AP Glen Bates arrived with flu but there was no sign of jetlag. I recalled how I benefited from him when he was here in June. I had a PTSD client then and the equipping was timely enough for me to ‘unload’ whatever that was relevant from AP G Bates on to my client. Lo and behold, the client recovered after two sessions.
As the final Assessment Tasks were designed (and to be marked) by AP G Bates, the whole cohort seemed unusually motivated to engage and elicit whatever tips and ‘extra’ information necessary to churn out a satisfactory piece of work.
One of the major assumptions of the CB approach is that people have a natural tendency to negate the cognitive processes which results in psychological distress. Cognitive processes are the key proximal (‘at the time’) determinant of stress and behavioral dysfunction.
Primitive Thinking Mature Thinking
Non-dimensional and global
‘I am rotten.’ ‘I’m rotten in everything
I do.’ Multidimensional
- multiple selves (roles/styles)
Absolutistic and moralistic
- Fear of making mistakes, must have approval
all the time Relativistic and non-judgmental
Invariant Variable
Character diagnosis (Who we are) Behavioural diagnosis
(What we do)
Irreversible Reversible
AP Glen Bates touched on Ellis’ REBT on sources of well-being namely, approval from others (ego/sense of self), successful performance/achievements (ego/sense of self) and comfort (absence of distress).
In REBT, the Core Irrational Beliefs are:
- Demands (Unless that happens….)
- Awfulising (A distress state of internal rumination.)
- Low Frustration Tolerance (LFT)
- Global evaluations of self-worth (ingrained view of self)
Whereas Beck’s Cognitive theory consists of:
- Automatic thoughts :
Short, specific and idiosyncratic (personally relevant)
Occur extremely involuntarily and rapidly, immediately after the event
Do not occur in sentences or logical order
Often ATs have the same themes (e.g. approval)
ATs involve evaluative distortions of sense of self. (e.g. I am stupid.)
Seem plausible at the time
- Distorted cognitive processes (unconscious) :
• Filtering – ‘Anyone can do it.’ ‘Most times I can’t do it well.’
• Polarised thinking – ‘I must pass with HD, otherwise I can’t face my family.’
• Overgeneralization - ‘He is out to get me all the time.’
• Mind reading - ‘He thinks I’m unattractive.’
• Catastrophising – ‘I will faint if I go on stage.’
• Personalization – ‘They are looking at my direction. They must be talking about me.’
• Control fallacies - Externally controlled: ‘He always says I am useless and bad. I must be bad.’ Internally controlled: ‘My company goes into bankruptcy because of my poor performance.’
• Fallacy of fairness – ‘They always think I am biased in my judgment.’
• Blaming – ‘He always makes me feel awful.’
• Shoulds – ‘He should address me properly instead of calling me by my first name.’
• Emotional reasoning – ‘I must be stupid and boring coz I feel stupid and boring.’
• Fallacy of change – ‘My husband must start buying me flowers on Valentine’s Day.’
• Global labeling – ‘The whole school will shun him for being tardy.’
• Being right – ‘I know the only right way to go about doing it.’
• Heaven’s reward – ‘I have sacrificed so much for the family but no one is grateful.’
- Underlying schemas (how people interpret events)
σ They are clusters of knowledge occurs largely out of awareness (associated with emotions and behavioral scripts)
σ Tacit knowledge occurs first in the course of development and relates to attachment experiences
σ It is non-verbal, creates an implicit view of the self.
σ It is the source of automatic and unconscious reactions to emotionally meaningful stimuli
A General Model of Cognitive Theory:
Attachment Theory:
Attachment theory asserts that there is a vital initial stage early in life that lays the foundation for the development of healthy relationships. An attachment bond is a specific form of relationship that is characterized by feelings of comfort when near the other person and a desire to remain close when distressed or when this person is inaccessible. The need for attachment bonds is believed to be inborn and is satisfied initially by the presence of responsive, dependable, and available caregivers who provide sustenance and comfort and actively intervene when problems are beyond the child's capacities. Attachment figures provide a secure base from which the child can explore the world and return for comfort, safety, or help when necessary due to distress, fatigue, or other problems.
In order to establish healthy adult attachment patterns, the child must have experienced with caregivers some level of safety, consistency, responsiveness, and comfort that creates a "secure base." If established, this secure base allows the child to actively explore his or her external and internal worlds and successfully develop new relationships. Through these early interactions, each person develops "working models" or internalized views of self and others that influence how each person anticipates and perceives later interpersonal relationships as well as the methods for and ability to elicit appropriate caretaking behaviors from others. As such, the attachment process and attachment styles of people are mediated by the quality of early caregiving, which ultimately influences future relationships.
Securely attached individuals are better able to explore and experience their internal and external worlds relatively effectively and confidently. Anxiously or insecurely attached (avoidant, detached, enmeshed, or ambivalent) individuals have more difficulty exploring and experiencing their worlds and have particular difficulty getting their interpersonal needs met appropriately. A pattern of insecure attachments is believed to be related to a variety of psychological difficulties.
Bartholomew, K. (1990). Avoidance of intimacy: An attachment perspective. Journal of Social and Personal Relationships, 7, 147-178.
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