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Abstract
Treatment for Trauma-Focused Cognitive Behavioral Therapy has
shown effective in numerous case studies. TF-CBT can be successfully
implemented for children with coexisting trauma symptoms and significant
behavioral problems, including frequent crises of the week (Cohen et al.,
2010). During the outcome of the complexity of Trauma Focused CBT,
learners can improve a higher level of understanding that can be introduced
by thinking over and beyond the meaningless. The students can grow their
knowledge of Trauma-Focused CBT and develop past ideas such as
assessing and examining HOTS. This paper will show how HOTS can be
combined into adaptive teaching activities to help achieve a more positive
outcome.
Keywords: Trauma Focused, Cognitive Behavioral Therapy, HOTS,
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Analysis
In responding, a student might describe an experience explaining a concept to another
student or thinking about the relationship of a fact to a general principle. (Svinicki & McKeachie,
2014). Overpowering students who are not familiar with CBT subject can become a sensitive
subject for some. Examining the success of Trauma-Focused CBT in children and adolescents who
may have experienced some form of trauma can traumatize some students who may have witnessed
it firsthand. The students will be required to watch a film followed by a discussion. The film shown
to the students is CBT for Anxiety in Adolescents Group, which demonstrates training in CBT for
treating children and adolescents who may have experienced some form of childhood trauma. The
film shows the client Katie's treatment plan.
Kate is nine years old. She has displayed an increase in anxiety while attending school. Her
father's girlfriend has recently become pregnant, and Kate fears the baby will replace her. The film
includes an assessment of Katie, including her understanding of personal issues and her treatment
plan. Students will see what physiological symptoms occur when Katie becomes anxious. Students
will understand the goal setting for Katie and the accomplishments of therapy when the therapist
creates a goal list by asking Katie to rate her level of anxiety. The therapist will explain the different
circumstances that may lead to anxiety, categorize the other groups, and help produce a well-
organized list of anxiety-provoking possibilities. This exercise will allow students to notice different
triggers. The students understand the development of coping skills created by the therapist. The
therapist will include breathing exercises, relaxation techniques, and activities to help break the
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cycle of anxiety. The therapist will role-play with Katie by pretending there is an issue at school.
The therapist will help the child look forward. After the film, a discussion is created within the
classroom with the students and teacher. The students will be required to participate in the debate
and will be asked to answer the following questions.
1. In what ways did Katie experience childhood trauma?
2. Katie demonstrated CBT; what would be the best treatment plan?
3. How will therapy help Katie in a long way?
4. what goal would you create as a future therapist to help Katie?
Evaluation
Many instructors who have problem-solving as their goal say that setting the problem up
correctly is more than half the battle, yet students often jump right to a formulaic response
(Svinicki & McKeachie, 2014). The efficiency of Trauma Cognitive Behavioral Therapy can be
established by using case studies and investigating. TF-CBT practice of administering
standardized measures to assess group participants’ traumatic stress symptoms pre- and post-
group participation can provide the needed data to make a case for more intensive individual
therapy, which may be necessary for the small group of less responsive group participants to
obtain the needed managed care authorization for individual services (Deblinger et al., 2016).
Katie was evaluated for anxiety disordered that was led by a childhood fear of being forgotten.
After therapy, Katie will be able to control her anxiety through the coping skills her therapist had
taught her. Her parents could be included in her treatment plan and therapy. The instructor could
lead the discussion with the students by asking questions such as:
1. Compare the effectiveness of Trauma Focus Cognitive Behavioral Therapy with the
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presence of Katie’s parents involved in her therapy sessions.
2. How can a problem be resolved more efficiently with one therapy than another?
3. What benefits may be gathered from Katie and her parents?
4. How can trauma be investigated without risking Katie and her parents?
Children whom their therapist pressured to talk about something that caused anxiety
subsequently evaluated the therapeutic working alliance as poor (Creed & Kendall, 2005).
Conclusion
Trauma-Focus Cognitive Behavioral Therapy can be taught and studied with a
knowledge of examination and evaluation of key concepts. For my topic, it was most appropriate
to demonstrate visual learning concepts by showing a film. The film demonstrated a real-life
scenario with trauma-focused CBT learning styles. The film expressed an understanding of
visual effects and sound. The film expressed language and facial expressions that can be seen
during the therapy session with Katie. Using the film created a visual cue that can increase
discussion and assists in helping the audience to pay close attention when discussing treatment
options and coping skills. The study question I created was aimed at allowing the students to
investigate deeper into Trauma Focus CBT for the use of children who have undergone some
form of childhood trauma or who may have been impacted by it. It is advised that Trauma
Focused-CBT success can be measured by examining a case study and then having an open
discussion in a debate. Questions are among the most powerful teaching tools, and adopting best
practices can significantly enhance the quality of instruction (Tofade et al., 2013). In Katie's case
study, students could recognize and weigh possible solutions to the problem by examining the
problem and significate date. As a result of the debate, the students will be challenged to handle
the conflict among opposing viewpoints, which can develop the students to be motivated and
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think more in-depth. Focused discussion helps to stimulate students intellectually by forcing
them to evaluate their thoughts and perspectives (Tofade et al., 2013).
Reference
Cohen, J. A., Berliner, L., & Mannarino, A. (2010). Trauma focused CBT for children with co-
occurring trauma and behavior problems. Child Abuse & Neglect, 34(4), 215–224.
https://doi.org/10.1016/j.chiabu.2009.12.003
Creed, T. A., & Kendall, P. C. (2005). Therapist alliance-building behavior within a cognitive-
behavioral treatment for anxiety in youth. Journal of Consulting and Clinical
Psychology, 73(3), 498–505. https://doi.org/10.1037/0022-006x.73.3.498
Deblinger, E., Pollio, E., & Dorsey, S. (2016). Applying trauma-focused cognitive–behavioral
therapy in group format. Child maltreatment, 21(1), 59-73.
Svinicki, M., McKeachie, W. (2014). McKeachie's Teaching Tips: Strategies, Research, and
Theory for College and University Teachers. Belmont, CA: Cengage Learning.
Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of
questions as a teaching tool. American journal of pharmaceutical education, 77(7).
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