Positive Income and Limitation of CBT Essay Example

of Therapist-assisted, Internet-delivered cognitive behavior therapy (ICBT) as a way to overcome these obstacles and enhance healthcare services (Hadjistavropoulos, et al. 2014).

The intervention involves using structured online modules to provide information to patients. Patients have assigned tasks and communicate with a provider once a week. The research study shows the benefits of Internet-based cognitive behavioral therapy (ICBT) over traditional face-to-face therapy, including privacy and increased convenience for patients.

The intervention can be provided to patients anywhere as long as they have a computer and internet access. Furthermore, patients actively participate in this treatment, enhancing its effectiveness. ICBT is faster to deliver than face-to-face therapy, making it beneficial for individuals with anxiety and depression (Hadjistavropoulos, et al. 2014).

Despite acknowledging some downsides of ICBT, the article overlooks the time needed for this intervention to yield positive results. Given the variation in anxiety and depression levels among individuals, it is crucial to allocate different amounts of time for appropriate patient care. Moreover, the article fails to explore alternative strategies that can be combined with ICBT to enhance healthcare delivery and improve patients' well-being. Lastly, there is no mention of any future research proposals concerning ICBT as a treatment for anxiety and depression. Nevertheless, ample empirical evidence supports cognitive behavioral therapy's effectiveness in addressing diverse psychological disorders.

The primary issue is the insufficient number of skilled professionals in this particular field. Scholars suggest online training as a potential remedy to tackle this problem and enhance the quantity of qualified therapists. Online training via the internet is seen as a more feasible option for training professionals residing in remote areas with limited resources. Video teleconferencing techniques are employed to provide supervision and

evaluate the effectiveness of online training, ensuring that therapists in remote regions have access to top-notch instruction (Rakovshik, et al.).

According to Rakovshik et al. (2016), the effectiveness of internet-based training with or without supervision was investigated. The study found that supervision was more effective when applied online. A total of 61 CBT participants were randomly selected for the study and categorized into three groups.

The first group underwent internet training with a control worksheet, the second group received supervision through Skype, and the third group had delayed training. Participants who received supervision showed greater competency in CBT compared to the other two groups. The study's main limitation is the lack of extended follow-up to determine if the immediate results after three months of training would change over time. The duration of training was also relatively short, especially considering the participants' limited experience with CBT. The study's main strength is that it suggests online CBT training can be enhanced with supervision. Additionally, the study focused more on improving CBT competence through training rather than relying on standardized role plays, which was the approach in previous experiments.

Recent research indicates that college students frequently encounter challenges in both academic comprehension and behavioral matters as a result of traumatic experiences endured during their childhood. These traumatic events, encompassing gender-based violence, sexual assault, and victimization, contribute to the development of stress and anxiety among these students. In addressing issues related to interpersonal violence, web-based interventions have gained popularity due to their effectiveness. The employment of such interventions offers several benefits including broad accessibility, affordability, and the ability to avoid face-to-face therapy sessions. Moreover, this approach establishes a more comfortable environment for

individuals to express themselves and seek assistance.

A study was carried out to evaluate the effectiveness of web-based interventions for college students, both those with and without a background of intimate partner violence (IPV). A total of 329 students enrolled in an introductory psychology class took part in the study. They were subjected to a web-based intervention process to assess the efficacy of self-help mechanisms. The study focused on college students with or without IPV history and used a random assignment ratio of 2:1 to assign web-based stress management interventions. To assess the outcomes, self-report measures were collected on stress, anxiety, depression, and perceived stress.

In a study conducted by Nguyen-Feng et al. (2015), participants were divided into an intervention group and a control group. The results showed that, after the intervention, the distress levels were lower in the intervention group compared to the control group. However, there were certain limitations in this study. Firstly, it did not have long-term follow-ups to observe the results over time. Additionally, only immediate effects of web-based self-help interventions were assessed without considering their progression over time. Another limitation was that the comparison group did not receive any intervention during the waiting period, which could have impacted the outcomes due to a placebo effect.

This study demonstrated that web-based intervention strategies yielded better results compared to conventional approaches. Individuals who have encountered interpersonal violence frequently engage in rumination. In the study conducted by Smith et al. (2012), it was discovered that stroke not only causes disability and hospitalization but also later leads to depression for both stroke survivors and their caregivers. Typically, caregivers are the spouses or close relatives of the stroke

survivors.

Previous studies have indicated that 68% of spouses of stroke survivors exhibit signs of depression following the occurrence of a stroke. However, this percentage decreases to 50% after three years. The existing research on web-based interventions for stroke caregivers has been limited. Therefore, we conducted a randomized clinical trial involving two groups consisting of 32 stroke survivors and their caregivers to assess the effectiveness of a web-based intervention specifically designed for male stroke survivors and their caregivers. The control group's caregivers did not receive any web-based intervention, whereas the intervention group was provided with online resources aimed at assisting them in managing caregiving stress.

The intervention components were based on the stress process model. The posttest results showed that the online intervention had a positive impact on reducing depression and stress-related outcomes in the intervention group, while the control group experienced higher levels of depression and stress. These findings suggest that web-based interventions can effectively address emotional needs for both spousal caregivers and their patients. However, it is important to note that these findings may not apply to all stroke survivors because of strict eligibility criteria in randomized control trials. Moreover, the study's limited duration prevented long-term follow-up trials, and the small sample size restricted inclusion of additional objectives in outcome measurements.

Despite the limitations, Smith et al. (2012) successfully developed and tested web-based psycho-educational programs to improve psychological stability for stroke survivors and their caregivers.

References

• Hadjistavropoulos, Heather D.; Alberts, Nicole M.; Nugent, Marcie; Marchildon and Greg. Improving Access to Psychological Services Through Therapist-Assisted, Internet-Delivered Cognitive Behaviour Therapy. Canadian Psychology/Psychologie canadienne, Vol 55(4), Nov 2014, 303-311.
• Nguyen-Feng, V. N., Frazier, P. A., Greer, C. S.,
  

Howard, K. G., Paulsen, J. A., Meredith,
L., & Kim S.(2015). A randomized controlled trial of a web-based intervention to reduce distress among students with a history of interpersonal violence.Psychology of Violence ,5(4),444.

G., McManus, F., Vazquez-Montes, M., Muse, K., &Ougrin, D. (2016). Is supervision necessary? Examining the effects of internet-based CBT training with and without supervision. Journal of consulting and clinical psychology, 84(3), 191.

Rozental, Alexander, Gerhard Andersson, Erik Forsell, Andreas Svensson, and Per Carlbring. "Internet-Based Cognitive!Behavior Therapy for Procrastination:A Randomized Controlled Trial." Journal of Consulting and Clinical Psychology, 2015: 808-905.

Smith, G. C., Egbert, N., Dellman-Jenkins, M., Nanna, K., &Palmieri, P. A.

(2012). The article titled "Reducing depression in stroke survivors and their informal caregivers: a randomized clinical trial of a Web-based intervention" is published in the journal Rehabilitation psychology, volume 57, issue 3, on pages 196.