Cognitive Behavioral Therapy Simplified

Cognitive Behavioral Therapy
Simplified
Edited By

Stephen Jambunathan and Jesjeet Singh Gill

Co g n i t i v e B e h a v i o r a l Th e r a p y S i m p l i f i e d

1
Introduction to the
general principles of CBT
Stephen Jambunathan & Jesjeet Singh Gill

44


What Is Cognitive Behavioural Therapy (CBT)?
CBT is a type of psychotherapy that helps a person change behaviour, thinking and
emotions by understanding and reorganizing their relationship. The basis behind
CBT is that cognition and emotions can be monitored and altered and desired
behavioural change can be achieved through these changes. Thoughts help us define
the mood we experience and also influence the way we behave. Thoughts and beliefs
also affect our physical reaction. Our environment and subjective experiences
influence attitudes, beliefs and thoughts. By understanding these connections one
will be able to modify the emotional responses to our thoughts and environment.

The main features of CBT are as follows:
• Emphasis on the present
In CBT there is no need to explore the past, as the main issue is to clarify
and restructure current thinking processes and modify behaviour.
• Collaborative empirism
The patient and the therapist works together towards a common goal unlike the
psychodynamic therapies where the therapist may evoke uncomfortable emotional
reactions and transferences. In CBT, the atmosphere is one where resistance and
competitiveness between the therapist and patient is reduced by a collaborative
task-orientated alliance.
• Specific goals
One of the early steps in CBT is to identify areas to be addressed in therapy.
The core structure of therapy will be determined by the goals set. With the help
of the therapist the patient will be guided to target and achieve only realistic
goals. The goals can be changed during the process of therapy depending on the
needs of the patient.
• Outcome evaluation
In CBT the patient will be able to objectively evaluate the progress of therapy as
he experiences changes in behaviour and mood. This is an important process
that will help motivate the client to further develop his thinking skills.
Although CBT is a highly structured form of therapy, the structure of the
sessions can be modified depending on time constraints, the patients‟ needs
and
the
patient-therapist
contract.

55


The basic structure in CBT
1. Behavioural methods:
A. Relaxation- Imagery, Breathing exercises,
Progressive muscle relaxation
B. Distraction- object focusing
C. Distraction- sensory awareness
D. Monitoring activities
E. Scheduling activities
F. Graded Tasks
2. Cognitive Methods:
A. Explaining the mechanism and symptoms of the relevant disorder
B. Identifying and challenging negative thoughts
C. Cognitive restructuring

Who will benefit from CBT?
CBT can be of benefit to patients with most psychiatric disorders. This form of
therapy is most commonly used in Depression, Anxiety disorders, Eating disorders,
Substance abuse, Personality Disorders and under special supervision, for
psychosis. The individual qualities of a client that would be beneficial when doing
CBT include:
1. A good understanding of the basic principles of CBT
2. The ability to identify emotional responses to given situations
3. The capacity to identify automatic thoughts
4. The ability to critically analyze the evidence supporting the automatic thoughts
5. The sense of responsibility for one‟s own outcome
6. The ability to stay focused on the agreed upon targets
7. The willingness to participate actively in the home-work

66


Initial Interventions
A detailed psycho-evaluation is the most important first step before any form of
therapy is to begin. This is to ensure a thorough understanding of the patient‟s
needs and skills.
Cognitive defusion will help the patient look at the problem objectively based on only
the facts without being influenced by the affective component. It is a therapeutic
technique to help a patient detect their thoughts and see them as a hypotheses
rather than objective facts about the world.
Stress reduction strategies such as relaxation therapies like breathing exercises and
muscle relaxation are important to be taught early in therapy in order to enable the
patient to experience relief when under acute discomfort. By being able to regulate
and deal with stressful situations one will also have a subjective sense of control
over particular difficult situations in their life. The patient is also encouraged to
postpone all major life changes to avoid more stress and possible conflict.

77


2
Basic steps in CBT
Jesjeet Singh Gill & Stephen Jambunathan

88


Behavioural Aspects
Relaxation Techniques
There are several techniques designed to help people learn how to relax voluntarily.
Relaxation is a skill that can be learnt by anyone, applied in any situation and helps
improve the state of mind. “Practice makes perfect” but one must practice only
when calm. Once perfected it may be used in any tense or anxiety laden situation.
If a person tries to practice this technique when under stress and without adequate
mastery, the situation may become worse.
Preparation for practice
• A comfortable, conducive place.
• No shoes, loose clothing.
• Avoid eating, smoking or drinking. Preferably before meals.
• Comfortable posture.
• Do not force relaxation. Be patient; new skills take time to acquire.
If you practice in bed at night be prepared to fall asleep midway. These sessions
must be considered as additional to the basic practice sessions.

Imagery
Try to picture a relaxing scenic view that gives you pleasure like a beach or trees in
a park. By doing so one will be distracted from the stressful situation and be able
to calm down.

Breathing Technique
The correct technique of relaxing breathing is abdominal more than thoracic in
nature and slow, deep and regular.
During anxiety the pattern of breathing is fast, shallow and irregular. Self-monitoring
and regular practice of correct technique in a calm state will enable a person to
overcome the anxiety inducing rapid respiration.
Ideally the patient is advised to control the breathing by slow inspiration for about
5 to 7 seconds, holding the breath for 5 to 7 seconds and finally slow controlled
exhaling for 5 to 7 seconds.
The exercise can be done in sets of 3 to 5 around 3 times daily.

99


Progressive Muscle Relaxation (PMR) - Jacobsen technique
The idea behind this technique is that by making muscles tense before relaxing one
is able to appreciate better the sense of relaxation. Distraction also plays a role here
as the person applying this technique becomes totally engrossed in the activity,
paying less attention to the stressful situation.
Each group of muscles must be tensed for 5 seconds before relaxing for 30 seconds.
Begin either from the head or toes and move on systematically towards the
other end.
• Raise both eye-brows; shut eyes tightly
• Clench teeth; open mouth wide.
• Force head back against raised shoulders;
• Flex the neck till chin meets chest.
• Clench right fist
• Flex right elbow
• Repeat on the left.
• Raise both shoulders; rotate both shoulders.
• Inhale deeply and hold the breath with shoulders pulled back;
exhale allowing shoulders to hang.
• Tighten abdominal wall; push it out.
• Push right foot forward into the floor
• Raise right heel
• Flex toes of right foot
• Repeat for left foot.
At the end of PMR keep eyes closed, maintain state of relaxation while breathing
deeply and slowly. Stretch. PMR and abdominal breathing may be practiced and
applied alternatively 3 to 5 times each and 3 times a day.
The following behavioural aspects of CBT will be discussed in detail in chapter 3.
1. Distraction - object focusing
2. Distraction - sensory awareness
3. Monitoring activities
4. Scheduling activities
5. Graded Tasks

10
10


Cognitive Aspects
A. Explaining the mechanism and symptoms of
the relevant disorder
Clients suffering from depression or anxiety very often do not understand the cause
of their symptoms. Fear of the unknown leads to perpetuation of the disorder,
often leading to further deterioration in health. An example of how this is applied
is discussed in chapter 3.

B. Identifying and challenging negative automatic thoughts
The basic idea is to help the patient elicit and test automatic thoughts and come
up with rational alternatives. This is to help the patient identify and modify
underlying dysfunctional assumptions and schema. The process where a patient is
guided to develop alternative cognitive responses to given situations is known as
cognitive restructuring. One has to identify thoughts following an event that leads
to uncomfortable emotions. These thoughts are usually cognitive distortions of a
real situation that causes strong emotional reactions. These thinking errors are then
challenged and substituted with a non-rigid appropriate rational thought that is not
anxiety provoking or self-defeating.
Practicing and self-monitoring of one‟s thinking patterns takes time and will need
feedback from the therapist. Once the patient has mastered the skill he will be able
to use this technique for all situations in the future. Realistic thoughts are usually
self-enhancing, logical, accurate and flexible. Unrealistic thoughts on the other hand
are self-defeating, illogical, inaccurate and rigid.
The following are examples of various realistic and unrealistic thoughts
Example 1
Unrealistic thoughts
• Everything is going to go wrong.
Realistic thoughts
• Things may not turn out the way I expected but I still can do something about it.
Example 2
• I cant cope.
Realistic thoughts
• I am in a difficult situation. I will try my best. I have done it before.

11
11


Example 3
• I am not good enough.
Realistic thoughts
• I have my limitations but I can try my best. I will learn how to improve.
I have pulled through in the past.
Example 4
• I am sure I have a serious medical problem. I may be dying.
Realistic thoughts
• The doctors have said that my symptoms are that of an anxiety disorder.
I may have symptoms but all the medical tests were negative.
Example 5
• I am sure that something dreadful is going to happen.
Realistic thoughts
• There is no evidence that something bad is about to happen. Nothing has so far.
Example 6
• I don‟t think I will be able to finish the job.
Realistic thoughts
• I know I worry a lot but I will try my best.
Example 7
• Life is cruel.
Realistic thoughts
• Yes, I have bad times before but I also have many things in life to be grateful for.
Example 8
• My life is a very sad story.
Realistic thoughts
• I can do something about. I can make changes. I can seek treatment.
Unrealistic thoughts are a result of cognitive distortions, a way of coming to
conclusions that are not accurate or without reason or evidence. As a result
of persistent distortions of thinking one may develope negative automatic
thoughts
(NATs).
12
12


Cognitive Distortions
These are misinterpretations of reality that reinforce negative conclusions.
Examples of cognitive distortions are as follows:

1. Arbitrary Inferences
This occurs when one comes to conclusions about themselves or environment
without suggestive evidence.
Examples
A person begins to think that he is the sole cause of his football team‟s defeat
because his coach said that a few players played very badly.
A secretary feels she is going to be sacked because the manager said that he will be
sacking some staff.

2. Over-generalizing
A single instance is taken as an example of a wide range of situations.
Examples
A child is scolded by her mother for not helping with the house cleaning.
She concludes that she is not a good daughter.
A person who has experienced a break-up in a relationship jumps to the conclusion
that he is a failure in all relationships.

3. Dichotomous Thinking
Also called Polarized or All or none thinking.
This occurs when a person feels that the failure to achieve complete success
indicates total failure.
Examples
“If I don‟t get first position in class examinations I am a total failure.” In this case
even 2nd position is as good as complete failure.
A person who feels everything must be perfect for them without considering the
fact that it would be nice if everything was perfect and that not everything comes
out
the
way
they
expect.

13
13


4. Selective Abstractions
Drawing conclusions from only particular aspects of an event or situation without
looking at the whole picture.
Examples
Feeling that one is responsible for a mishap when actually many other contributing
factors were involved.
A student who has failed in one subject at school feels as if he is a total failure
and will never make it to university. He however fails to realize that he also scored
straight A‟s in all other subjects.

5. Personalizing
Feeling responsible for everything around or relating any external event to themselves.
Examples
Feeling solely responsible for the mistakes made by a team of people.
Feeling that the class teacher does like him because she did not chose him when he
raised his hand up as a volunteer for a project.

6. Minimizing and Magnification
Down playing positive situations or exaggerating negative events respectively.
Examples
A person is given a complement by the boss but feels that his achievement was not
all that special and did not deserve the complement.
A high achiever is given some constructive criticism but feels that the criticism
indicates that everything is not appreciated or recognized.

Negative Automatic Thoughts (NATs)
These are thoughts that automatically come to mind when in certain situations.
These thoughts evoke emotions that often lead to a disorder. NATs can be
challenged by rational questioning and examination of the evidence supporting
this
thought.

14
14


Simple questions like those listed below can be used to check the accuracy of
the NATs.
• Is it true?
• I am over reacting?
• Can it be explained in any other way?
• What is the evidence?
• Am I experiencing an emotion without thinking about things first?
• Am I jumping to conclusion?
• Is it as bad as I think it is?

Assumptions and Core Beliefs
Assumptions and core beliefs are deeply ingrained patterns of thinking with
regards to more general themes such as opinions about the world, life in general,
past experiences and about people around us. These ways of thinking are beliefs
that are formed through repeated past experiences. They are not easily assessed or
accessed as they are deduced from recurrent cognitive distortions and automatic
thoughts, mainly from childhood early experiences.
Examples
1.Everyone is selfish
2.Life is full of failures
3.This world is unkind
4.You can never depend on anyone

Cognitive Restructuring
The process of cognitive restructuring basically helps the client to alter the
cognitive appraisal by self questioning.The therapist can best help the client actively
come up with alternative solutions and responses to a given situation by using the
technique of socratic questioning. This is a style of questioning that encourages the
client to exercise the skill of problem solving.
Examples of Socratic questioning are as follows.
• why do I feel like this
• what are alternative explanations
• what is the evidence

15
15


• what does this mean to me
• how is it effecting people around me
• can I do things a different way
This form of questioning will help the client explore the relationship between
conscious cognitions and dysfunctional assumptions. The key factor here is to help
the client think rationally before reacting with emotions. Often emotions are evoked
given a specific situation without a rational trigger. This dysfunctional process leads
to exaggerated and uncomfortable emotions.
The dysfunctional thought chart or thought record is used to monitor thoughts and
emotions. This chart helps us develop the skills of writing down and analyzing our
thoughts and not just automatically reacting emotionally to the negative automatic
thoughts (NATs). By using the chart, one will come to realize that the NATs affects
their emotions in certain situations without adequate reason. The severity of the
mood disturbance is almost always out of proportion. Listing down the points in
favour of the NATs and points against the NATs the client will come to realize how
the cognitive distortions makes us jump to unhealthy and self-defeating conclusions.
This chart can be modified depending on the suitability to the patient.
The following two charts are examples of how the dysfunctional thoughts chart
can be modified. The main outcome is for the patient to be able to realize that the
Automatic Thoughts or NATs, if challenged will lead to a reduction in the severity
of
the
emotions
experienced.

16
16


Dysfunctional Thought Chart 1
Situation

Emotion
(rate )

NATs

Evidence
in favour
of NATs

Emotion
(re-rate)

Evidence
contradicting
NATs

This chart uses the columns to evaluate the pros and cons of the NATS and
re-rate the intensity of mood.
Dysfunctional Thought Chart 2
Emotion
(rate )

Situation

Automatic
thoughts
(rate)

Alternative
responses

Outcome
(Automatic
thought
re-rated)

Outcome
(Emotion
re-rated)

This chart uses the columns to evaluate, rate and re-rate conviction of NATs and
the resulting intensity of emotions.
17
17


3
CBT in Anxiety and Depression
Jesjeet Singh Gill & Stephen Jambunathan

18
18


This chapter covers various aspects of CBT with examples from case studies.
1. Behavioural aspects of CBT
2. Cognitive aspects of CBT

1.Behavioural Aspects of CBT
A. Relaxation - Breathing exercises (refer to previous chapter).
B. Distraction - Object Focusing
This can be used to distract the mind when the person is constantly thinking of matters
that makes the person depressed or anxious. Teach the person to focus attention on
an object, (using paper clips that are lying on the therapists table as example), and
describe it or them in detail, and try to answer questions such as „where exactly
are they?‟, „what exactly are they used for?‟, „what are they made of?‟, „what‟s their
sizes?‟ etc. Remember, only with repeated practice will this be beneficial.

C. Distraction - Sensory Awareness
A distraction technique that can be used to distract the mind in someone who
is depressed or anxious. Teach the person to focus on the surroundings, using all
senses (sight, smell, touch, hearing, taste), and ask oneself questions such as:
~ what can I see around me?
~ what can I hear?
~ what can I feel on my body, head etc?
Again remember, only with repeated practice will this be beneficial.

D. Monitoring Activities
Used when a depressed or anxious patient complains that she spends her time doing
nothing useful or enjoyable. Activity monitoring provides information regarding the
patients overall level of activity. This allows us to test the patients notion that she
is not doing anything. If this so happens to be true, this self monitoring method
helps identify how and where difficulties arise, and allows the planning of a more
satisfying pattern of activities (refer to “Scheduling Activities” on page 20).
Example:
The patient was told to record what she does on an hourly basis in a “Weekly
Activity Schedule” record sheet. She was told to rate each activity out of 10 for
“Mastery”(M), where it was explained that a score of 10 indicates that she fully

19
19


achieved carrying out the particular activity and a score of 0 indicates she was not
able to carry out the activity at all. She was also instructed to rate the “Pleasure”(P)
that she experienced in carrying out the activity, where a score of 10 meant she
fully enjoyed the activity and a score of 0 indicates there was no pleasure at all
associated with the activity. An example of a completed “Weekly Activity Schedule”
is illustrated on page 21.
Going through the recorded activities, the therapist pointed out that it was not
exactly true that the patient did not do anything the whole day. It was probably
only during the afternoons and evenings that the patient was inactive. The therapist
together with the patient also detected the activities that gives some degree of
pleasure to the patient, particularly cooking (M = 6, P = 6-7) and chatting with her
sister (M = 9, P = 8). Activities such as watching television, listening to radio and
reading newspapers were also rated low in both the Mastery and Pleasure scales.

E. Scheduling Activities
Explain to the patient that people generally function better when they have a
schedule and it allows them to avoid inactivity and engage in activities that are
mainly pleasurable.
Using the same example in “Monitoring Activities”, it was decided that the patient
will take sole responsibility for carrying out the cooking chores at home for every
meal (including breakfast). This would enable her to spend longer periods cooking.
The patient decided to try to start doing some gardening, an activity she felt she
could enjoy in the afternoon.

F. Graded Task Assignments
A depressed person can become unmotivated and lose the ability to carry out routine
tasks which they could do before. By using a graded or „step by step‟ method, they
may be capable of completing these tasks. When they do so, they usually experience
satisfaction and an improvement in their mood, which motivates them to tackle
more difficult tasks.
Example:
A patient who was previously good at knitting, is unable to do so now (M = 1,
P = 1). The therapist and the patient came up with a „graded‟ method of carrying
it out. It was decided that the patient would target 3 lines of stitching a day only.
By achieving this limited target the patient began to enjoy the activity more and
experienced
a
sense
of
achievement.

20
20


Thursday (12/4/01)

Time

(M)

(P)

6-7 am

Woke up, prayers

2

2

7-8 am

Took shower

9

2

8-9 am

Breakfast

8

3

9-10 am

Do washing

5

3

10-11 am

Helped sister cook

6

7

11-12 pm

Listen to radio

1

2

12-1 pm

Read newspaper

5

3

1-2 pm

Lunch

1

3

2-3 pm

Talking to sister

9

8

3-4 pm

Slept

5

5

4-5 pm

Watch TV

3

3

5-6 pm

Watch TV

3

3

6-7 pm

Watch TV

3

3

7-8 pm

Helped sister cook

6

6

8-9 pm

Watch TV

3

4

9-10 pm

Went to bed

2

2

Weekly Activity Schedule

21
21


Cognitive Aspects of CBT
A. Explaining Mechanism of Depression and Anxiety
Simple explanations on how depressive and anxiety disorders occur and how they
cause physical symptoms will reduce the level of worry or anxiety and as a result
help reduce the severity of the disorder. Explain that depression gives rise to negative
thoughts, which may frequently be illogical, and which would in turn worsen the
depression. Similarly, inaccurate beliefs about bodily sensations may lead to panic
attacks. These beliefs along with the subsequent beliefs about the origin of the
panic attacks may worsen the situation. The aim of CBT is help the patient identify,
understand and challenge these beliefs or thoughts in order for him to feel better.

B. Identifying and Challenging Negative Thoughts
Explain that depressed persons frequently have negative views about themselves,
their current experiences and the future, and these beliefs are formed as a result
of negative or dysfunctional thoughts. These thoughts occur automatically, are
usually illogical or irrational, and worsen their depression. In anxiety disorders
negative thoughts such as misinterpretation of bodily sensations may result in
a catastrophic reaction. In order to improve, one should be able to identify and
challenge these thoughts.
Give examples to the patient to help him understand.
Examples
A depressed clerk felt sad and useless as she thought her boss hated her as he did not
acknowledge her as she passed his desk.
It was explained that here, the negative thought was “my boss hates me” and it
was deemed irrational as there are many possible reasons to why her boss did not
acknowledge her; for example, he was to engrossed in his work.
A 40 year old man had a panic attack and felt he was going to die of a heart attack.
A relative had passed away due to a heart ailment one month earlier.
The therapist help the patient identify the dysfunctional thought by a series of
Socratic questions. The NAT the patient eventually uncovered was “ I am having a
heart
attack.
I
am
going
to
die”.

22
22


Below are a few points that proved this thought to be irrational and self-defeating.
1. I have just completed a heart examination and the doctor said I was well.
2. I know that I have panic attacks and it does go away when I do
breathing exercises.
3. I am still upset and preoccupied with the death of my relative.
Teach the patient to recognize negative thoughts in three steps by using a “Daily
Record of Dysfunctional Thoughts” form. (refer to pages 17 and 27 )

Step 1
Identify adverse emotions when they occur (ie: sad, angry, anxious) and rate the
intensity or severity in percentage. Using the same example, „sad - 80%‟ would
be filled in the adverse emotion column in the “Daily Record of Dysfunctional
Thoughts” form.

Step 2
Identify the situation this emotion occurs in. Here, „boss did not acknowledge me
as I passed his desk‟ would be filled in the adverse situation column.

Step 3
Identify „Negative automatic thoughts‟ or „dysfunctional thoughts‟. These thoughts
are identified by recollecting their thoughts at that time that could have led to the
emotion. The patient believed that her boss hated her and this made her feel sad.
Ask the patient to then rate in percentage how much she believed in this thought.
She said 75%. Therefore “my boss hates me - 75%” and this was filled in the Negative
automatic thoughts column.
Give as many examples as possible to help the patient understand better. Once she
has grasped the concept, encourage her to fill in the “Daily Record of Dysfunctional
Thoughts” form each time she experiences an unpleasant emotion and rate the
emotion and accompanying dysfunctional thoughts. Only the first three columns
are used initially so as to enable the patient to master this skill in steps. Remember,
only with practice can the patient be adequately skilled in identifying negative
thoughts. You may have to go through this several times with the patient. Only
when the patient is able to do this task smoothly, should you proceed to step 4,
Challenging
Negative
Thoughts
and
the
subsequent
steps.

23
23


More examples of the first 3 steps of “Daily Record of Dysfunctional Thoughts” are
as follows:
Emotion - Felt depressed (rated 60%)
Situation - Sat in front of the television the whole evening doing nothing
Automatic thoughts - I will never get a job as I can‟t even do anything
(belief rated 80%)
Emotion - Felt anxious (rated 10%)
Situation - Walked to a nearby stall to by some cakes for the house
Automatic thoughts - I might get a panic attack (belief rated 10%)
Situation - A friend called on the phone. Later wondered why my boss has not
called me up in a long time.
Automatic thoughts - I must be useless that even my boss doesn‟t bother to call me
(belief rated 60%).

Challenging Negative Thoughts
(refer to chart on page 27)
Once the patient is adequately skilled in identifying negative thoughts, the next
step is to teach her how to challenge them. This is done by using the skills of
Socratic questioning.
Examples:
~ what is the evidence?
~ what alternate rational explanations are there?
~ what are the advantages / disadvantages of this way of thinking?
Once the alternate rational explanations are elicited, the patient‟s belief in these new
thoughts should be rated in percentages and filled in the “Alternative Thoughts Column”
in the Daily Record of Dysfunctional Thoughts form.Teach the patient to compare these
thoughts and beliefs with the initial negative thoughts. Now, the patient should re-rate
both the initial unpleasant emotion (sad, angry, and anxious) and negative thoughts
in the “Outcome” column. Below are several examples that can be used to teach the
patient. Another way of using the chart is by rating only the emotions and NATs and
re-rating the NATs and Emotions after challenging the dysfunctional thoughts.
In the example discussed above, the alternative thoughts were also rated. The
columns that are rated and rerated may vary depending on the patient‟s skills and
ability
to
analyze
their
own
thoughts.
24
24


Example 1:
Situation - Sat in front of the television the whole evening doing nothing
Automatic thoughts - I will never get a job as I can‟t even do anything
(belief rated 80%)
Alternative responses - There is no evidence as I‟ve not even tried to look for a job
(belief rated 90%)
I‟m ill at the moment but my illness is improving and soon
will be able to go back to work (belief rated 80%)
Outcome - Automatic thought re-rated 40%
Emotion re-rated 20%
Example 2:
Emotion - Felt anxious (rated 20%)
Situation - Walked to a nearby stall to by some cakes for the house
Automatic thoughts - I might get a panic attack (belief rated 40%)
Alternative responses - Even if I get an attack, I know now that it is not
life threatening (belief rated 70%)
Even if I start to experience an attack, I know counter
measures to make it stop. (belief rated 80%)
Example 3:
Situation - Wondered why my boss has not called me in a long time.
Automatic thoughts - I must be useless. Even my boss doesn‟t bother to call me
(belief rated 60%)
Alternative responses - He knows I‟m emotionally unwell and doesn‟t want to
bother me (belief rated 75%)
My boss is ungrateful (belief rated 80%)

25
25


Example 4:
Situation - Called up a old friend at her workplace but was informed that
she doesn‟t work there anymore.
Automatic thoughts - She never bothered to inform me. I must be insignificant.
(belief rated 80%)
Alternative responses - She forgot to inform me as we haven‟t been in contact for
such a long time (rated 90%)
Example 5:
Emotion - Felt depressed and angry (rated 70%)
Situation - Woke up late on the morning of my appointment with the doctor.
My sister didn‟t wake me up.
Automatic thoughts - My sister must not like or bother about me as she did not
wake me up even though she knows I have a doctor‟s
appointment. (belief rated 60%)
Alternative responses - She forgot (belief rated 80%)
She didn‟t want to disturb me as I don‟t always manage
to sleep late (belief rated 70%)

26
26

Daily Record of Dysfunctional Thoughts
Outcome
(Automatic
thought re-rated)

Outcome
(Emotion
re-rated)

There is no evidence as
I‟ve not even tried to
look for a job - 90%
I‟m ill at the moment but
my illness is improving
and soon will be able to
go back to work - 80%

Automatic
thought
re-rated 40%

Emotion
re-rated
20%

I might get a
panic attack
- 40%

Even if I get an attack,
I know now that it is not
life threatening - 70%
Even if I start to
experience an attack,
I know counter measures
to take stop it - 80%

Automatic
thought
re-rated 10%

Emotion
re-rated
10%

I must be
useless that
even my boss
doesn‟t bother
to call me
- 60%

He knows I‟m emotionally
unwell and doesn‟t want
to bother me - 75%
My boss is ungrateful 80%

Automatic
thought
re-rated 10%

Emotion
re-rated
10%

Sad
80%

27

Situation
Sat in front of
television the
whole evening
doing nothing

I will never
get a job as
I can‟t even
do anything
- 80%

Anxious
20%

Walked to a
nearby stall to
buy some cakes
for the house

Depressed
70%

A friend called
on the phone.
Later wondered
why my boss has
not called me up
in a long time.

Alternative responses
(Rate)


Automatic
thoughts
(Rate)

Emotion
(Rate)

C. Cognitive Restructuring
In the process of identifying and challenging dysfunctional automatic thoughts the
process of cognitive restructuring has begun.
Further emphasis on the alternative responses to NATs and how these responses
prevent self defeating thinking patterns will help the client re-structure the way he
thinks in response to any given situation.
Socratic questioning such as questions like “What does this mean to me?”,
“Are there any alternative solutions?”, “What would I advise a friend in the
same position?” will help the client replace the rigid, illogical and self defeating
thoughts with flexible, logical and self-enhancing thoughts. Practice and revision
will eventually help the client restructure his way of thinking when in difficult and
uncomfortable situations.
With regards to the case scenarios discussed in this chapter, restructuring of
cognition was evident when the client was able to come up with the following:
Example 1
There is no evidence as I‟ve not even tried to look for a job. I‟m ill at the moment but
my illness is improving and soon will be able to go back to work.
Reinforcement by Socratic questioning to ensure cognitive restructuring.
I should not jump to the conclusion that everything will always turn out bad for me.
If I try, I may succeed.
Illness will always get people down.
I always work well when I am well.
Example 2
Even if I get an attack, I know now that it is not life threatening. Even if I start to
experience an attack, I know counter measures to take stop it.
Now that I am aware of the physical manifestations of stress, I will be able to
cope with it.
Not all symptoms suggest a near death experience.

28
28

Example 3
He knows I‟m emotionally unwell and doesn‟t want to bother me.
My boss is ungrateful.
In future I will not let my worries make me come to wrong conclusions.
There is always a different side to every story. I just have to think about it first.
Example 4
She forgot to inform me as we haven‟t been in contact for such a long time.
I should not let isolated incidents make me derive at irrational conclusions without
looking at things from other points of view.
She may be having her own personal issues to tend to and she may be very busy.
She has always been there for me and perhaps I may be taking her for granted.
Example 5
She forgot. She didn‟t want to disturb me as I don‟t always manage to sleep late.
Perhaps I worry too much about the negative things that people might think when
there are always other possibilities.
Looking at my pattern of thinking, it looks to me that I tend to jump to negative
conclusions without looking at other possible explanations.

29
29

4
CBT in Adolescence
Subash Kumar Pillai & Ahmad Hatim Sulaiman

30
30

Introduction
The general public is quite unaware of the occurrence of mood and anxiety disorders
in children and adolescents. It is customary to believe that depression can only occur
in adults. Children do experience depression but it is mostly overlooked because
the symptoms are unclear or tend to be more behavioural in nature. Whether it
occurs in adults or in children, it still remains one of the most disabling conditions
that a person can experience. According to some studies as high as 20-25% of
adolescents would have at least one depressive episode by the time they reach the
age of 18. It is also shown that at least 8% of high school students make serious
suicidal attempts each year and there are at least 13/100,000 completed suicides
each year among adolescents. It is also seen that the prevalence of depression
among this group is increasing while the age of onset seems to be decreasing.
There are many factors that are considered to be risk factors for depression in this group
of patients. One risk factor is gender. As in adults, the female sex are more at risk of
developing depression. It is also more common if there are parents with depression.
Environmental stressors also play a role in causing depression. These common
stressors include parental conflict, loss of parent, school failure, peer rejection,
trauma or physical illness and also poor social adjustment. The other factors that
may also play a role include being in a disadvantaged position (economic, ethnic,
social). A chronic sense of low self esteem as well as substance abuse are additional
risk factors that can contribute to the development of depression in this group.

The Many Faces of Depression
The diagnosis of depression in adults and children is similar. However, symptoms
are very often unclear and may manifest only in behavioural changes. The common
symptoms of depressin are as follows:
•
•
•
•
•
•
•
•
•
•
•

Persistent depressed/irritable mood
Change in sleep
Change in appetite/weight
Fatigue
Decreased concentration
Psychomotor change
Anhedonia
Worthlessness
Thoughts of death / suicide
Guilt
Hopelessness
31
31

Although the core symptoms of depression are similar in adults and in children or
adolescents, there are symptoms that are peculiar to certain age groups. There is a
greater presence of somatic symptoms and behavioural problems in children who
are in pre-school and in primary school. In the pre-school children typical symptoms
are often missed as they may be misunderstood as attention seeking behaviour or
simply misbehaviour. Other symptoms include behavior that is regressive, a loss
of interest in playing or curiousness, irritability as well as crying spells. One key
symptom that needs to be assessed is the change in the level of interaction that the
child has with its caregivers. Primary school children pose another challenge as again
the predominating symptoms are mostly behavioural. These children often complain
that they are bored and often show a gradual deterioration in their performance in
school. Adolescence can be a difficult and stressful period for youngsters. It is a time
when teenagers go through a phase where they experience hormonal changes and
also begin to take on responsibilities as a young adult in order to achieve an identity
of their own. Teenagers who are depressed tend to complain of feeling bored or even
stupid. Their mood, however does not usually remain persistently low but tends to be
rather reactive; where the mood does brighten up with welcomed events. This again
may give the impression that the teenager is not depressed but just having a normal
emotional reaction. The behavioural changes seen in depression in boys include
temper tantrums and conduct problems. This may be misdiagnosed as conduct
disorder. Girls on the other hand have been known to show disinhibited behaviour,
sometimes misdiagnosed as a bipolar mania. Teenagers who are depressed also tend
to be very sensitive to rejection and may also be intensely self-consciousness about
their bodies and appearance.

Cognitive Behavioral Therapy in Adolescents
Cognitive behavior therapy in adolescents is generally based on adult models,
including skill deficits or deviant cognitive structure present in adult repertoires.
However it is only the method or manner in which the therapy is carried out that
differs from adults. All emotions, thoughts and behaviors are connected and interact
with environment. Adolescents seem to be more influenced by environment
(modeling, prompting, rewarding, punishing) than adults. CBT seeks to identify and
modify maladaptive beliefs, attitudes and behaviors and teach coping skills.
The key factor in successfully implementing CBT in adolescents lies in the first few
visits. These visits, if successful will allow the child to form a healthy therapeutic
relationship with the therapist. It is important that the therapist see the child first
instead of the parents on the first visit. If the parents insist on seeing the therapist
first, then it would be advisable to spend a short time with the parents ( just to allay
their fears) and spend more time with the child. The sessions should, if possible take
place in a comfortable room that does not resemble a clinic. An arrangement that
32
32

resembles a living room may be more appropriate. There are numerous obstacles
that must be dealt with while working with adolescents. Firstly, unlike adults who
mostly come on their own to seek help, most teenagers would have been forced by
their parents to see the therapist. The second issue is of course the stigma that is
attached to seeing a psychiatrist. This often causes the child to be rather guarded or
difficult in the initial sessions. These two issues may cause the initial ice breaking
session to take longer, sometimes as long as a few weeks before the teenager is
comfortable enough to trust the therapist. It is of utmost importance that the
therapist remains patient until this happens. Most clinicians agree that humour is
a good tool for ice breaking and it may be also helpful to delay talking about the
stressors on the first session. It may be necessary to talk about neutral subjects
until the adolescent is comfortable or ready to talk about his problems. Do not feel
pressured to get results quickly.
Teenagers must be reassured about the confidentiality of the sessions as many feel
that the therapist is always on the side of the parents. Most sessions will often
take about 45 minutes. Sometimes it may be necessary to use drawings or other
tools to help the teenager express himself better. Combined or joint sessions with
parents can be done at a later stage when the child is ready. If there is a need for
corroborative history or clarification, a separate appointment for the parents without
the child should be made at a later date. Sessions should be more flexible than the
adult sessions, giving room for the adolescent to speak and express themselves
freely without too much emphasis on the goals of therapy. The introduction of
mood charts and relaxation/breathing exercises can be done once the sessions are
on the way. The general principles remain similar to adult CBT except that it may be
necessary to simplify it to some extent.
The use of the activity monitoring and dysfunctional thought monitoring charts
should be made more simple to ensure better comprehension and participation
for the younger age group. For the very young age group who do not have
the adequate writing and reading skills the emphasis should be more on the
behavioural component where the effective and desired change is reinforced by
positive
reinforcement.

33
33

Conclusions
This book is not designed to make the reader an expert therapist
in CBT, but rather teach a few simple principles of CBT that can be
applied to clients. The reader does not have to apply all the principles
presented here, but rather choose the ones that might benefit clients
the most, taking into account what their predominant symptoms are.
Someone who complains of many anxiety symptoms would mainly
benefit from the behavioural methods such as relaxation, breathing
exercises and the distraction methods. Someone who complains of
inactivity and low motivation can benefit from the „Monitoring and
Scheduling‟ activities. Those who predominantly complain of negative
automatic thoughts should be trained in the cognitive methods of
identifying and challenging negative thoughts. Always remind your
clients that only with practice can he or she master these methods.
You may have to go through the methods several times with the client
before they start to benefit from them. The principles discussed here
are the simpler methods of CBT. There are of course other principles
that are more specialized such as identifying Basic Schema / Silent
Assumptions and Core Beliefs. Proper training should be obtained if
one
is
to
treat
patients
with
severe
disorders.

42

Cognitive Behavioral Therapy

Simplified

Cognitive Behavioral Therapy Simplified

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Ähnlich wie Cognitive Behavioral Therapy Simplified

Ähnlich wie Cognitive Behavioral Therapy Simplified (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Cognitive Behavioral Therapy Simplified