What Is Cognitive Behavioral Therapy?

The following article discusses cognitive behavioral therapy and helps clinicians and therapists understand how it developed, when it can be utilized in practice, and other interesting aspects regarding this specific form of therapy. The article comes from the National Association of Cognitive-Behavioral Therapists.



Cognitive-Behavioral Therapy...
is a form of psychotherapy that emphasizes the important role of thinking in how we feel and what we do.

Cognitive-behavioral therapy does not exist as a distinct therapeutic technique. The term "cognitive-behavioral therapy (CBT)" is a very general term for a classification of therapies with similarities. There are several approaches to cognitive-behavioral therapy, including Rational Emotive Behavior Therapy, Rational Behavior Therapy, Rational Living Therapy, Cognitive Therapy, and Dialectic Behavior Therapy.

However, most cognitive-behavioral therapies have the following characteristics:

1. CBT is based on the Cognitive Model of Emotional Response.
Cognitive-behavioral therapy is based on the idea that our thoughts
cause our feelings and behaviors, not external things, like people, situations,
and events. The benefit of this fact is that we can change the way we think to
feel / act better even if the situation does not change.

2. CBT is Briefer and Time-Limited.
Cognitive-behavioral therapy is considered among the most rapid in terms of
results obtained. The average number of sessions clients receive (across all
types of problems and approaches to CBT) is only 16. Other forms of
therapy, like psychoanalysis,can take years. What enables CBT to be briefer
is its highly instructive nature and the fact that it makes use of homework
assignments. CBT is time-limited in that we help clients understand at the
very beginning of the therapy process that there will be a point when the formal
therapy will end. The ending of the formal therapy is a decision made by the
therapist and client. Therefore, CBT is not an open-ended, never-ending
process.

3. A sound therapeutic relationship is necessary for effective therapy, but
not the focus.
Some forms of therapy assume that the main reason people get better in
therapy is because of the positive relationship between the therapist and
client. Cognitive-behavioral therapists believe it is important to have a good,
trusting relationship, but that is not enough. CBT therapists believe that the
clients change because they learn how to think differently and they act on that
learning. Therefore, CBT therapists focus on teaching rational self-counseling
skills.

4. CBT is a collaborative effort between the therapist and the client.
Cognitive-behavioral therapists seek to learn what their clients want out of life
(their goals) and then help their clients achieve those goals. The therapist's
role is to listen, teach, and encourage, while the client's roles is to express
concerns, learn, and implement that learning.

For excellent cognitive-behavioral therapy self-help and professional books, audio presentations, and home-study training programs, please click here.

5. CBT is based on aspects of stoic philosophy.
Not all approaches to CBT emphasize stoicism. Rational Emotive
Behavior Therapy, Rational Behavior Therapy, and Rational Living
Therapy emphasize aspects of stoicism. Beck's Cognitive Therapy is not
based on stoicism.

Cognitive-behavioral therapy does not tell people how they should feel.
However, most people seeking therapy do not want to feel they way they have
been feeling. The approaches that emphasize stoicism teach the benefits of
feeling, at worst, calm when confronted with undesirable situations. They also
emphasize the fact that we have our undesirable situations whether we are
upset about them or not. If we are upset about our problems, we have two
problems -- the problem, and our upset about it. Most people want to have the
fewest number of problems possible. So when we learn how to more calmly
accept a personal problem, not only do we feel better, but we usually put
ourselves in a better position to make use of our intelligence, knowledge,
energy, and resources to resolve the problem.

6. CBT uses the Socratic Method.
Cognitive-behavioral therapists want to gain a very good understanding of
their clients' concerns. That's why they often ask questions. They also
encourage their clients to ask questions of themselves, like, "How do I
really know that those people are laughing at me?" "Could they be laughing
about something else?"

7. CBT is structured and directive.
Cognitive-behavioral therapists have a specific agenda for each session.
Specific techniques / concepts are taught during each session. CBT
focuses on the client's goals. We do not tell our clients what their goals
"should" be, or what they "should" tolerate. We are directive in the sense that
we show our clients how to think and behave in ways to obtain what they
want. Therefore, CBT therapists do not tell their clients what to do -- rather,
they teach their clients how to do.

8. CBT is based on an educational model.
CBT is based on the scientifically supported assumption that most emotional
and behavioral reactions are learned. Therefore, the goal of therapy is to
help clients unlearn their unwanted reactions and to learn a new way of
reacting.

Therefore, CBT has nothing to do with "just talking". People can "just talk"
with anyone.

The educational emphasis of CBT has an additional benefit -- it leads to
long term results. When people understand how and why they are doing
well, they know what to do to continue doing well.

9. CBT theory and techniques rely on the Inductive Method.
A central aspect of Rational thinking is that it is based on fact. Often, we
upset ourselves about things when, in fact, the situation isn't like we think it
is. If we knew that, we would not waste our time upsetting ourselves.

Therefore, the inductive method encourages us to look at our thoughts as
being hypotheses or guesses that can be questioned and tested. If we find
that our hypotheses are incorrect (because we have new information), then we
can change our thinking to be in line with how the situation really is.

10. Homework is a central feature of CBT.
If when you attempted to learn your multiplication tables you spent only one
hour per week studying them, you might still be wondering what 5 X 5
equals. You very likely spent a great deal of time at home studying your
multiplication tables, maybe with flashcards.

The same is the case with psychotherapy. Goal achievement (if obtained)
could take a very long time if all a person were only to think about the
techniques and topics taught was for one hour per week. That's why CBT
therapists assign reading assignments and encourage their clients to
practice the techniques learned.

Virginia Tech Massacre

It was April 16, 2007 when Cho Seung-Hui embarked on a massacre that would lead to the deaths of 32 students before he eventually took his own life. According to media and school officials, Cho was by all accounts a "loner" who was socially isolated and did not have many friends.

During his video "manifesto" which he mailed to the media Cho attacked what he considered to be spoiled, rich, students. Cho's belief that it was "him" against the world also reigned paramount in his self-taped video.

Cho's specific mental illness however isn't known. Many professionals speculate schizophrenia and some argue that he suffered from Paranoid Personality Disorder. At any rate, his actions reveal the fact that his thinking was delusional, illogical and irrational. Below are some links which provide more information regarding Cho and the specific actions taken by him on April 16, 2007 at Virginia Tech.

Social workers and mental health professionals are encouraged to respond to and blog about ways we can prevent and detect the tragedies that can happen when those who are mentally ill are not receiving adequate care.

http://www.msnbc.msn.com/id/18148802/

http://www.cnn.com/SPECIALS/2007/virginiatech.shootings/

http://www.washingtonpost.com/wp-dyn/content/article/2007/04/16/AR2007041600533.html