Complementing CBT for Depressed Adolescents With Learning Through in Vivo Experience (Live): Conceptual Analysis, Treatment Description, and Feasibility Study

Abstract

Abstract. Based on a behavior-analytic interpretation of the skills acquisition process, a rationale is presented for augmenting a currently available cognitive-behavioral treatment (The Adolescent Coping With Depression course: CWD-A) with a newly developed therapy focusing on the interpersonal interactions and learning occurring in-session (Learning through In-Vivo Experience: LIVE). A description of the practice of LIVE is offered and the results from an initial feasibility study are presented. Using a single-subject methodology, two groups each consisting of 5 adolescents with significant symptoms of depression received the treatment. The intervention consisted of 16 2-hour group sessions occurring over an 8-week period. The first 1-hour of each meeting was taken directly from the CWD-A manual. The second hour was based on the LIVE manual. The adolescents who completed the treatment (n = 8) improved from pretreatment to posttreatment and those who discontinued treatment (n = 2) did not. Improvements were maintained at 3 months follow-up. The treatment produced strong group cohesion and both adolescents and their guardians rated the intervention positively. These results provide initial evidence of the efficacy of complementing CWD-A with LIVE.

Functional Analytic Psychotherapy among Mothers with Children with Disruptive Behavior

“…Different studies have examined the effectiveness of FAP in the treatment of adults' mental diseases, such as depression (Kanter et al, 2006), emotional dependency (Busch, Callaghan, Kanter, Baruch, & Weeks, 2010), obsessive-compulsive disorder (Kohlenberg & Vandenberghe, 2007), posttraumatic stress disorder (Pedersen, Callaghan, Prins, Nguyen, & Tsai, 2012), and histrionic and narcissistic personality disorder behaviors (Callaghan, Summers, & Weidman, 2003), among others. Besides, other studies have focused on identifying FAP efficacy among adolescents (Cattivelli, Tirelli, Berardo, & Perini, 2012;Gaynor & Lawrence, 2002) and children (Gosch & Vandenberghe, 2004). These studies empirically support significant changes in clients' behavior, in which CRBs1 (problematic behavior) decreases and CRBs2 (improvements in session) increases within the therapeutic process (Villas-Bôas, Meyer, Kanter, & Callaghan, 2015).…”

Avances en la Psicoterapia Analítica Funcional

“…FAP se ha aplicado con éxito en pacientes con ansiedad (Kohlenberg & Tsai, 1995;López-Bermúdez, Ferro-García & Calvillo, 2010a;Vandenberghe & Martins, 2012); en pacientes con obsesiones (Kohlenberg & Vandenberghe, 2007;Mendes y Vandenberghe 2009;Vandenberghe, 2007); en celos (Carrascoso, 2003); en clientes con depresión (Ferro-García, Valero & Vives, 2006;Gaynor & Scott, 2002;Kanter, et al, 2006;Kohlenberg, et al, 2002;Kohlenberg & Tsai, 1994a;López-Bermúdez, Ferro-García & Valero, 2010b;McClafferty, 2012;Novoa & Guzmán, 2008). También se ha aplicado en pacientes con trastornos de personalidad (Bastos, Kanter & Meyer, 2012;Callaghan, Summers & Weidman, 2003;Ferro-García, López-Bermúdez & Valero, 2012;Koerner, Kohlenberg & Parker, 1996;Manduchi & Schoendorff, 2012;Vandenberghe & Martins, 2012) y, más específicamente, en personas con trastorno de Personalidad Límite (Bastos, Kanter & Meyer, 2012;Kohlenberg & Tsai, 2000;Sousa, 2004).…”

Cognitive-Behavioral Interventions for Depression: Review and Implications for School Personell

“…All 22 studies described methods that fall under these rubrics, to varying degrees of specifi city. In addition, problem-solving techniques, another form of CBI, were incorporated into nine studies (Asarnow & Carlson, 1988;Clarke, Hops, Lewinsohn, & Andrews, 1992;DiSalvo & McCullough, 2002;Gaynor & Lawrence, 2002;Kahn, Kehle, Jenson, & Clarke, 1990;Kolko, Brent, Baugher, Bridge, & Birmaher, 2000;Kroll, Harrington, Jayson, Fraser, & Gowers, 1996;Liddle & Spence, 1990;Wood, Harrington, & Moore, 1996). Behavioral components such as activity scheduling, reinforcement, modeling, rehearsal, and role playing were used less frequently.…”