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附录：YOUR TURN! 练习答案

APPENDIX Answers to YOUR TURN! Exercises Chapter 1 Identify Situations, Thoughts, Feelings, Physical Reactions, and Behavior Identify Situations, Thoughts, Feelings, Physical Reactions, and Behavior Situation, Thought, Feeling, Physical Reaction, or Behavior? Staying up late and studyingSituation No matter what I do, no one likes me.Thought I feel tense all over.Physical reaction Even if I study hard, I will still fail.Thought I am so happy.Feeling My boss hates my work.Thought I am late for work.Situation

How Thoughts Influence Feelings and Behavior Below is how I completed figure 1.4. Maria's Thoughts Situation Maria and Jane attend a conference. This will be awful. No one will talk to me. Everyone will think I am stupid. Jane's Thoughts This is a good opportunity to network and meet new people. It will be fun to have something different to do. Feelings Anxious Behavior Sits in a corner by herself Physical Reactions Sick stomach Feelings Excited Behavior Mingles with other attendees Physical Reactions Pleasant excitement Identify Clients’ Thoughts, Feelings, Physical Reactions, and Behavior Situation: Boyfriend arrived thirty minutes late, did not let her know he would be late Sara’s Thoughts: I hate it, he doesn’t care about me; I am worthless; what else can I do?; he takes me for granted. Sara’s Feelings: Depressed, irritated Sara’s Physical Reactions: Tense Sara’s Behavior: Gives dirty looks, acts cold

Maria’s Symptom Maintenance Cycle Below is how I completed Maria’s symptom maintenance cycle. Feelings SituationThoughts Attend a conference where she knows no oneThis will be awful. No one will talk to me. Everyone will think I am stupid. No one talks to her, never gets experience of people liking her Anxious Behavior Sits in a corner by herself Physical Reaction Sick stomach Consequences No one talks to her; does not meet anyone

Chapter 2 Raoul’s Stressors and Strengths R aoul’s Stressors and Strengths Family Difficulties or StressorsStrengths or Areas of Resilience • No information• Long-term marriage • Children live out of town• Wife encouraged him to bowl, suggests caring relationship • Close enough relationship with daughter that she noticed his distress and was able to convince him to go for therapy Friends and Social Contacts• No information• No information Recreation & Organizations• No information• Past five years, part of a bowling league Work or School• Recently passed over for a promotion• Has maintained steady employment for twenty years • Recent poor work evaluation• Works in a demanding area that requires understanding of taxes • Previously enjoyed work • Risked applying for a promotion • History of good work evaluations Health Finances • Sleep difficulties• Moderate drinking • Anxiety• Health “good” • Postponed retirement• Some indication that financially responsible • Planning for retirement Changes • Financial worries • No information

Chapter 3 Identify Specific, Measurable Goals Assess Whether the Goal Is Gener al or Specific and Measur able GoalsIs This Goal General or Specific and Measurable? Talk to my boss about getting paid for working overtimeSpecific and measurable Be less demanding of my friendsGeneral Stop smoking by the end of the monthSpecific and measurable Take better care of my healthGeneral Get along better with my parentsGeneral Do a pleasant activity with my partner on a weekly basisSpecific and measurable Learn better parent management skills for when my eight-year- old has a temper tantrumSpecific

Chapter 4 Evaluate Suzanne’s Homework Suzanne’s therapist says, “I would like to give you some homework. I think it would be really helpful if you could try to do some fun things with your children this coming week.” Helpful Homework GuidelinesDoes Suzanne’s Homework Meet This Guideline? The homework is developed collaboratively.No, the therapist suggested the homework at the last minute. There is no opportunity for Suzanne to have input. The homework is specific and concrete.No, no clear idea what Suzanne will do. The homework is related to the session.Yes, Suzanne had been talking about her feelings related to not doing fun things with her children and indicated she would like to start again. The homework is doable.We don’t know, as there is no specific task.

Chapter 5 Separate the Facts about the Situation from the Thoughts about the Situation Examples of SituationsFacts about the SituationClient’s Thoughts about the Situation Instead of doing homework, I was lazy and went out with friends.Instead of doing homework, client went out with friends.I was lazy. My boss told me I did a good job, but he didn’t really mean it.Boss said client did a good job.He didn’t really mean it. My child is not normal; he is not crawling at age five months.Client’s child is not crawling.My child is not normal. The huge mess my husband left in the kitchen.Not clear what the husband did; therefore, you don’t have any facts. You would need to gather facts.My husband left a huge mess in the kitchen.

Chapter 6 Identify Suzanne’s Thoughts about Self, Others, and the Future

  1. He didn’t give Andrew his bath. This is a fact. It is true that her husband did not give Andrew his bath. This thought is not an evalu- ation but a statement of fact.
  2. No matter what I do, it won’t make a difference. This thought is about the future. She thinks the future will be the same as the present.
  3. He doesn’t care about me or the kids. This thought is a judgment about her husband. Therefore, it is about others.
  4. You can’t count on men. This is a general rule about men. Therefore, it is about others.
  5. I’m a completely inadequate mother. This thought is a negative judgment about herself. Therefore, it is about self.
  6. Why do I have to do everything in the house? I ended with a trick question. This is a question. We are going to look at questions in more detail. However, for this exercise, there are a number of implied thoughts that you would want to help your client make explicit. It is a thought about self, as Suzanne is really saying, “I have to do everything in the house,” but it is also a thought about others, as the implication is “My husband does nothing.”

What Thoughts Go with These Feelings? The correct answer is in bold.

  1. Cameron is feeling furious. What might he be thinking? •Our team will never have another chance to play in the semi-finals. •That guy is an animal; he should be punished; it’s unfair. This thought is most likely to lead to feeling furious. It is about rules being broken, and being treated unfairly. • If we lose, it is all my fault.
  2. Annette is feeling disappointed. What might she be thinking? •I will never get a decent job; my life is over. •They should have hired me; what idiots! •I had hoped to get the job, but at least I was second choice. This thought is most likely to lead to disappointment. Disappointment is related to sadness, but it is not a strong feeling. The other thoughts are too extreme for disappointment.
  3. Orly is feeling guilty. What might he be thinking? • I am a bad friend; I should have gone; I bet I hurt Roy’s feelings. This thought is most likely to lead to guilt as it is about breaking a moral rule. •My friend is probably furious at me. •I bet Roy will not want to be my friend anymore.

Identify the Cognitive Distortion

  1. If I don’t get this job, my life will be over. Cognitive distortion: catastrophizing
  2. To be a good therapist, you have to give it your all and be there 100 percent of the time for your clients. Cognitive distortion: shoulds
  3. I’m sure that no one will ever want to hire me after this last fiasco of a job interview. Cognitive distortion: overgeneralizing
  4. If I don’t help all of my clients, I am an inadequate therapist. Cognitive distortion: polarized thinking
  5. I know that my last client canceled because she thinks I’m a bad therapist. Cognitive distortion: personalizing and mind reading
  6. A colleague told me he wondered if the group check-in should be a bit shorter next time. That was a terrible mistake I made in the first group. Cognitive distortion: magnifying; could also be catastrophizing

Chapter 8 Help Cynthia Reach Her Own Conclusions Below are some questions you could ask.

  1. Can you tell me about your relationship with John?
  2. Are there ways that John shows he cares about and respects you? (If Cynthia did not mention their sexual relationship) In your sexual relationship, are there ways John shows he cares about and respects you?
  3. How do Mike and Chris treat you? Can you give me some examples?
  4. Have Mike and Chris ever made any comments indicating that they respect you? Could you give me examples?
  5. When you think of the evidence from John, Mike, and Chris, what does it tell you about your belief that men are only interested in you for sex?

Chapter 10 Understand Mayleen’s Depression Mayleen’s Understand Your Depression worksheet Increased Since Life Changes or StressorsDecreased Since Life Changes or Stressors Activities I enjoy or that provide pleasure or masteryTaking care of motherStopped sculpting Activities I do not enjoyDriving to see mother Going to mother’s doctor’s appointments (mixed: enjoy as sense of purpose and consistent with values, but do not enjoy activity) Looking after the house TV ExerciseStopped exercise Spending time with friendsStopped seeing many friends Spending time with family Leisure or hobbies Smoking, overeating, alcohol or drug use Routines related to eating and sleeping No friends when with mother More time with mother

Develop Mood-Boosting Activities for Anna Suggested ActivityDeveloped CollaborativelySpecific and ConcreteDoableNaturally ReinforcingRegular Routine Run three times a week for an hourNoYesNoYes, if she could do itYes Run three times a week for an hour. This is a concrete plan, and it is naturally reinforcing because Anna likes to run. It could also be part of a routine. The problem is that it is probably not doable. Very few people could go from no exercise to running for an hour three times a week. Plus, if she has not exercised in a while, an hour of running may be physically too much. In conclusion, it is not a good plan. A more effective plan: To develop a more effective plan, you would start with asking Anna what she would like to add to her life and how she would like to change the period of time around 5:00 p.m. If running was of interest to Anna, it would be important for her to start slowly. Depending on how long it has been since Anna has exercised, it might make sense to start with walking, or a combina- tion of walking and running.

Use Graded Task Assignments TaskSpecific and Concrete?Doable?Time-Limited and Specific Time for Task? Cynthia:No. Not clear what the criteria are for a systematic filing system; first action is not clearNot sure who will do this and what exactly the person/people will do; hard to know if it is doableNo time limit given; will Cynthia work for 10 minutes or the whole day? Yes, this is a specific task.Yes, though you would have to checkYes, a time limit was set, but no specific time was specified when the task would be done No, it is not clear how Alexandra would explore her options for work.Because as task is unclear, hard to know if it is doableNo time limit and no specific time set for task Reorganizing the filing system Richard: Make a list of food I want to cook Alexandra: Explore options for work No specific time for task

Chapter 11 Develop Effective Exposure Tasks TaskSpecific and Concrete?Action the Client Can Do?In Client’s Control?Conclusion: Is This an Effective Task? Stand in front of the elevator in my building for 5 minutes every dayYesYesYesYes Look at photos on the Internet of cars similar to the one that hit meNo. We do not know which photos he will look at. There is a great range of cars that are “similar” to the one that hit the client.YesYesNo, because it is not sufficiently concrete and specific

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