NCJ Number
225191
Journal
Federal Probation Volume: 72 Issue: 2 Dated: September 2008 Pages: 43-49
Date Published
September 2008
Length
7 pages
Annotation
This article explains the features of cognitive behavioral therapy (CBT) and reviews its history, followed by descriptions of two CBT programs that have proven to be effective in reducing recidivism.
Abstract
CBT is not a single method of psychotherapy; rather it is an umbrella term for therapies with similarities. CBT is a combination of social learning, cognitive therapy, and behavioral therapy. CBT is based in the view that personality is formed by central values that develop early in life as a result of factors in the individual’s environment. These factors determine how the individual codes, categorizes, and evaluates his/her experiences and the stimuli encountered. CBT posits that psychological problems stem from faulty learning, making incorrect assumptions due to inadequate or incorrect information, and not being able to distinguish adequately between imagination and reality. CBT attempts to identify learned cognitive patterns underlying problem behaviors, followed by a process of changing the flawed thinking and replacing it with mental perspectives that lead to the desired changes in behavior. Reinforcement of the desired thought-behavior connection leads to the maintenance of change. The two most researched CBT programs for offenders are Moral Reconation Therapy (MRT) and Reasoning and Rehabilitation (R & R). MRT incorporates cognitive elements into a behavioral-based program that highlights moral reasoning. MRT goals are to improve and/or replace the social, moral, and behavioral deficits of offenders. The program consists of workbooks designed for the specific types of client and program characteristics. Offenders typically write short answers or provide drawing as specific requirements from the workbooks. MRT is a 12-step process with 4 optional steps. Fourteen to 16 sessions usually compose the training. R & R differs from MRT in focusing on self-control, cognitive style, interpersonal problemsolving, social perspectives, critical reasoning, and values, rather than moral reasoning. 44 references