Pub Date : 2021-06-01DOI: 10.1093/MED-PSYCH/9780197581384.003.0002
Brian A. Zaboski, Emma Romaker, Diana Joyce-Beaulieu
Cognitive behavioral therapy (CBT) was created by two central figures, Albert Ellis and Aaron T. Beck, both of whom contributed uniquely to its contemporary formulation. Since its inception, CBT’s research and clinical applications have spanned thousands of scientific papers and assisted many more children, adolescents, and families. This chapter discusses CBT’s theoretical development and the differing and converging views of its central theorists and describes three major theoretical conceptualizations: rational-emotive behavior therapy, cognitive therapy, and a general model. This chapter then reviews CBT’s research effectiveness for a wide range of internalizing and externalizing disorders, including anxiety, depression, autism, oppositional defiant disorder, and attention-deficit/hyperactivity disorder. It concludes with a case study delineating the two major theoretical approaches.
认知行为疗法(CBT)是由两位核心人物阿尔伯特·埃利斯(Albert Ellis)和亚伦·t·贝克(Aaron T. Beck)创立的，他们两人都对CBT的当代构想做出了独特的贡献。自成立以来，CBT的研究和临床应用已经跨越了数千篇科学论文，并帮助了更多的儿童、青少年和家庭。本章讨论了CBT的理论发展及其核心理论家的不同和趋同的观点，并描述了三个主要的理论概念:理性情绪行为疗法、认知疗法和一般模型。然后，本章回顾了CBT在广泛的内化和外化障碍方面的研究效果，包括焦虑、抑郁、自闭症、对立违抗性障碍和注意缺陷/多动障碍。最后以一个案例研究来描述两种主要的理论方法。
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Pub Date : 2021-06-01DOI: 10.1093/MED-PSYCH/9780197581384.003.0006
Erin K. Reid, L. Taylor, K. N. Banneyer, J. Domínguez, Gary Liu, L. Williams, Brian A. Zaboski, Sophie C. Schneider, E. Storch
Chapter 6 describes two core components of cognitive behavioral therapy (CBT): behavioral activation and cognitive restructuring. These two components are viewed as first-line interventions for depression and mood disturbances. Chapter 6 begins by describing behavioral activation and walking practitioners through each step of the intervention process. It describes how practitioners can assist clients to identify their values, monitor their activities, and build behavioral activation hierarchies to address demotivation, anhedonia, and maladaptive thoughts. The second part of the chapter discusses cognitive restructuring, whereby children and adolescents learn how to evaluate evidence for their thoughts, create thought records, and assess the validity of their thoughts. The efficacy of both techniques is reviewed, as well as progress-monitoring strategies.
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Pub Date : 1900-01-01DOI: 10.1093/med-psych/9780197581384.003.0003
Diana Joyce-Beaulieu, Brian A. Zaboski
All counselors have to start somewhere, so Chapter 3 opens by describing the broader ethical and legal considerations an effective school-based practitioner must understand before initiating cognitive behavioral therapy (CBT). Special attention is paid to the Family Educational Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act (HIPAA), in addition to the careful attention practitioners must pay to these laws when serving students with medical needs. Chapter 3 highlights important ethical principles that school psychologists often abide by, including confidentiality and mandated reporting. Next, Chapter 3 introduces basic counseling skills that all practitioners can benefit from. These micro skills, like how to build a strong therapeutic alliance and how to listen, observe, and ask questions, are essential to maximizing CBT’s effectiveness.
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