TF-CBT - 認知應對 (6)

Cognitive coping techniques do NOT involve direct discussion of:

a. Inaccurate thoughts

b. Unrealistic thoughts

c. Accurate thoughts that are unhelpful

d. Emotional reactions to the abuse

d. Emotional reactions to the abuse

Although emotions are discussed as part of the "cognitive triangle," cognitive coping techniques are aimed at countering inaccurate, unrealistic, and unhelpful thoughts.

When teaching cognitive coping to a school-aged child, it is best to use examples taken from:

a. Television or movies

b. The child's life experiences

c. Cartoons or fictitious characters

d. The therapist's own childhood experiences

b. The child's life experiences

Using real-life examples is best for a child who is school-age or older; younger children might need examples taken from other media.

The cognitive triangle is designed to teach children that:

a. False, unrealistic, and unhelpful cognitions can be changed

b. False, unrealistic, and unhelpful cognitions are related to one another

c. Behavior, feelings, and cognitions are related to one another

d. Mothers, fathers, and children all affect one another in the way that they think

c. Behavior, feelings, and cognitions are related to one another

The point of the triangle is to demonstrate the interconnectedness of thoughts, feelings, and behavior.

Cognitive coping tries to decrease problem thoughts by:

a. Using thought stopping techniques to distract the child away from them

b. Identifying, challenging, and replacing them

c. Having the child engage in positive behavior that is incompatible with problem thoughts

d. Improving parent-child interaction patterns to encourage the child to express problem thoughts and empower parents to correct them

b. Identifying, challenging, and replacing them

Cognitive coping is intended to help children recognize unhelpful/inaccurate thoughts and challenge them with more accurate or helpful ones.

What are the three legs of the TF-CBT Cognitive Triangle?

a. Antecedents, behaviors, and consequences

b. Thoughts, feelings and behaviors

c. Reinforcements, consequences, and punishments

d. Actions, Natural Consequences, Rewards

e. Stop, Think, Do

b. Thoughts, feelings and behaviors

The purpose of the "cognitive triangle" is to teach about the connections between thoughts/cognitions, feelings, and behavior.

Samantha is a 15-year-old girl who was physically abused by her mother for several years. She continues to blame herself for what happened and believes that if her mother really cared about her, she would never have done this. As a result, she does not believe anyone will ever love her. Which of the following statements should guide the therapist's actions?

a. These thoughts are completely inaccurate, and more accurate ones should be explored.

b. These thoughts may be accurate but they are unhelpful and should be addressed directly.

c. These thoughts are neither accurate nor helpful, but they should have been corrected during the psychoeducation component of treatment.

d. There is nothing that can be done in the Cognitive Coping component to address her thoughts about her mother.

e. The therapist should focus on modifying Samantha's pattern of emotional reasoning.

b. These thoughts may be accurate but they are unhelpful and should be addressed directly.

Samantha's thoughts are likely to be accurate, but they make her feel worse. In the Cognitive Coping module, alternative and accurate thoughts that do not produce negative emotions should be identified and discussed.