Intervention for Student diagnosed with Anxiety

Intervention for Student diagnosed with Anxiety

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Intervention for Student diagnosed with Anxiety

MINI ASSIGNMENT 2 1

The Effectiveness of Cognitive Behavioral Therapy (CBT) as an Intervention for Student diagnosed with Anxiety

Melissa Kelly

Albany State University

COUN5620 Research and Program Evaluation for Counselors

Dr. Claudia Calder

October 13, 2021

Literature Review Comment by Calder, Claudia: Great job with the review. Be sure this section includes all 7 articles from your annotated bib in addition to other articles that provide the background and context for the research problem and establish the need for the research. – you only have six references listed

Cognitive-behavioral therapy is defined as psychotherapeutic treatment that helps people in learning how to manage and identify worrying or negative thought patterns that cause an undesirable influence on one’s emotions and behaviors. It focuses on changing the negative thoughts automatically, which often contributes to and worsens o emotional difficulties, anxiety, and depression. These spontaneous thoughts harm an individual mood (Luo & McAloon, 2021). Cognitive-behavioral therapy is a well-established treatment for anxiety disorder in adolescents and children. Research has shown that about 60% of youths recuperate from anxiety disorder and experience a significant reduction in the disease’s symptoms after treatment (Stjerneklar et al., 2019). According to various studies, cognitive behavior therapy has proven effective in treating anxiety disorders in children and adolescents. This form of therapy helps promote improved self-control, elude activates, and develop coping skills for day-to-day stressors.

On the other hand, anxiety disorder is a form of mental health illness that makes one respond differently to certain conditions and situations with fear and dread. An individual with an anxiety disorder typically feels anxious and nervous. Anxiety interferes with one’s ability to function normally, and a person overreacts when something triggers their emotions; hence one cannot control their response to situations. According to a national institute of health report, almost one in every three elementary students experiences an anxiety disorder. These have increased steadily by 20% between 2007 and 2012; the high incidence of anxiety disorder among youths usually arises due to pressure and high expectation to succeed (Krister et al.,2017). In the contemporary world, youths feel more pressured to succeed academically, and these thoughts often overwhelm them. Cognitive-behavioral therapy of generalized anxiety disorder treatment helps address the anxiety and mental prejudices, equipping one with a relaxation mechanism suitable for managing tension and marginal exposure to disastrous exposure and imageries to traumatic situations and prevent over stressful behaviors.

Effectiveness of Cognitive-Behavioral Therapy as an intervention for students diagnosed with the disorder

Cognitive-based therapy is founded on a cognitive model of mental conditions and hypothesizes that individual perceptions influence people’s emotions and behaviors. CBT teaches patients to be their therapists by assisting them to comprehend their current ways of behaving and thinking and equips them with gears to modify their maladaptive conduct and cognitive patterns. The therapy helps foster an environment of collaborative observation and those supporting problem-focused and structured focus of CBT (Jon & Krister, 2016). The collaborative empiricism is founded upon starting a collaborative relaxing association in which therapist and patient work together to develop maladaptive behavior and cognition test their validity, and make rectification when required. Unlike other forms of treatment methods and difficulties and problems, CBT focuses on the causes of the symptoms and distress and aims at finding ways of improving the patient thoughts processes (Jon & Krister, 2016). Further, CBT focuses on the current situation in a person’s life contributing to anxiety; hence, the treatment focuses on a person’s history for it to develop more effective ways of coping with life.

Stjerneklar et al. (2019) posit that anxiety disorder is the most common type of mental illness in youths. Research has highlighted the harmful impact of youth anxiety on cognitive and behavioral wellbeing in adulthood. Early intervention of the condition has helped to minimize these effects. The use of cognitive-behavioral therapy as an intervention measure helps in decreasing anxiety efficacy. The cognitive model asserts that anxiety dysfunction occurs mainly due to interpretive biases in one’s belief system leading to thinking errors and enactment of behaviors in line with biased beliefs (Anna et al.,2018). Health providers employ a wide range of behavioral and cognitive strategies in the treatment to provide better outcomes (Stjerneklar et al., 2019). Behavior change possibly arbitrates treatment results. Research recommends that developing increased coping skills through attention allocation and problem rationalization may facilitate treatment outcomes. Walter et al (2020) noted that exposure tasks lessen avoidance actions and meaningfully improve reactions on measures of symptoms strictness. However, reduced behavior avoidance has a possible tool of change. However, it is difficult to assess whether lessons in avoidant behavior are agents of change or rather a product of evolution following other processes (Anna et al., 2018). Acceptance of emotions has been found to be a potential mediator of symptom change following CBT for social anxiety disorders in adult studies. Negative emotions, such as physiological indicators of fear, have the possibility of mediating treatment.

Cognitive-behavioral therapy is founded on the belief that maladaptive behaviors and thought distortion play a critical function in maintaining and developing various mental disorders. Thus the anxiety symptoms can effectively be reduced by teaching new information coping and processing mechanism. Anxiety illness is characterized by uncontrollable and excessive worry and is alleged to be maintained by cognitive biases towards threat-relevant stimuli and use of fear, related tension, and overly cautious behaviors means towards avoiding catastrophic images and linked autonomic situations (Walter et al., 2020). The benefits of CBT encompass cognitive therapy in addressing worry and cognitive biases, relaxation to discourse tension, and imaginably exposure to destructive ideas and direction to stressful circumstances while response preventing over-cautious behaviors.

CBT Intervention Equips Student with Anxiety Coping Skills

CBT focuses on providing youths with tools to help them in coping with their current problems. It is founded on the principle that thought patterns affect one emotion that consequently affects one’s behavior. According to CBT, negative thoughts results to adverse feeling and actions hence therapist teaches students to reframe their thoughts more positively, leading to more positive emotions and supportive behaviors. The clinician teaches the youths on making changes one can implement and impact one with skills that one can continue to use generally.

CBT helps students identify specific problems in life and o become aware of unproductive thought patterns and their impact on their skills. Being in a position to identify the negative thinking and reshapes in the way of changing how one feels and learning new behaviors and them putting them into practice, Through the cognitive behavior model, a student is taught how to restructure their thoughts by taking a hard look o at the negative thought patterns. These enable students to stop overgeneralizing and, based on the assumption that the worst must happen, place much importance on the minor details. Once the students are of their thoughts, they can effectively certain situations; reframing one’s thoughts helps one to be more positive and productive. Equally, CBT focuses on exposure therapy that teaches the youths how to confront phobias and fears (Walter et al., 2020). The therapist exposes students to things that provoke concerns and then guides coping with anxiety in that particular moment. Exposure to fears makes one feel more confident and less vulnerable in one coping abilities. In CBT, a person uses progressive relaxation methods, which include taking deep breaths and imagery to facilitate muscle relaxation. Those practical skills assisting in lowering stress and increase one sense of control. This is particularly more supportive for one to deal with phobias, social anxieties, and other stressors.

Definition of Terms? Comment by Calder, Claudia: These required sections are missing from this paper.

Research Questions?

Hypotheses?

References

Anna, M., Robert, K. & Jonathan, R. C., 2018. The impact of treatment delivery format on response to cognitive behavior therapy for preadolescent children with anxiety disorders. Journal of Child Psychology and Psychiatry, 59(7), pp. 763-772.

Jon, F. B. & Krister, W. F., 2016. Competence and Adherence Scale for Cognitive Behavioral Therapy (CAS-CBT) for anxiety disorders in youth: Psychometric properties. Psychological Assessment, 28(8), p. 908.

Krister, W. F., Wendy, N. & Tina, D. J., 2017. Mothers’ and fathers’ internalizing symptoms influence parental ratings of adolescent anxiety symptoms. Journal of Family Psychology, 31(7), p. 939.

Luo, A., & McAloon, J. (2021). Potential mechanisms of change in cognitive behavioral therapy for childhood anxiety: A meta‐analysis. Depression and Anxiety, 38(2), 220-232.

Stjerneklar, S., Hougaard, E., & Thastum, M. (2019). Guided internet-based cognitive behavioral therapy for adolescent anxiety: predictors of treatment response. Internet interventions, 15, 116-125.

Walter, H. J., Bukstein, O. G., Abright, A. R., Keable, H., Ramtekkar, U., Ripperger-Suhler, J., & Rockhill, C. (2020). Clinical practice guideline for the assessment and treatment of children and adolescents with anxiety disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 59(10), 1107-1124

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