| Feature | Cognitive Behavioural Therapy (CBT) | Aversion Therapy |
|---|---|---|
| Focus | Addresses underlying cognitive causes and coping skills | Focuses on changing immediate behavioral associations |
| Ethics | High; based on collaboration and empowerment | Lower; involves inducing distress or illness |
| Duration | Long-term; focuses on permanent skill acquisition | Short-term; effects may fade without reinforcement |
| Role of Client | Active participant with free will | Passive recipient of conditioning |
Identify the Two Pillars: When describing CBT, always distinguish between the functional analysis (identifying triggers) and the skills training (developing coping mechanisms).
Evaluate with Evidence: Use research findings to support your points, such as studies showing that CBT skills persist long after the formal therapy sessions have ended.
Contrast with Determinism: In 'Issues and Debates' questions, highlight how CBT supports the free will side of the debate, as it assumes individuals can control their thoughts.
Check for Holistic vs. Reductionist: Remember that CBT is considered holistic because it integrates cognitive and behavioral elements, unlike purely biological or behavioral models.
The 'Quick Fix' Fallacy: Students often mistake CBT for a fast solution; however, it requires significant time, motivation, and 'homework' to be effective.
Overlooking Motivation: A common error is ignoring the role of the client's commitment; if a client is unmotivated, the high drop-out rates associated with CBT become a major limitation.
Confusing Techniques: Do not confuse CBT with purely behavioral therapies like covert sensitisation; CBT must involve the active restructuring of internal thoughts, not just mental imagery of consequences.