aaron beck's cognitive therapy

7172019 Aaron Becks Cognitive Therapy

httpslidepdfcomreaderfullaaron-becks-cognitive-therapy 176





Born in Providence Rode Island on July18 1921

Young Aaron developed a near fatalillness following an infection of a broenar wic led i to be anious and tobelieve tat e was inept and stupid

$ater is teory and terapy would elpoters to overcoe te types of negativebeliefs tat e iself eperienced

e graduated fro Brown ampniversityagna cu laude in 19(



Te Yale scool of edicine granted ite )+ in 19 and te Aerican Boardof Psyciatry and -eurology certified iin psyciatry in 19(

e received training in psycoanalysis infro te Piladelpia PsycoanalyticInstitute

e studied depressed peoples dreasten Bec ypotesi0ed tat teir dreaswould contain ore ostility tan tose

nondeppressed peopleInstead teirdreas reflected tree coon tees3defeat deprivation and loss4 519916



Wile e psycoanalytically treating apatient e discovered tat in spite ofte instruction to free7associate tepatient was not saring wit i certain

tougts tat preceded andresponsible for er feelings

Prior to feeling anious er client adte tougt I ust be boring i4

oliciting and focusing on tese fleetingunreported involuntary tougts ledi to identify in is patients specific

cognitive patternspreconsciousinternal counication systes tatfreuently distorted reality yet affectedeotions and beaviors



e began to believe tatdepressed people did not seefailure rater tey distorted reality tote point were tey could notrecogni0e success wen itappened4 5ltreenberg 19816

Aside fro is teacing duties at teampniversity of Pennsylvania Bec asresearced issues suc as

depression suicide aniety andpanic disorders substance abusearital probles and personality

disorders



Aaron T Bec developed an approac

nown as cognitive terapy 5=T6 as a resultof is researc on depression 5Bec19(19gt6

e developed =T about te sae tie lliswas developing RBT yet tey appear to

ave created teir approacesindependently

e observed tat depressed clientsrevealed tat tey ad a negative bias inteir interpretation of certain life events

wic contributed to teir cognitivedistortions 5Bec 19gt6



=ognitive terapy as a nuber ofsiilarities to bot rational eotivebeavior terapy and beaviorterapy All of tese terapies areactive directive tie7liited present7centered proble7orientedcollaborative structured andepirical

Tey ae use of oewor andreuire eplicit identification of

probles and te situations in wic

tey occur 5Bec W

eisaar 2116



=ognitiveTerapy perceivespsycological probles as steing

fro coonplace processes suc as

faulty tining aing incorrectinferences on te basis of inadeuate orincorrect inforation and failing to

distinguis between fantasy and reality $ie RBT =T is an insigt7focused terapy

wit a strong psycoeducational

coponent tat epasi0es recogni0ingand canging unrealistic negativetougts and aladaptive beliefs



=ognitive terapy is igly collaborativeand involves designing specific learningeperiences to elp clients onitor teirautoatic tougts eaine te validity ofteir autoatic tougts understand terelationsip aong cognition feeling andbeavior develop ore accurate and

realistic cognitions and cange underlyingbeliefs and assuptions 5+obson +o0ois21 +o0ois Bec 2116



=ognitive terapy is based on teteoretical rationale tat te waypeople feel and beave is influenced by

ow tey perceive and structure teireperiences



1 Tat peoples internal counication isaccessible to introspection

2 Tat clients beliefs ave igly personaleanings and

( Tat tese eanings can be discovered

by te client rater tan being taugt orinterpreted by te terapist



A priary focus of cognitive terapy is toassist clients in eaining andrestructuring teir core beliefs

T

erapists elp clients bring aboutenduring canges in teir ood andteir beaviour

Bec contends tat people witeotional difficulties tend to coitcaracteristic logical errors4 tat distort

obective reality



Becs approac recogni0es te iportance ofceas

ceas are cognitive structures tat consist ofan individuals fundaental core beliefs and

assuptions about ow te world operates Before birt our biology and ceistry

preprogra us wit certain types of proto7

sceas 5referring to survival bondingautonoy etc6 wic vary in strengt froperson to person 5Bec ollon 199(6



Te environent facilitates or inibits teeergence of te scea in a way tat tatay or ay not assist in adaptation

ceas terefore develop early in life fropersonal eperiences and identification witsignificant oters

aples of sceas are3

ampnless oter people approve of e I awortless4

ampnless I can do soeting perfectly I sould not doit at all4

ceas are uc ore stable tan cognitionsbut tey are soewat dependent on a persons

oods



Personali0ed notions tat are triggered byparticular stiuli tat lead to eotionalresponses

Autoatic tougts are involuntary andunintentional

Tey often occur at a preconscious leveland are difficult to stop or regulate

It function as self7onologues or inner

voices tat ay support or berate us



Becs eained te drea content of

depressed clients for anger ten enoticed tat rater tan retroflected

anger as Creud teori0ed wit depressionclients eibited a negative bias in teirinterpretation or tining



ysteatic errors in reasoning tatappears during psycological distress

Caulty assuptions and isconceptions

+istortions in cognitions arise wen stressfulevents trigger an unrealistic scea

People wit eotional difficulties tend tocoit logical errors4 tat distortsobective reality



Cognitive Distortion Definition Example

Arbitrary Inference +rawing a specificconclusion witoutsupporting evidence oreven in te face of

contradictoryevidence It involves=atastropi0ing4 ortining of te absoluteworst case scenario

After getting a = ratertan A on te first testa student erroneouslyconcludes tat se

would not be able topass te course

elective Abstraction =onceptuali0ing asituation on te basis ofdetail taen out ofcontet and ignoring

all oter possibleeplanations Teassuption is tat teevents tat atter aretose dealing witfailure and deprivation

An individual wo isnervous about gettinginto an accident wiledriving will 0ero in on all

te reports about trafficaccidents wilelistening to te orningnews reconfiring tebelief tat driving is adangerous activity




Overgenerali0ation A process of oldingetree beliefs on tebasis of a single incidentand applying te

inappropriately todissiilar events orsettings

earing about arobbery in te city leadsone to conclude tateveryone is being

robbed

)agnification and

)inii0ation

eeing an event as

ore significant or lesssignificant tan actuallyis

A ig scool girl tins

tat if se is not asedto go to te senor proer life is over

Personali0ation A tendency for

individuals to relateeternal events toteselves even wentere is no basis foraing tis connection

Parents assue tat

tey are to blae everytie teir cildrenisbeave




$abeling and)islabeling

Attributing a personDsactions to teircaracter instead ofsoe accidentalattribute Rater tan

assuing te beaviorto be accidental oretrinsic te personassigns a label to

soeone or soetingtat iplies tecaracter of tat personor ting )islabelinginvolves describing an

event wit languagetat as astron connotation of a

Instead of believing tatyou ade a istaeyou believe tat you area loser because only aloser would ae tat

ind of istae




+icotoous Tining Involves categori0ingeperiences in eiter7oretreesWit sucpolari0ed tiningevents are labeled inblac or wite ters

A person sees is or erperforance on a tasas eiter a copletesuccess or a total failure



Tere are soe iportant differences betweentese two approaces especially wit respectto terapeutic etods and style

RBT is often igly directive persuasive andconfrontational it also focuses on te teacing

role of te terapist Te terapist odelsrational tining and elps clients to identify anddispute irrational beliefs

In contrast =T uses a ocratic dialogue byposing open7ended uestions to clients wit teai of getting clients to reflect on personal issuesand arrive at teir own conclusions



=T places ore epasis on elpingclients identify teir isconceptions for

teselves tan RBT

Troug tis reflective uestioning processte cognitive terapist attepts to

collaborate wit clients in testing tevalidity of teir cognitions 5 a process

tered collaborative empiricism)



Tere are also differences in ow llis andBec view faulty tining

llis wors to persuade clients tat certainof teir beliefs are irrational andnonfunctional troug rational disputation

wile Bec views is clients beliefs asbeing ore inaccurate tan irrational andass is clients to conduct beavioral

eperients to test te accuracy of teirbeliefs 5ollon +iltiuseppe 2116



Cor Bec people live by rules 5preises orforulas6 tey get into trouble wen tey

label interpret and evaluate by a set ofrules tat are unrealistic or wen tey usete rules inappropriately and ecessively

If clients ae te deterination tat teyare living by te rules tat are liely lead toisery te terapist ay suggestalternative rules for te to considerwitout indoctrinating te



paty and sensitivity E tecnicalcopetence F effective therapist 5Bec

189gt6 To establis a terapeutic alliance wit

clients terapists ust also ave a cognitive

conceptuali0ation of cases be creative andactive be able to engage clients troug aprocess of ocratic uestioning and benowledgeable and silled in te use ofcognitive and beavioral strategies aied atguiding clients in significant self7discoveriestat will lead to cange 5Weisaar 199(6



Bec conceptuali0es a partnersip to

devise personally eaningful evaluations ofte clients negative assuptions as

opposed to te terapist directly suggesting

alternative cognitions The therapist functions as a catalyst and a

guide wo elps clients understand ow

teir beliefs and attitudes influence te waytey feel and act



Clients are epected to identify te

distortions in teir tining suari0eiportant points in te session and

collaboratively devise oewor

assignents tat tey agree to carry out =ognitive terapists ai to teac clients

ow to be teir own terapist

rsaquo One way of educating clients is trougBibliotherapy



oewor is often used as a part of

cognitive terapy Topins writes3 uccessful

negotiations can strengten te

terapeutic alliance and tereby fostergreater otivation to try tis and future

oewor assignents4



rsaquo In wat cases can =T be usedG uicidal beavior Borderline personality disorders -arcissistic personality disorders Pobias Psycosoatic disorders ating disorders Anger

Panic disorders and ltenerali0ed aniety disordersTese are soe eaples but te list

goes on



Tecniues are aied ainly at

correcting errors in inforation processingand odifying core beliefs tat result in

faulty conclusions =ognitive tecniues

focus on identifying and eaining aclients beliefs eploring te origins of

tese beliefs and odifying te if te

client cannot support tese beliefs



Bec 5198gt6 writes about te

cognitive triad as a pattern tattriggers depression3

rsaquo clients old a negative view ofteselves

rsaquo Tendency to interpret eperiences

in a negative anner rsaquo clients glooy vision and

proections about te future



Bec designed a standardi0ed device nownas te Beck Depression Inventory (BDI) to

assess te dept of depression How can CT be used in dealing with

depression

rsaquo oe depressed clients ay arborsuicidal wises =ognitive terapy

strategies ay include eposing te clientsabivalence generating alternatives andreducing probles to anageableproportions



rsaquo A central caracteristic of ost

depressive people is self7criticisampnderneat te persons self7ate are

attitudes of weaness inadeuacy and

lac of responsibility A nuber ofterapeutic strategies can be used

=lients can be ased to identify and

provide reasons for teir ecessively self7critical beavior



+epressed clients typically eperience

painful eotions Tey ay say tat teycannot stand te pain or tat noting can

ae te feel better One procedure to

counteract painful affect is uor Aterapist can deonstrate te ironic

aspects of a situation



rsaquo Anoter specific caracteristic ofdepressed people is an eaggeration ofeternal deands probles andpressures uc people often eclaitat tey feel overweled and tat

tere is so uc to accoplis tat teycan never do it A cognitive terapistigt as clients to list tings tat need

to be done set priorities cec off tasstat ave been accoplised andbrea down an eternal proble into

anageable units



Te terapist typically as to tae telead in elping clients ae a list ofteir responsibilities set priorities and

develop a realistic plan of action



Te cognitive beavioral approac

focuses on faily interaction patternsand faily relationsips cognitions

eotions and beavior are viewed as

eerting a utual influence on oneanoter



A ey aspect of te terapeutic process

involves restructuring distorted beliefs 5orscea6 wic as a pivotal ipact on

canging dysfunctional beaviors

rsaquo faily sceata4 7 Tese are ointly eld

beliefs about te faily tat ave fored

as a result of years of integratedinteraction aong ebers of te faily

unit



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I was always fascinated by the process ofunderstanding human behavior As a youth

I was interested in how people come toengage in destructive aggressive acts

- Donald Meichenbaum



More commonly known as Cognitive

Behavior Modification

Focuses on changing the clients self-

verbalizations Negative scripts or statements uttered by the

self or stories regarding by the person whomis shared to others directly affects the

individuals behavior



Its basic premise is that clients as a

prerequisite to behavor change mustnotice the ff

How they think

How they feel

How they behave

The impact they have on others



SIMILAIT with $T an $eckampscognitive therapy

o Assumption that istressing emotions aretypically

the result of malaaptive thoughts

(I))+o $T is more irect an confrontational in

uncovering irrational thoughtsMeinchenbaumamps self-instruction

training focuses more on helping clientsbecome

aware of their self-talk



ROLE-PLAY

Together the therapist an client practiceself-instructions an the esirable

behaviors in role-play situations thatsimulate problem situation in the clientampsaily life



COGNITIVE STRUCTURE

o

The organiing aspect of thinking whichseems to monitor an irect the choice of

thoughts

o Implies an e0ecutive processor1 which

hols the blueprints of thinking1 that

etermine when to continue interrupt orchange thinking



bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(



The beginning step in the changeprocess consists of clients learninghow to observe their own behavior

+ITI+AL )A+T2 willingness an

ability to listen to themselves Involves an increase sensitivity to

their thoughts feelings actionsphysiological reactions an ways ofreacting to others



eg3

If epresse clients hope to makeconstructive changes they must firstrealie that they are not victims1 of

negative thoughts an feelings atherthey are actually contributing to theirepression through the things they tell

themselves



As a result of the early client-therapistcontacts clients learn to noticemalaaptive behaviors an they begin

to see opportunities for aaptivebehavioral alternatives



INTERNAL DIALOGUE+lients learn to change their internalialogue through therapy This new

internal ialogue serves as a new guieto new behavior thereby impacting theclientamps cognitive structure



Involves teaching clients moreeffective coping skills which arepractice in real-life situations

+lients continue to focus on telling

themselves new sentences anobserving an assessing the outcomes



The stability of what they learn isgreatly influence by what they say tothemselves about their newly acquirebehavior an its consequences





=onsists of a

cobination ofinforation of tefollowing3

bull inforation7giving

bull ocratic discussion

bull cognitive restructuring

bull proble solving

bull Relaation training

bull beavioral reearsals

bull self7onitoring

bull

self7instructionbull self7reinforceent and

bull odifying environental situations



1 Conceptual-

educationalphase

k illsacquisition

consolidationand rehearsal

phase

$pplication

and follow-through phase



)2+3S creating a workingrelationship with clients

+one by elping te clients gain abetter view of te nature of stress and

reconceptuali0ing it in social7interactiveters



The therapist entails the clientsamp scollaboration uring this early phase

an together they rethink the natureof the problem

They learn about the role thatcognitions an emotions play increating an maintaining stressthrough iactic presentationsSocratic questioning an by aprocess of guie self-iscovery



Teaches clients to become aware oftheir own role in creating their stress



OPEN-ENDED DIARY

+lients typically keep an open-eneiary in which they systematicallyrecor their specific thoughts feelings

an behaviors



)2+3S giving clients a variety of

behavioral cognitive coping techniquesto apply to stressful situations



Involves irect actions such asgathering information about theirfears learning specifically whatsituations bring about stress

arranging for ways to lessen thestress by oing something ifferentan learning methos of physical

an psychological rela0ation



How can I prepare for a stressor415hat o I have to o4 +an I evelop aplan to eal with the stress41

How can I confront an eal with whatis stressing me41 5hat are some ways I

can hanle a stressor4 How can I meetthis challenge41



How can I cope with feelingoverwhelme41 5hat can I o rightnow4 How can I keep my fears in

check41 How can I make reinforcing self-

statements41 How can I give myself

creit41

As part of the stress management




program clients are e0pose tovarious behavioral interventions

some of which arersaquo ela0ation training

rsaquo Social skills training

rsaquo Time-management instruction

rsaquo Self-instructional training



)2+3S carefully arranging for transfer

an maintenance of change from thetherapeutic situation to everyay life



+lients nee to practice new self-

statements an apply their new skillsin real-life situations

2nce clients have become proficient incognitive an behavioral coping skillsthey practice behavioral assignments

which become increasingly emaning



If the clients o not follow throughwith the therapist the therapist anthe client collaboratively consier the

reasons for the failure



+lients are provie with training in

RELAPSE PREVENTION which consists ofproceures for ealing with the inevitablesetbacks they are likely to e0perience as

they apply learning to aily life )ollow-up an booster sessions typically

take place at 6- 7- an 89-month periosas an incentive for clients to continuepracticing an refining their coping skills

Application of SIT for a wie variety of



pp y

problemsrsaquo Anger control

rsaquo

An0iety managementrsaquo Assertion training

rsaquo Improving creative thinking

rsaquo Treating epression

rsaquo (ealing with health problems

rsaquo

An0iety isorersrsaquo osttraumatic isorers TS(





Assuption

Tas

=aracteristics



Meinchenbaum 8lt has evelope

his approach by incorporating theconstructivist narrative perspective (CNP) which focuses on the stories

people tell about themselves anothers regaring significant events intheir lives



ASS3MTI2 there are multiplerealities

TASK to help clients appreciatehow they construct their realitiesan how they author their own

stories



Less structure an more iscovery-

oriente than stanar cognitivetherapy

=ives more emphasis to pastevelopment

Tens to target eeper core beliefs

0plores the behavioral impact anemotional toll a client pays for clingingto certain root metaphors



























disorders














tey occur 5Bec W

eisaar 2116


























T



obective reality












aples of sceas are3




oods




































robbed

)agnification and

)inii0ation

eeing an event as






Parents assue tat











ind of istae















teselves tan RBT











































oewor assignents4





goes on





















depression























anageable units



















unit



983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories





















tey occur 5Bec W

eisaar 2116


























T



obective reality












aples of sceas are3




oods




































robbed

)agnification and

)inii0ation

eeing an event as






Parents assue tat











ind of istae















teselves tan RBT











































oewor assignents4





goes on





















depression























anageable units



















unit



983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories

































T



obective reality












aples of sceas are3




oods




































robbed

)agnification and

)inii0ation

eeing an event as






Parents assue tat











ind of istae















teselves tan RBT











































oewor assignents4





goes on





















depression























anageable units



















unit



983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories



















aples of sceas are3




oods




































robbed

)agnification and

)inii0ation

eeing an event as






Parents assue tat











ind of istae















teselves tan RBT











































oewor assignents4





goes on





















depression























anageable units



















unit



983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories











































robbed

)agnification and

)inii0ation

eeing an event as






Parents assue tat











ind of istae















teselves tan RBT











































oewor assignents4





goes on





















depression























anageable units



















unit



983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories

















ind of istae















teselves tan RBT











































oewor assignents4





goes on





















depression























anageable units



















unit



983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories






















teselves tan RBT











































oewor assignents4





goes on





















depression























anageable units



















unit



983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories















































oewor assignents4





goes on





















depression























anageable units



















unit



983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories












goes on





















depression























anageable units



















unit



983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories




























depression























anageable units



















unit



983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories




























anageable units



















unit



983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories


























unit



983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories










983107983151983143983150983145983156983145983158983141

983106983141983144983137983158983145983151983154

983117983151983140983145983142983145 983137983156983145983151983150983138 983161

983108 983151983150983137983148983140

983117983141983145 983144983141983150 983137983157


















How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories

























How they think

How they feel

How they behave













ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories



















ROLE-PLAY





COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories










COGNITIVE STRUCTURE

o


thoughts






bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories










bullelf7

observation

1bulltarting a

new

internaldialogue2

bull$earning

new sills

(









eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories
















eg3



themselves





















=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories




























=onsists of a





bull proble solving



bull self7onitoring

bull





1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories










1 Conceptual-

educationalphase

k illsacquisition


phase

$pplication

















OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories























OPEN-ENDED DIARY


an behaviors




















creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories



























creit41

































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories







































pp y


rsaquo





rsaquo






Assuption

Tas

=aracteristics










stories












Assuption

Tas

=aracteristics










stories

















stories








aaron beck's cognitive therapy

Documents