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Record W2890766073

Treatment Plans and Interventions for Depression and Anxiety Disorders

2001· article· en· W2890766073 on OpenAlexaboutno aff
Martin M. Antony

Bibliographic record

VenueEurope PMC (PubMed Central) · 2001
Typearticle
Languageen
FieldPsychology
TopicPsychiatric care and mental health services
Canadian institutionsnot available
Fundersnot available
KeywordsPanic disorderAgoraphobiaPsychologyAnxietyPsychotherapistCognitive therapyCognitionSession (web analytics)Specific phobiaGeneralized anxiety disorderPsychiatryAnxiety disorderCognitive behavioral therapyPsychological interventionClinical psychologyMajor depressive disorder
DOInot available

Abstract

fetched live from OpenAlex

This book is one of the latest additions to the Clinician's Toolbox series from Guilford Press. It is written by 2 psychologists with a wealth of experience in providing cognitive behaviour therapy (CBT) to individuals suffering from depression and anxiety disorders, as well as in training clinicians to administer CBT. The authors have also published several other practical books on cognitive therapy for practitioners. Leahy and Holland provide step-by-step CBT protocols, adapted from manuals that have been extensively tested at research centres around the world. The protocols are written for the clinician who may be constrained with respect to the number of sessions that he or she can offer, as well as by the length of time available for each session. The first chapter provides an overview of issues related to CBT in managed care settings. The 7 chapters that follow provide treatment plans for particular syndromes, including depression, panic disorder and agoraphobia, generalized anxiety disorder, social phobia, post-traumatic stress disorder, specific phobia, and obsessive–compulsive disorder. The structure of chapters 2 through 8 is similar; each begins with a description of the disorder in question and suggestions for differential diagnosis. The authors review behavioural and cognitive models for the disorder, provide information regarding other contributing factors and briefly review the research on cognitive behavioural treatments for the disorder. An overview of assessment and treatment strategies is provided next, followed by a case example and a detailed, session-by-session description of the treatment. Each chapter also has a section on trouble-shooting and an appendix, which details how to administer particular behavioural and cognitive interventions. Overall, Leahy and Holland provide an excellent overview of cognitive and behavioural strategies for treating anxiety. Strengths that warrant mentioning include: comprehensive forms, which can be used to facilitate the initial clinical assessment; excellent handouts and questionnaires for patients; and a CD-ROM containing reproducible copies of all handouts and forms, as well as expanded information about cognitive behavioural techniques and medications. Generally, the treatments recommended in this book are consistent with the research on CBT for anxiety disorders and depression. However, there are a few exceptions where certain treatment interventions are recommended despite a lack of research supporting their use for the disorder being discussed. For example, they recommend a 6-session treatment for specific phobias that includes imaginal exposure, in vivo exposure, relaxation training and cognitive therapy. However, it is well established that most individuals with specific phobias (e.g., of animals, blood, needles) respond to 1 or 2 sessions of focused exposure, without these other interventions. In fact, another technique that is empirically supported for blood phobia (i.e., applied tension) is not discussed at all in the specific phobia chapter. In addition, relaxation training is included as a recommended treatment in all of the chapters on anxiety disorders, even though it is empirically supported only as a treatment for generalized anxiety disorder, and Appendix A recommends the use of thought-stopping and distraction for temporarily managing fear, despite the fact that most behavioural researchers recommend against using these strategies. A second limitation of the book concerns the sections on assessment measures for anxiety disorders. These sections do not include the most important measures for assessing individuals with anxiety disorders. For example, the Yale–Brown Obsessive–Compulsive Scale (generally considered to be the gold standard assessment tool for obsessive–compulsive disorder) is not mentioned, nor are other important scales reviewed (e.g., Anxiety Sensitivity Index, Penn State Worry Questionnaire). Instead, regardless of the problem being assessed, most of the chapters tend to recommend using general measures of anxiety (Beck Anxiety Inventory), depression (Beck Depression Inventory) and personality disorders (Structured Clinical Interview for DSM-IV Personality Disorders). Some other measures recommended are either no longer the most current version (e.g., the Anxiety Disorders Interview Schedule, Revised, which is based on DSM-III-R criteria and has since been revised) or have been shown to have limited validity for measuring anxiety (e.g., State-Trait Anxiety Inventory). Despite these limitations, Treatment Plans and Interventions for Depression and Anxiety Disorders is an excellent resource, filled with useful information that no clinician should be without. I highly recommend it for new therapists and students, as well as for experienced clinicians. Martin M. Antony, PhD, C Psych Hamilton, Ontario, Canada

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.569
Threshold uncertainty score0.479

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.028
GPT teacher head0.315
Teacher spread0.287 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designObservational
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations1
Published2001
Admission routes1
Has abstractyes

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