Cognitive Therapy: Basics and Beyond by Judith S. Beck

By Judith S. Beck

Written in a transparent, step by step kind, this perfect instructing textual content makes cognitive remedy instantly obtainable to scholars in addition to to pros new to cognitive treatment. the writer makes use of a unmarried case instance to illustrate the right way to conceptualize sufferers based on the cognitive version, plan therapy, behavior an preliminary consultation, constitution treatment inside of and throughout periods, contain homework, and use cognitive and behavioral recommendations. teachers will savour the book's emphasis on formulating instances, making judgements inside of remedy classes, diagnosing difficulties in treatment, and utilizing complicated thoughts to switch center ideals and underlying assumptions. Transcripts in each bankruptcy richly illustrate the narrative.

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Sample text

3. Educating the patient about her disorder, about the cognitive model, and about the process of therapy. 4. Normalizing the patient’s difficulties and instilling hope. 5. Eliciting (and correcting, if necessary) the patient’s expectations for therapy. 6. Gathering additional information about the patient’s difficulties. 7. Using this information to develop a goal list. A recommended structure for the initial session encompassing these goals includes: 1. Setting the agenda (and providing a rationale for doing so).

P: Yes. I have some questions about my diagnosis and how long you expect I’ll need to be in therapy. T: Fine. Let me jot down your questions, and we’ll make sure to get to them today. ) You’ll notice that I tend to write down a lot of things during our session. I want to make sure to remember what’s important. . Okay, anything else for the agenda today? P: No, that’s all. T: If you think of other things as we go along, just let me know. Structure of the First Session 29 Ideally, setting the agenda is quick and to the point.

Normal. T: And how are you feeling? P: Sad. 2. Sally’s Session 1 notes: The cognitive model. Structure of the First Session 35 T: What’s going through your mind? P: She’s happy. She’s not depressed. I’ll never be like that again. ) Okay. Again we have an example of how what you were thinking—"I’ll never be like that again"—inf luenced how you felt; it made you sad. Is this clear to you? P: Yeah. I think so. T: Can you tell me in your own words about the connection between thoughts and feelings?

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