AOD Motivational Increase Pre-contemplation

Depression Interviewing readiness to Contemplation

change and Preparation
build Action
engagement Maintenance

Eliciting Change-Talk
Asking key questions
Recapitulation
Look back and look forward

ACT (from CBT) Cognitive “I’m having the *Thoughts on a stream

Defusion thought” *Stop, pause and name (type of
Zoom up thought)

ACT Choice Point

ACT Mindfulness

Anxiety CBT Graded Create exposure Should use distress and anxiety rating
Social Exposure hierarchy template first
Anxiety Can be helpful working on getting
Psychosis Take small steps to back to school
Depression plan for success, build When insight and judgement are
confidence impaired, and anxiety high,
anticipating risks can be catastrophic
 Reduce Psycho-ed and In goal, link to specific symptoms
physiological CBT such as depressive thoughts, anxiety
distress and or trauma physiological sx etc
somatic sx
and re-
experiencing

DSH, DBT/CBT Behaviour Safety Planning *Vulnerability

Depression, Chain Analysis Targeting Specific *Prompting Event
Negative Sx, Behaviours, *Links
SI Vulnerabilities and *Problem Behaviour
Risks *Consequences
-New Skills and Repairs

Depression CBT for Behavioural Impact daily Monitoring

depression Activation activities are
having on
mood

Depression, CBT Activity Behavioural Pleasurable, accomplishing (ADL),

Dysthymia, Scheduling Activation overcoming avoidance, values
Alyxothymia Functional Recovery Scheduling
Vocational Recovery

CBT Behavioural Challenging beliefs *Rate how strong they believe the
Experiments and rules belief
Shoulds, must, Alternative belief- Rate this
mustn’t, shouldn’t
 CBT Understanding Face charts *Enquire about emotions
and monitoring Rating Scale *Provide a rationale
emotions Physical Sensations *Naming emotions
Rate mood *Rating strength of emotions
*Recognise physical sensations
corresponding with emotions
*Drawing picture or using body chart
to label where emotions and
sensations live and when

Depression CBT and Behavioural Linking behaviour to *Re-engaging in enjoyable activities,

and others Mindfulness Activation emotion builds mastery and self-esteem
*Counters depression
*Creates ‘possibility’ of experiencing
positive emotions
*Distraction from loss of routine and
negative syndrome
*Generate list of possible activities,
schedule, mood rating

Depression, CBT Thoughts and *Hypotheticals, whiteboard, why

Anxiety, Feelings avoiding participating and
Psychosis connection *Could be followed communicating, express negative
on with a Thought cognitions and physical sensations
ABC Model Diary **try usual scenarios, responses,
*Also linked with emotions, thoughts and behaviours
Functional Psychoeducation; **then try alternative; what if you
Analysis labelling and felt happy? Best Case
education on Scenario(Alternative belief)
 automatic thoughts **Then try neutral scenario
*Mapping
Could use Chain
Analysis Template Can be harder with depression as
negative cognition and low sense of
control over life.

CBT Identifying Education rel’ship Core beliefs

Automatic between thoughts, Strategies to modify unhelpful
Thoughts feelings and thinking
behaviour

Introduce education Identify and work on unhelpful

on common unhelpful thinking and Cognitive Distortions,
thinking styles and negative thinking and thinking errors
Cognitive Distortions
Use Socratic Questioning-
Generate evidence for and against
negative thoughts
Assists with building momentum for
change

Introduce Thought Disputation

Strategies

CBT Cognitive Review thinking style and traps

Distortions
See above
Follow up with
 Cognitive
Restructuring

Distress CBT, ACT and Mindfulness, Distress Non-judgement of the emotion

tolerance and Psychoeducation CBT ABC and Tolerance Recognise catastrophic thinking,
Safety, alternatives overwhelm
Coping Grounding Exercises
Strategies Safety Planning

CBT- Identify triggers and emotions,

and activities that prevent onset.
Alternatives to same.

Secondary emotion (anger judging

distress) often activated, fear of
abandonment)

Psychoeducation Stress in the Education on stress Education and then looking at own
body responses, Fight or stress responses, making links to
Flight, Polyvagal situations and symptoms.
Theory, neurobiology Make connections to coping,
of stress. relaxation and avoidance
Distress rating scale
Explain how distress is moderated by
ability to communicate distress and
fears

Avoidance, CBT and Relaxation, Distress Make links to stress situations and
Risk, Psychoeducation Controlled Tolerance feels, when to used controlled
Dissociation Breathing breathing and relaxation strategies
Anxiety
Panic Ie. practice when not stressed, same
physiology

Social CBT Building a Use Socratic *List Triggers

Anxiety collaborative questioning as well as *List Fear Responses
Formulation process Perception of social threat
with worksheet -probability perception
-cost perception
(maintaining factors keep these
perceived threats going)
*Negative social predicting (thoughts
+ images)
*Avoidance
*Safety behaviours
*Self Image (how appear to others)
*Attention (where is it when social
situations?)
*Core Beliefs

Anxiety and CBT and Anxiety Curve Psychoeducation Review habituation

Panic Psychoeducation helps to manage
secondary anxiety
and emotions

CBT, Problem Catastrophic *Behavioural Experiments

Solving thinking *Practice new beliefs
(Behavioural
 Interventions)

Psychosis CBT Functional Description of Voices

assessment of Content
voices Triggers
Responses
Beliefs about voices

Safe Place
Visualisation

All Progressive
Muscle
Relaxation

Social Phobia CBT and Anxiety CBT, *Focus on self- Work on anticipatory thinking and
and Social Psychoeducation thinking monitoring (social post-event processing to reduce
Anxiety scrutiny) rumination and selective retrieval of
*Anxiety-related information
internal stimuli Work on physical sensations
*This heightens associated with anxiety as cues for
negative bias and anxiety
reduces awareness of
external information ?Could use ACT Defusion
of the social situation
*Result is and
anticipating more
social failures

Anxiety Reduce Psychoeducation

 frequency and
intensity of sx
so that overall
function is
improved.
Implement
coping skills
and
understanding
Anxiety CBT Cognitive Bias Identify, challenge and replace fearful
and Self Talk self talk with positive, realistic and
empowering self-talk?? (Rework)

Anxiety and Reviewing CBT Safety Education on function *Exposure work

Social Safety Behaviours of safety behaviour, * Behaviour experiment
Anxiety Behaviours part of anxiety cycle, *challenging negative self-talk and
and their benefitting of negative predictions
Function dropping, “backfiring *Review reliance on safety behaviour
safety behaviour”
perpetuating anxiety

Social Skills Training Social Skills

Anxiety Training
Depression

All Problem SMART Goals Identify the problem

Solving Skills Identify the goal

Social CBT Communication Rationale- important Barriers that interfere with good
Anxiety, Skills for improving and communication, Cognitive distortions,
Anxiety and maintaining mind reading, avoidance, labelling,
Depression ? relationships criticism,
psychosis
Can also be part of Work on compromise and body cues
problem solving
Strategies- using the whole message:
Use a “Do it no” to State the situation
work on avoidance State your beliefs
and built up State the way it made you feel
frustration State what you want to happen in this
sitaution

CBT Thought Diary Mapping out and

teaching CBT
sequence

Anger and CBT and Anger as a secondary *Look for secondary reactions-
depression Psychoeducation emotion of Anxiety, Guilt, depression/anger
depression (turned *Challenging unhelpful beliefs
inwards) Making the B-C connection can be
difficult
*Challenging automatic thoughts,
personalisations and distortions
*

Anger, CBT SUDS Emotion Physical sensations, intensity,

Anxiety, Subjective Unit Thermometer duration, who anger directed at (self,
Depression, of Distress others, objects, attitudes towards
Psychosis Scale their anger), behaviour, emotions
Anger CBT Functional
Analysis

Anger and Problem Solving Assertiveness Passive- Assertive- Can also use CBT skills and processes
others Skills Training training (Anger Aggressive and psychoed, relaxation
Management)

Psychosis CBT Thought Response to Trigger/odd or unusual experience

Record Hallucinations Thoughts or Belief
Emotional and physical response
Situational triggers, Behaviour
usual responses
(increased anxiety)
and coping efforts

Psychosis CBT Functional PQ16 Description of voices

Assessment of CAARMS Content
Voices Strengths and Triggers
Difficulties Response
Questionnaire Belief about voices

Relaxation Controlled
Strategies Breathing

CBT Coping *Coping with unusual Date and Time

Strategies experiences What was happening at the time?
*Provide List of Ie. hearing voices, conflict with
different coping styles friend, stress on the bus
and strategies How distressed was I at the time (0-
*Make Coping Plan 10)?
 *Ways that I cope? What coping strategy did I use?
CBT How distressed was I after I did this
*Coping Log (0-10)?

PTSD with Trauma Focused Cognitive Psychoeducation on Specifically looking at addressing

adolescents CBT and Restructuring the effects of trauma beliefs such as “it’s my fault”
psychoeducation shown to help
improve overall and
decrease burden and
personalisation

To prioritise strengths approach that explores young person’s future ambitions, goals, preferences and values and utilises their personal
resources and coping style.

Support adaptation to diagnosis examining disruption to developmental tasks, self-concept and personal meaning, and examine meaning
making, seeking to foster hope and strengthen their expectations for a safe and healthy recovery.

?Grief

Negative and positive responses to diagnosis, loss and growth- psychoeducation and risk assessment

To provide a service environment and approach consistent with the principles of trauma informed care, including screening, communication
and care planning.

To reduce symptom severity in the acute and recovery phase

Maintain engagement in collaborative therapeutic relationship
Support positive adaptation and coping following an episode of psychosis/illness/diagnosis
To improve social functioning
To improve negative symptoms and functioning
To reduce relapse rates through developing an early warning sign plan and
To reduce the distress and functional impact associated with positive symptoms
To reduce the negative impact mental illness has on identity formation during adolescent and young adulthood through the use of
psychoeducation aimed to increase understanding and decrease stigma, and increase positive social factors such as engagement and re-
engagement
To work with the stress-vulnerability model to make links between how external factors may be acting on underlying vulnerabilities, and build
an understanding how this relates to the individual and their current experience, encompassing biological and social factors, family, coping
styles and sociocultural background.

To work with the YP’s appraisal of meaning given to the situation/problem automatic thoughts, rules, assumptions and core beliefs