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CBT
| Question | Answer |
|---|---|
| The principles of CBT: | Cognitive = thoughts; Behavior = actions; Therapy = feelings |
| What is one of the hallmarks of CBT? | Helping clients identify and manage cognitive distortions. |
| These are examples of cognitive distortions. T//F "Nobody loves me." "I'm not good at anything." "I'll never be happy." | True |
| Cognitive distortions are most often based on things we heard from parents or other caregivers, or from peers, experiences we had, or trauma we went through. T/F | True |
| ________________ thinking patterns are often deeply rooted and ________-_____________, making them difficult to break even with therapeutic intervention. | Distorted; long-lasting |
| Tools offered through CBT tend to be effective to break cognitive distortions if used _____________ by ___________ & ____________. | correctly; therapists; clients |
| Magnification and minimization | Exaggerating or minimizing the importance of events. |
| Catastrophizing | Seeing only the worst possible outcomes of a situation. |
| Overgeneralization | Making broad interpretations from a single or few events. |
| Magical Thinking | The belief that thoughts, actions, or emotions influence unrelated situations. |
| Personalization | The belief that you are responsible for events outside of your control. "My mom is always upset. She would be fine if I did more to help her." |
| Jumping to Conclusions | Interpreting the meaning of a situation with little or no evidence. |
| Mind Reading | Interpreting the thoughts and beliefs of others without adequate evidence. "She wouldn't go on a date with me. She probably thinks I'm ugly." |
| Fortune Telling | The expectation that a situation will turn out badly without adequate evidence. |
| Emotional Reasoning | The assumption that emotions reflect the way things really are. "I feel like a bad friend, therefore, I must be a bad friend." |
| Disqualifying the Positive | Recognizing only the negative aspects of a situation while ignoring the positive. Y |
| "Should" statements | The belief that things should be a certain way. "I SHOULD always be perfect." |
| All-or-Nothing Thinking | Thinking in absolutes such as "always," "never," or "every." I NEVER do a good enough job on anything. (black and white thinking) |
| Stinkin Thinkin | A way to refer to cognitive distortions |
| A benefit of CBT is that it empowers clients as they begin to understand that they are in control of what they think and how they feel, which for many people, is a new idea. T/F | True |
| Clients also learn in CBT that their thinking patterns can sometimes be rooted in old, often negative, experiences and by consciously changing these thinking patterns, they can greatly improve how they feel. T/F | True |
| Cognitive distortions are often identified by having a client keep a __________ ___________ for a few days. | thought record |
| What happens once a client completes a thought record for a few days? | We begin to teach them cognitive restructuring techniques which help them identify whether their thoughts have any basis in fact, and if not, to reword or replace them in a way that is factual. |
| What are these an example of?: Am I basing this though on facts or feelings? What evidence do I have for this thought? Could I be misinterpreting the evidence? Am I having this thought out of habit, or do facts support it? | Socratic Questioning |
| Decatastrophizing | This method helps counter the thinking trap of imagining the absolute worst-case scenario, and helps you realize that if the worst happens, you have the skills to handle it. |
| Core goal of Putting Thoughts on Trial | To remove emotion and evaluate a thought based strictly on verifiable evidence. |
| Core goal of Socratic Questioning | Uncover assumptions and test the accuracy of a belief. |
| Socratic Questioning | Method of open-ended, disciplined questions used to gently uncover the reality of a situation. Instead of simply telling your client that a thought is wrong, you ask questions that pull apart the logic behind it. |
| This technique is also known as the "What if?" technique | Decatastrophizing |
| Core goal of Decatastrophizing | To reduce anxiety by facing the feared outcome and planning a response. |
| Putting Thoughts on Trial | This technique forces you to act as the defense attorney, prosecutor, and judge of your own negative thoughts. It separates objective, hard facts from emotional interpretations. |
| Key Steps in Putting Thoughts on Trial (3): (process completed by client) | 1. Present indisputable evidence that proves the thought is true (Prosecution) 2. Present indisputable evidence that contradicts the thought (the Defense) 3. Deliver a fair, objective verdict based only on the facts (the Judge) |
| Cost-Benefit Analysis | This strategy looks at the practical utility of a thought or behavior rather than its literal truth. It helps you see how holding onto a specific belief is affecting your life. |
| The following are examples of what? : What do I gain by believing this? What is this thought costing me emotionally and practically? What are the short- and long-term effects? How does having this thought impact my life? | Cost-Benefit Analysis |
| Core goal of Cost-Benefit Analysis | To evaluate whether keeping a thought helps you or hurts you. |
| Coming up with alternative and rational explanations which replace their unhealthy distorted thinking patterns is an excellent way to not only extinguish harmful thinking patterns, but also to learn healthy and accurate new ones. T/F | True (Finding Alternatives technique) |
| Core goal of Finding Alternatives | To move from a single negative conclusion to a spectrum of possibilities. |
| What are the following examples of? : What are three other reasons this might have happened? If a friend were in this exact situation, how would they view it? | Finding Alternatives |
| Finding Altneratives | This strategy breaks down "all-or-nothing" or rigid thinking by actively generating different explanations for an event. It broadens your perspective when you feel stuck in a single, painful interpretation. |
| Going through the cognitive restructuring process is an easy task. T/F | False; it can be a difficult one |
| With most clients, it takes a long time (in the absence of complex trauma) to get to a good place within 12-15 sessions. T/F | False; with most clients it does NOT take a long time, except for cases of complex trauma |
| What is often the biggest hurdle in CBT and applying techniques such as Finding Alternatives? | Responsibility: once realized you have it, also understand we are responsible for it |
| TF-CBT | Trauma-Focused Cognitive Behavioral Therapy |
| Cognitive Behavioral Therapy (CBT) is a widely used evidence-based approach that focuses on the relationship between thoughts, emotions, and behaviors. T/F | True |
| _________ ______ ________ iss a specialized adaptation of CBT designed specifically for children and adolescents who have experienced trauma. | Trauma-Focused CBT |
| Approach specifically designed for adolescents and children who have experienced trauma | TF-CBT |
| While TF-CBT builds upon the principles of CBT, it incorporates additional components to address ________ __________, _____________ _________, and ________-_______ ____________. | trauma processing, caregiver involvement, and trauma-related symptoms |
| Helps clients recognize and change maladaptive thought patterns and behaviors. | CBT |
| Extends principles of CBT to address trauma-processing, emotional regulation, and family involvement. | TF-CBT |
| TF-CBT provides a structured and evidence-based framework for addressing trauma while strengthening _________ ________ and _________ __________. | coping skills; caregiver support |
| TF-CBT is commonly used for youth who have experienced: | Physical abuse, sexual abuse, domestic violence exposure, traumatic grief/loss, community violence, natural disasters |
| Standard CBT is commonly used for: | Depression, Generalized Anxiety, Social Anxiety, Panic Disorder, Obsessive-Compulsive Disorder, Behavioral Challenges |
| TF-CBT can be understood as a trauma-specific extension of CBT rather than an entirely separate therapeutic model. T/F | True |
| Both CBT and TF-CBT are supported by extensive empirical research. T/F | True |
| Both TF-CBT and CBT incorporate skills training and cognitive restructuring. T/F | True |
| Only CBT uses structured, goal-oriented interventions. | False; both CBT and TF-CBT use structured, goal-oriented interventions |
| Only TF-CBT emphasizes the relationship between thoughts, feelings, and behaviors. T/F | False; both TF-CBT and CBT |
| What is the primary focus of standard CBT? | Changing maladaptive thoughts/behaviors related to depression, anxiety, or other mental health concerns. |
| What is the primary focus of TF-CBT? | Reducing trauma-related symptoms and helping clients process traumatic experiences; primarily children and adolescents who have experienced trauma |
| What is the Target Population for CBT? | Children, adolescents, adults |
| What is the Target Population for TF-CBT? | Primarily children and adolescents who have experienced trauma |
| What is the Role of Trauma in standard CBT? | It may be addressed if relevant, but it is not the central focus. |
| What is the Role of Trauma in TF-CBT? | It is the central focus of treatment. |
| What is Caregiver Involvement like in standard CBT? | They may be involved depending on age or context of client. |
| What is Caregiver Involvement like in TF-CBT? | Caregiver participation is a core component of treatment. |
| What is the Treatment Structure of standard CBT? | Flexible CBT techniques depending on presenting problem |
| What is the Treatment Structure of TF-CBT? | Structured treatment using the PRACTICE Model |
| What is the Trauma Narrative in CBT? | It is not typically included |
| What is the Trauma Narrative in TF-CBT? | It is a core component of treatment where the child gradually processes trauma memories |
| What are Exposure Techniques in CBT? | May include exposure to anxiety triggers |
| What are Exposure Techniques in TF-CBT? | Includes trauma narrative and in-vivo exposure to trauma reminders |
| What does Skill Development in CBT consist of? | Cognitive restructuring, behavioral activation, coping strategies |
| What does Skill Development in TF-CBT consist of? | CBT skills plus trauma-specific coping, emotional regulation, and safety planning |
| What is the session format of CBT? | Typically individual therapy |
| What is the session format of TF-CBT? | Often includes individual child sessions, caregiver sessions, and conjoint sessions |
Created by:
hdemerly