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附录：可复用表单

附录：可复制表格

以下表格也可在 http://www.newharbinger.com/33094.210 下载。

内部：

  • 自我作为：
    • 内部：
    • 外部：

安全策略/防御行为

与他人关系：

  • 自我对他人：
  • 自我对自我：
    • 内部：

此工作表由Russell Kolts基于Paul Gilbert和同情心基金会（http://www.compassionatemind.co.uk）的工作开发。允许免费复制和分发此表用于临床或培训目的。

他人作为：

  • 外部：

主要恐惧

  • 情绪/羞耻记忆：
  • 先天和历史影响
  • 外部：
  • 非预期后果

CFT案例公式工作表

附录：可复制表格

威胁情绪监测表

本家庭作业的目的是帮助你熟悉容易引发你愤怒的情境以及你的应对方式，并学习生成同情心的替代方案。选择一周内你经历的一次威胁情绪，如愤怒或焦虑的情况。

  • 情境/触发点：
  • 情绪：
  • 想法：
  • 行为（我做了什么？）：
  • 结果（情况如何结束？）：
  • 我的同情心怎么说？
  • 我的同情心会怎么做？

此工作表由Russell Kolts为《CFT简易指南》一书开发。允许免费复制和分发此表用于临床或培训目的。

填写威胁情绪监测表

  • 情境/触发点： 简要描述发生了什么——引发你威胁反应的情境。涉及了什么威胁？描述背景（例如：我迟到了，前面的人……）。通常，有一些相当一致的“触发点”会激活我们。识别我们的具体触发点——哪些体验往往会让我们感到受到威胁——是很重要的，这样我们就可以学会在面对它们时巧妙地处理。
  • 情绪： 在该情境中出现了哪些感觉？使用具体的术语（愤怒、烦躁、焦虑、孤独、尴尬、羞愧、恐惧、悲伤、兴奋）。
  • 想法： 你的脑海中出现了哪些词语和图像？（例如：“她不能那样对我！”或“我无法处理这种情况。”）你的想法是加剧还是平息了你的威胁系统？
  • 行为： 你做了什么？你采取了什么行动？
  • 结果： 结果如何？在这个情境中有什么帮助？你做了哪些有效的事情？什么阻碍了你以最佳方式处理这种情况？
  • 我的同情心怎么说？ 你的智慧、善良、自信、富有同情心的自我将如何理解和处理这种情况？
  • 我的同情心会怎么做？ 你的同情心在这种情况下的行为会是什么样的？

同情信写作指导

这项练习旨在帮助我们发展同情心自我。我们希望建立和加强有助于我们找到勇气去处理困难经历、接受自己并建立内心和平感的心理模式，以便我们可以与他人分享这种和平。通过写一封给自己同情心的信来学习同情心思维和行为有时会有帮助。在这项练习中，你将从同情心自我的角度写关于困难的内容。你可以写一封通用的信给自己，或者针对一个特别具有挑战性的情况来定制这封信。

  • 首先，拿出一支笔和纸。你甚至可以选择一个特别的日记本或笔记本。
  • 花几分钟做舒缓节奏的呼吸。让自己慢下来，进入你的体验。
  • 现在试着转换到同情心自我的视角。连接你的同情心自我，想象自己处于最佳状态——最平静、最有智慧、最关心、最自信和勇敢的状态。感受自己充满了善意、力量和信心。想象你自己是一个充满智慧、理解力和致力于帮助他人的同情心人。想象你的举止、语调以及作为这个同情心人时的感受。
  • 当我们处于同情心的心态时，即使只有一点点，我们也会尝试明智地利用个人生活经验。我们知道生活可能是艰难的。我们可以深入看待自己和涉及困难情境中的其他人的观点，并尝试理解他们为什么会这样感觉和行动。我们提供力量和支持，尽量做到温暖、不评判、不谴责。深呼吸几次，感受那个智慧、理解、自信、富有同情心的部分在你心中升起——这就是将要写信的那一部分。
  • 如果出现自我怀疑的想法，比如“我这样做对吗？”或“我并没有真正感受到它”，请注意这些想法只是我们头脑中常见的评论，并观察你在尽最大努力写作时所经历的一切。没有对错之分……你只是在练习，与你的同情心自我合作。在写作时，尽量创造尽可能多的情感温暖和理解。
  • 在写信时，试着让自己理解和接受你的痛苦。例如，你可以从“我很悲伤，我感到痛苦。我的痛苦是可以理解的，因为……”开始。
  • 记下原因——意识到你的痛苦是有道理的。然后继续……“我希望自己知道……”
  • 目的是传达理解、关怀和温暖，同时帮助自己处理需要解决的问题。

当你写完最初的几封同情信后，以开放的心态回顾它们，看看它们是否真的捕捉到了对你来说的同情心。如果确实如此，请查看你的信中是否包含以下品质：

附录：同情信写作指导

  • 表达关心、真诚的关怀和鼓励。
  • 对你的痛苦和需求敏感。
  • 帮助你面对自己的感受，并变得更加宽容。
  • 帮助你更加理解自己的感受、困难和困境。
  • 不带评判和谴责，帮助你感到安全和被接受。
  • 信中充满了真诚的温暖、理解和关怀。
  • 帮助你思考可能需要采取的行为以改善情况。
  • 提醒你为什么在努力改进。

此讲义为Russell Kolts所著《CFT简易指南》一书开发。允许免费复制和分发此表用于临床或培训目的。

同情练习日志

星期 练习类型及持续时间 评论—什么是有帮助的？
星期一
星期二
星期三
星期四
星期五
星期六
星期日

此工作表为Russell Kolts所著《CFT简易指南》一书开发。允许免费复制和分发此表用于临床或培训目的。

知识点进一步阐述

威胁情绪监测表的作用

  • 提高自我觉察：

    • 识别触发点：通过记录情境和触发点，个体可以更好地了解哪些特定情况会引发自己的负面情绪。这有助于识别模式和规律，从而提前做好准备。
    • 情绪识别：明确地记录情绪反应，可以帮助个体更准确地识别自己的情绪状态。这对于情绪管理至关重要，因为只有当个体能够准确识别自己的情绪时，才能采取适当的应对措施。

  • 促进情绪调节：

    • 反思与分析：通过详细记录情绪、想法和行为，个体可以反思自己的反应模式，并找出可能的改进方法。这种反思有助于个体在未来遇到类似情况时做出更积极的应对。
    • 替代策略：在表格中加入“我的同情心怎么说”和“我的同情心会怎么做”的部分，鼓励个体思考如何以更同情和理解的方式应对困境。这有助于培养更健康的情绪调节策略。

  • 增强内在同情心：

    • 自我接纳：通过从同情心自我的角度看待问题，个体可以学会更加理解和接受自己的情绪。这种自我接纳有助于减少自我批评，增强内心的平静和安全感。
    • 正面自我对话：练习以同情心自我的视角进行自我对话，可以帮助个体建立更积极的内心对话模式。这种正面的自我对话有助于提升自尊和自信。

同情信写作的意义

  • 自我接纳与情感支持：

    • 自我安慰：写同情信是一种强有力的自我安慰工具。通过从同情心自我的角度来书写，个体可以向自己传递温暖和支持的信息，减轻自我批评和负面情绪。
    • 情感释放：书写过程本身也是一种情感释放的方式。通过表达自己的感受和经历，个体可以缓解内心的紧张和压力，获得情感上的释放。

  • 心理成长与自我疗愈：

    • 增强自我理解：通过写信，个体可以更深入地探索自己的内心世界，理解自己的需求和感受。这种自我理解有助于个体更好地照顾自己，促进心理健康。
    • 建立积极自我形象：长期坚持写同情信可以帮助个体逐步建立起更健康的自我形象。通过持续的正面自我对话，个体可以逐渐改变对自己的看法，变得更加积极和自信。

  • 实践建议

    • 定期练习：为了获得最佳效果，建议定期进行威胁情绪监测和同情信写作。可以设定固定的时间段，例如每周一次或每月几次，以保持连续性和习惯性。
    • 真实表达：在填写表格和写信时，应尽量保持真实和诚实。不要担心语言的完美性，重要的是表达真实的感受和想法。真诚的表达有助于更深入地理解和处理情绪。
    • 持续反思：完成练习后，花时间反思你的发现和感受。思考哪些方法有效，哪些需要改进，以便在未来更好地应用这些技巧。反思过程是学习和成长的重要部分。

通过这些练习，个体不仅能够提高情绪管理能力，还能培养更强的内在同情心，从而在面对生活中的挑战时更加从容和有韧性。这种自我关怀和情绪调节的能力对于维护心理健康和提升生活质量具有重要意义。

Appendix: Reproducible Forms The following forms are also available for download at http://www.newharbinger.com/33094.210 Internal: Self as: Internal: External: Safety Strategies/ Defensive Behaviors Relating Self-to-Other: Self-to-Self: Internal: This worksheet was developed for the book CFT Made Simple, by Russell Kolts, based upon work by Paul Gilbert and the Compassionate Mind Foundation (http://www.compassionatemind.co.uk). Permission is granted for the free reproduction and dissemination of this form for clinical or training purposes. Others as: External: Key Fears Emotional/Shame Memories: Innate and Historical Influences External: Unintended Consequences CFT CASE FORMULATION WORKSHEET Appendix: Reproducible Forms THREAT EMOTION MONITORING FORM The purpose of this homework is to help you become familiar with the situations that tend to provoke your anger and the ways in which you tend to respond, and to learn to generate compassionate alternatives. Pick one time during the week when you experienced a threat emotion, such as anger or anxiety. Situation/Trigger: Emotions: Thoughts: Behaviors (What did I do?): Outcome (How did the situation turn out?): What does my compassionate self say? What would my compassionate self have done?

This worksheet was developed for the book CFT Made Simple, by Russell Kolts. Permission is granted for the free repro- duction and dissemination of this form for clinical or training purposes. 212Appendix: Reproducible Forms FILLING OUT THE THREAT EMOTION MONITORING FORM Situation/Trigger: Briefly describe what happened—­the situation that provoked your threat response. What threat was involved? Describe the context as well (I was late, and the people in front of me were…). Often, there are fairly consistent “triggers” that tend to activate us. It is important to identify what our specific triggers are—­what sorts of experiences tend to make us feel threatened—­so we can learn to work skillfully when faced with them. Emotions: What feelings came up in the situation? Use specific terms (anger, irritation, anxiety, loneliness, embarrassment, shame, fear, sadness, excitement). Thoughts: What words and images came up in your mind? (For example: She can’t treat me like that! or I can’t handle this.) Did your thoughts fuel or calm your threat system? Behaviors: What did you do? What actions did you take? Outcome: How did it turn out? What helped in this situation? What did you do that worked? What got in the way of your handling the situation the best way you could? What does my compassionate self say? How would your wise, kind, confident, compassionate self under- stand and approach this situation? What would my compassionate self have done? How would your compassionate self behave in this situation? INSTRUCTIONS FOR COMPASSIONATE LETTER-WRITING This exercise is designed to help us develop the compassionate self. We want to build and strengthen mental patterns that will help us find the courage to work with difficult experiences, to accept ourselves, and to build a sense of peace within ourselves that we can share with others. Learning to think and behave compassionately can sometimes be helped by writing a letter to ourselves. In this exercise, you’re going to write about difficul- ties, but from the perspective of your compassionate self. You can write a general letter to yourself, or you can tailor the letter to support yourself around a particularly challenging situation. •First, get out a pen and paper. You might even pick out a special journal or notebook. •Spend a few moments doing soothing rhythm breathing. Allow yourself to slow down and settle into your experience. •Now try to shift into the perspective of your compassionate self. Connect with your compassionate self, imagining yourself at your best—your calmest, your wisest, your most caring, your most confi- dent and courageous. Feel yourself filled with feelings of kindness, strength, and confidence. Imagine yourself as this compassionate person who is wise, understanding, and committed to helping. Imagine your manner, your tone of voice, and how you feel as this compassionate being. •When we are in a compassionate frame of mind, even slightly, we try to use our personal life experi- ences wisely. We know that life can be hard. We can look deeply into the perspectives of ourselves and other people involved in difficult situations, and try to understand how it makes sense that they might feel and act this way. We offer strength and support, and try to be warm, nonjudgmental, and noncondemning. Take a few breaths and feel that wise, understanding, confident, compassionate part of you arise—this is the part of you that will write the letter. •If thoughts of self-doubt, like Am I doing it right? or I’m not really feeling it arise, note these thoughts as normal comments our minds make, and observe what you are experiencing as you write the best that you can. There is no right or wrong…you’re just practicing, working with your compassionate self. As you write, try to create as much emotional warmth and understanding as you can. •As you write your letter, try to allow yourself to understand and accept your distress. For example, you might start with, I am sad, and I feel distress. My distress is understandable because… •Note the reasons—realize that your distress makes sense. Then continue… I would like myself to know that… •The idea is to communicate understanding, caring, and warmth while helping ourselves work on the things we need to address.Appendix: Reproducible Forms When you have written your first few compassionate letters, go through them with an open mind and see whether they actually capture compassion for you. If they do, see if you can spot the following qualities in your letter: •It expresses concern, genuine caring, and encouragement. •It is sensitive to your distress and needs. •It helps you face your feelings and become more tolerant of them. •It helps you become more understanding of your feelings, difficulties, and dilemmas. •It is nonjudgmental and noncondemning, helping you to feel safe and accepted. •A genuine sense of warmth, understanding, and caring fills the letter. •It helps you think about behavior you may need to adopt in order to get better. •It reminds you why you are making efforts to improve. This handout was developed for the book CFT Made Simple, by Russell Kolts. Permission is granted for the free reproduction and dissemination of this form for clinical or training purposes. COMPASSION PRACTICE JOURNAL Day Type of Practice and How Long Comments—­What Was Helpful? Monday Tuesday Wednesday Thursday Friday Saturday Sunday This worksheet was developed for the book CFT Made Simple, by Russell Kolts. Permission is granted for the free repro- duction and dissemination of this form for clinical or training purposes.

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