CCBT Intervention Paper
The CCBT program is the intervention used in this study. It was developed by the researchers based on Beck’s Cognitive Theory (2011) and the ADDIE Model of Instructional Systems Design (ISD) by Seels and Glasglow (1998). The program is designed to socialize the participant to cognitive and behavioral treatment methods, offer psychoeducation, and reinforce the utility of self-help exercises. The intervention process follows the process of cognitive behavior therapy included identifying, evaluating, modifying negative automatic thoughts which cause depression and problem solving (Beck, 2011). The outcome was modifying negative cognition leading to depression reduction. The procedure to develop a Computerized Cognitive Behavioral Therapy
Program involved Cognitive Behavioral Therapy was modified from five processes of the ADDIE Model instruction development processes (Seels & Glasglow, 1998), as follows: 2.1 analysis phase. This process is the process of defining what is to be learned. The literature review and a focus group with 10 youth offenders were used for instructional problem analysis, goal analysis, audience analysis, and instructional setting analysis by the researcher for understanding of the gap that exists between the existing knowledge and skills of the learners and the desired outcomes. The outputs of this phase are the objectives and contents to be instructed. The researcher determined learning objectives and content of depression reduction for Thai youth offenders based on the theoretical framework of the study and the information suggested by the literature review and a focus group. The CCBT program’s content focused on cognitive restructuring to bring about recovery from depression following the process of cognitive behavior therapy; identifying, evaluating, and modifying negative automatic thoughts cause of depression. These outputs were the inputs for the design phase.
Program involved Cognitive Behavioral Therapy was modified from five processes of the ADDIE Model instruction development processes (Seels & Glasglow, 1998), as follows: 2.1 analysis phase. This process is the process of defining what is to be learned. The literature review and a focus group with 10 youth offenders were used for instructional problem analysis, goal analysis, audience analysis, and instructional setting analysis by the researcher for understanding of the gap that exists between the existing knowledge and skills of the learners and the desired outcomes. The outputs of this phase are the objectives and contents to be instructed. The researcher determined learning objectives and content of depression reduction for Thai youth offenders based on the theoretical framework of the study and the information suggested by the literature review and a focus group. The CCBT program’s content focused on cognitive restructuring to bring about recovery from depression following the process of cognitive behavior therapy; identifying, evaluating, and modifying negative automatic thoughts cause of depression. These outputs were the inputs for the design phase.