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This chapter highlights some of the similarities and differences between the three therapeutic models that comprise the strengths- and skills-building approach — solution-focused therapy, motivational interviewing, and cognitive-behavioral therapy — in terms of the models' stance toward strengths and behavioral change, the client's relationship to the change process, the time needed to enact change, the degree of structure and direction required, and the system level at which change is targeted. As much as possible, client strengths, resources, and motivation are identified, reinforced, and amplified. Cognitive-behavioral skill-building is used to bolster areas where the client has knowledge or skill gaps that seem to interfere with the attainment of their goals. The aim throughout is a collaborative process in which the individual, not the practitioner, is seen as the ultimate expert on his or her life.

This chapter explores the role of irrational beliefs in stressful and nonstressful situations in health promoting behaviors, cognitive-behavioral therapy, and psychotherapy in general. It argues that irrational beliefs are important causal factors in psychopathology, and that rational beliefs are an important health promoting mechanism. This hypothesis pertains to both cognitive-behavioral therapies and psychotherapy in general.

Despite side effects, noncompliance, and the anti-psychiatry movement, medications are still a primary treatment for people with mental disorders. The Dodo Bird Verdict is a controversial issue: it maintains that there are relatively few differences between different types of psychotherapeutic interventions. Psychosocial interventions, including cognitive behavioral therapy and illness management psychoeducation, can teach patients how to proactively manage their disorders. Cognitive behavioral therapy and illness management have strong supporting literature bases. Although difficult to operationally define, the recovery concept has gained considerable momentum and has allowed many patients to live and work in communities of their choice. Music therapists can adopt cognitive behavioral and psychoeducational approaches to augment illness management and recovery skills in psychiatric patients.

The phrase “cognitive-behavioral” embraces a broad range of therapeutic interventions, ranging from the complicated process of cognitive restructuring to the relatively simple behavior management techniques employed in validation therapy. The common denominator of cognitive-behavioral interventions is the focus on the older adult's thought process, and how that process influences subsequent emotional and behavioral responses. What an older adult thinks affects how he or she feels and behaves. With older adults, cognitive-behavioral approaches are most commonly used to treat mild to moderate forms of depression and anxiety. This chapter specifically examines cognitive-behavioral therapy (CBT), crisis intervention, and validation therapy.

This chapter continues the topic of ODD and CD, emphasizing its presentation and treatment in adolescence. It also focuses on substance use disorders given the shared risk factors for both ODD/CD and substance use disorders, and the fact that the disorders are often co-morbid. The chapter reviews the evidence basis for the treatment of these disorders in adolescence. Cognitive-behavioral individual approaches and multi-dimensional family theoretical approaches predominate in this literature. These interventions are evaluated against how well they address risk factors for the development of these disruptive behavior disorders and adjustment for afflicted youth. Recommendations for practice and research are explored.

This chapter discusses how to apply the strengths- and skills-building model to the problem of depression with an emphasis on solution-focused and cognitive-behavioral therapies. The purpose is to empower the client with a focus on what is going well and to take concrete steps to a depression-free future. Specific techniques from solution-focused therapy include the use of idiosyncratic language, normalizing, coping questions, orienting toward the future, exception-finding, externalizing, and scaling. Techniques from cognitive-behavioral therapy (CBT) include social skill training, feeling identification and management, and cognitive-restructuring. However, a strengths orientation pervades the application of CBT techniques to continue the positive and hopeful thrust of solution-focused therapy to the problem of depression.

This chapter addresses ways to alleviate marijuana problems. Some of the intricacies of treatment research appear first, followed by a review of studies focused specifically on therapy for troubles that stem from smoking too much cannabis. Suggestions for ways to improve therapy follow, including descriptions of three promising treatments for substance abuse. These treatments include cognitive-behavioral therapy, twelve-step facilitation, and motivational interviewing.

This chapter describes and illustrates through case example the use of cognitive-behavior group treatment with non-offending parents (typically mothers) whose preschool children have been sexually abused. The empirical evidence for cognitive-behavioral treatment with sexual abuse victims and their families is presented, followed by a rationale for the use of a group modality with this population. Techniques are targeted toward decreasing maternal stress and improving coping; building maternal support; and providing information on sexual abuse dynamics and how to handle symptoms in children.

This chapter takes a cognitive-behavioral approach to intervention with parents who have physically abused their children. A description of the theoretical basis for such an approach is explored, followed by available empirical support. Behavioral parent training and other cognitive-behavioral techniques — problem-solving, self-talk, and cognitive-re-structuring — are presented and applied to a case example.

This chapter reviews the evidence basis for the treatment of anxiety disorders in children and adolescents. The most widely studied intervention for the anxiety disorders is CBT featuring exposure. Antidepressant medication is also considered a viable intervention (indeed it is more effective for reducing anxiety than it is for helping with depression) although CBT is considered a first-line treatment. Combining psychosocial and pharmacological treatment may not be necessary to produce improvement. These interventions are evaluated against how well they address risk factors for the development of anxiety and adjustment for afflicted youth. Other recommendations for practice and research are explored.

This chapter reviews the evidence basis for the treatment of post-traumatic stress disorder (PTSD) in children and adolescents. The bulk of the research involves cognitive-behavioral therapy featuring exposure and cognitive restructuring. Sexual abuse as a trauma has received the most attention in the treatment outcome literature. These interventions are evaluated for how well they address risk factors for the development of anxiety and adjustment for afflicted youth. Further study is needed on interventions for ethnic minority populations and those that are typically employed in clinical practice settings, such as play therapy, art therapy, psychodynamic therapy, and medication.

In a recent survey conducted by the authors, anxiety disorders stood out as one of the most significant mental health problems school social workers face in their practice. This chapter uses an evidence-informed process (EIP) to search for the best available evidence to help students with anxiety disorders in schools. It shows that school social workers, provided they have been trained in basic cognitive behavioral therapy (CBT) concepts, have a wealth of empirically supported resources to draw on in designing interventions for their students.

Chapter 3, “Cognitive Behavioral Therapy: Theory and Practice,” presents the history, examines the theoretical underpinnings, and explains the essential skills and techniques of cognitive behavioral therapy (CBT). Theoretical principles, such as cognitive distortions, underlying assumptions and schema, and their presentation in older adults, are discussed. The treatment approach of CBT is outlined, including the nature of the therapeutic relationship, changing cognitions, behavioral strategies, the use of homework in treatment, and special considerations and adaptations for practice with older clients. Various contexts and settings where CBT is implemented are summarized, such as individual and group settings within community-based, acute-care, and long-term-care facilities. The chapter ends with the case example of cognitive behavioral treatment with an older female caregiver, which highlights and illustrates CBT practice with older adults.

Many doctors are frustrated by the problem of chronic fatigue. Over the years, numerous attempts have been made to measure it, but this has always proved elusive. Chronic fatigue is common, and almost ubiquitous, in cancer and palliative care. Other than for acute, short-term fatigue, the associations of fatigue are more general than specific and not unique to cancer care. For those who have completed active treatment, the original trigger for symptoms may not be the cause of persistent fatigue. Inactivity may play a part, but the links between patient beliefs about the cause of symptoms and subsequent behavior in response to symptoms may play an important role. More direct interventions may produce better results. Exercise is safe and effective, but its benefits are not simply due to improved physical fitness. Cognitive behavioral therapy (CBT) covers a range of interventions linked by underlying shared themes.

This chapter presents a review and meta-analysis of the published evaluations of group psychoeducational interventions. The common features of these approaches are explained. These include didactic informational instruction, skills training, homework, and positive group processes. The studies are grouped into three categories, and the studies in each category are reviewed and meta-analyzed. The categories are stress management training, cognitive-behavioral therapy, and coping skills instruction. Tables present the content of class meetings, key information on the studies, and meta-analysis summary data. All three approaches have been used to attain positive benefits for parents, including reduction in depressive symptoms, with small to moderate effect sizes.

This chapter examines not whether but how therapy is efficacious within ritual rehab. It follows the ritual process of rehabilitation, beginning with the accusation of abuse, to arrest, imprisonment, trial, sentencing, therapy, and reintegration into the social. It then examines the case of a man twice convicted of molesting adolescent men as he explicates his acts and history in therapy. For a long time the offender resists introspection and appears uninterested or unable to comprehend what therapy might bring him. He shows an inability to empathize with his victims and is unable to write a letter of apology to them, as demanded by the therapists. Shortly before release from prison, there seems to be a therapeutic break in the external shell the offender presents to others. The chapter concludes that he had been exhibiting to the therapists a False Self to hide a more vulnerable and caring, True Self, a split he had developed in past experiences of persecution and in a non-reciprocal yet care-taking relationship with the law.

This chapter explores how values clarification is similar to and different from a number of different approaches to counseling and psychotherapy. By comparing and contrasting values clarification to these approaches, further insight and understanding is gained about values clarification. The other approaches discussed are: person-centered counseling and psychotherapy, cognitive-behavioral therapy, reality therapy – choice theory, existential therapy, individual psychology, solution-focused brief therapy, acceptance and commitment therapy, narrative therapy, motivational interviewing, appreciative inquiry, life coaching, and positive psychology

This chapter discusses the application of the cognitive-experiential theory (CET) as an integrative framework for psychotherapy, with particular emphasis on constructive thinking, cognitive therapy, behavior therapy, and cognitive-behavioral therapy (CBT). It also examines four basic ways of producing desirable changes in the experiential system, along with the advantages and limitations of each: using the rational system to correct the experiential system; via behavioral reprogramming; using a combination of cognitive and behavioral procedures, as occurs in CBT; and using psychodynamic therapy to identify and treat unconscious sources of behavior and interactions among needs, beliefs, and defenses.