Treatment Modalities

Question 1

Introduction

Answer 1

• Different methods of assessing
-telephone
-groups
-Face to face
• CBT originally developed as a therapy for individuals
– development of group in 1970s (Beck et al, 1979) when WW2, staff shortages necessitated the development (Free, 2007).

Question 2

Paragraph 1 (1)

Answer 2

• Beck et al 1979
o Bennett-Levy et al (2010a)
• Yalom (1995) – nine other factors that influence change within group therapy

Question 3

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Answer 3

• Rachael et al (2010)
o E- Recovery stories also do this.
• Within lecture format, interaction between clients is minimised and so limited opps for altruistic activities e.g. supporting each other/sharing experiences.
o Large groups mean that group cohesion is likely to be weak.
o Do not have opportunities to disclose personal info
o Not much focus on individuals’ developmental experiences
o E- evidence base is less established then CCBT
o E- offers advantages in capacity
o E- White (2010b)
 E- (Richardson et al 2010)
 - (Gilbert and Leahy, 2007)

Question 4

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Answer 4

• Telephone treatment may have a disadvantage to groups
• Non-verbal communications
o Can harm therapeutic alliance, may take more time
 Lovell (2010),
 Richards and Whyte (2011),
 Lovell (2010)
 Webb (2014)

Question 5

Paragraph 2 (1)

Answer 5

DNAs why this happens, how to avoid
• Many clients will not attend all the sessions,
o Kitchiner et al, (2009)
• Clients may have to travel further due to requirements of larger venues which may increase dropouts.
o Recommended that classes are designed to allow individuals to continue to engage despite missing a session e.g. attend a subsequent group.
o Macrodimitris et al (2011)
• Require a minimum level of literacy and usually services find it impractical to develop parallel forms for minority/marginalised populations. 1:1 sessions are more adaptable.
• telephone/face to face
o More comfortable -agoraphobia, disability

Question 6

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Answer 6

Hambridge et al (2009),
o It is easier to adapt treatment if in a 1:1 setting
• Overhead overkill and Visual aid fatigue. – too many slides are likely to create audience fatigue.
o Make brief points on screen, not full sentences, punctuation minimised
o Visual materials should be high quality
o Time should be allowed between slides
o Diagrams fully displayed
o Speak clearly and at a reasonable pace
o Beware of habitual use of filler words, distracting.
o Eye contact with audience rather than reading off the screen -talk around the points being presented.
• Older people enjoy social contact
o Care should be taken that they are accessible (not too fast/quiet)
• Telephone treatment may have advantage here,
o (Papworth and Marrinan, 2018)
o More accessible; reduced cost, time efficiency, flexibility

Question 7

Paragraph 3

Answer 7

Outcome of the sessions -how effective, what effects this, how can it be improved?
• Whilst research into PEGs is preliminary stages – studies have produced some mixed but generally positive results.
• Dalgard (2006)
• Bains et al (2014)
• (Kearns et al, 2010).
o Reunion groups/follow up groups – less deterioration after treatment ended.
• Erickson et al, 2007
o Recommended that PEGs progress at a modest pace and include different learning styles.
o (Papworth and Marrinan, 2018)
 E- (NICE, 2009) ; (NICE, 2011b),
(National Collaborating Centre for Mental Health, 2011)
• Telephone treatment
o E – (Farrad and Woodford, 2013)
o Environment and engagement
 Distractions,
 Lovell (2010)

Question 8

Conclusion

Answer 8

• groups have evidence to suggests its effectiveness even when compared to other modalities
• May be limitations
• These can be overcome