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Introduction
While CBT has become known as the Gold Standard of Psychotherapy, its popularity has led to a proliferation of different models and theories. Each of these models was developed to treat a specific disorder but quickly evolved into a transdiagnostic system. Each promotes different hypothetical constructs that are thought to mediate change. This situation often leaves clinicians confused concerning the differences or similarities of the CBT systems and how to select the best mode of use with a specific client. This presentation will discuss the different CBT models and propose that all CBT models utilize the common factors of successful psychotherapy and Rogerian acceptance. I will identify the similarities between cognitive and behavioral interventions in CBT and the unique aspects of each approach.
The event will be equivalent to 2 hrs of CPD.
Content
CBT has been called the gold standard in psychotherapy. The present research has identified that all forms of CBT have sufficient outcome research to be considered effective. The research literature fails to support the idea that any one system is more effective than the others. Thus, we have a Dodo bird effect within CBT. CBT helps around 60% of clients, and this level of effectiveness has not improved in more than 30 years. Despite this limited improvement, there has been a proliferation in CBT models. Clinicians face the problem of understanding the differences between these models and whether to remain faithful to one CBT model or integrate the model based on the needs of a specific client. Clinicians would instead learn to assess which CBT constructs are mediating a specific client's disturbance. I will identify the interventions that are common to all CBT models and that their differences are best understood by the cognitions that plan to change not the strategies they use.
CBT books usually do not focus on the common factors of psychotherapy. However, these are embedded in all forms of CBT. These common factors include the identification of an acceptable explanation of the client's problems and explaining how the intervention logically follows from that explanation. I will identify how CBT approaches are superior at this task compared to other therapies. I will also discuss how this serves to develop the therapeutic alliance, specifically, agreement on the goals of therapy. CBT therapists are less successful at negotiating agreement on the tasks of therapy as they have already decided on the model to use because of their allegiance to a model.
One can resolve the problem of agreement on the task of therapy by recognizing that different CBT models, hypotheses, and different cognitions mediate emotional and behavioral disturbance; the therapist can individualize therapy by assessing which cognitions are present in the individual client. Therapists can individualize their CBT treatment to the client while remaining faithful to the CBT scientific model.
Learning Objectives
• Learn to implement the common factors of psychotherapy within each CBT model.
• Identify how the CBT models differ in the dysfunctional cognitions they identify as mediating disturbance.
• Identify and use the common CBT interventions used across the different CBT models.
• Learn to individual psychotherapy by assessing which dysfunctional cognitions mediating the problems in a specific client.
Training Modalities
Lecture, Q&A, polls.
Key References
DiGiuseppe, R., David, D., & Venezia, R. (2016). Cognitive Theories. In J.C. Norcross, G. R. VandenBos, & D.F. Freedheim (Eds.). The Handbook of Clinical Psychology Volume II of V: Theory and Research. Washington, DC: American Psychological Association. The Associate Editor for this volume II is Bunmi O. Olatunji.
DiGiuseppe, R., Fisher, A., Raptis, J. Katherine Romero. Annettee Schieffelin, & William Chaplin. (2023). What Cognitions Best Predict Disturbed Anger in Adults? A Revision of the Anger Cognitions Scale. Cognitive Therapy and Research (2023). https://doi.org/10.1007/s10608-023-10362-z
Matweychuk, W., DiGiuseppe, R, & Gulyayeva, O. (2019). A Comparison of REBT with Other Cognitive Behavior Therapies. In M. E. Bernard and W. Dryden (Eds.). REBT: Advances in Theory, Research and Practice. New York: Springer-Nature
Ruggiero, G.M., Caselli, G., & Sassaroli, S. (Eds.). Case Formulation as a Therapeutic Tool in Cognitive Behavioral Therapy. New York: Springer Nature.
About the presenter
Raymond DiGiuseppe, Ph.D.
After earning a B.S. degree from Villanova University in 1971, Dr. DiGiuseppe received his Ph.D. from Hofstra University in 1975. He completed a postdoctoral fellowship at the Albert Ellis Institute in 1977. Dr. DiGiuseppe joined the faculty of St. John's in 1987, where he developed a doctoral program in school psychology and received the University's Faculty Achievement Medal. He is presently a professor of psychology and has been chair of the psychology department since 2000.
Since 1980, Dr. DiGiuseppe has also served as Director of Professional Education of the Albert Ellis Institute. He has trained hundreds of therapists in REBT and CBT worldwide. He is the present Co-editor of the Journal of Rational Emotive and Cognitive Behavior Therapy.
Dr. DiGiuseppe has been active in the Association for Behavioral and Cognitive Therapies. He helped develop the Diplomate in Behavioral Psychology (1986-87) and served on the Diplomate board. He served as associate program chair (1995), program chair (1996), and coordinator of Convention and CE affairs (1997-2000) for ABCT. He has served on the editorial board of AABT's Cognitive and Behavioral Practice. He also served as associate convener for the 2001 World Congress for Behavior Therapy. Dr. DiGiuseppe developed and promoted popular convention formats such as the Master Clinician Series and the World Rounds demonstrations. Dr. DiGiuseppe was elected ABCT representative-at-large in 2001. He was President of the Association in 2006-2007
Who should attend
This webinar is designed for practicing clinicians who have an interest in Cognitive Behavior Therapy and want to understand the similarities and differences among the different CBT models.
Low Intensity clinical contact hours survey - BABCP Low Intensity Special Interest Group
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