Cognitive-Behavioural Therapy: Research, Practice and Philosophy (Library of Social Work Practice)

BOOK COVER......Page 1
HALF-TITLE......Page 2
TITLE......Page 4
COPYRIGHT......Page 5
DEDICATION......Page 7
CONTENTS......Page 8
FIGURES AND TABLES......Page 9
PREFACE......Page 11
ACKNOWLEDGEMENTS......Page 14
1 BEHAVIOUR THERAPY IN A COLD CLIMATE......Page 15
THE DISCIPLINARY CONTEXT......Page 16
THEORY AND PRACTICE IN SOCIAL WORK......Page 20
Early studies......Page 26
Later studies......Page 29
Contemporary studies......Page 32
FINDINGS FROM CLINICAL PSYCHOLOGY AND PSYCHOTHERAPY......Page 35
INDIVIDUAL FACTORS IN HELPING......Page 38
ORGANIZATIONAL FACTORS......Page 42
CONCLUSIONS......Page 44
MIND AND BEHAVIOUR......Page 46
FREE WILL VERSUS ENVIRONMENTAL CONTROL......Page 53
3 LEARNING THEORY AND RESEARCH......Page 58
GENETIC INFLUENCES......Page 60
INNATE INFLUENCES ON CHILDHOOD DEVELOPMENT......Page 61
Case example......Page 64
BIOLOGICAL INFLUENCES ON PERSONALITY......Page 65
CLASSICAL CONDITIONING......Page 66
Stimulus generalization......Page 69
Background......Page 71
Experimental neurosis and learned helplessness......Page 74
OPERANT CONDITIONING......Page 75
TYPES OF REINFORCEMENT......Page 76
Negative reinforcement......Page 77
Conditioned reinforcers......Page 78
Generalized reinforcers......Page 80
THE SHAPING OF BEHAVIOUR......Page 82
FADING......Page 83
DISCRIMINATIVE STIMULI......Page 84
Fixed ratio schedules......Page 86
Intermittent and variable schedules......Page 87
PUNISHMENT......Page 89
Case example showing the effects of operant consequences on behaviour......Page 93
MODELLING AND VICARIOUS LEARNING......Page 94
Case example......Page 97
COGNITIVE-MEDIATIONAL THEORIES......Page 98
THE USES OF MODELLING......Page 100
COGNITIVE LEARNING......Page 101
SOCIAL LEARNING THEORY......Page 107
4 EMOTIONAL REACTIONS......Page 112
COGNITION AND EMOTION......Page 116
ANXIETY......Page 120
5 ASSESSMENT, MONITORING AND EVALUATION......Page 123
DISTINGUISHING FEATURES OF COGNITIVE-BEHAVIOURAL ASSESSMENTS......Page 124
OBTAINING A GENERAL DESCRIPTION OF PROBLEMS......Page 128
Risk......Page 131
REDUCING PROBLEMS TO COMPONENT PARTS......Page 133
Case example: Mary, a client displaying profound lack of social confidence......Page 134
PROBLEM FORMULATIONS......Page 136
Clients’ views......Page 138
Motivational factors......Page 139
Goals and indicators......Page 140
Case example......Page 141
Records and recording......Page 143
Time sampling......Page 144
Self-observation......Page 145
INTERPRETATION OF BASELINE DATA......Page 146
SETTING TARGET LEVELS......Page 147
AB DESIGNS......Page 149
FOLLOW-UP DATA......Page 150
ABA DESIGNS......Page 152
ABAB DESIGNS......Page 156
MULTIPLE BASELINE DESIGNS......Page 160
OTHER FACTORS IN THE USE OF SCEDs......Page 161
PERCEPTION......Page 162
THOUGHT PATTERNS......Page 164
BELIEFS......Page 165
ATTRIBUTIONS......Page 166
ATTITUDES......Page 167
PROBLEM-SOLVING STYLES......Page 169
CONCLUSIONS......Page 170
6 STIMULUS CONTROL (CONTINGENCY MANAGEMENT) TECHNIQUES......Page 171
SELECTION OF REINFORCERS......Page 173
DIFFERENTIAL REINFORCEMENT PROGRAMMES......Page 177
Positive reinforcement......Page 178
Problems......Page 179
Time-out......Page 180
Case examples showing use of a wider range of techniques......Page 181
Case example......Page 183
TOKEN ECONOMY SCHEMES......Page 185
Problems associated with token economy systems......Page 186
Case example......Page 188
CONTINGENCY CONTRACTS......Page 189
Case example......Page 192
NEGOTIATING CONTINGENCY CONTRACTS......Page 197
Case example......Page 198
APPROACHES BASED ON NEGATIVE REINFORCEMENT......Page 199
Shaping......Page 200
Prompting......Page 201
ATTENTION TO DISCRIMINATIVE STIMULI......Page 202
7 RESPONSE CONTROL TECHNIQUES......Page 206
STAGES IN MODELLING......Page 207
MODELLING TO REDUCE FEARS......Page 208
OPTIMUM CONDITIONS FOR MODELLING......Page 209
Case examples demonstrating the use of modelling techniques......Page 210
Conclusion......Page 213
ASSERTION TRAINING......Page 214
Assessment......Page 216
Discrimination training......Page 217
MODELLING APPROPRIATE NON-VERBAL BEHAVIOUR......Page 218
REINFORCEMENT PROCEDURES......Page 219
Case example......Page 220
GROUP APPLICATIONS......Page 221
SELF-MANAGEMENT AND SELF-CONTROL TECHNIQUES......Page 222
THE COGNITIVE COMPONENTS OF THERAPY......Page 225
Case example......Page 226
SELF-INSTRUCTIONAL TRAINING......Page 227
Procedure......Page 228
Use of imagery......Page 229
STRESS INOCULATION TRAINING AND SELF-INSTRUCTION......Page 230
COGNITIVE RESTRUCTURING......Page 231
THOUGHT-STOPPING......Page 234
Case example......Page 235
Rapid exposure therapy......Page 236
Procedure in exposure therapy......Page 237
Slow exposure and systematic desensitization......Page 239
Relaxation therapy......Page 240
Biofeedback devices......Page 241
THE QUESTION OF CONTROL......Page 244
Case example......Page 246
PSYCHOLOGICAL TECHNIQUES: THEIR USES AND ABUSES......Page 249
Case example......Page 252
MOTIVATIONAL ISSUES......Page 253
THE SPECIAL CASE OF INSTITUTIONAL AND RESIDENTIAL TREATMENT......Page 256
DECIDING WHO IS LIKELY TO BENEFIT FROM BEHAVIOURAL PROCEDURES......Page 260
CONCLUSIONS......Page 261
APPENDIX 1......Page 264
APPENDIX 2......Page 268
NOTES......Page 272
REFERENCES......Page 274
NAME INDEX......Page 286
SUBJECT INDEX......Page 290