Cognitive Behavioural Therapy (CBT) Practitioner Course

Understanding why people act can give a new perspective on communication and human relations. Cognitive behavioural therapy provides a balanced framework of ideas through which this can be achieved. This video opens the training course up, and highlights how the course sections are structured.

This video provides an overview of the three parts of the mind and gives tones to their relationship: the Emotional Mind, the Rational Mind, and the Wise Mind. The purpose of this teaching is to help you to understand how you can get the most out of this course as well as how you can get the most out of life.

As you have enrolled in this training course on Udemy, here is a convenient link to Udemy's most frequently asked questions database so that you can make the most of this online training as quickly as possible. This includes article responses to all of the most commonly asked questions that relate to taking a course on Udemy.

Would you like to discuss the lessons you are learning in this course?

If so, you are welcome to apply to join the ‘Principles into Practice’ Discussion group.

What we give our attention to in life, we feel. Cognitive Behavioural Therapy is based on the idea that our thoughts cause our emotions. This video introduces this idea and outlines three levels of impact we can have following completion of the course: personal impact, impacting and influencing others, or cultural, national, and global impact.

As we listen to someone, either we are listening to understand the person or we are listening to respond. Having a solid understanding of the various barriers and bad habits which get in the way of effectively listening is crucial for CBT Practitioners. This video highlights some of these barriers outlined by Albert Ellis.

Our emotions are not independent of our thinking; they react in response to it. During this video, we discuss some of the most important components of CBT. As CBT practitioners, we can help people to think differently by challenging their perspective and helping them to better manage their emotions through self-regulation.

Throughout life and as we work through the stages of maturation, we must grow beyond the limiting beliefs we developed when we were young. The only way we can do this is by being presented with new alternative beliefs. CBT is based on a number of assumptions. In this teaching, we will look at the most basic assumptions of CBT.

In this teaching, we talk about a framework that we can use to assess our clients' progress and how they are growing. As a result of the framework, we are able to uncover various levels of growth and development, creating for us a meaningful vision of who we can become. There are two parts to this video.

In this teaching, we talk about a framework that we can use to assess our clients' progress and how they are growing. As a result of the framework, we are able to uncover various levels of growth and development, creating for us a meaningful vision of who we can become. This is the second part of this video.

Epictetus, the Greek philosopher, observed that people are not disturbed by things that happen to them, but by the view they take of things that happen to them. In this teaching, we explore this idea and unpack the main ideas that Dr A. Beck introduced in the 1960's.

CBT aims to teach people that it is possible to have control over their thoughts, feelings and behaviours. CBT helps the person to challenge and overcome automatic beliefs, and use practical strategies to change or modify their behaviour. In this teaching, we discuss definitions of various words that are commonly used in CBT.

We all develop inaccurate beliefs about ourselves and the world as we go through life. Growing up is about letting go of the beliefs we had about ourselves when we were young. Our lives must be lived in a way where we pay more attention to facts than to feelings. In this teaching, we discuss how management of our minds leads to a management of emotions.

It is sometimes that we become fixated more on the events that happen to us, than how we are responding to them, and we stop taking responsibility for our actions. As part of this teaching, we will discuss the ABC Process of Cognitive Behavioral Therapy. CBT follows the ABC model in its explanation of the interaction between thought, emotion, and behavior.

We need to identify the unhealthy beliefs we're operating from if we want to make changes in our lives. It is important to learn to analyze and critique our beliefs, and to focus instead on determining the truth. Our focus in this teaching is on Ellis' 14 self-defeating rules - 14 beliefs that Ellis identified as the cause of all destructive behavior. The first part of two.

We need to identify the unhealthy beliefs we're operating from if we want to make changes in our lives. It is important to learn to analyze and critique our beliefs, and to focus instead on determining the truth. Our focus in this teaching is on Ellis' 14 self-defeating rules - 14 beliefs that Ellis identified as the cause of all destructive behavior. The second part of two.

In this video, we discuss the connection between beliefs and behavior. As CBT practitioners, we can gauge a person's emotional and psychological condition by using their behavior and actions. Part of our role is to identify what causes destructive behavior in individuals.

The essence of consciousness lies in its perceptual content, in the internal representations of the world (and of the self) that constitute our subjective perception. Here, we will discuss the concept of 'perception' and use various diagrams to illustrate how we all perceive things differently based on our own frames of reference and experiences in life

Are You Visually Perceptive? Illusions can sometimes fool the human eye into thinking that things are not actually there. In order to communicate effectively, we must gain a deep understanding of other people's worldviews.

Everyone experiences the world differently (based on their perception, beliefs, values, filters, etc.). We can engage in healthier and more mature communication when we take the time to understand and respect these differences instead of judging them.

Check your perception by answering these 12 challenging questions.

Metaphorically, comparing the map with the territory shows the differences between belief and reality. Alfred Korzybski coined the phrase. The map is not the territory, it's just all that we can see. The only way to enrich our map is to learn about new things. To conclude this section of the course, Kain shares a story about perception.

In this video we discuss Jean Piaget's stages of cognitive development, which outlines the process whereby children develop cognitively. CBT Practitioners need to understand these stages in order to comprehend why people often develop deep-rooted insecurities and why many people around the world have little confidence in who they are.

Noam Chomsky identified the following cognitive biases: - Sensory Anchoring Bias - Availability Heuristic - The Bandwagon Effect - Personal Blind-Spot Bias, - Confirmation Bias. Cognitive bias gives CBT practitioners the ability to better understand themselves and how they may misunderstand life and other people, so they may help others do the same.

In the early 1970s, Amos Tversky and Daniel Kahneman introduced the term 'cognitive bias' to describe people's systematic but purportedly flawed patterns of responses to judgment and decision problems. In this teaching, we explore another batch of cognitive bias, giving reference to ideas that were initially introduced by Daniel Kahneman.

The Superman (or Superwoman) complex is the term for a psychological state in which a person believes no harm can come to them or that they can never fail. Inferiority complex is an intense personal feeling of inadequacy, often resulting in the belief that one is in some way deficient, or inferior, to others. Here, we’ll discuss these terms in more depth.

In this video Kain and Karen have a conversation about extreme thinking and discuss how the 'inferiority' and 'superman' complexes have come into play in their own relationship.

Distortions in the mind reflect flawed thinking, which is often caused by insecurity or low self-esteem. Negative filters cause distortion of reality and stress. Feelings are triggered by thoughts, which in turn prompt more thoughts, culminating in a negative feedback loop. We discuss the common cognitive distortions highlighted by Aaron Beck in this 2 part lesson.

Distortions in the mind reflect flawed thinking, which is often caused by insecurity or low self-esteem. Negative filters cause distortion of reality and stress. Feelings are triggered by thoughts, which in turn prompt more thoughts, culminating in a negative feedback loop. We discuss the common cognitive distortions highlighted by Aaron Beck in this 2 part lesson.

Reflection activities are an excellent way to reinforce the ideas and concepts covered in the class. Activities of this kind allow students to reinforce their learning. Using the ABC model, Kain outlines a simple exercise to encourage you to go through this process for yourself and consider past events that you could benefit from reinterpreting.

Self-Reflection activities are an excellent way to reinforce the ideas and concepts covered in the class. Activities of this kind allow students to reinforce their learning. 15 to 20 minutes is the perfect time-frame for this reflection exercise, but you can easily adapt it to be shorter or longer, depending on the available time you have.

Through this video, Kain takes Karen through a CBT Breakthrough session that explores an area of her life where she hopes to make progress. During her session, he instructs her to reflect and consider the cognitive distortions she is allowing to prevent her from achieving her goals in this area of her life.

Self-awareness, self-management, social awareness, and relationship management are the four main constructs of emotional intelligence. Having a firm grasp on these four domains of Emotional Intelligence can help an individual to handle any crisis with less stress, less emotional reactivity, and fewer unintended consequences.

The Karpman Drama Triangle models the connection between personal responsibility and power in conflicts, and the destructive and shifting roles people play. Karpman placed these three roles on an inverted triangle and referred to them as being the three aspects, or faces of drama. Yes, bad things happen to good people, but victim mindedness is a choice.

A whole is greater than its parts. Human organisms are not just y percent genes and x percent culture added together. Humans who grow and live together are shaped by shared cultural experiences and develop into a much different person than they would have if developing in isolation. In this teaching, we take a holistic look at the human experience.

In this demonstration, Kain walks Karen through this model of human experience, and together they explore the congruence of one of Karen's goals by exploring its physical, emotional, rational, volitional, and spiritual dimensions.

This revolutionary approach is built around a framework that explains where feelings come from and how our experience of life can transform for the better in a matter of moments. Understanding these principles allows you to tap into the deeper intelligence behind life, access your natural wisdom and guidance, and unleash your limitless creative power.

In this presentation, we discuss the concept of cognitive flexibility and emphasize the importance of being willing to question our own perception and accept that the way in which we see things is probably not the way that things actually are.

Cognitive flexibility is the ability to adapt our behaviour and thinking in response to the environment. In this video Kain takes Karen through a cognitive flexibility exercise where he encourages her to consider a void in a certain area of her life and then systematically look at alternative ways of viewing this void.

In this video we'll discuss a learning style shift model we can use to help a person see their default learning style anew. As an example, if we know that our client's natural learning style is "visual," we can ask our clients more questions, which will increase their capacity, increase their cognitive flexibility and help them gain new insights about a situation.

As a person matures, his or her self-concept shifts from one of dependency toward that of self-direction. Even before we begin working with others in a CBT setting, developing a set of standards for the types of people we will work (or are not willing to work) with is important. This video shares Kain's thoughts on how to figure out what this may be.

A framework for effective CBT Practice is discussed in this teaching - shedding more light on how you can gauge where another person is at, if they are a wise investment of your time, and how to tell the difference between spending and investing your time. In order for effective CBT Practice to occur, both the client and the practitioner must contribute.

In this video, Kain identifies four different kinds of learning styles: visual, auditory, kinaesthetic, and reading/writing. All the elements of the coaching standard need to be applied in order to determine a person's specific style of learning. We need to know how to interact with a variety of different learning styles as CBT Practitioners.

In this teaching, we discuss the 'Johari Window', which is a model that helps people to better understand their relationship with themselves and other people. It was first conceptualised by Joseph Luft (1916–2014) and Harrington Ingham (1916–1995) back in 1955.

We'll now take a closer look at the 'Current Situation to Ideal Situation' model. It is one of the mainstays of cognitive behavioral therapy. CBT interventions generally start out with starting with the person's current situation (which is usually unwanted) and then apply the necessary resources to assist them in moving from the Present Situation to the Ideal Situation.

Sometimes the foundations upon which we build and base our lives are not particularly strong. In many people, the quality of their lives is determined by how they feel on a regular basis. Inconsistency in emotion can indicate a person's lack of self-control. By resisting our cognitive bias, we can begin building our lives on the facts and discover who we really are.

In this teaching, we discuss the “Circle of Concern”, which includes the wide range of concerns you have in the world, your work and life – including health, family, finances, the economy, national debt etc. The things you include within the circle are of concern and matter to you, while the things outside the circle are of less importance to you.

During this teaching, we discuss the AMAP CBT Thought Management Workbook. This is a resource with various different questioning frameworks, worksheets and self-reflection questions that will be referred to throughout this section of the course.

This teaching distinguishes between various kinds of information that establishes the different aspects of the self. The two aspects are so differentiated that they constitute different individuals: they differ in origins and developmental histories, in what we know about them, and in the way they contribute to our human social experience.

In this teaching, we discuss the six steps to facilitate cognitive change. In practicing cognitive behavioral therapy, the main aim is to change (by influencing) how someone thinks and behaves. In turn, this changes their moods and behaviours. There are 6 steps to this.

In addition to the ABC Framework conceptualized by Albert Ellis, Aaron Beck introduced the idea of disputing beliefs in order to determine their accuracy. In addition, he noted that there is a secondary effect - a shift in thinking as a result of analyzing the events in a more helpful way. The lecture provides an in-depth examination of these ideas.

Kain takes Karen through a CBT Questioning Framework for challenging anxious thoughts in this video. You can find the worksheet with the questions used throughout this demonstration in the additional materials section.

Together, Kain and Karen dispute one of Karen's limiting beliefs, which has held her back in her life. In this video, Kain walks Karen through the CBT ‘A, B, C, D, E’ Framework.

By using the Socratic Questioning Framework, you can deeply explore the ideas of your clients. It can be used by anyone working in a therapeutic or teaching capacity. The use of Socratic Questioning by CBT practitioners has the effect of encouraging clients to become independent thinkers and for them to become their own educators about themselves.

Kain walks Karen through the Socratic Questioning Framework, and together they examine a destructive recurring thought that Karen has identified in her thoughts. You can download the questions used throughout this demonstration in the course's additional materials section.

We discuss a light exercise that we can use to hold ourselves accountable in the area of our thinking in this lesson. In addition to encouraging you to analyze destructive thoughts, the exercise also provides you with a method by which to self-regulate.

Self-regulation can be defined in many ways. In the simplest sense, it involves controlling one's behavior, emotions, and thoughts in pursuit of long-term goals. A person's ability to regulate their feelings and impulses is referred to as emotional self-regulation. In this lesson, we discuss the STOPP Card Strategy, which is a useful tool for self-regulation.

CBT practitioners often work with clients who are in an emotional state, making it difficult to determine a starting point for sessions. By simply asking our clients to use one word to describe what they want, we allow them to shift their focus from what they don't want to what they actually do want. Kain discusses a technique created by Arnold Lazarus in this video.

We will examine a model, which will help us identify the natural order of our emotions. A person's emotional journey through frustration & anger, fear & angst, guilt & shame is illustrated by his distinction between pre-neurotic and neurotic states. We can apply this model, to better understand ourselves, and also understand our CBT clients better.

A key focus of this teaching is to explore the attributes of an effective CBT Practitioner by looking at the following key areas: - Self-awareness - Awareness of Others - Authenticity - Emotional Reasoning - Self-Management - Positive Influence.

Our choices in life reflect our maturity. The choices we make every day determine whether we progress toward our primary goals or regress away from them. In this lesson, we examine some of the ways in which we can assess whether we are making mature or immature choices in our lives, relationships, and activities.

Kain concludes this section with a story in which he emphasizes that if we want to make a genuine difference in the lives of others, we must first learn to put principles into practice in our own lives.

Beliefs are just reinforced ideas. There are three categories of unhelpful and limiting beliefs: 1) In who you are (your core identity), 2) In what you can do (your core abilities), 3) In your ability to learn and solve problems. We’ll open up this new section of the course with a few ideas about how we can begin to make sense of human beliefs.

In this article lecture we discuss Classical Conditioning in more detail. Pavlov's five major conditioning processes will be covered, as well as some self-reflection questions that may offer some insight into how these concepts can be applied to everyday life

In this teaching, we discuss operant conditioning, sometimes referred to as instrumental conditioning, is a method of learning that employs rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence (whether negative or positive) for that behavior.

In this teaching, we differentiate between fixed and growth orientated mindsets. Having a growth mindset (the belief that you are in control of your own ability, and can learn and improve) is the key to success. Yes, hard work, effort, and persistence are all important, but not as important as having that underlying belief that you are in control of your own destiny.

Kain offers a resource in this video with exercises to help you put some of the concepts from this section into practice. There are models and questioning frameworks included to help you identify and amend some unhelpful beliefs you may have developed in your life.

In this lecture, we’ll look at the Timeline of Belief Development to explore how we develop beliefs about ourselves and the world around us. By understanding life via our beliefs, we navigate our way through it. In our mind, things behave and interact with each other in accordance with models. These models form the patterns we expect things to follow.

Our beliefs are simply ideas that we have bought into and validated repeatedly through the way we interpret our life experiences. Our role in CBT is to help people revisit some of their earliest memories and consider what other meanings their experiences could have had. In this teaching, we discuss how to help people process their life experiences in a healthy way.

In this teaching, we discuss the Kuhn Cycle. The Kuhn Cycle is a simple cycle of progress described by Thomas Kuhn in 1962 in his seminal work (and bestselling book) The Structure of Scientific Revolutions. In Structure Kuhn challenged the world's current conception of science, which was that it was a steady progression of the accumulation of new ideas.

This video offers an explanation of the Pygmalion Effect, one model that helps us to understand why sometimes people believe that their beliefs are universal. Change begins with shifting our beliefs, and we can only do this if we are committed to making changes.

It is quite possible that we end up operating out of a set of beliefs that have been passed down to us by other people; we often do not know why we live this way; it simply reflects the way we are accustomed to being. This video provides a practical example of how self-defeating beliefs and ideologies can become hard-wired in us.

In this teaching, we discuss the demonstrations that will be carried out in the next six videos that follow: 1) Questions to Source Limiting Identity Beliefs, 2) Questions to Source Limiting Parental Beliefs, 3) Time-Line Recognition Demonstration Set-Up, 4) Time-Line Recognition Demonstration, and 5) Time-Line Recognition Demonstration Deconstruction

Limiting beliefs are those that constrain us in some way. By believing them, we do not think, act or say the things they inhibit. We may hold beliefs about rights, abilities, permissions, etc. Limiting beliefs usually revolve around who we are and our abilities. Here, Kain describes how to ask questions and how to get a client to evaluate a limiting belief (or limiting beliefs).

Understanding and identifying your limiting beliefs are the first steps to making a change. In this video lecture, Kain discusses what just happened in the last demonstration with Karen.

A powerful questioning method known as Parental Timeline Reimprinting can be used to complement the CBT transformation process. In this teaching, we will demonstrate how to use this set of questions to help people develop a more accurate understanding of their past.

Neurologically the brain does not differentiate between the past, present and future, and real or imaginary. If you have ever stressed about a future event or became angered at a past incident, then you have already proved to yourself that this is true. In this video lecture, Kain and Karen discuss learnings that can be taken from the last demonstration.

As individuals, we are shaped and defined in part by our past. There are times, however, when past events are dictating our present feelings and behavior, even when they are no longer relevant or helpful. In this lesson, we examine Timeline Interventions, a life-changing process for those with limiting identity beliefs

History is important, and it is important to learn from it. No matter if it is our own or the world at large. In this teaching, we discuss how the Timeline Intervention process can be used in order to establish the origins of a limiting belief that Karen has lived with for over 25 years.

During this teaching, we discuss one of the core beliefs that plague many people - the belief that they aren't good enough. Most of us do not need to be constrained or defined by past outcomes if they do not benefit us in the present. It is possible to free ourselves from these limitations. Here we present an exercise to help us learn from our past experiences.

As part of his own contribution to CBT, here, Kain presents the Core Identity Model. Although it is typically applied in a life coaching setting, it can be helpful when used with other CBT processes that we’ve covered so far in this training. How you define yourself will either LIMIT or LIBERATE you. Categorising yourself without boundaries can help you become freer.

We will study Eysenck's System of Personality; a model that describes a spectrum of human behavior and personality. Many psychological theories reduce our human experience to little more than academic analysis. The truth is, people act in accordance with how they identify. This fascinating model shows just how fluid and flexible the human personality can be.

Carl Jung once said, “I am not what happened to me, I am what I choose to become.” In this teaching, Kain offers another of his own contributions to modern applied psychology and discusses the ‘Good Enough’ principle - a simple idea that demonstrates how the general attitude we take towards ourselves can be empowering, or completely disempowering.

Kain concludes this section of the course by sharing a story about Gillian Lynn from the late Ken Robinson's book, "The Element". It is essential for CBT practitioners to not put people into boxes, but instead to see them as they are. We can then help people make significant shifts on an identity and belief level through this process.

When we think of our values, we think of what is important to us (e.g., security, progress, wisdom, honesty, authenticity, fulfillment). We all hold various values that vary in importance. This section of the course begins with Sigmund Freud's Iceberg Model of Human Behavior, which helps us better understand the role our core values play in our lives.

There are goals in life that we all strive to achieve, but sometimes we sabotage our own efforts to accomplish them. The fear of failure is what keeps people from moving forward and achieving their life goals. Life is all about focusing on what we want. In this video lecture, Kain explores these topics as he discusses fear: the main saboteur of our best intentions.

In life, there is a big difference between our 'needs' and 'wants'. The lack of fulfillment of our values (needs) can make us feel like there is a huge hole that needs filled. We explore Schwart's Theory of Basic Human Values in this lesson, which shows that our values can be divided into ten different areas, with four overarching categories.

In this lesson, we discuss Abraham Maslow's Hierarchy of Human Needs. A five-tiered model of human needs is represented by Maslow's Hierarchy of Needs; this theory is sometimes depicted as hierarchical levels within a pyramid. The five sets of needs are: physiological (life sustaining), safety, love (and belonging), esteem and self-actualization.

A modified version of Maslow's Hierarchy of Human Needs is discussed in this lesson, which offers a few further distinctions. For our impact to be felt by others, we have to transcend ourselves (Self-Transcendence). This can be accomplished as we develop a better cognitive understanding of ourselves (i.e. a self-awareness of how we interpret life).

We discuss a resource in this teaching that you can download in the additional materials section, which will allow you to dig deeper into understanding what your values are, what your goals are, how you currently prioritize your values, and how much accountability you might benefit from building into your life.

We all share the same values. We differ only by our priorities. Most people select friends, business partners and spouses based on their values. Values also assist us in managing our time and money as we use our values as guidelines for making wise decisions. At times, our core values can conflict, leading to indecision and turmoil. This video is part 1 of 2.

We all share the same values. We differ only by our priorities. Most people select friends, business partners and spouses based on their values. Values also assist us in managing our time and money as we use our values as guidelines for making wise decisions. At times, our core values can conflict, leading to indecision and turmoil. This video is part 2 of 2.

Kain concludes this part of the course by emphasizing the importance of sharing insights through storytelling. The story of ‘Margaret's Bird’ (the freedom vs. security conundrum) is attached in the additional materials section and you can download it and share it with others.