Depression, anxiety, and stress are responsible for an overwhelming number of mental health care visits, and cognitive behavior therapy (CBT) is the most common empirically supported treatment for these conditions. Yet little is known about the effectiveness of CBT with African Americans, Latinos, Asian Americans, and Native Americans — ethnic and racial groups conprising nearly half of the U.S. population. In this volume, Chang, Downey, Hirsch, and Yu show therapists how to adapt cognitive behavioral treatments for use with racial and ethnic minority clients. Contributors demonstrate how a client's particular sociocultural background contextualizes his or her experience and understanding of mental health issues. They examine the influence of sociocultural context on experiences of social anxiety among Asian-Americans, the role of racial identity in the way stress and anxiety are experienced by African American clients, and much more. / https://dc.etsu.edu/etsu_books/1214/thumbnail.jpg

<p>The aim of this study was to evaluate if a population suffering from generalized anxiety disorder could benefit from an Internet based self-help treatment guided via email contact with a therapist. The treatment was based on established cognitive behavioral principles. It was hypothesized that significant improvements would be found as measured by eight self report questionnaires, absence of a clinical diagnoses and global clinical improvement. A total of 89 participants were included and 44 were randomized to a treatment condition and 45 were assigned to a waitlist control. The controls received similar treatment after the first post treatment assessment, conducted eight weeks after the beginning or treatment of the first group. The results showed statistically significant improvements for the treatment group. No changes were observed in the waiting-list control group, with the exception of a minor decrease in depression scores. Large effect sizes were found both within the treatment group and between the two groups in favor of the treatment. In conclusion, Internet treatment can be an efficacious format for treating generalized anxiety disorder.</p>

The aim of this study was to evaluate if a population suffering from generalized anxiety disorder could benefit from an Internet based self-help treatment guided via email contact with a therapist. The treatment was based on established cognitive behavioral principles. It was hypothesized that significant improvements would be found as measured by eight self report questionnaires, absence of a clinical diagnoses and global clinical improvement. A total of 89 participants were included and 44 were randomized to a treatment condition and 45 were assigned to a waitlist control. The controls received similar treatment after the first post treatment assessment, conducted eight weeks after the beginning or treatment of the first group. The results showed statistically significant improvements for the treatment group. No changes were observed in the waiting-list control group, with the exception of a minor decrease in depression scores. Large effect sizes were found both within the treatment group and between the two groups in favor of the treatment. In conclusion, Internet treatment can be an efficacious format for treating generalized anxiety disorder.

This research evaluated the reliability and validity of a procedure for identifying and assessing core beliefs, the Core Beliefs Assessment Procedure (CAP). The CAP comprised a semi-structured interview, set of markers, and rating system. Twenty participants were administered the CAP. Participants were clients receiving psychotherapy from a community-based mental health service. Core and peripheral case formulations were developed for each participant. Ten participants completed a second assessment session, with a different interviewer, one week later. The CAP showed strong interviewer reliability. In addition, high inter-rater reliability regarding the intensity of affect (r =.87) and the commonness (r =.96) and vividness (r =.93) of metaphor was achieved. Findings suggested that 8 of 12 markers, proposed in the study, adequately distinguished between core and peripheral self-knowledge. Interviewer ratings showed that core self-representations had significantly higher levels of affect, metaphor, and redundancy (i.e., process markers) than peripheral self-representations. Participant ratings showed that core self-representations had significantly higher levels of self-worth contingency, temporal stability, cross-situational consistency and problem relevance (i.e., content markers) than peripheral self-representations. Significant differences were not observed between core and peripheral self-representations on participant ratings of developmental primacy. The relevance of core and peripheral case formulations to the participants' problems were rated both from the perspective of participants and the participants' therapists in order to determine the validity of the CAP. Core case formulations were rated as being more relevant to the participants' problems and as having more utility for guiding treatment than peripheral case formulations. Therapists may find case formulations derived from the CAP useful for guiding treatment. Future research should test the hypothesis that a therapist following a core case formulation has greater treatment success than a therapist following a peripheral case formulation.

Thesis (D. Min.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 213-219).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 167-178).

Thesis (Ph. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains v, 85 p. : ill. Includes abstract. Includes bibliographical references (p. 62-75).

Thesis (M.A.) - Simon Fraser University, 2007. / Theses (Faculty of Education) / Simon Fraser University. Senior supervisor: Stephen Smith -- Faculty of Education. Also issued in digital format and available on the World Wide Web.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 77-89).