RT Book, Section A1 Thompson, Travis A1 Hollon, Steven D. A2 Ebert, Michael H. A2 Leckman, James F. A2 Petrakis, Ismene L. SR Print(0) ID 1158258039 T1 Behavioral and Cognitive–Behavioral Interventions T2 Current Diagnosis & Treatment: Psychiatry, 3e YR 2019 FD 2019 PB McGraw-Hill Education PP New York, NY SN 9780071754422 LK neurology.mhmedical.com/content.aspx?aid=1158258039 RD 2024/10/14 AB Although their roots can be found at the beginning of the twentieth century, modern behavioral and cognitive–behavioral therapies arose during the 1950s and early 1960s when the scientific study of behavior emerged as a subject with validity in its own right. Disordered behavior was no longer taken to be purely a symptom or indicator of something else going on in the mind. Of inherent concern was its relation to past and current environmental events thought to be causally related to that behavior. Methods developed in animal laboratories began to be tested—in laboratory, institutional, clinical, and school settings—with people who had chronic mental illness or intellectual disabilities and with predelinquent adolescents. Improvements in patient behavior and functioning were often striking. These changes took place against a backdrop of growing dissatisfaction with the prevailing notion that psychopathology typically arose from unobservable psychic causes that were assessed and treated using techniques that seemed to be based more on art than science. In addition, an accumulating literature of outcome studies revealed that much of psychotherapy as it had been practiced until the early 1960s engendered very modest and largely unpredictable results. Thus, contemporary behavior therapies emerged from three distinct psychological traditions: classical or Pavlovian conditioning, instrumental or operant conditioning, and cognitive–behavioral and rational–emotive therapies.