UP-C Session 5: Look at My Thoughts

2017 ◽  
pp. 259-274
Author(s):  
Jill Ehrenreich-May ◽  
Sarah M. Kennedy ◽  
Jamie A. Sherman ◽  
Emily L. Bilek ◽  
Brian A. Buzzella ◽  
...  
Keyword(s):  
Cognitive Flexibility ◽  
Parenting Behavior ◽  
Mind Reading ◽  
Jumping To Conclusions ◽  
Consistent Reinforcement ◽  
Ambiguous Situation ◽  
Flexible Thinking ◽  
Emotional Parenting

Chapter 15 introduces the idea of flexible thinking. This session teaches children to recognize that their initial negative or threatening interpretation of an ambiguous situation may not be realistic or accurate. The parent session introduces the concept of cognitive flexibility, emphasizing that their child’s first interpretation of a situation may not be the most realistic or accurate. Parents learn about the four thinking traps covered in the child component of the session (jumping to conclusions, mind reading, thinking the worst, and ignoring the positive) so that they can help their children identify thinking distortions. This session also covers an additional emotional parenting behavior (inconsistency) and its opposite parenting behavior (consistent reinforcement and discipline).

Being Flexible in Your Thinking

2017 ◽  
pp. 47-66
Author(s):  
Jill Ehrenreich-May ◽  
Sarah M. Kennedy ◽  
Jamie A. Sherman ◽  
Shannon M. Bennett ◽  
David H. Barlow
Keyword(s):  
Problem Solving ◽  
Automatic Thoughts ◽  
Jumping To Conclusions ◽  
Flexible Thinking

Chapter 5 teaches adolescents how common it is to interpret emotional situations quickly and automatically, without thinking much about it. However, these automatic interpretations are not always accurate or helpful. There may be other, more accurate or more helpful interpretations that we miss because our brains are taking a type of shortcut associated with strong emotions, called a thinking trap. Adolescents are encouraged to be flexible in their thinking and to understand common thinking traps like Thinking the Worst, Jumping to Conclusions, and Ignoring the Positive when they arise. Adolescents are taught to use Detective Thinking to challenge their automatic thoughts. They also learn the steps of Problem Solving to further encourage flexible thinking and begin to apply them to their own problems.

UP-C Session 2: Getting to Know Your Emotions

2017 ◽  
pp. 207-224
Author(s):  
Jill Ehrenreich-May ◽  
Sarah M. Kennedy ◽  
Jamie A. Sherman ◽  
Emily L. Bilek ◽  
Brian A. Buzzella ◽  
...  
Keyword(s):  
Positive Reinforcement ◽  
Parenting Behaviors ◽  
Parenting Behavior ◽  
Structure And Function ◽  
Emotional Experiences ◽  
Child Group ◽  
Group Members ◽  
And Function ◽  
Emotional Parenting

Chapter 12 provides education about the structure and function of emotions. Child group members begin to practice identifying and rating the intensity of their emotions, as well as breaking emotions down into their component parts (thoughts, body clues, behaviors). Children also learn to understand the course of their emotional experiences by examining what happens “Before, During, and After” a given emotion. The cycle of avoidance and other emotional behaviors are also covered. The parent session introduces the idea that parenting behaviors used in response to a child’s strong emotions may accidentally maintain or amplify the child’s distress. An overview of one common emotional parenting behavior (criticism) and its opposite parenting behavior (praise/positive reinforcement) is presented.

Experience My Emotions for Parents

2017 ◽  
Author(s):  
Ehrenreich-May Jill ◽  
Sarah M. Kennedy ◽  
Jamie A. Sherman ◽  
Emily L. Bilek ◽  
David H. Barlow
Keyword(s):  
Parenting Behaviors ◽  
Parenting Behavior ◽  
Present Moment ◽  
Safety Behaviors ◽  
Emotional Parenting ◽  
At Home

Chapter 16 covers a number of sessions, all of which focus on teaching parents to help their children experience their emotions without using unhelpful emotional behaviors. Session 8 teaches parents to understand the importance of experiencing emotions rather than avoiding or suppressing them. Parents learn about and practice present-moment awareness and non-judgmental awareness. In Session 9, parents learn about situational emotion exposures as a different type of science experiment, as well as their role in helping their child practice exposures at home. This session also covers the emotional parenting behavior of excessive modeling of intense emotions and avoidance and the opposite parenting behavior of healthy emotional modeling. Session 10 teaches about using situational emotion exposure to face various strong emotions. During Session 10 parents also learn about safety behaviors and how to reduce their child’s use of them. Importantly, this session teaches parents how to use their opposite parenting behaviors to support their children during situational emotion exposures. In Sessions 11 through 14, parents learn what to expect as their child begins situational emotion exposures and how to manage common challenges that arise during exposure activities.

L Skill: Look At My Thoughts

2017 ◽  
Author(s):  
Jill Ehrenreich-May ◽  
Sarah M. Kennedy ◽  
Jamie A. Sherman ◽  
Emily L. Bilek ◽  
David H. Barlow
Keyword(s):  
Emotional Disorders ◽  
Mind Reading ◽  
Transdiagnostic Treatment ◽  
Jumping To Conclusions

Chapter 5 of the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children: Workbook (UP-C) teaches what it means to be a flexible thinker. Child clients learn to recognize common “thinking traps” such as jumping to conclusions, mind reading, thinking the worst, and ignoring the positive.

Automatic Thoughts and Thinking Traps

2021 ◽  
pp. 123-136
Author(s):  
Heather Thompson-Brenner ◽  
Melanie Smith ◽  
Gayle Brooks ◽  
Dee Ross Franklin ◽  
Hallie Espel-Huynh ◽  
...  
Keyword(s):  
Emotional Disorders ◽  
Cognitive Flexibility ◽  
Negative Emotion ◽  
Automatic Thoughts ◽  
Complex World ◽  
Jumping To Conclusions ◽  
Negative Automatic Thoughts ◽  
The World ◽  
The Future

During this session, clients learn about automatic thoughts, which are fast, subjective interpretations of the world. Automatic thoughts are necessary to operate in a complex world, but emotional disorders typically involve negative automatic thoughts about particular situations, emotions, the future, and one’s self. Automatic thoughts influence and are influenced by emotion. There can be more than one interpretation of a situation, and cognitive flexibility involves being able to consider various interpretations. Clients also learn about two thinking traps (jumping to conclusions or probability overestimation, and thinking the worst or catastrophizing) and how these traps can influence thoughts to produce negative emotion.

UP-C Session 9: Introduction to Emotion Exposure

2017 ◽  
pp. 329-346
Author(s):  
Jill Ehrenreich-May ◽  
Sarah M. Kennedy ◽  
Jamie A. Sherman ◽  
Emily L. Bilek ◽  
Brian A. Buzzella ◽  
...  
Keyword(s):  
Parenting Behavior ◽  
New Type ◽  
Emotional Parenting

Chapter 19 introduces the concept of a new type of science experiment, one in which children are encouraged to face strong emotions using situational emotion exposure. The children learn that exposure is one way for them to learn how to sit with uncomfortable sensations and make helpful choices going forward. This technique is demonstrated using a practice situational exposure in session. The parent session introduces parents to the concept of situational emotion exposure. Parents learn about how they can adjust the emotional parenting behavior of excessive modeling of intense emotions and avoidance with its opposite parenting behavior, healthy emotional modeling.

Cognitive Flexibility

2017 ◽  
pp. 77-94
Author(s):  
David H. Barlow ◽  
Shannon Sauer-Zavala ◽  
Todd J. Farchione ◽  
Heather Murray Latin ◽  
Kristen K. Ellard ◽  
...  
Keyword(s):  
Emotional Disorders ◽  
Cognitive Flexibility ◽  
Emotional Experiences ◽  
Transdiagnostic Treatment ◽  
Negative Thinking ◽  
Jumping To Conclusions ◽  
Unified Protocol

Chapter 8 of Unified Protocol for Transdiagnostic Treatment of Emotional Disorders: Workbook looks at one part of our emotional experiences—our thoughts—and describes how thoughts are very important for influencing how we feel. The chapter describes our tendency to get stuck in automatic patterns of thinking, which we refer to as thinking traps. This treatment describes two specific types of thinking traps: jumping to conclusions and thinking the worst. Next, readers are encouraged to identify their own patterns of negative thinking to generate alternative interpretations. The overall goal is to be more flexible in our thinking, referred to as cognitive flexibility.

Consider How I Feel for Parents

2017 ◽  
Author(s):  
Ehrenreich-May Jill ◽  
Sarah M. Kennedy ◽  
Jamie A. Sherman ◽  
Emily L. Bilek ◽  
David H. Barlow
Keyword(s):  
Positive Reinforcement ◽  
Parenting Behaviors ◽  
Parenting Behavior ◽  
Emotional Behavior ◽  
Component Model ◽  
Emotional Experiences ◽  
Positive Behaviors ◽  
Body Sensations ◽  
Emotional Parenting ◽  
At Home

Chapter 13 covers four sessions. In Session 1, parents learn about the structure of the UP-C treatment, the three-component model of emotions, and the cycle of avoidance. In Session 2, parents learn how to connect their child’s emotional experiences and the parents’ own reactions. They learn about four emotional parenting behaviors and learn how to decrease criticism and use positive reinforcement. Session 3 covers the concept of acting opposite to an emotional behavior. This session covers ways parents can reinforce positive behaviors or effective attempts at coping. Session 4 focuses on how children express and experience emotions in their bodies. Parents are taught to help children scan their bodies to become aware of body sensations. Parents learn about sensational exposures and the importance of supporting their children in completing them at home. Parents learn about the opposite parenting behavior of expressing empathy when children are struggling with strong emotions.

UP-C Session 6: Use Detective Thinking

2017 ◽  
pp. 275-292
Author(s):  
Jill Ehrenreich-May ◽  
Sarah M. Kennedy ◽  
Jamie A. Sherman ◽  
Emily L. Bilek ◽  
Brian A. Buzzella ◽  
...  
Keyword(s):  
Cognitive Reappraisal ◽  
Parenting Behavior ◽  
Final Decision ◽  
Thinking Strategies ◽  
Emotional Parenting ◽  
At Home

Chapter 16 presents the skill of cognitive reappraisal, also referred to here as Detective Thinking. The Detective Thinking steps are coming up with an idea or a “best guess” of what might happen in a situation that elicits strong emotions, gathering facts and clues to find out whether this best guess is likely to be true, going over the clues, and coming to a final decision about what might realistically happen and how likely the initial best guess is to be true. Children learn how to apply Detective Thinking strategies to personally relevant emotional situations, treating their emotional thought as a guess and gathering evidence to see what else might be true. The parent session teaches the skill of cognitive reappraisal so that parents can support their child’s use of the skill at home. Parents learn about the emotional parenting behavior of overcontrol/overprotection and its opposite parenting behavior, healthy independence-granting.

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