General notes:
• Explain, describe, explore
• Think about the purpose of CBT
• Look at the positives of both sides
• Aim for a balance of strengths and weaknesses and a creative tension and dialogue around the shortcomings of both
• What is evidence?
• What is lost and/or gained through the respective methods?
• Consider ways of measurement – quantifiable tools of CBT vs PDT ie
• Induction of knowledge = learning as we go along through observation, the qualitative approach, interpretive paradigm
• Deductive knowledge starts with a theory (gravity eg) – is quantitative
• An example of epistemology is a thesis paper on the source of knowledge. (uncountable) The branch of philosophy dealing with the study of knowledge; theory of knowledge, asking such questions as “What is knowledge?”, “How is knowledge acquired?”, “What do people know?”, “How do we know what we know?”.
• Ontology, as a branch of philosophy, is the science of what is, of the kinds and structures of objects. In simple terms, ontology seeks the classification and explanation of entities. Ontology is about the object of inquiry, what you set to examine.
• Epistemology creates the ontology
• Paragraph = 220 words +/-
• Three or four sections with section headings
1. Intro Section:
• Definition(s) of terms (‘presumption of ignorance’). Not what you think it is, use refs.
• Why is qualitative and quantitative research important in CBT?
• What is CBT? How did it come about?
• Cost-effectiveness in NHS – CBT is short-term (but consider outcomes)
• What is qualitative research? A measurement of things
• What is quantitative research?
• Look at their relationships
• Correlational study between cause and effect – what are we/CBT trying to achieve? Neurosis for example. Covid mortality for example. Quant’ maybe good for that
• Freud started by sitting behind his patients. Would talk to his patients and then interpret. Relate to CBT. What is it about CBT that turned to numbers?
2. Middle Section …on utility of different forms:
• What was successful (in past), what was unsuccessful?
• How it’s been used
• The ability to measure effectiveness – outcomes – in interventions (how do you define when you’re sick, or better in mental health?). We haven’t eradicated any mental health problems, on the contrary, they’ve ballooned. Very hard to do with psychoanalysis.
3. Final Section (your argument):
• A critique – could be 2 or 3 problems to focus on
• What’s missing for CBT?
• Where could we go in the future?
• Can look at DSM/psychology for examples
• IPA designed to redress the imbalance in qual/quant (see Smith and Flowers)
• Why was CBT brought in to NHS – short-term; proven outcomes; lower cost
• Is value for money all we need?
See also:
• IPA on Trauma study at Birkbeck (online?)
• Social Research Methods, Alan Bryman (4th or 5th edition)
• Science as a Vocation, Max Weber (online)
• “We live in an age of too much information but not enough understanding” Elif Shafak
• Find 10 articles on the origins and usage of CBT, plus 10 on application of quant/qual research to modality ie (for intro)
