By Alec Grant
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Extra info for An introduction to cognitive behavioural interventions for mental health students
E. information that suggests that the feared scenario might not actually happen), and confidence building. g. ’). These anxious cognitions are generated by an overestimation of danger and an underestimation of coping strategies. This links to negative emotions, physiological reactions and unhelpful behaviours. The whole process leads to secondary problems, such as depression, hopelessness, loss of confidence and low self-esteem. 2 illustrates the complexity of specific phobias. Several pieces of information need to be elicited to gain an understanding of the service user’s personal experience.
G. situations that might lead to illness, choking, vomiting). 2). According to their model, specific phobias can be influenced by several factors, such as biological predisposition, the person’s developmental stage, cultural issues, previous relevant experiences, memories and beliefs. These factors lead to the adoption of certain assumptions or rules for living. ’ Such assumptions increase a sense of vulnerability when faced with the feared situations and make people hyper-vigilant. Certain rules, such as ‘I must never feel anxious’, maintain the fear by regulating behaviour.
19 Chapter 3 Client preparation and assessment R E F LECTION POI NT Imagine that you are a client and that your first encounter with your CBT therapist was that they: ● ● ● ● turned up half an hour late for their appointment with you and, acting as if nothing was amiss, failed to apologise to you; are dressed in a torn T-shirt, old, worn trainers, torn jeans and have greasy, uncombed hair; call you ‘love’ or ‘mate’ – this may depend on your gender, although they may call you ‘mate’ if you are a woman; take you to an old, cold room, with hard chairs and no decorative items, such as wall hangings or flowers.
An introduction to cognitive behavioural interventions for mental health students by Alec Grant