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cognitive therapy
Cognitive therapy is a systematic psychological counseling theory and technique that aims to change bad cognitions and eliminate bad emotions and behaviors by changing thinking and behavior.
Edited at 2024-04-22 10:15:31- One Hundred Years of Solitude Character Relationship Chart
One Hundred Years of Solitude is the masterpiece of Gabriel Garcia Marquez. Reading this book begins with making sense of the characters' relationships, which are centered on the Buendía family and tells the story of the family's prosperity and decline, internal relationships and political struggles, self-mixing and rebirth over the course of a hundred years.
- One Hundred Years of Solitude Character Relationship Chart
One Hundred Years of Solitude is the masterpiece of Gabriel Garcia Marquez. Reading this book begins with making sense of the characters' relationships, which are centered on the Buendía family and tells the story of the family's prosperity and decline, internal relationships and political struggles, self-mixing and rebirth over the course of a hundred years.
- Project Management Process Template
Project management is the process of applying specialized knowledge, skills, tools, and methods to project activities so that the project can achieve or exceed the set needs and expectations within the constraints of limited resources. This diagram provides a comprehensive overview of the 8 components of the project management process and can be used as a generic template for direct application.
cognitive therapy
- One Hundred Years of Solitude Character Relationship Chart
One Hundred Years of Solitude is the masterpiece of Gabriel Garcia Marquez. Reading this book begins with making sense of the characters' relationships, which are centered on the Buendía family and tells the story of the family's prosperity and decline, internal relationships and political struggles, self-mixing and rebirth over the course of a hundred years.
- One Hundred Years of Solitude Character Relationship Chart
One Hundred Years of Solitude is the masterpiece of Gabriel Garcia Marquez. Reading this book begins with making sense of the characters' relationships, which are centered on the Buendía family and tells the story of the family's prosperity and decline, internal relationships and political struggles, self-mixing and rebirth over the course of a hundred years.
- Project Management Process Template
Project management is the process of applying specialized knowledge, skills, tools, and methods to project activities so that the project can achieve or exceed the set needs and expectations within the constraints of limited resources. This diagram provides a comprehensive overview of the 8 components of the project management process and can be used as a generic template for direct application.
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No relevant template
cognitive therapy
1. concept
1. Cognitive therapy overview
1. in principle
1.1. 1: Based on an evolving interpretation of the patient's problem and an individual conceptualization of each patient in cognitive terms
1.2. 2: The need for a good therapeutic alliance
1.3. 3: Emphasis on cooperation and active participation
1.4. 4: Goal-oriented and problem-focused
1.5. 5: The focus is on the present
1.6. 6: Educational, with the goal of teaching clients to become their own therapists
1.7. 7: There is a time limit, usually 6-14 weeks
1.8. 8: Structured therapy (an introductory part---mood check, review of last week, jointly setting the meeting agenda, a middle part---review homework, discuss issues on the agenda, assign new homework, summary, a The last part---eliciting feedback)
1.9. 9: Teach patients to identify, evaluate, and respond to their negative thoughts and beliefs
1.10. 10: Promote changes in thinking, emotions, and behavior
2. Treatment overview
1. Develop a therapeutic relationship
1.1. Demonstrate good counseling skills and understanding to patients
1.1.1. I care and value you
1.1.2. I want to understand what you're going through and help you.
1.1.3. I'm confident we can work well together
1.1.4. I have helped many patients like you
1.2. Share your conceptualization and treatment plan with the patient
1.3. Make decisions together with the patient
1.4. Seek patient feedback
2. Develop treatment plan and session structure
2.1. Reestablish the therapeutic relationship and gather information
2.2. Discuss and solve listed problems, teaching patients various techniques related to cognition, behavior, and problem solving
2.3. Ask patients to identify and respond to their unhealthy thoughts over the next week
3. Identify and react to bad features
3.1. guided discovery
3.1.1. What evidence is there that your idea is correct? What is the evidence to the contrary?
3.1.2. Is there any way of looking at this problem? ?
3.1.3. What’s the worst possible outcome, and how would you deal with it if it happened? What's the best outcome? What is the most likely outcome?
3.1.4. What advice would you give your family if they had the same idea as you?
3.2. behavioral experiments
4. Emphasize the positive aspects
5. Facilitate cognitive and behavioral change during sessions
3. cognitive conceptualization
1. basic framework
1. ask
1. What is the patient’s diagnosis?
2. What are the current problems, and how did they arise and persist to this day?
3. What are the dysfunctional behaviors and beliefs associated with these problems? What responses (emotional, physical, behavioral) are associated with his automatic thoughts
2. hypothesis
1. How does the patient view himself, others, his world, and his future?
2. What are his fundamental beliefs and thinking?
3. How does this patient cope with his adverse cognitions?
4. What stressor contingencies affect current psychological development or prevent resolution of these problems?
5. If so, what early experiences influenced this patient's current problems? What do these experiences mean to patients? What beliefs arise from, or are reinforced by, this?
6. If relevant, what cognitive, emotional, and behavioral mechanisms has this patient developed to cope with these dysfunctional thoughts?
2. cognitive model
1. situation/event
2. automatic thoughts
3. Response (emotional, behavioral, physiological)
3. belief
1. attitudes, rules and assumptions
4. The relationship between behavior and automatic thoughts
1. core beliefs
2. Intermediate beliefs (attitudes, rules, assumptions)
3. situation
4. automatic thoughts
5. Reaction (emotional behavior, physiological)
example
1.
4. The difference between automatic thoughts, core beliefs, and intermediate beliefs
2. assessment meeting
1. Target
2. structure
3. start
4. stage
4.1. Demographic information
4.2. Patient complaints and current problems
4.3. History of present illness and precipitating events
4.4. Coping strategies now and in the past
4.5. Psychiatric history
4.6. Drug use history
4.7. Growth history
4.8. family situation
4.9. Social experience, education level, professional experience, religious beliefs and current situation
4.10. Problems, values, and adaptive coping strategies
5. Finally: Ask the patient if there is anything they don't want to tell us, you don't have to tell me what it is, I just want to know if there is more that needs to be said and maybe that can be discussed at some point in the future
6. family participation
7. Write an assessment report—first cognitive conceptualization and treatment plan
3. first meeting
3.1. Structure of the first meeting
1. Set the agenda
2. Mood Check (can use scale)
3. Get the latest patient information
4. Discuss diagnosis
Initial stage
5. Identify issues and set goals
6. Educate patients about cognitive patterns
7. Problem discussion or behavioral activation
mid stage
8. Summarize the end of the meeting and arrange homework and elicit feedback
8.1. What did we discuss today that is important to you to take note of?
8.2. How much do you think you can trust your therapist today?
8.3. Is there anything that bothered you about today's treatment? What if there is
8.4. How much homework have you completed for today's therapy session? How likely are you to complete your new homework assignment?
8.5. Is there anything you need to figure out for the next meeting?
3.2. behavioral activation
1. Conceptualization of activity reduction
2. Conceptualization of a lack of control or pleasure
3. Evaluate forecast accuracy with activity charts
4. second meeting
1. initial part
1.1. mood check
1.2. Set the agenda
1.2.1. What problem would you like me to help you solve today? Can you tell me the names of these questions?
1.3. Get the latest information
1.4. Review homework
1.4.1. What important issues were discussed last time?
1.4.2. How am I feeling compared to other weeks?
1.4.3. What happened this week that therapists need to know (negative and positive)
1.4.4. What questions do I want help with and what is the abbreviation of each question?
1.4.5. What homework did I do? (If nothing is done, what is holding me back?) What did I learn?
What the patient needs to prepare before the interview
1.5. Prioritize items on the agenda based on the issues the patient wants to solve
2. middle part
2.1. Work on a specific problem and teach cognitive behavioral skills within that context
2.2. Have follow-up discussions and set relevant homework assignments
2.3. Work on the second question
3. Talk ended
3.1. Provide or guide patient in summary
3.2. Review newly assigned homework
3.3. Guide patients to provide feedback
4. Write down treatment records
5. Difficulties encountered in structuring therapy sessions
5.1. Therapist's Perception
5.2. Violently interrupting the patient
5.3. Help patients familiarize themselves with their role as patients
5.4. Engage patients in treatment
5.5. Brief report on recent situation
5.6. connections between talks
5.7. Review homework (forgot to review)
6. Identify automatic thoughts
6.1. elicit automatic thoughts
6.1.1. What were you thinking just now?
6.1.2. Difficulties in eliciting automatic thoughts
6.1.2.1. Ask them how they feel when they have emotions. That part of feeling
6.1.2.2. Elicit a detailed description of the problem situation
6.1.2.3. Ask the patient to imagine the painful scene
6.1.2.4. Suggest that the patient role-play that specific situation with you
6.1.2.5. elicit imagery
6.1.2.6. Provide an idea that is contrary to what you assume the patient actually thinks
6.1.2.7. Ask what the scene means to the patient
6.1.2.8. express in different ways
6.2. Identify other automatic thoughts
6.3. Identify the problem situation
6.4. subtopic
6.4.1. It refers to the thinking process that occurs naturally without special attention or effort in a certain situation. It is a rapid, unconscious and habitual way of thinking, often based on personal experience, knowledge and intuition. Automatic thinking is a patterned way of thinking formed by the brain after repeated practice and learning, which can quickly and accurately handle simple, familiar or common problems in daily life.
6.4.2. The characteristics of automatic thinking include the following aspects:
6.4.2.1. 1. Quick reaction: Automatic thinking can generate reactions and judgments quickly without the need for careful consideration and analysis.
6.4.2.2. 2. No conscious control required: Automatic thinking is an unconscious process that does not require special conscious control or attentional investment.
6.4.2.3. 3. Based on experience and knowledge: Automatic thinking relies on personal accumulated experience and knowledge, thinking by applying past experiences to similar situations.
6.4.2.4. 4. Preference for habituation: Automatic thinking is easily affected by personal habits and preferences, which may lead to some fixed thinking patterns or biases.
7. Validate emotions
7.1. The importance of distinguishing emotions and thoughts---you can see whether they are consistent, distinguish different emotions, and find the underlying automatic thoughts (negative emotions: sadness, loneliness, depression, displeasure, anxiety, worry, fear, fear, tension, anger, Anger, irritation, annoyance, shame, embarrassment, disappointment, jealousy, envy, guilt, injury, doubt, etc.
7.2. Rating of emotional intensity
7.2.1. Use emotional intensity to know healing
8. Evaluating automatic thoughts
8.1. Overview
8.1.1. How to choose automatic thoughts
8.1.2. How to Use Socratic Questioning to Assess Automatic Thoughts
8.1.3. How to check the assessment results
8.1.4. How to do case conceptualization when an assessment is ineffective
8.1.5. How to Use Alternative Methods to Question and Respond to Self-Sent Thoughts
8.1.6. How to react if automatic thoughts are real
8.1.7. How to teach patients to assess their automatic thoughts
8.2. Choose important automatic thoughts
8.2.1. Under what circumstances do you have this automatic thought? How much did you believe him at that time? How much do you trust him now?
8.2.2. How does he affect your mood? How intense is that emotion? How intense are your emotions now? what did you do
8.2.3. What goes through your mind in this scenario? Any ideas or images emerge?
8.2.4. Which thought or image makes you most uneasy?
from future situations
8.3. Use questions to evaluate an automatic thought
8.3.1. What is the evidence for/against this idea?
8.3.2. Are there any other explanations or opinions?
8.3.3. What's the worst that could happen? (What if I haven’t thought about the worst that could happen?) If it happens, how can I cope? What would be the best outcome? What is the most realistic outcome?
8.3.4. What are the implications of my changing/believing automatic thoughts?
8.3.5. What would I say to a friend or family member in the same situation?
8.3.6. What will I do?
8.4. Use other methods to help patients test their ideas
8.4.1. Use other questions
8.4.2. Identify distorted perceptions
8.4.2.1. all or no thinking
8.4.2.2. catastrophizing
8.4.2.3. De-positive or underestimate positive information: Tell yourself for no reason that positive experiences, events, and qualities are not worth considering. For example: I am good at doing projects, just saying that I am a little lucky.
8.4.2.4. Emotional Reasoning: Assuming that something is true because you feel it strongly, ignoring or discounting evidence on the other side: I know I’m doing a lot of good things at work, but I still feel like a failure
8.4.2.5. attach a label
8.4.2.6. exaggerate or reduce
8.4.2.7. Mental filtering (selective retrieval): Focusing too much on negative information without looking at the whole picture. eg: I got a bad review, and in fact there were many good reviews, which means I did a terrible job.
8.4.2.8. Mind reading/; Believe that you know what others think and do not consider other possibilities
8.4.2.9. overgeneralization
8.4.2.10. Personalization: Believing that others are bad because of oneself and not considering other more reasonable explanations.
8.4.3. Use self-disclosure
8.5. real automatic thoughts
8.5.1. Focus on problem solving
8.5.2. Detect unreasonable conclusions
8.5.3. Let patients accept
8.6. Teaching patients to evaluate thoughts
8.7. no longer used question
9. Dealing with automatic thoughts
9.1. Review treatment notes
9.1.1. Can you summarize what we just said?
9.1.2. What do you think is important for you to remember this week?
9.1.3. What would you tell yourself to do if the same situation happened again?
9.2. Assess and respond to new automatic thoughts between sessions
9.2.1. Thought record sheet
automatic thoughts
10. Identify and correct intermediate beliefs
10.1. cognitive conceptualization
10.2. preventive solution
10.3. Identify intermediate beliefs
10.3.1. Identify a belief expressed as automatic thought
10.3.2. Provide the first part of the hypothesis and ask her to complete the second part, e.g.: If you don’t put in your best effort for the paper and the project….
10.3.3. Directly introduce a rule or attitude
10.3.4. Use the arrow or downward technique. Always ask what is the worst or bad thing about it. You can stop when the same description appears or when the mood starts to get worse, which is the core or intermediate belief.
10.3.5. Find common themes in patients' automatic thoughts
10.3.6. Ask the patient directly
10.3.7. Check Patient Beliefs Questionnaire
10.4. Decide whether to correct your beliefs
10.4.1. Educate patients about their beliefs (patients may have a set of learned beliefs that can be corrected)
10.4.2. Change attitudes and rules into the form of hypotheses (you can confirm their meaning using the down arrow technique)
10.4.3. The benefits and drawbacks of testing beliefs
10.4.4. Build a new belief
10.5. Correct beliefs
10.5.1. Socratic questioning corrects beliefs
10.5.2. Check the pros and cons
10.5.3. Testing beliefs with behavioral experiments
10.5.4. Using the cognitive continuum to correct beliefs
10.5.5. rational-emotional role play
10.5.6. Using others as reference points in belief correction
10.5.7. Act like a new believer
10.5.8. Use self-disclosure to correct beliefs
11. Identify and correct core beliefs
11.1. core belief categories
11.1.1. Core Beliefs of Incompetence
11.1.2. Unlovable Core Beliefs
11.1.3. Valueless core beliefs
11.2. Identify-present-educate patients about core beliefs and monitor their functioning
11.3. Development - Strengthening new core beliefs
11.4. Correct negative core beliefs
11.4.1. See section 10.5 Correcting Intermediate Beliefs
11.4.2. Core Beliefs Worksheet
11.4.3. extreme contrast
11.4.4. Stories and Parables
11.4.5. Experience test - test core beliefs from personal growth experiences
11.4.5.1. Record memories that led to the creation or maintenance of core beliefs. These memories may look back on the previous kindergarten, elementary school, middle school, and more than ten years.
11.4.5.2. Find and record evidence of new, positive core beliefs each period
11.4.5.3. Reconstruct each part of the negative evidence
11.4.5.4. Ask the patient to summarize each period
11.4.6. Reconstruct early memories
11.4.6.1. role play
11.4.6.2. imagination
11.4.6.2.1. Identify a specific situation that is currently distressing for the patient and that is linked to an important core belief
11.4.6.2.2. Strengthen the patient's feelings by focusing on automatic thoughts, emotions, and physical sensations related to the situation
11.4.6.2.3. Help the patient identify and relive a relevant early experience
11.4.6.2.4. Dialogue with the “younger” part of the patient to identify automatic thoughts, emotions, and beliefs
11.4.6.2.5. Help patients develop a different understanding of past experiences through guided sessions, Socratic questioning, and dialogue/role play
11.4.7. response cards
12. Other cognitive and behavioral technologies
12.1. Problem solving and skills training
12.2. Decision-making (pros and cons analysis)
12.3. Refocus: When patients experience negative automatic thoughts, classify and accept the experience, and focus attention on this matter again
12.4. Measuring mood and behavior using activity scales
12.5. relaxation and mindfulness
12.6. Graded task assignments
12.7. Desensitization
12.8. Use pie chart technique to establish goals/identify responsibilities
12.9. Self-Comparison and Affirmation List
13. imagery
13.1. Recognize imagery: images, fantasies, daydreams, imagination, memories, pictures, scenes
13.2. Introducing imagery to patients
13.3. Coping with patients' spontaneous images
13.3.1. Complete the entire image until you feel better, and introduce new elements to intervene in the catastrophic image when the patient is feeling bad.
13.3.2. Skip to the future
13.3.3. Coping in imagery: can ask guiding questions to help them devise their own solutions
13.3.4. Changing the image: Teaching the patient to reimagine a spontaneous image, changing its consequences, thereby alleviating his or her pain.
13.3.5. Putting the Imagery to a Reality Test
13.3.6. repetitive imagery
13.3.7. imagery instead
13.4. Evoked imagery as a therapeutic tool
13.4.1. Rehearse coping techniques: The patient continues to realistically imagine the details of her coping and then writes down specific techniques that she finds helpful
13.4.2. Keeping distance: Reduces pain and helps patients see problems from a broader perspective; helps patients deal with the consequences of imagined disasters, measured in years.
13.4.3. Mitigating perceived threats: Allows patients to assess actual threats in a more realistic way
14. homework
14.1. set homework
14.1.1. ongoing homework
14.1.1.1. Behavioral activation: eg. Get depressed patients who lack activity off the couch and help them return to normal activities; activity schedule
14.1.1.2. Monitor automatic thoughts
14.1.1.3. Assess and react to automatic thoughts
14.1.1.4. problem solved
14.1.1.5. Behavioral skills eg: relaxation skills; time management skills. . .
14.1.1.6. Behavioral experiments: Patients may need to directly test the validity of automatic thoughts that appear to be distorted. For example: I will feel better if I stay in bed; my roommate will be annoyed if I mention the noise problem; no one will follow me in meetings say
14.1.1.7. bibliotherapy
14.1.1.8. Prepare for the next meeting
14.2. Improve homework persistence
14.2.1. Varies from person to person
14.2.2. Provide principles
14.2.3. negotiate arrangements
14.2.4. Do homework during the meeting
14.2.5. Increase patients’ expectations of doing homework
14.3. conceptualize difficulties
14.3.1. A practical question?
14.3.1.1. Doing homework at the last minute
14.3.1.2. Forgetting Homework Principles
14.3.1.3. Disorganization or lack of responsibility
14.3.1.4. Homework is too difficult
14.3.2. Psychological problems?
14.3.3. Psychological problems masked by real problems
14.3.4. Issues related to therapist cognition
14.4. Review homework
15. End treatment to prevent recurrence