Worksheet 1
How fast am I?
Please assess the following questions on the respective scale.
Check a number between 1 and 5 as your answer:
This is a
strength
This is a
weakness
1.
I have a quick grasp when someone says
something





2.
I solve tasks quickly





3.
I work quickly at work or school





4.
I am generally faster than others





5.
I am satisfied with my speed





Did something change during the course?
How do I now assess my speed?
.......
.......
.......
.......
You can also mark changes directly in the table above.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 2
How well can I concentrate?
Please assess the following questions on the respective scale.
Check a number between 1 and 5 as your answer:
Did something change during the course?
How do I now assess my concentration?
.......
.......
.......
.......
You can also mark changes directly in the table above.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 3
Alertness and speed/attention
Alertness
How does my alertness change in the course of a day?
6
8
10
12
14
16
18
20
22
24
2
4
o'clock
In what situations do I feel less alert?
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
What influences my fatigue?
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
What can I change in order to be more alert, faster, and more attentive?
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 4
My helpful
strategies for
........................................
Strategy 1:
....................................................
In the following situations:
.....
.....
Strategy 2:
....................................................
In the following situations:
.....
.....
Strategy 3:
....................................................
In the following situations:
.....
.....
Strategy 4:
....................................................
In the following situations:
.....
.....
Other strategies:
....................................................
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 5
Independent exercise
Title:
Short description of the task
....
....
Situation: What features does the expected situation have?
....
....
Strategy: What is my plan?
....
....
Difficulties: What difficulties do I expect?
....
....
What difficulties have I experienced?
....
....
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 6
How well can I recognize the feelings of others?
Please assess the following questions on the respective scale.
Check a number between 1 and 5 as your answer:
Did something change during the course?
How do I now assess my ability to recognize feelings?
.......
.......
.......
.......
You can also mark changes directly in the
table above.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 7
How good is my memory?
Please assess the following questions on the respective scale.
Check a number between 1 and 5 as your answer:
Did something change during the course?
How do I now assess my power of memory?
.......
.......
.......
.......
You can also mark changes directly in the
table above.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 8
My To-Do List
What do I have to do (or prepare to do it)?
When will I do it?
1.
2.
3.
4.
5.
6.
7.
8.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 9
My Weekly Schedule
From ............................... to ..................................
Morning
Afternoon
Evening
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
SUNDAY
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 10a
Do you still remember the way?
Please re-trace the path
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 10b
Do you still remember the way?
Please re-trace the path
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 10c
Do you still remember the subway route?
Please re-trace the route
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 10d
Do you still remember the subway route?
Please re-trace the route
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 10e
Do you still remember the stroll through town?
Please re-trace the path
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 10f
Do you still remember the path and sequence
of the attractions that were visited?
Please re-trace the path
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 10g
Do you still remember the way?
Please re-trace the path
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 10h
Do you still remember the way?
Please re-trace the path
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 10i
Do you still remember the way?
Please re-trace the path
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 10j
Do you still remember the way?
Please re-trace the path
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 10k
Do you still remember the way?
Please re-trace the path
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 10l
Do you still remember the way?
Please re-trace the path
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 11
How well can I recognize what is happening in a
situation or a conversation?
Please assess the following questions on the respective scale.
Check a number between 1 and 5 as your answer:
This is a
strength
This is a
weakness
1.
When I see a photo with people on it, I know
immediately what is happening in the picture





2.
When I join friends who are in conversation, I
quickly understand what they are talking about





3.
I can empathize well with others





4.
I can generally understand what a film is about
faster than others can





5.
I am satisfied with how well I recognize what is
going on when I am with others





Did something change during the course?
How do I now assess how well I recognize what a situation
or a conversation is about?
.......
.......
.......
You can also mark changes directly in the table above.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 12
How well can I reason in my everyday life?
Please assess the following questions on the respective scale.
Check a number between 1 and 5 as your answer:
Did something change during the course?
How do I now assess how well my reasoning powers function?
.......
.......
.......
You can also mark changes directly in the table above.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 13
How well can I solve problems?
Please assess the following questions on the respective scale.
Check a number between 1 and 5 as your answer:
Did something change during the course?
How do I now assess how well I can solve my own problems?
.......
.......
.......
You can also mark changes directly in the table above.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 14
My personal goal
Goal:
What do I want?
....
Strategy:
The strategy I have selected to
reach the goal?
....
Planning intermediate steps:
What do I have to do or take care of,
and what then?
....
....
Difficulties:
What difficulties do I expect?
How do I deal with them?
....
....
Result:
What did I accomplish?
Am I satisfied with this?
....
....
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 15a
Curtains up for the movie star
Early in the morning, Inspector Frost and his team enter the high-class hotel
of the city. A guest has reported a theft which occurred that night. The victim
of the theft is Mrs. Irma Beautiful, a formerly well-known movie star who had
however fallen out of the limelight in recent years. An exception to this were
rumors in the papers stating that Mrs. Beautiful was having trouble financing
her expensive lifestyle.
Mrs. Beautiful receives the police in her suite and asks them to have a seat
on the armchairs. She is very upset and immediately begins her story: "Last
evening I was having dinner with my producer. When I returned at midnight
and opened the door, I noticed two dark figures tampering with my jewelry
box. I crept up on them from behind without turning the light on."
Mrs. Beautiful stood up from her chair and walked, crouched on tiptoe, to
the small table at the wall, upon which lay a black jewelry box. The scene
has an odd effect: although Mrs. Beautiful is trying to sneak across the
room, all the bracelets on her wrists jingle and jangle so loudly that even the
neighbor would be able to hear her. Inspector Frost and his team couldn't
help but smirk.
Mrs. Beautiful continues: "Suddenly the two figures noticed me and
overpowered me. I saw then that they were masked. They locked me in the
bathroom, where I was discovered this morning by the maid. I was terrified,
especially by the big, powerful man with the nice red mustache. I didn't dare
move an inch."
"What exactly was stolen?", asks the levelheaded Inspector Frost.
"A very precious diamond necklace from my third ex-husband! It cost well
over a million dollars."
Inspector Frost interrupts Mrs. Beautiful brashly and replies: "Mrs. Beautiful!
In all of your films, I have always admired your acting abilities. But I would
strongly like to dissuade you from any attempt to defraud your insurance
company. Moreover, we have more important things to do."
* What did Inspector Frost notice?
* Why did he become suspicious and interrupt Mrs. Beautiful so
abruptly?
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 15b
A theft in the classroom
It was the end of the day, and Inspector Frost sat with his young assistant in
his office. The assistant wanted to know why he became an inspector.
Inspector Frost answered:
"That's a long story! I was already interested in criminal cases early in my
life, and how to solve such cases with the aid of reason. Here is one
example: When I was 12 years old, the new and not inexpensive silver
fountain pen of a classmate named Tim was stolen at school on a Monday.
He received it as a birthday present. Tim was not particularly sad about the
loss. Instead, he exploited the fact of the theft in order not to have to write
with the unloved pen. This went down well with his classmates. They
thought it was cool!
Peter, another classmate, was not considered cool. For example, he refused
to play football with the other boys. Still, he always sought the attention of
his classmates and liked to be the center of attention.
When our teacher wanted to investigate the incident and asked who
"borrowed" Tim's fountain pen, some of the pupils accused Daniel, Tim's
best friend. The latter had already fallen under suspicion for stealing things
and constantly boasted of having shoplifted. However, Daniel was listed as
sick on the Monday of the theft. Still, some whispered that they had seen
Daniel that morning hanging around town.
At this point, Peter raised his hand and said to the teacher: "It wasn't Daniel!
I stole the fountain pen from Tim on Monday." The teacher responded with
astonishment: "Why did you do that? Give it back to Tim. We'll speak about
this later!"
Peter replied: "With all respect, I'm afraid that I can't do that. I threw it in the
garbage yesterday. I didn't like the gaudy golden color. And Tim kept
bragging to everyone that now he was the only one allowed to use a cool
ball-point pen. I thought he didn't even want it back!
Then Tim, who had remained silent the entire time, suddenly said: "Peter,
you poser. That's enough! I, and only I, know exactly where my new fountain
pen is ..."
* What did Tim mean by that?
* Who had Tim's fountain pen?
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 15c
The missing speedster
Inspector Frost and his assistant have a tricky new case to solve: an
expensive and very rare sports car of Italian manufacture was stolen from
the company garage of a small office building in the outskirts of town. The
owner made a report. In the company, which made its money at the stock
exchange, it was considered a status symbol to drive a sports car. All of the
50 or so employees of the company earned a good salary.
Thus, for security reasons, entry into the underground garage was only
possible with a company key. Suspicious thus first fell on the employees of
the company. Inspector Frost and his assistant each questioned half of the
employees – unfortunately without result. Only the vice president, Mr.
Chairman, who allegedly was away on business yesterday, was first
available today.
Inspector Frost begins to explain what happened to Mr. Chairman and why
he would like to ask him a few questions. Mr. Chairman interrupted him
abruptly: "I already know everything. I haven't got much time, since I have
more important things to do than to clown around with a policeman. Get to
the point!
Inspector Frost thought to himself: "What an arrogant poser!" But he replied
with a calm voice: "Mr. Chairman, of course we do not wish to take much of
your time. We would merely like to ask what type of car you drive and where
you were at the time of the theft. A pure formality!"
Mr. Chairman: "You could have asked my secretary. No wonder the police
hardly solve any cases, seeing how much time they waste. I drive a Porsche
Panamera and a BMW M6. And I took said day off and went for a spin with
my two speedsters. Any other questions?
Inspector Frost and his assistant became suspicious and glanced at each
other. The assistant then said somewhat submissively: "No, that will be all.
Please excuse us for taking your time. May I accompany you to the exit?"
Mr. Chairman immediately stood and replied arrogantly: "Finally. It's about
time!". He strolled, head held high, through the corridor to the exit. As he did
so, he couldn't help remarking to the assistant: "You and the Inspector no
nothing about beautiful automobiles, simple public servants as you are. I
would never drive a yellow Lamborghini Gallardo!"
Then the assistant knew that she had solved the case ...
* Why did Inspector Frost's assistant say that?
* Who stole the speedster?
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 15d
Mother's purse
Inspector Frost lives in an old house in the center of town. A woman lives on
the same floor with her two sons of 15 and 16, who always keep their
mother on her toes. Lively boys in their puberty, they are always ready for a
practical joke.
One evening, Inspector Frost hears a terrible cry coming from the neighbor's
apartment. He asks himself what could possibly be happening this time.
Then his doorbell rings. It is the woman next door, who asks him to come to
her apartment. Her two sons are also there. The neighbor says excitedly:
"My dear Mr. Frost, you have to help me. After all, you're a detective!" Mr.
Frost nods. The woman describes the problem: "I was about to go out, when
I saw that my purse was gone. Simply disappeared. And it was only an hour
ago that I put the shopping list in my purse, which I always keep in my
handbag. I think I'm going crazy!"
Inspector Frost: "Please calm down. Who has been in your house in the last
hour? Was the door locked?"
The neighbor: "Yes, of course the door was locked. I had to unlock it to get
to your door to ring you. Only my two sons were here besides myself." The
mother begins to cry.
The boys look innocently at Inspector Frost and say they have no idea
where their mother's purse might be. They know Inspector Frost well,
however, since the latter often takes them to football games. So they see no
reason to hide their joke. The older brother clears his throat and says: "I
don't have the purse. There's no need to ask my younger brother at all. He'd
lie anyhow." Then the younger brother says: "That's not true, you liar! I'm
innocent!" Both are grinning.
Inspector Frost is tired of struggling with the boys and says firmly: "Boys, I'm
going to ask you one question, and both of you are going to answer me.
OK? What do you think your brother will answer if I ask him whether his
brother has stolen the purse?" Both think for a moment. The older brother
answers first: "My little brother would say that I took it, which isn't true." The
younger brother answers the same way.
Inspector Frost to the mother: "My dear lady, your boys are conspiring
together again!"
* What does Inspector Frost mean by that?
* Who has the purse now?
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 16
How well can I deal with social rules?
Please assess the following questions on the respective scale.
Check a number between 1 and 5 as your answer:
Das ist
meine
Stärke
Das ist
meine
Schwäche
1.
When coping with everyday life, I usually do
the right thing automatically





2.
I don't have to think to much about how I
should behave in the company of others





3.
I am familiar with the social rules of behavior
that are expected of me





4.
I am better at solving other people's problems
than my own





5.
I generally know better than others what is the
appropriate thing to do





6.
I am satisfied with my interaction with others





Did something change during the course?
How do I now assess how well I can solve my own problems?
.......
.......
.......
You can also mark changes directly in the
table above.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 17
Which distancing strategy is good for me?
We have discussed various strategies for dealing with unwanted questions
concerning illness, hospital stays, or personal issues. It is helpful first to
consider whether one is confident enough to apply a distancing strategy at
all. With whom could one apply it, and from whom are we perhaps not
willing to distance ourselves at all?
Please assess the following strategies:
Strategy
Pro
Con
Who to use
it with
Call a spade a spade
(tell the truth)
Evade
(say nothing)
I'm not discussing that!
(say that you won't say
anything)
White lie
(tell a falsehood)
Half the story
(tell only part)
Half-truth
(mixture of truth and
white lie)
Politician strategy
(distracting by guiding
the conversation)
Other strategy
Other strategy
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 18
How well do I work with my memory in everyday life?
Please assess the following questions on the respective scale.
Check a number between 1 and 5 as your answer:
This is a
strength
This is a
weakness
1.
Even when a lot is happening around me, I
don't allow myself to get distracted





2.
I am good at taking care of several things at
the same time





3.
Faced with several options, I have no problem
deciding on one choice





4.
I always know what to do very quickly





5.
I generally work with my memory better than
others





6.
I am satisfied with how I work with my memory





Did something change during the course?
How do I now assess how well I can work with my
memory?
.......
.......
.......
You can also mark changes directly in the table above.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 19
I was too distracted – I couldn't do anything!
* Have you ever had the experience in your everyday life that you had a
hard time concentrating on something because you were too distracted?
* What was the cause of the distraction? External stimuli (noise, people,
sounds, etc.) or internal stimuli (thought processes, thinking in circles,
daydreaming, etc.)?
* When we have trouble concentrating due to distraction, we are usually
also overexcited! That is, we are highly active internally or externally. In
what situations have you been especially overexcited?
____________________________________________________________
Do you recall a concrete situation?
Please give an example from your life (at home, at work, during recreation,
or in a conversation):
....
....
Were you overexcited at the time? How did this overexcitement express
itself?
Thoughts:
....
Feelings:
....
Physical reactions:
....
Behavior:
....
What did you do in such moments in order to concentrate better?
Please give examples of strategies you have already used:
....
....
....
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 20
Adaptability: being able to switch from one activity
to another
It is difficult to perform different activities at the same time. We usually don't
carry activities simultaneously. Instead, we switch from one activity to the
next and back again. We can do this very quickly. This adaptation is easier
the better we are acquainted with the activities.
Have you experienced such situations in your everyday life, where you have
to work on several things at once and often have to switch back and
forth between them?
* Please give an example (at home, at work, during recreation, or in a
conversation):
.....
.....
* Were you able to switch well from one task to the other? Or did you have
difficulties with adapting in this example?
.....
.....
* What kinds of difficulties did you have?
1.
Please tick
as
appropriate
Switching to the new action was difficult.
I couldn't let go of the previous
action!
2.
Switching to the new action was possible,
but I was distracted by the first task.
I had to think about the previous action again
and again and had problems adjusting to
something new.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 21
How well do I understand what is happening in
my daily life?
Please assess the following questions on the respective scale.
Check a number between 1 and 5 as your answer:
This is a
strength
This is a
weakness
1.
I usually understand things correctly, quickly,
and precisely!





2.
When something goes right, I usually ascribe it
to myself





3.
When something goes well, I like to take
responsibility for it





4.
I am very flexible in my assessment of events





5.
My conclusions are generally more accurate
than other peoples'





6.
I am satisfied with how I can spontaneously
assess what is happening





Did something change during the course?
How do I now assess how well I can assess what a situation is about?
.......
.......
.......
You can also mark changes directly in the table above.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 22
How well can I cope with stress?
How well can I control my feelings?
Please assess the following questions on the respective scale.
Check a number between 1 and 5 as your answer:
This is a
weakness
This is a
strength
1.
I can take care of things well even under stress





2.
I always know how I am doing emotionally





3.
When I'm, say, sad or angry, I can change that
very quickly





4.
I know how to get into a good mood





5.
I can generally cope with stress better than
others





6.
I am satisfied with how well I regulate my
emotions





Did something change during the course?
How do I now assess my ability to cope with stress and emotion?
.......
.......
.......
.......
You can also mark changes directly in the table above.
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 23
Analyzing spontaneous causal attributions
Please answer the following questions regarding the previously discussed
or simulated situation.
* Describing
important features of a situation: What's happening
here?
.....
* Causal attribution: What is my belief of why this person is acting this
way? My hypothesis?
.....
* Conclusion: What kind of consequences does that have for me or the
other person? What does that mean for me or the other
person?
.....
* Reactions: What does that trigger in me or the other person?
What feelings are triggered?
.....
What thoughts?
.....
Physical reactions?
.....
Behavioral reactions?
.....
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013
Worksheet 24
Checking my causal attributions
Please answer the following questions.
*
Situation description: What happened?
.....
*
Spontaneous causal attribution: My hypothesis?
.....
.....
* Conclusion and reactions:
Consequences?
What does that trigger in me?
.....
.....
*
Alternative causal attribution: Other hypotheses?
......
......
*
Alternative conclusion/reactions: Consequences?
What does that trigger in me?
.....
.....
V. Roder, D. Müller: INT - Integrated Neurocognitive Therapy for Schizophrenia Patients. © Springer-Verlag Berlin Heidelberg 2013