Before committing to doing the Ma in CBT I had completed behavioural change skills training specifically designed for dietitians by Dympna Pearson one of the leading figures in the UK for behaviour change. The course is based on the principles of motivational interviewing which is guided by four principles, resist the “righting” reflex where practitioners try to fix their clients, to understand and explore the client’s own motivations, to listen with empathy, and to empower the client, encouraging hope and optimism. (Rollnick, Mason & Butler, 2008). The course introduced me to skills all aimed at building the therapeutic relationship with my client. I tend to open my consultations by inviting my clients to describe what led them to making the appointment.
Thus, the social worker could utilize cognitive behavioral therapy for people who are struggling/suffering from anxiety, depression, panic, agoraphobia social phobia, bulimia, obsessive compulsive disorder, post-traumatic stress disorder and Schizophrenia etc., by assisting a client to change how she/he think and what they do. Since the focus is on the current causes of distress or symptoms instead to improve their state of mind now. According to James Pretzer (2014), There has been limited research on the ways in which cultural differences may impact the cognitive behavioral therapy practice. Since individuals from different cultures tend to think about different things and tend to think about them differently, using different reasoning processes. This obviously could have important implications for CBT with its focus on addressing the client’s thoughts and thought processes.
They are viewed as both a form of resilience and strength, but also as a means by which a client can be connected to a social network outside of the therapy room. In many instances, clients are actively trying to deal with their issues before they come to counselling and this is often ignored or overlooked by the therapist. Clients may try many forms of alternative therapies or access cultural resources which they are already familiar with. The positive impact on wellbeing and mental health using alternative therapies such as spirituality, mindfulness, exercise, diet, yoga, walking, music, etc. are all well documented.
Self-reflection-analysis and evaluation. Learners to reflect on their own videos of presentations and give feedback to self- action plans for the next presentation-active experimentation. 4 Educational Facilitation Practice implications i.e. in what way does the impacting factors/issues optimizes and/or accelerate learning Factor/issue: cultural awareness and adaptability Increase impact Formal setting: understand their cultural background and their present scenario to increase the impact of my teaching Non-formal setting: Explaining the concept of inclusivity and cultural adaptability outside the
From a cognitive-behavioral perspective, psychological obstructions subsist because of an amalgamation of maladaptive beliefs about self and others, contextual and environmental factors may reinforce problematic behavior and/or undermine effective functioning, and skill deficits may preclude adaptation. Remember, when evaluating effective functioning, one must look at the client’s motivation, aptitude, biological make-up, and their environment to approach the client’s issues holistically. However, one must look at the holistic approach through the sum of the parts by examining the parts themselves. This may sound contradictory to the idea of holism, but it is not because everything is
Because the underlying reason of learning disabilities is related to genetics or with the brain, therefore, trying to challenge the thought of a client with this disability would be inappropriate. Furthermore, CBT emphasizes on assertiveness, independence, verbal ability, rationality, cognition and behavioural change of an individual and this might limit its usage on certain cultures which has different values and core beliefs (Corey, 2005). This can be a challenging task for therapist unless the therapist has dealt with a client of a same culture and has already have some understanding of the culture background and learned to be sensitive to their struggles. Besides that, people have different coping mechanism such as they cope either using emotions or cognitive. For client who uses emotional-focused coping mechanism, they would feel that CBT is not suitable for them as they are always being talked out of their emotions and are being forced to deal with problems in a more structured problem-focused way.
Chapter 5 Discussion 5. Discussion This trial was conducted to find out the efficacy of intensive strength training protocol over conventional physiotherapy treatment on balance, gait, and mobility in post stroke population. Totally 60 participants recruited from the population and randomly allotted into experimental and control group. The experimental group received intensive strength training to lower extremity, upper extremity and trunk muscles for 6 weeks, 6 days per weeks and 2-3 hours per day. The control group treated with conventional Physiotherapy exercises for the same duration.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
This particular intervention is utilized to adapt a change in the way an individual thinks about their condition thus changing their behaviour. Therapy sessions are “present” focused and are concerned with identifying and problem solving what needs to be address. The therapy sessions are highly structured and it gets the individual to practise new ways of thinking during the session. Cognitive behaviour interventions are based around psycho-education about pain and does the person understand their pain, many behavioural aspects, coping skills, different approaches in problem solving and how to deal with pain, to eliminate negative thinking and anxiety about pain, to utilize the ABC-E model to aid in identifying and overcoming events that may be impacting on the pain (Keefe, Dunsmore & Burnett 1992). Many studies have found that cognitive behaviour therapy is an effective treatment for chronic pain and its significant changes in the individual’s experience of pain, their pain behaviour, and social function (Morley et al
Parkes (1996) has written that there is an optimal level of grieving for each individual and that it is important for those feelings to be allowed expression. The counsellor who used a psychodynamic approach mostly would perhaps be more swift to explore how earlier experiences of loss and hopelessness were affecting the current experience of loss and hopelessness. Hope inspiration seemed to be achieved more as a result of the presence of firm qualities in the counsellor and the application of such qualities, rather than as a result of refined techniques. Bereavement counselling for individuals experiencing a complicated grief reaction appears to require a particular interpersonal environment or atmosphere. Rogers (1952) is most noted for suggesting the necessary and sufficient conditions that make up such an interpersonal counselling environment.