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PSYC 6256 Applying Intervention:
Intervention Assignment
Intervention Assignment
The intervention that was used in this session was Cognitive Behavioural Therapy (CBT).
CBT was created as it explores the links between thoughts, emotions and behaviours in both a
time and cost-effective treatment (Erford, 2020; Fenn & Byrne, 2013). Understanding that
individual’s emotions and behaviours are influenced by the perceptions of the experiences the
person has allowed for the CBT psychotherapeutic intervention to be used for many common
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mental health disorders (Erford, 2020; Fenn & Byrne, 2013). The fundamental components of
the CBT model are the way the cognition is conceptualized (Fenn & Byrnes, 2013). There are
three levels of cognition that Fenn and Byrne (2013) explained include core beliefs,
dysfunctional assumptions and negative automatic thoughts, which are generally learned early in
life. The stated cognitions relate to how the individual views the self, the world or others, and the
future (Fenn & Byrne, 2013). This problem-oriented framework works to understand the
individual’s mental distress or problem by developing a formulation that addresses the core
beliefs that lead to the negative automatic thoughts that lead to the behaviours or physical
symptoms (Fenn & Byrne, 2013). CBT is an intervention that allows the client to become their
own therapist by investigating their current ways of thinking and behaving and identifying the
maladaptive cognitions (Fenn & Bryne, 2013; Kennerely et al., 2018). CBT focuses on the client
and the current problems at hand with the aid of the collaborative therapeutic relationship (Fenn
& Byrne, 2013).
The intervention has been useful for many mental health issues such as depression and
anxiety, as well as comorbid issues like low self-esteem (Waite et al., 2012). Specific techniques
of CBT focus on teaching the client to challenge negative thoughts (Erford, 2020). Techniques
such as reframing by shifting the “problem” thought to a more positive and constructive
perspective (Erford, 2020). In this particular session, the counsellor used the reframing, thought
stopping, cognitive restructuring, and rational-emotive behaviour therapy (REBT) techniques for
the client (Erford, 2020). As mentioned previously, reframing provides a shift in perspective of
the situation as well as it has the assumption that the client has the resources for the desired
change (Erford, 2013). Reframing accepts the individual’s worldview and works within the
framework to redefine the situation (Erford, 2013). Thought stopping has multiple processes
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used to increase one’s ability to block the negative intrusive thoughts by interrupting the
unwanted thoughts and replace with self-accepting statements (Erford, 2020). By changing
habitual appraisal habits, cognitive restructuring allows for a better emotional response by
altering the personal views by replacing negative thoughts with positive thoughts and actions
(Erford, 2020). Finally, REBT changes the individual’s irrational beliefs into more flexible and
rational ones with the major goal of unconditional self-acceptance by gaining insight into self-
talk and by assessing their feelings and emotions (Erford, 2020). By practicing these and other
helpful strategies and incorporating into everyday life can help the client cope better with
stressors and difficulties (Metzner, 2021).
Habib presented with his concerns at the beginning of the session making it apparent that
he was battling with intrusive thoughts. Identifying that Habib was struggling with his thoughts
around loneliness and anger allowed me to implement CBT techniques such as laddering to
understand his core belief and his worldview (Erford, 2020; Fenn & Byrne, 2013). Habib opened
up about his feelings of worthlessness and how his negative thoughts supported this belief. Using
reframing and cognitive restructuring techniques helped both Habib and I to address the negative
thoughts and challenge them (Erford, 2020). REBT helped deepen this understanding as it
allowed for Habib to explain more about his emotions and behaviours such as his anger and
gripping the phone. Implementing the thought stopping technique at the end of the session
allowed for Habib to have a technique to use outside of session to build awareness on the
negative automatic thoughts.
Although CBT fulfills the criteria for a well-established empirically supported therapy,
some of the critiques for CBT include focusing on the present concerns while not addressing the
roots of the issue as well as providing work outside the session and rely on the client to continue
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exercising with the techniques (Fenn & Byrne, 2013; Metzner, 2021). CBT requires the client to
continue work outside the session by providing tools and techniques for the client to become
their own therapist (Kennerely et al., 2018). It can be time-consuming for the client and could
jeopardize the effectiveness of the therapy if the client does not practice the exercises (Metzner,
2021). Additionally, CBT has been criticized by focusing on the negative feelings and cognitive
behaviours as the same as irrational beliefs when the client could have undergone traumatic past
events such as abuse to shape these beliefs (Metzner, 2021). These limitations for CBT
emphasize that interventions are not a one size fits all and should take in consideration of the
client.
My peer review highlighted the benefits of using these techniques to help the client with
his concerns. It also provided some ideas to grow and strengthen in using this intervention. My
classmate pointed out that the client indirectly mentioned avoidance and suggested the counsellor
could explore that emotion to develop a deeper understanding of the client’s concern. I also was
able to reflect more on the session after watching the conversation and noticed points where
mindfulness may be beneficial to help ground the client when the emotions were heightened.
Exploring this intervention may help the client in achieving a higher level of self-awareness as
well as provide him more tools to use in negative situations. I look forward in practicing this
intervention later on.
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References
Erford, B. T. (2020). 45 techniques every Counsellor should know (3rd ed.). Pearson Merrill
Fenn, K., & Byrne, M. (2013). The key principles of cognitive behavioural therapy. InnovAiT:
Education and Inspiration for General Practice, 6(9), 579–585.
[Link]
Kennerley, H., Kirk, J., & Westbrook, D. (2017). An introduction to cognitive behaviour
therapy: Skills and applications (3rd ed.). SAGE.
Metzner, D. (2021, March 1). Inherent limitations of cognitive behavior therapy (CBT). Home –
American Counseling Association. [Link]
metzner1/2021/03/01/limitations-of-cbt
Waite, P., McManus, F., & Shafran, R. (2012). Cognitive behaviour therapy for low self-esteem:
A preliminary randomized controlled trial in a primary care setting. Journal of Behavior
Therapy and Experimental Psychiatry, 43(4), 1049–1057.
[Link]
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