Lecture notes
Summary of CBT Lectures
- Module
- Institution
Summary of all the CBT lectures (6 lectures).
[Show more]
Seller
Follow
jarakasi
Content preview
Summary LecturesCBT
………………………………………………………………………………………………………………………………………
Lecture 1
CBT
The first contact person is Noury van der End (n.n.vanderend@uu.nl).
- In this course, we will use a full cycle of CBT.
- It starts with understanding (the cognitions and emotions of) your patient.
- Often, you’ll see there’s not only one problem, but multiple problems (e.g. financial
problems, anxiety, drinking problems, work).
- All these problems and factors have an influence on each other – and the first step is to find
out what factor has an influence on what.
- Using theoretical and empirical knowledge and literature (e.g., we know that drinking often
is used as a coping mechanism for anxiety), we can understand how the problems evolve over
time and which factor is driving which factor.
- Week 1, 2, 3: Assessment & Case Formulation.
- Week 3, 5: Treatment Planning & Measurement.
- Week 4, 5: Treatment Implementation & Monitoring.
- Week 7: Evaluation & Accountability.
Literature:
Course Book Beck
Separate articles
Videos
Lectures
- In total there will be 6 lectures.
- They are available earlier (Wednesdays).
- Q&A’s are Mondays from 10.30 to 11.00 in MS Teams.
- The Q&A’s are recorded.
,Working groups
- In total there will be 6 working groups.
- You’re allowed to miss one session, when wanting to miss one – inform Noury and your
working group teacher.
- Prepare for each working group; see manual what you have to do for preparation.
Unsupervised practise sessions
- Group of 3 students.
- During each session, there will be 3 roles: Therapist, patient, observer.
- Then you swap; so, you’ll have 3 conversations.
- Patients present their own problem/issue (not too big or personal).
Course assignment
- Every week you work on your course assignment.
- There is also a manual on the course assignment on BB.
Part 1: Case conceptualization & analysis.
- Analyse your client and create hypothesis about how problems are related.
- How does the theoretical model fit the problems of the client?
- The problems are small, so they’re not directly related to the DSM-5 – but try to look
at how some of the symptoms could be related to a diagnosis.
Part 2: Treatment plan.
- What treatment are you planning to offer to your client?
- What techniques and why are you proposing your elements?
- In here, you focus on a DSM-5 diagnosis – you make the actual symptoms of your
client larger.
Part 3: Self-reflection.
- There is instruction on how to reflect on your own doings.
- The course assignment is 50% of your final grade.
Exam
- 50% of your final grade is your exam.
- This will contain open questions containing different cases.
- It will be held on Monday November 1st.
,Why and what of CBT – Basic principles
- CBT is a systematic, action-oriented psychological treatment to improve mental health.
- CBT focusses on challenging and changing unhelpful cognitions (e.g. thoughts, beliefs,
attitudes), behaviours, and emotions.
- It can be seen as a very broad umbrella term which includes several types of treatments,
such as; the cognitive focused viriant by Beck, exposure therapy, behavioural activation (BA).
- CGT is related to EMDR, mindfulness, ACT, EFT, etc.
- CBT is an evidence based-treatment for many disorders (e.g. depression, PTSD, tics).
- Patients tend to be desperate with their symptoms.
- The basic principle of CBT is that cognitions, behaviours, and emotions/physiology are
interconnected.
- These are mutual connections that reinforce or drive each other.
- The behavioural aspect is not only what you do, but also what you don’t do (e.g. fail to go to
the supermarket because of your social anxiety).
- If you conceptualize negative thoughts as a crucial factor that drives other symptoms, there
are different possibilities to change these cognitions.
- There are more options to change cognitions – it’s not like if you have problems with
cognition, you have to apply cognitive techniques (e.g. you can use behavioural techniques to
change cognitions).
- You can start to change at any factor– emotional, cognitive, or behavioural.
The case formulation approach
- There are different disorders in the DSM, these are clusters of symptoms.
- But we also know that 2 persons with the same disorder might look and act very differently.
- These differences might be related to personality, age, sex, culture, but also to maintaining
factors and comorbidity.
- If you want to treat a patient, knowing the symptoms is not enough – you need to know how
different factors are related and maintained.
- This is why you need a case formulation.
- Based on the case formulation you form a treatment for your patient.
Problem described by patient
- After asking “what brings you here?”.
- This might not always be the main focus in the treatment.
- It can also be that there is no direct link between the problem that the patient presents and
the treatment (treatment plan).
, Information gathering
- You want to understand how processes are maintained.
- You ask the patient why, how, what happened before, what happened after, etc. (e.g. why
continue drinking despite the negative consequences?).
- Sometimes a patient doesn’t have insight in how processes are related, then you might
benefit from asking the patient to do a registration assignment (to let them register
what/when things happen).
- Focus on the why (the detective work).
Treatment and evaluation phase
- Testing your hypothesis.
- Is the intervention effective and does it reduce symptoms?
- If not, why not?
- It is the responsibility of the therapist to go back to the individual analyses/hypotheses –
might they be incorrect?
Complex problems
- With complex problems, it has been shown that it’s more effective to do individual analysis.
- With simple problems, sometimes you can just start with your evidence-based treatment
and it’ll be enough.
- More complicated patients demand more time and investment in getting to know their
problems.
- There are different types of case formulations (e.g. cognitive conceptualization/case
formulation).
- The book of Beck has a strong focus on the cognitive part, so in the lecture we will focus on
the behavioural part.
Individual analyses
- Examining certain behaviours from a behavioural learning perspective, that includes
someone’s early life learning and conditioning experiences, makes these behaviours logical
and understandable.
- E.g.: Why does a couple who have a too early born child in the hospital feel very anxious
when smelling sanitisers? Classical conditioning.
- E.g.: Why is a woman always sitting on a chair at the end of a row in the cinema, and not in
the middle? Operant conditioning.
- Conditioning models helps understanding behaviour – both adaptive as well as maladaptive
behaviour.
Learning
- Learning: a long-term change in behaviour that is based on experience.
- There are two types: classical conditioning and operant conditioning.
Classical conditioning
- When pairing an unconditioned stimulus (e.g. food) with a neutral stimulus (e.g. a bell),
that neutral stimulus becomes the conditioned stimulus (e.g. a bell).
- Classical conditioning is about learning associations.
Operant conditioning
- Consequences of behaviour lead to changes in voluntary behaviour.
- There are two main components in operant conditioning: reinforcement and punishment.
- Reinforcement: makes it more likely that you’ll do something again.
- Punishment: makes it less likely that you’ll do something again.
- Reinforcement and punishment are therefore (2) different types of consequences of
behaviour.
- Reinforcement and punishment can be positive of negative; but this doesn’t mean good or
bad.
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller jarakasi. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for £5.84. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
76669 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy revision notes and other study material for 14 years now