Cognitive Behavioral Therapy in Schools (Long PowerPoint) Flashcards
Historical Background
- From classical/operant conditioning using cognitive piece to as guiding and explaining treatment strategies
- Recognized that overt responding (observed behavior) and covert responding (feelings and thoughts) are important targets pf change as long as they are clearly specified.
Key Concepts
- Focuses on the way people act and think to help with emotional and behavior problems
- Cognitivemental processes such as thinking, dreams, memories, attention etc.
- Behavior what we do
- Therapy systematic approach to targeting a problem
CBT
- Scientific empirically tested
- Philosophical people have values and beliefs about themselves and the world around them
- Active approach emphasis on behavior & changing the way you think by modifying behavior
Developing Goals
- Goals must be consistent with student needs
- Without goals, interventions are left to chance
- Goals allow you to evaluate outcomes
- Shows how much student can do and monitors intervention effectiveness
ABC’s of CBT (tool to identify the relationship between behavior and environmental events)
- Activating event real external event that has occurred or a future event that you anticipate occurring or an internal event in your mind
- Beliefs thoughts, personal rules, demands you make on yourself or other people and meaning you attach to events (what did you think/tell yourself?)
• Consequences emotions, behaviors and physical sensations that accompany different emotions (how did you feel? What did you/didn’t you do?)
example on PowerPoint
Common Cognitive Distortions
- Catastrophizing—making mountains out of molehills
- Extreme Thinking—its either black or white
- Negative Predictions—presuming the worst
- Negative thoughts about what others may be thinking –we are not mind readers!
- Emotional reasoning—feelings are not facts
- Over generalizing— “always, never, people are so..”
- Labeling –labeling yourself as inferior
- Difficulty with Cognitive Flexibility— “should, need, have to” extreme and rigid
Catching Negative Automatic Thoughts
- Thoughts that immediately enter your mind and quickly leaves
- Can lead to negative interpretations of a situation
- Always negative, make you feel bad about yourself, self-sabotaging uninvited, believable, biased
- Example: use thought record –Where were you, emotion/feeling, negative automatic thought, evidence that supports though, evidence that does not support the thought, alternative thoughts, emotion or feeling
- CBT in Practice –By identifying negative thoughts we are able to access the core beliefs that form the foundation for these maladaptive assessments. Assisting the individual to make a case for and against their current beliefs and help develop more positive thoughts.
- Identifying automatic thoughts
- Questioning the validity of the automatic thoughts
- Identifying core beliefs
- Challenging core beliefs
Interventions for ADHD
- Affective education—learn why we have emotions and different levels of expression.
- Cognitive Restructuring—correct distorted conceptualizations; challenging current thinking with logical evidence
- Comic Strip Conversations—helps child discover the thoughts, beliefs and intentions of people in a situation
- The Emotional Toolbox—strategy to identify types of tools to fix problems associated with negative emotions, especially anxiety and anger (physical, relaxation, social, and thinking tools)
CBT in Schools
• Need for providing research based interventions because many students suffer from mental, emotional, and behavior disorders
Social Stories
• Describes a situation, a skill or concept in terms of relevant social cues, perspectives and common responses in a specifically defines style and format
Cognitive Restructuring
• teaching students to challenge distorted thoughts about self and environment and replace with more realistic ones (Socratic questioning)
o Calm yourself.
o Write down the situation that triggered the negative thoughts.
o How were you feeling? What was your mood?
o What were you thinking? (identify automatic thought)
o What evidence was there to support this thought?
o What evidence does not support this thought?
o Identify realistic thoughts about this thought.
o What is your mood now?
Problem Solving
• What is the problem?
• What could I do? Brainstorm all possibly solutions
• What might happen if.. Consider consequences for each idea
• Pick best solution
• Do it
• Did it work?
** changing what a person does also changed how they feel. When people the pleasant activities, they are more likely to have positive thoughts about themselves and their lives. Internal reality is getting better.
Social Skills Training
• Teaches how to joining his or her peers appropriately –social groups, manualized programs, technology, video modeling, peer mentors
Interventions for Anxiety
(excessive worrying that interferes with functioning—GAD, Separation Anxiety, Social Anxiety, Specific Phobia, School Refusal)
• Education about the disorder to normalize what they are feeling
• Children express more physical complains (stomachache, headache)
• Eventual systematic desensitization to the source of anxiety as the student learns coping skills
Relaxation
• Deep breathing techniques
