Tf-CBT: Day 2 Parts 1 And 2

In vivo desensitization

Trauma narrative

Cognitive correction

Psychoeducation and Parenting Skills

True

False

True

False

Start with making them anxious and then show them that controlled breathing will be helpful

Have them practice when they are calm and can concentrate on the skill

Encourage them to practice as much as possible, whenever they want

It is best for them to practice only two or three times per week

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False

Reduce tension in the body

Children learn that they can control some of their body's automatic functions

By concentrating on breathing patterns they can distract themselves from unpleasant thoughts and images

Eliminate tension and anxiety so it does not return

It is best to learn and practice when a child is calm

Lying down or sitting back in a chair may make them feel vulnerable and anxious because it reminds them of an abuse situation

Children cannot learn controlled breathing effectively unless they are anxious when learning the skill

Practicing controlled breathing may increase anxiety

Prompt the parent to teach controlled breathing to their child

A child should be invited to teach the skill of controlled breathing to the parent

It is best to teach controlled breathing to parent and child separately

The child should have full control of practicing and monitoring progress with controlled breathing

It is important focus only on tensing and relaxing one muscle group at a time

Children can do PMR method of tensing and relaxing one muscle group at a time, or they can tense and relax their entire body at once, whichever they prefer.

It is advised that children are anxious and upset to maximize impact

Children must always be lying down

True

False

Make unwanted thoughts go away and so they don't come back

Provides child with sense of control over thoughts

Is a skill whereby a child can replace an unpleasant thought with a positive thought

Help child see their patterns of negative thinking

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False

Be taught after child and therapist develop a good rapport

Occur in the first few sessions as part of process to establish positive therapeutic alliance

Not be done if the child becomes uncomfortable talking about feelings

Be directed by therapist specifically to the feelings related to the traumatic event (as opposed to talking about everyday situations)

Direct the child to focus on the presence or absence of a feeling

Help the child learn how to rate the intensity of an emotion on a relative scale specific to their own experience

Compare the child's emotional experience to other people

Reassure the child that other people experience these feelings at the same intensity levels

It is important to help children learn the difference between thoughts and feelings

Children (and adults) have a tendency to view thoughts as feelings

This is of minor importance in the larger scheme of TF-CBT

Learning how to distinguish thoughts and feelings is also a foundation for later in the treatment when cognitive coping skills are taught

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False

It can create a safe starting point for children that can facilitate discussion of their own feelings

Children may view it as silly and therefore imaginary characters should not be used

It may make things fun for them and takes the edge off

The therapist can direct the child away from painful emotions that create a barrier for discussing feelings

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False

Have child write down as many feelings as possible, or use worksheets with pictures of different facial emotions

Play a game by writing emotions on pieces of paper, pick out of box and have child and therapist act out the emotion and the other person guesses the emotion

Talk about the traumatic event in as much detail as possible and all the feelings associated with it

The therapist is actively participates in the discussion of feelings so child can see therapist being comfortable when talking about a range of feelings

True

False