Effects of psychotherapy on comorbid conditions in generalized anxiety disorder.

Abstract

Comorbid diagnoses were examined in 55 principal generalized anxiety disorder (GAD) clients, and the effect of treatment for the principal disorder on those conditions was evaluated. High rates of comorbid diagnoses were present at pretherapy, with social and simple phobia being most common. The presence of additional diagnoses declined dramatically from pretherapy to follow-up and was significantly greater among clients for whom the GAD therapy had been successful than among clients for whom GAD outcome had been ambiguous. This was generally true regardless of whether clients reported at follow-up that they had received further therapy since the posttherapy assessment.

The Content of Sexual Fantasies for Sexual Offenders

“…Because of the difficulty offenders may have in identifying their emotional states (a commonly used trigger to signify danger of relapse) sexual fantasy can arguably provide the offender with the first clear signal to use appropriate coping strategies, an approach that has been successful with other disorders (e.g. Borkovec & Ruscio, 2001). Finally, given the high proportion of participants who reported actively inhibiting all forms of sexual fantasy during their participation in treatment, we suggest that this form of thought suppression is unrealistic and may lead to paradoxical outcomes (Johnston, Ward, & Hudson, 1997).…”

Treatment-resistant anxiety disorders

“…Other psychotherapeutic modalities including focused cognitive, mindfulness, meditation, interpersonal and psychodynamic have recently been tried in anxiety populations with various degree of successes. [64][65][66] It is clear that a complex patient may require a long-term complex psychotherapeutic approach rather than a brief behavioral strategy.…”

Effect of Cognitive Behavior Modification on Social Anxiety for High School Students

“…In particular, the self-instruction strategy generates intervention therapy effect for socially anxious students, thus significantly reducing anxiety and increasing positive self-dialogue and acceptance by companions (Masia et al, 2001). Another self-monitoring strategy is supported in terms of enhancing social skills and decreasing anxiety (Borkovec & Ruscio, 2001;Briggs et al, 1980). There are scanty researches on self-reinforcement and self-awareness strategy at domestic and abroad, while most of them combined the use of self-instruction or self-monitoring (Hughes et al, 1991).…”