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

Cognitive-Behavioural Therapy is a comprehensively revised and augmented text, based on Professor Sheldon's previous book Behavioural Modification but thoroughly expanded and updated to take into account recent developments in social work effectiveness research, psychotherapy and clinical psychology, as well as the large-scale changes in the organization of the social services. Based on empirical evidence, the book is designed to give a thorough grounding in cognitive-behavioural methods and their application. Professor Sheldon makes a powerful case for the greater use of these therapies in full recognition of the pressures under which social workers have to operate. The book offers: A thorough guide to assessment and therapeutic procedures, including methods of evaluation A comprehensive review of the latest research on learning and cognition, examining the therapeutic implications of these studies Illustrations of the main methods of helping with case examples from social work practice Consideration of the ethical implications of such methods as a part of mainstream social work Behavioral Sciences BOOK COVER 1 HALF-TITLE 2 TITLE 4 COPYRIGHT 5 DEDICATION 7 CONTENTS 8 FIGURES AND TABLES 9 PREFACE 11 ACKNOWLEDGEMENTS 14 1 BEHAVIOUR THERAPY IN A COLD CLIMATE 15 THE DISCIPLINARY CONTEXT 16 THEORY AND PRACTICE IN SOCIAL WORK 20 STUDIES OF THE EFFECTIVENESS OF THERAPEUTIC METHODS 26 Early studies 26 Later studies 29 Contemporary studies 32 FINDINGS FROM CLINICAL PSYCHOLOGY AND PSYCHOTHERAPY 35 INDIVIDUAL FACTORS IN HELPING 38 ORGANIZATIONAL FACTORS 42 CONCLUSIONS 44 2 PHILOSOPHICAL IMPLICATIONS 46 MIND AND BEHAVIOUR 46 FREE WILL VERSUS ENVIRONMENTAL CONTROL 53 3 LEARNING THEORY AND RESEARCH 58 GENETIC INFLUENCES 60 Case example 61 INNATE INFLUENCES ON CHILDHOOD DEVELOPMENT 61 Case example 64 BIOLOGICAL INFLUENCES ON PERSONALITY 65 CLASSICAL CONDITIONING 66 Case example 69 Stimulus generalization 69 Case example showing the origins and development of a phobia 71 Background 71 Classical extinction 74 Experimental neurosis and learned helplessness 74 OPERANT CONDITIONING 75 TYPES OF REINFORCEMENT 76 Positive reinforcement 77 Negative reinforcement 77 Conditioned reinforcers 78 Generalized reinforcers 80 Some further general points about reinforcement 82 THE SHAPING OF BEHAVIOUR 82 FADING 83 DISCRIMINATIVE STIMULI 84 SCHEDULES OF REINFORCEMENT 86 Fixed ratio schedules 86 Continuous reinforcement 87 Differential reinforcement of other behaviour (DRO Schedules) 87 Intermittent and variable schedules 87 PUNISHMENT 89 Case example showing the effects of operant consequences on behaviour 93 MODELLING AND VICARIOUS LEARNING 94 Case example 97 COGNITIVE-MEDIATIONAL THEORIES 98 THE USES OF MODELLING 100 COGNITIVE LEARNING 101 SOCIAL LEARNING THEORY 107 4 EMOTIONAL REACTIONS 112 COGNITION AND EMOTION 116 ANXIETY 120 5 ASSESSMENT, MONITORING AND EVALUATION 123 DISTINGUISHING FEATURES OF COGNITIVE-BEHAVIOURAL ASSESSMENTS 124 OBTAINING A GENERAL DESCRIPTION OF PROBLEMS 128 Risk 131 REDUCING PROBLEMS TO COMPONENT PARTS 133 Case example: Mary, a client displaying profound lack of social confidence 134 PROBLEM FORMULATIONS 136 PROBLEM HIERARCHIES—DECIDING WHERE TO START 138 Priorities 138 Clients’ views 138 Clients’ capacities 139 Motivational factors 139 Mediators 140 Goals and indicators 140 Case example 141 EVALUATION: THE USE OF SINGLE CASE EXPERIMENTAL DESIGNS (SCEDs) 143 Baseline effects 143 Records and recording 143 METHODS OF GATHERING DATA 144 Direct observation 144 Time sampling 144 Participant observation 145 Mechanical, electronic and other aids to observation 145 Observation by mediators 145 Self-observation 145 Reliability checks 146 INTERPRETATION OF BASELINE DATA 146 SETTING TARGET LEVELS 147 AB DESIGNS 149 FOLLOW-UP DATA 150 BA DESIGNS 152 ABA DESIGNS 152 ABAB DESIGNS 156 BAB DESIGNS 160 MULTIPLE BASELINE DESIGNS 160 Baselines across settings 161 OTHER FACTORS IN THE USE OF SCEDs 161 QUALITATIVE ASSESSMENT AND EVALUATION 162 PERCEPTION 162 THOUGHT PATTERNS 164 Case illustration 165 BELIEFS 165 ATTRIBUTIONS 166 ATTITUDES 167 PROBLEM-SOLVING STYLES 169 CONCLUSIONS 170 6 STIMULUS CONTROL (CONTINGENCY MANAGEMENT) TECHNIQUES 171 SELECTION OF REINFORCERS 173 DIFFERENTIAL REINFORCEMENT PROGRAMMES 177 Case example showing the different elements of a contingency management programme 178 Extinction 178 Positive reinforcement 178 Other procedures 179 Problems 179 Time-out 180 Case examples showing use of a wider range of techniques 181 RESPONSE-COST (NEGATIVE PUNISHMENT) SCHEMES 183 Case example 183 TOKEN ECONOMY SCHEMES 185 Problems associated with token economy systems 186 USE OF PREMACK’S PRINCIPLE 188 Case example 188 Procedure 189 CONTINGENCY CONTRACTS 189 THE DESIGN OF CONTINGENCY CONTRACTS 192 Case example 192 NEGOTIATING CONTINGENCY CONTRACTS 197 Case example 198 OPERANT EXTINCTION TECHNIQUES 199 APPROACHES BASED ON NEGATIVE REINFORCEMENT 199 SATIATION 200 SHAPING, FADING, CHAINING, PROMPTING 200 Shaping 200 Fading 201 Chaining 201 Prompting 201 ATTENTION TO DISCRIMINATIVE STIMULI 202 7 RESPONSE CONTROL TECHNIQUES 206 MODELLING AND SOCIAL SKILL TRAINING 207 STAGES IN MODELLING 207 MODELLING TO REDUCE FEARS 208 OPTIMUM CONDITIONS FOR MODELLING 209 Case examples demonstrating the use of modelling techniques 210 Conclusion 213 ASSERTION TRAINING 214 Assessment 216 Discrimination training 217 MODELLING APPROPRIATE NON-VERBAL BEHAVIOUR 218 REINFORCEMENT PROCEDURES 219 DESENSITIZATION FACTORS IN ASSERTION TRAINING 220 Case example 220 Procedure 221 GROUP APPLICATIONS 221 DECISIONS ABOUT ASSERTIVENESS 222 SELF-MANAGEMENT AND SELF-CONTROL TECHNIQUES 222 THE COGNITIVE COMPONENTS OF THERAPY 225 Case example 226 SELF-INSTRUCTIONAL TRAINING 227 Case example 228 Procedure 228 Use of imagery 229 STRESS INOCULATION TRAINING AND SELF-INSTRUCTION 230 COGNITIVE RESTRUCTURING 231 COVERT CONDITIONING APPROACHES 234 THOUGHT-STOPPING 234 TECHNIQUES FOR REDUCING ANXIETY AND AVOIDANCE 235 Positive counter-conditioning 235 Case example 235 Rapid exposure therapy 236 Procedure in exposure therapy 237 Slow exposure and systematic desensitization 239 Relaxation therapy 240 Procedure 241 Biofeedback devices 241 8 ETHICAL CONSIDERATIONS 244 THE QUESTION OF CONTROL 244 Case example 246 PSYCHOLOGICAL TECHNIQUES: THEIR USES AND ABUSES 249 Case example 252 MOTIVATIONAL ISSUES 253 THE SPECIAL CASE OF INSTITUTIONAL AND RESIDENTIAL TREATMENT 256 DECIDING WHO IS LIKELY TO BENEFIT FROM BEHAVIOURAL PROCEDURES 260 FEELINGS ABOUT THE IMPOSITION OF TECHNIQUES 261 CONCLUSIONS 261 APPENDIX 1 264 APPENDIX 2 268 NOTES 272 REFERENCES 274 NAME INDEX 286 SUBJECT INDEX 290 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 Annotation Cognitive-Behavioural Therapy is a comprehensively revised and augmented text, based on Professor Sheldon's previous book Behavioural Modification but thoroughly expanded and updated to take into account recent developments in social work effectiveness research, psychotherapy and clinical psychology, as well as the large-scale changes in the organization of the social services. Based on empirical evidence, the book is designed to give a thorough grounding in cognitive-behavioural methods and their application. Professor Sheldon makes a powerful case for the greater use of these therapies in full recognition of the pressures under which social workers have to operate. The book offers: A thorough guide to assessment and therapeutic procedures, including methods of evaluation A comprehensive review of the latest research on learning and cognition, examining the therapeutic implications of these studies Illustrations of the main methods of helping with case examples from social work practice Consideration of the ethical implications of such methods as a part of mainstream social work 1. Behaviour Therapy In A Cold Climate -- 2. Philosophical Implications -- 3. Learning Theory And Research -- 4. Emotional Reactions -- 5. Assessment, Monitoring And Evaluation -- 6. Stimulus Control (contingency Management) Techniques -- 7. Response Control Techniques -- 8. Ethical Considerations -- Appendix 1: Checking Baseline/outcome Differences By Simple Statistical Measurement (after Bloom) -- Appendix 2: Social Situations Questionnaire (trower). Brian Sheldon. Rev. & Enl. Ed. Of: Behaviour Modification. 1982. Includes Bibliographical References (p. 261-271) And Indexes.