: Allyn & Bacon.

ACKNOWLEDGMENTS

We wish to thank all the chapter authors. They uniformly wrote excellent chapters and completed these quickly.

We’d also like to thank our editor at John Wiley & Sons, Patricia Rossi. She shared our vision for this book, gave us some excellent suggestions for improvement, and has been wonderful to work with.

We’d also like to thank Linda Goddard for all her secretarial skills and expert assistance in all aspects of the manuscript preparation; she was invaluable.

Finally, we’d like to thank our families for their support, and especially our children, Katie and Annie, for their enthusiasm and delightfulness.

CONTRIBUTORS

Jonathan S. AbramowitzUniversity of North Carolina Chapel Hill, NC

Dean T. AchesonUniversity at Albany, SUNY Albany, NY

Jennifer H. AdamsUniversity of Colorado at Denver Denver, CO

Mark A. Adams, Ph.D., B.C.B.ABest Consulting, Inc. Fresno, CA

K. Angeleque Akin-LittleMassey University Auckland, New Zealand

Mark Alavosius, Ph.D. University of Nevada, Reno Reno, NV

Claudia Avina, Ph.D. University of Nevada, Reno Reno, NV

Jenna L. Baddeley, M.A. The University of Texas at Austin Austin, TX

Anjali Barretto, Ph.D. Gonzaga University Spokane, WA

Wendy K. Berg, M.A. University of Iowa Iowa City, IA

Jennifer L. Best, Ph.D. University of North Carolina Charlotte, NC

Arthur W. Blume, Ph.D. University of North Carolina Charlotte, NC

Stephen R. Boggs, Ph.D. University of Florida Gainesville, FL

John C. Borrero, Ph.D. University of Maryland Baltimore, MD

Carrie S.W. Borrero, Ph.D. Kennedy-Krieger Institute Baltimore, MD

Stephanie Both, Ph. D. Leiden University Medical Center Leiden, Netherlands

J. Annette Brooks, Ph. D. New Mexico VA Healthcare System Albuquerque, NM

Jeffery A. BuchananMinnesota State University Mankato, MN

Eric BurkholderDublin Unified School District Department of Special Education Dublin, CA

James E. Carr, Ph.D. Western Michigan University Kalamazoo, MI

Lavina L. CavasosNew Mexico VA Healthcare System Albuquerque, NM

Daniel Cervone, Ph.D. University of Illinois at Chicago Chicago, IL