1. Cognitive Behavioral Therapy Workshop
Wendy Danicourt, CAP, CET, CMHP
Operation PAR, Inc.
This product was supported by the Florida Department of Children and Families
Substance Abuse and Mental Health Program Office funding.

2. Welcome Who is the trainer? Who are the participants?
Break the ice exercise
Welcome

3. Objectives
Understand the basic principles of Cognitive Behavioral Therapy (CBT) and their application in clinical practice.
Explore methods to engage a client/patient in CBT, establish a collaborative relationship and set goals.
Practice basic CBT techniques, including cognitive exercises, behavioral exercises, and use of homework.

4. Why Are You Here Today?
What are the participants wanting to get out of the training?
How do you use CBT now?
Where do you want a little help?
Challenges of CBT?

5. Overview of CBT

6. What is CBT? Based on Cognitive Behavioral Theory
Collaborative between therapist and client
Learning skills and applying skills

7. Who Uses CBT? Mental Health Substance Abuse Medical Behavioral
Who Else?

8. What Is It Good For? ……. Depression OCD Anxiety Chronic Pain
Substance Abuse
Eating Disorder
Anger Management
Insomnia
Post Traumatic Stress Disorder (PTSD)
…….
Personality Disorders

9. Cultural Implications
Essential - understand and respect
Who is in charge of the challenges and determination

10. Limitations or are they?
Positive Thinking
Superficial
Technique-oriented
No therapeutic relationship
Focus on symptoms
Ignoring client past
Emotions are played down or result of faulty thinking
While CBT does have limitations it remains to be one of the most effective and well-researched modality

11. Stand Alone? Counseling Style Evidence Based Practices 12 Step
Vs. Other Theories
actually - focus on incorporating techniques from other approaches
challenges? you betcha

12. Premise

13. Thinking, feeling and doing separate realms of human process that become associated through learning
Proximity of association increases the strength of the relationship between thinking, feeling and doing
Associations can become triggers and cues or reinforce the desire for the associated behavior

14. B.F. Skinner
Behavior that is positively reinforced will reoccur; intermittent reinforcement is particularly effective
Information should be presented in small amounts so that responses can be reinforced (SHAPING)
Condition vs. Innate Reflex

15. Carl Roger’s
Significant learning takes place when the subject matter is relevant to the Learner
Learning proceeds faster when threat to self if low
Most lasting learning - self-initiated
Client Centered

16. Bandura
Highest level of observational learning is achieved by first organizing & rehearsing the modeled behavior
Individuals more likely to adopt a modeled behavior if it results in an outcome they value
Individuals are more likely to adopt a modeled behavior if the model is similar to the observer, has admired status & behavior has functional value
Observational Learning

17. Miller and Rollnick
Develop discrepancy, empathize, avoid arguments, roll with resistance, support self- efficacy (DEARS)
Change elicited from the client
Client in charge - articulate and resolve ambivalence
Therapeutic relationship - partnership
Motivational Interviewing

18. Key Concepts

19. Assessment
Precise Goals
Plan
Evaluate

20. Dispute irrational beliefs/ catastrophizing/ misconceptions
Break through isolation
Skill development
Realistic
Homework
Recognize px & link to consequences
Change language
Psych educational
Feedback
Role-playing

21. Promotes change
Alleviate emotional distress
Addresses whole person
Collaborative
Structured and focused

22. Role - Therapist Therapist: combine empathy and sensitivity
Technical competence
Client centered
Creative, active, interactive
Knowledgeable and skilled in strategies
Able to educate
Catalyst/guide
emphasis on therapeutic relationship

23. Role - Client/Patient Very active - in session and out of session
Identify the distortions in thinking
Summarize
Self-discovery
Becoming their own therapist

24. Settings - Individual

25. Settings - Family Family schemata
Exerting a mutual influence on one another
Dattilio: selective attention, attributions, expectations, assumptions, and standards

26. Settings - Group Welcome Check-in Review Introduce new skill Education
Use of skill
Homework
Commitment
Summary

27. Sessions - Helpful Hints
Go in with a goal
Have and know information/education
Structure
Small steps
Comfort with Role-play

28. Role Play

29. Summary