Structure and Techniques of Cognitive Behavioral Therapy CBT

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Structure and Techniques of Cognitive Behavioral Therapy (CBT) 23 December 2007

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Underlying suspicions: Cognitive Behavioral Therapy How an individual translates life occasions assumes a part in deciding how he or she reacts to those occasions (Beck, 1991). Patients are viewed as being unreasonably negative in their convictions and experiencing the utilization of maladaptive data preparing systems. Looks to instruct patients to recognize their maladaptive convictions and handling propensities and to methodicallly test the exactness of those convictions and inclinations. Supports analyzing the exactness of their convictions, and taking part in a progression of "examinations" in which practices are deliberately fluctuated keeping in mind the end goal to test the precision of those convictions.

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Overarching objectives of CBT Provide patients with clear and trustworthy basis for comprehension their confusion and components of helpful change Offer exceptionally organized sessions and a reasonable game-plan for tending to their worries Be dynamic and issue centered Encourage self-checking and the appraisal of advance

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Overview of CBT Short term, time-constrained psychotherapy 20 sessions more than 10 – 15 weeks Collaborative, observational way to deal with distinguish and resolve issues Comparable to logical examination: Collecting information (occasions, considerations, emotions) Formulating speculations in view of information Testing and reconsidering theories (i.e. thinking designs) in view of new data

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Overview of Cognitive Therapy Homework assignments ("examinations") are basic to treatment Designed to help persistent: Develop objectivity about circumstances Identify fundamental presumptions Develop and test elective conceptualization and suppositions

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Structure of Typical CBT Session Assess inclination (subjective and target reports) and survey late occasions Collaboratively set a motivation for the session Review homework from the past session; fortify advance Discuss "issues and occurrences" on the plan Introduce or audit particular aptitude or "module" to address these worries Formulate a homework undertaking, distinguish components that may meddle with effective consummation Help patient to compress principle focuses and conclusions Discuss considerations and sentiments about the session

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Choosing an Intervention Strategy Assess chance, create wellbeing arrangement, lessen sadness, consider an assessment for medicine. Start with behavioral intercessions, wonderful action booking, social abilities preparing, straightforward critical thinking procedures. Show abilities in distinguishing musings and sentiments, show association amongst contemplations and emotions, present thought journals, start self-guideline. Is the individual free from self-destructive ideation and sadness? Is the individual's level of pain low or gentle? Is the individual psychologically and sincerely prepared for reasonable investigation aptitudes? Utilize trial of confirmation, reattribution, and theory testing procedures No Yes No Yes No Yes

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Choosing an Intervention Strategy Is the individual free from self-destructive ideation and sadness? Is the individual's level of pain low or mellow? Survey chance, create security arrange, lessen sadness, consider an assessment for pharmaceutical. Start with behavioral intercessions, charming action planning, social aptitudes preparing, straightforward critical thinking procedures. No Yes No Yes

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Pleasant Event/Activity Scheduling is utilized to build the level of uplifting feedback in person's day by day normal and also to actuate a dormant individual Pleasant occasion booking makes utilization of a calendar that looks like a day by day organizer Large group of confirmation showing inclination change

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Relaxation Training Targeted for youngsters, youths and grown-ups who are "worried" Skills include: Controlled Breathing Guided Imagery Muscle Relaxation Adaptive Self-Statements

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Social Skills Training Teaching social aptitudes takes after a trademark intellectual behavioral process Mood impacts social conduct and social conduct impacts mind-set Rejection and temperament are value-based Direct guideline Graduated practice and practice Real-world experimentation and encouraging feedback

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Basic Problem-Solving Intervention Disorders may originate from shortages in critical thinking Steps to enhancing critical thinking: Relax Identify the Problem Brainstorm Possible Solutions Evaluate their qualities and shortcomings Say "Yes" to One (or Two) Encourage yourself for achievement

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Affect Regulation Inability to adequately manage dispositions Emotionally labile, ill humored, volcanic Emotion Thermometer Describe sentiments when you are "going to lose it… your emotions are crazy." Anchors Identify prompts that mind-set is starting to raise. Distinguish what should be done to avoid upheaval.

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Choosing an Intervention Strategy Assess chance, create wellbeing arrangement, diminish sadness, consider an assessment for drug. Start with behavioral intercessions, charming movement booking, social aptitudes preparing, basic critical thinking procedures. Show abilities in recognizing musings and emotions, show association amongst considerations and sentiments, present thought journals, start self-direction. Is the individual free from self-destructive ideation and misery? Is the individual's level of misery low or mellow? Is the individual intellectually and sincerely prepared for judicious investigation abilities? No Yes No Yes No Yes

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Identifying Feelings Adopting straightforward order system for feelings Feeling Faces Then educated to rate force None Kind of A parcel 1 3 5

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Identifying Thoughts Automatic musings are regularly in light of honest to goodness concerns however conclusions and implications drawn from encounters are not sensible "Substantial but rather not helpful" (Beck, 1995) Introduce the idea of an inward exchange Have the individual think about a late illustration when something turned out badly Ask individual what they were intuition when that happened

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Cognitive Errors ABRITRARY INFERENCE Drawing a conclusion that is not bolstered by proof "Making a hasty judgment" SELECTIVE ABSTRACTION Focusing on a detail taken outside of any relevant connection to the issue at hand, overlooking other more notable elements, and conceptualizing entire experience in light of this component "Making a huge deal about it" "One individual has been saying pessimistic things in regards to me so why might anybody like me."

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Cognitive Errors OVERGENERALIZATION Drawing general conclusion in view of single occurrence "I felt anxious with others at the gathering; I don't think I have what it takes to make companions." MAGNIFICATION/MINIMIZATION Error in assessment in view of over-or underemphasizing chose parts of circumstances "Doing ineffectively demonstrates how insufficient I am" "Getting decent evaluations doesn't mean I'm savvy."

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Cognitive Errors PERSONALIZATION Inappropriately relating outer occasions to oneself without an undeniable reason for making such associations "She didn't make proper acquaintance with me since I probably accomplished something incorrectly." DICHOTOMOUS THINKING View a circumstance in just two classes rather than on a continuum "All or none considering"; "Dark or white" "In case I'm not an aggregate achievement, I'm a disappointment"

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Cognitive Errors CATASTROPHIZING Predict the future contrarily without considering other, more probable results "Fortune telling" "I'll be so vexed, I won't have the capacity to work by any means." DISQUALIFICATION/DISCOUNTING Unreasonably slight constructive encounters or qualities as without esteem "I welled on the venture not on the grounds that I'm great - I got fortunate." MIND READING Belief that one comprehends what others are considering, and inability to consider other, more probable conceivable outcomes "He's reasoning I'm a disappointment"

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Cognitive Errors LABELING Place a settled, worldwide name on oneself as well as other people without considering proof that prompts to a less appalling decision "I'm a washout" ; "I'm no great." EMOTIONAL REASONING Think that something must be genuine on the grounds that one "feels" it firmly, disregarding opposite confirmation "I know I okayed, yet despite everything I feel like a disappointment."

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Connecting Thoughts to Feelings ABC Model A = ADVERSITY (Any contrary occasion) B = (Beliefs and Interpretations about A) C = Consequences (Behavior and Feelings taking after A)

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ABC MODEL C Consequences An Adversity B Beliefs An Adversity C Consequences

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Daily Thought Record (DTR) DTR contains three segments: (1) Situation, (2) Feeling, (3) Thoughts Situation – Objective depiction of what is going on Feelings – Feeling word and Intensity Thoughts – "What is experiencing my psyche?" (Cardinal question)

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Daily Thought Record - Example

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Choosing an Intervention Strategy Assess chance, create wellbeing arrangement, decrease sadness, consider an assessment for prescription. Start with behavioral mediations, charming action booking, social aptitudes preparing, straightforward critical thinking procedures. Show abilities in recognizing considerations and sentiments, show association amongst contemplations and emotions, present thought journals, start self-direction. Is the individual free from self-destructive ideation and misery? Is the individual's level of pain low or mellow? Is the individual intellectually and sincerely prepared for levelheaded investigation abilities? Utilize trial of proof, reattribution, and speculation testing strategies No Yes No Yes No Yes

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The Daily Mood Log STEP ONE: Describe the irritating occasion _________________________ __________________________________________________________ STEP TWO: Record your negative sentiments and achieve every one from 0 (the slightest) to 100 (the most). Utilize words like miserable, on edge, furious, blameworthy, sad, baffled, and so on. STEP THREE: The Triple-Column Technique

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Ten Ways to Untwist Your Thinking Identify Distortion

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