Week one
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This document summarizes the first week of a cognitive behavioural therapy group. It introduces the purpose of the group which is to discuss depression, self-harm, and set smart goals. Key topics covered include the signs and symptoms of depression, what self-harm is and some examples, managing anxiety through cognitive strategies like examining evidence for anxious thoughts, and behavioural strategies like exposure. The group discusses developing skills like behavioural activation and setting smart and achievable goals to increase activity levels as a way to help manage mood.
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The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Continuing education can be purchased for this at https://www.allceus.com/member/cart/index/search?q=anger
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To do this, you simply need to practice awareness. Start by identifying the voice when you hear it. Next, try to remember what event preceded those negative thoughts.
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If you're not sure you've identified your inner critic yet, try looking for cues. For example, look for times when you find that you're doubting yourself, saying something like, "Can I really do this?" Or be aware of when you're focusing on failure rather than success; for example, where you're worrying about what will happen if you fail at something.
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The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Continuing education can be purchased for this at https://www.allceus.com/member/cart/index/search?q=anger
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Identify the costs and benefits of anger
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Distress tolerance
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Motivational enhancement skills
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Communication skills
Compassion focused skills
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The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Continuing education can be purchased for this at https://www.allceus.com/member/cart/index/search?q=anger
Instructor: Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC, NCC, SPARC, CDRC
Objectives
Explore the function of anger
Identify the costs and benefits of anger
Identify anger triggers
Rejection/Isolation
Failure
Loss of control
The unknown
Explore multiple skills necessary for Anger Management:
Mindful self-awareness
Distress tolerance
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Cognitive behavioral skills
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Wellness skills (Vulnerability identification and prevention)
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Your "inner critic."
You most likely know this voice, even though you may never have identified it as an "inner critic." The first step is to identify that voice and identify the times when you hear it. These are situations where you are brought back to a fixed rather than a growth mindset.
To do this, you simply need to practice awareness. Start by identifying the voice when you hear it. Next, try to remember what event preceded those negative thoughts.
It's a bit like trying to identify what is causing a stomach ache.
You have to go back and try to remember what you ate just before.
If you're not sure you've identified your inner critic yet, try looking for cues. For example, look for times when you find that you're doubting yourself, saying something like, "Can I really do this?" Or be aware of when you're focusing on failure rather than success; for example, where you're worrying about what will happen if you fail at something.
A good place to look for your fixed mindset voice is any time you're trying something new or challenging. These are the most common situations where this negative voice arises. For more on mindset go to http://jgtips.com/youtube to watch Mindset Monday.
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The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Continuing education can be purchased for this at https://www.allceus.com/member/cart/index/search?q=anger
Instructor: Dr. Dawn-Elise Snipes PhD, LPC-MHSP, LMHC, NCC, SPARC, CDRC
Objectives
Explore the function of anger
Identify the costs and benefits of anger
Identify anger triggers
Rejection/Isolation
Failure
Loss of control
The unknown
Explore multiple skills necessary for Anger Management:
Mindful self-awareness
Distress tolerance
Values clarification/Goal setting
Motivational enhancement skills
Cognitive behavioral skills
Cognitive processing skills
Communication skills
Compassion focused skills
Self-esteem building skills
Wellness skills (Vulnerability identification and prevention)
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The document discusses the benefits of being open-minded. It notes that being open-minded allows one to let go of control over their thoughts, experience new ideas and changes in perspective, and make oneself vulnerable by admitting what they don't know. Some key benefits include strengthening oneself by building on new ideas, gaining confidence from continued learning, and developing an underlying honesty from acknowledging one's lack of complete knowledge. The document advocates embracing an open mindset in order to reap these rewards, despite the challenges of changing one's beliefs and perspectives.
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This article teaches a step by step way to build confidence. Engaging in one of the confidence builder blocks each day will lead to greater confidence.
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The document discusses testing a prototype to motivate a person named Mr. S. The prototype consists of playing cards with motivational ideas on the back. Feedback from testing suggests people would be willing to try the ideas if the product was free but not buy it. Feedback also indicates a person's emotional state from stress and anger can impact motivation. Testing a website prototype to share motivational ideas and stories received positive feedback about trying it if it was easy to use and free. The reflection notes that simply providing motivational education may not be enough and other factors like physical environment, energy levels, emotions, incentives and social support need further examination to truly increase motivation.
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This document provides an overview of mindset from Alan, an expert. It discusses that mindset comes from family, friends, and experiences. Negative mindsets are stronger in our brain and come from fears of failure. The brain's role is survival and pain avoidance. There are four levels of mindset: survival, stability, success, and significance. Expectations can create a negativity gap. Positive mindset examples are provided. Taking action involves admitting problems, identifying fears/doubts, listing procrastination habits, and committing to a positive mindset and action. Developing new habits takes time through phases. The document emphasizes overcoming fears to follow your dreams.
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how to stop-worrying.pdf
1. Worrying can be useful if it leads to productive action, such as addressing a problem or developing coping strategies, but chronic worrying is unproductive and causes negative mental and physical symptoms.
2. Most worries fall into two categories - those that are unlikely to occur or unimportant, and eliminating these worries can reduce worrying by 90%. The remaining 10% of more significant worries should be addressed by developing an action plan and then letting go of the worry.
3. Safety behaviors and avoidance only serve to increase worrying and should be eliminated through exposure techniques like writing out worry scripts and habituating to the anxiety they provoke.
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Fear has both a biochemical and emotional response. Biochemically, when confronted with danger the body responds with increased heart rate, sweating, and adrenaline to either fight or flee. Emotionally, the response to fear is individual - some see it positively and seek thrills while others avoid fear. Phobias are persistent, excessive fears of objects or situations. The emotional response to fear can be reduced through repeated, gradual exposure which increases familiarity and is the basis of treatments like systematic desensitization. Overcoming fear involves recognizing hidden fears, challenging excuses, using imagination to reframe negative thoughts, and gradually exposing oneself to feared situations.
Mental Health Awareness
The document discusses mental health issues in Malaysia. It begins by defining what mental health and mental illness are, noting that while everyone's mental health fluctuates, mental illness significantly impacts daily functioning.
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Understand the psychology of human brain and its use in everyday life.
catch the liars vested in the crowd and read some astonishing psychological facts
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This document discusses stress, its causes and effects on health, and strategies for managing stress. It begins by defining stress as the body's physical response to perceived threats or dangers. It then outlines how stress affects the body and can lead to various health issues. Several common causes of stress are identified, including work, time pressures, lack of control, and life events. Signs of stress are described for the physical, behavioral, mental, and emotional levels. The document concludes by providing stress management strategies that address symptoms, such as breathing exercises, and strategies that target the underlying stressors, like problem solving and cognitive approaches.
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CBT and ACT approaches are used to treat OCD characterized by intrusive thoughts. CBT utilizes exposure and response prevention (ERP) by creating hierarchies of triggers to facilitate habituation of anxiety through repeated, prolonged exposure. ACT incorporates mindfulness, acceptance, defusion, values, and committed action to increase psychological flexibility rather than experiential avoidance. Both approaches aim to reduce compulsions and distress from intrusive thoughts, but CBT focuses more on thought content and anxiety reduction while ACT emphasizes the context of thoughts and movement toward valued actions.
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Week 7 revisting cognitive distortions
The document discusses cognitive distortions, or thinking patterns, that can negatively impact one's beliefs and perceptions. It defines several common cognitive distortions such as all-or-nothing thinking, overgeneralization, jumping to conclusions, labeling oneself, and emotional reasoning. Examples are provided for each distortion to illustrate how distorted thinking works. The goal is to help identify these thinking traps and replace them with more realistic perspectives.
Week 6 values and beliefs
This document discusses core beliefs, which are usually beliefs about oneself being unworthy, unlovable, or helpless. It provides examples of common negative core beliefs like "I'm not good enough" or "I'm unlovable." The document outlines a technique called the "downward arrow technique" to identify core beliefs by taking a negative thought and asking how it reflects on oneself, others, and one's future. It demonstrates this technique by breaking down the thought "I have nothing interesting to say." The conclusion emphasizes helping the person develop a more balanced and realistic core belief.
Week 5 fear and motivation
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Week one
- 1. Cognitive Behaviour Therapy Group Week one
- 4. What is this Group about?
- 6. Ground Rules
- 7. Why is a group Effective ?
- 8. Group members… Discuss the topic provide support for other members
- 9. This week’s group is about… Depression Self harm Smart goals
- 11. What does Depression look and feel like?
- 12. Your sleep patterns have changed Your appetite has changed. You feel more fatigued or tired
- 13. You're using drugs or alcohol to cope with your moods You're having thoughts about death or suicide
- 14. Depression Video More than sad video
- 15. Discuss Do you see yourself in this video? What signs and symptoms from the video can you relate to?
- 17. Sometimes people get depressed after big changes in their lives like: a family divorce a break up the death of someone close a big move conflicts at home
- 18. What is Self Harm?
- 20. Self harm is the deliberate act of causing harm to oneself, any action designed to inflict pain on the body can be classed as self harming
- 21. Some examples of self harming behaviours Cutting or scratching Burning Biting Hair pulling, hair cutting
- 22. Punching, hitting, or whipping yourself Punching objects Purposeful self-neglect Substance abuse or poisoning
- 23. Discuss What steps would you take to help yourself if you were practicing self harm?
- 24. Anxiety & Panic Anxiety is a general term for several disorders that cause nervousness, fear, apprehension, and worrying.
- 27. Is a normal feeling and can be brought about by changes, uncertain situations or the knowledge that something is about to change.
- 28. a problem when symptoms interfere with a person's ability to…. sleep or otherwise function Generally speaking, anxiety occurs when a reaction is out of proportion with what might be normally expected in a situation.
- 30. Cognitive Strategies Examine evidence for anxious thoughts “What if” thinking is important ask “what if I fail????” then ask…”So,What if???? Is that the worst thing that can happen?” Normalize Fear!
- 31. Cognitive Strategies Examine evidence for anxious thoughts Therapist: “Have you ever failed in the past?” (looking for rationality) “Why do you think you are going to fail now?” “What would happen if you fail?
- 32. With Anxiety there are generally two types of worry: Worry about negative outcomes (“What if”) What if my father losses his job? What if I get in a car accident today
- 33. 2. Worry about Worry My worries will drive me crazy I am going to get sick from worrying so much
- 34. Behavioural Strategies Exposure to feared situations, objects or symptoms Challenge the fear by reducing safety behaviours
- 36. Discussion … What does anxiety and panic look like in your life? What are some examples of anxiety?
- 37. Skill Development Behavioural Activation
- 38. 1. “I am not in the mood to work out” 2. “If I work out, I will feel better afterward!” 3. “ I will feel better just taking action and working out a few times”
- 39. Have you ever gone for a run with a friend and SOOOO NOT WANTED TO ?? BUT, felt BETTER afterwards?
- 40. Increasing Activity Levels Activity helps you to feel better Activity helps you to feel less tired Activity can help you think more clearly
- 41. Setting Goals
- 43. Smart Goals
- 44. Smart Goals Specific “I want to exercise 3 times a week”
- 45. Smart Goals Measurable “I will keep a log of each time I have exercised to keep me on track”
- 46. Smart Goals Acheiveable Ask these three questions… 3.Can I commit to this? 4.Do I believe I can do this? 3. How much time do I Have to reach this goal.
- 47. Smart Goals Realistic 3 Questions… 3.Is this doable 4.Is the timing right 5.Is the goal too easy or too hard
- 48. Smart Goals Timely I will exercise for One month and revisit my goals and revise if need be.