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Depression is now considered one of the most widespread mental disorders in the world. Epidemiological studies show a worrying trend of an increase in its prevalence, as well as a relatively high rate of relapse, especially in the cases of primarily drug treatment of depressive episodes. Although it is based on a cognitive model of depression, which, in explaining the mechanisms underlying depression, emphasizes the importance of the presence of dysfunctional attitudes and beliefs that individual has about himself, the world around him, and the future, as well as the ruminative reactive attitude, the focus of a mindfulness based cognitive therapy is not on changing the content of those beliefs, but on the development of metacognitive consciousness and the modification of metacognitive processes that maintain dysfunctional reactive and ruminative mental states. The paper will present a program of mindfulness based cognitive therapy, together with the cognitive and meditation techniques used within it. The results of modern research on the efficacy of mindfulness based cognitive therapy, will be presented, as well as the research results on prevention of relapse and the treatment of ''active'' depression, and comparison with the effectiveness of applying medication treatment and cognitive-behavioral psychotherapy. Within the framework of the paper, the perspectives of the application of mindfulness techniques and meditation practices in the treatment of other psychological disorders will be presented as well. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to show the cognitive-behavioral treatment of generalized anxiety disorder thirty-six year old client. The treatment was initiated because of fear of stroke due to more and more frequent sudden panic attacks, long-term anxiety, anxiety about health issues, concern about uncertainty about going abroad and entering into a marital union, etc. All of the above was reflected in the behavioral plan with reduced activity, avoidance and decline in general functionality. The treatment included 18 sessions and involved behavioral interventions in order to reduce the general level of autonomic excitement: relaxation training, breathing exercises, exposure, problem solving. Cognitive interventions in treatment focused on reducing the client's concerns, including: psychological-education, cognitive restructuring and treatment of anxiety triggers. Evaluation of the treatment included the self-assessment of the client, the test results during and after the completion of treatment and three and six months follow up examination. CBT interventions have led to significant and visible changes in the behavior and opinion of the client, which has been reflected in improving general functioning, reducing the level of anxiety, fading away panic attacks, realistic assessment of the situation, controlling care, increasing tolerance to uncertainty. Clients excellent motivation significantly contributed to overcoming the mild difficulties that occurred during the treatment, such as impatience associated with rapid troubleshooting. The importance of the paper is the presentation of the effectiveness of cognitive behavioral techniques and confirmation that CBT was the therapy of choice for this client. [ABSTRACT FROM AUTHOR]

The aim of this paper is to present cognitive-behavioral techniques used in efficient coping with occupational stress. Burnout syndrome is one of the most unfavorable consequences of long-term exposure to stress at the workplace. Occupational stress indicates discrepancy between the job requirements and the individual wishes and expectations for meeting those requirements. The most common signs and consequences of professional stress are expressed through emotional, behavioral and cognitive symptoms. For this reason, recognising the signs and efficient coping with occupational stress is of utmost importance. We can help by presenting cognitive-behavioral techniques. Only when the real cause of the difficulty is recognized, it is possible to choose the appropriate way of dealing with stress. Cognitive-behavioral therapy is the integration of behavioral and cognitive models, based on the fact that our thoughts, emotions and behavior are mutually connected and affected by each other. This model claims that human behavior is influenced by our perception of events. Cognitive Techniques within CB Therapies help us recognize negative thoughts and modify them in an appropriate way. Some of the cognitive techniques that can be used are: recording dysfunctional thoughts, cognitive restructuring, problem solving, keeping a stress diary, stop-technique, delay-related techniques. Behavioral techniques enable a person to learn various procedures of expressing socially acceptable behavior or avoiding unwanted behavior. Behavioral techniques that can be used include: breakout, time management skills (planning of pleasure through activities) relaxation techniques, aseptic training, training of social skills. It is important to emphasize that only a combination of cognitive and behavioral techniques can have an effective result in dealing with occupational stress. [ABSTRACT FROM AUTHOR]

Digital storytelling is a multimedia form of narration in which narrative combines with images, sound and video animations. Digital stories have wide application in education, the business world (marketing, employee training), public health and health care, social services and libraries. In a broader context, the digital story is a form of hypermedia. Processing hypermedia content (nodes and connections) requires a high level of cognitive effort. High level of cognitive effort and disorientation can significantly reduce the involvement of users. In order to achieve the state of involvement, each multimedia environment should be designed in accordance with the architecture and processes of the human mind. Within the educational science, there are theories that explain the cognitive aspects of the hypermedia environment and offer practical tips on how to design effective hypermedia. The paper presents the basic assumptions of the theory of cognitive load. Digital story is analyzed within two conceptual models of Hollender et al. (2010) that integrate the theory of cognitive load and the area of interaction between humans and computers. Since digital story can be considered as a form of hypermedia, the results of the study of cognitive load of hypermedia are presented. The process model of hypermedia DeStefani and LeFevre (2007) is theoretically starting point for the construction of the digital story process model that can explain disorientation, distraction and cognitive overload. In the end, the digital interactive story of the White Bastion is presented within the process model of the digital story. [ABSTRACT FROM AUTHOR]

Violent forms of behavior and aggression in children from elementary schools are a great challenge for all those who encounter them. Although violent behavior is the result of complex interaction of different factors, certain socio-cognitive specificities, as well as deficits in social skills and problem solving skills, are a significant supporting factor in generating aggressive behavioral responses. For this reason, the application of cognitive-behavioral interventions can lead to a significant reduction in the frequency of manifestation of these forms of behavior, as well as in producing other positive behavioral changes. In the case study, the work with a 13-year-old boy with frequent external behavioral problems is described. During 15 meetings, that treatment lasted, various cognitive-behavioral techniques were used, such as social skills training, selfregulation exercises, relaxation training, cognitive restructuring, problem solving learning, and cognitive modeling. Positive outcomes of treatment and generalization of goals, set by the child and the therapist, indicate that cognitive-behavioral treatment can be a very effective method of dealing with similar emotional-behavioral problems. The paper also emphasizes the importance of involving parents and school representatives as co- therapists in treatment, as a factor that significantly influences the success of therapy. [ABSTRACT FROM AUTHOR]

Dialectical Behaviour Therapy (DBT) is integrative approach designed to treat the problems of chronically suicidal individuals with bordeline personality disorder (BPD). Author of DBT is Marsha M. Linehan who developed this approach for purpose of more efficient treatment BPD. The term dialectical refers to integration of opposite strategies of accepting the present moment and changing behavior. The aim of this paper is to present model of borderline personality disorder, structure of treatment and offer overview of the basic techniques in the treatment. In relation to the classical cognitive behavioral approach, dialectical behavioral therapy does not require cognition as an necessary mediating variable between events and affective responses, but conceptualizes the affect as a whole of the internal response system following a stimulating event. The increased susceptibility of an affective response and the inability of a person to regulate such responses causes behavior associated with GPL. The dialectic behavioral therapist in the assessment phase, in addition to the biological and psychological ones, must also take into account factors affecting interpersonal systems that affect behavior. People with GPL have a deficit of skill in different areas. The central part of the treatment focuses on helping clients improve their effectiveness in social interaction. Theoretical and practical sources based on dialectical behavioral therapy are behaviorism and Zen meditation learning. Practical application of the principle of Zen meditation is used to accept reality in full consciousness while using behavioral therapy techniques such as crisis management, exposure, problem-solving techniques and skill training. DBT efficacy studies have shown that treatment effects are maintained even one year after the end of the therapy. Persons subjected to dialectical behavioral therapy have significantly better social adjustment, lower rates of suicidal behavior and less psychiatric hospitalization. Recovery results and effects after treatment indicate the advantage of DBT over the classic KBT treatment. [ABSTRACT FROM AUTHOR]

Having in mind the fact that there are over 2 billion users of various social networks in the world, which are largely based on ways of presenting individuals, we believe that it is important to examine how the adolescents present in social networks. Specifically, we are interested in whether we can talk about the different ways of presenting adolescents in relation to the environment in which it happens, the reality and the virtual world created by the social networks. The study was conducted on a sample of 99 students of third and fourth graders from four secondary schools in the Tuzla Canton, and for investigating self-perception self-discrepancy scale was used. The study was conducted in two stages, the first stage of the data collected in the form of paper-pen, while the second time (after two months) data collected through the Internet, through specially designed platform. The study results suggest the existence of differences in self-perception of adolescents in reality and in the virtual environment. In fact, demonstrated a significantly more pronounced value self-perception of adolescents in the virtual environment (which is tested online mode of data collection) This conclusion is confirmed by the results of the Wilcoxon test in the following facets of self-perception: the emotional self (z = -6.86, p <0.01) social self (z = -7.55, p <0.01) and cognitive self (z = -8.25, p <0.01). These results could be understood as the need of adolescents to present themselves in a better way in virtual environment (social networks) in order to get a more positive and supporting response of the environment, as well as to present their self in the best possible way to the community of a few hundreds or even thousands of friends. [ABSTRACT FROM AUTHOR]

Satisfaction with life is one of the factors of subjective well-being and in psychological research is often considered as a comprehensive perception and cognitive evaluation of one's own life. Self-esteem, defined as the degree of individual's belief in own abilities, importance or value, is an evaluation part of the self-concept. It is considered that the evaluation of life satisfaction is influenced by family, personal, health, socioeconomic and other factors. The paper examines the satisfaction with life and self-esteem in adolescents from complete and incomplete families, as well as the relationship of satisfaction with life with the material status, assessment of physical health and school success. The aim of the research was to examine the relations of life satisfaction with self-esteem, physical health, school success, material status and the family completeness, as well as to examine whether there is a possibility of predicting life satisfaction based on these variables. The sample consisted of 135 respondents of both sexes, fourth grade gymnasium students. The following instruments were used: Satisfaction with life scale (SWLS, Diener et al., 1985) and Rosenberg's self-esteem scale (RSES; Rosenberg, 1965). The health status was estimated using a global physical health assessment on a 7-point scale. The results showed that in adolescents from intact families there is a higher level of life satisfaction compared to adolescents from non-intact families (t = 2.613, p <0.05), while the difference in self-esteem was not obtained. A positive correlation of life satisfaction was obtain with self-esteem (r= 0.44, p <0.01), materijal status (r=.416, p<.01), physical health (r = 0.278, p <0.01), and school success (r = 0.28, p <0.01) P <0.01). Regression analysis has shown that, based on self-esteem, physical health, school success, material condition and family completeness, life satisfaction can be predicted. The obtained statistically significant model explains 41% of the life satisfaction variance, and the largest partial contribution has a material state (β = 0.327, p <0.01) and self-esteem (β = 0.326, p <0.01). The results obtained are consistent with the research assumptions and confirm the importance of different factors for the perception of life satisfaction. [ABSTRACT FROM AUTHOR]

Cognitive behavioral therapy is based on cognitive processes, mostly on thinking, as well as some forms of learning, especially instrumental conditioning. Hypnotherapy is considered a clinical method practiced on our unconscious, a construct offered by psychoanalytic theory of personality. Although these are two different theoretical approaches, there are empirical evidence in area of efficacy hypnotherapeutic technique. However, certain studies into the efficacy of practicing hypnotherapeutic techniques show significant effects. Moreover, relevant literature suggests that hypnotherapy and cognitive behavioral therapy use very similar techniques. The aim of this paper is to point to the potential integration these two approaches in treating different difficulties in daily functioning, such as symptoms of anxiety, which is further through a case study of a client with symptoms of anxiety in decision-making processes according to the CBT approach where CBT approach techniques - anxiety and decision-making control techniques, were successfully combined with hypnotherapy - scripts for relaxation and confidence-building in anxious situations. The treatment included thirteen sessions (ten therapy sessions and three follow-up sessions), followed by successful achievement of all treatment objectives through combining the two approaches. Hypnotherapy, integrated in cognitive behavioral therapy can assist achieving objectives of therapy, especially in treating anxiety, overweight, insomnia and other problems. [ABSTRACT FROM AUTHOR]