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Building positive experiences and a life worth living: working with needs, values and goals
Published in Lorraine Bell, Helping People Overcome Suicidal Thoughts, Urges and Behaviour, 2021
Exploring values can be very helpful. When we understand our values, we can gain a better understanding of our goals and what we want from life, the type of person we want to be and how we want to behave. It helps to align our goals with our values, so the things we are trying to achieve are things that really matter to us, that are important and give us meaning. Clarifying someone’s values is important and will help you set therapeutic goals that really matter to that person (Vyskocilova et al 2015). For example, there is considerable evidence that behavioural activation (BA) improves mood (Veale 2008), but increasing activity which is also in line with values will bring more meaning, purpose and motivation than just being more active. Veale gives the example of using BA with someone who identifies one of their key values is to be a good parent. We may then suggest a goal (such as spending a specified time each day playing, reading or talking with their child) in line with that value.
Cognitive Behavioural Therapy
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
Behavioural activation: a specific protocol to help with depressive symptoms. Based on the idea that depressed individuals often withdraw from social interaction and suffer anhedonia. Behavioural activation aims to build up activities to change the way one feels from engaging in pleasurable activities that offer a sense of achievement. This approach only focusses on behaviours. Cognitions are viewed specifically as rumination, and ruminating is a behaviour to be targeted.
Depression, Anxiety, and Psychological Distress in the Perinatal Period
Published in Rosa Maria Quatraro, Pietro Grussu, Handbook of Perinatal Clinical Psychology, 2020
Jeannette Milgrom, Alan W. Gemmill
Increasingly, internet-based interventions have been used to address maternal depression and a range of psychological problems faced by women in the perinatal period (Lau, Htun, Wong, Tam, & Klainin-Yobas, 2017; Lee, Denison, Hor, & Reynolds, 2016). Beginning with the work of Danaher and colleagues (Danaher et al., 2012, 2013) and Sheeber et al. (2013), cognitive and behavioural intervention depression has been a major focus. Several feasibility and randomised studies using CBT and Behavioural Activation have shown significant effects on depressive and anxious symptoms (Danaher et al., 2013; Pugh et al., 2016). Milgrom et al. (2016) reported a four-fold increase in remission from a DSM-diagnosed depressive disorder following a six-session online CBT intervention (MumMoodBooster; Milgrom et al., 2016). O’Mahen and colleagues achieved similar reductions of symptoms with a 12-session programme of Behavioural Activation therapy (O’Mahen et al., 2013, 2015). Reaching particular perinatal cultural and demographic groups via online interventions (Latinas, socially disadvantaged communities, women suffering reproductive loss) has also shown some promise (Barrera et al., 2015; Drozd et al., 2013; Kertsing et al., 2011, 2013; Logsdon et al., 2013; Scherrer et al., 2015; Sheeber et al., 2012; Nieminen et al., 2016).
Promoting Routines of Exploration and Play during Mealtime: Estimated Effects and Identified Barriers
Published in Occupational Therapy In Health Care, 2022
Angela R. Caldwell, Elizabeth R. Skidmore, Lauren Terhorst, Ketki D. Raina, Joan C. Rogers, Cynthia A. Danford, Roxanna M. Bendixen
Parents were coached to deliver each intervention component during mealtimes using a stepwise, behavioral activation approach. Behavioral activation is an effective method of promoting behavior change and establishing new routines (Cuijpers et al., 2007). The parent-coaching prong of the Mealtime PREP intervention incorporated four active ingredients of behavioral activation (1. skills training; 2. goal setting; 3. activity scheduling; and 4. activity monitoring) to help parents build a family meal routine enriched with techniques to promote child food acceptance (See exemplar in Table 1). Implementation of the Mealtime PREP intervention unfolds as the evidence-based strategies of positive reinforcement (e.g. praise, clapping, high fives; Green et al., 2015), repeated exposure to targeted foods (Cooke, 2007; Remington et al., 2012) and play (e.g., using broccoli as a paint brush in ranch dressing; "fishing" for targeted food with a fork; Coulthard & Sealy, 2017) are embedded into a consistent family meal routine incrementally.
Behavioural activation therapy to improve participation in adults with depression following brain injury: A single-case experimental design study
Published in Neuropsychological Rehabilitation, 2021
Behavioural Activation Therapy followed the revised treatment manual by Lejuez et al. (2011) which provides structure and content for 10 sessions (30–90 min each; see table in Online Appendix A). Treatment can be extended by repeating session content. For Mr X and Mr Y, the treatment was extended to 14 weeks in order to allow sufficient time for them to develop strategies specific to the TBs. Sessions were conducted in their homes in order to increase compliance with treatment. Treatment sessions were videorecorded and took place in their lounge rooms. Mr X sat in a wheelchair and Mr Y sat on a couch with the therapist facing them with a dSLR camera on tripod recording so that the participant’s face was not seen. Mr Z’s treatment was funded by a public health access programme (Medicare) which funded only 10 sessions in the therapist’s office. He sat across a desk from the therapist with a computer set to record audio. As part of the intervention, participants were required to schedule out-of-session activities in their homes and communities.
A Meta-Analysis of Hypnotic Interventions for Depression Symptoms: High Hopes for Hypnosis?
Published in American Journal of Clinical Hypnosis, 2019
Leonard S. Milling, Keara E. Valentine, Hannah S. McCarley, Lindsey M. LoStimolo
A number of psychological interventions developed specifically for treating depression have proven to be very effective. For example, Beck’s cognitive therapy for depression enables clients to identify patterns of distorted cognitions (i.e., arbitrary inference, selective abstraction, overgeneralization, magnification) and to replace those thoughts with more realistic ones (Beck, Rush, Shaw, & Emery, 1987). Behavioral activation therapy is grounded in the principles of operant conditioning and helps depressed individuals increase the amount of positive reinforcement they experience (Lejuez, Hopko, Acierno, Daughters, & Pagoto, 2011). Problem-solving therapy (Nezu, Nezu, & D’Zurilla, 2013) involves teaching clients the steps of solving problems and dealing with stressors: (1) clarifying the problem; (2) generating alternative solutions; (3) selecting the solution with the optimal anticipated outcome; (4) implementing the solution; and (5) evaluating the outcome. Finally, interpersonal therapy (Klerman, Weissman, Rounsaville, & Chevron, 1984) is a time-limited treatment concerned with the interpersonal issues which either cause a person to become depressed or which maintain depression. Many other forms of general psychotherapy have also been applied to the problem of depression, including psychodynamic psychotherapy and nondirective therapy.