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Sft and Cbt

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Sft and Cbt
I. Introduction

The paper will be used to further explore intervention approaches and treatment options for the client I did my case presentation on and also a process recording, Amanda. The information presented about Amanda is information gathered during the intake assessment, family discussions, and individual family sessions. The two theories that have been researched and will be used throughout this paper are Cognitive Behavioral Therapy (CBT) and the Structural Family Therapy (SFT) because both theories are able to address the issues Amanda is presenting. These theories will be critiqued based upon research in journal articles and readings from class. Then the theories will be applied to Amanda's case based upon the empirical evidence found within the journal articles and class readings. Finally, the paper will conclude with discussion regarding the interventions and questions still needing to be answered. Cognitive Behavioral Therapy is being explored because it is focused on an individual experiencing unwanted thoughts or feeling and this is causing the individual to feel a way they do not like and want to change. In Amanda's case, the presenting problem is that she is experiencing anxiety and depression related to school. The goal is for her to move past these feelings in order to be apart of a regular school setting for the next school year. The other type of therapy that is being explored is Structural Family Therapy. This type of therapy looks at how families are structured and how this structure impacts the client. It provides the clinician an opportunity to see the family dynamics and interactions of the family members. In Amanda's case, her family has a significant impact on her mental health. This includes genetics, lack of a relationship with her father, and the abusive relationships her mother has been in and Amanda has witnessed.

II. Review and Critique of Intervention Models Cognitive Behavioral Therapy is a


References: Ackerman, N. (1958). Psychodynamics of family life (3rd ed.). New York: Basic Books. Gaynor, S.T., Lawrence, P.S., & Nelson-Gray, R.O. (2006). Measuring homework compliance in congnitive behavioral therapy for adolescent depression. Review, Preliminary Findings, and Implications for Theory and Practice. EbscoHost database. Jensen, B. J., & Haynes, S. N. (1986). Self-report questionnaires and inventories. In A. R. Ciminero, K. S. Calhoun, & H. E. Adams (Eds.), Handbook of behavioral assessment (2nd ed., pp. 150-175). New York: John Wiley. Maguire, L. (2002). Clinical social work: beyond generalist practice with individuals, groups, and families. Pacific Grove, CA. Wadsworth Group. National Association of Cognitive-Behavioral Therapists (2007). What is CBT? Retrieved March 21, 2007 from http://nacbt.org/whatiscbt.htm. Primakoff, L., Epstein, N., & Covi, L. (1986). Homework compliance: An uncontrolled variable in cognitive therapy outcome research. Behavior Therapy, 17, 433-446. Shulman, L. (2006). The skills of helping: individuals, families, groups, and communities. 5th ed. Buffalo, NY: Thomson Learning. Thayer, L. (1982). A person-centered approach to family therapy. In A.M. Horne & M.M. Ohlsen (Eds.), Family counseling and therapy (pp. 175-213). Itasca, IL: Peacock.
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