MINI ASSIGNMENT 1 2
The Effectiveness of Cognitive Behavioral Therapy (CBT) as an Intervention for Student diagnosed with Anxiety
Melissa Kelly
Albany State University
COUN5620 Research and Program Evaluation for Counselors
Dr. Claudia Calder
September 26, 2021
Introduction
Anxiety, a common disorder in children and adolescents, results in substantial and persistent fear of one or more social and performance positions. The condition impairs one social functioning, reduces peer relationships, leading to social skills deficits and comorbid psychological illnesses. Individuals, particularly students with anxiety disorder, often have few and poor quality relationships and impaired relationships. According to research, anxiety often impairs student’s emotional development and social functioning (Luo & McAloon, 2021). Surprisingly, most people suffering from this condition are rarely recognized as most do not seek treatment due to few psychotherapeutic involvements focused on the student anxiety disorder. Cognitive-behavioral therapy has proved an effective treatment for fluctuating involuntary thinking processes, self-criticism, and behavioral patterns that cause depression and anxiety. Various studies imply that CBT is leading to significant development in quality and working of life.
In many studies, CBT has been recognized to be as functioning as, or very effective as, other methods of mental therapy. According to AACAP, cognitive-behavioral therapy (CBT) is obtainable to patients 6 to 18 years old with social nervousness, widespread anxiety, parting anxiety, detailed phobia, or panic illness. CBT highlights cognitive, social, and physiologic procedures that lead to and maintain anxiety signs; these courses are well-educated and purpose in a social setting (Luo & McAloon, 2021). CBT encourages family-directed interventions that help improve parent-child relations, strengthen family problem-solving and communication skills, minimize parental worry, and foster anxiety-reducing childcare skills frequently add-on individual treatment. Additionally, young individuals exposed to the cognitive-behavioral method have a high quality of life about well-being and comfort and lower anxiety levels. The cognitive-behavioral intervention had an affirmative result on supporting reduced anxiety levels. A previous study noted that the usefulness of cognitive-behavioral intervention enhanced the mental health of individuals (Stjerneklar et al., 2019). On the same note, research more has designated that cognitive-behavioral involvement assisted in treating youths with anxiety symptoms.
Statement of the problem
Globally, anxiety is the most common disorder affecting approximately 10 % of youths. If the condition is not treated, it leads to persistent challenges and permanent effects on general development, social functioning, and educational achievements. Cognitive-behavioral therapy has proved to be an effective treatment in reducing anxiety symptoms. According to research, only about 25% of the youth with an anxiety disorder receive treatment due to limited accessibility of healthcare services. Youths are particularly reluctant to seek treatment due to various healthcare barriers, including cost, confidentiality, and the fear of social stigma. Cognitive-behavioral intervention helps in restoring automatic thinking, behavior pattern, self-criticism, which causes depression and anxiety. The therapy has proved to be an effective technique as it improves people's mental health, especially those with depressive symptoms. A follow-up investigation has established that cognitive-behavioral interventions have long-term effectiveness and positive clinical impact in lessening the severity of anxiety symptoms. Nonetheless, there is limited research about the role of cognitive-behavioral therapy in improving anxiety indicators. Furthermore, medical providers' early identification, assessment, and treatment of anxiety illnesses significantly affect both an individual and public health problem of mental disease amongst children and youths.
Purpose of the Study
The study's purpose is to examine the effectiveness of Cognitive-Behavioral Therapy as an intervention for students diagnosed with the disorder. The aim of this study is to explore the effectiveness of Cognitive-Behavioral Therapy as an intervention of Middle/High/Elementary students diagnosed with anxiety. The objective is determining if Middle/High/Elementary students are more aware of triggers/coping skills after engaging in CBT intervention.
Significance of the research
The study will assess the effectiveness of cognitive-behavioral therapy in the treatment of anxiety disorders and in altering automatic thoughts, self-criticism, and behavior patterns that cause anxiety. According to research, the cognitive-behavioral intervention has been confirmed and revealed as an effective technique in improving the mental health of individuals with anxiety symptoms in different countries globally (Stjerneklar et al., 2019). Additional studies established that cognitive-behavioral intervention upholds its long-standing efficacy in lessening the severity of anxiety symptoms. Scholars have also reported the permanent positive clinical significance of cognitive-behavioral intervention in treating depression and anxiety (Stjerneklar et al.,2019). Therefore, this study will contribute to the scientific record by detailing the importance of cognitive-behavioral therapy on reducing stress among youths, especially students diagnosed with the condition.
Based on the study results, cognitive-behavioral therapists will be able to help students identify how anxiety and depressing contemplations can be controlled and managed. This will aid in identifying, challenging, and adjusting depression and anxiety-related indicators.
Due to the efficiency of cognitive-behavioral therapy, the government can use the study results to help students by financing school-based cognitive-behavioral involvement programs precisely intended to decrease anxiety symptoms. This can assist students in pacifying their rational and automatic thinking. Equally, the research will result in enhanced evidence-based treatment as effective treatment results are based partly upon the accuracy of the analysis, the medical formulation's complexity, and the treatment plan's extent. Further, CBT emphasizes assisting persons in learning to be their counselors, which entails helping individuals develop coping skills to learn how to change their personalized reasoning deals with problematic behaviors and emotions (Walter et al., 2020). Students exhibiting anxiety symptoms are susceptible to various disorders, health difficulties, drug and substance abuse, and poor academic accomplishment. Notwithstanding the commonness of anxiety disorders amongst students, very few receive treatment of anxiety symptoms; hence, the study is very impactful as it will increase the likelihood of students receiving treatment.
References
Luo, A., & McAloon, J. (2021). Potential mechanisms of change in cognitive behavioral therapy for childhood anxiety: A meta‐analysis. Depression and Anxiety, 38(2), 220-232
Stjerneklar, S., Hougaard, E., & Thastum, M. (2019). Guided internet-based cognitive behavioral therapy for adolescent anxiety: predictors of treatment response. Internet interventions, 15, 116-125.
Walter, H. J., Bukstein, O. G., Abright, A. R., Keable, H., Ramtekkar, U., Ripperger-Suhler, J., & Rockhill, C. (2020). Clinical practice guideline for the assessment and treatment of children and adolescents with anxiety disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 59(10), 1107-1124