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Talking Helps
Published in Clare Gerada, Zaid Al-Najjar, Beneath the White Coat, 2020
Clare Gerada, Caroline Walker, Richard Jones
Schema therapy combines aspects of cognitive-behavioural, experiential, interpersonal and psychoanalytic therapies into one unified model. It shows good results in helping people to change long-standing negative, self-defeating patterns of thinking and behaving. These schemas might include, ‘I’m a failure’, ‘I will never be good enough’. Schemas tend to be laid down in childhood and reinforced in later life. Working as a doctor is a good breeding ground for negative schemas given the unachievably high levels of perfectionism, altruism and self-sacrifice that are demanded from them.
Obsessive-Compulsive Disorder (OCD)
Published in Judy Z. Koenigsberg, Anxiety Disorders, 2020
What is schema therapy, and when has it been used? Schema therapy, an integrative or unified flexible approach that integrates gestalt, object relations, cognitive-behavioral, and psychodynamic therapy into one systematic framework, has been shown to be more effective than standard interventions in the treatment of obsessive-compulsive personality disorder and has been used to treat other anxiety disorders as well (Bamelis, Evers, Spinhoven, & Arntz, 2014; Legra, Verhey, & van Alphen, 2017; Young, Klosko, & Weishaar, 2005). Schema therapy offers more than eclecticism as it comprises a system that integrates from different orientations that practitioners can apply by using a coherent model (Edwards & Arntz, 2012).
Disordered and offensive sexual behaviour
Published in John C. Gunn, Pamela J. Taylor, Forensic Psychiatry, 2014
Don Grubin, Jackie Craissati, Harvey Gordon, Don Grubin, John Gunn, David Middleton, Don Grubin, Gisli Gudjonsson, John Gunn, Donald J West
CBT incorporates elements of both cognitive and behavioural theories that have been developed since the 1970s. More recently, concepts from schema therapy have been included within this rubric. This is an integrative approach, with roots in psychoanalytic thinking, in which emphasis is placed on core beliefs, affective responses, and early life experiences.
Exploring the Relationship between Early Adaptive Schemas and Sexual Satisfaction
Published in International Journal of Sexual Health, 2023
Isabella K. Damiris, Andrew Allen
Schema therapy is a psychological intervention used to treat complex psychopathology including borderline personality disorder, chronic major depressive disorder, and avoidant personality disorder (Arntz et al., 2022; Dickhaut & Arntz, 2014; Nenadić et al., 2017; Renner et al., 2016; Taylor & Arntz, 2016). Theorized by Jeffrey Young, an Early Maladaptive Schema (EMS) develops when core emotional needs (e.g., attachment to others, realistic limits, autonomy, and emotional expression) are not met during childhood (Bach et al., 2018; Young et al., 2006). Additional factors that contribute to the development of EMS include adverse early life experiences, particularly with one’s nuclear family (Quinta Gomes & Nobre, 2012), temperament, culture, birth order, and the quality of parental marriages (Louis et al., 2018). Individuals who experience particularly distressing circumstances (e.g., sexual assault, natural disaster, domestic violence) can also develop EMS later in life (Louis et al., 2018).
Psychometric Properties of the German Version of the Young Positive Schema Questionnaire (YPSQ) in the General Population and Psychiatric Patients
Published in Journal of Personality Assessment, 2022
Andreas Paetsch, Josefine Moultrie, Nils Kappelmann, Julia Fietz, David P. Bernstein, Johannes Kopf-Beck
With its roots in cognitive therapy and attachment theory, the foundation of schema therapy (ST) lies in unmet core emotional needs that lead to the development of pervasive dysfunctional belief patterns regarding oneself and relationships with others (Edwards & Arntz, 2012; Young et al., 2003). These negative themes are referred to as early maladaptive schemas (EMS) and are thought to predominantly develop during childhood with further refinements occurring throughout life (Young et al., 2003). EMS develop when universal, core emotional needs are not met that are present during early development. Four core emotional needs were identified in the most recent empirical study: (a) realistic standards and reciprocity; (b) connection and acceptance; (c) healthy autonomy and performance; and (d) reasonable limits (Louis et al., 2020). Contrary to a classical cognitive approach defining negative self-perceptions that are present across different contexts as core beliefs (Beck & Alford, 2009), Young et al. (2003) described EMS as integrative cognitive-emotional structures that are stable over time.
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.