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Overcoming barriers to collaborative conceptualization in cognitive therapy with older adults

Charlesworth, G; Greenfield, S; (2004) Overcoming barriers to collaborative conceptualization in cognitive therapy with older adults. Behavioural and Cognitive Psychotherapy , 32 (4) 411 - 422. 10.1017/S1352465804001699. Green open access

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Abstract

This is the third in a series of three papers on cognitive therapy formulation with older people. The aims of this paper are to identify barriers to collaborative conceptualization, and to summarize useful strategies for overcoming these barriers. Obstacles to collaborative conceptualization with older clients have previously been thought of as a consequence of a-e-related skills deficits. In this paper we focus instead on the barriers created by therapist and client-held prejudicial beliefs. A social cognitive perspective is used to conceptualize stereotypical prejudices. Strategies are described for challenging or reframing prejudicial beliefs. and addressing the mechanisms that perpetuate these beliefs.

Type: Article
Title: Overcoming barriers to collaborative conceptualization in cognitive therapy with older adults
Open access status: An open access version is available from UCL Discovery
DOI: 10.1017/S1352465804001699
Publisher version: http://dx.doi.org/10.1017/S1352465804001699
Language: English
Additional information: © 2004 British Association for Behavioural and Cognitive Psychotherapies
Keywords: collaboration, conceptualization, formulation, older adults, prejudice, stereotyping, PSYCHOTHERAPY, DEPRESSION
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/116692
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