자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

How to ... be a reflective practitioner.

Major depressive disorder (MDD) is a debilitating disease that is characterized by depressed mood, diminished interests, impaired cognitive function and vegetative symptoms, such as disturbed sleep or appetite. MDD occurs about twice as often in women than it does in men and affects one in six adults in their lifetime. The aetiology of MDD is multifactorial and its heritability is estimated to be approximately 35%. In addition, environmental factors, such as sexual, physical or emotional abuse during childhood, are strongly associated with the risk of developing MDD. No established mechanism can explain all aspects of the disease. However, MDD is associated with alterations in regional brain volumes, particularly the hippocampus, and with functional changes in brain circuits, such as the cognitive control network and the affective-salience network. Furthermore, disturbances in the main neurobiological stress-responsive systems, including the hypothalamic-pituitary-adrenal axis and the immune system, occur in MDD. Management primarily comprises psychotherapy and pharmacological treatment. For treatment-resistant patients who have not responded to several augmentation or combination treatment attempts, electroconvulsive therapy is the treatment with the best empirical evidence. In this Primer, we provide an overview of the current evidence of MDD, including its epidemiology, aetiology, pathophysiology, diagnosis and treatment.

/pdf/major-depressive-disorder-4dnf4f9a0d.pdf

Major depressive disorder

Gratitude and well-being: A review and theoretical integration

Foreword 1. Behavioural experiments: historical and conceptual underpinnings 2. Devising effective behavioural experiments 3. Panic disorder and agoraphobia 4. Health anxiety 5. Obsessive-compulsive disorder 6. Generalised anxiety disorder 7. Social anxiety 8. Specific phobias 9. Post Traumatic Stress Disorder 10. Depression 11. Bipolar affective disorders 12. Psychotic symptoms 13. Eating disorders 14. Insomnia 15. Physical illness and disability 16. Acquired brain injury 17. Avoidance of affect 18. Self-injurious behaviour 19. Interpersonal difficulties 20. Low self-esteem 21. Behavioural experiments: at the crossroads

https://www.newcastle.edu.au/__data/assets/pdf_file/0013/100417/v5-scevak.pdf

Oxford Guide to Behavioural Experiments in Cognitive Therapy

A new model of therapist skill development is presented. Grounded in information processing theory, it provides a comprehensive framework that accounts for a range of phenomena encountered by trainers and trainees - for example, why different training methods are needed for different elements of therapist skill. The model features three principal systems: declarative, procedural and reflective (DPR). Reflection is identified as central to therapist skill development and, accordingly, a pivotal role is given to a reflective system, which enables therapists to reflect and build on their conceptual (declarative) knowledge and procedural skills. The DPR model incorporates a taxonomy of therapist skills, and explains why different skills develop in different ways at different rates. It highlights the centrality of therapists' perceptual skills, and of when-then rules, plans, procedures and skills (rules that determine when to implement what interventions with which patient under what conditions) in the development of therapist expertise. It makes a distinction between personal and professional selves (the self-schema vs. the self-as-therapist schema); and it identifies the role of the personal self in therapist skill development. While there are still many questions to be investigated, it is hoped that the model will stimulate researchers and provide guidance for trainers.

https://gandalwaven.typepad.com/intheroom/files/therapist_skills_cognitive_model.pdf

Therapist skills : A cognitive model of their acquisition and refinement

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Oxford guide to low intensity CBT interventions.

The Oxford Guide to Imagery in Cognitive Therapy has been written both for clinicians and researchers. For clinicians, it is a user-friendly, practical guide to imagery, which will enable therapists to understand imagery phenomenology, and to integrate imagery-based interventions into their cognitive therapy practice. For researchers, it provides a state-of-the-art summary of imagery research, and points the way to future studies. Written by three well-respected CBT researcher-clinicians, it is essential reading for all cognitive therapists, who have recognised the limitations of purely 'verbal' CBT techniques, and want to find new ways to work with clients with psychological disorders.

Oxford Guide to Imagery in Cognitive Therapy

Recent publications have suggested that practising cognitive therapy (CT) techniques on oneself may be valuable in the development of cognitive therapists' clinical skills The present study asks: Is this useful? If so, in what ways? We report a qualitative study of the experience of trainees undertaking a CT training course, which included an explicit self-practice (SP) and self-reflection (SR) component Key features of the learning process were: (i) experiencing cognitive techniques from the client's perspective, and (ii) reflecting on this experience that led to (iii) a “deeper sense of knowing” of CT practices The primary learning outcome was an enhancement of therapeutic understandings, which trainees reported to be both professionally and personally useful Professionally, they reported deeper understanding of the therapist's role, the cognitive model and change processes Personally, SP/SR led to greater understanding of themselves, and to the perception of CT as a useful tool for personal change The data also suggested two other positive learning outcomes: an enhancement of therapist skills and therapist self-concept We conclude that SP/SR may be a valuable component in CT training Guidelines and recommendations for inclusion of SP/SR in training courses are discussed

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/9C53192C85D1E9B018748F1276B7BBEC/S1352465801002077a.pdf/div-class-title-the-value-of-self-practice-of-cognitive-therapy-techniques-and-self-reflection-in-the-training-of-cognitive-therapists-div.pdf

James Bennett-Levy

Papers

Oxford Guide to Behavioural Experiments in Cognitive Therapy

Therapist skills : A cognitive model of their acquisition and refinement

Oxford guide to low intensity CBT interventions.

Oxford Guide to Imagery in Cognitive Therapy

The value of self-practice of cognitive therapy techniques and self-reflection in the training of cognitive therapists