Effectiveness of Cognitive Behavioral Therapy for Veterans with Depression and Suicidal Ideation

The current study examined suicidal ideation (SI) and depression outcomes among Veterans receiving Cognitive Behavioral Therapy for depression (CBT–D) throughout the Department of Veterans Affairs health care system. Patient outcomes included Beck Depression Inventory–II total score and SI item. Of 902 patients, 427 (47%) had no SI, 405 (45%) had SI but no suicidal intent, 26 (3%) indicated suicidal desire, 8 (1%) indicated suicide intent if they had the chance, and 36 (4%) did not answer this question at session one. The odds of SI decreased by 64% from 1.03 at session one to 0.37 at final assessment (OR = 0.36; 95% CI: 0.31, 0.43). Findings reveal that CBT–D was associated with significant decreases in SI and depression among Veterans.     

The Effectiveness of Dialectical Behavior Therapy Skills Training Group vs. Cognitive Therapy Group on Reducing Depression and Suicide Attempts for Borderline Personality Disorder in Taiwan

In this study the effectiveness of the condensed Dialectical Behavior Therapy Skills Training Group (DBTSTG) was compared to the Cognitive Therapy Group (CTG) in reducing depression and suicide reattempt and modifying emotion regulation strategies among those with borderline personality disorder (BPD). A total of 82 depressed BPD college students with a suicidal history within the past 6-months were randomly allocated to DBTSTG or CTG. Both groups had similar reductions in suicide reattempts and depression after the intervention and 6-month follow-ups. However, the CTG showed improvements in cognitive errors, but the DBTSTG revealed increases in acceptance and decreases in suppression scores. Both groups were effective in decreasing depression and suicide reattempt in BPD college students, probably through increasing adaptive antecedent-focused or response-focused strategies of emotion regulation, respectively.     

Group Therapy for Partners of Combat Veterans With Post-traumatic Stress Disorder

topic . An 18-month group-therapy experience with women partners of combat veterans with post-traumatic stress disorder (PTSD).
purpose . To describe the application of group process and feminist theory to the planning and development of a group of women partners of veterans with PTSD.
source . The authors'clinical work.
conclusions . Using group psychotherapy theory and feminist theory, the group content and process involved the themes of rescuing, dissociation, and individuation. The exploration of transference and countertransference were useful in facilitating individual as well as process.     

Group Activities for Children and Adolescents: An Activity Group Therapy Approach

Historically, group psychotherapy has been successful with children and adolescents. In the 1930s Slavson introduced Activity Group Therapy (AGT) for children and adolescents. AGT provides children with opportunities to express normal and conflicted feelings in an extraordinarily free treatment environment, and to participate in games, crafts, and other activities of interest to these particular age groups. This paper presents an AGT guide for use with children and adolescents in inpatient, outpatient, and school settings.     

Group Play Therapy for Young Children Exposed to Major Stressors: Comparison of Quantitative and Qualitative Evaluation Methods

Examined the outcome of a 16-week play group therapy intervention for six highly stressed preschool-aged children compared to a preschool-aged control group. The focus of the group was to help the children build social skills, learn to express emotions appropriately, increase understanding of stress events, and learn new coping skills. The results indicated a significant increase in anxious and externalizing behaviors during the course of the intervention for the treatment group subjects compared to controls. Furthermore, group treatment subjects also indicated a significant increase in social skills during the group intervention. However, there were no significant differences on the psycho-social measure from pre-test to post-test. Despite the lack of differences on quantitative measures of children's functioning, parent report on a qualitative measure indicated improvement in children's psycho-social functioning at the end of treatment. Implications of the play therapy group approach for children exposed to major stressors are discussed.     

Group Therapy for Boys with Features of Asperger Syndrome and Concurrent Learning Disabilities: Finding a Peer Group

In this paper, we present a pilot group therapy model with modifications, for boys who meet the criteria of Asperger Syndrome as defined by the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV; American Psychiatric Association, 1994), and who have concurrent learning disabilities. It is recognized that learning disabilities are often a feature of Asperger Syndrome. Children and adolescents with learning disabilities are vulnerable to experiencing social and emotional problems, in particular difficulties with peers. The social functioning of children and adolescents who have Asperger Syndrome is greatly impeded, although they are motivated to have social contact and to make friends. This paper describes how elements of interpersonal group therapy were combined with modifications, which address the unique social and cognitive profiles of the boys in this group. Case examples are provided to illustrate the group model. The group members and their parents were interviewed after the group and two years later, to obtain their views of the group. Their responses are presented.     

Evolution of a Group Therapy Model for Adolescent Residential Treatment

This paper discusses the development of a group psychotherapy process for adolescents on a residential treatment unit. We found that consideration of four factors were important in the creation of a productive group. (1) Group therapy should be tailored to the developmental level and needs of this age group. (2) Group leaders need to remain aware of staff and patient dynamics outside of group. (3) Group psychotherapy should be clearly defined as different than other groups within the structure of the unit. (4) Co-leaders should be knowledgeable about the basic group dynamics. Vignettes are provided to illustrate how an effective group psychotherapy was established in the context of an adolescent residential unit. The use of a nonparticipant-observer is discussed.     

Navigating the Social Landscape: A Rationale and Method for Interpersonal Group Therapy with Pre-adolescent Boys

Discussion of theoretical rationale, form and content of therapy groups for pre-adolescent boys emphasizing practice in interpersonal competence in addition to teaching social skills. Members' individual developmental stage, group development, and the construction of social order by children inform the structuring of group and the evaluation of members' progress. Roles and responsibilities of group members, parents or guardians, and therapist(s) as the treatment team are described as essential components for efficacy.     

A Theoretical Model of Common Process Factors in Youth and Family Therapy

Recently there has been an increasing emphasis in the youth and family mental health treatment literature on the use of empirically supported treatments (ESTs). In contrast there has been scant attention paid to more universal aspects of the therapy process that may have even greater impact upon therapy outcomes. It is likely that the success of the techniques proposed by ESTs may depend on the presence of common process factors. In this article, the authors explore the status of common process factors research in the youth and family therapy literature, and propose a theoretical model linking specific therapeutic relationship variables and treatment outcomes for children and adolescents. This model is intended to guide synthesis of the empirical evidence for common process factors in youth and family treatment and to stimulate future research on common process factors.     

轻症抑郁结构式团体认知行为治疗手册的编制与可行性分析

目的：编制轻症抑郁障碍的结构式团体认知行为治疗方案,评估其可行性.方法通过文献检索和临床实践编写针对轻症抑郁患者的结构式团体认知行为治疗手册,以患者治疗前后抑郁症状改善情况、出勤率、脱落率、家庭作业依从性、团体中的表现、总体印象、对本方案的接受程度作为可行性分析指标.结果本研究编制的结构式团体认知行为治疗手册,包括认识轻症抑郁、识别认知和情绪的关系、识别核心信念、学习认知重构和改变核心信念的技术、设立合理生活目标、建立支持系统、预防复发和未来管理等.治疗结束后患者抑郁症状明显缓解,总有效率为67．0％(65/97),脱落率为9．3％(9/97).患者出勤率、家庭作业依从性、团体中投入程度、治疗接受程度均较高,总体印象较好,高出勤率占72．2％,作业平均完成率为84．8％,95．0％的患者在团体治疗中投入较高,治疗结束时,98．9％的患者对本治疗持接受态度,94．3％的患者总体印象较好.结论本结构式团体认知行为治疗方案可行性较高,可在相关医疗机构进一步推广.     

Outcomes of Cognitive Behaviour Therapy for Obsessive Compulsive Disorder in a Clinical Setting: A 10-Year Experience from a Specialist OCD Service for Children and Adolescents

Controlled studies show that cognitive behavior therapy (CBT) is an efficacious treatment for young people with obsessive compulsive disorder (OCD). More evidence is needed for effectiveness in clinical settings. We conducted a case note review of 318 patients attending an OCD clinic. Outcomes for 75 patients who received treatment in the clinic were analysed. Following acute treatment, total CYBOCS (Children Yale-Brown Obsessive Compulsive Scale) score was significantly reduced (22.6 to 10.9, p  = .0001). Gains were maintained at long-term follow-up. Our results suggest that CBT is an effective treatment for child and adolescent OCD delivered in a clinical setting.