...Journal of Cognitive Psychotherapy: An International Quarterly Volume 20, Number 3 • 2006 Principles of Cognitive-Behavioral Therapy for Anxiety Disorders in Children Elizabeth A. Gosch, PhD, ABPP Philadelphia College of Osteopathic Medicine Philadelphia, PA Ellen Flannery-Schroeder, PhD, ABPP University of Rhode Island, Kingston Christian F. Mauro, PhD Scott N. Compton, PhD Duke University Medical Center Durham, NC This article elucidates the theoretical underpinnings of cognitive-behavior therapy (CBT) as applied to the treatment of anxiety disorders in children, focusing on social phobia, generalized anxiety disorder, and separation anxiety disorder. It reviews behavioral and cognitive theories that have influenced this approach. We argue that it is necessary to understand the essential components of this approach in the context of these theories in order to provide effective, clinically sensitive, and child-focused treatment. Components discussed include assessment, psychoeducation, affective education, self-instruction training, cognitive restructuring, problem solving, relaxation training, modeling, contingency management, and exposure procedures. Hypothesized key processes, such as the need to be experiential in treatment, are presented for consideration. Keywords: anxiety; children; cognitive behavior therapy; theory A nxiety disorders are among the most common mental health disorders in youth with / \ prevalence rates ranging from 12% to 20% (Achenbrach...
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...Dysfunctional Family Systems and Disordered Self-Image Abstract: Disordered self-image, sense of self, and self-esteem are affected negatively by dysfunctional family systems. Maladaptive perfectionism affects mood, causes decreased self-esteem, and contributes to the development of avoidance tactics. Adolescent dysregulations includes disordered eating behaviors and/or eating disorders, anxiety, depression, body dissatisfaction, and extreme attempts at weight control; all of which can be caused by child sexual abuse, maladaptive perfectionism, parental attachment issues, and the development of alexithymia. Other dysregulations include faulty coping mechanisms, which are also affected by anxiety, depression, and neuroticism. Thesis: An adolescent’s sense of self, self-image, and self-esteem are affected by dysfunctional family systems, including family systems that reflect child sexual abuse, poor attachments, alcoholism, and the development of alexithymia. The adolescents in families such as these have psychological reactions to their disordered self-images and the dysfunctional family systems. Dysfunctional Family Systems and Disordered Self-Image Adolescent development of eating disorders, disordered eating behavior, and/or subclinical eating behaviors may be caused by perfectionism, child sexual abuse, or other trauma such as having alcoholic parents. Poor self-esteem, poor sense of self, and family dysfunctions may be caused by perfectionism, childhood sexual...
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...Effects of Humor and Laughter on Healing in Adults with Illness: A Multidisciplinary Concept Analysis Lauren E. Johnson University of Texas at Arlington College of Nursing In partial fulfillment of the requirements of N5327 Analysis of Theories in Nursing Ronda Mintz-Binder, RN, MN, DNP March 10, 2014 Effects of Humor and Laughter on Healing in Adults with Illness: A Multidisciplinary Concept Analysis The stressors of illness, together with the stressors of everyday life, can challenge the coping mechanisms of all patients. The relationship between humor and health dates back to the bible: “A cheerful heart is good medicine, but a crushed spirit dries up the bones” (Proverbs 17:22, New International Version). Research across many disciplines has shown humor to be an important tool in facilitating these coping skills Humor is an integral part of everyday life and, therefore, also a component of the care and treatment of patients in the modern health care system. The purpose of this paper is to examine and analyze the concept of humor along with laughter in the healthcare arena as well as serve as a vehicle in providing a clearer understanding of the thought and its therapeutic value in nursing. Review of Literature Don’t forget to summarize here!!!! Nursing Discipline A quantitative study was conducted by Astedt-Kurki & Liukkonen (1994) to illustrate the occurrence and meaning of humor in the nursing process, as described and experienced by professional...
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...and Anxiety on College Students Name: Institution: Date: Table of Contents Introduction 4 Statement of the problem 4 Significance of the study 5 Methodology 5 Literature Review 6 Results and analysis 9 Recommendations 10 Limitations 11 Conclusion 11 References 13 Abstract Academic stress, depression, and anxiety and their coping strategies are critical challenges facing college students. Every government invests heavily in education. Nevertheless, a research survey carried out among college students indicates that at any given time, 10 to 20 percent of the students’ population suffer from the stress-related psychological problem. This paper describes the research regarding the causes, trends, the nature of psychiatric morbidity, psychological problems, emotional adjustments, as well as management of stress among college students. The paper emphasizes the importance of counselling in helping students with emotional problems as well as suggesting preventive measures that ought to be implemented by universities such as enhancing awareness of seeking counselling services, setting up centres for counselling in colleges. It is also suggested that all colleges should compulsorily establish mentorship programs. Finally, all colleges should form a student health committee with members from health profession, initiate regular workshops, seminars, for both students and teachers on different issues of stress-related psychological problems as well as efficient coping mechanisms...
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...COURSEWORK STRESS IN UNIVERSITY STUDENTS: Investigating problem solving coping, wishful thinking coping, anxiety and depression as predictors of coursework stress. ANN-MARIE ROY Contact: aroy11@caledonian.ac.uk COURSEWORK STRESS STUDY ANN-MARIE ROY ABSTRACT The aim of the present study was to investigate students’ perceived university coursework stress and whether the use of wishful thinking or problem-focused coping was related to anxiety and depression levels. The method of investigation was a four-part questionnaire. Participants were 81 Glasgow Caledonian University students. There were two hypotheses: 1) problem solving copers will score lower on the Hospital Anxiety and Depression scale. 2) Those high in perceived coursework stress and who reveal wishful thinking strategies will have higher anxiety and depression scores. A multiple regression revealed partial support for both hypotheses – problem strategies had no relationship to coursework stress but wishful thinking and anxiety were both positive predictors of stress; however, contrary to hypothesis 2 depression revealed a strong negative association with stress. The conclusion from this study is that wishful thinkers are also more likely to be anxious; problem focused copers are not anxious, depressed or stressed; stressed students do not suffer from depression. The last finding is possibly because coursework stress is a transient stressor not severe enough to trigger depression. 2 COURSEWORK STRESS...
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...in youth. Basic epidemiologic and clinical research indicates that increased risk for depression is associated with being female; a family history of depression, particularly in a parent; subclinical depressive symptoms; anxiety; stressful life events; neurobiological dysregulation; temperament/personality (e.g., neuroticism); negative cognitions; problems in self-regulation and coping; and interpersonal dysfunction. These vulnerabilities both increase individuals’ chances of encountering stress and decrease their ability to deal with the stress once it occurs. Although several existing depression-prevention studies have targeted one or more of these risk factors, the efficacy of these various prevention programs for youth with different combinations of these risk factors needs to be investigated further. Most existing depression-prevention programs in youth have used cognitive– behavioral techniques, with some success. Other depressionprevention strategies have included training in coping, social problem solving, social skills, communication skills, and parenting. A comprehensive prevention program is recommended that includes multiple intervention components, each of which addresses risk and protective factors across different domains and levels of analysis. (Am J Prev Med 2006;31(6S1):S104 –S125) © 2006...
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...In the discussion board for this analysis, you will describe what theory or theories you felt would most fit with your style and why. Questions include: 1. What theory or theories did you most want to adopt and why? Give several sentences using the vocabulary from your text. Since my current goal is to work with individuals who are suffering from disorders that may stem from negative thoughts, I am very interested in the Rational Emotive Behavior Therapy (REBT) and Cognitive Therapy. I am interested in REBT due to the main theory that our problems are caused by our perceptions of life situations and our thoughts. Cognitive Therapy Theory has some of the same thoughts of issues. Cognitive Therapy suggests that psychological problems come from some commonplace processes such as faulty thinking. The fact that both therapy models focus on correcting the thinking of the clients interest me. Often I wonder how much of our problems are caused because we are trapped inside our own memories and self-destructing thoughts. 2. What were the specific characteristics of the theory(s) that most attracted you? Give several sentences using the vocabulary from your text....
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...of Phoenix Abstract This paper will examine the use of Cognitive Restructuring in regards to Stroke Victims and Adolescent Interventions. It will also identify questions regarding interventions. It is an in depth look into interventions too help assist the victims suffering from stroke and adolescent issues. The paper includes an introduction, in depth analysis of backgrounds and interventions associated with stroke and adolescent behavior, intervention questions, and the conclusion. Cognitive Restructuring Definition The cognitive restructuring theory holds that your own unrealistic beliefs are directly responsible for generating dysfunctional emotions and their resultant behaviors, like stress, depression, anxiety, and social withdrawal, and that we humans can be rid of such emotions and their effects by dismantling the beliefs that give them life. Thought challenging–also known as cognitive restructuring–is a process in which you challenge the negative thinking patterns that contribute to your anxiety, replacing them with more positive, realistic thoughts. The cognitive restructuring model is a proven model in addressing behavioral issues concerning stroke victims and adolescents. Our focus will be addressing the insights into these interventions. Cognitive Interventions for Stroke Victims As most of us know behavioral changes are difficult. But for a stroke victim it can be even more difficult due to cognitive impairments after...
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...meaning to draw tight, Cannon (1929) defined stress in terms of the internal physiological state of subjects exposed to threatening or exciting situations, e.g. the raised adrenaline secretion that can be observed in the well-known ‘fight or flight’ reaction (Arnorld and Randall et al., 2010) For several decades, occupational health researchers have been concerned with factors at work that may cause stress (Innstrand et al., 2012). Work-related stress and work pressure draw attention of many researchers due to the increase in illness and health issues derived from work. Moreover, an interest in examination of the differences in psychological symptoms and the variation in the reaction relative to the gender was demonstrated. Depression, anxiety, panic, loss of confidence, change in emotional reaction and more are known as psychological driving factors of work-related stress. In order to analyse the dimension...
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...becoming a psychology, sociology, economics, management, organizational behavior, and other subjects of concern to many disciplines. In view of this, angles of social work, this paper, combined with the gender difference in occupational stress survey data, create female occupational stress management and mitigation of social work intervention mechanisms with a view to achieving ease female occupational stress and effective stress management. I. A framework, basic concepts and theories of occupational stress Occupational stress is a cause for concern. At a time when Western scholars ' work stress study carried out mainly within the framework of the two: one is the behavior model, the second is a cognitive model. Behavior modeling, researchers have attached great importance to the role of coping...
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...grief was also found to be associated with maladaptive behavior, functional impairment, increased depression and posttraumatic stress disorder; for example, finding it painful to recall memories of the deceased (Sandler et al. 2009). Factor analysis was used by Brown and Goodman (2005) to distinguish a dimension they called traumatic grief from normal grief in children of parents who were killed in September 11 in New York. They also found depression, posttraumatic stress disorder, anxiety symptoms and poorer coping responses associated to traumatic grief. Traumatic grief happens when the loss includes elements such as, suddenness and lack of anticipation; violence, mutilation, and destruction; preventability and/or randomness; multiple death and mourner’s personal encounter with death (Corr & Nabe,...
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...Martin M. Chemers, Li-tze Hu, and Ben F. Garcia University of California, Santa Cruz A longitudinal study of lst-year university student adjustment examined the effects of academic self-efficacy and optimism on students' academic performance, stress, health, and commitment to remain in school. Predictor variables (high school grade-point average, academic self-efficacy, and optimism) and moderator variables (academic expectations and self-perceived coping ability) were measured at the end of the first academic quarter and were related to classroom performance, personal adjustment, stress, and health, measured at the end of the school year. Academic self-efficacy and optimism were strongly related to performance and adjustment, both directly on academic performance and indirectly through expectations and coping perceptions (challenge-threat evaluations) on classroom performance, stress, health, and overall satisfaction and commitment to remain in school. Observed relationships corresponded closely to the hypothesized model. Change can be unsettling. The transition from high school to college can place significant demands on young adults (Tinto, 1982,1993). College life can be demanding and stressful for a new student (Noel, Levitz, & Saluri, 1985) and requires higher levels of independence, initiative, and self-regulation (Bryde & Milburn, 1990). It is the thesis of this article that confidence in one's relevant abilities (i.e., self-efficacy) and optimism play a...
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...and attitudes. It also predicts human reactions to other people , problems , and stress. There is still no universal consensus on the definition of '' personality'' in C. Gordon Allport ( 1937) described to major ways to study personality the nomothetic and the Idiographic. Nomothetic psychology seeks general loss that can be applied to many different peoples such as the principle of self actualization or the trait of extraversion. Idiographic psychology is an attempt to understand the unique aspects of particular individual. Any characteristic or behavioural pattern that enhances a person's adaptation. Coping skills include a...
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...Procedia - Social and Behavioral Sciences 00 (2011) 000–000 Procedia - Social and Behavioral Sciences 30 (2011) 1416 – 1424 Procedia Social and Behavioral Sciences www.elsevier.com/locate/procedia WCPCG 2011 The relationship between study skills and academic performance of university students Afsaneh Hassanbeigi a, Jafar Askari b, Mina Nakhjavanic, Shima Shirkhodad, Kazem Barzegar e, Mohammad R. Mozayyan f, Hossien Fallahzadehg * 1 b a Mental Hospital, Shahid Sadoughi University of Medical Sciences, Yazd, Iran Department of Psychology, Shahid Sadoughi University of Medical Sciences, Yazd, Iran c Medical Student, Shahid Sadoughi University of Medical Sciences, Yazd, Iran d Medical Student, Shahid Sadoughi University of Medical Sciences, Yazd, Iran e School of Medicine, Shahid Sadoughi University of Medical Sciences, Yazd, Iran f School of Medicine, Shahid Sadoughi University of Medical Sciences, Yazd, Iran g School of Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran Abstract Objective: The purpose of the present study was to investigate the relationship between various study skills and academic performance of university students. Materials & Methods: A total of 179 male and female junior and senior medical and dental students participated in the present study. The instrument was "Study Skills Assessment Questionnaire" taken from counseling services of Houston University. The content validity of this questionnaire was approved by ten psychologist and faculty...
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...ELEMENTARY STRESS AND ANXIETY 1 STRESS IN ELEMENTARY CHILDREN By Marcy L. Kusz SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN GUIDANCE AND COUNSELING AT NORTHERN MICHIGAN UNIVERSITY March 29, 2009 APPROVED BY: Derek L. Anderson, Ed.D. DATE: March 30, 2009 ELEMENTARY STRESS AND ANXIETY 2 Table of Contents Abstract………………………………………………………………………………. 3 Chapter I: Introduction……………………………………………………………… 4 Statement of Problem……………………………………………………………… 5 Research Question(s)………………………………………………………………. 6 Definition of Terms………………………………………………………………… 7 Chapter II: Review of Literature…………………………………………………….. 9 The Effects of Stress………………………………………………………….. 9 Media and Stress……………………………………………………………… 11 Stress in the Family…………………………………………………………… 13 Stress in the School…………………………………………………………… 15 Helping Children Cope with Stress and Anxiety……………………………... 16 Chapter III: Results and Analysis Relative to the Problem…………………………… 20 Chapter IV: Recommendations and Conclusion……………………………………… 21 Recommendation…………………………………………………………………… 21 Areas for Further Research………………………………………………………….. 23 Summary and Conclusion…………………………………………………………… 24 References……………………………………………………………………………… 25 ELEMENTARY STRESS AND ANXIETY 3 Abstract Changes in our society have put new pressures and stresses on elementary children. Many children are now starting to feel the pressures of...
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