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.

Having an identity crisis involves a person questioning their sense of self and place in the world. The concept has its roots in Erik Erikson's work, who believed that a major conflict people face is in the formation of their identity. This teaching explores Erik Erikson's stages of development, and explains the process of development all people go through.

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.

In any communication, there are two important elements: what we say and how we listen. As part of this teaching, we examine the story of a principle Kain learned while serving in the military: 'operation hearts and minds'. If we engage with our clients on a heart level and seek to understand them, they will be willing to open up to us over time.

The ability to connect meaningfully with others is not something that comes naturally to everyone. We must understand our default mode of communication in order to make changes and improve. Kain distinguishes between advice giving, guidance and counselling in this video, and discusses how these three concepts affect the helping relationship.

The purpose of this video is to provide an overview of the levels on which we can connect with others. As a relationship grows and trust develops, this gradual process has to take place. Having a thorough understanding of these levels will help us to set healthy boundaries in both of our professional and personal relationships.

Hearing and listening are two very different things. Listening is an active mental process, it's a choice to focus on what's being said, instead of hearing, which is a passive bodily process. The purpose of this teaching is to discuss Thomas Gordon's '12 Roadblocks to Effective Communication' as described in his book Parent Effectiveness Training.

The act of attending involves being physically, mentally, and emotionally present with another person. Attending people effectively shows them that we are with them and that they can be open and honest with us. The purpose of this teaching is to discuss seven key active listening skills that are essential if we want to 'attend' other people on this level.

We will discuss and demonstrate active listening skills while talking with Karen about her core values to demonstrate the skills outlined in the previous lesson.

In this teaching, we discuss top tips for effective communications that we can build into our personal and professional relationships. Paraphrasing, reflecting back, paying full attention and summarising are all essential elements of effective communications that enable us to establish and maintain relationships based on a foundation of trust.

How often have you been confused by how someone else has interpreted something you said or did? During this teaching, we examine the four stages of communication that explain why communications can sometimes go south. This teaching will help you to draw better conclusions, or challenge other people's findings based on actual facts and reality.

There are three types of listening that we discuss in this teaching: internal listening, focused listening, and global listening. In order for you to listen to your clients from a global viewpoint, you will need to set aside all distractions and actively determine where your clients are coming from and how they are feeling.

This model teaches us how to see life and situations from a perspective that is different from our own. If we are not disciplined to see things from different perspectives, we tend to become immersed in our own experiences. With practice, we can learn to see the world through someone else's lens by putting ourselves in their shoes.

Karen goes through a perceptual repositioning exercise in this video. Kain encourages her to consider an aspect of her life she would like to improve, and helps her to consider this aspect from various different perspectives in order to gain clarity on what to do next.

Having to work with other people in a helping capacity can be challenging for many new practitioners of cognitive behavioural therapy. They are unclear where to begin and how the session should be organized. The purpose of this lesson is to introduce you to seven questions that you can use when working with your clients to guide their sessions.

We have now examined various questions that help guide discussions with clients. This teaching discusses another CBT Questioning framework that we can use in sessions to help our clients reflect at a deeper level.

In this video Kain unpacks two conversational techniques: chunking up and chunking down (also known as the hierarchy of ideas).

This teaching covers two conversational techniques: chunking up and chunking down (also known as the hierarchy of ideas). When communicating with others in our day-to-day interactions, 'chunking up' refers to moving to more general or abstract pieces of information. "Chunking down" refers to moving to more detailed or specific information.

In this video Kain and Karen have a conversation to demonstrate how we can use chunking up and chunking down in our interactions with others.

Cognitive Behavioural Therapy (CBT) Practitioner Certificate

Our clients will often come to us with goals framed in the negative; as practitioners, we can help them re-frame their goals in the positive. In this teaching, we discuss the final section of the course - Goal Setting in Cognitive Behavioural Therapy (CBT).

During this teaching, we examine the four seasons of life and discuss how important it is to know how to set goals according to the seasons. The importance of understanding the different types of goals is also important for measuring our short-term goals in relation to our overarching life vision, or our longer-term objectives.

'He who fails to plan, plans to fail' - In this teaching, we discuss the seven deadly sins of goal setting. It's these areas that we must hold ourselves and our clients to account: Sin 1: Not Writing Goals Down, Sin 2: Having Unclear Motives, Sin 3: Setting Unrealistic Goals, Sin 4: Not Having a Plan, Sin 5: Not Taking Action, Sin 6: Losing Focus, Sin 7: No Follow-through.

Imagine a vision for who you would be in the future, once you have accomplished everything you aspire to. Now that we've explored The Core Identity Model and The Good Enough Principle, it's time to write down a meaningful vision for who you want to be (and also what NEW meaningful things you could start committing your time and resources to).

Setting a goal entails developing an action plan designed to motivate and guide an individual or group toward that goal. This lesson discusses the CBT Goal Setting Workbook - a resource you can use to identify areas of your own life that are out of balance and that you would like to begin setting goals for.

A SMART goal is used to help guide goal setting. SMART is an acronym that stands for Specific, Measurable, Achievable, Realistic, and Timely. In this teaching, we discuss the S.M.A.R.T Goal Setting Framework which allows you to break down and evaluate the credibility of the goals you've set.

Life purpose describes the motivating aims that drive you to wake up each day. Life purpose can help us make decisions, influence our behavior, help shape goals and dreams, and give us a sense of direction and meaning. The Life Purpose Workbook is a tool that you can use on your own, or share with others, to gain clarity and a sense of direction for the future.

The Eisenhower Matrix, also known as Urgent-Important Matrix, is a decision making principle and productivity tool that helps us to prioritize our many tasks and become more effective in our decision making. In this teaching, we discuss this framework and a few practical insights regarding how the framework can be used.

Generally, goals, objectives, values, and priorities of an individual that are aligned with each other refer to the concept of goal congruence. As part of this teaching, we discuss a framework that helps us deal with the goals set at six different levels and helps us to establish a compelling vision for pursuing each of the goals.

Through this mental imagery exercise, Kain helps Karen evaluate the congruence of a meaningful goal she has set for her future using the framework discussed in the last video.

Kain and Karen deconstruct the previous demonstration in this video. Together they discuss how effective the framework was in helping to establish a compelling vision for Karen's goal.

An action plan entails a list of all the tasks to be completed to achieve a specific goal. As opposed to To-Do Lists, they focus on achieving a single goal. The AMAP Action Planning Template is a framework that Kain introduces in this video to help us consider the specific steps we must take to reach our goals (or that can help other people to reach theirs).

This teaching introduces Gerard Egan's Skilled Helper Model, a model we can use with others to help them explore a problematic area of their lives, consider alternative perspectives and what they actually desire, and take steps to achieve their goals.

The following is a list of books Kain recommends that played an important part in his evolution as a practitioner when he first began studying cognitive behavior therapy.

This is the end of the course. Hopefully, this course was useful and you now have an understanding of CBT's various components. Our aim was to provide you with a straight-forward, academic-jargon free, and easy to understand CBT curriculum, that by now, you will hopefully feel ready to start sharing with the other people that you know.

Congratulations on reaching the end of your course! To celebrate your achievement, you can access your well-earned certificate of completion. Simply visit the additional resources tab in your course portal to download your certificate and share it with pride. This certificate not only marks the culmination of this course but also highlights your determination to grow and succeed.