{"id":5304,"date":"2020-01-07T03:16:41","date_gmt":"2020-01-07T03:16:41","guid":{"rendered":"http:\/\/comedy-romance.blog\/?p=5304"},"modified":"2020-01-07T03:16:41","modified_gmt":"2020-01-07T03:16:41","slug":"technique-of-cognitive-behavioural-therapies","status":"publish","type":"post","link":"https:\/\/mind55555.com\/tr\/2020\/01\/07\/technique-of-cognitive-behavioural-therapies\/","title":{"rendered":"TECHNIQUE OF COGNITIVE -BEHAVIOURAL THERAPIES"},"content":{"rendered":"

In Bandura\u2019s (1977) formulation, four primary forms of learning are recognized: direct associative experience, vicarious learning, symbolic instruction, and symbolic logic. Since therapy is viewed as a learning experience, these four forms are often integrated into Cognitive-Behavioural Therapy. Directed skills training (behaviour rehearsal),for example, represents an application of associative experience.\u00a0 Symbolic,live, and imaginal models are often used to demonstrate skills and communicate<\/strong> realistic contingencies. Verbal techniques\u00a0\u00a0 ranging from didactive instruction to logical self-scrutiny are relied upon in instances where irrational thought patterns or inadequate\u00a0\u00a0 coping skills are believed to be operative (cf. Ellis, 1962;\u00a0\u00a0 Beck,\u00a0 1976; Meichenbaum, 1977).In many instances the techniques (or procedures) employed by the Cognitive-Behavioral therapist are not dramatically different from those used by more traditional behaviour<\/strong> therapists (although it is also easy to find procedural differences). This may reflect the fact that the primary source of ideological divergence\u00a0\u00a0 between these two groups lies more within the realm of presumed\u00a0\u00a0\u00a0\u00a0 process (cognition versus conditioning) rather than procedure.Since\u00a0 the Cognitive-Behavioural therapist places greater emphasis on the potential importance of intrapersonal factors, however, it should be no surprise that his assessment and selected method of treatment often\u00a0 reflect this cognitive-affective<\/strong> concern.<\/strong><\/p>\n\n\n\n

At the molecular level of techniques, the Cognitive-Behavioral\u00a0\u00a0\u00a0 therapist<\/strong> employs many of the standard behavior modification procedures:self observation, behaviour rehearsal, contracting,\u00a0 relaxation training, desensitization, and so on. At the more molar level, however, these techniques are woven into a more broad spectrum\u00a0 approach that aspires to teaching coping skills that will serve the client in future stress situations. Generalization and maintenance are\u00a0 strongly emphasized, along with responsible client participation in\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 the selection of therapy goals and procedures.Three somewhat\u00a0 overlapping categories of\u00a0 Cognitive-Behavioural Therapy are\u00a0 distinguishable: the cognitive-restructuring therapies, the coping-skills\u00a0 therapies, and the problem-solving therapies (Mahoney and Arnkoff, 1978). All share a varying emphasis on the use of\u00a0 direct, vicarious, and symbolic instruction such that the person\u2019s general adaptation skills\u00a0 are enhanced. These skills\u00a0 include accurate perception and evaluation\u00a0 of a<\/strong> stressor, the ability to identify and evaluate perceived\u00a0\u00a0\u00a0\u00a0 contingencies, and the ability to participate actively in one\u2019s own\u00a0 coping through acquired cognitive<\/strong> skills.<\/strong><\/p>\n\n\n\n

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