Cognitive Behaviour Therapy in Sport and Performance: An Applied Practice Guide

Description

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. 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