"The cognitive behavioral therapist assumes that the important part of depression is not how it was caused, but how the patient processes his or her experiences to either maintain or relieve the depression." In cognitive behavior therapy, “a recent treatment method, developed by a psychiatrist at the University of Pennsylvania, … involves the patient in learning a process of scientific thinking so that he or she can understand the depression, identify thoughts which evoke or intensify feelings of depression, and” learn to correct negative thoughts and assumptions (“Depression study needs participants.” Scope: WUMS Community Newsletter April1981 n.d.)
George E. Murphy, Professor of Psychiatry, received “a $300, 000 grant from the National Institutes of Health to compare two treatments for depression—cognitive therapy and drug therapy.” The grant paid half of the cost for those qualified for the study. His grant was one part of a three part effor to replicate a 1977 study done at the University of Pennsylvania in 1977 comparing the effectiveness of cognitive behavioral therapy and antidepressants. (“Depression study needs participants.” Scope: WUMS Community Newsletter April1981 n.d.)(2)
Kendra Cherry is an author and educator with over a decade experience helping students make sense of psychology. She is the author of the Everything Psychology Book (2nd Edition) and she has published thousands of articles on diverse topics in psychology including personality, social behavior, child therapy, research methods, and much more.As a psychosocial rehabilitation specialist, Kendra utilized behavioral, cognitive, and socialization strategies to help her young clients cope with family relationships, peer interactions, aggression, social skills, and academic difficulties. Her work has been referenced by numerous media outlets and publications including The New York Times, CNN, Psychology Today, The Telegraph, The Huffington Post, Business Insider, and The Guardian.
As a psychosocial rehabilitation specialist, Kendra utilized behavioral, cognitive, and socialization strategies to help her young clients cope with family relationships, peer interactions, aggression, social skills, and academic difficulties. Her work has been referenced by numerous media outlets and publications including The New York Times, CNN, Psychology Today, The Telegraph, The Huffington Post, Business Insider, and The Guardian.
The other article was written by the staff and research team at Lucile Packard Children's Hospital at Stanford in 2012 that addresses what cognitive development is and the progress of adolescence cognitive development.
Another goal of the lab is to find practical ways to help children develop healthy EFs, and thus to help more children thrive. We offer a markedly different perspective from mainstream education in hypothesizing that focusing exclusively on training cognitive skills is less efficient, and ultimately less successful, than also addressing youths emotional, social, and physical needs. Our hypothesis is that besides training the skill(s) of interest, its important to support those skills by lessening things that impair them and enhancing things that support them.
Prof. Diamonds lab integrates developmental, cognitive science, neuroscience, and molecular genetic methods to study prefrontal cortex (PFC) and the most complex cognitive abilities ('executive functions' [EFs]) that rely on PFC and interrelated brain regions. EFs include being able to 'think outside the box' and see things from other perspectives (cognitive flexibility), mentally relating different ideas and facts to one another (working memory), and giving a considered response rather than an impulsive one, resisting temptations, and staying focused (inhibitory control, including selective attention). These abilities are crucial for problem-solving, creativity, and reasoning, and for success in all life's aspects.
Researchers and educators tend to focus on one aspect of a person in isolation. For example, efforts to study or to improve cognitive skills (such as EFs) or academic performance are generally done ignoring whether participants are happy or sad, lonely or healthy. Yet sadness, stress, loneliness, or poor health causes ones EF performance to be worse and works against efforts to improve EFs or academic outcomes. Conversely, EFs are better when one feels emotionally and socially nourished and healthy. Social and/or emotional aspects of, or adjuncts to, a program to improve cognitive skills might be key to whether and/or how much that program succeeds.
Intended to guide professionals not only in the understanding of how CBT methodology can assist clients with mental health needs, but also how theoretical and practical aspects of that method tie together for the betterment of clients' cognitive, emotional and behavioural psychosomatic balance
Note: In the years since that question was asked and answered, I've attended and reported on some presentations by some of themost accomplished psychologists in history addressing some of the large questions about the nature of behavior, and why some good peopleend up doing bad things, or why there is so much hatred in the world, as reflected in daily life, politics and the media.
Developmental psychologists and neuroscientists used to know little of one anothers work. As a graduate student, Diamond realized that for 50 years developmental psychologists and neuroscientists had been using essentially the same behavioral task without knowing it. Developmental psychologists called it A-not-B and used it to study cognitive development in infants; neuroscientists called it delayed response and used it to study the functions of prefrontal cortex (PFC) in monkeys.
Aaron Beck then developed his approach called Cognitive Therapy (CT), Becks approach, from then on, became more popular due to the effect that it had upon clients who suffer from depression....