An Empirical Comparison of Cognitive Behavior Therapy (CBT) and Mode Deactivation Therapy (MDT) with Adolescent Males with Conduct Disorder And/or Personality Traits and Sexually Reactive Behaviors

By Apsche, Jack A.; Bass, Christopher K. et al. | The Behavior Analyst Today, Fall 2004 | Go to article overview

An Empirical Comparison of Cognitive Behavior Therapy (CBT) and Mode Deactivation Therapy (MDT) with Adolescent Males with Conduct Disorder And/or Personality Traits and Sexually Reactive Behaviors


Apsche, Jack A., Bass, Christopher K., Murphy, Christopher J., The Behavior Analyst Today


This research study was initiated to illustrate the efficacy of two different treatment approaches on aggression and sexually acting out or sexually reactive behaviors. It is also intended to compare said approaches to one another. The rationale of the comparison approach was to attempt to validate and further understand the differences in outcomes of the two different treatment applications. The treatment models compared were as follows: cognitive behavior therapy (CBT) and mode deactivation therapy (MDT).

Keywords: conduct disorders; MDT; personality traits

Cognitive Behavioral Therapy (CBT)

Thought Change as a CBT methodology was designed to treat a conglomerate of personality disorders. The treatment of the higher risk, aggressive sex offender focuses on specific deviant sexual arousal and antisocial sub-structure. For the same-sex offender of young children who continues to show deviant interest in young victims, Thought Change addresses the specific indices of this subgroup. Thought Change explores deficits in self-esteem, social competency, and frequent depression. Many of these youths display severe personality disorders with psychosexual disturbances and high levels of aggression and violence; therefore, Thought Change also focuses on the specific individual indices of these issues by identifying and modifying the complex system of beliefs.

The Thought Change curriculum consists of a structured treatment program, which addresses the dysfunctional beliefs that drive sex offending behaviors. Topics in the Thought Change curriculum include the following: Daily Record of Negative Thoughts, Cognitive Distortions, Changing Your Thoughts, Sexual Offense System, System of Aggression and Violence for Sex Offenders, Moods (how to change them), Beliefs (how it all fits together), Responsibility, Health Behavior Continuum, Beliefs and Substance Abuse, Beliefs and Empathy, The Beliefs of the Victim/Offender, The Victim/Victimizer, and the Mental Health Medication System. The sections of the Thought Change Workbook are designed to progress sequentially through therapy. It is a record of dysfunctional beliefs prior to, during, and following the sexual offense.

Mode Deactivation Therapy (MDT) as a Cognitive Behavioral Therapy (CBT)

The focus of MDT is based on the work of Aaron Beck, M.D., particularly his recent theoretical work, the system of modes (Beck, 1996, Alford & Beck, 1997). Other aspects of MDT have been included in the Behavior Analytic literature, such as Kohlenberg and Tsai (1993), Functional Analytic Psychotherapy (FAP), as well as, Dialectic Behavior Therapy (DBT) (Lineham, 1993). The specific application of MDT and applied methodological implications for MDT with specific typologies is delineated by Apsche, Ward, and Evile (2002). The article also provided a theoretical study case study that illustrates the MDT methodology.

Beck, Freeman and Associates (1990) suggested that cognitive, affective and motivational processes are determined by the idiosyncratic structures or schema that constitutes the basic elements of personality.

This is a more cognitive approach suggesting that the schema is the detriment to the mood, thought, and behavior. Beck (1996) suggested that the model of individual schemas (linear schematic processing) does not adequately address a number of psychological problems; therefore the model must be modified to address such problems. Working with adolescents who present with complex typologies of aberrant behaviors, it was necessary to address this typology of youngsters from a more "global" methodology, to address their impulse control and aggression.

Alford and Beck (1997) explain that the schema typical of personality disorder is theorized to operate on a more continuous basis; the personality disorders are more sensitive to a variety of stimuli than other clinical syndromes.

Further study of cognitive therapy emphasizes the characteristic patterns of a person's development, differentiation, and adaption to social and biological environments (Alford & Beck, 1997). …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • A full archive of books and articles related to this one
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

An Empirical Comparison of Cognitive Behavior Therapy (CBT) and Mode Deactivation Therapy (MDT) with Adolescent Males with Conduct Disorder And/or Personality Traits and Sexually Reactive Behaviors
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

    Already a member? Log in now.