索引

Index AB Aabir Explores His Images 练习, 131 关于本书, 2–4 主动学习, 3 活动：日常监测, 204–208；规划提升心情的活动, 209–215 情绪调节, 90 议程：协作设定, 67–69；在会话中的应用, 69 Aiden 再次使用刀具练习, 232 全或无思维, 110 类比使用, 203 理解愤怒, 108 焦虑：暴露疗法, 223–245；如何理解, 106–107；安全行为与, 226–228, 243, 244。另见恐惧 我的预测准确吗？工作表, 239–240 假设, 18, 111 音频文件, 4；解释日常活动安排, 204–205；解释暴露疗法, 231；向来访解释目标设定, 47–48；解释寻找证据, 148；解释解决问题, 180；识别认知扭曲, 118；介绍理解你的反应工作表, 89–90；使用问题探索来访问题, 27。另见想象练习 自动思维, 9, 248；核心信念与, 18, 19, 249–250, 252；识别, 122–124 回避：回避循环, 224–225；考虑的问题, 230；安全行为作为回避, 226 平衡思维, 163–167；巩固, 165；使用平衡思维创造新形象, 166–167；管理压力使用, 167；发展问题, 163 贝克, 朱迪, 155 行为激活, 196–221；抑郁循环与, 197–198；日常活动监测, 204–208；分级任务分配, 215–217；帮助来访理解他们的抑郁, 199–204；关于行为激活的家庭作业, 219–220；通过行为激活增加幸福感, 218；规划提升心情的活动, 209–215；行为激活的有效性研究, 198–199；过程步骤, 198 行为实验, 224 行为：认知扭曲与, 115–116；应对思维相关, 188；描述具体和明确的行为, 98；模糊与具体的例子, 95；理解行为的四因素模型, 10；帮助来访识别, 94–96；思维对行为的影响, 12；与问题维持相关的行为, 16–17 信念。参见核心信念 我的解决方案的利弊工作表, 185 黑白思维, 110 头脑风暴解决方案, 180–183 C Carol 想申请工作练习, 132 灾难化, 111 认知行为疗法（CBT）：构建模块, 7–11；定义, 1；向来访解释, 39；基本原则, 1；练习CBT的家庭作业, 259–260；自我应用, 3；有效性研究, 2 认知扭曲, 109–116；常见类型, 110–112；功能失调行为与, 115–116；识别练习, 112–113, 116；帮助来访识别, 113–114；识别认知扭曲的家庭作业, 117–118, 120；识别工作表, 114, 117 合作：在议程设置中, 67–69；在家务开发中, 70 思考记录中常见问题练习, 168 强迫仪式, 226 行为后果, 95 内容特异性, 106 应对思维, 187–191 核心信念：自动思维与, 18, 19, 249–250, 252；临床意义, 20–21；下箭头技术与, 252；与来访一起识别, 248–252；心理社会史与, 250–251；影响思维, 18–21；三种类型, 18 回避循环图, 225 D 日常活动安排, 204–208 日常生活活动, 209 抑郁：行为激活用于, 196–221；CBT 作为治疗发展, 1；抑郁的日常活动监测, 204–208；抑郁循环图, 197；帮助来访理解抑郁, 199–204；规划提升心情的活动, 209–215；防止复发, 215；抑郁的指示性思维, 107–108 简易 CBT 开发有效的暴露任务练习, 234, 277 为安娜开发提升心情的活动练习, 211–212, 275 德伟再次使用大麻练习, 69 戴安娜想上大学练习, 127 门把手疗法, 67 下箭头技术, 252 功能失调行为, 115–116 E 情感。参见感受 同理心, 25, 96–97 环境，在四因素模型中, 8 尤蕾拉有一个非常糟糕的一周练习, 66 评估苏珊的家庭作业练习, 71–72, 268 评估性思维, 103–105 检查你的思维现实性工作表, 146, 170 应对思维示例手稿, 190 运动，体育, 209 练习（实践）, 4；行为激活, 212；开发有益目标, 55；评估理解你的反应工作表, 137；解释思维后果, 189；探索图像和思维, 131, 132；暴露疗法, 226, 228, 232；聚焦问题和优点, 38；帮助来访得出自己的结论, 162；识别认知扭曲, 113, 116；识别思考记录中的问题, 168；识别特定行为, 95；识别情境的意义, 127；识别关于自我、他人或未来的思维, 106；识别触发情境, 87, 89；解决问题, 178；回顾平衡思维, 165；使用CBT理论理解来访, 14, 15, 16, 18, 19, 20, 21；权衡热思维的证据, 154；与抑郁来访工作, 201, 212；在会话结构内工作, 66, 69, 72。另见 YOUR TURN! 练习 向来访解释CBT手稿, 39 解释目标设定手稿, 47 解释治疗会话结构手稿, 61 暴露疗法, 222–245；有效性, 228；向来访解释, 230–231；恐惧等级, 231–232, 243, 244；暴露疗法的家庭作业, 243–244；实施暴露, 232–238；关于暴露的负面预测, 236–238；暴露后的解压, 238–242；准备进行, 229–232；防止复发, 242；使用的任务, 232–235, 238；背后的理论, 223–224；类型, 228–229 事实与思维, 87–88 误报, 158 恐惧：类别, 229；暴露疗法, 223–245；恐惧等级, 231–232, 243, 244；回避如何维持恐惧, 224–225。另见焦虑 反馈，向来访请求, 73 感受：区分思维与, 9, 91；对思维和感受的同理心, 25；解释情感与感受, 90；帮助来访识别, 90–93；伴随的感受图像, 131；链接思维与感受, 135–137；与感受不同的生理反应, 9；评级过程, 92–93, 98, 108–109；与感受相关的思维, 12, 106–109, 127–128；识别感受的工作表, 138–139 梅兰妮·芬内尔, 203 过滤, 110 找到事实练习, 89 花朵类比, 203 焦点，签到期间, 64, 66 四因素模型, 7–11；家庭作业, 21–22；自我反思练习, 24；治疗用途, 81–83, 137 未来：对未来预测, 111；关于未来的思维, 104, 108, 119 目标, 46–58；定义问题和设定目标, 179；制定具体可衡量的目标, 48–55；一般与具体目标的例子, 49；目标家庭作业, 56–57；引入来访目标, 46–48；优先顺序, 47, 55 良好的睡眠指南, 258 分级任务分配, 215–217 感恩表达, 218 丹尼斯·格林伯格, 147, 155 有效活动计划指南手稿, 210 有帮助的家庭作业指南手稿, 70 识别您的感受手稿, 90 愉快活动列表手稿, 210 平衡思维问题手稿, 163 评估来访安全行为的问题手稿, 227 发展应对思维的问题手稿, 189 发展有帮助目标的问题手稿, 51 探索情绪/活动关系的问题手稿, 205 探索问题的问题手稿, 26 探索优势的问题手稿, 33 收集更多关于情境的信息的问题手稿, 159 帮助设定议程的问题手稿, 67 识别对抗负面思维的证据的问题手稿, 155 识别来访图像的问题手稿, 131 识别来访暴露期间预测的问题手稿, 237 识别来访思维的问题手稿, 134 回顾治疗会话的问题手稿, 72 思维陷阱, 110。另见工作表 快乐，增加, 218, 219–220 帮助辛西娅得出自己的结论练习, 162, 273 帮助尼尔识别特定情境练习, 86–87 帮助罗尔发展应对思维练习, 190–191 帮助罗尔找到新的解决方案练习, 182–183 帮助罗尔在签到期间保持专注练习, 66 帮助苏珊使她的目标更加具体练习, 53–54 帮助苏珊仔细查看事实练习, 160 有帮助的问题, 124–129 历史，心理社会, 38–39 家庭作业：开发有帮助的家庭作业, 70–71；签到期间审查, 63 家庭作业：行为激活, 219–220；描述特定情境和行为, 97–98；探索来访问题, 41–42；暴露疗法, 243–244；识别认知扭曲, 117–118, 120；识别压力源和优势, 40, 43；寻找证据, 169–170；练习CBT, 259–260；解决问题, 192–194；评估自己的感受, 98；设定具体目标, 56–57；结构化治疗会话, 74–76；理解你的反应工作表, 99–100；使用四因素模型, 21–22 希望，作为思维, 132 热思维, 103, 145, 147, 155, 163 我的预测有多可能？工作表, 157 How Thoughts Influence Feelings and Behavior exercise, 12–14, 思维如何影响情感和行为练习, 12–14 Identify a Client’s Stressors and Strengths worksheet, 34–35 识别来访的压力源和优势工作表, 34–35 Identify Clients’ Thoughts, Feelings, Physical Reactions, and Behavior exercise, 15–16, 264 识别来访的思维、情感、身体反应和行为练习, 15–16, 264 Identify Situations, Thoughts, Feelings, Physical Reactions, and Behavior exercise, 10–11, 263 识别情境、思维、情感、身体反应和行为练习, 10–11, 263 Identify Specific, Measurable Goals exercise, 49–50, 267 识别具体、可测量的目标练习, 49–50, 267 Identify Suzanne’s Safety Behaviors exercise, 227–228 识别苏珊的安全行为练习, 227–228 Identify Suzanne’s Thoughts about Self, Others, and the Future exercise, 105, 270 识别苏珊对自己、他人和未来的思维练习, 105, 270 Identify the Cognitive Distortion exercise, 112–113, 272 识别认知扭曲练习, 112–113, 272 Identify Your Feelings handout, 90 识别您的情感手册, 90 if...then statements, 18 如果...那么陈述, 18 imagery, 129–131; exploring with clients, 130–131; practicing coping thoughts using, 190; practicing new solutions using, 186; recreating situations using, 129–130. See also Practice in Your Imagination exercises 意象, 129–131；与来访探索, 130–131；使用意象练习应对思维, 190；使用意象练习新方案, 186；使用意象重现情境, 129–130。另见在想象中练习 imaginal exposure, 229 想象暴露, 229 in vivo exposure, 228 现实生活暴露, 228 "Incorporating Imagery into Thought Records" (Josefowitz), 131 《将意象纳入思维记录》(Josefowitz), 131 intermediary beliefs, 18 中介信念, 18 interpretations, alternative, 158–159, 171 替代解释, 158–159, 171 Isabella Lists Her Worries exercise, 129 伊莎贝拉列出她的担忧练习, 129 JKL Jamar Is Feeling Depressed exercise, 212 贾马尔感到沮丧练习, 212 Jim Forgets His Wallet exercise, 106 吉姆忘记钱包练习, 106 Josefowitz, Nina, 1, 131 尼娜·约瑟福维茨, 1, 131 journal writing, 218 日记写作, 218 Julie Has a Terrible Week exercise, 113 朱莉度过了糟糕的一周练习, 113 "Just Ask" questions, 122 “直接问”问题, 122 kindness, practicing, 218 练习善意, 218 labeling feelings, 90 标注情感, 90 learning, active, 3 主动学习, 3 Lee Learns to Ask a Question exercise, 18 李学会提问练习, 18 life, simple rules about, 18 生活，简单的规则, 18 Linehan, Marsha, 31 玛莎·莱因汉, 31 looking for evidence: against negative thoughts, 151–163; explaining to clients the process of, 148; homework assignment on, 169–170; supporting negative thoughts, 149–151; thought records and, 147 寻找证据：反对消极思维, 151–163；向来访解释该过程, 148；家庭作业, 169–170；支持消极思维, 149–151；思维记录与之, 147 M magnifying problems, 111 放大问题, 111 Maia Was Attacked exercise, 228 玛娅遭受攻击练习, 228 Maria’s Symptom Maintenance Cycle exercise, 17, 265 玛丽亚的症状维持周期练习, 17, 265 Mary Treats Her Son Badly exercise, 95 玛丽对儿子不好练习, 95 memories, painful, 150 痛苦的记忆, 150 Mind Over Mood (Greenberger & Padesky), 147 《控制你的情绪》(格林伯格 & 帕德斯基), 147 mind reading, 111 读心术, 111 mindfulness, 210, 235 正念, 210, 235 minimizing problems, 111 最小化问题, 111 Miriam Wants a Better Marriage exercise, 55 米里亚姆想要更好的婚姻练习, 55 mood: asking clients to rate, 63; planning activities to boost, 209–215; related to thoughts, 133–134 情绪：要求来访评分, 63；规划活动以提升, 209–215；与思维相关, 133–134 mood-boosting activities, 209–215; examples of, 209–210; guidelines for planning, 210–211; monitoring mood before/after, 212–214; overcoming roadblocks to, 214–215 提升情绪的活动, 209–215；示例, 209–210；规划指南, 210–211；前后情绪监测, 212–214；克服障碍, 214–215 Mooney, Kathleen, 33 凯瑟琳·穆尼, 33 Myran, David, 1 大卫·迈兰, 1 N Nasir Has a Busy Clinic exercise, 178 纳西尔的诊所很忙练习, 178 negative paths, 81 消极路径, 81 negative problem orientation, 175 消极问题导向, 175 negative thoughts: finding evidence against, 151–163; finding evidence supporting, 149–151 消极思维：寻找反对的证据, 151–163；寻找支持的证据, 149–151 Notice Raoul’s Change in Mood exercise, 133–134 注意罗尔的情绪变化练习, 133–134 O online materials, 3–4 在线材料, 3–4 optimism, 176, 218 乐观主义, 176, 218 Other Ways of Understanding the Situation worksheet, 161 理解情境的其他方法工作表, 161 others, thoughts about, 104, 107, 119 关于他人的思维, 104, 107, 119 overgeneralizing, 110 过度概括, 110 P Padesky, Christine, 33, 147, 155 克里斯汀·帕德斯基, 33, 147, 155 painful memories, 150 痛苦记忆, 150 patterns of limited thinking, 110 有限思维模式, 110 pause button, 82 暂停按钮, 82 personalizing, 111 个人化, 111 Persons, Jackie, 155 杰基·佩森斯, 155 perspectives, alternative, 158–159 替代视角, 158–159 physical reactions: feelings distinguished from, 9; helping clients identify, 94; linking thoughts to, 135–137 身体反应：与情感区分, 9；帮助来访识别, 94；将思维与之关联, 135–137 pleasurable activities, 209–210 愉悦活动, 209–210 Pleasurable Activities List, 210 愉悦活动清单, 210 positive problem orientation, 175–177 积极问题导向, 175–177 positive psychology, 218 积极心理学, 218 post-traumatic stress disorder (PTSD), 130 创伤后应激障碍(PTSD), 130 Practice in Your Imagination exercises, 4; for explaining a Daily Activities Schedule, 204–205; for explaining exposure therapy, 231; for explaining goal setting, 47–48; for explaining looking for evidence, 148; for explaining problem solving, 180; for explaining session structure, 62; for exploring client problems, 27; for reviewing sessions with clients, 73; for understanding your reactions, 89–90 在想象中练习, 4；解释日常活动安排, 204–205；解释暴露疗法, 231；解释目标设定, 47–48；解释寻找证据, 148；解释解决问题, 180；解释会话结构, 62；探索来访问题, 27；与来访回顾会话, 73；理解您的反应, 89–90 Predict Your Mood worksheet, 213 预测您情绪工作表, 213 predictions: probability of negative, 156–158, 170; related to exposure tasks, 236–238; thinking trap on making, 111 预测：负面的可能性, 156–158, 170；与暴露任务相关, 236–238；预测的思维陷阱, 111 probing questions, 122 探究性问题, 122 problem solving, 173–195; brainstorming solutions in, 180–183; choosing a solution in, 184–187; developing coping thoughts for, 187–191; explaining to clients, 179–180; homework assignments on, 192–194; identifying problems for, 177–180; positive problem orientation for, 175–177; research on effectiveness of, 175; steps in process of, 174, 192; theory behind, 174 解决问题, 173–195；其中的头脑风暴解决方案, 180–183；选择解决方案, 184–187；为其发展应对思维, 187–191；向来访解释, 179–180；家庭作业, 192–194；识别问题, 177–180；积极问题导向, 175–177；对其有效性的研究, 175；过程中的步骤, 174, 192；背后的理论, 174 Problem-Solving Worksheet, 174 解决问题工作表, 174 problems: defining with clients, 177–178; how behaviors maintain, 16–17; how thoughts maintain, 11–12; positive orientation to, 175–177; prioritizing with clients, 31; process for understanding, 25–27, 28–30; questions for exploring, 26–27, 28–30, 41–42; setting goals for multiple, 47 问题：与来访定义, 177–178；行为如何维持, 16–17；思维如何维持, 11–12；积极的态度, 175–177；与来访优先排序, 31；理解的过程, 25–27, 28–30；探索的问题, 26–27, 28–30, 41–42；为多个问题设定目标, 47 prompting questions, 122 引导性问题, 122 psychosocial history, 38–39, 250–251 心理社会史, 38–39, 250–251 Q questions: asking helpful, 124–129; for assessing safety behaviors, 227; for challenging hot thoughts, 155–156; for considering avoidance, 230; for developing balanced thoughts, 163; for developing coping thoughts, 189; for examining evidence against hot thoughts, 152; for exploring mood/activity relationship, 205; for exploring problems, 26–27, 28–30, 41–42; for exploring psychosocial history, 38; for exploring strengths, 33–34; for finding new solutions, 181; for helping to define problems, 178; for identifying images, 131; for identifying predictions about exposure, 237; for identifying specific situations, 85–86; for identifying thoughts, 122, 124–129, 134–135; for reviewing therapy sessions, 72–73; for setting an agenda, 67; thoughts expressed as, 132 问题：提出有用的, 124–129；评估安全行为, 227；挑战热思维, 155–156；考虑回避, 230；发展平衡思维, 163；发展应对思维, 189；检查反对热思维的证据, 152；探索情绪/活动关系, 205；探索问题, 26–27, 28–30, 41–42；探索心理社会史, 38；探索优势, 33–34；寻找新方案, 181；帮助定义问题, 178；识别图像, 131；识别关于暴露的预测, 237；识别特定情境, 85–86；识别思维, 122, 124–129, 134–135；回顾治疗会话, 72–73；设定议程, 67；作为表达的思维, 132 Questions for a Balanced Thought handout, 163 平衡思维问题手册, 163 Questions to Develop Coping Thoughts handout, 189 发展应对思维问题手册, 189 Questions to Develop Helpful Goals handout, 51 发展有用目标问题手册, 51 Questions to Explore a Mood/Activity Relationship, 205 探索情绪/活动关系问题, 205 Questions to Explore Problems handout, 26 探索问题问题手册, 26 Questions to Explore Strengths handout, 33 探索优势问题手册, 33 Questions to Gather More Information about the Situation handout, 159 收集更多关于情境信息的问题手册, 159 Questions to Help Set an Agenda handout, 67 帮助设定议程问题手册, 67 CBT Made Simple Questions to Identify Evidence Against Negative Thoughts handout, 155 识别反对消极思维的证据问题手册, 155 Questions to Identify Your Client’s Images handout, 131 识别来访图像问题手册, 131 Questions to Identify Your Client’s Predictions During Exposure handout, 237 识别来访在暴露期间的预测问题手册, 237 Questions to Identify Your Client’s Thoughts handout, 134 识别来访思维问题手册, 134 Questions to Review the Therapy Session handout, 72 回顾治疗会话问题手册, 72 R Raoul’s Boss Is Difficult exercise, 87 罗尔的老板很难相处练习, 87 Raoul’s Cycle of Depression exercise, 201 罗尔的抑郁循环练习, 201 Raoul’s Stressors and Strengths worksheet, 37, 罗尔的压力源和优势工作表, 37, rating feelings, 92–93, 98, 108–109 评估情感, 92–93, 98, 108–109 Raymond Drinks Too Much exercise, 116 雷蒙德饮酒过多练习, 116 reactions: worksheet for understanding, 82, 89–90, 99–100, 124, 136, 137, 139–140. See also physical reactions 反应：理解的工作表, 82, 89–90, 99–100, 124, 136, 137, 139–140。另见身体反应 reassurance seeking, 226 寻求安慰, 226 reflective statements, 122 反思性陈述, 122 rehearsal, 226, 242 排练, 226, 242 relapse prevention: behavioral activation and, 215; exposure therapy and, 242 防止复发：行为激活和, 215；暴露疗法和, 242 Renee Tries to Catch Up at School exercise, 72 蕾妮努力在学校赶上进度练习, 72 reviewing therapy sessions, 72–73, 76 回顾治疗会话, 72–73, 76 Richard’s Boyfriend Wants to End the Relationship exercise, 106 理查德的男朋友想结束这段关系练习, 106 Roger Doesn’t Want to Go to the Doctor exercise, 16 罗杰不想去看医生练习, 16 Ruda Attends Playgroup exercise, 38 鲁达参加游戏小组练习, 38 S safety behaviors, 226–228, 235, 243, 244 安全行为, 226–228, 235, 243, 244 schemas. See core beliefs 图式。见核心信念 self: creating a new image of, 166–167; thoughts about, 104, 107, 119 自我：创造新的形象, 166–167；关于自我的思维, 104, 107, 119 self-assessment questions, 260291 自我评估问题, 260291 Separating Facts from Thoughts worksheet, 88, 269 区分事实与思维工作表, 88, 269 session structure. See therapy sessions 会话结构。见治疗会话 shame, understanding, 108 理解羞耻感, 108 Sharon Is Invited for Coffee exercise, 15 雪伦被邀请喝咖啡练习, 15 should statements, 108, 111–112 应该陈述, 108, 111–112 Shula Eats Dessert example, 115–116 舒拉吃甜点的例子, 115–116 situations: examples of vague and specific, 85; four-factor model for understanding, 8, 21–22; identifying specific and concrete, 84–87, 97; identifying the meaning of, 124–127; recreating using imagery, 129–130; separating facts vs. thoughts about, 87–88. See also trigger situations 情境：模糊和具体的例子, 85；理解的四因素模型, 8, 21–22；识别具体和具体的, 84–87, 97；识别其意义, 124–127；使用意象重现, 129–130；区分事实与思维, 87–88。另见触发情境 sleep guidelines, 258 睡眠指南, 258 social contact, 209, 218 社交接触, 209, 218 Socratic questioning, 147, 162 苏格拉底式提问, 147, 162 solutions to problems: brainstorming, 180–183; choosing, 184–187 解决问题的方法：头脑风暴, 180–183；选择, 184–187 Sophia Completes the Understand Your Reaction worksheet exercise, 137 索菲亚完成理解你的反应工作表练习, 137 strengths: exploring your own, 40; identifying client, 33–35, 43 优势：探索自己的, 40；识别来访的, 33–35, 43 stress management, 167 压力管理, 167 stressors: exploring your own, 40; identifying client, 32–33, 34–35, 43 压力源：探索自己的, 40；识别来访的, 32–33, 34–35, 43 SUDS ratings, 232, 235 SUDS评分, 232, 235 Suzanne Avoids the Other Teachers exercise, 226 苏珊避开其他老师练习, 226 Suzanne Goes to the School Fair exercise, 189 苏珊去学校集市练习, 189 Suzanne Is Asked to Be a Maid of Honor exercise, 162 苏珊被要求担任伴娘练习, 162 Suzanne Is Upset with Her Husband exercise, 154 苏珊对丈夫感到不满练习, 154 Suzanne Reviews Her Balanced Thought exercise, 165 苏珊回顾她的平衡思维练习, 165 Suzanne’s Stressors and Strengths worksheet, 34–35 苏珊的压力源和优势工作表, 34–35 symptom maintenance cycle, 17 症状维持周期, 17 T tasks, exposure, 232–235, 238 任务，暴露, 232–235, 238 therapeutic relationship, 25, 96 治疗关系, 25, 96 Therapist Is Having a Bad Day exercise, 162 治疗师心情不好练习, 162 therapy sessions, 59–77; attitudes on structuring, 60, 75; basic components of, 60; collaboratively setting an agenda for, 67–69; developing helpful homework in, 70–72; explaining the structure of, 60–62; homework assignments on structuring, 74–76; in Raoul’s therapy, 256–259; requesting client feedback on, 73; reviewing with clients, 72–73, 76; starting with a check-in, 62–66; in Suzanne’s therapy, 253–256; working the agenda in, 69 治疗会话, 59–77；对结构的态度, 60, 75；基本组成部分, 60；合作设置议程, 67–69；开发有用的作业, 70–72；解释结构, 60–62；结构的家庭作业, 74–76；在罗尔的治疗中, 256–259；请求来访反馈, 73；与来访回顾, 72–73, 76；从签到开始, 62–66；在苏珊的治疗中, 253–256；在议程中工作, 69 thinking style, 110 思维方式, 110 thinking traps, 110–112; helping clients identify, 113–114, 120; worksheet for identifying, 114, 117. See also cognitive distortions 思维陷阱, 110–112；帮助来访识别, 113–114, 120；识别的工作表, 114, 117。另见认知扭曲 Thinking Traps handout, 110, 120 思维陷阱手册, 110, 120 thought records, 145–147, 168 思维记录, 145–147, 168 thoughts: automatic, 9, 18, 122–124, 248–249; balanced, 163–167; as cognitive distortions, 109–116; coping, 187–191; distinguishing feelings from, 9, 91; empathy related to, 25; evaluating self, others, or future, 103–106, 119; examining the reality of, 146; feelings related to, 12, 106–109, 127–128; four-factor model for understanding, 135–137; hopes or questions as, 132; hot, 103, 145, 147, 155, 163; images accompanying, 131; influence of core beliefs on, 18–21; looking for evidence about, 147, 148, 149–163; mood shifts related to, 133–134; problems maintained by, 11–12; questions for identifying, 122, 124–129, 134–135; separating facts from, 87–88; worksheet for identifying, 138–139 思维：自动的, 9, 18, 122–124, 248–249；平衡的, 163–167；作为认知扭曲, 109–116；应对的, 187–191；区分情感, 9, 91；相关的同理心, 25；评估自我、他人或未来, 103–106, 119；检查现实, 146；相关的情感, 12, 106–109, 127–128；理解的四因素模型, 135–137；希望或问题作为, 132；热的, 103, 145, 147, 155, 163；伴随的图像, 131；核心信念的影响, 18–21；寻找证据, 147, 148, 149–163；相关的情绪变化, 133–134；维持的问题, 11–12；识别的问题, 122, 124–129, 134–135；区分事实, 87–88；识别的工作表, 138–139 trigger situations, 83–89; facts vs. thoughts about, 87–88; identifying specific and concrete, 84–87; worksheet for identifying, 83–84 触发情境, 83–89；事实与思维, 87–88；识别具体和具体的, 84–87；识别的工作表, 83–84 U uncertainty, tolerance of, 158 不确定性，容忍度, 158 Understand Janice’s Reactions exercise, 19 理解珍妮斯的反应练习, 19 Understand Janice’s Vicious Cycle and Core Beliefs exercise, 20 理解珍妮斯的恶性循环和核心信念练习, 20 Understand Mayleen’s Depression exercise, 203, 274 理解梅林的抑郁症练习, 203, 274 Understand Your Depression worksheet, 202, 220 理解您的抑郁症工作表, 202, 220 Understand Your Reaction worksheet, 82, 89–90, 99–100, 124, 136, 137, 139–140 理解您的反应工作表, 82, 89–90, 99–100, 124, 136, 137, 139–140 unless I…statements, 18 除非我...陈述, 18 Use Graded Task Assignments exercise, 216–217, 276 使用分级任务分配练习, 216–217, 276 V video clips, 4; on brainstorming and choosing solutions, 186; on check-in and agenda setting, 69; on creating balanced thoughts, 166; on defining problems and setting goals, 180; on developing a fear hierarchy, 232; on developing coping thoughts, 191; on explaining CBT to clients, 39; on explaining depression to clients, 204; on exposure therapy, 236, 242; on identifying feelings, physical reactions, and behavior, 96; on identifying thoughts, 128; on identifying trigger situations, 89; on imagery for exploring thoughts, 131; on looking for evidence, 156; on monitoring mood before/after activities, 214; on planning mood-boosting activities, 212; on probability of predictions, 158; on reviewing sessions and asking for feedback, 73; on setting specific therapy goals, 55; on taking a close look at the facts, 161; on understanding your client’s presenting problem, 31 视频片段, 4；关于头脑风暴和选择解决方案, 186；关于签到和设置议程, 69；关于创建平衡思维, 166；关于定义问题和设定目标, 180；关于开发恐惧等级, 232；关于开发应对思维, 191；关于向来访解释CBT, 39；关于向来访解释抑郁症, 204；关于暴露疗法, 236, 242；关于识别情感、身体反应和行为, 96；关于识别思维, 128；关于识别触发情境, 89；关于探索思维的意象, 131；关于寻找证据, 156；关于活动前后的情绪监控, 214；关于计划提升情绪的活动, 212；关于预测的概率, 158；关于回顾会话和请求反馈, 73；关于设定具体的治疗目标, 55；关于仔细查看事实, 161；关于理解来访提出的难题, 31 virtual exposure, 228–229 虚拟暴露, 228–229 W web resources, 3–4 网络资源, 3–4 well-being, increasing, 218, 219–220 增进福祉, 218, 219–220 What Are My Feelings and Thoughts? worksheet, 138–139 我的情感和思维是什么？工作表, 138–139 What Are My Thinking Traps? worksheet, 114, 117 我的思维陷阱是什么？工作表, 114, 117 What Is This Person Thinking? exercise, 14 这个人在想什么？练习, 14 What Is Your Trigger? worksheet, 83–84 你的触发点是什么？工作表, 83–84 What Thoughts Go with These Feelings? exercise, 109, 271 这些情感伴随的思维是什么？练习, 109, 271 Wilson Feels Tense exercise, 72 威尔逊感到紧张练习, 72 worksheets: Are My Predictions Accurate?, 239–240; Benefits and Drawbacks of My Solutions, 185; Examine the Reality of Your Thoughts, 146, 170; How Probable Are My Predictions?, 157; Identify a Client’s Stressors and Strengths, 34–35; Other Ways of Understanding the Situation, 161; Predict Your Mood, 213; Problem-Solving, 174; Separating Facts from Thoughts, 88; Understand Your Depression, 202, 220; Understand Your Reaction, 82, 89–90, 99–100, 136, 137, 139–140; What Are My Feelings and Thoughts?, 138–139; What Are My Thinking Traps?, 114, 117; What Is Your Trigger?, 83–84. See also handouts 工作表：我的预测准确吗？, 239–240；我的解决方案的利弊, 185；检查您思维的现实, 146, 170；我的预测有多可能？, 157；识别来访的压力源和优势, 34–35；理解情境的其他方法, 161；预测您的情绪, 213；解决问题, 174；区分事实与思维, 88；理解您的抑郁症, 202, 220；理解您的反应, 82, 89–90, 99–100, 136, 137, 139–140；我的情感和思维是什么？, 138–139；我的思维陷阱是什么？, 114, 117；你的触发点是什么？, 83–84。另见手册 worries: images associated with, 131; listing, 128–129 担忧：相关的图像, 131；列举, 128–129 XYZ Yonas Asks a Question exercise, 127 尤纳斯提问练习, 127 YOUR TURN! exercises, 3; answers to, 263–277; on behavioral activation, 204–205, 211–212, 216–217; on exposure therapy, 227–228, 231, 241; for focusing on client problems and strengths, 27, 37; for helping clients develop coping thoughts, 190–191; for helping clients reach their own conclusions, 162; for identifying cognitive distortions, 112–113; for identifying safety behaviors, 227–228; for identifying specific, measurable goals, 49–50, 53–54; for identifying the meaning of situations, 125–126; for identifying thoughts about self, others, or the future, 105; for identifying trigger situations, 86–87, 88; on looking for evidence, 148, 160; on noticing mood shifts, 133–134; on problem-solving process, 180, 182–183; on thoughts related to feelings, 109; for understanding a client’s depression, 203; for understanding your reactions, 89–90; for using CBT theory to understand clients, 10–11, 12–14, 15–16, 17; on working within a session structure, 62, 66, 71, 73. See also exercises (practice) 轮到你了！练习, 3；答案, 263–277；关于行为激活, 204–205, 211–212, 216–217；关于暴露疗法, 227–228, 231, 241；关注来访的问题和优势, 27, 37；帮助来访发展应对思维, 190–191；帮助来访得出自己的结论, 162；识别认知扭曲, 112–113；识别安全行为, 227–228；识别具体、可测量的目标, 49–50, 53–54；识别情境的意义, 125–126；识别关于自我、他人或未来的思维, 105；识别触发情境, 86–87, 88；寻找证据, 148, 160；注意情绪变化, 133–134；解决问题的过程, 180, 182–183；与情感相关的思维, 109；理解来访的抑郁症, 203；理解您的反应, 89–90；使用CBT理论理解来访, 10–11, 12–14, 15–16, 17；在会话结构内工作, 62, 66, 71, 73。另见练习（实践） Index
AB
Aabir Explores His Images exercise, 131
about this book, 2–4
active learning, 3
activities: monitoring daily, 204–208; planning
mood-boosting, 209–215
affect regulation, 90
agendas: collaboratively setting, 67–69; working in
a session, 69
Aiden Uses a Knife Again exercise, 232
all-or-nothing thinking, 110
analogy use, 203
anger, understanding, 108
anxiety: exposure therapy for, 223–245; how to
understand, 106–107; safety behaviors and,
226–228, 243, 244. See also fears
Are My Predictions Accurate? worksheet, 239–240
assumptions, 18, 111
audio files, 4; on explaining a Daily Activities
Schedule, 204–205; on explaining exposure
therapy, 231; on explaining goal setting to
clients, 47–48; on explaining looking for evi-
dence, 148; on explaining problem solving, 180;
on identifying cognitive distortions, 118; on
introducing the Understand Your Reaction
worksheet, 89–90; on using questions to explore
client problems, 27. See also Practice in Your
Imagination exercises
automatic thoughts, 9, 248; core beliefs and, 18, 19,
249–250, 252; identifying, 122–124
avoidance: cycle of, 224–225; questions for consid-
ering, 230; safety behaviors as, 226balanced thoughts, 163–167; consolidating, 165;
creating a new image using, 166–167; managing
stress using, 167; questions for developing, 163
Beck, Judy, 155
behavioral activation, 196–221; cycle of depression
and, 197–198; daily activity monitoring in,
204–208; graded task assignments in, 215–217;
and helping clients understand their depres-
sion, 199–204; homework assignments on, 219–
220; increasing well-being through, 218;
planning mood-boosting activities in, 209–215;
research on effectiveness of, 198–199; steps in
process of, 198
behavioral experiments, 224
behaviors: cognitive distortions and, 115–116;
coping thoughts related to, 188; describing spe-
cific and concrete, 98; examples of vague vs.
specific, 95; four-factor model for understand-
ing, 10; helping clients identify, 94–96; influ-
ence of thoughts on, 12; linking thoughts to,
135–137; problems maintained by, 16–17
beliefs. See core beliefs
Benefits and Drawbacks of My Solutions worksheet,
185
black-and-white thinking, 110
brainstorming solutions, 180–183
C
Carol Wants to Apply for a Job exercise, 132
catastrophizing, 111
CBT. See cognitive behavioral therapy286
check-in process, 62–66; components of, 63–64;
dialogue example, 65; staying focused in, 64,
66
Checklist of Common Problems with Thought
Records handout, 168
clarifying questions, 122
cognitive behavioral therapy (CBT): building
blocks of, 7–11; definition of, 1; explaining to
clients, 39; fundamental principles of, 1;
homework on practicing, 259–260; self-appli-
cation of, 3; study on effectiveness of, 2
cognitive distortions, 109–116; common types of,
110–112; dysfunctional behaviors and, 115–
116; exercises for identifying, 112–113, 116;
helping clients identify, 113–114; homework
assignments on, 117–118, 120; worksheet for
identifying, 114, 117
collaboration: in agenda setting, 67–69; in home-
work development, 70
Common Problems with Thought Records exer-
cise, 168
compulsive rituals, 226
consequences of behaviors, 95
content specificity, 106
coping thoughts, 187–191
core beliefs: automatic thoughts and, 18, 19, 249–
250, 252; clinical implications of, 20–21;
downward arrow technique and, 252; identi-
fying with clients, 248–252; psychosocial
history and, 250–251; thoughts influenced by,
18–21; three types of, 18
Cycle of Avoidance diagram, 225
D
Daily Activities Schedule, 204–208
daily living activities, 209
depression: behavioral activation for, 196–221;
CBT developed as treatment for, 1; daily
activity monitoring for, 204–208; diagram on
cycle of, 197; helping clients understand, 199–
204; planning mood-boosting activities for,
209–215; relapse prevention for, 215; thoughts
indicative of, 107–108
CBT Made Simple
Develop Effective Exposure Tasks exercise, 234,
277
Develop Mood-Boosting Activities for Anna
exercise, 211–212, 275
Dewei Uses Marijuana Again exercise, 69
Diana Wants to Go to College exercise, 127
doorknob therapy, 67
downward arrow technique, 252
dysfunctional behaviors, 115–116
E
emotions. See feelings
empathy, 25, 96–97
environment, in four-factor model, 8
Eulela Has a Very Bad Week exercise, 66
Evaluate Suzanne’s Homework exercise, 71–72,
268
evaluative thoughts, 103–105
Examine the Reality of Your Thoughts worksheet,
146, 170
Examples of Coping Thoughts handout, 190
exercise, physical, 209
exercises (practice), 4; for behavioral activation,
212; for developing helpful goals, 55; for eval-
uating the Understand Your Reaction work-
sheet, 137; for explaining consequences of
thoughts, 189; for exploring images and
thoughts, 131, 132; for exposure therapy, 226,
228, 232; for focusing on problems and
strengths, 38; for helping clients reach their
own conclusions, 162; for identifying cogni-
tive distortions, 113, 116; for identifying prob-
lems with thought records, 168; for identifying
specific behaviors, 95; for identifying the
meaning of situations, 127; for identifying
thoughts about self, others, or the future, 106;
for identifying trigger situations, 87, 89; for
problem solving, 178; for reviewing balanced
thoughts, 165; for using CBT theory to under-
stand clients, 14, 15, 16, 18, 19, 20, 21; for
weighing evidence against hot thoughts, 154;
for working with depressed clients, 201, 212;
for working within a session structure, 66, 69,
72. See also YOUR TURN! exercises
Explain CBT to Your Client handout, 39
Explain Goal Setting handout, 47
Explain the Structure of a Therapy Session
handout, 61
exposure therapy, 222–245; effectiveness of, 228;
explaining to clients, 230–231; fear hierarchy
for, 231–232, 243, 244; homework assign-
ments on, 243–244; implementing exposure
in, 232–238; negative predictions about, 236–
238; postexposure debriefing in, 238–242;
preparing to do, 229–232; relapse prevention
and, 242; tasks used in, 232–235, 238; theory
behind, 223–224; types of, 228–229G
FH
facts vs. thoughts, 87–88
false alarms, 158
fears: categories of, 229; exposure therapy for,
223–245; hierarchies of, 231–232, 243, 244;
how avoidance maintains, 224–225. See also
anxiety
feedback, requesting from clients, 73
feelings: distinguishing thoughts from, 9, 91;
empathy toward thoughts and, 25; explana-
tion of emotions and, 90; helping clients iden-
tify, 90–93; images accompanying, 131;
linking thoughts to, 135–137; physical reac-
tions distinguished from, 9; rating process for,
92–93, 98, 108–109; thoughts related to, 12,
106–109, 127–128; worksheet for identifying,
138–139
Fennell, Melanie, 203
filtering, 110
Find the Facts exercise, 89
flower analogy, 203
focus, during check-in, 64, 66
four-factor model, 7–11; homework assignments
on, 21–22; self-reflection exercise, 24; thera-
peutic use of, 81–83, 137
future: predictions about, 111; thoughts about,
104, 108, 119
goals, 46–58; defining problems and setting, 179;
developing specific and measurable, 48–55;
examples of general vs. specific, 49; home-
work assignments on, 56–57; introducing
clients to, 46–48; prioritizing order of, 47, 55
Good Sleep Guidelines, 258
graded task assignments, 215–217
gratitude, expressing, 218
Greenberger, Dennis, 147, 155
Guidelines for an Effective Activity Plan handout,
210
Guidelines for Helpful Homework handout, 70
guilt, understanding, 108
habituation, 223–224
handouts, 4; Checklist of Common Problems with
Thought Records, 168; Examples of Coping
Thoughts, 190; Explain CBT to Your Client,
39; Explain Exposure to Your Clients, 230;
Explain Goal Setting, 47; Explain the
Structure of a Therapy Session, 61; Good
Sleep Guidelines, 258; Guidelines for an
Effective Activity Plan, 210; Guidelines for
Helpful Homework, 70; Identify Your Feelings,
90; Pleasurable Activities List, 210; Questions
for a Balanced Thought, 163; Questions to
Assess Your Client’s Safety Behaviors, 227;
Questions to Develop Coping Thoughts, 189;
Questions to Develop Helpful Goals, 51;
Questions to Explore a Mood/Activity
Relationship, 205; Questions to Explore
Problems, 26; Questions to Explore Strengths,
33; Questions to Gather More Information
about the Situation, 159; Questions to Help
Set an Agenda, 67; Questions to Identify
Evidence Against Negative Thoughts, 155;
Questions to Identify Your Client’s Images,
131; Questions to Identify Your Client’s
Predictions During Exposure, 237; Questions
to Identify Your Client’s Thoughts, 134;288
Questions to Review the Therapy Session, 72;
Thinking Traps, 110. See also worksheets
happiness, increasing, 218, 219–220
Help Cynthia Reach Her Own Conclusions exer-
cise, 162, 273
Help Neale Identify a Specific Situation exercise,
86–87
Help Raoul Develop Coping Thoughts exercise,
190–191
Help Raoul Find New Solutions exercise, 182–183
Help Raoul Stay Focused During the Check-In
exercise, 66
Help Suzanne Make Her Goals More Specific
exercise, 53–54
Help Suzanne Take a Close Look at the Facts
exercise, 160
helpful questions, 124–129
history, psychosocial, 38–39
homework: developing helpful, 70–71; reviewing
during check-in, 63
homework assignments: on behavioral activation,
219–220; on describing specific situations and
behaviors, 97–98; on exploring client prob-
lems, 41–42; on exposure therapy, 243–244;
on identifying cognitive distortions, 117–118,
120; on identifying stressors and strengths,
40, 43; on looking for evidence, 169–170; on
practicing CBT, 259–260; on problem solving,
192–194; on rating your own feelings, 98; on
setting specific goals, 56–57; on structuring
therapy sessions, 74–76; on Understand Your
Reaction worksheet, 99–100; on using the
four-factor model, 21–22
hopes, thoughts as, 132
hot thoughts, 103, 145, 147, 155, 163
How Probable Are My Predictions? worksheet,
157
How Thoughts Influence Feelings and Behavior
exercise, 12–14,
Identify a Client’s Stressors and Strengths work-
sheet, 34–35
Identify Clients’ Thoughts, Feelings, Physical
Reactions, and Behavior exercise, 15–16, 264
Identify Situations, Thoughts, Feelings, Physical
Reactions, and Behavior exercise, 10–11, 263
Identify Specific, Measurable Goals exercise,
49–50, 267
Identify Suzanne’s Safety Behaviors exercise,
227–228
Identify Suzanne’s Thoughts about Self, Others,
and the Future exercise, 105, 270
Identify the Cognitive Distortion exercise, 112–
113, 272
Identify Your Feelings handout, 90
if...then statements, 18
imagery, 129–131; exploring with clients, 130–
131; practicing coping thoughts using, 190;
practicing new solutions using, 186; recreat-
ing situations using, 129–130. See also Practice
in Your Imagination exercises
imaginal exposure, 229
in vivo exposure, 228
“Incorporating Imagery into Thought Records”
(Josefowitz), 131
intermediary beliefs, 18
interpretations, alternative, 158–159, 171
Isabella Lists Her Worries exercise, 129
JKL
Jamar Is Feeling Depressed exercise, 212
Jim Forgets His Wallet exercise, 106
Josefowitz, Nina, 1, 131
journal writing, 218
Julie Has a Terrible Week exercise, 113
“Just Ask” questions, 122
kindness, practicing, 218
labeling feelings, 90
learning, active, 3
Lee Learns to Ask a Question exercise, 18
life, simple rules about, 18
Linehan, Marsha, 31
looking for evidence: against negative thoughts,
151–163; explaining to clients the process of,
148; homework assignment on, 169–170; sup-
porting negative thoughts, 149–151; thought
records and, 147
M
magnifying problems, 111
Maia Was Attacked exercise, 228
Maria’s Symptom Maintenance Cycle exercise, 17,
265
Mary Treats Her Son Badly exercise, 95
memories, painful, 150
Mind Over Mood (Greenberger & Padesky), 147
mind reading, 111
mindfulness, 210, 235
minimizing problems, 111
Miriam Wants a Better Marriage exercise, 55
mood: asking clients to rate, 63; planning activi-
ties to boost, 209–215; related to thoughts,
133–134
mood-boosting activities, 209–215; examples of,
209–210; guidelines for planning, 210–211;
monitoring mood before/after, 212–214; over-
coming roadblocks to, 214–215
Mooney, Kathleen, 33
Myran, David, 1
N
Nasir Has a Busy Clinic exercise, 178
negative paths, 81
negative problem orientation, 175
negative thoughts: finding evidence against, 151–
163; finding evidence supporting, 149–151
Notice Raoul’s Change in Mood exercise, 133–134
O
online materials, 3–4
optimism, 176, 218
Other Ways of Understanding the Situation work-
sheet, 161
others, thoughts about, 104, 107, 119
overgeneralizing, 110
P
Padesky, Christine, 33, 147, 155
painful memories, 150
patterns of limited thinking, 110
pause button, 82
personalizing, 111
Persons, Jackie, 155
perspectives, alternative, 158–159
physical reactions: feelings distinguished from, 9;
helping clients identify, 94; linking thoughts
to, 135–137
pleasurable activities, 209–210
Pleasurable Activities List, 210
positive problem orientation, 175–177
positive psychology, 218
post-traumatic stress disorder (PTSD), 130
Practice in Your Imagination exercises, 4; for
explaining a Daily Activities Schedule, 204–
205; for explaining exposure therapy, 231; for
explaining goal setting, 47–48; for explaining
looking for evidence, 148; for explaining
problem solving, 180; for explaining session
structure, 62; for exploring client problems,
27; for reviewing sessions with clients, 73; for
understanding your reactions, 89–90
Predict Your Mood worksheet, 213
predictions: probability of negative, 156–158, 170;
related to exposure tasks, 236–238; thinking
trap on making, 111
probing questions, 122
problem solving, 173–195; brainstorming solu-
tions in, 180–183; choosing a solution in,
184–187; developing coping thoughts for,
187–191; explaining to clients, 179–180;
homework assignments on, 192–194; identify-
ing problems for, 177–180; positive problem
orientation for, 175–177; research on290
effectiveness of, 175; steps in process of, 174,
192; theory behind, 174
Problem-Solving Worksheet, 174
problems: defining with clients, 177–178; how
behaviors maintain, 16–17; how thoughts
maintain, 11–12; positive orientation to, 175–
177; prioritizing with clients, 31; process for
understanding, 25–27, 28–30; questions for
exploring, 26–27, 28–30, 41–42; setting goals
for multiple, 47
prompting questions, 122
psychosocial history, 38–39, 250–251
Q
questions: asking helpful, 124–129; for assessing
safety behaviors, 227; for challenging hot
thoughts, 155–156; for considering avoid-
ance, 230; for developing balanced thoughts,
163; for developing coping thoughts, 189; for
examining evidence against hot thoughts,
152; for exploring mood/activity relationship,
205; for exploring problems, 26–27, 28–30,
41–42; for exploring psychosocial history, 38;
for exploring strengths, 33–34; for finding
new solutions, 181; for helping to define prob-
lems, 178; for identifying images, 131; for
identifying predictions about exposure, 237;
for identifying specific situations, 85–86; for
identifying thoughts, 122, 124–129, 134–135;
for reviewing therapy sessions, 72–73; for
setting an agenda, 67; thoughts expressed as,
132
Questions for a Balanced Thought handout, 163
Questions to Develop Coping Thoughts handout,
189
Questions to Develop Helpful Goals handout, 51
Questions to Explore a Mood/Activity
Relationship, 205
Questions to Explore Problems handout, 26
Questions to Explore Strengths handout, 33
Questions to Gather More Information about the
Situation handout, 159
Questions to Help Set an Agenda handout, 67
CBT Made Simple
Questions to Identify Evidence Against Negative
Thoughts handout, 155
Questions to Identify Your Client’s Images
handout, 131
Questions to Identify Your Client’s Predictions
During Exposure handout, 237
Questions to Identify Your Client’s Thoughts
handout, 134
Questions to Review the Therapy Session
handout, 72
R
Raoul’s Boss Is Difficult exercise, 87
Raoul’s Cycle of Depression exercise, 201
Raoul’s Stressor’s and Strengths worksheet, 37,
266
rating feelings, 92–93, 98, 108–109
Raymond Drinks Too Much exercise, 116
reactions: worksheet for understanding, 82,
89–90, 99–100, 124, 136, 137, 139–140. See
also physical reactions
reassurance seeking, 226
reflective statements, 122
rehearsal, 226, 242
relapse prevention: behavioral activation and,
215; exposure therapy and, 242
Renee Tries to Catch Up at School exercise, 72
reviewing therapy sessions, 72–73, 76
Richard’s Boyfriend Wants to End the Relationship
exercise, 106
Roger Doesn’t Want to Go to the Doctor exercise,
16
Ruda Attends Playgroup exercise, 38
S
safety behaviors, 226–228, 235, 243, 244
schemas. See core beliefs
self: creating a new image of, 166–167; thoughts
about, 104, 107, 119
self-assessment questions, 260291
Index
Separating Facts from Thoughts worksheet, 88,
269
session structure. See therapy sessions
shame, understanding, 108
Sharon Is Invited for Coffee exercise, 15
should statements, 108, 111–112
Shula Eats Dessert example, 115–116
situations: examples of vague and specific, 85;
four-factor model for understanding, 8, 21–22;
identifying specific and concrete, 84–87, 97;
identifying the meaning of, 124–127; recreat-
ing using imagery, 129–130; separating facts
vs. thoughts about, 87–88. See also trigger
situations
sleep guidelines, 258
social contact, 209, 218
Socratic questioning, 147, 162
solutions to problems: brainstorming, 180–183;
choosing, 184–187
Sophia Completes the Understand Your Reaction
worksheet exercise, 137
strengths: exploring your own, 40; identifying
client, 33–35, 43
stress management, 167
stressors: exploring your own, 40; identifying
client, 32–33, 34–35, 43
SUDS ratings, 232, 235
Suzanne Avoids the Other Teachers exercise, 226
Suzanne Goes to the School Fair exercise, 189
Suzanne Is Asked to Be a Maid of Honor exercise,
162
Suzanne Is Upset with Her Husband exercise, 154
Suzanne Reviews Her Balanced Thought exer-
cise, 165
Suzanne’s Stressors and Strengths worksheet,
34–35
symptom maintenance cycle, 17
T
tasks, exposure, 232–235, 238
therapeutic relationship, 25, 96
Therapist Is Having a Bad Day exercise, 162
therapy sessions, 59–77; attitudes on structuring,
60, 75; basic components of, 60; collabora-
tively setting an agenda for, 67–69; develop-
ing helpful homework in, 70–72; explaining
the structure of, 60–62; homework assign-
ments on structuring, 74–76; in Raoul’s
therapy, 256–259; requesting client feedback
on, 73; reviewing with clients, 72–73, 76;
starting with a check-in, 62–66; in Suzanne’s
therapy, 253–256; working the agenda in, 69
thinking style, 110
thinking traps, 110–112; helping clients identify,
113–114, 120; worksheet for identifying, 114,
117. See also cognitive distortions
Thinking Traps handout, 110, 120
thought records, 145–147, 168
thoughts: automatic, 9, 18, 122–124, 248–249;
balanced, 163–167; as cognitive distortions,
109–116; coping, 187–191; distinguishing feel-
ings from, 9, 91; empathy related to, 25; evalu-
ating self, others, or future, 103–106, 119;
examining the reality of, 146; feelings related
to, 12, 106–109, 127–128; four-factor model
for understanding, 135–137; hopes or ques-
tions as, 132; hot, 103, 145, 147, 155, 163;
images accompanying, 131; influence of core
beliefs on, 18–21; looking for evidence about,
147, 148, 149–163; mood shifts related to,
133–134; problems maintained by, 11–12;
questions for identifying, 122, 124–129, 134–
135; separating facts from, 87–88; worksheet
for identifying, 138–139
trigger situations, 83–89; facts vs. thoughts about,
87–88; identifying specific and concrete,
84–87; worksheet for identifying, 83–84
U
uncertainty, tolerance of, 158
Understand Janice’s Reactions exercise, 19
Understand Janice’s Vicious Cycle and Core
Beliefs exercise, 20Understand Mayleen’s Depression exercise, 203,
274
Understand Your Depression worksheet, 202, 220
Understand Your Reaction worksheet, 82, 89–90,
99–100, 124, 136, 137, 139–140
unless I…statements, 18
Use Graded Task Assignments exercise, 216–217,
276
V
video clips, 4; on brainstorming and choosing
solutions, 186; on check-in and agenda
setting, 69; on creating balanced thoughts,
166; on defining problems and setting goals,
180; on developing a fear hierarchy, 232; on
developing coping thoughts, 191; on explain-
ing CBT to clients, 39; on explaining depres-
sion to clients, 204; on exposure therapy, 236,
242; on identifying feelings, physical reac-
tions, and behavior, 96; on identifying
thoughts, 128; on identifying trigger situa-
tions, 89; on imagery for exploring thoughts,
131; on looking for evidence, 156; on moni-
toring mood before/after activities, 214; on
planning mood-boosting activities, 212; on
probability of predictions, 158; on reviewing
sessions and asking for feedback, 73; on
setting specific therapy goals, 55; on taking a
close look at the facts, 161; on understanding
your client’s presenting problem, 31
virtual exposure, 228–229
W
web resources, 3–4
well-being, increasing, 218, 219–220
What Are My Feelings and Thoughts? worksheet,
138–139
What Are My Thinking Traps? worksheet, 114,
117
What Is This Person Thinking? exercise, 14
What Is Your Trigger? worksheet, 83–84
What Thoughts Go with These Feelings? exer-
cise, 109, 271
Wilson Feels Tense exercise, 72
worksheets: Are My Predictions Accurate?, 239–
240; Benefits and Drawbacks of My Solutions,
185; Examine the Reality of Your Thoughts,
146, 170; How Probable Are My Predictions?,
157; Identify a Client’s Stressors and
Strengths, 34–35; Other Ways of
Understanding the Situation, 161; Predict
Your Mood, 213; Problem-Solving, 174;
Separating Facts from Thoughts, 88;
Understand Your Depression, 202, 220;
Understand Your Reaction, 82, 89–90,
99–100, 136, 137, 139–140; What Are My
Feelings and Thoughts?, 138–139; What Are
My Thinking Traps?, 114, 117; What Is Your
Trigger?, 83–84. See also handouts
worries: images associated with, 131; listing,
128–129
XYZ
Yonas Asks a Question exercise, 127
YOUR TURN! exercises, 3; answers to, 263–277;
on behavioral activation, 204–205, 211–212,
216–217; on exposure therapy, 227–228, 231,
241; for focusing on client problems and
strengths, 27, 37; for helping clients develop
coping thoughts, 190–191; for helping clients
reach their own conclusions, 162; for identify-
ing cognitive distortions, 112–113; for identi-
fying safety behaviors, 227–228; for identifying
specific, measurable goals, 49–50, 53–54; for
identifying the meaning of situations, 125–
126; for identifying thoughts about self,
others, or the future, 105; for identifying
trigger situations, 86–87, 88; on looking for
evidence, 148, 160; on noticing mood shifts,
133–134; on problem-solving process, 180,
182–183; on thoughts related to feelings, 109;
for understanding a client’s depression, 203;
for understanding your reactions, 89–90; for
using CBT theory to understand clients,
10–11, 12–14, 15–16, 17; on working within a
session structure, 62, 66, 71, 73. See also exer-
cises (practice)MOR E BOOK S from
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