- •Contents
- •Contributors
- •Foreword
- •Introduction
- •Cognitive therapy with in-patients
- •Why do cognitive therapy with in-patients?
- •Specific problems relating to cognitive therapy with in-patients
- •Case example (Anne)
- •Short case history and presentation
- •Assessment of suitability for cognitive therapy
- •Beginning of cognitive formulation of case
- •Session 2 (continuation of assessment for suitability for cognitive therapy)
- •Progress of therapy
- •Session 3
- •Session 4 (three days later)
- •Session 5 (next day—half an hour)
- •Session 6 (next day)
- •Sessions 7–26
- •Outcome
- •Ratings
- •Discussion
- •References
- •Cognitive treatment of panic disorder and agoraphobia: a brief synopsis
- •A many layered fear of internal experience: the case of John
- •Second session
- •Tenth session
- •Postscript
- •References
- •Introduction
- •The behavioural model
- •Cognitive hypotheses of obsessive-compulsive disorder
- •The cognitive hypothesis of the development of obsessional disorders
- •The role of cognitive and behavioural factors in the maintenance of obsessional disorders
- •Applications of the cognitive model
- •General style of treatment
- •Assessment factors
- •Problems encountered in implementing assessment
- •Content
- •Effects of discussion
- •More specific concerns
- •Embarrassment
- •Chronicity
- •Broadening the cognitive focus of assessment
- •Treatment
- •Engagement and ensuring compliance
- •Further enhancing exposure treatments
- •Dealing with negative automatic thoughts
- •Dealing with concurrent depression
- •Dealing with obsessions not accompanied by compulsive behaviour
- •Relapse prevention
- •Conclusions
- •Acknowledgements
- •References
- •Introduction
- •Cognitive-behavioural hypothesis
- •Increased physiological arousal
- •Focus of attention
- •Avoidant behaviours
- •The importance of reassurance
- •Principles of cognitive treatment of hypochondriasis
- •Case 1
- •Treatment strategies and reattribution
- •Alternative hypotheses
- •Case 2
- •Cognitive-behavioural intervention
- •Case 3
- •Conclusions
- •Notes
- •References
- •Introduction
- •Prevalence of psychological problems in cancer patients
- •Why use cognitive behaviour therapy?
- •Specific issues in applying cognitive behaviour therapy to cancer patients
- •Grieving for the ‘lost self’
- •Locus of control
- •Physical status
- •Pain
- •Treatment issues
- •Longstanding deficits in coping strategies
- •Specific problems in applying cognitive behaviour therapy in cancer patients
- •Case study
- •Sessions 1 and 2
- •Session 3
- •Session 4
- •Sessions 5 to 7
- •Session 8
- •Sessions 9 and 10
- •Outcome
- •Conclusions
- •References
- •Introduction
- •Case history
- •Medical assessment
- •Psychological assessment
- •Treatment plan
- •Developing motivation for treatment
- •Rationale for treatment
- •Providing information and education
- •Weight restoration
- •Eating behaviour
- •Binge eating
- •Vomiting and laxative abuse
- •Identifying dysfunctional thoughts
- •Dealing with dysfunctional thoughts
- •Dealing with other areas of concern
- •Maintenance and follow-up
- •Being a therapist with anorexic and bulimic patients
- •References
- •Treatment of drug abuse
- •Drug withdrawal
- •General treatment measures
- •Cognitive models of drug abuse
- •A scheme for cognitive behaviour therapy with drug abusers
- •Engaging the patient
- •Establishing a therapeutic relationship
- •Motivation
- •Rationale
- •The role of negative cognitions in the process of engagement and commitment
- •Cue analysis
- •Problem solving and cue modification
- •Modifying situational factors
- •Cue exposure and aversion
- •Predicting and avoiding high-risk situations
- •Coping with high-risk situations
- •Modifying emotional factors
- •Underlying assumptions
- •Self-schemas in addiction
- •Modifying cognitive structures
- •Conclusion
- •References
- •Introduction
- •Other clinical approaches with the offender
- •Problems of working with offenders
- •Cognitive-behavioural techniques with offenders
- •General strategies
- •Explaining the role of cognitions
- •Developing trust
- •Collaboration
- •Common cognitive patterns in interaction with offenders
- •Self-defeat
- •Levels of involvement
- •Analysis of the offence
- •Assessing change; deciding on the need for therapy
- •Cognitive therapy
- •Case example
- •Presentation
- •Sessions one to three
- •Background
- •Exposure history
- •Analysis
- •The treatment decision
- •Session four
- •The issue of control
- •The issue of deterrents
- •Explaining the role of cognitions
- •The self-help task
- •Session five
- •Session six
- •Re-analysis
- •Session seven
- •Dependency
- •The issues of wanting to expose and pleasure
- •The issue of dissatisfactions
- •Session eight
- •Session nine
- •Conclusion
- •References
- •Introduction
- •Suicidal thoughts during therapy for depression
- •Secondary prevention immediately following deliberate self-harm
- •Outline for therapy
- •Vigilance for suicidal expression
- •Case transcripts
- •Reasons for living and reasons for dying
- •Evaluating negative thoughts within a session
- •Inability to imagine the future
- •Some common problems
- •Concluding remarks
- •References
- •Emergent themes
- •Cross-sectional and longitudinal assessment
- •Engagement in and explanation of cognitive therapy
- •Techniques for eliciting thoughts and feelings within the session
- •Dealing with dysfunctional attitudes
- •Other applications of cognitive therapy
- •Application of cognitive therapy to clients with a learning difficulty
- •Case 1
- •Case 2
- •Case 3: Cognitive Restructuring
- •The cognitive framework
- •Different cognitive levels
- •Implications of a ‘levels’ model for therapy methods
- •Theoretical cogency of a ‘levels’ model
- •Future Research
- •Basic research on cognitive processes
- •Future strategies for clinical research
- •Note
- •References
- •Index
OFFENDERS 111
Session four
The aim of this first therapy session was to test the hypotheses outlined. If the hypotheses were confirmed by eliciting the same automatic thoughts again, and possibly adding to them, a number of strategies could be used. First, the dependency issue should remain of prime importance. Should some cognitive changes occur in the session, the plan for therapy and future sessions should be such that the client maintains the changes alone, and is enabled to perceive that they are not therapist-dependent. A self-help model is obviously an asset in this instance.
Second, the control issue could be questioned and challenged, and more realistic thoughts generated as alternatives.
Third, some aversive cognitions concerning re-offending might be generated by inductive questioning, and if so, suggested to the client for use as deterrents to future exhibitionism.
Fourth, if some cognitive changes are achieved, the cognitive model, including the role of thoughts and feelings in the behaviour chain, can be explained in order for the client to be as aware as possible of the potential benefits to them of maintaining cognitive changes. If they appreciate the rationale for this and agree with it, it is more likely that maintenance of the changes will be successful.
Fifth, a self-help task for use between sessions may be agreed.
These main strategies can be illustrated by extracts of dialogue which occurred during this session:
The issue of control
T: You say you know you will do it again and you haven’t got the willpower to stop.
C: Yes, I know the pattern now.
T: So is it possible to say how you’ve managed to stop since February?
C: Well, I told the wife and the doctor. I knew I needed help.
T: And you’ve carried on having urges—
C: Yes.
T: But you haven’t exposed yourself—
C: Yes, that’s right.
T: [Inductive question.] So how have you managed that? C: Well, I’ve avoided some places. I’ve been working hard… T: Anything else?
C: I’ve had less opportunities. I’ve avoided being alone. T: And when you have still had the urge?
C: I’ve controlled it. Like on the way here—I got the urge but I didn’t do it. And yesterday, I just carried on working.
T: [Challenge.] OK. It seems to me as if you are saying two things here —on the one hand you know you’ll do it again, you haven’t got the willpower. On the other hand, you say you controlled the urges, sometimes two or three times a week, for 4 months. Which one is nearer the reality?
C: Well I have controlled it—I’ve said so.
T: [Challenge.] So you have got the willpower? C: Yes, I suppose so.
T: [Challenge.] So is it really true to say you need to do it when things get dull? C: No—because I’m not doing it now.
The issue of deterrents
T: Do you say anything to yourself to try and help with the control?
C: I must tell someone.
T: And after you have told someone?
C:I feel better. This time I told my employer, who’s a friend, and then I told my wife. I tell her everything and it really helps us to communicate. If we stop talking about the problem it’s difficult to start talking about other things.
T: And what happens after that to help you with control?
C: My wife told the doctor. Then I went to him to get some help to stop me doing it. That’s why I’m here.
T: [Inductive question.] Do you ever think what would happen if you carried on doing it? C: I know I’ll get caught if I keep doing it. It starts off as just the once, but then it builds up.
T: [Inductive question.] What would happen to you after all your convictions, if you got caught again? C: I’m very worried I’d go to prison this time.
T: [Inductive question.] And if you didn’t, are there any other bad consequences?
