Exam 10: Cognitive and Behavioral Approaches

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One study (Stone et al.,1998)that compared reports of retrospective coping with those of momentary coping found that the retrospective approach under-reported cognitive coping strategies and over-reported behavioral coping strategies relative to the information collected using momentary coping data.Which then is most accurate,the retrospective or the momentary reports? That's not entirely clear since even the study's researchers noted that participants making momentary reports may also forget or omit information.For example,since the participants had to report information repeatedly,they may have thought they had already reported particular coping strategies that they in fact had not reported.Further,they may have focused on more concrete well-defined stress-related problems in their momentary reports rather than larger more abstract problems that become more apparent across longer time spans.Thus,the momentary reports may not be as sensitive a measure for collecting information on how people cope with more abstract stress-related problems as retrospective checklists.

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Donald Meichenbaum (1985,1996)developed stress inoculation training (SIT)as a cognitive-behavior modification training program to prepare individuals for stressful future encounters or to treat current excess stress.The inoculation concept is based on the principle of fortifying individuals with coping skills (i.e.,inoculating them)so that when they encounter anticipated stressful events they will be prepared.SIT uses a combination of cognitive and behavioral skill-building approaches such as educating,raising self-awareness (i.e.,self-monitoring),cognitive restructuring,problem solving,relaxation training,and rehearsing.It consists of three phases called the (1)"conceptual educational phase," (2)"skills acquisition and skills consolidation phase," and (3)"application and follow-through phase" (Meichenbaum,2007,p.501).
In the conceptual educational phase the goal is to help clients understand their stress-related problems through collecting information and then presenting the information to them in a collaborative manner that engenders hope.The second phase emphasizes the development of coping skills for dealing with target stressors.These may include use of coping self-statements,anger management,cognitive restructuring,relaxation,assertiveness training,problem solving,use of social support,emotion-focused coping to deal with uncontrollable stressors,and so forth.Last,the application and follow-through phase involves practice applying these skills during increasing levels of stress.Role playing,modeling,and exposure to real life stress situations are used as well as techniques to prevent relapse such as learning to identify and rehearse for high risk situations.