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Arson and learning disability
Published in Tim Riding, Caron Swann, Bob Swann, Colin Dale, The Handbook of Forensic Learning Disabilities, 2021
Ian Hall, Philip Clayton, Paula Johnson
A range of therapeutic techniques have been employed in order to explore the world of those who set fire. Well-designed group cognitive—behavioural therapy (CBT) fire-setting programmes, such as that developed by Brown et al.,19 have emerged throughout forensic units in the UK. Individual psychotherapy has also been employed, and Sinason has worked with learning-disabled offenders to dispel the myth that the use of psychotherapy is inaccessible to people who have a learning disability.20 In addition, Clayton has described his engagement of an individual who set fires using the integrative approach known as cognitive analytic therapy (CAT).21 The following sections will explore the application of CAT and CBT approaches in greater depth.
Serious mental illness and dual diagnosis
Published in April Russello, Severe Mental Illness in Primary Care, 2018
Counselling has been used widely in helping people to deal with their drug or alcohol misuse, or more specifically, to help people to deal with negative emotions and behaviours that become cues to use drugs or alcohol. Cognitive-behavioural therapy (CBT) is useful in demonstrating to the patient self-destructive, sabotaging behaviours that he may be unaware of. Less well known but very useful is cognitive analytic therapy which aims to create with patients narrative and diagrammatic re-formulations of their difficulties, and has the added benefit of being time limited and hence inexpensive.
The Treatment of Eating Disorders
Published in Jonna Fries, Veronica Sullivan, Eating Disorders in Special Populations, 2017
Jonna Fries, Veronica Sullivan
Cognitive analytic therapy, also recommended by NICE with a grade C for those with AN (National Collaborating Centre for Mental Health 2004), is a blend of cognitive therapy and psychoanalytic psychotherapy. Target problems are identified, along with the target problematic procedures that maintain the negative affect, symptoms, interpersonal difficulties, negative body image, and so on. Similarly, reciprocal roles and reciprocal-role procedures explore the influence of early relational experiences on current relationship with self and other. Clients are guided in a project of diagramming these evolving experiences of self and anorexia. The relationship between the therapist and the client, as well as the client's family and significant other relationships are explored. Collaboratively bringing to the client's awareness the internalization of meaningful social experiences, and the articulation of these in therapy, serves to enhance the client's capacity for understanding self in relation to others. The therapist functions in a reparative relational role, while refraining from colluding with the AN (Bell 1999; Dare et al. 2001; Ryle and Kerr 2003).
Effectiveness of brief schema group therapy for borderline personality disorder symptoms: a randomized pilot study
Published in Nordic Journal of Psychiatry, 2021
Hanna-Mari Hilden, Tom Rosenström, Irma Karila, Aila Elokorpi, Mirka Torpo, Ritva Arajärvi, Erkki Isometsä
The treatment groups consisted of 5–7 participants. Each group comprised 20 weekly sessions of 90 min. The group structure consisted of a beginning session, 6 sessions on mode recognition and awareness, 12 experiential work sessions, about half of which included imagery re-scripting, and a finishing session (Table 1). Imagery re-scripting is an experiential technique in which the therapist aids the patient to visualize a meaningful and traumatic past experience and they work together to rewrite a new solution that answers to the patient’s unmet needs. The therapy group participants frequently wished to discuss with the group therapists issues related to their life situation or evoked by the treatment. Altogether four therapists participated in the intervention. Each group had two main therapists, with the other therapists substituting for the main therapists when needed. All therapists had 2–4 years’ cognitive or cognitive-analytic therapy training and schema therapy training of 6 days with at least 40 h schema therapy supervision in a group setting. In addition, the therapists were supervised during the interview by an ISST Group ST-certified therapist. One therapist left in the middle of two groups for maternity leave, and the other therapists continued with the groups. As the maternity leave was expected, patients were informed about it at the beginning of the intervention. All therapists participated in the group sessions from the beginning, the content of the sessions was unchanged, and the therapist on maternity leave participated in weekly planning of and reflection on the sessions.
Using biofeedback to improve emotion regulation in sexual offenders with intellectual disability: a feasibility study
Published in International Journal of Developmental Disabilities, 2019
Emma Gray, Anthony Beech, John Rose
All participants had received interventions for reducing sexually harmful behavior and also received concurrent pharmacological or psychological intervention for a range of different issues during the research period. Of the participants, four attended a group program focused on improving their motivation to change (participants 001, 004, 006, and 007), and five of the participants were prescribed regular psychotropic medication although one participant had his medication discontinued during the course of the study. Of the participants, three also received individual sessions with either a qualified or assistant psychologist; one participant was engaged in Cognitive Analytic Therapy (CAT; participant 006), one participant was supported to review incidents of aggression (participant 002), and another was supported to develop his goals for the future (participant 007). All except one of the participants were prescribed PRN (Pro re nata or “as required”) psychotropic medication.
Social functioning and its association with accompanying psychiatric symptoms in adolescents with anorexia nervosa
Published in Psychiatry and Clinical Psychopharmacology, 2019
Bilge Merve Kalaycı, Kevser Nalbant, Devrim Akdemir, Sinem Akgül, Nuray Kanbur
Several treatment methods used in AN (e.g. interpersonal psychotherapy, cognitive analytic therapy, focal psychodynamic therapy) focus on interpersonal and social difficulties. Recent studies have suggested that interpersonal problems at the beginning of the therapy could influence treatment outcome. Interpersonal difficulties such as the inability of patient to engage with the therapist may suppress the treatment process and decrease the treatment efficacy. As such, understanding the problems in social functioning in patients with AN could contribute to the development of interventions to prevent or treat this disorder by improving interpersonal communication and problem-solving skills.