This document provides an overview of cognitive behavioral therapy (CBT). It explains that CBT was developed in the 1960s by Aaron Beck and is based on the theory that thoughts, feelings, and behaviors are interconnected, and that by modifying dysfunctional thoughts people can experience improvements in their emotional state and behaviors. The document outlines the basic principles of CBT, including that it is a semi-structured, time-limited, collaborative approach focused on skill development and cognitive change through techniques like identifying and modifying thoughts and beliefs. Research evidence demonstrates CBT is an effective treatment for a wide range of mental health and medical conditions.
Neuropsychological rehabilitation focused on improving cognitive functions which further results in improving symptoms, functional ability which enhance overall quality of life.
Neuropsychological rehabilitation focused on improving cognitive functions which further results in improving symptoms, functional ability which enhance overall quality of life.
Cbt workshop for internationally trained health professionalsMatt Stan
Cognitive therapy is an active, directed, time-limited, structured approach, used to treat a variety of psychiatric disorders (depression, anxiety, phobias, chronic pain and others)
DBT in a concise form. This presentation covers the basics of DBT, the core strategies and the treatment strategies in DBT. Also highlights why DBT was preferred to CBT in patients with borderline personality disorders.
plain for treatment of patient with chronic pain, psychiatry and psychology are two approaches very important to have a proper treatment for pain disorders
CBT is a for of psychological therapy used to alter subjects thoughts to improve behaviors and or feelings. it is great tool to be used for psychological disease or chronic diseases. this presentation cover the basics aspects of CBT with some studies about use of CBT in pulmonary diseases.
Cognitive behavioral therapy (CBT) is a short-term, goal-oriented psychotherapy treatment that takes a hands-on, practical approach to problem-solving. Its goal is to change patterns of thinking or behavior that are behind people's difficulties, and so change the way they feel.
A study by researchers at the Canadian Network for Mood and Anxiety Treatments (CANMAT) comparing the relative effectiveness of two psychosocial interventions in bipolar disorder has recently been published in the Journal of Clinical Psychiatry.
Bipolar disorder is insufficiently controlled by medication, so several supplementary psychosocial interventions have been tested, all of which are lengthy, expensive, and difficult to disseminate. CREST.BD members Dr. Sagar Parikh and Vytas V. Velyvis co-authored a recent paper along with their collegues at CANMAT, which relates the findings of the recent study that compared psychoeducation (PE) and cognitive behavioural therapy (CBT) in bipolar disorder in bipolar disorder. CBT is a longer, more costly, individualized treatment while PE is less expensive to provide and requires less clinician training to deliver successfully. To date, only a few studies have compared these psychosocial treatments. In this presentation, Dr. Parikh and colleagues compared the relative effectiveness of a brief psychoeducation group intervention to a more comprehensive, and longer individual cognitive-behavioural therapy intervention (CBT) with a sample of 204 individuals who live with bipolar disorder. They measured long-term outcomes in mood burden of the participants in both treatments. Findings indicate that, despite its longer treatment duration and cost, CBT did not show significantly greater clinical benefit compared to group psychoeducation. The implications of these findings for psychosocial interventions in the condition are provided.
Hi!
I am SHIV PRAKASH (PhD Research Scholar),This slide presentation, I have created it for teaching purpose. I have used this slide to present the concept of CBT for Nursing Student in the department of psychiatry, I.M.S. Banaras Hindu University in Varanasi.
I hope this will be help full for everyone.
Thank you!
Cbt workshop for internationally trained health professionalsMatt Stan
Cognitive therapy is an active, directed, time-limited, structured approach, used to treat a variety of psychiatric disorders (depression, anxiety, phobias, chronic pain and others)
DBT in a concise form. This presentation covers the basics of DBT, the core strategies and the treatment strategies in DBT. Also highlights why DBT was preferred to CBT in patients with borderline personality disorders.
plain for treatment of patient with chronic pain, psychiatry and psychology are two approaches very important to have a proper treatment for pain disorders
CBT is a for of psychological therapy used to alter subjects thoughts to improve behaviors and or feelings. it is great tool to be used for psychological disease or chronic diseases. this presentation cover the basics aspects of CBT with some studies about use of CBT in pulmonary diseases.
Cognitive behavioral therapy (CBT) is a short-term, goal-oriented psychotherapy treatment that takes a hands-on, practical approach to problem-solving. Its goal is to change patterns of thinking or behavior that are behind people's difficulties, and so change the way they feel.
A study by researchers at the Canadian Network for Mood and Anxiety Treatments (CANMAT) comparing the relative effectiveness of two psychosocial interventions in bipolar disorder has recently been published in the Journal of Clinical Psychiatry.
Bipolar disorder is insufficiently controlled by medication, so several supplementary psychosocial interventions have been tested, all of which are lengthy, expensive, and difficult to disseminate. CREST.BD members Dr. Sagar Parikh and Vytas V. Velyvis co-authored a recent paper along with their collegues at CANMAT, which relates the findings of the recent study that compared psychoeducation (PE) and cognitive behavioural therapy (CBT) in bipolar disorder in bipolar disorder. CBT is a longer, more costly, individualized treatment while PE is less expensive to provide and requires less clinician training to deliver successfully. To date, only a few studies have compared these psychosocial treatments. In this presentation, Dr. Parikh and colleagues compared the relative effectiveness of a brief psychoeducation group intervention to a more comprehensive, and longer individual cognitive-behavioural therapy intervention (CBT) with a sample of 204 individuals who live with bipolar disorder. They measured long-term outcomes in mood burden of the participants in both treatments. Findings indicate that, despite its longer treatment duration and cost, CBT did not show significantly greater clinical benefit compared to group psychoeducation. The implications of these findings for psychosocial interventions in the condition are provided.
Hi!
I am SHIV PRAKASH (PhD Research Scholar),This slide presentation, I have created it for teaching purpose. I have used this slide to present the concept of CBT for Nursing Student in the department of psychiatry, I.M.S. Banaras Hindu University in Varanasi.
I hope this will be help full for everyone.
Thank you!
A Very Effective Depression Treatment Therapy: CBTAdam Smith
There are many kinds of therapeutic approaches to treat mental disorders, but research has shown that results demonstrated by Cognitive behavioral therapy is more effective and moreover permanent. Even the most mild cases of depression can be treated holistically with cognitive behavioral therapy centers.
cognitive model and cognitive theories in clinical psychology and who is the father of clinical psychology and how cognitive model is different from other psychological models and how cognitive theorist explain the abnormality /abnormal functions
theories
1 jean piaget theory of cognitive developmental
2 social cognitive theory
“CBT is a process of teaching, coaching, and reinforcing positive behaviors. CBT helps people to identify cognitive patterns or thoughts and emotions that are linked with behaviors.”
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Presentation Objectives
Explain the connection between thoughts,
feelings, and behaviors
Develop a cognitive case conceptualization and
understand its relationship to Cognitive Therapy
Choose and apply cognitive interventions
appropriate for use with children and adults
Choose and apply behavioral interventions
appropriate for use with children and adults
3. Outline of Presentation
Introduction to CBT
Basic principles and overview of treatment
Cognitive Conceptualization
The cognitive model
The Evaluation Session
Intake and assessment
The Initial Therapy Session
Treatment Planning
The 2nd Session and Beyond
5. Introduction to CBT
A revolution in the field of mental health was started
in the 1960’s by Aaron T. Beck
He began as a fully trained and practicing
Psychoanalyst.
He was a scientist at heart, believed theories should be
empirically valid.
Began studying depression, and results of his
experiments lead him to pursue other explanations for
depression.
6. What is CBT?
Dr. Beck decided to test the psychoanalytic concept
that depression is the result of hostility turned inward
toward the self.
He investigated the dreams of depressed patients,
which, he predicted, would manifest greater themes of
hostility than the dreams of normal control patients.
To his surprise, he ultimately found that the dreams of
depressed patients contained fewer themes of hostility
and far greater themes of defectiveness,
deprivation, and loss. He recognized that these
themes paralleled his patients’ thinking when they
were awake.
7. What is CBT?
He identified distorted, negative cognition (primarily
thoughts and beliefs) as a primary feature of
depression and developed a short-term treatment, one
of whose primary targets was the reality testing of
patients’ depressed thinking.
Aaron Beck developed a form of psychotherapy in the
early 1960s that he originally termed “cognitive
therapy.”
“Cognitive therapy” is now used synonymously with
“cognitive behavior therapy” by much of our field.
8. What is CBT?
Beck devised a structured, short-term, present-
oriented psychotherapy for depression, directed
toward solving current problems and modifying
dysfunctional (inaccurate and/or unhelpful) thinking
and behavior (Beck, 1964).
Since that time, he and others have successfully
adapted this therapy to a surprisingly diverse set of
populations with a wide range of disorders and
problems.
These adaptations have changed the focus, techniques,
and length of treatment, but the theoretical
assumptions themselves have remained constant.
9. What is CBT?
In all forms of cognitive behavior therapy that are
derived from Beck’s model, treatment is based on a
cognitive formulation, the beliefs and behavioral
strategies that characterize a specific disorder (Alford
& Beck, 1997).
Treatment is also based on a conceptualization, or
understanding, of individual patients (their specific
beliefs and patterns of behavior). The therapist seeks
in a variety of ways to produce cognitive change—
modification in the patient’s thinking and belief
system—to bring about enduring emotional and
behavioral change.
10. What is CBT?
Beck drew on a number of different sources when he
developed this form of psychotherapy, including early
philosophers, such as Epicetus, and theorists, such as
Karen Horney, Alfred Adler, George Kelly, Albert
Ellis, Richard Lazarus, and Albert Bandura. Beck’s
work, has been expanded by current researchers and
theorists, in the United States and abroad.
11. Different Forms of CBT
There are a number of forms of cognitive behavior therapy that
share characteristics of Beck’s therapy, but whose
conceptualizations and emphases in treatment vary to some
degree.
These include rational emotional behavior therapy (Ellis,
1962), dialectical behavior therapy (Linehan, 1993), problem-
solving therapy (D’Zurilla & Nezu, 2006), acceptance and
commitment therapy (Hayes, Follette, & Linehan, 2004),
exposure therapy (Foa & Rothbaum, 1998), cognitive
processing therapy (Resick & Schnicke, 1993), cognitive
behavioral analysis system of psychotherapy (McCullough,
1999), behavioral activation (Lewinsohn, Sullivan, & Grosscup,
1980; Martell, Addis, & Jacobson, 2001), cognitive behavior
modification (Meichenbaum, 1977), TF-CBT (Cohen,
Mannarino, & Knudsen, 2004; Cohen,. Mannarino, & Staron,
2006), and others.
Beck’s cognitive behavior therapy often incorporates techniques
from all these therapies, and other psychotherapies, within a
cognitive framework.
12. The Cognitive Model
“Men are disturbed not by things, but by the view
which they take of them.” - Epictetus
“It’s not the situations in our lives that cause distress,
but rather our interpretations of those situations.”
– Aaron T. Beck
13. What is the Theory of CBT?
The cognitive model proposes that dysfunctional thinking
(which influences the patient’s mood and behavior) is common
to all psychological disturbances.
When people learn to evaluate their thinking in a more
realistic and adaptive way, they experience improvement in their
emotional state and in their behavior.
For example, if you were quite depressed and bounced some
checks, you might have an automatic thought, an idea that just
seemed to pop up in your mind: “I can’t do anything right.” This
thought might then lead to a particular reaction: you might feel
sad (emotion) and retreat to bed (behavior). If you then
examined the validity of this idea, you might conclude that you
had overgeneralized and that, in fact, you actually do many
things well. Looking at your experience from this new
perspective would probably make you feel better and lead to
more functional behavior.
14. What is the Theory of CBT?
For lasting improvement in patients’ mood and behavior,
cognitive therapists work at a deeper level of cognition: patients’
basic beliefs about themselves, their world, and other
people.
Modification of their underlying dysfunctional beliefs produces
more enduring change. For example, if you continually
underestimate your abilities, you might have an underlying
belief of incompetence.
Modifying this general belief (i.e., seeing yourself in a more
realistic light as having both strengths and weaknesses) can
alter your perception of specific situations that you
encounter daily. You will no longer have as many thoughts with
the theme, “I can’t do anything right.” Instead, in specific
situations where you make mistakes, you will probably think,
“I’m not good at this [specific task].”
15. What Does the Research Say?
Cognitive behavior therapy has been extensively tested
since the first outcome study was published in 1977
(Rush, Beck, Kovacs, & Hollon, 1977). At this point,
more than 500 outcome studies have demonstrated
the efficacy of cognitive behavior therapy for a wide
range of psychiatric disorders, psychological problems,
and medical problems with psychological components
(see, e.g., Butler, Chapman, Forman, & Beck, 2005;
Chambless & Ollendick, 2001).
17. General Principles of CBT
Cognitive behavioral therapy is:
Semi‐structured, time‐sensitive, active;
Based on a case conceptualization;
Focused on skill development; and
Oriented toward a hypothesis‐testing approach.
Clinician and client work collaboratively with a
focus on a strong relationship.
All interventions aim at cognitive change.
18. General Principles of CBT
Principle No. 1. Cognitive behavior therapy is based
on an ever-evolving formulation of patients’ problems
and an individual conceptualization of each patient in
cognitive terms.
Principle No. 2. Cognitive behavior therapy requires a
sound therapeutic alliance.
Principle No. 3. Cognitive behavior therapy
emphasizes collaboration and active participation.
Principle No. 4. Cognitive behavior therapy is goal
oriented and problem focused.
19. General Principles of CBT
Principle No. 5. Cognitive behavior therapy initially
emphasizes the present.
Principle No. 6. Cognitive behavior therapy is
educative, aims to teach the patient to be her own
therapist, and emphasizes relapse prevention.
Principle No. 7. Cognitive behavior therapy aims to
be time limited.
Principle No. 8. Cognitive behavior therapy sessions
are structured.
20. General Principles of CBT
Principle No. 9. Cognitive behavior therapy teaches
patients to identify, evaluate, and respond to their
dysfunctional thoughts and beliefs.
Principle No. 10. Cognitive behavior therapy uses a
variety of techniques to change thinking, mood, and
behavior.
21. Importance of the Therapeutic
Relationship
Like most other therapies, the therapeutic relationship
is a necessary and critical component of CBT:
Empathic
Understanding
Warm
Genuine
Direct and sensitive
22. The Cognitive Model
Your client has been sent to the office for the 4th time
this week!
The family has not returned your calls, and the client is
refusing to talk to you.
What do you think?
How do you feel?
What do you do?
23. The client
no-shows for
his session
again
The Situation The Beliefs The Consequences
This kid is so
frustrating! He
isn’t even trying
to get better!
Feelings of
Frustration
His family situation
is so tough right
now, it’s really hard
for him to get to
sessions.
Feelings of
Compassion
26. Situation
Automatic Thought
Feelings
Behaviors
Get a dirty look from
another kid
He thinks he’s
tougher than me. I’ll
have to show him I’m
not a punk
Angry and Offended
Threaten the kid
Punch the kid
Refuse to back down
28. Cognitive Model: Situations
A situation or activating event may be an internal or
external event that prompts an automatic thought.
External event: alarm clock ringing, being interrupted,
called on in class
Internal event: memory, thought, emotion, sensation
29. Cognitive Model: Beliefs
AUTOMATIC THOUGHTS
Quick evaluative thoughts
INTERMEDIATE BELIEFS
Rules or assumptions about life
“If________, then_____.”
CORE BELIEFS
Deeply held, rigid beliefs about the self, others, and the
world
30. Cognitive Model: Automatic Thoughts
Quick, evaluative thoughts or images that are
situation specific
Automatic thoughts = interpretations
We are more likely to be aware of the emotion that
follows an automatic thought.
31. Automatic Thoughts
When you notice a strong reaction (emotional,
behavioral, physiological), ask yourself:
“What was going through my mind just then?”
32. Eliciting Automatic Thoughts
1. Ask them how they are/were feeling and where in their
body they experienced the emotion.
2. Elicit a detailed description of the problematic situation.
3. Request that the patient visualize the distressing situation.
4. Suggest that the patient role-play the specific interaction
with you (if the distressing situation was interpersonal).
5. Elicit an image.
6. Supply thoughts similar or opposite to the ones you
hypothesize actually went through their minds.
7. Ask for the meaning of the situation.
8. Phrase the question differently.
33. Intermediate Beliefs
Attitudes, rules, or assumptions that stem from
core beliefs and fuel automatic thoughts
Commonly in the form of “if/then” statements
If I can’t do this perfectly, then why bother trying?
If I open up to people, then I will get hurt.
34. Core Beliefs
MOST CENTRAL, FUNDAMENTAL BELIEFS
ABOUT OURSELVES, OTHERS, AND THE WORLD
Absolute and rigid beliefs (+ or ‐) in 1‐2 words
“I’m worthless.”
May result in biases in attention, information
processing, and memory.
When activated, we interpret situations through the lens
of this belief.
Not necessarily accurate or helpful
35. Sad, gives up, avoids
studying, ultimately fails
Core Belief: I am Smart
Core Belief: I am Stupid
Event: Hears that a hard math test is scheduled for next week
Automatic Thoughts and Images
“I’ll really have to pay
attention and ask for help”
“This is too hard, I’ll never
understand this.”
Feels determined, seeks
out help, studies, passes
Reaction and Behaviors
How Core Beliefs Impact Thoughts
36. Inaccurate and Unhelpful Beliefs
UNLOVABLE
I am disgusting.
No one wants me.
People hate me.
WORTHLESS
I am bad.
I am a waste.
I am a burden.
HELPLESS
I am incompetent.
I am vulnerable.
I am not good enough.
37. 1. All-or-nothing thinking (also called black-and-white, polarized, or
dichotomous thinking): You view a situation in only two categories instead of
on a continuum.
Example: “If I’m not a total success, I’m a failure.”
2. Catastrophizing (also called fortune-telling): You predict the future
negatively without considering other, more likely outcomes.
Example: “I’ll be so upset, I won’t be able to function at all.”
3. Disqualifying or discounting the positive: You unreasonably tell yourself
that positive experiences, deeds, or qualities do not count.
Example: “I did that project well, but that doesn’t mean I’m competent; I just got
lucky.”
4. Emotional reasoning: You think something must be true because you
“feel” (actually believe) it so strongly, ignoring or discounting evidence to the
contrary.
Example: “I know I do a lot of things okay at work, but I still feel like I’m a failure.”
5. Labeling: You put a fixed, global label on yourself or others without
considering that the evidence might more reasonably lead to a less disastrous
conclusion.
Example: “I’m a loser. He’s no good.”
Common Unhelpful Thoughts
38. 6. Magnification/minimization: When you evaluate yourself,
another person, or a situation, you unreasonably magnify the negative
and/or minimize the positive.
Example: “Getting a mediocre evaluation proves how inadequate I
am. Getting high marks doesn’t mean I’m smart.”
7. Mental filter (also called selective abstraction): You pay undue
attention to one negative detail instead of seeing the whole picture.
Example: “Because I got one low rating on my evaluation [which
also contained several high ratings] it means I’m doing a lousy job.”
8. Mind reading: You believe you know what others are thinking,
failing to consider other, more likely possibilities.
Example: “He thinks that I don’t know the first thing about this
project.”
9. Overgeneralization: You make a sweeping negative conclusion that
goes far beyond the current situation.
Example: “[Because I felt uncomfortable at the meeting] I don’t
have what it takes to make friends.”
Common Unhelpful Thoughts
39. 10. Personalization: You believe others are behaving negatively
because of you, without considering more plausible explanations
for their behavior.
Example: “The repairman was curt to me because I did
something wrong.”
11. “Should” and “must” statements (also called
imperatives): You have a precise, fixed idea of how you or
others should behave, and you overestimate how bad it is that
these expectations are not met.
Example: “It’s terrible that I made a mistake. I should always
do my best.”
12. Tunnel vision: You only see the negative aspects of a
situation.
Example: “My son’s teacher can’t do anything right. He’s
critical and insensitive and lousy at teaching.”
Common Unhelpful Thoughts
40. Coping Strategies
Behaviors that the client engages in that either
support or oppose beliefs
Strategies may involve thinking or doing
something.
41. Maintaining
Strategies
Support the Core
Belief
Opposing Strategies
Try to prove the belief
is wrong
Avoiding Strategies
Try not to activate the
belief
Behavior generally makes sense to the person
doing it, based on how they see the world,
others, and themselves.
Coping Strategies
42. Maintaining
Strategies
Support the Belief
Acting in a hostile
manner
Opposing Strategies
Try to prove the belief
is wrong
People Pleasing
Avoiding Strategies
Try not to activate the
belief
Isolating
Coping Strategies
Belief
I’m unlovable
43. Beliefs and Strategies
NAME SOME CLIENT BEHAVIORS…
What kinds of beliefs might be associated with these
behaviors?
WHAT KINDS OF BEHAVIOR MIGHT BE
ASSOCIATED WITH THESE BELIEFS?
I’m vulnerable.
I have no control.
Everyone is trying to hurt me.
44. Case Conceptualization
Foundation of CBT treatment
Brings together all the information into one
coherent story
Takes into consideration life experiences that
lead us to think and behave in specific ways
Based on here‐and‐now functioning and
symptoms
45. Case Conceptualization
Why use case conceptualization?
To better understand behavior
To increase empathy
To identify ways to engage clients
To identify targets for intervention
To create a shared understanding of a child or
adolescent
46. Case Conceptualization
History: Critical and abusive family members, undiagnosed
learning disability, neglect
Core Beliefs: I’m worthless. I’m stupid. People are dangerous.
Coping Strategies and Behaviors: Avoid challenging situations,
aggression, isolation.
Intermediate Beliefs: It is horrible to make mistakes. If I hurt
people first, then they can’t hurt me.
47. Case Vignette: Michele
Please read the vignette about Michele.
When you are finished, please review the case
conceptualization.
WHAT ARE THE IMPORTANT FACTS FROM HER
PAST?
WHAT ARE HER BELIEFS?
WHICH EMOTIONS AND BEHAVIOR DOES SHE
HAVE, AND HOW ARE THEY RELATED TO HER
BELIEFS?
Please be ready to discuss with your group.
48. Session Structure
Mood check & general assessment
Bridge from the previous session
Agenda setting
Homework review
Discussion of issues on the agenda
Summary and feedback (periodic summaries and
homework assignment)
49. Behavioral Activation
Situation: Thinking about initiating an activity
[Common] Automatic thoughts: “I’m too tired. I won’t
enjoy it. My friends won’t want to spend time with me. I
won’t be able to do it. Nothing can help me feel better.”
[Common] Emotional reactions: Sadness, anxiety,
hopelessness
[Common] Behavior: Remain inactive.
51. Evaluating Thoughts
Examine the validity of the automatic thought.
Explore the possibility of other interpretations or
viewpoints.
De-catastrophize the problematic situations
Recognize the impact of believing the automatic
thought.
Gain distance from the thought.
Take steps to solve the problem.
52. Evaluating Thoughts
1. What is the evidence that supports this idea?
What is the evidence against this idea?
2. Is there an alternative explanation or viewpoint?
3. What is the worst that could happen (if I’m not already
thinking the worst)? If it happened, how could I cope?
What is the best that could happen?
What is the most realistic outcome?
4. What is the effect of my believing the automatic thought?
What could be the effect of changing my thinking?
5. What would I tell____________[a specific friend or family
member] if he or she were in the same situation?
6. What should I do?
53. Evaluation Session
Client demographics.
Chief complaints and current
problems.
History of present illness and
precipitating events.
Coping strategies (adaptive and
maladaptive), current and
historical.
Psychiatric history, including kinds
of psychosocial treatments (and
perceived helpfulness of these
treatments), hospitalizations,
medication, suicide attempts, and
current status.
Substance use history and current
status.
Medical history and current
status.
Family psychiatric history and
current status.
Developmental history.
General family history and
current status.
Social history and current status.
Educational history and current
status.
Vocational history and current
status.
Religious/spiritual history and
current status.
Strengths, values, and adaptive
coping strategies.
54. Goals of First Treatment Session
Establish rapport and trust with clients, normalize their
difficulties, and instill hope.
Socialize clients into treatment by educating them about
their disorder(s), the cognitive model, and the process of
therapy.
Collect additional data to help you conceptualize the
patient.
Develop a goal list.
Start solving a problem important to the client (and/or get
the client behaviorally activated).
55. First Treatment Session
Initial Part of Session 1
1. Set the agenda (and provide a rationale for doing so).
2. Do a mood check.
3. Obtain an update (since the evaluation)
4. Discuss the patient’s diagnosis and do psychoeducation.
Middle Part of Session 1
5. Identify problems and set goals.
6. Educate the patient about the cognitive model.
7. Discuss a problem.
End of Session 1
8. Provide or elicit a summary.
9. Review homework assignment.
10. Elicit feedback.
56. 2nd Treatment Session & Beyond
Initial Part of Session
1. Do a mood check.
2. Set the agenda.
3. Obtain an update.
4. Review homework.
5. Prioritize the agenda.
Middle Part of Session
6. Work on a specific problem and teach cognitive behavior therapy skills in
that context.
7. Follow-up discussion with relevant, collaboratively set homework
assignment(s).
8. Work on second problem.
End of Session
9. Provide or elicit a summary.
10. Review new homework assignments.
11. Elicit feedback.
57. Tips for Setting Homework
1. One Size Does Not Fit All.
2. Explain In Detail.
3. Set Homework as a Team.
4. Create a Win-Win Situation.
5. Start Homework In-Session.
6. Ask About and Review Homework.
7. Anticipate and Prepare for Problems.
58. Homework Example Session 1
Read this list twice a day; set an alarm to remember.
1. If I start thinking I’m lazy and no good, remind myself that
depression makes it harder for me to do things. As the treatment
starts to work, my depression will lift, and things will get easier.
2. Read goal list and add others, if I think of any.
3. When I notice my mood getting worse, ask myself, “What’s
going through my mind right now?” and jot down the thoughts.
Remind myself that just because I think something doesn’t
necessarily mean it’s true.
4. Make plans with Friends. Remember, if they say no, it’s likely
that they’d like to hang out with me but they’re too busy.
5. Read Coping with Depression booklet (optional).
59. Homework Example Session 2
1. Daily: When I notice my mood changing, ask myself, “What’s
going through my mind right now?” and jot down my automatic
thoughts (which may or may not be completely true).
2. If I can’t figure out my automatic thoughts, jot down just the
situation. Remember, learning to identify my thinking is a skill
I’ll get better at, like typing.
3. Ask Friend for help with studying.
4. Daily: Read therapy notes.
5. Continue running/swimming.
6. Plan two to three social activities.
7. Daily: Add to credit list (anything I do that is even a little
difficult but I do it anyway).
8. (Tuesday morning): Review Preparing for Therapy Worksheet
for 2 minutes.
60. CBT Professional Organizations
Academy of Cognitive Therapy (www.academyofct.org)
Association for Behavioral and Cognitive Therapies (www.abct.org)
British Association for Behavioural and Cognitive Psychotherapies
(www.babcp.com)
European Association for Behavioural and Cognitive Therapies
(www.eabct.com)
International Association for Cognitive Psychotherapy (www.the-
iacp.com)
61. Assessments
The following scales and manuals may be ordered from Pearson (www.-
beckscales.com):
Beck Depression Inventory–II
Beck Depression Inventory—Fast Screen for Medical Patients
Beck Anxiety Inventory
Beck Hopelessness Scale
Beck Scale for Suicidal Ideation
Clark–Beck Obsessive–Compulsive Inventory
Beck Youth Inventories—Second Edition
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