hahahahaha yeah hahahahaha
Alt: yeah

AltAlt: hahahahahaha yeah
(King Zog of Albania lives in Kensington, Thu 13 Jun 2013, 10:59, 8 replies, latest was 12 years ago)

I made cronuts, yesterday, they were nice but I burnt my hand.
When did you last burn your hand frank?
(PsychoChomp, Thu 13 Jun 2013, 11:02, Reply)

Exploring the role of CBT in mental health


Government initiatives have increased interest in cognitive behavioural therapy to treat people with mental health issues by helping them solve problems themselves



IN THIS ARTICLE…

What is cognitive behavioural therapy?
How CBT works and its history
CBT techniques used by therapists and how these work
Who can provide CBT?


Author

Simon Grist is lecturer in mental health and Improving Access to Psychological Therapies programme lead, University of Southampton.

ABSTRACT

Grist S (2011) Exploring the role of CBT in mental health. Nursing Times; 107: 34, early online publication.

Cognitive behavioural therapy (CBT) is a talking therapy used to treat patients with mental health problems. While it has been around for many years, recent government initiatives to improve services for mental health patients has raised interest in it.

This article describes the therapy, explores its history and how it works, and explains who can provide CBT and where it can be practised.

Keywords: Cognitive behavioural therapy, Mental health, Therapist

This article has been double-blind peer reviewed
Figures and tables can be seen in the attached print-friendly PDF file of the complete article


5 KEY POINTS

At least one in four people will suffer a mental health problem
Cognitive behavioural therapy (CBT) has been used in acute mental health care for many years and there are many CBT practitioners in both acute and community mental health teams
CBT addresses the interaction of thoughts, emotions, physical sensations and behaviours, helping clients find solutions to problems and develop problem-solving skills
CBT uses two psychological techniques: cognitive processing helps clients to recognise negative thoughts; behavioural strategies help them identify helpful and unhelpful behaviour
CBT can be practised by many professions, including nurses who have attended a registered CBT course and have done a minimum amount of practice supervised by a registered CBT therapist
At least one in four people will suffer a mental health problem during their lifetime, and one in six will have a mental health problem at any one time (Department of Health, 2011a). This highlights the need for evidence-based, effective and easily accessible treatments across a range of disorders and severity.

Cognitive behavioural therapy (CBT) has been growing in popularity in the UK for a number of years. This is largely due to the 2007 introduction of Improving Access to Psychological Therapies (IAPT), an NHS programme intended to improve the care of people with depression and anxiety disorders (www.iapt.nhs.uk). Recent DH initiatives designed to raise awareness of mental health issues and improve services have also raised interest in CBT. It is also recommended by the National Institute of Health and Clinical Excellence for the treatment and management of depression in adults (NICE, 2010).

No Health Without Mental Health identifies six shared objectives to making mental health everyone’s business (DH, 2011a), and the supporting document, Talking Therapies: a Four-Year Plan of Action, aims to increase access to a range of psychological therapies, including CBT (DH, 2011b). The government believes psychological therapies can be used to help “heal emotional wounds” alongside the economic recovery (DH, 2011b).

CBT has been used in acute care for many years to enhance the quality of life of patients with mental health issues. Various third-wave CBT therapies have been developed, including dialectical behaviour therapy, acceptance and commitment therapy, and mindfulness.

Many CBT practitioners work in acute and community mental health teams.

What is CBT?

The CBT we recognise today comes from the work of Albert Ellis (1962) and Aaron T Beck (1975), but some of the principles can be identified in the theories of the very early philosophers, such as Epictetus and Socrates: “Men are disturbed not by things but by the views which they take of them” (Epictetus, AD 55-135).

This demonstrates a cornerstone of CBT; it is not the event, such as the bereavement, the job loss, or the marriage breakdown that dictates how we react, but what the individual believes about it.

A technique attributed to Socrates has become pivotal to CBT. Socratic questioning is a way of asking questions that allows the recipient not only to come to an answer but also to gain a deeper understanding of the problem in the process (Westbrook et al, 2011).

CBT is the interaction of thoughts, emotions, autonomic (physical) sensations and behaviours, which all link together and interact with each other (Padesky and Greenberger, 1995). A good example of this is Padesky and Greenberger’s (1995) “hot cross bun” (Fig 1). Box 1 shows how the hot cross bun can work in practice.

BOX 1. EXAMPLE OF THE HOT CROSS BUN IN PRACTICE

I am walking down the street and I see my friend on the other side of the road. I wave but she does not wave back:

I might assume that she does not like me, I have upset her, or I am not worthy of her friendship (thoughts);
This understandably makes me feel sad and anxious (emotions);
I recognise the anxiety by the butterflies in my stomach, my raised pulse and my sweaty palms (physical symptoms);
As a result of this, I return home and ignore her calls, or do not try and contact her (behaviours).
It is easy to see how this could escalate further, with the addition of other avoidances (behaviours) or feelings (emotions), such as embarrassment, guilt and anger.

CBT identifies these interacting systems to help clients to make sense of how they process the world, and whether some of their behaviours and thought processes are maladaptive. Socratic questioning allows clients to come to their own decision about the helpfulness of the thoughts or behaviours, and allows therapists to explain the problem in a diagram, like the hot cross bun. This is then used to inform treatment, and function as a readily accessible explanation for the client. It must be clear so the client can understand it and avoid jargon.

How does CBT work?

CBT uses two psychological techniques: cognitive processing; and behavioural strategies.

Cognitive processing

The aim of cognitive processing is to examine clients’ thoughts and help them to learn the skill of recognising negative thoughts, often referred to as negative automatic thoughts (NATs).

They will then be able re-evaluate these thoughts using an objective framework. This can involve using techniques to gather evidence for the validity of the thoughts, such as evidence for and against, surveys, or asking a trusted other.

Having done this, a client is then in a better position to evaluate the thought objectively and either create a more helpful thought, or be able to recognise the thought as unhelpful.

Socratic questioning, or guided discovery, is crucial to this as we want clients to be able to recognise unhelpful thoughts and take the appropriate action, rather than telling them how they should be thinking.

Behavioural strategies

This technique focuses on clients’ behaviour. Using a Socratic or guided discovery technique, they are encouraged to examine which behaviours are helpful and which are not.

This may involve conducting behavioural experiments to test the effectiveness and helpfulness of the behaviour, and can be done by testing hypotheses in real-life situations to see whether an alternative behaviour may be more helpful. It can also involve simpler techniques, such as behavioural activation, which involves clients identifying activities they may have stopped doing, or have been avoiding since becoming unwell, and reintroducing these.

CBT techniques

Cognitive behavioural therapists want clients to learn more about the way their mind works. CBT is not only about making specific and identified changes to thoughts and behaviours but also about making clients their own therapists. This will enable them to apply the learning developed in and between sessions to life in general.

Therapists use a number of measures to identify, test and reinforce this learning. Clients can use some of these after therapy ends. Measures include:

Becks Depression Inventory (Beck et al, 1988; 1961);
Patient Health Questionnaire 9 (Kroenke et al, 2001);
Generalised Anxiety Disorder Assessment 7 (Spitzer et al, 2006).
These tools can be helpful in diagnosis and are also effective in demonstrating change.

Subjective measures, such as ratings, are also used. For example, a client with agoraphobia could be taught to use an anxiety rating before going out of the house, then a further anxiety rating either mid way through the exposure or towards the end. These subjective ratings may not change on first use but, as the client continues with the intervention, it is hoped the ratings will start to drop, reinforcing the intervention.

This also gives the therapist an opportunity to examine why the change is happening and embed the new technique, or think about an alternative intervention if the ratings do not change

CBT in practice

Cognitive behavioural therapy is a structured intervention that focuses on problems; it aims to help clients to come up with solutions to their problems and to develop problem-solving skills.

Collaboration between therapist and client is vital, and is largely gained through the therapeutic relationship. This can be analysed in the following ways:

Through feedback, with the therapist observing the client and asking overt questions, such as: is there anything from last week that you were not happy about?;
Through supervision, and the use of recorded therapy sessions, parts of which can be replayed to highlight a particular problem. This gives the therapist’s supervisor direct experience of the sessions without being there;
Through active engagement of the client. It is important that the therapist highlights this from the first session so the client knows that much of the work is going to be done outside the sessions, with the analysis of the situations occurring in sessions.
CBT is a structured intervention with many models available, depending on the disorder being addressed. These models, like the measures, are validated and have been proven to work with certain population groups. However, this does not mean CBT is a rigid and fixed intervention; the models provide a framework for treatment on which the client’s particular problems and difficulties can be hung. The skill lies not in administering the model, but in adapting the model for individual clients to maximise their understanding and learning.

Most CBT sessions last between 50 minutes and an hour, and the majority of clients can be treated in up to 20 sessions. IAPT, for example, has a approximate treatment guide from six to eight sessions at low intensity to up to 20 sessions at high intensity. However, treating patients with psychosis or personality disorders can take much longer, sometimes up to two years for clients with complex needs.

Does CBT always work?

Like any intervention, CBT does not work for everyone. It relies on clients to do a significant amount of work between sessions, so they need to be motivated. It also requires a motivated therapist who is prepared to attend to the therapeutic relationship and fully engage in the supervision process.

Therapists must also be true to the CBT models; these are evidence based. Positive treatment outcomes depend on both the skill of the therapist, gained through training and experience, and adherence to treatment models and protocols.

CBT addresses current problems, not always the underlying causes, which can also be a drawback for some.

Who can provide CBT and where is it practised?

Cognitive behavioural therapists are not always psychologists. Many professions , including nurses, practise CBT in a wide range of clinical environments.

This can vary from GPs providing a CBT consultation, through to CBT practitioners working in areas such as chronic pain and long-term conditions and CBT therapists working in acute mental health teams.

Some services have strict criteria for eligibility for CBT, but many privately registered CBT practitioners are prepared to treat any problem with an underlying cognitive or behavioural aspect.

The governing body that regulates CBT is the British Association for Behavioural and Cognitive Psychotherapies (BABCP) (www.babcp.com). Therapists registering with the BABCP have to meet a number of conditions, including attending a registered CBT course and having a minimum amount of CBT case supervision by a qualified and registered CBT therapist.

Many courses give participants an introduction to CBT, allowing them to start using some of the basic techniques with their patient groups. Anyone wanting to practise CBT at any level should have access to a qualified CBT therapist for supervision.

References:
Beck AT (1975)Cognitive Therapy and the Emotional Disorders. New York NY: International Universities Press.
Beck AT et al (1988) An inventory for measuring clinical anxiety: psychometric properties. Journal of Consulting and Clinical Psychology; 56: 6, 893-897.
Beck AT et al (1961) Beck Depression Inventory (BDI). Archives of General Psychiatry; 4: 561-571.
Department of Health (2011a) No Health Without Mental Health: A Cross-Government Mental Health Outcomes Strategy for People of all Ages. London: DH.
Department of Health (2011b) Talking Therapies: A Four-Year Plan of Action. London: DH.
Ellis A (1962) Reason and Emotion in Psychotherapy. New York, NY: Lyle Stewart.
Kroenke K et al (2001) PHQ-9: validity of a brief depression severity measure.Journal of General Internal Medicine; 16: 9, 606-613.
National Institute for Health and Clinical Excellence (2009) Depression: The Treatment and Management of Depression in Adults.London: NICE.
Padeskey CA, Greenberger D (1995) Clinician’s Guide to Mind Over Mood. London: Guilford Press.
Spitzer RL et al (2006). A brief measure for assessing generalized anxiety disorder: the GAD-7. Archives of Internal Medicine; 166: 10, 1092-1097.
Westbrook D et al (2011) An Introduction to Cognitive Behaviour Therapy. London: Sage.
( Fucking hell Jeff I am not a robot, Thu 13 Jun 2013, 11:05, Reply)

TL;DR

(#1, Thu 13 Jun 2013, 17:54, Reply)

Frank my toe hurts
What is the best cure?
( hartley hare Just some prick who thinks it doesn't apply to him, Thu 13 Jun 2013, 11:05, Reply)

It's not true what they say about you, Frank.
Never let them tear you down. Except about that pretend parrot. That's kind of weird. I mean, why a parrot? I'd make up a lion, or a dragon or sutin.
( Kroney, Thu 13 Jun 2013, 11:05, Reply)

Not a gryphon?

( tangledupinblue hairy badge with moving eyes, Thu 13 Jun 2013, 11:07, Reply)

Page 1 of 11
The Use of Cognitive Behaviour
Therapy by Community
Mental Health Nurses:
A review of the literature
by Jenny Nichols
RN,BN,Prof.Cert.CBT,PG.Dip.HSc.
Masters Candidate
Introduction
Mental health nursing is arguably one of the most interesting and challenging areas of nursing practice. It
requires an integration of professional knowledge, clinical skills, interpersonal skills and experiences (Elder,
Evans & Nizette, 2005). The central activity of mental health nursing is that of forming and maintaining
‘therapeutic relationships’. ‘Mental health nursing is thus firstly an interpersonal process that uses self as the
means of developing and sustaining nurse-client relationships’ (Elder, Evans & Nizette, 2005, p.4).
Worldwide, there is a demand that only practices that have shown to be effective be sanctioned in the
provision of health care. This is known as evidence-based practice (Elder, Evans & Nizette, 2005). Evidencebased
practice can be identified from observable practices validated using scientific methods; evidence-based
practice can be validated from the expert knowledge of professionals and, in the mental health clinical arena,
evidence-based practice can be validated from the expert knowledge of people with the lived experience of
mental disorder and distress (Elder, Evans & Nizette, 2005).
Research indicates that ‘Cognitive Behaviour Therapy (CBT)’ is the strongest non-pharmacological
behavioural change intervention and is one of the most common behavioural change therapies used in the
western world (McFarlane-Nathan, 2000). The therapeutic relationship in CBT is collaborative and
empowering and the client is an active participant in the process (Elder, Evans & Nizette, 2005). Use of CBT
by Community Mental Health Nurses (CMHN’s) working in a publicly funded specialist mental health
service is the clinical nursing topic chosen for this literature review.
A critical analysis of available research and scholarly literature around this topic will be presented with
examination of the literature implications for New Zealand nursing education, practice and research. Initially
the aims of this literature review and the search strategies sourced will be presented followed by an overview
of CBT and a discussion on the role of the Clinical Training Agency (CTA) within CBT training and
education here in New Zealand. The research and literature that has been sourced will then be presented
under relevant topic headings. These include: Psychopathology and the role of CBT; community mental
health nursing and evidence-based practice; the role of the community mental health nurse in CBT delivery;
factors influencing delivery of CBT and the cultural implications of CBT delivery. The final section will
discuss implications for New Zealand nursing education, practice and research followed by the conclusion
where key findings of the literature search are synthesized.
The aims of the literature review and the search strategies used
The aims of this literature review are threefold:
1) To identify and develop an understanding of the clinical effectiveness of CBT in clients with severe
and enduring mental illnesses
2) To identify and develop an understanding of the CMHN’s role in the delivery of CBT to clients with
a severe and enduring mental illness
3) To identify and develop an understanding of CMHN’s delivery of CBT to their clients and the
factors influencing this delivery
Page 2 of 11
In order to achieve these aims a literature search was conducted using the databases MEDLINE and
CINAHL with the key words ‘CBT and nursing and research’. Out of these ‘hits’ literature, articles and
research specifically pertaining to CMHN’s use of CBT; use of CBT with clients who have a severe and
enduring mental illness and literature focusing on the relationship between CMHN’s and their mental health
clients were accessed. Databases sourced included: PubMed; MD Consult; Cochrane and Index NZ. Using
the www.rational.org website links were gained to ‘Rational Emotive Behaviour Therapy (REBT) sites as
well as to general CBT sites both nationally and internationally. Literature was also sourced manually by
following up references in articles and through colleagues referring relevant articles of interest.
The bulk of the literature sourced was from overseas and in the form of research articles with equal
amounts of qualitative and quantitative research being accessed. Three case studies detailing use of CBT
with Schizophrenia were critiqued as was five articles reviewing the available research around different
aspects of CBT application and delivery. Literature sourced also included two discussion papers and three
action research findings involving pilot projects centered around staff training and subsequent CBT delivery.
Of note in this review is the paucity of literature from New Zealand and the issues arising from this will be
more fully explored in the ‘Implications for New Zealand Nursing Education, Practice and Research’ section
of this literature review.
The research sourced for this literature review is a logical and pragmatic start to knowledge development
around this highly specialized topic. Sound critical analysis of the literature accessed has been completed and
has proven to be reliable and trustworthy.
An overview of Cognitive Behaviour Therapy
‘People feel disturbed not by things but by the views they take of them’ (Epictetus – first century
philosopher, cited in Froggatt, 1993)
CBT is a proven method of psychotherapy that proposes it is not the events themselves that cause anxiety
and maladaptive responses but rather people’s expectations and interpretations of these events. It suggests
that maladaptive behaviours can be altered by dealing directly with a person’s thoughts and beliefs (Stuart &
Laraia, 2001). CBT is a generic term that encompasses a number of approaches – specifically Cognitive
Therapy (CT) and Rational Emotive Behaviour Therapy (REBT). CBT proposes a holistic ie.
‘biopsychosocial’ explanation of causation – it believes that a combination of biological, psychological and
social factors are involved in the way people feel and behave (Froggatt, 2001). CBT focuses on the cognitive
processes that intervene between the perception of environmental information and the consequent
behavioural responses to that information (Davis & Casey, 1990).
It is imperative, in today’s health environment, that nurses search for and scrutinize approaches to care
that encompass alliance and partnership. Fundamental to quality mental health nursing is the establishment
of a ‘partnership’ between the nurse and the client (Crowe, 1997). The nursing process and CBT have a lot in
common. Both approaches are client centered and strongly emphasize mutuality. The client is involved in
defining the problem, identifying goals, formulating treatment strategies and evaluating processes. CBT is
seen as educational and skill building rather than curative, with the therapist taking a facilitative role.
Genuineness, warmth, empathy and the therapeutic relationship are important, and full recognition is given
to their significance in influencing the effectiveness of treatment. CBT places a strong emphasis on an
objective assessment process. It uses standard measurement tools and bases treatment strategies on research
evidence (Stuart & Laraia, 2001).
The Role of the Clinical Training Agency (CTA) in CBT Training and
Education
In 1975 Isaac Marks, a psychiatrist and researcher in London, established the first programme to prepare
nurses to be cognitive behavioural therapists. The clinical outcomes these nurses achieved were at least as
good as those achieved by other professionals. Marks calculated the cost-benefit ratio of using nurses as
therapists. He found that people treated by nurses used fewer health-care resources after treatment than
before, resulting in a savings of resources. CBT has become an important component of the nurse’s role in
the United Kingdom as a result of these findings (Stuart & Laraia, 2001).
The New Zealand Mental Health Commission was initially established as a Ministerial Committee in
1993 and began operating fully in 1996 following the release of recommendations from the 1996 ‘Mason
Inquiry’ into New Zealand mental health services (Elder, Evans & Nizette, 2005). Mason Durie’s 1996
investigation also included the recommendation of additional government spending and it was this allocation
Page 3 of 11
of ‘Mason dollars’ that lead the CTA to fund delivery of CBT training programmes within New Zealand (H.
Forsythe, personal communication, May 16, 2006).
The CTA is a division of the Ministry of Health, and through the Mental Health Directorate, funds a
number of mental health post-entry clinical training (PECT) programmes throughout New Zealand of which
CBT programmes are one (Clinical Training Agency, 2005). ‘The Ministry of Health values CBT as an
effective therapeutic modality for use in the mental health setting and considers it important to continue to
support training in this area’ (H. Forsythe, personal communication, May 2002). There are presently two
CTA funded CBT training programmes offered in New Zealand. The CTA fund the 24-week postgraduate
level programmes that are specifically designed for practicising mental health professionals to develop skills
in CBT. The programmes are clinically based and students entering the programmes must be registered
health professionals employed full-time within a publicly-funded mental health service (Clinical Training
Agency, 2005). The majority of the trainees are from the central region of New Zealand with both providers
of the current programmes based in the North Island – potentially decreasing access for South Island mental
health professionals. The majority of the trainees identify themselves as ‘nurses’ followed by social workers,
occupational therapists and psychologists (Clinical Training Agency, 2005).
Ongoing clinical education for registered health professionals raises a number of difficulties around study
leave and replacement issues. As Tarrier, Barrowclough, Haddock and McGovern (1999) report there is
considerable evidence to suggest that the acquisition of clinical skills requires active and practical training in
those skills rather than lecture-style didactic teaching. The CTA funded CBT programmes are significantly
clinically-based programmes with the majority of the learning taking place in the employee’s workplace.
Another training barrier that Tarrier et al. (1999) explored is that of replacing the clinician so he/she can
attend training outside of the workplace, ie. who covers for the clinician when they re-visit the classroom?
The CTA’s CBT programme specification incorporates a three-way contractual agreement between the CTA,
the employing District Health Board (DHB) and the education provider. Included in this ‘contract’ is the
provision that the CTA ‘funds’ the DHB to release the trainee and money is made available to the DHB,
through the education provider, with which to fund clinical cover to replace the trainee. Another important
factor for the dissemination of evidence-based practice is the necessity for management commitment for the
training and practice of the new approach. Again, the three-way contractual agreement set out by the CTA
stipulates the DHB’s responsibility to not only release the trainee to attend the theory training blocks but also
to release the trainee for regular clinical supervision and mentorship from a designated, and appropriately
qualified, mentor within their immediate work environment.
The future of the CTA funding of CBT training here in New Zealand is not guaranteed and this leaves
present educational providers with little clarity and certainty regarding the future delivery of this programme
(R. Vernon, personal communication, May 16, 2006). While the future of government-funded CBT training
is uncertain there is already one New Zealand tertiary education provider who facilitates a two-year Diploma
in CBT 0programme through the Ministry of Education. That is, the ‘student’ pays the enrolment fee and
other associated course costs. This programme is similar to a one-year programme in England that has been
offered to mental health nurses for the past 25 years. Gournay, Denford, Parr and Newell (2000) in their 25
year follow-up study of the graduates of this programme report that recent private health insurance company
directives now allow for these nurses (they are commonly known now as nurse behaviour therapists NBT’s)
to bill for therapeutic services in equivalent terms to charted clinical psychologists. The study reports that the
professional autonomy of the NBT’s is considerable and very frequently no other professional is involved at
any point in the treatment provided. Gournay et al. (2000) go on to note that these nurse behaviour therapists
have an excellent level of research, educational and publishing accomplishments compared with other nurses
and notes the fact that because their skills are recognized by private insurers as being equivalent to clinical
psychologists, this indicates the esteem in which this qualification is held. Maybe this highlights some future
possibilities for New Zealand nurses wanting to specialize as cognitive behaviour therapists or CBT nurse
practitioners?
Psychopathology and the use of CBT
There is current pressure in New Zealand, and in fact worldwide, to reduce health care expenditure and to
target health care spending rationally (Laube & Higson, 2000). Psychotic illnesses (for example,
schizophrenia) and non-psychotic illnesses (for example, bipolar affective disorder and clinical depression)
can place a substantial burden and stress on both the client and on the family as well as placing a
considerable financial burden on the health care system (Laube & Higson, 2000).
Page 4 of 11
‘Schizophrenia is a disorder characterized by a major disturbance in thought, perception, cognition and
psychosocial functioning and is one of the most severe mental disorders’ (Elder, Evans & Nizette, 2005, p.
219). Even though psychopharmacological interventions are effective in minimizing many of the symptoms
of schizophrenia it is recognized that approximately 30-60% of clients with a diagnosis of schizophrenia will
continue to experience residual psychotic symptoms despite appropriate medication (Dickerson, 2004). CBT
for psychotic illnesses has developed quickly over the past 20-30 years through cautious application and
evaluation of different treatment techniques in individual cases, followed by larger systemic controlled trials
(Sullivan & Rogers, 1997).
The Joanna Briggs Institute for Evidence-Based Nursing and Midwifery (1999) analysed 20 random
controlled trials and found strong evidence supporting the effectiveness of CBT in improving overall mental
state and global functioning of clients with schizophrenia. Conventionally, psychopharmacology is the
treatment of choice for psychotic symptoms (Chan & Leung, 2002) but The Joanna Briggs Institute for
Evidence-Based Nursing and Midwifery (1999) states that although pharmacological treatment does help to
control psychotic symptoms it does not provide important coping skills for the illness itself. It recommends
that these skills are best provided through forms of psychotherapy.
Chan & Leung (2002), in their case study on the use of CBT with a client who has a diagnosis of paranoid
schizophrenia, report that CBT should be one of the treatments of choice for people with this diagnosis and
they identify that CMHN’s are in a key position in which to use cognitive behavioural strategies and
techniques. Turkington, Kingdon & Turner (2002) report on their study which set out to test whether the
benefits of CBT that accrue, in terms of improvement in symptoms of schizophrenia with highly trained and
skilled CBT therapists, can be replicated in the community when the interventions are delivered by CMHN’s
who receive a brief 10 day intensive training in the use of CBT. The research method used was that of a
pragmatic randomised trial involving 422 clients and carers and compared brief CBT intervention with
treatment as usual. The study population is seen as representative of those clients with whom CMHN’s
deliver their services to. The authors report that overall symptomatology, insight and depression were
significantly improved in the CBT group as compared to the treatment as usual group.
The improvement in insight was clinically significant in the CBT group which the researchers suggested
may show that clients receiving CBT may show a potential for improved adherence, better use of coping
skills and maybe, in the longer term, reduced length of time spent in hospital. It was also noted in the study
findings that ‘carers’ were also well engaged and displayed high levels of satisfaction with the CBT. The
authors report that the high levels of satisfaction expressed by the carers highlighted the importance of
delivering interventions in which carers feel involved and which do not lead to feelings of alienation. The
study concludes by saying that CMHN’s can safely and effectively deliver a brief CBT intervention to clients
with schizophrenia and their carers (Turkington et al., 2002). Many psychiatric clients remain disabled by
their schizophrenia despite appropriate psychopharmacological treatment and for them CBT does represent
as a promising intervention (Dickerson, 2004).
The use of antidepressant medication and CBT are effective treatment options for depression and are
recommended by clinical practice guidelines (Vos, Corry, Haby, Carter & Andrews, 2005). A recent
Australian research project evaluated the available evidence in costs and benefits of CBT and drug
interventions in the episodic and maintenance treatment of major depression (Vos et al., 2005). The costeffectiveness
was modeled from a health-care perspective as the cost per disability-adjusted life year. The
study examined CBT treatment of acute major depressive episode consisting of 12 sessions analysed
separately whether provided by a psychologist or a psychiatrist in the public health service or private practice
and whether provided to individuals or in a group. The other treatment modalities that were measured in this
research included various groups of antidepressants for both acute episodes and maintenance treatment and
the modality of bibliotherapy. The overall conclusion of the research is that CBT (especially group CBT) is
more cost-effective than medication if provided by a publicly funded psychologist. Unlike antidepressant
medication CBT conveyed a longer-lasting impact well beyond the time of treatment. This result lead the
researchers to recommend that CBT be made available to all people experiencing depression and the use of
CBT bibliotherapy was also strongly advocated (Vos et al., 2005). The authors of this study identified some
key policy issues regarding delivery of CBT and this mainly concerned the availability of suitably trained
providers and the funding issues related to this. Vos et al. (2005) state that ‘there is no explicit evidence that
other providers such as nurses and social workers can deliver CBT with similar effectiveness’ (p. 689). This
statement is contrary to research literature cited elsewhere in this literature review (see Brooker, Falloon,
Butterworth, Goldberg, Graham-Hole & Hillier, 1994; Chan & Leung, 2002; Hafner, Crago, Christensen, Lia
& Scarborough, 1996). However, Vos et al. (2005) do acknowledge that because bibliotherapy had very
similar effectiveness rates alongside CBT this may mean that the ‘type of provider’ may not be the most
Page 5 of 11
critical element of CBT. The authors conclude by saying that clinical depression should be modeled as a
‘chronic episodic’ disorder rather than ‘episode by episode’ as this would further allow the evaluation of
longer-term treatment strategies. They suggest that widespread implementation of CBT could lead to cost
offsets. Firstly, due to a reduction in the prescribing of antidepressant medication and secondly, because of a
decrease in resource usage due to a reduction in relapse and severity of depression.
Evidence is rapidly accumulating for the value and cost effectiveness of CBT in treating psychotic and
non-psychotic mental illnesses. Given that clients with a diagnosis of schizophrenia comprise approximately
60-80% of a New Zealand CMHN’s caseload, and another 20-40% is made up of clients with non-psychotic
major mental illnesses (J. Conneely, personal communication, May 30, 2005), it is imperative that that
CMHN’s have access to training and clinical supervision and support in the application of CBT strategies
and techniques. Cognitive behavioural interventions have substantial empirical support as a treatment
modality for a wide range of psychiatric and psychological disorders (Hafner et al., 1996).
Community Mental Health Nursing and Evidence-Based Practice
The process of de-institutionalization in New Zealand over the past 20 years has shifted mental health care
and treatment from hospitals to Community Mental Health (CMH) Teams. The role of the mental health
nurse within this CMH team is strongly influenced by the mental health consumer movement and by the
‘business’ model of health care delivery (Crowe, O’Malley & Gordon, 2001). Although a number of mental
health professionals are represented within a CMH team the majority of the CMH workforce is comprised of
nurses (Mental Health Commission, 1999).
The Ministry of Health in 1997 published ‘Moving Forward: The National Plan for More and Better
Mental Health Services’. This policy document set specific targets for mental health service development.
This publication estimated prevalence of mental health issues amongst adult New Zealander’s with
benchmarks being set for mild, moderate and severe mental disorders. Mental health service delivery was
modeled on these benchmarks with ‘specialist mental health services’ being funded to deliver assessment,
treatment, care and crisis services to three per cent of the New Zealand population who are severely affected
by mental disorders. It is this client group that CMHN’s are employed to work with.
Arguably the move from inpatient based mental health care to outpatient community based mental health
care has not been adequately resourced or supported. Gilbert, Cicolini & Mander (2005) state that as a
consequence of this ‘… clinical management within the public sector has experienced an ever increasing
reliance on the pharmacological treatment of symptoms, often at the expense of psychological and
behavioural therapies …’ (p. 72). Gilbert et al. (2005) imply that optimal mental health care and treatment
includes evidence-based psychological and behavioural therapies that are being denied to clients because of
an over-reliance on medication and a shortage of adequately trained therapists. Reinhard (2000), in his
discussion document, postulates that the effectiveness of community based mental health treatment and care
would be enhanced by incorporating evidence-based psychological therapies within a community care
model. He ascertains that there is three to four decades of research which has proven the effectiveness of
cognitive-based therapies to a wide spectrum of psychological and psychotic conditions. In England the
‘National Service Framework for Mental Health’ has prioritised the application of CBT as the primary
evidence-based non pharmacological intervention for mental illnesses (Gournay et al., 2000).
Vos, Haby, Magnus, Mihalopoulos, Andres and Carter (2005a) summarized cost-effectiveness results of a
range of interventions for major mental disorders. They concluded that CBT is one of the cost-effective
treatment options for mental disorders that is presently under utilized. Their results suggested that ample
opportunities exist to improve efficiency of mental health services if resources are shifted towards more costeffective
interventions. Their research highlighted a substantial amount of under treatment, especially related
to depression and anxiety disorders, which would require considerable additional resources but which would
lead to significant improvements in health outcomes. The two main issues they raised with regard to optimal
utilization of CBT related to the feasibility of funding mechanisms and the required training of staff.
According to English researchers, Crawford, Brown, Anthony and Hicks (2002), there is a paucity of
research addressing evidence-based practice from the viewpoint of CMHN’s. In order to address this they
conducted a qualitative research study using semi-structured interviews and focus groups to ascertain what
evidence based practice means to CMHN’s. These two methods of data collection provide a form of
methodological triangulation which enhances the study’s validity (Polit & Hungler, 1995). The researchers,
in this study, recognize the difficulty in applying formal models of evidence based practice to psychological
interventions given that delivery of these interventions will vary in clinically significant ways.
Page 6 of 11
In 2000, an Australian mental health nurse researcher (O’Brien), constructed an interpretation of the
experience of the nurse-client relationship in the context of community mental health nursing. She identified
the ‘need for community psychiatric nurses to explicate their knowledge of the purposes, development and
maintenance of relationships with clients with long-term mental illness in order to develop a research-based
practice that clearly articulates its value to the care of these clients’ (p. 184).
O’Brien’s study clearly identified the ‘… complexity of nursing care for clients with serious mental
illness…’ (p. 191) and concluded that the education of mental health nurses needs to be such so as to provide
them with the required skills and knowledge. ‘The role of mental health nursing involves a responsiveness to
the needs of service users, which should include the active promotion of ideologies that advocate partnership
and empowerment’ (Crowe, 1997, p. 64).
The Role of Community Mental Health Nurses in CBT Delivery
The relationship that is established between a CMHN and a mental health client is a significant factor in that
client’s overall mental and physical wellbeing (Crowe, O’Malley & Gordon, 2001). In this joint New
Zealand research project between mental health nurses and consumers of mental health care the issue of
continuity of care was identified as being of particular importance. The consumers saw that this influenced
the quality of their relationship with the CMHN and it was this relationship that was fundamental to their
mental wellbeing (Crowe, O’Malley & Gordon, 2001).
English researchers (Brooker et al., 1994) designed a quantitative study that used a prospective quasiexperimental
design which was used to evaluate the effectiveness of training CMHN’s to undertake
psychosocial interventions, of which CBT was one. They identified a number of skills that CMHN’s require
in order for them to work effectively with seriously mentally disordered clients and one such skill was that of
CBT. The objective of the study was then to evaluate whether the use of CBT by the CMHN’s improved the
quality of life of clients and their carers. The CMHN’s, by using cognitive behavioural strategies, were
taught to help clients and their carers develop ‘coping mechanisms’. The results identified that the
improvements in social functioning of the clients were clearly related to the intervention provided, with no
improvement noted in the control group. As well as evidence of the benefit of CBT to the mental health
clients it was also noted that there was a significant reduction in the
( Fucking hell Jeff I am not a robot, Thu 13 Jun 2013, 11:07, Reply)

tl;dr

(#1, Thu 13 Jun 2013, 17:52, Reply)