Course: Introduction to treatment Methods
Lecture 1: Introduction to CBT for anxiety and mood disorders
Psychotherapy schools
PSYCHOANALYTIC-DYNAMIC HUMANISTIC-CLIENT CENTERED
CBT
LONG
SHORT
, Brief history of CBT
Synthesis of Cognitive therapy Behaviorial therapy
Three generations/waves of behavior therapy (Forman & Herbert, 2009):
1. 1st generation: Behavior therapy (1950-1960)
- Objective scientific approach to understand psychological problems by looking at behavior
- Focus on modification of problematic behaviors (classic and operant conditioning – Pavlov, Watson,
Skinner 1920’s-1960’s)
2. 2nd generation: CBT (1960s to 1990)
- Emphasizing cognitive processes
- Focus on modification of maladaptive thoughts, schemas, or information processing styles
Rational emotive Therapy (Ellis, 1962)
Cognitive therapy (Beck et al., 1979)
3. 3rd generation: Acceptance based models of CBT (since the 1990s)
- Identified as a “ third wave” that extend and deviate from traditional CBT approaches (Hayes, 2004)
- Integrate new concepts into traditional behavioral interventions: metacognition, acceptance,
mindfulness, personal values, and spirituality
For example:
Acceptance and commitment therapy (ACT)
Compassionate mind training (CMT)
Mindfulness-based cognitive therapy (MBCT)
Dialectical behaviour therapy (DBT)
Metacognitive therapy (MCT)
Solution focused therapy
Schema Focused Therapy (SFT)
EMDR
What is CBT?
• CBT is a type of psychotherapy in which patients reframe negative thinking patterns into positive
thoughts. Transforming one’s thoughts will ultimately result in positive actions and behaviors in
difficult moments
• Beck Institute: CBT is a time-sensitive, structured, present-oriented psychotherapy directed toward
solving current problems and teaching clients skills to modify dysfunctional thinking and behavior
• This lecture will focus on it’s application in psychologial practice
Description of CBT
, Clinical Case Formulation: Mike
Clinical Case formulation
An individual overview of the problems that a patient is dealing with, pointing out the
interconnectedness or causal reationships between them and the patients history and personality
N=1 study
Made together with the patient
After or during the first intake session(s)
Goal:
1. to get an overview of the problems of the patient
2. to discover causal relationships between these problems
3. to gain insight for the patient
4. to determine which problem to treat first
5. to set goals for therapy
Mike is a 20 year-old who reports that he feels depressed and is experiencing a significant amount of
stress about school, noting that he’ll “probably flunk out.” He spends much of his day in his dorm
room playing video games and has a hard time identifying what, if anything, is enjoyable in a typical
day. He rarely attends class and has avoided reaching out to his professors to try to salvage his
grades this semester. Mike has always been a self-described shy person and has had a very small
and cohesive group of friends from elementary through high school. In kindergarten he was even
bullied quite a lot, and played alone for a couple of months. Notably, his level of stress significantly
amplified when he began college. When meeting new people, he has a hard time concentrating on
the interaction because he is busy worrying about what they will think of him – he assumes they
Lecture 1: Introduction to CBT for anxiety and mood disorders
Psychotherapy schools
PSYCHOANALYTIC-DYNAMIC HUMANISTIC-CLIENT CENTERED
CBT
LONG
SHORT
, Brief history of CBT
Synthesis of Cognitive therapy Behaviorial therapy
Three generations/waves of behavior therapy (Forman & Herbert, 2009):
1. 1st generation: Behavior therapy (1950-1960)
- Objective scientific approach to understand psychological problems by looking at behavior
- Focus on modification of problematic behaviors (classic and operant conditioning – Pavlov, Watson,
Skinner 1920’s-1960’s)
2. 2nd generation: CBT (1960s to 1990)
- Emphasizing cognitive processes
- Focus on modification of maladaptive thoughts, schemas, or information processing styles
Rational emotive Therapy (Ellis, 1962)
Cognitive therapy (Beck et al., 1979)
3. 3rd generation: Acceptance based models of CBT (since the 1990s)
- Identified as a “ third wave” that extend and deviate from traditional CBT approaches (Hayes, 2004)
- Integrate new concepts into traditional behavioral interventions: metacognition, acceptance,
mindfulness, personal values, and spirituality
For example:
Acceptance and commitment therapy (ACT)
Compassionate mind training (CMT)
Mindfulness-based cognitive therapy (MBCT)
Dialectical behaviour therapy (DBT)
Metacognitive therapy (MCT)
Solution focused therapy
Schema Focused Therapy (SFT)
EMDR
What is CBT?
• CBT is a type of psychotherapy in which patients reframe negative thinking patterns into positive
thoughts. Transforming one’s thoughts will ultimately result in positive actions and behaviors in
difficult moments
• Beck Institute: CBT is a time-sensitive, structured, present-oriented psychotherapy directed toward
solving current problems and teaching clients skills to modify dysfunctional thinking and behavior
• This lecture will focus on it’s application in psychologial practice
Description of CBT
, Clinical Case Formulation: Mike
Clinical Case formulation
An individual overview of the problems that a patient is dealing with, pointing out the
interconnectedness or causal reationships between them and the patients history and personality
N=1 study
Made together with the patient
After or during the first intake session(s)
Goal:
1. to get an overview of the problems of the patient
2. to discover causal relationships between these problems
3. to gain insight for the patient
4. to determine which problem to treat first
5. to set goals for therapy
Mike is a 20 year-old who reports that he feels depressed and is experiencing a significant amount of
stress about school, noting that he’ll “probably flunk out.” He spends much of his day in his dorm
room playing video games and has a hard time identifying what, if anything, is enjoyable in a typical
day. He rarely attends class and has avoided reaching out to his professors to try to salvage his
grades this semester. Mike has always been a self-described shy person and has had a very small
and cohesive group of friends from elementary through high school. In kindergarten he was even
bullied quite a lot, and played alone for a couple of months. Notably, his level of stress significantly
amplified when he began college. When meeting new people, he has a hard time concentrating on
the interaction because he is busy worrying about what they will think of him – he assumes they
