The Process of Assessment and Formulation in Cognitive Behavioural Therapy

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The Process Of Assessment And Formulation In Cognitive Behavioural Therapy The purpose of this reflective analysis is to provide the reader with my own personal critique of an assessment/ case formulation that I conducted with a patient on December 5th 2008. Within this text, I will endeavour to self-assess, highlighting my perceived strengths and strengths and weaknesses within the session. Basing my findings around Gibbs (1988) “Reflective Cycle,” I will illustrate how my successes and mistakes will serve to inform future practise/ subsequent interventions. As a benchmark by which to review the pros and cons of the session, I have measured results against Townend/ Grant’s exhaustive “Aims Of The Assessment Process,” (Cockx et al, 2008, p10) touching upon key areas such as the therapeutic relationship, collaboration and clinical measures. I will dedicate a large portion of this essay to reflect on the case formulation process itself, assessing my efficacy in teaching the “five aspects” model. I will look at how well I communicated principles behind the SETB cycle (B - C thinking, NATS, Interdependence etc) and how well the patient could relate the model to his own issues. From these findings, I will suggest strategies and interventions that I will employ in subsequent sessions before finally concluding with a self rating of my skills as a CBT therapist in this session. The Patient The patient (who I will refer to as “Alan”) is a 31 year old man who has been imprisoned (at HMP Ford) for death by dangerous driving - a claim he strongly refutes. Alan had been diagnosed with post-traumatic stress disorder after being involved in a car accident wherein his girlfriend and an oncoming female driver were fatally injured. In our sessions, the client presented with PTSD with associated co-morbid issues such as depression, anxiety and guilt. Behaviourally, Alan fitted

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