Chapter 9 reviews a structural approach to Cognitive Theories.

Chapter 9 reviews a structural approach to Cognitive Theories. As the text states, Cognitive Theory works within a frame of a “skills-based therapy in which clients acquire new techniques and strategies that foster healthier ways of thinking and communicating” (p. 159). From this week’s reading, you can see the importance of identifying patterns, changing those patterns of thinking, and also the importance of documentation throughout, particularly as it relates to thoughts, actions, and outcomes which are both seen in REBT, Beck’s Model, and Cognitive Processing Therapy (CPT ) from this week’s readings. Many behavioral interventions also include homework! Homework is essential for providing clients with the opportunities to practice and implement the skills that are learned. Book link- https://plus.pearson.com/home

 

A great therapeutic intervention that encompasses all of these techniques is CPT. As stated in the text and within research, CPT was initially created to assist in treating PTSD symptoms related to survivors of sexual assault trauma, but it has also been found to assist with treating other forms of trauma, specifically those related to PTSD experienced by service members. The text provides a brief overview of CPT, but this assignment will require you to dig deeper into this intervention in order to be able to truly learn and apply it.

 

As such, this week’s assignment has a lot of information and will require A LOT of prep-time before completing, so work in advance, especially with this week’s lesson, as you will be required to find a willing volunteer to assist you AFTER you have thoroughly prepped!

 

1) Materials needed to read/review for this assignment (in addition to the text):

 

Helpful VA Website describing CPTLinks to an external site. (Helps explain CPT & provides videos if needed)

CPT Patient Workbook Summary_Actions – Assignment 5.docx Download CPT Patient Workbook Summary_Actions – Assignment 5.docx(Summary & actions of the Actual Workbook listed below)

CPT-Patient-Workbook-Dec-2016-revised-9.2018_2.pdf Download CPT-Patient-Workbook-Dec-2016-revised-9.2018_2.pdf(Actual Workbook you can review for further detail if needed, but the summary of this document is in the previous attachment)

2) Review the Case Scenario of Sgt. Lopez:

 

Sgt. Lopez served as a motor transport operator in Iraq where she was assigned as the driver for an armored vehicle in a convoy along the corridor of Ar Ramadi-Baghdad. An improvised explosive device (IED) is detonated by Sgt Lopez’ vehicle that was deployed by an insurgent’s vehicle. Although she survives, she experiences psychological distress and exhibits a startle response to vehicles that are approaching during the next several convoys along this corridor. Sgt. Lopez’ peers observe her being inebriated after the completion of every convoy and subsequently begins to overindulge with alcohol more and more. When Sgt. Lopez returns to the US, she continues to recall the detonation of the IED. As such, she avoids driving as much as possible. If she rides with others she will become angry and irritable when they drive too close to other vehicles. Even though back home, she continues to overindulge with alcohol. Sgt. Lopez’ spouse convinces her to seek help at the local Veteran’s Affairs (VA) outpatient clinic.

 

Driving a vehicle along the Ar Ramadi-Baghdad corridor is the neutral stimulus.

The detonation of the IED is the unconditioned stimulus that produces the unconditioned response of anxiety & fear.

Driving & approaching vehicles along the corridor with the detonation produces the conditioned response of anxiety & fear, with driving and approaching vehicles becomes the conditioned stimuli.

Imitating drinking behavior of her peers (observational learning) results in the temporary relief of psychological distress (negative reinforcement) as this is avoidant behavior (Criterion C of PTSD diagnosis).

Driving and approaching vehicles back in the US are generalized stimuli resulting in anxiety & fear which are conditioned stimuli that lead to recurrent memories of the IED (Criterion B of PTSD diagnosis) and outbursts of anger when vehicles approach (Criterion D).

3) CPT Patient Workbook Summary_Actions attachment should be used along with applications from the text and additional attachments to complete the following FIVE requirements. The summary_actions attachment provides a condensed snapshot of what 11 CPT sessions would require when working with a client impacted by trauma and/or diagnosed with PTSD as fully described and outlined in the CPT-Patient-Workbook.

 

Select a volunteer (classmate, family member, friend, coworker) to act as your “client,” Sgt. Lopez as you complete these requirements.

The required worksheets are found in the actual CPT-Patient-Workbook pdf identified in #1.

The GOAL of this exercise is to help you understand, apply, and practice this type of therapeutic intervention.

What psychoeducation would you provide about the PTSD/symptoms? [Session 1] – cite/support

What information would you share to help the client better understand their diagnosis as supported by research? (2-3 paragraphs)

Work with “client,” Sgt. Lopez, to complete the following worksheets. For each worksheet, identify (1) What are some of the key items the “client” identified from completing the worksheet as it relates to their traumatic event? (2) How comfortable and/or successful did you feel that the objectives where met when completing the worksheet with them? Did it go well? Why or why not? Was one worksheet easier to complete than another? Barriers? – graded on honest reflections/applications (3) What would you do differently, and why? (4) Could you see this intervention being helpful/beneficial to clients? How?

ABC Worksheet (p. 8). [Session 2]

Challenging Questions worksheet (p. 28). [Session 4]

Patterns of Problematic Thinking worksheet (p. 45) using one stuck point. [Session 5]

Challenging Beliefs worksheet (p. 53) using one stuck point. [Session 6]