Learning Principles in CBT

Davis, Michelle L.; Witcraft, Sara M.; Baird, Scarlett O.; Smits, Jasper A.J.

doi:10.1016/b978-0-12-803457-6.00003-9

Cited by 24 publications

(20 citation statements)

References 71 publications

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“…CBT is a form of psychotherapy and focuses on dysfunctional thoughts, emotions and behaviors. CBT is based on three learning theories: operant conditioning, classical conditioning, and social learning (Davis et al, 2017). These three learning theories form the basis of functional analysis, which is part of CBT.…”

Section: Resultsmentioning

confidence: 99%

Development of a personalised substance use disorder treatment for people with mild intellectual disabilities or borderline intellectual functioning: An intervention mapping approach

Gosens

Otten

Jonge

et al. 2021

Journal of Intellectual & Developmental Disability

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Background: The prevalence of Substance Use Disorder (SUD) in people with Mild Intellectual Disability and Borderline Intellectual Functioning (MID-BIF) is high and evidence-based treatment programs are scarce. The present study describes the development of a personalised SUD treatment for people with MID-BIF. Method: The personalised SUD treatment is developed according to the steps of the Intervention Mapping approach, based on literature review, theoretical intervention methods, clinical experience and consultation with experts in the field of addiction and intellectual disability care. Results: We developed a treatment manual called Take it Personal!+. Take it Personal!+ aims to reduce substance use, is based on motivational interviewing and cognitive behavior therapy and personalised based on the client's personality profile. Furthermore, an mHealth application supports the treatment sessions. Conclusion: Take it Personal!+ is the first personalised SUD treatment for individuals with MID-BIF. Future research should test the effectiveness of Take it Personal!+ in reducing SU.

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Section: Resultsmentioning

confidence: 99%

Development of a personalised substance use disorder treatment for people with mild intellectual disabilities or borderline intellectual functioning: An intervention mapping approach

Gosens

Otten

Jonge

et al. 2021

Journal of Intellectual & Developmental Disability

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show abstract

“…Words spoken, or thought, will either help increase resilience or actively work against it, resulting in poorer perceptions of their health. Cognitive behaviour therapy builds a set of skills that enables individuals to be aware of thoughts and emotions, 34 and could play an important role in the treatment and management of people with severe asthma.…”

Section: Discussionmentioning

confidence: 99%

The Experience of Living with Severe Asthma, Depression and Anxiety: A Qualitative Art-Based Study

Stubbs¹,

Clark²,

Cheung³

et al. 2021

JAA

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Purpose Severe asthma, depression and anxiety often co-exist and increase disease burden. Currently there are no published studies investigating severe asthma and psychological comorbidity using arts-based methodology. We aimed to (i) illustrate the individual experience of adults living with severe asthma, with and without symptoms of depression and/or anxiety and (ii) to explore common characteristics depicted in artworks between those groups. Patients and Methods A qualitative arts-based study was conducted. Adults with severe asthma were categorised into two groups according to Hospital Anxiety and Depression Scale scores (<8 on either subscale [SA-D/A] (N=15) or (≥8 on one or both subscales [SA+D/A] (N=15). Art thematic analysis was undertaken using a hybrid approach. The Common-Sense Model of Self-Regulation was used to examine frequencies in artworks. Results Participants with severe asthma alone and severe asthma with depression/anxiety were of older age (median 67 and 63 years respectively). There was greater asthma QoL impairment in participants with psychological comorbidity than without (4.7 ± 8.3 versus 5.8 ± 0.85, p =<0.01). Analysis of art works identified three themes: (1) “darkness” depicting misery, isolation and sadness; (2) “impacts” describing physical and social consequences; and (3) “resilience” illustrating acceptance and perseverance of living with all three conditions. Conclusion Art-based research in severe asthma facilitates detailed exploration of intimate and individual experiences. Darkness, impacts and resilience are common themes emerging from artworks. Understanding these experiences may help guide assessment and treatment of psychological comorbidity in the clinic.

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“…Social constructivism will be my worldview and social constructive theory will be the fundamental theory to support my study and research design. The social constructivist theory states that people's ideas coincide with their experiences (Davis & et al, 2017). Vygotsky developed Piaget and Perry's assumption that learning should not be separated from its social context (Davis & et al, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…The social constructivist theory states that people's ideas coincide with their experiences (Davis & et al, 2017). Vygotsky developed Piaget and Perry's assumption that learning should not be separated from its social context (Davis & et al, 2017). He argues that all cognitive functions originate from social interaction and learning contains both accommodations of knowledge by learners and learners' integration into a knowledge community (Davis & et al, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…Vygotsky developed Piaget and Perry's assumption that learning should not be separated from its social context (Davis & et al, 2017). He argues that all cognitive functions originate from social interaction and learning contains both accommodations of knowledge by learners and learners' integration into a knowledge community (Davis & et al, 2017). It emphasizes the role of an individual's experience, feelings and opinions in understanding social phenomena or issues (Creswell, 2017).…”

Section: Methodsmentioning

confidence: 99%

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How does Content and Language Integrated Learning (CLIL) Influence University Students’ English Acquisition? A Systematic Literature Review

Lyu

2022

RAE

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This study aims to provide a comprehensive and detailed view of how Content and Language Intergraded Learning (CLIL) impact university students’ English learning outcomes in non-English as native-speaking countries. The study attempts to use a systematic literature review method to look through various peer review journal articles about the implementation of CLIL and its influence on learners’ English acquisition in higher education from three perspectives: general English proficiency, productive and receptive language skills outcomes, and students’ attitude. Findings show that English ability has developed after CLIL—based lessons while the difference between the CLIL group and non-CLIL group is not significant, and different linguistic skills unevenly developed. Meanwhile, students gain motivation and interest to learn English in CLIL, while some claim they feel challenged in learning English by the new teaching approach. Based on these findings, the study offers recommendations and teaching strategies implications for introducing CLIL in universities, especially in China’s tertiary educational settings.

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Learning Principles in CBT

Cited by 24 publications

References 71 publications

Development of a personalised substance use disorder treatment for people with mild intellectual disabilities or borderline intellectual functioning: An intervention mapping approach

Development of a personalised substance use disorder treatment for people with mild intellectual disabilities or borderline intellectual functioning: An intervention mapping approach

The Experience of Living with Severe Asthma, Depression and Anxiety: A Qualitative Art-Based Study

How does Content and Language Integrated Learning (CLIL) Influence University Students’ English Acquisition? A Systematic Literature Review

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