索引

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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