Effective Helping : interviewing and Couseling chapter 9 Crisis Intervention How
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Effective Helping : interviewing and Couseling chapter 9 Crisis Intervention How might cognitive-behavioral and phenomenological approaches be used with someone in crisis or a disaster survivor? Effective Helping : interviewing and Couseling chapter 9 Crisis Intervention How might cognitive-behavioral and phenomenological approaches be used with someone in crisis or a disaster survivor? Effective Helping : interviewing and Couseling chapter 9 Crisis Intervention How might cognitive-behavioral and phenomenological approaches be used with someone in crisis or a disaster survivor? How might cognitive-behavioral and phenomenological approaches be used with someone in crisis or a disaster survivor?Explanation / Answer
Cognitive-behavior theories have highlighted the involvement of information-processing and learning in the development of PTSD. For example, Foa suggest that, following a trauma, a fear network that stores information about sources of threat is formed, and these trauma-related representations are activated by external and internal cues. In people with Post Traumatic Stress Disorder (PTSD), this fear structure includes an especially large number of stimuli elements and is therefore easily accessed. Similarly, Keane proposes that the PTSD fear response develops through a process of classical conditioning, whereby fear comes to be associated with cues present during the actual trauma (e.g., gunfire), as well as through a process of stimulus generalization, whereby any stimuli associated with these cues (e.g., a car backfiring or a firecracker exploding) also produce a fear response. Continued avoidance of traumatic cues reinforces the fear response, which has no opportunity to be "un-learned".
Typically gradual exposure is used with children and this consists of detailed discussion of the traumatic experience, and memories, thoughts, and feelings that occurred associated with the event. This can be facilitated by having the child or adolescent write a report about the trauma, which the child and therapist can re-read during therapy sessions. This helps the child to develop a sense of mastery over symptoms and overwhelming feelings. Distorted cognitive assumptions regarding the trauma (e.g., self-blame) are also explored, and alternative, more realistic, assumptions are developed. Other psychotherapeutic interventions supported by anecdotal evidence but, as yet, little empirical data include psychodynamic therapy and eye movement desensitization and reprocessing.
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