Module 4: Praise and Changing Your Thinking to Feel Better

2020 ◽  
pp. 85-112
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Emotion Regulation ◽  
Automatic Thoughts ◽  
Sense Of Control ◽  
Constructive Thinking ◽  
Ways Of Thinking ◽  
Thinking Errors

During Module 4, parents learn to praise their child to increase appropriate and desirable behaviors. They also learn that their own automatic thoughts about their child, parenting, and self can influence how they feel and behave. By learning common thinking errors and how to challenge them, parents develop an important skill that can help them with emotion regulation and improved mood, which can in turn affect their parenting. Parents will also be able to increase their sense of control by learning the thoughts-feelings-behaviors connection. Although parents cannot always control a situation, they can learn to respond in new ways. Toward this end, specific strategies for increasing helpful and constructive thinking and decreasing negative or unhelpful thinking (particularly in relation to their parenting and child) will be taught in this module. As parents establish new ways of thinking, different feelings and actions will follow.

Introducing a Cognitive Model of ADHD

2017 ◽  
pp. 65-82
Author(s):  
Steven A. Safren ◽  
Susan E. Sprich ◽  
Carol A. Perlman ◽  
Michael W. Otto
Keyword(s):  
Cognitive Model ◽  
Automatic Thoughts ◽  
Case Vignette ◽  
Thinking Errors ◽  
The Relationship

This chapter provides the therapist with information needed to orient clients to the cognitive model of ADHD. The therapist teaches clients with ADHD to recognize and identify their automatic thoughts and to understand the relationship among thoughts, behaviors, and feelings. The therapist educates the client about common thinking errors. Using a thought record, clients are taught to self-monitor their thoughts. A case vignette is provided to illustrate the technique of keeping a thought record.

Adaptive Thinking

2017 ◽  
pp. 83-98
Author(s):  
Steven A. Safren ◽  
Susan E. Sprich ◽  
Carol A. Perlman ◽  
Michael W. Otto
Keyword(s):  
Cognitive Restructuring ◽  
Automatic Thoughts ◽  
Case Vignette ◽  
Cognitive Component ◽  
Negative Automatic Thoughts ◽  
Ways Of Thinking

This chapter continues the discussion of the cognitive component of treatment for ADHD introduced in Chapter 8. It includes instructions for the therapist regarding how to review thought records with clients. Therapists can use a coaching story to contrast positive and negative ways of thinking. Therapists learn information about helping clients learn adaptive thinking, which involves formulating helpful rational responses to use in place of negative automatic thoughts. A case vignette illustrates how clients can begin putting these cognitive restructuring techniques into place.

Tools to Challenge Your Automatic Thoughts

2019 ◽  
pp. 109-130
Author(s):  
Debra A. Hope ◽  
Richard G. Heimberg ◽  
Cynthia L. Turk
Keyword(s):  
Cognitive Restructuring ◽  
Automatic Thoughts ◽  
Working Through ◽  
Key Points ◽  
Thinking Errors

This chapter covers the two remaining major steps in cognitive restructuring. The first of these is questioning whether automatic thoughts are really true. A list of all-purpose questions called “disputing questions” is presented. Some of these questions are particularly appropriate for automatic thoughts (ATs) with certain thinking errors, and others work for a variety of thoughts. The next step in the cognitive restructuring procedure is to develop a rational response, which is a statement that summarizes or highlights the key points a client has discovered working through the Anxious Self/Coping Self dialogue. Often the rational response is a shorthand reminder to stay focused and think more rationally. When people are in a situation that makes them anxious, they can repeat the rational response in their head as ATs arise.

Cognitive Restructuring

2019 ◽  
pp. 49-60
Author(s):  
Debra A. Hope ◽  
Richard G. Heimberg ◽  
Cynthia L. Turk
Keyword(s):  
Information Processing ◽  
Family Environment ◽  
Cognitive Restructuring ◽  
Research Literature ◽  
Automatic Thoughts ◽  
Socially Anxious ◽  
Information Processing Biases ◽  
Natural Outcome ◽  
Thinking Errors ◽  
Logical Errors

This chapter introduces the idea of information-processing biases using the “amber-colored glasses” metaphor. Although information-processing biases are well established in the research literature, this is a difficult concept to communicate to socially anxious individuals. By describing the amber-colored glasses as a natural outcome of a particular combination of genetics, family environment, and important experiences, the therapist can indicate that the way in which the client processes information makes sense; it just may not be functional. The chapter also covers identification of automatic thoughts (ATs) and finding logical errors (the identification of thinking errors) in ATs. The notion of ATs is used extensively throughout treatment.

Identifying the Thoughts That Cause Anxiety

2019 ◽  
pp. 83-108
Author(s):  
Debra A. Hope ◽  
Richard G. Heimberg ◽  
Cynthia L. Turk
Keyword(s):  
Information Processing ◽  
Cognitive Restructuring ◽  
Automatic Thoughts ◽  
Information Processing Biases ◽  
Thinking Errors

Cognitive restructuring is a procedure that helps to examine how people are thinking and to consider whether there may be a more useful way to look at a situation that makes them anxious. Clients learn to identify the thinking errors in the automatic thoughts (ATs) they have when they get anxious. They also have the opportunity to see if they tend to use particular thinking errors when they have anxious thoughts. Clients are taught (a) what they think influences how anxious they feel and (b) how to change what they are thinking so that they can better manage their anxiety and do the things they want to do in life. This chapter introduces the idea of information-processing biases using the “amber-colored glasses” metaphor. As people learn to change their ATs, they feel less anxious and depressed.

Session 8: Thinking, Feeling, and Acting

2020 ◽  
pp. 95-112
Author(s):  
Susan E. Sprich ◽  
Steven A. Safren
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Automatic Thoughts ◽  
Cognitive Behavioral ◽  
Cognitive Component ◽  
Hyperactivity Disorder ◽  
Therapy Model ◽  
Thinking Errors ◽  
The Relationship

This chapter provides information about the cognitive component of the Cognitive Behavioral Therapy Model of attention-deficit/hyperactivity disorder (ADHD). The identification of automatic thoughts and the relationship between thoughts, behaviors, and feelings is outlined. Information about various types of thinking errors/thinking traps is provided as well as instructions about how to begin to self-monitor thoughts and identify different types of thinking errors/thinking traps using a thought record.

Cognitive Restructuring

2019 ◽  
pp. 61-74
Author(s):  
Debra A. Hope ◽  
Richard G. Heimberg ◽  
Cynthia L. Turk
Keyword(s):  
Social Anxiety ◽  
Cognitive Restructuring ◽  
Automatic Thoughts ◽  
Session Change ◽  
The Social ◽  
Thinking Errors

This chapter builds on the first two steps of cognitive restructuring that were developed in chapter 5: (a) the identification of automatic thoughts (ATs) and the emotions they cause and (b) the identification of thinking errors. This chapter presents the remaining steps in cognitive restructuring: (c) challenging ATs by using disputing questions and (d) generating rational responses. The session opens with a review of the Social Anxiety Session Change Index and homework, and then each concept is covered. There is also a brief discussion in anticipation of the first exposure in the next session. The first in-session exposure is a key moment in treatment.

scholarly journals Emotion Regulation in Close Relationships: The Role of Individual Differences and Situational Context

2021 ◽  
Vol 12 ◽  
Author(s):  
Wan-Lan Chen ◽  
Wan Ting Liao
Keyword(s):  
Emotional Intelligence ◽  
Emotion Regulation ◽  
Individual Differences ◽  
Cognitive Reappraisal ◽  
Sense Of Control ◽  
Situational Context ◽  
Positive Correlation ◽  
Emotion Regulation Strategy ◽  
The Relationship

A substantial amount of research has examined the role of individual differences in the regulation of emotion and the impact of emotion regulation on mental health; however, few studies have covered the role of situational context in the selection of emotion regulation strategies. In this paper, we investigate the extent to which an individual’s choice of emotion regulation strategy is affected by factors such as emotional intelligence, the person with whom one is in conflict, situational sense of control, and the individual’s aim in dealing with the conflict. A total of 300 participants (46.67% female) between the ages of 21 and 35 were recruited from the community (female’s mean age = 28.14, SD = 4.49; male’s mean age = 28.12, SD = 4.32). Participants filled out a set of questionnaires related to their emotion intelligence and emotion regulations they used in two interpersonal incidents with parents and partner. Structural equation modeling was used for data analyses. Results showed that positive correlation between emotional intelligence and cognitive reappraisal, in contrast to previous studies, a positive correlation between emotional intelligence and repression was found. Moreover, the person one is interacting with influences the degree to which one’s sense of control impacts the choice of emotion regulation strategy. For example, in the event of conflict with one’s parents, the degree of situational control has little impact on emotion regulation; however, in conflicts with spouses or partners, women have more situational control and are more likely to use cognitive reappraisal or suppression. Regarding the relationship between the goal of emotion regulation and the strategies used, this study found that they are moderated by gender and the persons involved; for example, when maintaining the relationship is the primary goal of emotion regulation, cognitive reappraisal is more likely the strategy of choice for men involved in a conflict with their partner and for women involved in a conflict with their parents. Overall, the results confirm that emotion regulation is affected by both individual and situational factors, indicating the importance of adopting a dynamic approach when investigating emotion regulation.

Session 8: Thinking, Feeling, and Acting

2020 ◽  
pp. 79-92
Author(s):  
Susan E. Sprich ◽  
Steven A. Safren
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Automatic Thoughts ◽  
Cognitive Behavioral ◽  
Cognitive Component ◽  
Hyperactivity Disorder ◽  
Thinking Errors ◽  
The Relationship

This chapter provides information about the cognitive component of the cognitive behavioral therapy (CBT) model of attention-deficit/hyperactivity disorder (ADHD). The identification of automatic thoughts and the relationship between thoughts, behaviors, and feelings is outlined. Information about various types of thinking errors/thinking traps is provided, as well as instructions about how to begin to self-monitor thoughts and identify different types of thinking errors/thinking traps using a thought record.

Session 4: Thought-Challenging and Thought-Changing Skills

2020 ◽  
pp. 43-50
Author(s):  
Bryan D. Carter ◽  
William G. Kronenberger ◽  
Eric L. Scott
Keyword(s):  
Energy Level ◽  
Pain Intensity ◽  
Coping Skills ◽  
Automatic Thoughts ◽  
Mind Reading ◽  
Catastrophic Thinking ◽  
Thinking Errors ◽  
The Impact ◽  
Previous Session

Session 4 builds on “Managing the Impact” coping skills by helping you learn to apply “Challenging Your Thoughts” skills to the stressful situations identified earlier and recorded on the “Thought-Changing Skills” Worksheet from the previous session. The goal of this session is to assist you in more accurately identifying those distortions in your assumptions, beliefs and thinking that underly distressful and uncomfortable emotions/feelings, which in turn can amplify unpleasant symptoms such as energy level and pain intensity. Common thinking errors such as hopelessness, catastrophic thinking, and mind reading are introduced and applied to your own identified automatic thoughts. This is followed by introducing strategies for challenging those often unsubstantiated and disabling thoughts that serve as barriers to setting goals, expectations, and motivation, which make it difficult to get your coping and lifestyle back on track.

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