- •Contents
- •Contributors
- •Foreword
- •Introduction
- •Cognitive therapy with in-patients
- •Why do cognitive therapy with in-patients?
- •Specific problems relating to cognitive therapy with in-patients
- •Case example (Anne)
- •Short case history and presentation
- •Assessment of suitability for cognitive therapy
- •Beginning of cognitive formulation of case
- •Session 2 (continuation of assessment for suitability for cognitive therapy)
- •Progress of therapy
- •Session 3
- •Session 4 (three days later)
- •Session 5 (next day—half an hour)
- •Session 6 (next day)
- •Sessions 7–26
- •Outcome
- •Ratings
- •Discussion
- •References
- •Cognitive treatment of panic disorder and agoraphobia: a brief synopsis
- •A many layered fear of internal experience: the case of John
- •Second session
- •Tenth session
- •Postscript
- •References
- •Introduction
- •The behavioural model
- •Cognitive hypotheses of obsessive-compulsive disorder
- •The cognitive hypothesis of the development of obsessional disorders
- •The role of cognitive and behavioural factors in the maintenance of obsessional disorders
- •Applications of the cognitive model
- •General style of treatment
- •Assessment factors
- •Problems encountered in implementing assessment
- •Content
- •Effects of discussion
- •More specific concerns
- •Embarrassment
- •Chronicity
- •Broadening the cognitive focus of assessment
- •Treatment
- •Engagement and ensuring compliance
- •Further enhancing exposure treatments
- •Dealing with negative automatic thoughts
- •Dealing with concurrent depression
- •Dealing with obsessions not accompanied by compulsive behaviour
- •Relapse prevention
- •Conclusions
- •Acknowledgements
- •References
- •Introduction
- •Cognitive-behavioural hypothesis
- •Increased physiological arousal
- •Focus of attention
- •Avoidant behaviours
- •The importance of reassurance
- •Principles of cognitive treatment of hypochondriasis
- •Case 1
- •Treatment strategies and reattribution
- •Alternative hypotheses
- •Case 2
- •Cognitive-behavioural intervention
- •Case 3
- •Conclusions
- •Notes
- •References
- •Introduction
- •Prevalence of psychological problems in cancer patients
- •Why use cognitive behaviour therapy?
- •Specific issues in applying cognitive behaviour therapy to cancer patients
- •Grieving for the ‘lost self’
- •Locus of control
- •Physical status
- •Pain
- •Treatment issues
- •Longstanding deficits in coping strategies
- •Specific problems in applying cognitive behaviour therapy in cancer patients
- •Case study
- •Sessions 1 and 2
- •Session 3
- •Session 4
- •Sessions 5 to 7
- •Session 8
- •Sessions 9 and 10
- •Outcome
- •Conclusions
- •References
- •Introduction
- •Case history
- •Medical assessment
- •Psychological assessment
- •Treatment plan
- •Developing motivation for treatment
- •Rationale for treatment
- •Providing information and education
- •Weight restoration
- •Eating behaviour
- •Binge eating
- •Vomiting and laxative abuse
- •Identifying dysfunctional thoughts
- •Dealing with dysfunctional thoughts
- •Dealing with other areas of concern
- •Maintenance and follow-up
- •Being a therapist with anorexic and bulimic patients
- •References
- •Treatment of drug abuse
- •Drug withdrawal
- •General treatment measures
- •Cognitive models of drug abuse
- •A scheme for cognitive behaviour therapy with drug abusers
- •Engaging the patient
- •Establishing a therapeutic relationship
- •Motivation
- •Rationale
- •The role of negative cognitions in the process of engagement and commitment
- •Cue analysis
- •Problem solving and cue modification
- •Modifying situational factors
- •Cue exposure and aversion
- •Predicting and avoiding high-risk situations
- •Coping with high-risk situations
- •Modifying emotional factors
- •Underlying assumptions
- •Self-schemas in addiction
- •Modifying cognitive structures
- •Conclusion
- •References
- •Introduction
- •Other clinical approaches with the offender
- •Problems of working with offenders
- •Cognitive-behavioural techniques with offenders
- •General strategies
- •Explaining the role of cognitions
- •Developing trust
- •Collaboration
- •Common cognitive patterns in interaction with offenders
- •Self-defeat
- •Levels of involvement
- •Analysis of the offence
- •Assessing change; deciding on the need for therapy
- •Cognitive therapy
- •Case example
- •Presentation
- •Sessions one to three
- •Background
- •Exposure history
- •Analysis
- •The treatment decision
- •Session four
- •The issue of control
- •The issue of deterrents
- •Explaining the role of cognitions
- •The self-help task
- •Session five
- •Session six
- •Re-analysis
- •Session seven
- •Dependency
- •The issues of wanting to expose and pleasure
- •The issue of dissatisfactions
- •Session eight
- •Session nine
- •Conclusion
- •References
- •Introduction
- •Suicidal thoughts during therapy for depression
- •Secondary prevention immediately following deliberate self-harm
- •Outline for therapy
- •Vigilance for suicidal expression
- •Case transcripts
- •Reasons for living and reasons for dying
- •Evaluating negative thoughts within a session
- •Inability to imagine the future
- •Some common problems
- •Concluding remarks
- •References
- •Emergent themes
- •Cross-sectional and longitudinal assessment
- •Engagement in and explanation of cognitive therapy
- •Techniques for eliciting thoughts and feelings within the session
- •Dealing with dysfunctional attitudes
- •Other applications of cognitive therapy
- •Application of cognitive therapy to clients with a learning difficulty
- •Case 1
- •Case 2
- •Case 3: Cognitive Restructuring
- •The cognitive framework
- •Different cognitive levels
- •Implications of a ‘levels’ model for therapy methods
- •Theoretical cogency of a ‘levels’ model
- •Future Research
- •Basic research on cognitive processes
- •Future strategies for clinical research
- •Note
- •References
- •Index
24 COGNITIVE THERAPY IN CLINICAL PRACTICE
Ruth: So after thirty seconds you were lightheaded. And then what happened when we went into this close-mouthed, slow, relaxed breathing?
John: Well, it was…I could just feel the level of this coming down. Ruth: So it did calm you?
John: Yeah. It did have a calming effect. Ruth: What do you make of that?
John: Well, I should use that breathing, you know. But sometimes I don’t want to break out of the panic. I want to see why this is happening, because this fear is some type of illusion for something else.
Ruth: So it seems useful then to experience this panic. You have a mixed mind about it? John: Until it gets to the point of eight, I guess, and that’s when you know—
Ruth: And then you want to shut it out completely?
John: Then it gets a little too frightening to handle, and I guess at that point that’s when I can start using these tools to get back to a manageable level.
|
Tenth session |
John: |
…Responsibility—I was thinking about it on the way down here, and getting anxious. You give up so many |
Ruth: |
things when you take on responsibility. You have to give up the crutch of being able to give it to somebody else. |
You have some resistance maybe to seeing yourself as a responsible person. |
|
John: |
Yeah. Like there is a lot of stuff that comes with it. Like when you get it you have to—you know, suffering comes |
|
with it. It involves a stick-to-it-iveness type of thing, like staying with something. It involves dealing effectively |
|
with situations and feelings. It’s like, it’s almost like—what came into my head was my wife when she was in |
|
labour, saying, ‘I can’t do it. I can’t do it.’ And that’s like what I’m afraid of, that I will get responsibility and |
Ruth: |
then think, ‘Oh God, I can’t do it, I can’t do it.’ You know, the fear of failure. |
Well, I think the thing to do is to try to be concrete about what you think you can do and can’t do. |
|
John: |
Yeah, like not to take on more responsibility than I need to, and not feel responsible for things that are out of |
|
my control. That’s another thing that I become involved in. |
Ruth: |
So, that’s pretty interesting. We started a few weeks ago with the idea that you can’t handle responsibility and |
|
maybe you have gone a little bit past that to the idea, ‘Well, maybe I can handle it, but maybe if I do I’ll try to |
John: |
take too much responsibility.’ |
Right. I wrote down these different thoughts, like ‘I can’t handle the responsibilities of a perfect person’. I think |
|
|
when I take responsibility on it’s almost like I have to take it on as a perfect person would and not feel this or |
Ruth: |
not feel that—like Dr Spock or something. I have to take it on in that respect. |
Taking responsibility to you means that you are not supposed to have any feelings? |
|
John: |
Yeah. That’s a little distorted but that’s it. Responsibility is like— it’s hard to start thinking about it sometimes, |
Ruth: |
it’s like a key issue. Because once you abandon responsibility then you invite anxiety in its place. |
That’s an interesting way of looking at it. But I think we would be doing better, you and I, if we stuck to the |
|
John: |
specifics. |
OK, good. |
|
Ruth: |
So suppose you tell me about what happened today, on the way down here. |
John: |
Well, when I was going down, I stopped and got a soda and some crackers to eat because I really didn’t have a |
|
chance to get lunch. I was going over this responsibility thing and I could feel anxiety coming on with thinking |
|
about responsibility. You know, giving up things, you have to give up this and you have to give up that. And |
|
then I had, like, an overload of feeling. Like what do you do if you overload? And, well, the overload could go |
|
into anxiety, I thought. And so I wrote down [recording automatic thoughts], ‘How do I deal with torment?’ |
|
And the answer to that seemed to be, ‘Get out of torment by staying with it. If you try to get out of it, it stays |
|
with you.’ So, that’s what I was doing. Instead of fleeing anxiety or the feelings of anxiety, I was staying with |
|
it. That’s really the key responsibility, maybe not doing anything but just staying with it, just staying with the |
|
moment, a little further, another block, another block, mentally as well as physically travelling, you know, just |
Ruth: |
stay with it. |
Just following through rather than running away from it. Is that it? |
|
John: |
Right. Because earlier this morning when I was driving, I put a thought down that came to my mind because I |
|
was thinking, thinking, thinking, and it was like a curse word, ‘Don’t “F” with the unconscious.’ That came into |
|
my head. And I guess because of the reading [in psychoanalysis] that I’m doing, it was like ‘Stop screwing |
|
around, stop meddling with things you shouldn’t be meddling with because they are going to explode in your |
|
PANIC DISORDER AND AGORAPHOBIA 25 |
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face’. Then I was thinking, ‘Well, what’s the worst that can happen there? What’s the worst that I could find |
Ruth: |
out about within my unconscious? It can’t be something that is going to kill me, it can’t threaten my life.’ |
What were you doing that you thought was meddling with the unconscious? |
|
John: |
Well, I was reading about the Oedipus complex. I was thinking that makes a lot of sense to me. In fact, that’s |
|
what I was really getting angry about when I was driving down here—I realised that I really had some angry |
|
feelings towards my mother. I didn’t think that she cared about me enough the times that I needed her. I really |
Ruth: |
needed her and I didn’t think that she cared about me. And that’s really—I was distraught over that. |
You had this angry thought about your mother? |
|
John: |
Yeah. I feel real bad about it. I might start to cry about it. Because it’s like you feel like you have these ill |
Ruth: |
feelings, yet you are not supposed to have ill feelings against your mother. |
What kind of person would have those feelings about his mother? |
|
John: |
I don’t know. I just have this feeling that society would think something must be wrong with a person who had |
Ruth: |
bad feelings about their mother. |
So that is an assumption that you have. Society would think badly of you if you had angry feelings towards you |
|
John: |
mother? |
Yeah. But it’s really me who is feeling bad about it. I’m just saying, it’s a ‘can’t win’ situation. You have bad |
|
|
feelings about, let’s say your mom, she doesn’t care about you, but at the same time, you try to prevent yourself |
Ruth: |
from having these bad feelings. |
Right. You have the feelings but you are angry at yourself for having the feelings. |
|
John: |
…And I had the thought that if I’m taking on responsibility, that means having to resolve some things with my |
|
mother. How could I resolve that? The feeling of always wanting her to care about me. And deal with the fact |
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that I really can’t come to her as a child any more but as an adult. I guess in the back of your mind that’s why |
|
you feel like you are helpless and anxious, because you feel like you are just a kid and if you could take your |
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problems to your mother, everything will be OK. She will take them from you. So, you can’t do that. |
Ruth: |
And have you been able to do that? |
John: |
Well, what I have been doing is putting distance between my parents and myself. If I don’t have to be in their |
|
company, then I feel like maybe I can resolve it. |
Ruth: |
So, as a practical matter you have just been staying away from them. But there’s a thought that if you are close |
|
to them, they will take away your problems? And at the same time you have a sense of resentment against your |
John: |
mother for not having been there in the past. |
Yeah, there is. |
|
Ruth: |
So, that’s contradictory. What do you make of that? |
John: |
Maybe I think that she would come through this time. One time I was at the supermarket. I was working, I was |
|
about 14 or 15. My dad was away and I came home and I was really nervous and upset, and I think I was doing |
|
that to give her another chance. I keep giving her another chance. And when I see her I want her to be real |
Ruth: |
affectionate, give me a hug or something. This way she’ll get another chance to make up for it. |
And does she make up for it? |
|
John: |
Not like I want her to. |
Ruth: |
What is it that you want? |
John: |
That she would be very warm, and hug me and say I’m glad that you are my son. All the things that I never |
Ruth: |
really got, you know. |
What does it mean to you that you never got those things? |
|
John: |
Well, the one part of it you want to say is that I never got it because I didn’t deserve it, that’s the one part. |
Ruth: |
That’s what you think? |
John: |
Yeah, that I didn’t get it because I didn’t deserve it. Now the second part of it could be I didn’t get it, not |
Ruth: |
through any fault of my own, but because of her own problems. |
Such as? |
|
John: |
Well, the other thing I thought about was she had a son who died. He was 17, and I was like 3 years old. That just |
|
pains me to talk about. [Begins to cry.] But then when I try to think of it, I can sympathise with her because I |
|
think of my dog dying and not wanting to have another dog. So that she probably wanted to insulate herself |
|
from getting too involved with me. Because if she did and then something happened to me she would really be |
Ruth: |
devastated. |
Was she warmer to your sister? |
|
John: |
I don’t really think I can say that. No. I think she just clammed up. |
Ruth: |
She clammed up after this boy died? |
26 COGNITIVE THERAPY IN CLINICAL PRACTICE
John: Yeah. And it’s funny. She always talked about him as if he was her idol, perfect. Ruth: And what did you make of that?
John: That if I was like him, then it wouldn’t be that way, So I must have taken the responsibility for things I shouldn’t.
Ruth: How have you done that?
John: In this instance? Always trying to be somebody I’m not. And then I guess feeling guilty because I think of it as a no-win situation. That’s what I do. Because he’s haunted me. It’s like competing with somebody who is not there. You know, it’s just like when somebody dies, you never see the bad part of them then, you only see the good part.
Ruth: How do you know she treated this brother better than you?
John: I only know about that from things that she would say. How he was this and how he was that. But, if you look at my mom’s life after that, she seems to have gone into deprivation, into atonement.
Ruth: Let’s backtrack about what you seem to have thought about yourself as a result—that your mother is cold to you because you weren’t as good as your brother who died.
John: I never thought of it really this way at all. I had no memory of his death. But I probably do have a memory of this going on and my reaction to it.
Ruth: Your mother talking about him all the time?
John: Yeah. It definitely related back to me. Somehow I was not as good as him. So I think I tried different ways. I probably tried by being bad to get attention, then maybe good to get attention. I wanted to get a reaction out of her.
Ruth: And how did she react? John: I think she distanced herself.
Ruth: You have been trying for years to be very, very good. And how is that working? John: Well, that has just created other situations. Anxiety for one.
Ruth: But it hasn’t radically changed the way she relates to you. No matter what you do she is still cold to you. So how much does it matter whether you live according to her rules or not? Let’s go back to this idea that your not being as good as this boy is the reason she is so cold to you. The fact is you don’t know how she related to your brother.
John: Right. It could have been similar.
Ruth: Has she ever been warm to anybody that you know? Anyone in your family? Children in the neighbourhood? John: Not especially. I think she is warmer to my wife than she is to me. It’s like when we are leaving the house or
coming, she will kiss my wife but she won’t kiss me. Stuff like that. Ruth: Did you ask her why not?
John: No.
Ruth: Well, does she kiss other men? Does she kiss your father? John: Definitely not.
Ruth: Is it possible that that is just her nature? She is generally not very warm, not very sexual, depressed, dwells in the past?
John: Yeah…
Ruth: And if you were to ask her how you compare to this brother, what do you think she would say?
John: She would probably be a lot kinder to me than I would think, than I probably presume. But probably she would point out a lot of similarities and stuff. I’d probably find out it’s my imagination.
Ruth: Yes. I think you have to think about what this would be like for anybody. A person who dies, you know, you are not involved in any petty hassles with them any more, you just tend to remember the best of what they had to offer. You forget the details.
John: I can definitely see that, but I don’t think when I was 5, 6, 7, and 8, that I could think like that. That’s probably what the problem was.
Ruth: It sounds like a lot of the problem was that you saw her doing this, and you didn’t know how to interpret it. But now you have a chance to start to test the belief. I mean is there any sign, for example, that she does approve of you?
John: I don’t know. But whenever she says anything like ‘You need a haircut’, I say that’s really supercritical. Maybe it comes out more critical to me than she means it.
Ruth: So she criticises you and you take that as evidence that she doesn’t approve of you? Is there anything on the other side? Does she do anything that could be interpreted as caring?
John: Oh, yeah, yeah.
|
PANIC DISORDER AND AGORAPHOBIA 27 |
Ruth: |
What does she do? |
John: |
She overprotects me. |
Ruth: |
For example. |
John: |
‘Don’t do this because you are going to get a cold.’ Just the other night she was there. I’m in a hurry to get out. |
|
She says, ‘Do you lock your doors when you go out?’ In other words, she always seems like she is concerned |
Ruth: |
about my welfare. |
So, would she do that if she didn’t care about you? If you were a worthless good-for-nothing? |
|
John: |
No. I understand it really. Even though she doesn’t want to get intimately involved because of losing her son, at |
Ruth: |
the same time, she did love me because she wanted nothing to happen to me. |
Yeah. That’s— |
|
John: |
Just like anybody. Like you could get divorced, and you would like to have a relationship but you don’t want to |
Ruth: |
fall right back into it —the same thing. |
Yeah, but I think you can take it even farther. You don’t know that she was any more intimate with your |
|
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brother. You may just be picking up a lot of idealisation in retrospect. You don’t really know that she was any |
John: |
warmer. |
Right. Because she is like that with my sister and she was older when our brother died, so she would have |
|
Ruth: |
noticed a big difference. |
So it may be that your mother just has this kind of restricted ability to express emotion. It may be that, with her, |
|
|
you have to read between the lines. It’s as though ‘Lock your doors at night’, that’s a code word for ‘I love you |
John: |
and I care about you and I value you and I’m glad you’re my son’. |
Yeah, right, that is. |
|
Ruth: |
But you have to be old enough to decode it. |
John: |
Yeah, exactly. I understand that. I’m surprised really that that came out about my brother. I wasn’t conscious of |
Ruth: |
it. |
You weren’t conscious of it but you are conscious of having some need that wasn’t met with your mother. You |
|
John: Right. |
were conscious that you had felt for a long time like you are just not up to snuff. |
|
|
Ruth: |
Just hearing this over and over again. |
John: |
Right. I remember going to the cemetery every Sunday to revere him. He became just almost like a saint. |
Ruth: |
OK, let’s see what we have learned here. You have a fear that you are incapable, that you can’t take on |
|
responsibility. And then you begin to see that you have taken on too much responsibility. You’ve taken on the |
John: |
responsibility for trying to live up to saintly standards. |
Right. |
|
Ruth: |
It may be that being a responsible adult may actually decrease the demands on you! It might be that just leading |
|
an ordinary life as an adult and managing decisions and not running excessively for help, that might be easier for |
John: |
you than what you have been trying to do. Because what you have been trying to do apparently is— |
Is live up to great expectations. |
|
Ruth: |
Live up to great expectations. Get your mother to give some sign of warmth she may be incapable of producing. |
|
In other words, trying to do the impossible. But there is also this idea that it is a terrible thing to have angry |
John: |
feelings towards her. How much do you believe that? |
Well, you know. I have given myself good reason to have angry feelings towards her, you know. Like a child |
|
Ruth: |
definitely gets angry if you are not affectionate to him. |
OK, so the child in you is very, very angry, but there is the parent in you who says that is terrible, terrible, you |
|
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shouldn’t have that awful feeling. You’re a bad boy. Now the question is: What are the rational responses to |
John: |
these thoughts? |
That you were right to feel angry about that as a child, but it’s time to give it up. Now it’s time to look at it— |
|
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like what we are doing, try to analyse it, be objective about it, see the different sides of it. How you felt, how |
|
she felt. Recognise that it is not something that just goes away overnight, but if you can recognise it, then you |
Ruth: |
can deal with it. |
Yeah, I would say that’s fair. |
|
John: |
But realistically I recognise that there are a lot of people walking around who have very mixed feelings about |
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their parents. In fact, I don’t know anybody who doesn’t. They have good features and they have bad features— |
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when you get older, you do see their limitations. But hopefully you can put it in place and realise few people are |
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perfect people or perfect parents and really good in all aspects of being adult. |
