Many sport and performance psychologists worldwide practise cognitive behaviour therapy (CBT) as a therapeutic and applied practice approach. But no textbook currently offers a blueprint to understand and use CBT in sport and performance settings.
Cognitive Behaviour Therapy in Sport and Performance: An Applied Practice Guide builds upon a tangible foundation for the practice of CBT and related techniques in sport and performance contexts. This new book presents key points to help students and practitioners bring CBT into the sport and performance context. We focus on the 'what is' and the 'how to'.
Drawing upon the latest research and a wealth of applied practice experience, this easy-to-use guide takes the reader through each step of the CBT process with case examples, plain instructions, and worksheets to maximise the quality and depth necessary for effective CBT practice.
As an applied guide, this book educates undergraduates and postgraduates in sport and performance psychology (and all its variants). This book is an instrumental guidance material for sport and exercise psychology students but also invaluable as a practice guide for performance psychology trainees in applied practice placements and as a refresher primer for established professionals.
Author(s): Paul McCarthy; Sahen Gupta; Lindsey Burns; Bryan McCann
Publisher: Routledge
Year: 2023
Language: English
Pages: 213
City: New York
Cover
Half Title
Title Page
Copyright Page
Contents
List of Figures
List of Tables
SECTION I: Background
1. Introducing Cognitive Behaviour Therapy
What is CBT?
What is the theory underlying CBT?
Level 1: Negative automatic thoughts
Level 2: Underlying assumptions
Level 3: Core beliefs
How do the levels work?
Why choose CBT?
What are the treatment principles?
Cognitive techniques
Behavioural techniques
Physical techniques
CBT in sport today
2. CBT Training, Supervision, and Delivery
The training needs of novice practitioners
Assumptions in CBT client-therapist relationship
Supervising and being supervised in CBT
Getting started with good supervision
Setting goals
Giving feedback
Conducting supervision
Professional philosophy and its underpinnings
Basic competencies and principles
Cognitive Principle
Behavioural Principle
Continuum Principle
Immediacy/Present/Here-Now Principle
Proof Principle
Evolution Principle
Interpersonal Principle
SECTION II: Getting Started with CBT
3. CBT in the Field: Getting Started
The four-factor model
Orienting the client to the four-factor model
Levels of cognition
Level 1: Automatic thoughts
Level 2: Underlying assumptions
Level 3: Core beliefs
Core belief sectors: The triad
Downward arrow technique for cognition
Getting trapped: Cognitive distortions
How do these thinking traps operate?
Case vignettes
Mo – A professional football player
Annette – A junior Wimbledon champion
4. The Therapeutic Relationship and the First Session
Structure of a CBT session
What does a treatment/therapy session look like?
Contract or working alliance as a ‘joint project’
Building a collaborative relationship
Collaborative empiricism
Transference and countertransference
Working with young people
Motivation for support with young people
How many sessions?
What is the typical course of events?
Setting the agenda
Setting the scene
5. Assessment and Formulation
Formulation: A step-by-step guide
Dealing with now
Triggers and modifiers: What and where are they?
Maintenance factors: Things that keep the problem going
Formulation
Formulation: Making it and a model
Sketching a formulation
How does a formulation begin?
Going deeper: Cross-sectional formulation
Play the detective: Finding triggers and the maintenance cycle
The body of cognition
Adaptive core beliefs
Maladaptive core beliefs
Understanding time and life: Longitudinal formulation
Working together
Doing formulation: Process actions
How does a formulation benefit us?
6. Measurement in CBT
What is measurement? Types/sources of measurement
What are measures?
Types of measurement
Psychometric measurement: What is it and considerations?
Psychometric characteristics
Validity and reliability
Measurement reactivity
Relevance and simplicity
Context of measurement
Time of measurement
Socioecological factors
Identifying emotions and automatic thoughts
Thought diaries
Situational trigger detecting worksheet
Frequency counts
Event duration
Self-rating
Personal journals/artwork/vlogs
Psychometric scales and questionnaires
Distinguishing emotions from automatic thoughts
Note on Cultural Competence
NAT specificity and emotions
Rating emotions and intensity
Emotional experience and individual differences
CBT is ‘cognitive behavioural’, why emotions?
Step 1: Identifying emotion type
Step 2: Rating emotion intensity
Identifying core beliefs (when do you need to?)
Belief identification: Detective skills
Modifying a negative core belief
Identifying thinking traps
Avoiding thinking traps: Weighing evidence
Developing a new core belief
Thought-balancing
Defining and clarifying perception
Reframing: Playing different tactics/Constructing alternative explanations
Reattribution
Strengthening a new core belief
Practice before exposure
7. Interventions
Introduction to facilitating change in CBT
Behavioural interventions
Behavioural activation
TRAP ≫ TRAC intervention technique
Behavioural experiments
Tinkering with thoughts: Cognitive interventions
SITs and SATs
PITs and PETs
Socratic dialogue
A-B-C-D-E
Psychological skills training (PST)-based interventions
Self-Talk
Imagery
Emotional/physiological interventions
Defusing emotional intensity to manageable levels
Emotion/physiological trigger management
Progressive muscle relaxation (PMR)
Controlled breathing
Sleep and sleep hygiene
Autonomous CBT training
Reinforcing the foundations of the new core belief
SECTION III: Reflecting and Enhancing Practice
8. Education Issues
What are you doing and why you are doing it?
Non-verbal, paraverbal, and performance behaviour
Educating clients in the model and processes with the aim of insight and awareness
Clients don’t know you – Make them feel welcome
Drawing the lines: Boundaries
‘Dilemmas’, ‘traps’, ‘snags’, or ‘facilitators’
Relapse prevention and performance facilitation
Psychologist and client problems
9. Evaluation and Transition to Client Self-Help
Assessing the outcome of your work – The client’s perspective
Choosing efficacy measures
Assessing the outcome of your work – Therapist competence
UCL competence framework
Self-assessment scales
What isn’t working and why – Troubleshooting tips?
Transition to client self-sufficiency: Leaving your client with the tools they need
What can the client take away?
Plan self-management time
Relapse prevention planning
Booster sessions
10. Troubleshooting
Getting stuck: Dig for more information and varied sources of information
Why do people get stuck?
Practitioner strategies to getting unstuck
Clarify and return to evaluate initial goals
Focus on the therapeutic relationship and new client reality
Metacommunication and self-reflection
Client as a dynamic system in internal conflict
Choosing the ‘suitable’ problem and keeping on track
Performance slumps
What should we do?
Injury recovery
Seek ‘hidden’ or subliminal NATs in verbalisations and behaviours
Develop your detective senses
What to do with detective sense data?
When in doubt, return to simplicity (model and basics)
Fluctuate the medium, stick to the message
Create CBT anew for each client
Cherish the learning curve, be aware of the stagnation hazard
Learn and reflect on yourself
Negotiate with your professional philosophy
Simple may sometimes be better
References
Index
