Homework

Introduction

Cognitive behavioral therapy, or CBT, has grown in popularity in recent years as more people become aware of its efficacy in treating common problems such as anxiety and depression. CBT is not a novel therapy, and it has a practical structure that allows it to be easily measured. The link between feelings, thoughts, and behaviors is investigated in cognitive behavioral therapy. It evolved from two distinct schools of thought in psychology: behaviorism and cognitive therapy. Behavioral treatment for mental illnesses has been available since the early 1900s. Skinner, Pavlov, and Watson were all early supporters of behavioral therapy. It is predicated on the notion that behaviors can be measured, trained, and even altered. Alfred Adler, an Austrian psychotherapist, was one of the first therapists to address cognition in psychotherapy in the early 1900s, thanks to his concept of basic mistakes and their involvement in unpleasant feelings. Although CBT is frequently regarded as the "first line treatment" for many psychiatric illnesses in adolescents, more effort is required to address treatment non-responders and to ease the diffusion of effective CBT treatments (Benjamin et al., 2011). Cognitive Behavior Therapy originated as a logical synthesis of behavioral and cognitive theories of human behavior, causative and sustaining processes in psychopathology, and therapeutic goals. CBT goes on to incorporate social learning and cognitive theories' modeling and cognitive limiting methods (Benjamin et al., 2011). The therapist, the person with autism spectrum disorder (ASD), and/or the parents work together to develop precise goals for the course of therapy. Throughout the sessions, the autistic person learns to recognize and adjust thoughts that contribute to problematic moods or behaviors in specific situations. Cognitive behavior therapy is divided into phases of treatment. It is, however, tailored to the patients' specific strengths and shortcomings. According to research, this therapy can assist people with some types of ASD with anxiety. It can also help some persons with autism manage with social circumstances and understand emotions more effectively (Danial, J.T., & Woods, 2013).

Statement of Problem

Several attempts have been made in recent years to adapt CBT for children and adolescents on the autism spectrum. Because anxiety is so common in people with ASD, the focus has often been on those who also have it. One problem was determining whether children with ASD possessed the required abilities to succeed in CBT. However, it looks like they do. A research published in 2012 compared the cognitive abilities of children with ASD to those of regular youngsters. In almost every case, the children with ASD possessed the necessary skills for CBT. They were able to differentiate between thoughts, feelings, and behaviors and work on changing their thoughts. Their main issue was distinguishing emotions (Lickel, A., Maclean, W. E.,Jr, Blakeley-Smith, A., & Hepburn, S. 2012 ). Furthermore, typical CBT requires strong language and abstract thinking abilities, which can be difficult for those on the autistic spectrum. Recognizing this, researchers have sought to modify CBT to make it more ASD-friendly, such as making it more repetitive, visual, and tangible.

Significance of Study

The randomized controlled clinical trial is the gold standard for showing a treatment's efficacy (RCT). In a randomized controlled trial, children who receive therapy are compared to those who do not. Several clinical trials have looked into the use of CBT for children with ASD, with encouraging findings for anxiety, daily living skills, and anger control (Chalfant, A. M., Rapee, R., & Carroll, L. 2007). Although there has been little study on CBT for adults with ASD, there is every reason to believe that the treatment will be as helpful for them as it is for older children and teenagers.

Implications for Social Work Practice and Policies

Social professionals' primary goal is to build an ideal social environment of free, fair, and justifiable ethical policies that ensure pleasant working conditions. Professionals are actively involved in modifying present policies through legislative means, promoting others, and working toward the abolition of unfair and repressive policies that discriminate against others (Cassidy & Poon, 2019). The purpose of this essay is to determine the implications for social work practices and policies. Professionals in social work who work carefully in policy creation serve as a change mechanism to promote development. Individuals educate people about social justice, community responsibility, and human rights in order to empower and liberate them (Ornellas, Spolander & Engelbrecht, 2018). Individuals are transformed into more responsible citizens as a result of the efforts. Active social work practitioners uphold social change standards on behalf of the underprivileged and poor. This is accomplished by changing and correcting inequitable policies that encourage injustice and discrimination against clients and the underprivileged. Human rights activists that advocate for social justice through social practice development, systemic improvements, and ethical behavior are also targeted (Cassidy & Poon, 2019). As a result, active populations are aware of their social responsibility and social justice rights, and empowered social professionals are actively working to alter their lives and the community by providing their basic needs. Social workers must engage in social work methods and policies that promote healthy living, empower individuals by informing them of their rights and privileges, and duties that contribute to the development of their community. Active participation in policy modifications must address social work traits, ethical practices, and jobs with a clear path to succession.

References

Abner W. C. Poon, J. M. L. (n.d.). Scoping review of family interventions that support the physical health of caregivers - abner W. C. Poon, Julia M. Lappin, Alyssa Cassidy, Jan Breckenridge, 2021. SAGE Journals. Retrieved October 8, 2021, from https://journals.sagepub.com/doi/abs/10.1177/1049731520974444.

Benjamin, C. L., Puleo, C. M., Settipani, C. A., Brodman, D. M., Edmunds, J. M., Cummings, C. M., & Kendall, P. C. (2011, April). History of cognitive-behavioral therapy in Youth. Child and adolescent psychiatric clinics of North America. Retrieved October 8, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3077930/.