Unhelpful Thinking Styles
All or nothing
thinking
x
Sometimes called ‘black
and white thinking’
If I’m not perfect I have failed
Either I do it right or not at all
Mental filter
Only paying attention to
certain types of evidence.
Noticing our failures but
not seeing our successes
Jumping to
conclusions
There are two key types of
jumping to conclusions:
Overgeneralising
“everything is
always rubbish”
“nothing good
ever happens”
Disqualifying
the positive
+++
Magnification
(catastrophising)
& minimisation
(predicting the future)
Emotional
reasoning
Assuming that because we
feel a certain way what we
think must be true.
I feel embarrassed so I must
be an idiot
Labelling
Assigning labels to
ourselves or other people
ID
TUP
I’m a loser
I’m completely useless
They’re such an idiot
S
PSYCHOLOGYT
LS
Discounting the good
things that have happened
or that you have done for
some reason or another
That doesn’t count
(imagining we know what
others are thinking)
2+2=5
Seeing a pattern based
upon a single event, or
being overly broad in the
conclusions we draw
should
must
Personalisation
“this is
my fault”
Blowing things out of
proportion
(catastrophising), or
inappropriately shrinking
something to make it seem
less important
Using critical words like
‘should’, ‘must’, or ‘ought’
can make us feel guilty, or
like we have already failed
If we apply ‘shoulds’ to
other people the result is
often frustration
Blaming yourself or taking
responsibility for
something that wasn’t
completely your fault.
Conversely, blaming other
people for something that
was your fault.
http://psychology.tools
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Brief Practice Checklist
DEIDENTIFIED CLIENT LABEL:
Which PRACTICE component(s) did you implement today?
Therapist Identifier: ____ Record C (child) P (parent) J (joint) in box to indicate type of session and with whom PRACTICE component was implemented.
TF-CBT Treatment Component
Session #:
Date:
A: Assessment measures administered and engagement methods used
GE: Refer to trauma(s) during assessment and in relation to engagement
P: Provide psychoeducation about trauma(s), reactions, reminders and treatment
GE: Use proper words for trauma(s) and body parts; identify trauma reminders
P: Provide parenting skills (praise, selective attention, active listening, time out, etc.)
GE: Connect parental response and youth’s symptoms/behaviors to trauma
R: Provide individualized relaxation skills (e.g., focused breathing, mindfulness, etc.)
GE: Connect use of relaxation skills to youth’s trauma reminders
A: Provide affect expression, identification and modulation skills
GE: Connect use of skills to youth’s trauma reminders
C: Introduce cognitive triangle and optimistic thinking in general terms with children
GE: Help PARENT use cognitive coping for trauma-related maladaptive thoughts
T: Develop youth’s trauma narrative (TN) in calibrated increments with thoughts,
feelings, sensations, helpful and worst moments. Cognitively process maladaptive
thoughts and end TN with positive lessons about self, others, parent(s) and future.
Share TN with parent in individual session when clinically appropriate
GE: Write, read and/or review TN
1
2
3
4
5
6
7
8
9
10
2
I:
GE: Plan in-vivo desensitization for generalized avoidance as needed
C: Conjoint trauma-focused youth-parent sessions: youth and parent trauma
education, share TN when clinically appropriate, Q&A; improve communication
GE: Share TN or address other trauma related issues in conjoint session
E: Address personal safety skills and assertive communication; increase awareness
of problem-solving skills and/or social skills; provide sex ed when appropriate
GE: Address safety skills related to youth’s trauma and future development
© Deblinger, Cohen, Mannarino, Murray, & Epstein, 2014 revised
Note: GE = Gradual Exposure
3
Which PRACTICE component(s) did you implement today?
Therapist Identifier: ____ Record C (child) P (parent) J (joint) in box to indicate type of session and with whom PRACTICE component was implemented.
TF-CBT Treatment Component
Session #:
Date:
A: Assessment measures administered and engagement methods used
GE: Refer to trauma(s) during assessment and in relation to engagement
P: Provide psychoeducation about trauma(s), reactions, reminders and treatment
GE: Use proper words for trauma(s) and body parts; identify trauma reminders
P: Provide parenting skills (praise, selective attention, active listening, time out, etc.)
GE: Connect parental response and youth’s symptoms/behaviors to trauma
R: Provide individualized relaxation skills (e.g., focused breathing, mindfulness, etc.)
GE: Connect use of relaxation skills to youth’s trauma reminders
A: Provide affect expression, identification and modulation skills
GE: Connect use of skills to youth’s trauma reminders
C: Introduce cognitive triangle and optimistic thinking in general terms with children
GE: Help PARENT use cognitive coping for trauma-related maladaptive thoughts
T: Develop youth’s trauma narrative (TN) in calibrated increments with thoughts,
feelings, sensations, helpful and worst moments. Cognitively process maladaptive
thoughts and end TN with positive lessons about self, others, parent(s) and future.
Share TN with parent in individual session when clinically appropriate
GE: Write, read and/or review TN
11
12
13
14
15
16
17
18
19
20
4
I:
GE: Plan in-vivo desensitization for generalized avoidance as needed
C: Conjoint trauma-focused youth-parent sessions: youth and parent trauma
education, share TN when clinically appropriate, Q&A; improve communication
GE: Share TN or address other trauma related issues in conjoint session
E: Address personal safety skills and assertive communication; increase awareness
of problem-solving skills and/or social skills; provide sex ed when appropriate
GE: Address safety skills related to youth’s trauma and future development
© Deblinger, Cohen, Mannarino, Murray, & Epstein, 2014 revised
Note: GE = Gradual Exposure