Welcome to our quarterly newsletter. Each newsletter features a FREE creative therapy resource that you can print and use right away. This issue also features news about our Cape Cod Summer Seminar.

Rationale:  

An important component of CBT is learning

1) to distinguish between facts andperceptions (beliefs, opinions, guesses, etc.) and

2) to then evaluate those beliefs, opinions and guesses: which are helpful and which are not so helpful?

This activity sets the groundwork for developing cognitive flexibility: the ability to “master your mind” and choose the best, most helpful ways of thinking.

Goals: With this activity, the child:

* identifies a stressful or challenging situation
* identifies the emotions experienced
* describes the facts of what happened
* identifies subsequent thoughts/perceptions

(opinions, beliefs, guesses, etc.)
* evaluates the thoughts: are they helpful or not?

Application: This resource is intended for psychotherapists who already practice cognitive behavioral therapy with children.  Its purpose is to provide visual tools to make the concepts of CBT more accessible for children. It contains an in-session activity as well as a take-home component.

Rationale: An important component of CBT is learning 1) to distinguish between facts and perceptions (beliefs, opinions, guesses, etc.) and 2) to then evaluate those beliefs, opinions and guesses: which are helpful and which are not so helpful? The ability to make these distinctions sets the groundwork for developing cognitive flexibility: the ability to “master your mind” and choose the best, most helpful ways of thinking. Application/Treatment Modality: In-session activity, plus home assignment. NOTE: This activity is intended for use by therapists in conjunction with other CBT interventions. This activity should be preceded by, an followed up with, other interventions that help clients to accurately identity emotions, recognize thinking errors and automatic negative thoughts, and change unhelpful thoughts and behavior patterns. Goals: With the home assignment, children can: • identify a stressful or challenging situation in their lives • identify the emotions that they experienced (and the intensity of the emotions) • describe the facts of what happened • identify their subsequent thoughts/perceptions (opinions, beliefs, guesses, etc.) • evaluate their thoughts/perceptions: are they helpful or not? Materials: Be a Mastermind! (Page 2) Be a Mastermind example (Kayla Learns to Be a Mastermind) (Page 3) Be a Mastermind! home assignment form (Page 4) 1. Review Be a Mastermind! (Page 2). When upsetting things happen, we experience stress. We can’t change things that have already happened to us, but the way that we think about what happened has a lot to do with how much stress we feel and how well we cope with the stress. 2. Using a copy of Kayla Learns to Be a Mastermind (page 3): • Begin by reading Kayla’s story. • Then read the commentary by Detective Dan explaining the difference between the observable facts and Kayla’s opinions, beliefs, guesses and feelings. • Next, go over the 3-step process that Kayla’s mother uses to help her sort through what happened and her subsequent thoughts and feelings. This is an opportunity to talk about automatic negative thoughts and common thinking errors and about the problem-solving process. • Finally, help the child brainstorm for other, more helpful, ways that Kayla can a) think about what has happened and b) move forward with realistic and helpful plans in mind. Complete the page as directed in the bottom section . Save the completed form for the next step. 3. Give the child a copy of the the Be a Mastermind home assignment form (page 4.) Ask that the child take the form home, and when a challenging situation comes along, complete the form. It may be helpful to review the completed copy of page 3 (Kayla Learns to Be a Mastermind) with a parent or other support person and give the page to the child to take home as as a reference. 4. When the form is returned (in whatever stage of completion), it can then be use as a springboard for identifying and strengthening key CBT skills. Be a MASTERMIND! Limited reproduction rights – playtherapy@att.net from Let’s THINK About Feelings: Child-Friendly Tools for CBT © 2016 1 When upsetting things happen, all kinds of thoughts come into our minds. We can put these thoughts in two groups: facts and ideas. First: We remember the facts about what happened: what we saw and what we heard. Second: We have ideas about what happened: ideas about why it happened, about if it was good or bad, about what’s going to happen next or about what should happen next. To be a , STOP and sort through all those thoughts. Meet Wise Wanda: The facts are the things that have already happened. We can’t change what has already happened to us. Our ideas (and opinions, guesses beliefs and feelings) come after the facts and can change. That’s a good thing, because some ideas help us while others do not. When we choose the most helpful ideas, we can stay calm and make wise decisions. Meet Detective Dan: A detective starts by describing the observable facts: Facts are different from • beliefs • f Observable facts are things that I can see and hear. First, describe what happened: Next, figure out your ideas and feelings. FACTS IDEAS To be a Mastermind, Start by describing the facts. Then sort through all your other ideas to find the best and most helpful way of thinking about what happened. stressometer Limited reproduction rights – playtherapy@att.net from Let’s THINK About Feelings: Child-Friendly Tools for CBT © 2016 2 2 Detective Dan allows only the observable facts! Write your other thoughts and ideas Ella doesn’t want to be my friend. Jenna was probably saying mean things. Everyone was looking at me. I hate riding the bus. Mom should quit her job so she can pick me up from school! Kayla’s Story: Kayla is feeling upset after school. Here is what she told her mother about what happened on the bus: Ella didn’t sit by me today. Ella sat with Jenna today. Ella doesn’t want to be my friend anymore. Ella and Jenna were whispering. Jenna was probably saying mean things. Casey asked me to sit by her. I sat by myself and looked out the window. Everyone was looking at me. I hate riding the bus! You should quit your job so you can pick me up from school. 1. Kayla’s mother helped her figure out the facts about what happened. Kayla wrote them here: Here’s What Happened These are the observable facts. Ella didn’t sit by me today. Ella sat by Jenna. Ella and Jenna were whispering. Casey asked me to sit with her. I sat by myself and looked out the window. 1 2. Kayla wrote her other thoughts and ideas here: 3. Then her mom asked Kayla to tell her how she was feeling. Kayla wrote her feelings here: Kayla colored a stressometer to show how big her stress felt. 3 3 In the box above, put a circle around any thoughts that you think will help Kayla make things better. Can you think of some new thoughts that might be helpful? Write them in the box above and circle them. With the circled thoughts, how will Kayla feel? Add those feelings to the list. With the circled thoughts, how big would Kayla stress feel? Detective Dan says: “I put a magnifying glass by all the things Kayla said that are observable facts. I drew a line through everything that is not an observable fact.” Detective Dan says: “Feelings, opinions, beliefs and guesses aren’t the same as observable facts. Observable facts are things that I can see and/or hear.” Ella didn’t sit by me today. That’s true. I saw Kayla sitting alone. Ella sat with Jenna today. Yep, that’s what I saw Ella doesn’t want to be my friend anymore. That’s Kayla’s belief. I didn’t see or hear any evidence of it. Ella and Jenna were whispering.. They were whispering, it’s a fact. Jenna was probably saying mean things. Kayla’s guessing. I didn’t see or hear any evidence of it. Casey asked me to sit with her. I heard Casey invite her to sit with her. I sat by myself and looked out the window. Yes, that’s what I saw: Kayla sat by herself and looked out the window. Everyone was probably looking at me. This is her guess about what happened. But that is not what I saw. I hate riding the bus! That’s Kayla’s feeling, not a fact. You should quit your job so you can pick me up from school. That’s Kayla’s opinion about what should happen next. I need help!!! I’m REALLY stressed! I’m having a hard time figuring out what to do. I’m feeling pretty upset but I have a good plan for what to do. This is hard for me but I’ll be able to handle it. This is a good challenge in my life. I feel confident! Limited reproduction rights – playtherapy@att.net from Let’s THINK About Feelings: Child-Friendly Tools for CBT © 2016 3 When something upsetting happens: • Write what happened (observable facts) in the first box. • In the second box, write your thoughts about what happened (opinions, beliefs, guesses). Here’s What Happened These are the observable facts. Detective Dan allows only the observable facts! Write your other thoughts and ideas here: What emotions did you feel? —————- —————- —————- —————- —————- —————- How big was your stress? In the box above, put a circle around any thoughts that will help you make things better. Can you think of some new thoughts that will be helpful? Write them in the box above and circle them. (You might want to ask someone to help you brainstorm for ideas.) Remember: You can’t change things that have already happened to you. You can change the way you think about what happened. When you use your mind to figure out the most helpful thoughts and ideas, you will feel calmer and be better able to decide what to do.