PSYC FPX 3110 Assessment 1 Cognitive-Behavioral Perspective – An Analysis

Assessment 1 Cognitive-Behavioral Perspective – An Analysis

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Capella university

PSYC FPX 3110 Abnormal Psychology

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Date

Cognitive-Behavioral Perspective in Psychology

The cognitive-behavioral perspective in psychology delves into the examination of mental processes influencing behavior. It explores the brain’s activity underlying specific behaviors. As articulated by Dr. Saul McLeod in 1970, understanding the processes occurring in individuals’ minds is pivotal in comprehending human behavior (McLeod, 1970). This paper aims to investigate the mental processes potentially contributing to abnormal aggressive behavior.

The Evolution of Cognitive-Behavioral Theory

The cognitive-behavioral theory gained prominence in the 1960s with the advent of the cognitive therapy movement. The origins of cognitive-behavioral therapy are multifaceted due to diverse approaches and controversies regarding appropriate techniques (Nurius & Macy, 2008). Since its inception, Cognitive-Behavioral Therapy (CBT) has undergone significant refinement, becoming a cornerstone in therapeutic practices (Nurius & Macy, 2008). Grounded in the cognitive-behavioral perspective, this theory posits that brain functions significantly impact individual behavior, bridging cognitive psychology with behavioral outcomes. Researchers have made substantial strides in understanding brain functions and their influence on behavior. Albert Bandura, a pioneer in the cognitive-behavioral perspective, highlighted the role of cognitive processes in learning (Hooley et al., 2021). Bandura proposed that individuals learn through internal reinforcements and envision the consequences of their actions (Hooley et al., 2021). Moreover, Bandura emphasized the enhancement of self-efficacy as a key mechanism in cognitive-behavioral therapies (Hooley et al., 2021).

Cognitive-Behavioral Approach to Anxiety

Anxiety, characterized by excessive worry and apprehension, is a prevalent public health concern (Substance Abuse and Mental Health Services Administration, 2016). Despite its widespread impact, a considerable portion of individuals with anxiety receive no treatment (Zhang et al., 2019). Cognitive-behavioral therapy stands out as the most researched and effective psychosocial intervention for anxiety disorders (Zhang et al., 2019). Rooted in the notion that negative thinking patterns contribute to anxiety, CBT aims to identify and rectify maladaptive cognitive patterns (Kaczkurkin & Foa, 2015). By altering cognitive patterns, CBT facilitates a shift from negative emotions to positive responses.

Sociocultural View of Anxiety

An individual’s upbringing and societal context significantly influence their experience of anxiety. Research indicates that anxiety transcends cultural boundaries, albeit with variations in expression (Eshun et al., 2009). Societal norms and cultural values shape individuals’ interpretations of experiences and subsequent emotional responses (Hofmann et al., 2010). Understanding ethnopsychological factors is crucial in linking anxiety disorders to their societal roots.

Integrating Multiple Theories to Understand Abnormal Behavior

Abnormal behavior defies simplistic explanations and often necessitates a multidimensional approach. In addition to cognitive-behavioral theory, various theoretical frameworks such as psychoanalysis, humanistic theory, and biological perspectives offer unique insights into abnormal behavior. Integrating diverse theories facilitates a comprehensive understanding, although overly complex approaches may impede effective treatment.

Conclusion

In conclusion, cognitive processes intricately shape human behavior, offering avenues for intervention in addressing abnormal behavior. Cognitive-behavioral therapy, grounded in understanding the interplay between cognition and behavior, serves as a potent tool in treating various mental health disorders, particularly anxiety. By challenging maladaptive cognitive patterns, individuals can cultivate resilience and positive responses to life’s challenges.

References

Carpenter, J. K., Andrews, L. A., Witcraft, S. M., Powers, M. B., Smits, J. A. J., & Hofmann, S. G. (2018). Cognitive behavioral therapy for anxiety and related disorders: A meta-analysis of randomized placebo-controlled trials. Depression and Anxiety, 35(6), 502–514. https://doi.org/10.1002/da.22728 Cuijpers, P., Berking, M., Andersson, G., Quigley, L., Kleiboer, A., & Dobson, K. S. (2013). A meta-analysis of cognitive-behavioural therapy for adult depression, alone and in comparison with other treatments. The Canadian Journal of Psychiatry, 58(7), 376-385. https://doi.org/10.1177/070674371305800702

PSYC FPX 3110 Assessment 1 Cognitive-Behavioral Perspective – An Analysis

Eshun, S., Gurung, R. A. R., & Gurung, B. V. (Eds.). (2009). Culture and mental health: Sociocultural influences, theory, and practice. John Wiley & Sons, Incorporated. Hofmann, S. G., Asnaani, M. A., & Hinton, D. E. (2010). Cultural aspects in social anxiety and social anxiety disorder. Depression and Anxiety, 27(12), 1117–1127. https://doi.org/10.1002/da.20759 Kaczkurkin, A. N., & Foa, E. B. (2015, September). Cognitive-behavioral therapy for anxiety disorders: An update on the empirical evidence. Dialogues in Clinical Neuroscience. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4610618/ Watts, S. E., Turnell, A., Kladnitski, N., Newby, J. M., & Andrews, G. (2015). Treatment-as-usual (TAU) is anything but usual: A meta-analysis of CBT versus TAU for anxiety and depression. Journal of Affective Disorders, 175, 152–167.

PSYC FPX 3110 Assessment 1 Cognitive-Behavioral Perspective – An Analysis

Zhang, A., Bornheimer, L. A., Weaver, A., Franklin, C., Hai, A. H., Guz, S., & Shen, L. (2019). Cognitive-behavioral therapy for primary care depression and anxiety: A secondary meta-analytic review using robust variance estimation in meta-regression. Journal of Behavioral Medicine, 42(6), 1117–1141. https://doi.org/10.1007/s10865-019-00046-z

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Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. PSYC FPX 3110 Assessment 1 Cognitive-Behavioral Perspective – An Analysis

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. PSYC FPX 3110 Assessment 1 Cognitive-Behavioral Perspective – An Analysis

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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