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Title. Previous threads with this question are typically more than 5 years old.
Title. Previous threads with this question are typically more than 5 years old.
CBT, big BTitle. Previous threads with this question are typically more than 5 years old.
In training students, I find that the B parts are really often overlooked. I think students often want to try to find the magic thing that makes a client act some way, or some magic formative event. It becomes particularly challenging when students have a tendency to try to find "the event" that caused depression or anxiety as though it were like a PTSD criterion A event. I've found a lot of value in encouraging students to look at the simple behaviorism parts (What does patient get out of staying in bed all day? Realize that patient will never get out of bed until an alternative is more rewarding or staying in bed is less rewarding.).
There's a popular book on basic helping skills in which almost every vignette ends with the patient going "Wow, that's exactly it! I want to be a therapist now!" I am not exaggerating.But I want therapy to be more like the movies!!! Where is my "A-ha!" moment?
Ain't that the truth.There's a popular book on basic helping skills in which almost every vignette ends with the patient going "Wow, that's exactly it! I was to be a therapist now!" I am not exaggerating.
I tell them that the closest thing they're likely to hear is:
Patient: "It really hit me when you said (blah blah blah)."
You: (Thinking): I never said that.
Nice to see I'm not alone over here on this side of the skull!