AbPsych - Research paper draft

The review consisted of well organized information

Info icon This preview shows pages 7–9. Sign up to view the full content.

with generalized anxiety disorder which was the primary purpose for this study. The review consisted of well-organized information and detail as to how and what was conducted throughout. Sample characteristics . For this study the subject pool consisted of 55 subjects who took part in 4-12 sessions of treatment as well as pre- and post- therapy assessments. If patients achieved significant progress and received therapist approved clients we permitted to voluntarily halt their treatment if desired due to significant stable progress. All subjects were referred by psychiatric hospital sources as well as general practice. When the study began 57 patients between the ages of 18 and 65 qualified. the subject pool initially consisted of 161 patients however 104 were not included in the study due to many reasons. The primary reasoning behind sample selection bias was due to lack of severity or duration of anxiety as well as patients who had a primary diagnosis of panic disorder, phobic or major depressive disorder, if they were taking antidepressant medication or if they received psychological treatment for anxiety within the last two years. (Gillian Butler et al. 1991) The rationale for behavior therapy was that anxiety is maintained by the person’s reaction to symptoms, by avoidance of anxiety-producing situations and by loss of confidence. (Gillian Butler et al. 1991) Effective treatment used with this therapy often referred to relaxation treatments, limiting amounts of avoidance through graded levels of exposure. Much of this relaxation therapy consisted of training videotapes reinforced through practice of technique with the therapist. Also, the behavioral approached was primarily imposed in order to build or re-build confidence. This meant that subjects were
Image of page 7

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

8 encouraged to plan pleasurable or rewarding activities that were surrendered due to demoralization or fatigue, The rationale for cognitive-behavioral therapy was that anxiety is maintained by anxious thoughts and by lack of self-confidence defined as reduced belief in the ability to carry on activities successfully (Gillian Butler et al. 1991). This method helps subjects understand that many of these feelings of anxiety are primarily rooted within one’s thought process. They are encouraged to have awareness of negativity and change their thought process from negativity to a more realistic perspective. All subjects were required to go through various assessments such as rating of mood, measures of cognition, and expectations. For the assessment of mood conditions subjects under went Hamilton Anxiety Scale a self-rating 9-point scale rating devised by Watson and Marks (1971). In order to assess cognition subjects were required to undergo Dysfunctional Attitude Scale, Cognition Checklist, and the Fear of Negative Evaluation scale. The expectations measurement was to be a subject’s expectation of progress from the treatment and was rated on an 8-point scale.
Image of page 8
Image of page 9
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern