Many adolescent boys in America encounter depression. The latter is caused by daily problems ranging from monetary constraints, peer influence, and the desire to get better lives. In an adolescent state, these boys find it challenging to cope with such scenarios because of exposure and the fear of expression, spiking overthinking. Cognitive behavioral therapy is therefore used in such scenarios. Cognitive behavioral therapy (CBT) is a psychological treatment based on the idea that our thoughts, feelings, and behaviors are all connected (Becker et al., 2008). CBT is important in altering individuals’ thinking and behavior patterns to improve personal mood and overall functioning. In particular, CBT is an effective treatment for depression in African American adolescent boys because it helps them understand how their thoughts and beliefs about themselves, the world, and other people affect their mood and behavior (Gregory, 2016). CBT best treats depression since it helps alter negative thoughts into positive and uplifting notions.
CBT primarily helps young boys understand their thoughts and beliefs about themselves. Generally, gloomy thoughts and imaginations trigger depression affecting the general productivity of an individual (Becker et al., 2008). For example, if an African American adolescent boy believes he is not good enough or worth nothing, he is likely to feel depressed. By shedding light on the inner voice, this therapy reignites a positive mood in a depressed soul. Such situations might arise when the subject tries to compare himself with peers from better backgrounds or in better social classes. CBT helps such individuals understand how these thoughts and beliefs affect their mood and behavior and how they hinder the body’s general well-being (Gregory, 2016). The treatment can also help these boys learn how to challenge and change these negative thoughts and beliefs.
Additionally, this treatment teaches boys the skills required to alter their thinking and behavior. These techniques are essential in improving the mood and overall reflection of the boys. For example, CBT teaches African American adolescent boys how to identify and manage stress by communicating effectively with others in case they feel low. By speaking their minds, the boys can curb overthinking and get closure from friends or family. The latter improves the individual’s thought process, reducing the chances of depression. CBT also teaches African American adolescent boys the importance of setting realistic goals and how to problem-solve (Becker et al., 2008). Negative thinking might result from trying to achieve the impossible in an environment that can only support a bare minimum of dreams; these create self-rejection and depression. CBT advocates for self-acceptance in these individuals by teaching them about setting realistic goals (Gregory, 2016).
In conclusion, CBT is an effective treatment for depression in African American adolescent boys. The current American lifestyle impounds problems like drug abuse in young boys. Many of these boys live in gang-related neighborhoods, which affects the everyday life that an average teen boy should live (Gregory, 2016). Such situations lead to stress, affecting the general perception of life that these teens have in mind. Therefore, the therapy is vital in helping these subjects to understand how their thoughts, beliefs, and surroundings affect their mood and general state of mind (Becker et al., 2008). CBT instills peace of mind by clearing uncertainties and assisting these individuals in coming to terms with the fact that depression is sometimes self-inflicted. Therefore, this treatment is essential in creating a strong and positive mindset that helps individuals fight depression from inwards.
Reference
Becker, S. J., Sanchez, C. C., Curry, J. F., Toney, S., & Silva, S. (2008). Cognitive-Behavioral Therapy for Adolescent Depression. Psychiatric Times, 25(14), 46–48.
Gregory, V. L. (2016). Cognitive-Behavioral Therapy for Depressive Symptoms in Persons of African Descent: A Meta-Analysis. Journal of Social Service Research, 42(1), 113–129. https://doi.org/10.1080/01488376.2015.1084973
write