Why is Cognitive Behavioral Therapy CBT Effective? Essay

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CBT represents a psychosocial strategy where psychotherapists instigate behavioral modification among clients, aiding them in tackling and altering the unreasonable views and theories potentially underlying maladaptive conduct. Such conduct is defined as socially intolerable or counterproductive conduct that stops people from properly adapting to ordinary circumstances. CBT’s chief aim is identification of maladaptive conduct and connected opinions, correction of these opinions, and their replacement by more apt views which will lead to better adaptive conduct and improved coping (Gatchel & Rollings, 2008).



In keeping with the psychiatric medical theory, CBT’s efficacy, on the whole, is governed by its ability to alleviate symptoms and the ailment in general, and improve functioning. For attaining the above objective, clients are engaged actively in a concerted process of issue resolution for testing and challenging maladaptive cognitions’ validity and amending maladaptive behavior trends (Hofmann et al. 2012)



In a nonclinical sense, how can CBT or behavior analysis help a learner succeed?



Behavioral assessment facilitates a grasp of the fact that CBT’s underlying principle is: environmental elements have no part to play in an individuals’ feelings and actions. Personal thoughts governs conduct. This understanding will facilitate the use of various methods which will prove valuable in tackling behaviors unconducive to the learning process:



a. Modeling and Rehearsal

These practices entail enacting situations resulting in inappropriate or damaging thoughts.

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Modeling entails learners engaging in role-playing (for instance, enacting a situation where a vexed learner seeks aid rather than getting furious) while rehearsals involve practice. (Pulsifer, 2012)



b. Journaling

Documenting one’s thoughts or feelings regarding an event or occurrence enables observation of situational patterns. By reflecting on one’s documented journals independently or with someone’s aid, one will be able to concretely understand where thought processes go wrong (Pulsifer, 2012).



c. Systematic Positive Reinforcement

Reinforcement of desirable conduct makes its repetition more likely. Consequently, establishing a system of reinforcement will motivate individuals to think as well as behave in the desired way. One can conveniently integrate this into teaching settings and target a particular behavior by, say, incorporating sticker charts, sending positive notes to learners’ parents, and earning of time for engaging in a creative activity of choice. These need to first be carefully explained prior to describing desirable conduct (Pulsifer, 2012)



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References

Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains Canadian Psychology, 49(1), 14-23.

Gatchel, R. J., & Rollings, K. H. (2008). Evidence-informed management of chronic low back pain with cognitive behavioral therapy. The Spine Journal, 8(1), 40-44.

Hofmann, S. G., Asnaani, A., Vonk, I. J. J., Sawyer, A. T., & Fang, A. (2012). The Efficacy of Cognitive Behavioral Therapy: A Review of Meta-analyses. Cognitive Therapy and Research, 36(5), 427–440. http://doi.org/10.1007/s10608-012-9476-1)

Mischel, W., & Shoda, Y. (1995). A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. Psychological Review, 102(2), 246-268.

Moore, J. (2013). Tutorial: Cognitive psychology as a radical behaviorist views it. The Psychological Record, 63(3), 667-680.

Pulsifer, L. (2012). Cognitive Behavorial Therapy Techniques. Retrieved January 22, 2018, from http://www.brighthubeducation.com/special-ed-behavioral-disorders/83340-cognitive-behavioral-therapy-techniques-used-in-special-education-classrooms/

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