Cognitive-behavioral therapy is a relevant psychotherapeutic process that is reliably used due to its easy implementation and consistency in both group settings as well as in family settings. The utilization of CBT in a group is beneficial and effectively improve the individual’s quality of life, healthy functioning and better social functioning of individual with depressive symptoms (Zhang, Jing, Qinyu, Zhenghui, & Yindi, 2016). Group CBT mitigate depressive symptoms and the related behavioral damage by backing the conflicts of absurd cognition and giving the individual from the group with the competencies required to transform their illogical cognitions. According to Piacentini, et al., (2011) cognitive-behavioral therapy in a family setting is effective in reducing the severity of symptoms and functional damage to the patient. Use of cognitive-behavioral therapy in family integrate cognitive strategies and behaviorism and implement them to the family system. Due to the regular development and flexibility, cognitive behavioral therapy in the family is able to emphasize a number of challenges, from highlighting changes within individuals in families to changes family cooperation styles. There are several evidence articles which indicates that in the background of specific psychosocial comorbidities and improvement in the management of the psychological disease is effectively accomplished through addressing by the interventions (Magidson & Weisberg, 2014). Family and group cognitive-behavioral therapies both have effective in the treatment of anxiety among individuals but group behavioral therapy is consuming more time but cost-effective as compared to other psychotherapies for changing positive behavior, mitigate depression and anxiety among young students. Interventions of CBT in a group is effective for individual students with behavioral issues, depression, and anxiety (Eiraldi, et al., 2016).
During my practicum experience, I have observed the effectiveness of both family and group CBT. In Family CBT therapist or counselor made few observations. Firstly, the counselor gently inquired about the depression of young individual students and then asked the parents of students about their academic and social activities. Inquiry and communication both help in the implementation of CBT strategies to counter depression and anxiety among young students and improve the relationship of the depressed young individual with all family members. The CBT in group occurred two to three times in a week for the group of young students with depression, anxiety, and behavioral problems which impact their performance. Several sessions had been carried out with students in which they talked about their experiences, feelings, and fears, then counselor introduced the CBT strategy to develop positive behavior and end CBT group session with future assignments delivered to them which was useful in modifying positive behavior and anxiety. In this study of CBT in a group for students, counselor divide interventions into two categories first, for the assessment and modification of an individual’s behavioral pattern within-group and second, evaluate and adapt distorted and extreme depression and anxiety. According to Eiraldi, et al., (2016) CPP is the most effective CBT strategy adopt by counselors to mitigate depression, anxiety, and behavioral issues among individuals. CPP is focused on relaxation and social skills training, awareness to students about problem-solving and emotional control. Communication and long-time connectivity with their young students as clients are the two important challenges identified in group CBT which influence on the effective implementation of CBT techniques.
Eiraldi, R., Power, T. J., Schwartz, B. S., Keiffer, J. N., McCurdy, B. L., Mathen, M., & Jawad, A. F. (2016). Examining effectiveness of group cognitive-behavioral therapy for externalizing and internalizing disorders in urban schools. Behavior Modification, 40(4), 611-39.
Magidson, J. F., & Weisberg, R. B. (2014). Implementing cognitive behavioral therapy in specialty medical settings. Cognitive Behavioural Practice, 24(4), 367-71.
Piacentini, J., Bergman, R. L., Chang, S., Langley, A., Peris, T., Wood, J. J., & McCracken, J. (2011). Controlled comparison of family cognitive behavioral therapy and psychoeducation/relaxation training for child obsessive-compulsive disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 50(11), 1149-1161.
Zhang, B. X., Jing, Z. H., Qinyu, L. V., Zhenghui, Y. I., & Yindi, C. H. (2016). Effect of group cognitive-behavioral therapy on the quality of life and social functioning of patients with mild depression. Shanghai Archives of Psychiatry, 28(1), 18-19.