TOPIC: The therapeutic relationship and Cognitive Behavioural Therapy: A case study of an adolescent girl with depression
This HPCSA Accredited peer-reviewed article with multiple choice questionnaire is accredited for a total of 3 CEU's:
HPCSA Accreditation number:
PSB002/040/01/2021 (3 general ceu’s Level 1)
Easterbrook, C.J. and Meehan, T. (2017). The therapeutic relationship and Cognitive Behavioural Therapy: A case study of an adolescent girl with depression. The European Journal of Conselling Psychology, 6(1), pp.1-24.
Cheryl Joy Easterbrook* (a), Trudy Meehan (b)
(a) Elim Clinic, Midrand Graduate Institute, Midrand, South Africa.
(b) Psychology Department, Rhodes University, Grahamstown, South Africa.
Please click on Curriculum (top right) to access the article and questionnaire.
The therapeutic relationship in Cognitive Behavioural Therapy (CBT) has been argued to play an essential role in positive outcomes in therapy. However, it is described as necessary and yet, secondary to technique, often receiving little attention in the training of CBT therapists. This case study explores a trainee psychologist’s experience of finding difficulty in feeling authentic and the application of CBT techniques with her client. This difficulty informed the research question; what is the value of the therapeutic relationship in CBT? A hermeneutic approach with a strong emphasis on phenomenology, is used to explore the therapeutic process and the therapeutic relationship that developed between therapist and client. Qualitative descriptions of 11 sessions are divided into themes, these are discussed in relation to what happened in therapy, and are then discussed further regarding discovery and process into the therapeutic relationship. Conclusions from this case study could possibly reveal the value of the therapeutic relationship when working from a CBT approach, and how it seemed to enable the client to achieve her goal in therapy.
- Lectures 2
- Quizzes 1
- Duration 52 week
- Language English
- Students 2
- Certificate Yes
- Assessments Self