COGNITIVE THERAPY COGNITIVE THERAPY Slides created by Slides created by Barbara A. Cubic, Ph.D. Barbara A. Cubic, Ph.D. Professor Professor Eastern Virginia Medical School Eastern Virginia Medical School To accompany To accompany Current Psychotherapies 10 Current Psychotherapies 10
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COGNITIVE THERAPY Slides created by Barbara A. Cubic, Ph.D. Professor Eastern Virginia Medical School To accompany Current Psychotherapies 10.
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COGNITIVE THERAPYCOGNITIVE THERAPY
Slides created bySlides created by
Barbara A. Cubic, Ph.D.Barbara A. Cubic, Ph.D.ProfessorProfessor
Eastern Virginia Medical SchoolEastern Virginia Medical School
To accompany To accompany
Current Psychotherapies 10Current Psychotherapies 10
Learning ObjectivesLearning Objectives This presentation will focus on:
• Principles of learning and cognitive theory relevant to psychotherapy
Behavioral techniques and cognitive restructuring techniques are utilized to elicit change.
Cognitive ModelCognitive Model Processing of information is vital for
survival. Survival systems are:
• Cognitive• Behavioral• Affective • Motivational
Each system is comprised of structures.• Schemas
ModesModes Information is processed through networks of
cognitive, affective, motivational, and behavioral schemas.
Primal modes are evolutionary-based, universal, tied to survival (e.g. anxiety) and operational almost continuously in some cases (e.g. personality disorders) while other modes are minor and under conscious control.
Primal modes include primal thinking, which is rigid, absolute, automatic, and biased.
Conscious intentions can override primal thinking.
Cognitive ModelCognitive Model
BehaviorsSituation Automatic
ThoughtsEmotions
Physiological Response
Automatic thoughts influence not only one’s emotional response, but also one’s behavioral and physiological responses.
Cognitive ModelCognitive Model In other words, the relationship is bi-
directional (all systems act together as a mode).• Thoughts influence biological, affective,
modes:• Deactivate them.• Modify their content and structure.• Construct more adaptive modes to
neutralize them.
Comparing CT to Comparing CT to Other TherapiesOther Therapies
Compared with PsychoanalysisCompared with Psychoanalysis Both assume behavior influenced by beliefs
outside awareness. CT focuses on:
• Linkages among symptoms, conscious beliefs and current experiences.
• Little concern with unconscious feelings or repressed emotions.
• Minimal focus on childhood issues except in terms of assessment or when addressing core beliefs.
CT is highly structured and short-term (12-16 weeks) whereas psychoanalysis is long-term and unstructured.
CT therapist actively collaborates with patient.
CT Compared with REBTCT Compared with REBTCT REBT
Thoughts Labeled
Dysfunctional Irrational
Reasoning Used Inductive Deductive
Beliefs Associated with Psychopathology
Cognitive specificity for disorders
Core set of irrational beliefs
View of the Problem
Functional Philosophical
Therapist’s Approach
More collaborative
More confrontational
Compared to Behavior Compared to Behavior TherapyTherapy
CT is very different from applied behavioral analysis.
CT is the most commonly practiced form of cognitive behavior therapy (CBT).• CBT: An overarching term to represent therapies
that integrate cognitive and behavioral theories and techniques.
CT sees the individual as more active rather than passive in change process.
CT stresses expectations, interpretations and reactions.
History of Cognitive TherapyHistory of Cognitive Therapy
Cognitive TherapyCognitive Therapy Developed by Aaron T. Beck,
M.D.• Investigated “anger turned
inward” psychoanalytic concept in 1960s and found evidence for negative cognitions.
Bandura, Ellis, Mahoney, and Meichenbaum were all influential and developing their approaches simultaneously.
History of Cognitive TherapyHistory of Cognitive Therapy
Major influences were: Major influences were: 1.1. Phenomenological Phenomenological
approachesapproaches
2.2. Structural theory Structural theory and depth and depth psychologypsychology
3.3. Cognitive Cognitive psychologypsychology
Current Status of CTCurrent Status of CT
Research on the Research on the Cognitive ModelCognitive Model
Cognitive specificity hypothesis (i.e., distinct cognitive profile for each disorder) supported for many disorders.• Negatively biased interpretations have been
found in all forms of depression.• Support for cognitive triad, negatively biased
cognitive processing of stimuli and identifiable dysfunctional beliefs in depression.
• Danger-related bias demonstrated in anxiety disorders.
Cognitive Therapy Cognitive Therapy and Medicationand Medication
Studies generally show CT to be equivalent to psychotropic medications for depression, bulimia and some anxiety disorders.
Generally, research suggests the combination of the two approaches is superior to either used in isolation.
CT shows longer efficacy (less relapse) and increased likelihood of continuing gains when treatment is discontinued.
Current Status of CTCurrent Status of CT Controlled studies shown efficacy of CT
> 9 predictive of eventual suicide) Beck Scale for Suicidal Ideation Many others
Resources in CTResources in CT Center for Cognitive Therapy (U/Penn) and
Beck Institute are the major training sites (both in Philadelphia).
Multiple other training sites in the United States and internationally:• Cognitive Therapy and Research • Journal of Cognitive Psychotherapy• Academy of Cognitive Therapy
(www.academyofct.org)
Understanding the Understanding the TheoryTheory
Behind CT Behind CT
Cognitive Case Cognitive Case ConceptualizationConceptualization
Personality Dimensions:Personality Dimensions:Styles of BehavingStyles of Behaving
Sociotropy (social dependence):• Become depressed following
disruption of relationship(s).
• Organized around closeness, nurturance, and dependence.
Personality Dimensions:Personality Dimensions:Styles of BehavingStyles of Behaving
Autonomy:• Become depressed after defeat or
failure to attain a desired goal.
• Organized around independence, goal setting, self-determination, and self-imposed obligations.
Structure of a CBT SessionStructure of a CBT Session Mood check Setting the agenda Bridging from last session Today’s agenda items Homework assignment Summarizing throughout and at end Feedback from patient
General Principles of CTGeneral Principles of CT Goal is to correct dysfunctional
thinking and help patients modify erroneous assumptions.
Patient is taught to be a scientist who generates and tests hypotheses.
Relationship between patient and therapist is collaborative.
Fundamental ConceptsFundamental Concepts Collaborative empiricism:
• Goal is to demystify therapy. Socratic dialogue:
• Questioning used to help patient come to their own conclusions.
Guided discovery:
• Therapist collaborates with patient to develop behavioral experiments to test hypotheses.
Process of TherapyProcess of Therapy Initial sessions
• Essential to build rapport.
• Focus is problem definition, goal-setting and symptom relief.
• Therapist provides psychoeducation in initial sessions.
• Behavioral interventions more prominent. Middle sessions
• Emphasis shifts from symptoms to patterns of thinking.
Termination• Expectation that therapy is time limited.
Patient records activities and rates them for pleasure and mastery
Weekly Activity MonitoringWeekly Activity Monitoring A self-rated chart that allows the therapist
and the patient to:• Assess how patients are spending their time.• Measure the sense of accomplishment and/or
pleasure received from various activities.• Determine which activities are occurring too
much or too little.• Evaluate automatic thoughts/emotional shifts.• Fill in specific times with planned/pleasant
activities for depressed patients or activities needed for procrastinating patients.
• Compare predicted versus actual ratings of accomplishment and pleasure.
Cognitive Interventions ExamplesCognitive Interventions Examples Elicit automatic thoughts on thought
records. Identify whether the thoughts
represent distortions in information processing.
Use Socratic questions to evaluate the thought process.
Generate alternatives in terms of how to think or how to behave differently.
Thought RecordThought RecordSituation Mood
1- 100 Automatic Thought
Evidence For AT
Evidence Against
AT
Balanced/ Alternative Viewpoint
Re-rate Mood
Eliciting Automatic ThoughtsEliciting Automatic Thoughts Basic question: What thought just went through
your mind?• Ask when an emotional shift is noted in session.• Create an emotional shift by having the patient describe
or visualize a recent situation when they felt intense emotions and then answer the question.
If patient can’t answer the question try asking:• Do you think you were thinking _____________?• If someone else was in the situation what do you think
they might have been thinking?• Were you thinking _____________ (insert something
paradoxical)?
Examples of Socratic Questions Examples of Socratic Questions What evidence supports the belief? What evidence do you have to refute it? What would your spouse, best friend, sibling (or
anyone whom you admire greatly) say in this situation?
What would you say to your spouse, best friend, or sibling if they were thinking the same thing you are?
How could you look at this situation so you would feel less depressed?
Is this view as reasonable as your first choice?
Specific Examples of Specific Examples of Socratic QuestioningSocratic Questioning
Situation: Patient feels like a bad wife. What makes you think you are a bad wife? What would a good wife have done? On a scale from 0-100, how do you rate as a
wife? Why do you place yourself there on the scale?
How does it help to call yourself a bad wife? Besides labeling yourself as a bad wife what
else could you do in this situation?
Non-Socratic QuestionsNon-Socratic Questions(Questions NOT to Use)(Questions NOT to Use)
Don’t you think most women get mad at their husbands?
Doesn’t your husband ever yell at you? I’m sure everything will work out OK,
don’t you? I think you are a good wife based on
other things you’ve told me. Could you focus on the positives?
Example: Downward Arrow Example: Downward Arrow to Obtain Less Accessible Beliefsto Obtain Less Accessible Beliefs
Situation Thoughts Emotions
Patient reports that a session hasn’t helped them.
Therapist thinks patient is right. That was a terrible session. I didn’t do anything right.
Guilty
Anxious
Example: Downward ArrowExample: Downward ArrowQuestionIf that were true, what would it mean about you?If that were true what would it mean to you?And, then what?
Response“That I had done a bad job.”“Sooner or later I would be found out.”“Everyone would know I was an imposter and incompetent.”
Setting Effective CT HomeworkSetting Effective CT Homework Make sure rationale is clear. When feasible, have patient chose the task. Personalize task to therapy goals. Begin where patient is, not where patient thinks
he/she should be. Be specific and concrete: where, when, who. Formalize the task (e.g., write on paper). Plan ahead for obstacles/trouble shoot. Practice the task in session. Review homework at beginning of each session.
Other CT TechniquesOther CT Techniques De-catastrophizing:
“What if that happened? Then what?”
Reattribution: Alternative explanations systematically examined.
Redefining: Help patient see the problem differently.
Example: “Nobody ever talks to me” becomes “I need to try to initiate conversation so other people become interested in talking to me.”
Decentering: Patient is taught to see that thoughts are just
thoughts and not “them” or “reality.”
Applications of CT: Applications of CT: Empirically Supported Empirically Supported
Meta-analyses and other recent methodologically rigorous studies have found CT to have large effect sizes for:• Major depression• Generalized anxiety disorder• Panic disorder• Social phobia• Childhood depressive and anxiety
disorders
Applications of CT: Applications of CT: Empirically SupportedEmpirically Supported