Introduction
The cognitive behavioral approach to therapy (CBT) is one of the most effective psychotherapeutic techniques. It aims to correct the distorted perception of events and the surrounding environment, which leads to destructive behavior (Baker-Ericzén et al., 2021). Psychologists use this approach about adolescents to help identify negative thinking, learn to think, exclude this harmful component, and react more calmly. The approach was based on the understanding that thoughts influence emotions, and those, in turn, affect behavior (Dharsana et al., 2020). That is, the goal of CBT was to change thoughts and behavior.
Main Body
Documentation and monitoring of behavioral changes in adolescents with mental disorders using CBT was based on several stages. First, it was necessary to document the therapy goals and the cognitive and behavioral barriers that prevent their achievement (Dharsana et al., 2020). These barriers were purposefully eliminated from session to session. Following this, the problems focused on the adolescent client and the therapist during the week were identified and discussed, and strategies for solving these problems were selected. The teenager got homework for a week when the action plan was drawn up.
Next, the therapist and the client sorted out the homework and discussed progress. Considering the progress made, the therapist formed a new homework assignment for the next week (Tymofiyeva et al., 2019). Homework played a significant role in achieving goals and positive results. Each stage and meeting was documented, which was also an essential element of CBT. Directly during the sessions, the therapist and the teenager communicated a lot, and the client gradually revealed themselves, which helped them achieve high results and overcome existing barriers. This approach was an effective means to rid young people of unrealistic situations that they perceived as the reality of the world.
There are several incorrect models of thinking for teenage clients with whom psychologists work. One of them is exaggeration, when the client reacts sharply to any situation, exaggerates their mistakes, and thinks only about the bad (Tymofiyeva et al., 2019). Observation, in this case, will consist of asking the client about the situation and following their reaction. Documentation involves recording the results before and after therapy, as well as recording the client’s answers to questions and analysis.
Another incorrect model is that a teenage client makes hasty conclusions. For example, when their friends respond to them negatively and perceive it as their mistake, even though their friend could have just had a bad day. It is necessary to observe what exactly the client perceives as a negative tone and what exactly the other interlocutor means in each situation, explain to the client, and document the data obtained.
The third model is that teenagers attribute a situation to one or the other extreme. This happens in cases where friends have a different opinion from the one that the client has, and they automatically become bad (Baker-Ericzén et al., 2021). It is necessary to observe how the client gets rid of extremes and record regular progress to track the therapy results. All these thinking errors often have nothing to do with reality, but teenage clients perceive it as truth.
Conclusion
In conclusion, the cognitive behavioral approach to therapy for adolescents who have psychological disorders is one of the most effective. During treatment sessions, they actively talk with a therapist and receive homework that helps them to understand themselves, overcome barriers, and correct several erroneous behaviors. The documentation takes into account the results of each stage, as well as the goals of psychotherapy. It is necessary to attend several sessions to fully recover and improve a teenager’s well-being and perception of the world. This approach helps to realize teenagers’ real emotions, which will later help to change the entire behavior and get them used to reality.
References
Baker-Ericzén, M. J., Smith, L., Tran, A., & Scarvie, K. (2021). A cognitive behavioral intervention for driving for autistic teens and adults: a pilot study. Autism in Adulthood, 3(2), 168-178. Web.
Dharsana, I. K., Suarni, N. K., Sudarsana, G. N., Paramartha, W. E., & Ahmad, M. (2020). Cognitive-Behavioral Therapy counseling in developing Cross-Gender Friendship in adolescents. Enfermería Clínica, 30(1), 206-208. Web.
Tymofiyeva, O., Yuan, J. P., Huang, C. Y., Connolly, C. G., Blom, E. H., Xu, D., & Yang, T. T. (2019). Application of machine learning to structural connectome to predict symptom reduction in depressed adolescents with cognitive behavioral therapy (CBT). NeuroImage: Clinical, 23(1). Web.