Fall 2024 SOWk 581 Week 11 - Cognitive Behavioral Theory

Fall 2024 SOWk 581 Week 11 - Cognitive Behavioral Theory

title: Fall 2024 SOWk 581 Week 11 - Cognitive Behavioral Theory date: 2024-11-01 23:21:00 location: Heritage University tags:

• Heritage University
• MSW Program
• SOWK 581

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Week eleven is a synchronous week, with class on 11/02. The readings will be about cognitive theory.

Tentative Plan for Week 11

Agenda

• Follow up on mid-course feedback
• Engage in a group activity about feelings
• Discuss the general structure of CBT
• Examine and practice with skills in CBT

Learning Objectives

• Understand the general structure of interventions in cognitive behavioral theory
• Identify common thinking errors
• Engage in cognitive restructuring

Please Register

Mid-Course Feedback

I had 7 of 12 in each class complete

Going Well:

• Classroom Structure (instructions, organization)
• Class content (class time activities, readings, different forms of media [esp. Podcasts], extra resources, lecture videos)
• Class participation and engagement

Not Going Well

• All of the reading required
• Being split into two sections
• Classroom climate (feeling judged)
• Content provided (wanting direct engagement vs general content)

Suggestions

• Make changes to quizzes
• More individual check-ins

Quotes

• What is not going well is the amount of time I have. The articles I need to read are only on my computer and so access to them in only this format is limited. Also, the video lectures are not working because it doesn’t help with my learning it is just taking my time from my work. Maybe instead of a video lecture, he can do a video live where we can hop on and ask questions relating to our weekly work.
• My only comment is that I don’t feel comfortable speaking up in the in-person class. The in-person class seems judgmental. I prefer to email rather than ask questions out loud to the professor, which is affecting my learning. I do have questions and would like to make comments because I would like feedback. However, it is uncomfortable to speak up.
• I know that you’re available if needed but I do feel that we need to open more communication between student and teacher because I do not even know what I would say when I reach out. I feel stressed and like I am doing everything wrong and late and may have little video check-ins or emails because I feel stressed and overwhelmed.

Feelings Ball Game

Taken from Harborview Abuse & Trauma Center has their CBT NOTEBOOK. See the Feelings Ball Game.

Instructions for how to use it:

1. You can start by tossing the ball in session, the closest the right thumb gets to a face/word, you have to say the last time you felt that way. Goes back in forth with family members and therapist. Great intro to feeling identification and engagement.
2. You can introduce charades by playing the game similarly only they don’t get to tell you the last time they felt that way, this time they act out the feeling without saying the word. Other family members guess. Creates body sensations to feeling – then end with introducing relaxation if needed with an escalated kid.
3. Use the “best friend” scenario for resistant kiddos by having them tell you a time their friend might have felt that way. Also assists with empathy building.

Selected Feelings

Surprise, Empathy, Confusion, Anger, Pride, Admiration, Guilt, Jealousy, Trust, Loneliness, Joy, Amusement, Awe, Resentment, Contentment, Disappointment, Fear, Love, Nostalgia, Excitement

General What is CBT

Taken from instruction manual

The therapist is a trusted teacher, trainer, and coach who enables the client to actively participate in solving problems and meeting goals. Cognitive therapists can spot the subtle flaws in someone’s reasoning and skillfully elicit a different interpretation of the same events. They are active, direct, and supportive.

Structure of Cognitive Therapy Interviews

• Start with an agenda set with the client
• Using CBT techniques and strategies
• Ends with feedback and homework.

Structure fits within the CBT Triangle of thoughts, feelings, and behaviors. Might go different directions within structure.

Demonstrate Resource

Show people the resource CBT Notebook by UW

Cognitive Therapy Techniques and Strategies

There are a number of CBT techniques and strategies

• Identifying and Testing Automatic Thoughts: understanding beliefs and behaviors, especially to understand distorted thinking
• Examining the Evidence: Exploring the what is really going on
• Downward Arrow Technique: Moving from automatic thoughts to what are the core beliefs somebody has.
• Behavioral Activation: getting clients to re-engage in activities with a sense of satisfaction. Includes activity monitoring and activity scheduling.
• Cognitive Restructuring: identify, challenge, and modify negative or unhelpful thought patterns

Distorted Thinking Patterns

• All-or-None Thinking. “If I fail at an important task, as I must not, I’m a total failure and completely unlovable.”
• Jumping to Conclusions and Negative Non Sequiturs. “Since they have seen me dismally fail, as I should not have done, they will view me as incompetent.”
• Fortune Telling.”Because they are laughing at me for failing, they know that I should have succeeded, and they will despise me forever.”
• Focusing on the Negative. “Because I can’t stand things going wrong, as they must not, I can’t see any good that is happening in my life.”
• Disqualifying the Positive. “When they compliment me on the good things I have done, they are only being kind to me and forgetting the foolish things that I should not have done.”
• Allness and Neverness. “Because conditions of living ought to be good and actually are so bad and so intolerable, they’ll always be this way and I’ll never have any happiness.”
• Minimization. “My accomplishments were the result of luck—unimportant. But my mistakes are unforgivable, and I should never have made them.”
• Emotional Reasoning. “Because I have performed so poorly, as I should not have done, I feel like a total nincompoop, and my strong feeling proves that I am no damned good.”
• Labeling and Overgeneralization. “Because I must not fail at important work and have done so, I am a complete loser and failure.”
• Personalizing. “Since I am acting far worse than I should act, and they are laughing, I am sure they are only laughing at me, and that is awful.”
• Phonyism. “When I don’t do as well as I ought to do and they still praise and accept me, I am a real phony and will soon fall on my face.”
• Perfectionism. “I realize that I did fairly well, but I should have done perfectly well on a task like this and am therefore really an incompetent.
• Arbitrary Inferences. Refers to the process of drawing a specific conclusion in the absence of supporting evidence, or when the evidence is contrary to the conclusion.
• Selective Abstraction. Consists of focusing on a detail taken out of context and conceptualizing the total experience on the basis of that detail.
• Overgeneralization. Refers to a pattern of drawing a general rule or conclusion on the basis of one or more isolated incidents and applying it across the board to related and unrelated situations.
• Magnification and Minimization. These are errors in evaluating the magnitude of an event. They are so gross as to constitute a distortion.
• Personalization. The client’s tendency to take things personally even when there is no such connection.
• Dichotomous Thinking. The client’s tendency to place experiences in one of two opposite categories, for example, viewing people as either saints or sinners

Start w/ small groups, talk about what the these look like

Cognitive Restructuring

Identifying The Situation Think about a situation that put you in a bad mood. What happened?

Thought Patterns What were you thinking in response to the situation that was happening?

Is this thought True? Were the thoughts above true?

This thought Makes Me Feel: What were you feeling in response to your thoughts about the situation that was happening?

Modify or Replace Automatic Thoughts What is a thought that we could replace this with when we start to think it?

What is the Cognitive Distortion?

[Small Group Activity] Have students go through and talk about which distortion is described:

• Focusing on the Negative: “Everyone congratulated me on my project, but all I can think about is the one small mistake I made.”
• Personalizing: “It must be my fault that the meeting went poorly, even though I wasn’t the one leading it.”
• Labeling and Overgeneralization: “I missed my workout today—I’m so lazy and undisciplined.”
• Jumping to Conclusions and Negative Non-Sequiturs: “They didn’t respond to my message right away; they must be mad at me.”
• Selective Abstraction: “Even though I’ve been praised for my work, I’m focused only on the minor critique my boss gave.”
• All-or-None Thinking: “If I can’t handle every problem on my own, then I must be a failure.”
• Fortune Telling: “I just know that the presentation tomorrow will go terribly.”
• Arbitrary Inferences: “She glanced at me in a weird way—she must think I’m doing a terrible job.”
• Emotional Reasoning: “I feel anxious about this meeting, so it must mean that something bad is going to happen.”
• Minimization: “Sure, I got an award, but it’s not a big deal. Anyone could have done it.”
• Overgeneralization: “This relationship didn’t work out; all my relationships will probably end badly.”
• Dichotomous Thinking: “If I don’t get this promotion, I’m a complete failure.”