The classification of cognitive therapies is based on the conductive thread of all being to consider cognition as a determining factor in behavior, however, they differ in the importance they attach to the different processes involved, these cognitive processes can be activated in therapy and motivate behavioral learning.
Cognitive therapies always design treatments based on the cognitive vision of the problem, consider that learning is much more complex than the formation of stimulus-response associations, in addition to therapeutic intervention it is necessary to address cognitive processes, since these are considered main determinants of behavior.
- Therapies are diverse and lack a unifying theoretical framework that makes them consistent in a general theoretical model.
- But it is common for them to be classified into the same group: cognitive behavioral therapies.
Three main types of cognitive therapies were proposed (Mahoney and Arnkoff, 1978):
It aims to identify and modify cognitive patterns, such as irrational beliefs, distorted thoughts, or negative autoverbalizations.
The most representative currents would be Ellis’ rational emotional therapy, Aaron Beck’s cognitive therapy and Marvin Goldfried’s emotional restructuring therapy.
This theory suggests that most psychological problems are due to the presence of inappropriate (irrational) thought patterns. People largely control their own destiny and behaviors are heavily influenced by personal beliefs and values.
Behavioral Emotional Rational Therapy (TREC) is a form of short-term psychotherapy that helps identify thoughts and emotions that lead to self-defeat, examines and tests the rationality of these feelings, replacing them with more productive and practical beliefs.
The TREC stream focuses primarily on the present to help understand the mechanisms and patterns of thought and beliefs that cause discomfort, discomfort that, in turn, generates harmful actions and behaviors that interfere with the achievement of goals and emotional balance.
Emotional and behavioral disorders are the result of a change in the processing of information resulting from the activation of latent patterns, the central elements of this theory are:
It was developed from Ellis TREC, with the aim of obtaining a greater specification and adapting it to a self-control procedure, with the aim of teaching the client skills to face and manage problematic situations that allow him to adopt more reasonable perspectives on disruption. Events.
This theory is based on the work of Luria and Vygotsky on the importance of internal language in the regulation of behavior. The historical context of self-learning training dates back to work in the 1960s with hyperactive and aggressive children.
Unlike rational emotional therapy, this training focuses more on the ability to modify behavior and emotions through self-verbalization. The irrational belief system and patient ideas are less important.
The procedure would be as follows
These therapies are designed to teach skills so that a person can deal properly with problematic situations.
The most relevant are Meinchenbaum’s stress inoculation therapy and Suinn and Richardson’s theory of anxiety management.
This therapy is based on the development or endowment of skill and dexterity subjects that allow them to reduce or cancel tension and physiological activation and replace previous negative interpretations with an arsenal of positive thoughts to cope with stress.
Stress inoculation training consists of three phases, which sometimes overlap. These phases are:
The goal of this therapy is to teach the client to use relaxation techniques and other skills in very different situations, in order to control their anxiety reactions.
The results of this therapy appear to be positive, not only in relation to generalized anxiety, but also in relation to anxiety in the face of events such as evidence or the fear of public speaking.
In the author’s view, does it also appear superior to systematic desensitization, resulting in favourable effects on the three response channels?Affective, behavioral and somatic? Reducing blood pressure, improving performance and decreasing problematic cognitive treatment.
These are designed to correct the way the person addresses problems, providing a systematic method for resolving any type of situation.
It aims to teach the person a systematic method of problem solving, provides methods for the person to analyze and evaluate possible opinions, and provides a particular perspective for interpreting the world.
It is effective when combined with other techniques and is the most widely used problem-solving therapy, with the largest number of applications and experimental studies.
The goal of this therapy is to increase adaptation and social competence. To do this, work on interpersonal problem solving skills.
It is necessary to define what constitutes a problem: a problem arises when there is no immediate effective response to the situation.
Skills that improve social adaptation would be alternative thinking, causal thinking (8 to 10 years until adolescence) and consecutive thinking (in adolescence).
Therapy is designed to train the subject as a personal scientist to diagnose and control his or her own conflicting behavior.
The means for this are modeling, systematic reinforcement, progressive task execution, and self-assessment skills. This is perhaps the most attractive option for people who value science, control and competition.