Cognitive Behaviour Therapy - Assignment Example

? Cognitive Behaviour Therapy Summary CBT encompasses a psychotherapeutic approach through communication. It is designed to resolve issues associated with dysfunctional sentiments, conduct and cognition by means of a target-oriented, methodical process. CBT is an amalgamation of behavioural and cognitive conjecture (Olatunji, Cisler, & Deacon, 2010). It is a widely accepted therapy and finds application in dealing with temper, apprehensions, persona, eating habits, substance abuse and psychotic disorders (Butler, Chapman, Forman, & Beck, 2006; Olatunji et al., 2010). Further, Butler et al. (2006) elucidated a wider range of CBT applications, especially in treating unipolar depression, anxiety and panic disorders, social phobia, posttraumatic stress disorder (PTSD), anxiety related childhood disorders, childhood somatic disorders, situations of chronic pain, distress and behaviour related disorders. Observation reveals that certain psychological issues are seeded in the childhood itself, and hence the cause of anxiety could be individual beliefs. Essentially, internal dialogue plays an important role in formulating behaviour. CBT enables an individual to evade negative thoughts responsible for faulty judgment and emotional and behavioural distress. Cognitions are the chief determinants of individual feelings. CBT emphasises behaviour and cognition, and has emerged as a psycho-educational model incorporating learning procedures and innovative skills to cope with various issues (Gerald, 2005). Inspiration CBT is directed towards removal of defective supposition and misapprehensions with effectual values. Changing thoughts is the most significant method of CBT. The psychotherapist encourages understanding remedial leading to learning innovative skills (Gerald, 2005). Behaviour of any individual is nurtured through habituation and training. A child starts grasping affection and attention that he gains from every member in his or her vicinity. In these formative years, behaviour and interaction with society pave the way for grooming the personality of the child. It is essential that alterations be made in the behaviour when an unhealthy attitude is observed. In some serious cases repeated motivation to change the behaviour is required, which may or may not be related to therapeutic issues. Behaviour is directed between stimulus (S) and response (R) as represented by the SR model. According to Watson (1999), even the most intricate acts of life are derived from the combination of stimulus–response behaviour patterns. Activities that influence the performance or behaviour of an individual are designated as mental processes. A mental process encompasses different cognitive operations which are essential in the learning process, procuring knowledge, reasoning, memory or learning skills, perception and outlook, attention and the ability to be alert and attentive, language skills and communication, thoughts and aptitudes, emotions, decision making and problem solving skills. Behaviour aids in being considerate towards brain functioning, communication and interpersonal predispositions, motivation and social behaviour along with the physiological and neurological predilections. Cognitive understanding deals with the thoughts of an individual, and hence the mind process which is imperative to grasp the situation and thinking aptitudes of others. Mind processes help an individual to take hold of or grapple industrial organisation, moves of competitors, getting ahead in the augmenting competition, designing curricula, learning temperaments, and enhancing memory skills to survive in the mounting competition. The most essential characteristic of the mental process and behaviour predisposition is unconscious motives, childhood experiences, conflicts, developmental issues responsible for congenial and intellectual development that moulds the behaviour of an individual (Simply Psychology, n.d.). Learning is a comparatively enduring alteration in actions and is the product of experience. Classical conditioning is a kind of the learning process where correlation is established between a neutral stimulus and a stimulus that elicits a reaction, e.g. Pavlov's experiment. Learning is conditioning that involves memory, anxiety and understanding; conditioning activates adaptive behaviour that prepares an individual for happenings and enables one to apply past experiences to overcome the misleading notions (Classical Conditioning, n.d.). There is a phase of extinction when the association between unconditioned stimulus (UCS) and conditioned stimulus (CS) is broken, or when the individual tries to refrain from places which generate conditioned stimuli (CS) (Learning, n.d.). In the present scenario it becomes imperative to understand the connectivity between US and CS, as it is the most essential characteristic feature of the psychologist: to understand the attitude and propensity of an individual. As the individual matures, the perception and understanding of circumstances and situations also augment. Some may have the intellect to understand while others learn about the nature and circumstances and react to an event in a different manner (Classical Conditioning, n.d.). In classical conditioning, conditioned stimulus (CS) is likely to induce parallel responses called stimulus generalisation. This aids in maintaining classical conditioning and makes it difficult for the individual to overcome the classical conditioning (Learning, n.d.). I developed classical conditioning when I ate a burger for the first time. I became sick and suffered with amoebiasis. However, I developed aversion for the food and feel disgusted every time I smell it. As nausea is an involuntary response, the aversion I developed is an illustration of classical conditioning. Here, the burger was a neutral stimulus (NS), sickness is an unconditioned stimulus (US), and amoebiasis is an unconditional response (UCR). The smell of the burger is now a conditioned stimulus for me (CS) and nausea is a conditioned response (CR). Although conditioning plays a vital role in initiating adaptive behaviour, learning transpires through dealings with the surroundings. Moreover, environment figures the behaviour of an individual, and hence mental states encompassing sensations and contemplations cannot be considered as part of learning. The conditioned stimulus (CS) (in the present case, the smell of the burger) eventually induced a parallel response called stimulus generalisation. When smell pizza, a similar conditioned stimulus (CS) is generated due to stimulus generalization. Aversion for a particular taste is observed when eating particular food stuff is followed by sickness (the burger in the present case). Thus, Pavlov's classical conditioning is marked as an imperative landmark in the history of conditioning behaviour. It is the most vital aspect in understanding and modifying the behaviour pattern of individuals (Classical Conditioning, n.d.). Conclusion As an individual matures, the perception and understanding of circumstances and situations also augment. Some may have the intellect to understand while others learn about the nature and circumstances and react to an event differently. In the present scenario where competition is hard-hitting and individuals are chipped in a career race, an approach is desired where the judgmental move toward an attitude could work well. One has to be critical in displaying cognitive behaviour towards enhanced memory power, quick and appropriate decision making temperament, and organisation of educational programmes to boost learning power. Appendix (http://www.google.co.in/imgres?newwindow=198.04977416992187) References Butler, A. C., Chapman, J. E., Forman, E. M., & Beck, A. T. (2006). The empirical status of cognitive-behavioral therapy: A review of meta-analyses. Clin Psychol Rev., 26(1), 17–31. Classical Conditioning. (n.d.) Retrieved from http://web.mst.edu/~psyworld/classical_conditioning.htm. Gerald, C. (2005). Theory and practice of counseling and psychotherapy (7th ed.). Belmont, CA: Brooks/Cole. Learning. (n.d.). Retrieved from http://highered.mcgraw-hill.com/sites/dl/free/0073532061/873807/SampleChapter06.pdf. Olatunji, B. O., Cisler, J.M., & Deacon, B. J. (2010). Efficacy of cognitive behavioral therapy for anxiety disorders: A review of meta-analytic findings. Psychiatr Clin North Am., 33(3), 557–77. Simply Psychology. (n.d.) Retrieved from http://www.simplypsychology.org/psychodynamic.html. Watson. E. (1999). Retrieved from http://www.muskingum.edu/~psych/psycweb/history/watson.htm. Read More