Topic 4: Psychoeducation & Behavioral Activation {by 2/20}
[Psychoeducation] – Watch MDD-4: Psychoeducation – Therapy Expectations and the Cognitive model AND PDA-4: Psychoeducation – Diagnosis. Answer the following: (1) How can you adjust psychoeducation of therapy expectations and the cognitive model based on a client’s distress and presenting problems? That is, what can be said differently, and how can it be done differently? (2) For psychoeducation of specific disorders, what are some ways you can “normalize” each clients’ experience without alienating them or coming off as lacking empathy?
[Behavioral Activation] – Watch MDD-5: Behavioral Activation – Psychoeducation & Introducing Weekly Activity Monitoring Log (WAML). Answer the following: (1) Based upon what you know about this client so far (e.g., information from his assessment and this video vignette), what patterns of behavior do you think warrant follow-up in the next session while reviewing his WAML? (2) How would monitoring this client’s accomplishment and pleasure be helpful for his treatment?
Your original post should be posted by the beginning of class 2/20. Have your two replies posted no later than 2/22. *Please remember to click the “reply” button when posting a reply. This makes it easier for the reader to follow the blog postings.
*Videos can be found at R&L website or here: https://dradamvolungis.com/classes/psy-708/cbt-theory-into-practice-psy-708/videos-psy-708/
Dr. Adam M Volungis 
Feb 18, 2025 @ 14:07:36
After watching MDD-4 and PDA-4, when it comes to psychoeducation of therapy expectations and the cognitive model, I think that the therapist should assess the levels of distress in their client before taking the first step of providing all the information. If a client is in severe distress, they are not going to want to hear the entire breakdown of therapy expectations and the cognitive model. The therapist should shift their goal to relieving the stress in the client. This could be accomplished by talking through how they are feeling and pointing out any discrepancies or highlighting their strengths to reinforce that they are doing the right things. If their distress and presenting symptoms are impacting their current functioning in session, then the therapist must direct their efforts in alleviating those feelings to the point where the client feels more at ease and can accurately describe their tentative diagnosis. Once the client is ready and less distressed, the therapist can go back to the models and expectations to ensure the client is allowed to fully absorb and understand the information. During psychoeducation of a diagnosis, normalization can be achieved through highlighting the possible strengths of the client and from the diagnosis. As mentioned in the video, Dr. V brought attention to the point that anxiety can be a good thing, and it helps shield us from potential threats. Also, how the diagnosis is not some rare form, but it is something that a lot of people have in different forms or severity. These little things can reassure the client they are not alone, and that in itself is helpful for the client.
After watching MDD-5, I think that during the follow-up session after they completed the WAML for the previous week, it is important to check-in with their feelings of achievement versus their feelings of pleasure. I would also monitor the little improvements that were talked about in the previous session, such as the time they wake up or the continuance of providing themselves with the basic needs of care. During the video, there was a distinct discussion between their feelings of achievement when completing a task, but not always a feeling of pleasure either associated with the task or just in general. By monitoring their pleasure and achievements in their log, it can be beneficial for the therapist to watch for potential increase in these feelings, or especially if a decline were to happen. It keeps the therapist in check with the client’s weel since there are many hours outside of the one that they meet.
Feb 19, 2025 @ 14:25:23
Hi Hannah!
I agree that the therapist should focus on the client’s distress before integrating psychoeducation. If the client is too distressed, they will not be able to grasp the information you are giving them. Good work!
Feb 19, 2025 @ 17:21:37
Hey Hannah,
We discussed similar themes in that a therapist should immediately focus on alleviating the client’s current distress. I like that you highlighted Dr. V’s point that anxiety can be a good thing. This statement initially caught me off guard, though I see the value in how it normalized the client’s experience of panic disorder. Well done as always!
Feb 22, 2025 @ 22:51:54
Hey Hannah,
I enjoyed reading your post as I would have to agree that therapists should aim to assess a client’s distress before relaying any relevant information. I like how you included this because an individual in the middle of experiencing any level of distress will not be fully engaged in listening to the rules and guidelines of therapy. Not every client will struggle with the same difficulties and will need treatments that are tailored to their specific needs. It is important to meet a client’s needs whether that means going off script or having to improvise in session. This is why clinicians should assess the individual at the start of the session and decide the best course of action for the remainder of the session. Nice job!
Feb 18, 2025 @ 19:18:46
After watching MDD-4 and PDA-4, I believe you must adjust psychoeducation of therapy expectations and the cognitive model to how distressed the client appears to be and how receptive the client is to lots of information. If a client is in a crisis, they will not want to hear all of the rationale behind a specific therapy intervention. In this case, you could adjust psychoeducation by providing it in small pieces in conjunction with the intervention itself (ex. Showing a breathing exercise to the client to manage anxiety symptoms and then explain how it can be beneficial). Also, you could explain everything at once and the client may not understand without being shown, so this modification can help in this case as well. For psychoeducation of specific disorders, some ways you can “normalize” the client’s experience is by having data/statistics to show that the client is not the only person struggling with the specific disorder. If the client knows a portion of the population is struggling with similar issues, the client will not feel alienated with their diagnosis. Also, validating a client’s emotions that come up when talking about diagnosis can be helpful in understanding the client’s experience. If the client does not feel validated during a vulnerable time like this, their therapy experience will likely be ineffective. Finally, you should also highlight the client’s strengths so you are not just talking about a diagnosis that encompasses all of their “weaknesses”.
In reviewing MDD-5, the patterns of behavior that warrant a follow-up in the next session include a lack of pleasure in activities that normally do cause pleasure or a lack of daily activities in general. Either of these patterns can show that the client’s symptoms are worsening. Also, inconsistent pleasure/accomplishment scores for the same activities throughout the week can indicate that there is something that needs to be discussed, such as an unexpected event that happened that week that could cause the shift in scores. Monitoring the client’s accomplishment and pleasure can be helpful for this treatment because a goal of treatment is to increase pleasurable activities and experiences in the client’s life. Also, as mentioned in the video, some daily tasks may be mundane in nature (low in pleasure) but the client can feel a sense of pride in completing the tasks (high in accomplishment), which is what we want. Both aspects should be monitored when treating depressive disorders as you want the client to experience more pride and pleasure in daily activities.
Feb 19, 2025 @ 13:45:43
Hi Rachel! I like how you mentioned the importance of assessing the client distress level in session before proceeding with psychoeducation. If they are in distress, it is important to take the time to teach them a relaxation technique so that they have this tool to use in future times of distress. It also communicates to the client that you care about them, are adaptive to their needs, and are not focused on pushing your own agenda in session. I also like how you talk about the importance of the pleasure and accomplishment ratings in the log. It is important to emphasize to the client that they should not feel pressured to feel both pleasure and accomplishment with every activity because that is not realistic.
Feb 19, 2025 @ 14:21:33
Hi Rachel! I enjoyed how your post talked about breaking up psychoeducatuon and techniques with the client. I think that by executing the techniques right after you explain them is more beneficial for the client so you can make sure they know how to do it outside of session. Good job!
Feb 24, 2025 @ 22:04:08
I think that is a really good point about modifying psychoeducation depending where the client is at. Crisis is a great example on the end of one spectrum. On the other end of the spectrum, I definitely think there are clients who want more psychoeducation right out of the gate. I know when I first realized I had ADHD, the first thing I wanted to do was learn everything possible about it.
Feb 18, 2025 @ 21:06:50
Psychoeducation is a vital component of CBT, though our approach will vary depending on the client’s distress and presenting problems. Dr. Volungis shares two different scenarios in which clients are educated about the therapeutic process and related diagnoses. The central focuses in MDD-4 are the structure of therapy sessions and the sentiment that CBT is “short-term” (i.e., we teach clients necessary skills to independently approach future stressors). However, if the client were exhibiting signs of great distress, immediate focus should be placed on meeting the client where they are. It is very likely that we will have clients that are experiencing extreme distress upon intake, and psychoeducation may not be well received. The classic exploration stage will shed light upon what specific route the therapist should take in approaching these topics, but general normalization of experiences and relaxation techniques may be helpful at this time. Further, in both videos, Dr. V consistently relates psychoeducation to the client’s personal experiences and directly asks if the information is digestible. Creating this open dialogue emphasizes the collaborative nature of CBT from the beginning and encourages clients to share their perspectives.
In PDA-4, Dr. V normalizes the client’s experience of anxiety through psychoeducation. Explaining the mechanics of panic disorder with learned alarms and catastrophic thoughts seems to be beneficial for the client, as it creates an understanding that panic disorder is prevalent and highly researched. Incorporating client-specific details into psychoeducation personalizes the information and works to avoid alienation. Further, explaining the benefits of anxiety and its physiological purpose may also contextualize symptoms. The statement that “no one has died from a panic attack” is blunt, but may be exactly what the client needs to hear. Overall, psychoeducation of specific disorders works to inform clients while genuinely validating their experiences.
After watching MDD-4 and MDD-5, it is apparent that the client has a behavioral pattern of withdrawing. His WAML will hopefully indicate what precipitates withdrawal and further illustrate the behavior’s severity. A key component of the WAML is the client’s accomplishment and pleasure indication. By understanding a daily task’s perceived pleasure versus ideal pleasure, we can effectively identify intervention methods that improve the client’s quality of life. Overall, monitoring perceived accomplishment and pleasure indicate how and where the client is fluctuating. Ideally, meaningful realms of the client’s life will be associated with increased pleasure ratings. This informs treatment approach and creates a well-rounded understanding of the client’s daily experience.
Feb 19, 2025 @ 13:36:23
Hi Meghan! I like how you emphasized how important it is to communicate to the client that CBT is meant to be a short term treatment. Clients should be starting therapy with the idea that the goal is from them to become more independent and less reliant on the therapist throughout the sessions. If clients expect to be seeing the therapist indefinitely, they may be less motivated to take responsibility for their own treatment. I also like how you highlighted the “no one has died from a panic attack” statement because clients may need to hear this from a professional in order to believe it because of how overwhelming symptoms of a panic attack can be. Also, if they think about this the next time they are having one it could help them reduce their symptoms faster since they have external reassurance.
Feb 19, 2025 @ 14:25:49
Hi Meg! I enjoyed the part of the post where you talked about normalizing the diagnosis given and relating it to the individual and their strengths. Sometimes being blunt can be helpful! It is all about assessing the client and being sure about what is going to benefit them in the moment. Overall, I know I would feel better if my therapist was just straight up with me. Great post!
Feb 19, 2025 @ 14:26:40
Hi Meghan,
You make a great point about the importance of tailoring psychoeducation to meet individual client needs, especially through visual aids or adapting the level of explanation depending on the client’s understanding. I agree that starting with clarifying the process of therapy can alleviate anxiety and help set realistic expectations. Your discussion on normalizing the client’s experience, especially with panic attacks, is insightful. It’s crucial to balance educating clients with validating their fears, ensuring they feel understood without feeling dismissed. I also appreciate how you emphasize the role of the Weekly Activity Monitoring Log (WAML) in identifying behavioral patterns, especially when depression affects daily functioning. Tracking pleasure and accomplishment can uncover underlying negative thought patterns, but I think it’s also important to acknowledge the emotional impact of even mundane tasks, like chores, which might be seen as accomplishments by the client despite not being “enjoyable.” In this way, you’re fostering an opportunity for clients to redefine success beyond enjoyment, which is a key aspect of behavioral activation.
Feb 19, 2025 @ 14:27:22
Hi Meghan!
I agree that therapists should meet clients where they are not and not try to force psychoeducation on them. The primary job for a therapist is to help the client lessen their symptoms and improve their quality of life, so we must focus on that before implementing too much psycheducation. Good work!
Feb 19, 2025 @ 13:17:43
Psychoeducation
The MDD-4 and PDA-4 videos demonstrate how psychoeducation can be used in session with a client. There are many different ways to adapt psychoeducation to individual clients. In the first video, Dr. Volungis takes some time to explain how therapy and the overall session will proceed so the client knows what to expect. This can help reduce any anxiety or apprehension the client has about the therapeutic process and also allows for the client to be educated on how therapy actually works. When clients begin therapy they may have unrealistic expectations about how it will proceed. Even if they have had some experience with therapy before, it is helpful to orient them to the specific practices of CBT. Dr. Volungis then takes some time to educate the client on the cognitive triad to help the client process a recent event with a friend. He uses a whiteboard and marker in order to provide a visual aid for the client to help them follow along. This can be especially helpful for clients who learn better visually or for clients who are learning about this concept for the first time and may need more clarification and explanation. Volungis avoids using too much technical jargon, but when he does he is sure to explain it thoroughly and in multiple ways to make sure the client understands what he is trying to say. This particular client was following along with the exercise, but if he wasn’t the therapist could provide more clarifying information or perhaps present the information in a different way that engages them. The therapist can also supplement psychoeducation with handouts for the client to review out of session. This client was also relatively calm which allowed him to be receptive to this information. If the client was in distress, the therapist would want to address this first before proceeding.
When it comes to providing psychoeducation for specific disorders, therapists can help normalize what the client is experiencing which helps them cope with symptoms that they might feel alienates them from everyone else. Therapists should be mindful not to do this in a way that minimizes their experience or lacks empathy. One of the ways that Volungis does this in the video is by providing psychoeducation with the client experiencing panic attacks. By explaining how the symptoms of a panic attack are a result of the body’s biological instinct to engage in the fight or flight response, it helps the client understand that they are not experiencing a medical emergency. At the same time it is important to validate how frightening it can feel to be experiencing these symptoms and take the time to listen to what the client has to say about their experience, rather than making any assumptions about how they feel. Specifically the video talks about panic attacks, and often people experiencing them feel as though they are going to die. By reassuring clients that although the symptoms mimic those of a heart attack, they are not in fact having a heart attack and their symptoms will subside after about twenty minutes. Finally, it is important to highlight the strengths of the client so that the client can leave the session with hope and confidence that they have the ability to improve.
Behavioral Activation
Based on the information presented in session, this client is presenting with some moderate symptoms of depression. In order to get a better sense of how these symptoms are impacting the client, he has been instructed to complete a weekly activity monitoring log (WAML) to review during the next session. Some of the symptoms discussed during the introduction of the activity is lack of pleasure in daily activities, poor sleep, and lack of accomplishment in completing tasks. The client discussed how they typically have time in the morning before work but lately have been waking up later, leaving them feeling rushed to get ready for work. Often people with depression can experience troubles with sleeping that can then lead to or exacerbate other symptoms. If the log indicates that sleeping in and lacking motivation to wake up in the morning is becoming a pattern, this would be important to follow-up on.
Another part of this log is to document the level of accomplishment and pleasure for each activity completed. When a client is depressed they may have difficulty feeling fulfilled by activities that used to be pleasurable for them. Even if they are able to complete activities, they may not feel fulfilled or proud of their ability to complete such activity. Trying to recall this information days after in session can be difficult, so tracking it in the log allows the therapist and client to discuss it in session. If they can identify things that bring the client a sense of pleasure and accomplishment, the therapist can encourage more of this behavior and find ways to modify behaviors that do not benefit the client. But it is also important to remind the client that some activities, like chores, that we must complete may not give us pleasure but have the potential to make us feel accomplished. In areas where the client is not gaining pleasure or accomplishment from a task, the therapist can identify ways to help the client increase levels of one or both with various interventions. The client may not be aware of how much pleasure and accomplishment they gain from tasks, and highlighting this can also help uncover the negative thoughts and feelings that underlie and perpetuate these thoughts.
Feb 19, 2025 @ 14:24:39
Hello Courtney,
You’ve provided a thorough and thoughtful analysis of psychoeducation and behavioral activation in therapy. I especially like how you highlighted the importance of adapting psychoeducation to the client’s needs, whether it’s using visual aids for better understanding or adjusting the approach when a client is in distress. The idea of using psychoeducation to normalize a client’s experience with specific disorders, like panic attacks, is crucial for reducing feelings of isolation and fear, while still offering empathy and validation. I also agree that behavioral activation, particularly through tools like the weekly activity monitoring log, is an excellent way to pinpoint areas for improvement and re-engage the client in fulfilling activities. Overall, I like how you’ve emphasized the need for flexibility and empathy in tailoring interventions, which is key to client success in therapy.
Feb 19, 2025 @ 17:32:42
Courtney,
What a thorough response!!! I appreciated your note about when to/when not to use technical jargon. Dr. V did a great job at using terms appropriately and offering a comprehensive explanation. In terms of behavioral activation, I agree that the client’s sleep habit and levels of achievement should be monitored. Well done 🙂
Feb 19, 2025 @ 22:58:46
Hey Courtney! I really liked reading your discussion post this week! To begin, your take on psychoeducation was incredibly informative and well-said. I particularly liked your comment on how providing education can reduce anxiety and apprehension. I also agree that within this particular example, the client was at ease which allowed Dr. Volungis to continue his method of psychoeducation. If the client was distressed, then other measures would have had to been used. I also really appreciated your point on using psychoeducation for specific disorders and how no therapist should ever use education to minimize a client’s experience. Rather, it can be really useful for a client to understand the complexities of what is going on. Sometimes an answer for why something is happening can be extremely validating for clients. But like you stated, every client is different and how information is shared, should be tailored to the client. Lastly, I really enjoyed reading your discussion post on how beneficial a weekly activity log would be for this specific client. I thought your discussion post was VERY well said and put together!!!
Feb 19, 2025 @ 14:22:55
When clients come to therapy feeling distressed, it’s crucial to first instill hope. CBT has strong evidence supporting its effectiveness, helping clients understand that improvement is possible. Establishing a solid therapeutic alliance prepares clients for deeper psychoeducation and the work of CBT. Psychoeducation helps build rapport by explaining the reasoning behind chosen treatments, which increases client engagement and motivation. This education should be tailored to each client’s needs, personal traits, and challenges. It’s essential to meet clients where they are emotionally and assess their readiness for change.
Psychoeducation helps clients understand automatic thoughts and their impact on feelings and behaviors. By normalizing these thoughts, clients gain autonomy and self-efficacy, essential for effective CBT. Recognizing when automatic thoughts lead to negative patterns allows clients to break the cycle and engage in healthier behaviors. As therapy progresses, clients will move at their own pace, and it’s important to adjust our approach based on their emotional and cognitive readiness.
Additionally, how we present information, particularly diagnoses, is crucial. Clients may feel alienated or judged, so explaining disorders with empathy is key. By framing anxiety as a natural, protective response, clients may feel less alone and more empowered to make changes. Psychoeducation normalizes their experiences, offering evidence-based answers and actionable steps. Using Rogerian skills in this process ensures clients feel understood, safe, and supported, helping them recognize that their struggles are natural and not something to be ashamed of.
Behavioral Activation
This client is presenting with symptoms of depression, showing reduced engagement in daily activities and a tendency to withdraw. He no longer finds pleasure in activities he once enjoyed. Using the weekly log helps him recognize behavioral patterns, set goals, and identify areas of functioning that need attention. This tool can break the cycle of negative thoughts, emotions, and behaviors that sustain his depression. Following up on homework assignments is essential, and reviewing the Weekly Activity Monitoring Log (WAML) is an important part of the CBT process, providing valuable insights for progress.
The client’s concerns about work performance and sleep patterns are significant, as they impact his self-worth and self-efficacy. Behavioral activation is a key strategy for addressing depressive symptoms. Tracking his activity levels and the emotions attached to them can help. Analyzing moments when the client chooses to withdraw can help illustrate how behavioral activation can reduce some depressive symptoms.
By monitoring activities, achievements, and the associated emotions, the client can identify which activities bring pleasure and which ones don’t. This process also helps uncover the automatic thoughts tied to everyday actions. Even seemingly insignificant activities can affect mood by triggering negative thoughts. Behavioral activation, a key component of CBT, helps clients break these negative thinking patterns, leading to positive changes in thoughts, emotions, behaviors, and a decrease in depressive symptoms.
Feb 19, 2025 @ 22:52:25
Hi Tea! First, I wanted to say that I really appreciated how you emphasized encouragement within psychoeducation. I think it is extremely important to relay to your client that although it may be challenging, improvement is possible! I also agree that the way in which we present information to our client, is crucial. We always want to be able to gauge how or client is able to receive the information we are sharing with them. For some clients, one method of psychoeducation may work best for them, for others it could be detrimental. Lastly, I really liked your part of the discussion that involved the weekly activity log. You had a really positive take on how helpful it could be for not only the clinician, but the client as well! I always like reading your discussion posts because you are so eloquent with your words and convey such compelling ideas and concepts! Another great discussion post Tea!!!!
Feb 24, 2025 @ 00:36:35
Hi Tea!
I really appreciated your emphasis on instilling hope in clients, as it’s such a crucial first step in therapy. Your discussion on psychoeducation as a way to build rapport and normalize automatic thoughts was insightful, and I agree that presenting diagnoses with empathy helps reduce shame. I also loved your breakdown of behavioral activation and how tracking activities can empower clients to recognize patterns and make positive changes.
Feb 19, 2025 @ 22:47:02
The way you can adjust psychoeducation of therapy expectations and the cognitive model based upon a client’s distress and presenting problems by emphasizing that therapy is collaborative and flexible in nature. After watching MDD-4, Dr. Volungis was able to debrief his client on what was going to be taking place during the session. Dr. Volungis had also mentioned that when he is seeing his client, there are going to be times in which things are not going particularly well, but that’s ok. There are going to be times where the client may be feeling distressed when working through a particular situation, but to “trust the process”. The goal of therapy is not to avoid those feelings of distress that may come around, but to use the relationship created with a therapist to work through them so that in the long term, those types of events will become less distressing over time. In this particular example, his client was not in immediate distress which allowed for Dr. Volungis to continue with his session structure of educating his client on a phone call he had made previously. If his client were to be in immediate distress within the session, Dr. Volungis would have had to change his method of psychoeducation in order to meet his client where he was. It is always important to meet the client where they are, and to change your approach if needed. I believe psychoeducation of specific disorders can be used in order to normalize clients’ experience by providing information that leads them to believe that their emotions, feelings, or behaviors are not uncommon. For example, Dr. Volungis was able to use terminology with his client such as automatic thoughts and personalization. By Dr. Volungis using this terminology, he was showcasing that although this client’s example is a unique experience, the overarching theme of what he is struggling with, is not. This allows for the client to feel valid in his experience knowing that there are many others who also struggle with, in this case, automatic thoughts or personalization. Dr. Volungis was able to take an experience that creating intense emotions for the client and educate him that the things he is struggling with, are not completely unique. It is important to note, that there are going to be some clients we face, that will not want to hear “oh well everyone struggles with that”. Those kind of statements can be extremely invalidating for some, but could also be validating for others. It is important to be able to read your client and understand their needs in the current moment they are presenting them to you.
Based upon what I have learned about the client after viewing MDD-5, is that his patterns of behavior include withdrawal, avoidance, and negative automatic thoughts. This pattern of behavior is similar to that found in depression, which would warrant a follow-up in his next session. A weekly activity monitoring log would be helpful to this particular client because Dr. Volungis would then be able to review this log and collaborate with his client in the next session in order to formulate a plan of action. In this next session, they would be able to target particular behaviors that the client would like to tackle first and foremost and together, they could come up with interventions that would work best for the client. Like it was stated in the video, the more information the better. There may be patterns written within the log that the client was not even aware of. Maybe there are particular patterns that occur before a really distressing event takes place. By visualizing what a typical week looks like for his client, Dr. Volungis is able to conceptualize his client’s patterns of behavior in hopes to change ones that are unwanted, and reinforce those that are desirable for his client.
Monitoring the client’s accomplishment and pleasure would be helpful for this treatment because it would allow for Dr. Volungis to see what created value to his client. Dr. Volungis would be able to take his client’s weekly log and notice patterns that were highly rated under the pleasurable category. With that knowledge, those pleasurable activities may be highly suggested later down the road to incorporate into a weekly routine. Similarly, with activities that were rating highly under the accomplishment category, Dr. Volungis would be able to gauge what activities may feel the most rewarding for his client to complete and may suggest to try and incorporate those types of activities more frequently into his client’s schedule, so that he is able to gain more satisfaction. In sum, the rating scale allows for the clinician to see what types of activities may be challenging for the client, but worth it in the long run. Thus, the clinician can formulate a treatment plan that works on those types of activities that will give the client a generous amount of pleasure and sense of accomplishment throughout the week.
Feb 20, 2025 @ 23:21:12
Hi Nicole,
Great response! I really liked your references to the videos, I feel like you took really good examples from the videos that helped you explain your point. I agree that monitoring engagement in activities and what brings him pleasure could be used in the future. If he is having trouble with motivation on tasks that he needs to do and feels withdrawn, it would be good to draw attention to things that make him feel good in the moment and show he is accomplishing something.
Feb 20, 2025 @ 14:04:23
To adjust psychoeducation of therapy expectations and the cognitive model based on a clients distress and presenting problems, it is impermay for the clinician to focus on the presenting concern of the client. Clinicians should be aware of how they approach the situation and should tailor the treatment to meet the clients current needs. During the first session the counselor will want to explain how the process of therapy works in terms of the client’s understanding. This allows the client to understand what to expect during the session and what the goals of treatment may be. In relaying this information it is important to match the language of the client and speak in terms that they are able to comprehend. The video mentioned the use of technical terms and definitions in which one should be careful of using with their clients. Using a lot of technical jargon can be dissatisfying to a client and often lead to disengagement in session. A client that is in a current state of distress will most likely not be engaged by hearing about the process of counseling. Instead, the focus should be on minimizing the client’s distress at that moment. When any client shows up to a session in significant amounts of distress the therapy or treatment approach must be modified. Depending on the level of stress and severity of the crisis, using a CBT approach could be beneficial in this scenario. Therapists should focus on the cognitive distortions that may be associated with the clients current distress. Addressing negative thinking patterns allows the client to better understand their emotions and have the potential to change their maladaptive thinking. Normalizing each clients’ experience without alienating them or coming off as lacking empathy is crucial in establishing effective therapy. Validating one’s experience and emotions is extremely important especially in the field of mental health counseling. It is important to justify what the client is feeling is normal and not something to worry or feel ashamed about. Helping them understand that many others experience the same emotions they do can allow them to feel less different and alone. Sometimes therapists may want to use self-disclosure in letting their clients know they have fought the same battles and understand what it feels like. However, this may not be the most beneficial tactic for the client. This could allow the client to feel unvalidated, even more alienated, and annoyed that the attention has been placed on the therapist. They may feel as if they need to console the therapist which is an uncomfortable position that the client should never be put in.
After watching the video, and what I know so far about the client, there were a few patterns of behavior that I felt warranted a follow-up in the next session. This client seems to be struggling with depression based on the specific behavior patterns of withdrawal and avoidance. An individual that begins to avoid and withdraw from activities, events, and peers may begin to feel isolated and alone. Along with that the client also experienced negative automatic thoughts which should call for a follow-up when present alongside the patterns of withdrawal and avoidance. All three of these patterns show signs of a depressed individual and must be assessed in the next sessions along with establishing an effective treatment plan. . Addressing the client’s level of pleasure in certain activities would be helpful in better understanding the client’s problems. A client that shows a lack of pleasure in activities they once enjoyed would need to be further assessed in understanding these patterns. Along with that, the client’s feelings of accomplishment should be taken into account as understanding a client’s values is extremely important. This informs the therapist of what activities or events provoke the most pleasure in the client.
Feb 21, 2025 @ 22:00:09
Hi Lexi,
You brought up some great points on how a therapist can adjust psychoeducation of therapy expectations and the cognitive model. One point that stands out is ensuring that the clinician is tailoring treatment to meet their current needs. There isn’t a template that works for every client the exact same way, so understanding a client’s presenting concerns and creating a treatment plan together that works for them is essential. I also agree with your point that if a client is experiencing a state of distress in session, it would be more beneficial to modify the approach and work on helping the client minimize the distress. You did a great job with this post!
Feb 20, 2025 @ 14:24:44
One way to adjust psychoeducation and cognitive model during therapy is simply applying how therapy will look like for an individual with their presenting problems. By explaining their diagnosis as well as educating them on the specific of their diagnosis such as common symptoms, etiology, and prevalence, you can flex your knowledge and professionalism as well as build rapport. Another way of doing this is applying the CBT model to the presenting symptoms that they may have mentioned and explaining how their symptoms fit into the CBT model as well as how those symptoms can impact different parts of the CBT model. For someone with anxiety, you may want to explain how their anxiety can form a negative feedback loop where they feel anxious whenever there is potential for an uncomfortable situation, they may focus on the bodily sensations which increases anxiety and they may attempt to soothe the anxiety by leaving which reinforces the response of avoiding or escaping uncomfortable situations rather than confronting them. You may also what may happen during the course of therapy such as explaining that therapy is collaborative and structured where goals are set and homework is assigned and the end goal is to create autonomy for the client so that they may deal with their symptoms better by themselves. You may also explain some of the techniques that you use in therapy such as gradual exposure techniques in order to help extinguish avoidance responses. Another effect this has can be normalizing clients experiences. By explaining common symptoms and prevalence rates, it can show the client that they are not the only ones experiencing this. Explaining the CBT model and how their specific disorder fits into that can also help them feel normalized as it demonstrates how the mechanisms behind their disorder may have been adaptive, but through certain experiences became maladaptive instead.
Some behaviors in the weekly activity monitoring log that might warrant a follow up can be like lack of pleasure in activities or decreased level of activity or socializing including an increase in want to stay at home. This can show that rather than improving, his symptoms may actually be worsening instead since in the earlier video, he discussed that when he was feeling down, he would withdraw. It is important to also highlight a clients accomplishments and pleasure because it is easy for the therapist to be overly preoccupied with discussing the negative symptoms that a client is experiencing. While it is sometimes nice to be able to talk about ones troubles in therapy, it thats always the focus, therapy itself may start feeling depressing. By highlighting accomplishments as well as pleasure, you are able to show the client and acknowledge their progress in treatment as well as foster communication over what is making the client happy. This can help the therapist know some strengths that they may want to focus on during therapy. Another reason this can be important is that clients themselves may not realize that they are making significant progress and it takes an outside perspective to help them realize that.
Feb 21, 2025 @ 22:13:16
Sam,
To start, I thought you did a nice job summarizing how the psychoeducation of therapy expectations and the cognitive model can be adjusted based on a client’s distress and presenting problems! For what would warrant a follow-up based on the activity monitoring log; I also thought it would be important to monitor activity engagement as well as his lack in pleasure. As you mentioned, monitoring this can allow the therapist to see if there is a worsening in symptoms but it could also highlight improvements the client is making. I also thought it may be important to monitor the sleep quality the client experiences within the following week, as improved sleep and waking up feeling rested and not rushing in the morning may correlate to how the client feels about engaging in his activities. Great job!
Feb 24, 2025 @ 00:39:40
Hey Sam,
You did a great job explaining how psychoeducation can be tailored to a client’s specific needs and how presenting the CBT model in a personalized way can build rapport and normalize their experiences. I also liked your discussion on monitoring behaviors in the weekly activity log, especially noting both negative and positive changes. As you mentioned, highlighting accomplishments is just as important as addressing struggles, as it fosters motivation and helps clients recognize their own progress. Monitoring aspects like social engagement and activity levels can provide valuable insights into symptom changes.
Feb 20, 2025 @ 15:56:31
It’s important to adjust psychoeducation of therapy expectations and the cognitive model based on the client’s distress and presenting problems to make sure what you are saying is being understood and instills a sense of hopefulness in coming to therapy. It’s important to provide psychoeducation of expectations for therapy so that clients know what to expect, which can help decrease apprehension or anxiety they feel about attending sessions overall. It’s also important to address any potential expectations that may not be true so that clients have a more realistic picture of what the process “may” entail. For example, it was mentioned in MDD-4 that many people may expect to attend therapy and start to feel better in a more linear fashion. However, Dr. V addressed that expectation by saying it is also possible that as therapy progresses that he may feel a bit worse for a bit. This was an important thing to address because many people may interpret this as meaning that therapy is not working and stop attending sessions prematurely, especially with this client where he already is feeling low and a bit hopeless about his situation. People with higher levels of distress may become easily overwhelmed by having a lot of information at once, so keeping explanations shorter and with simpler terms may be helpful for some clients or using visuals to explain what you are saying. When explaining the CBT model, it may also help to base your explanations on what the client is more familiar with. The CBT model can be explained in the context of a recent situation that may have been disclosed so that the client can start to think of the model in terms of their own experiences. If there hasn’t been a situation disclosed yet, then using a simple and more general example may help to explain the concepts.
Providing psychoeducation for specific disorders can also be overwhelming for various reasons. It may be helpful to explain what the disorder is and how the disorder contributes to certain experiences. Dr. V was able to explain the biological responses that contribute to the client’s panic attacks in PDA-4, which can help the client learn that they are not having a medical emergency. Some people can react negatively to the use of a diagnostic label and view it as there being something “wrong with them,” so being able to explain how a diagnosis is just a word used to describe a set of experiences may help reduce the stigma they may feel. Similarly, normalizing and validating the client’s experiences and explaining things in simple, easily digestible terms can also help the client not feel alienated.
Based on what we know about this client so far, the patterns of behavior that warrant a follow-up for next session would be his tendency to withdraw, his sleep habits, and his avoidance behaviors. Attention to these behaviors can act as an indicator of whether he is showing improvements or not, as those maladaptive behaviors will decrease as his well-being increases. If there are no changes or these behaviors get worse, it would be helpful to re-evaluate the intervention and see what may need to be changed in order to support the client more. It’s also helpful to monitor the client’s accomplishment and pleasure because they can be used as positive reinforcers to motivate the client. Knowing what activities are considered pleasurable at baseline can help when initially trying to reduce avoidance behaviors and can be incorporated into a routine. Starting with things that are already pleasurable can be a good starting point in working towards minimizing avoidance and withdrawal with less pleasurable tasks. Although trouble areas are important to address in therapy, it is also important to highlight and celebrate the “victories” because it can show the client that positive changes are happening even if they may not be exactly where they want to be yet with their health.
Feb 22, 2025 @ 03:40:44
Hi Eleni! I like your take on psychoeducation and behavioral activation and the importance of setting realistic therapy expectations. Simplifying psychoeducation does make CBT easier to understand as a client, especially if they are distressed. I also agree that framing diagnostic labels as a way to understand symptoms rather than looking at it as an identity can reduce stigma and encourage client participation. I also appreciated how you highlighted tracking withdrawal, sleep, and avoidance as key process indicators. Starting with pleasurable activities does build momentum and motivation for tackling harder tasks.
Feb 22, 2025 @ 23:00:34
Hey Eleni!
I like that you added the aspect of hopefulness in adjusting psychoeducation to fit a client’s needs or standards. Many people may have previous expectations surrounding the therapy process and should be carefully considered. Providing necessary expectations for therapy could help the individual feel more comfortable in session.
Feb 20, 2025 @ 16:00:10
Since CBT is a collaborative process, psychoeducation is essential. Psychoeducation is when the therapist shares information with the client about their disorder, their symptoms, or the method of treatment they will be using. The client’s distress level and presenting problem might impact how the therapist goes about informing the client on therapy expectations. Clients might be anxious about attending therapy so approaching them in a calm manner and explaining the process in easy to understand terminology may help them feel more calm. If more technical terminology comes up, it is important to thoroughly explain what it means. This all helps the client to know what to expect going forward. If a client is really distressed like they cannot stop crying as soon as they get to their session then maybe it is not time to explain how therapy will go and what the goal of the session is. Instead, the focus would be on figuring out why the client is so distressed and helping them calm down before moving forward. Psychoeducation can really range depending on the client’s level of distress or their presenting problem so it is important to try to figure out where they are at and communicate effectively.
When it comes to psychoeducation of specific disorders it can be nice to “normalize” the client’s experience in order to reduce the negative feelings that they may have about their diagnosis. Some people may feel shame or embarrassment receiving a diagnosis. When they understand the diagnosis then it may encourage help seeking behaviors or they may feel accepted and understood by the therapist. It is important to normalize it in a way where they do not feel like their experience is dismissed as normal, as though their problems are not important because many people feel that way. One way to help normalize the client’s experience without making them feel alienated is by providing psychoeducation about their experience. Walking the client through the symptoms they experience, how other people may experience those symptoms or differing symptoms with the same diagnosis and recognizing that while there is a reason behind their behavior it does not take away from how they feel in the moment.
Based on what we know about the client so far, there are a few behaviors that I believe warrant a follow-up in the next session. First, as it was discussed in the video, they should review the chart that the client would have filled out throughout the week discussing his activities. It would also be a good idea to check in on if he tracked negative automatic thoughts, feelings of withdrawal, and feelings of emotional distress throughout the week. They discuss behaviors that the client would like to decrease, feelings of withdrawal, and behaviors he would like to increase, going out more often with his girlfriend and dog. I think these behaviors and feelings throughout the average week would help provide insight on key areas that may need more focus. I think monitoring the client’s accomplishments and pleasure would also be helpful because it may help him identify what motivates him or what feels good despite his depressed feelings. There was a lot of talk about how things were not enjoyable, he had a hard time motivating himself to get things done and have his basic needs met. He may not have as much interest in activities anymore and he does not feel like he is doing good at work. If we can monitor what he is accomplishing and what is enjoyable then that might show him what behaviors he can increase as well as find activities that are not currently serving him.
Feb 22, 2025 @ 03:41:03
Hi Kathryn! I agree that adjusting psychoeducation based on distress is key. The priority should always be regulating the client first before diving into therapy expectations. Having and understanding of where they are and meeting them there would boost that sense of trust between client and therapist. I also appreciate your take on normalizing diagnosis without dismissing a client. I had a similar view as you with following up on withdrawal, negative thoughts, and emotional distress through tracking. It is a great way to see patterns and allows for modifications.
Feb 20, 2025 @ 16:00:12
Since CBT is a collaborative process, psychoeducation is essential. Psychoeducation is when the therapist shares information with the client about their disorder, their symptoms, or the method of treatment they will be using. The client’s distress level and presenting problem might impact how the therapist goes about informing the client on therapy expectations. Clients might be anxious about attending therapy so approaching them in a calm manner and explaining the process in easy to understand terminology may help them feel more calm. If more technical terminology comes up, it is important to thoroughly explain what it means. This all helps the client to know what to expect going forward. If a client is really distressed like they cannot stop crying as soon as they get to their session then maybe it is not time to explain how therapy will go and what the goal of the session is. Instead, the focus would be on figuring out why the client is so distressed and helping them calm down before moving forward. Psychoeducation can really range depending on the client’s level of distress or their presenting problem so it is important to try to figure out where they are at and communicate effectively.
When it comes to psychoeducation of specific disorders it can be nice to “normalize” the client’s experience in order to reduce the negative feelings that they may have about their diagnosis. Some people may feel shame or embarrassment receiving a diagnosis. When they understand the diagnosis then it may encourage help seeking behaviors or they may feel accepted and understood by the therapist. It is important to normalize it in a way where they do not feel like their experience is dismissed as normal, as though their problems are not important because many people feel that way. One way to help normalize the client’s experience without making them feel alienated is by providing psychoeducation about their experience. Walking the client through the symptoms they experience, how other people may experience those symptoms or differing symptoms with the same diagnosis and recognizing that while there is a reason behind their behavior it does not take away from how they feel in the moment.
Based on what we know about the client so far, there are a few behaviors that I believe warrant a follow-up in the next session. First, as it was discussed in the video, they should review the chart that the client would have filled out throughout the week discussing his activities. It would also be a good idea to check in on if he tracked negative automatic thoughts, feelings of withdrawal, and feelings of emotional distress throughout the week. They discuss behaviors that the client would like to decrease, feelings of withdrawal, and behaviors he would like to increase, going out more often with his girlfriend and dog. I think these behaviors and feelings throughout the average week would help provide insight on key areas that may need more focus. I think monitoring the client’s accomplishments and pleasure would also be helpful because it may help him identify what motivates him or what feels good despite his depressed feelings. There was a lot of talk about how things were not enjoyable, he had a hard time motivating himself to get things done and have his basic needs met. He may not have as much interest in activities anymore and he does not feel like he is doing good at work. If we can monitor what he is accomplishing and what is enjoyable then that might show him what behaviors he can increase as well as find activities that are not currently serving him.
Feb 20, 2025 @ 16:00:14
Since CBT is a collaborative process, psychoeducation is essential. Psychoeducation is when the therapist shares information with the client about their disorder, their symptoms, or the method of treatment they will be using. The client’s distress level and presenting problem might impact how the therapist goes about informing the client on therapy expectations. Clients might be anxious about attending therapy so approaching them in a calm manner and explaining the process in easy to understand terminology may help them feel more calm. If more technical terminology comes up, it is important to thoroughly explain what it means. This all helps the client to know what to expect going forward. If a client is really distressed like they cannot stop crying as soon as they get to their session then maybe it is not time to explain how therapy will go and what the goal of the session is. Instead, the focus would be on figuring out why the client is so distressed and helping them calm down before moving forward. Psychoeducation can really range depending on the client’s level of distress or their presenting problem so it is important to try to figure out where they are at and communicate effectively.
When it comes to psychoeducation of specific disorders it can be nice to “normalize” the client’s experience in order to reduce the negative feelings that they may have about their diagnosis. Some people may feel shame or embarrassment receiving a diagnosis. When they understand the diagnosis then it may encourage help seeking behaviors or they may feel accepted and understood by the therapist. It is important to normalize it in a way where they do not feel like their experience is dismissed as normal, as though their problems are not important because many people feel that way. One way to help normalize the client’s experience without making them feel alienated is by providing psychoeducation about their experience. Walking the client through the symptoms they experience, how other people may experience those symptoms or differing symptoms with the same diagnosis and recognizing that while there is a reason behind their behavior it does not take away from how they feel in the moment.
Based on what we know about the client so far, there are a few behaviors that I believe warrant a follow-up in the next session. First, as it was discussed in the video, they should review the chart that the client would have filled out throughout the week discussing his activities. It would also be a good idea to check in on if he tracked negative automatic thoughts, feelings of withdrawal, and feelings of emotional distress throughout the week. They discuss behaviors that the client would like to decrease, feelings of withdrawal, and behaviors he would like to increase, going out more often with his girlfriend and dog. I think these behaviors and feelings throughout the average week would help provide insight on key areas that may need more focus. I think monitoring the client’s accomplishments and pleasure would also be helpful because it may help him identify what motivates him or what feels good despite his depressed feelings. There was a lot of talk about how things were not enjoyable, he had a hard time motivating himself to get things done and have his basic needs met. He may not have as much interest in activities anymore and he does not feel like he is doing good at work. If we can monitor what he is accomplishing and what is enjoyable then that might show him what behaviors he can increase as well as find activities that are not currently serving him.
Feb 22, 2025 @ 16:31:12
Hi Kate,
I agree that it’s important to have a balance between not “dismissing” a client’s experiences by labeling it as normal, but also making sure not to cause them to feel alienated either. This can even be applied to individuals that may not recognize their behaviors as problematic, or who may be in denial. Not placing judgement on the individual is important in helping them to not feel alienated and that they can trust the therapist enough to speak openly and collaborate in problem solving and fostering insight
Feb 20, 2025 @ 16:02:24
Feb 20, 2025 @ 16:09:25
In therapy, psychoeducation can be adjusted to a client’s needs based on their presenting issues by emphasizing that therapy is a flexible, collaborative process, oriented towards the needs of the client.
After watching MDD-4, Professor explained to his client what would happen during the session. He reassured the client that while some sessions may be difficult, it’s part of the process, and distressing feelings can be worked through over time. We can see how the goal isn’t to avoid distress or negative emotion altogether, but to use the therapeutic relationship to manage it.
If the client was more severely dysregulated, then we can see how it would have been appropriate to adjust, and prioritize achievement of emotional regulation of the client before continuing with session structure, psychoeducation or other goals. If the client is heavily dysregulated, they would have a hard time paying attention anyway.
Psychoeducation helps make our clients feel like what they are going through has a name (id identifiable), is normal, and happens to many people (not unusual). It provides a deeper understanding of clients self and struggles which bring meaning and a sense that they are not unique in their struggles. We must be careful though in our normalizing attempts not to make it sound like “oh it is all alright” it happens to everyone, therefore you have no problem- this may feel invalidating to the client.
In MDD-5, we saw that the client exhibited typical depression features of withdrawal, and negative automatic thought patterns. By monitoring activities, achievements, and the associated thoughts and emotions the client can identify which activities bring pleasure and which ones don’t., and what automatic thoughts went along with them. This helps shed light into the cycles of thought-feeling behavior clients engage in, where they get stuck. After that we can practice behavioral activation to help clients break the negative thinking patterns, in the hope of helping their feelings, mood, and eventually held beliefs. This creates positive momentum of change.
It is as important in the self- monitoring process, to notice things that the client finds pleasurable or helpful for their mood, and make them part of the action plan or goals for the week (homework assignment).
Feb 20, 2025 @ 17:13:47
When adjusting psycho education of therapy expectations and the cognitive model, it is important to tailor the approach to the client’s distress level and presenting problems. If a client is highly distressed, they may not be able to absorb all the information about therapy expectations and cognitive models. In these cases, it may be more effective to focus on immediate stress relief by discussing how they are feeling, identifying any discrepancies in their thinking, and highlighting strengths to reinforce progress. Once the client is more at ease, the therapist can revisit the details of the cognitive model and therapy expectations in a way that allows the client to fully engage with the information. Tailoring psychoeducation to the client’s symptoms is also essential. For instance, if a client is experiencing anxiety, explaining how anxiety can create negative feedback loops and how therapy will break these loops can help the client see how therapy applies to their situation. Clearly setting expectations about therapy’s collaborative nature, goal-setting, and autonomy-building can also strengthen the therapeutic alliance.
For psychoeducation of specific disorders, normalizing the client’s experience is key to fostering empathy and connection. One way to do this is by emphasizing the prevalence and commonality of their diagnosis. By discussing how many others experience similar symptoms, clients may feel less isolated. It is also helpful to explain how their symptoms may have once been adaptive but have become maladaptive over time due to life experiences. This framing helps reduce self-judgment and fosters self-compassion. Highlighting strengths related to their symptoms, such as anxiety being a protective mechanism, can help clients see their experience in a more balanced light. Ensuring a balance between discussing challenges and strengths helps avoid making therapy feel too focused on negatives, which can lead to disengagement.
In terms of behavioral activation, reviewing the Weekly Activity Monitoring Log can help identify patterns that warrant follow up. Behaviors such as withdrawal from activities or a decline in socializing may indicate worsening symptoms and should be explored in the next session. It is also essential to monitor moments of accomplishment and pleasure. Celebrating small victories can help the client recognize progress, even if they are not aware of it. By highlighting these successes, the therapist can reinforce positive behaviors and build the client’s motivation. Tracking these moments also provides insight into the client’s strengths and what brings them joy, which can inform the direction of treatment. Balancing attention between challenges and accomplishments ensures therapy remains hopeful and empowering.
Feb 20, 2025 @ 23:57:53
Hi Jalen,
I really liked your response. I think you did a good job emphasizing why it is important to acknowledge the client’s level of distress and adjusting the psychoeducation accordingly. If a client is distressed and crying, I highly doubt they would be paying very much attention to the process of the therapy treatment. Not only would it be difficult for them to pay attention and understand the therapy expectations, they also would not be able to effectively collaborate with the therapist. The therapist might discuss topics that the client mentioned as the primary problem, but the client might be distressed about a new thing.
Feb 22, 2025 @ 17:11:53
Hi Jalen
I liked your emphasis on tailoring the therapeutic experience to the individual, not just based on their disorder, but also on the symptoms that they are currently presenting. It is easy to sometimes forget that the client may currently be experiencing distress which could impede psychoeducation. Without considering the clients current state, psychoeducation can be done incorrectly and may even be detrimental to the client such as picking up on information about their disorder and perceiving it negatively through negative automatic thoughts
Feb 20, 2025 @ 20:35:54
Psychoeducation is a major component of what contributes to helping a client form a more adaptive view and approach on life. However, how psychoeducation and expectations are implemented into the session will vary greatly depending on where the client is currently presenting. If a client were to be in active distress such as actively suicidal or experiencing panic attacks, it would be more beneficial to the client to assess for safety, especially when a client is actively suicidal, and also address the distress in the moment and provide ways to alleviate symptoms. Providing psychoeducation when a client is experiencing active distress may not help them as much as it would if they were more collected and able to retain and consider what is being said. However, if a client is not expressing/ showing signs of needing immediate interventions, then during the start of session a therapist can explain to a client what they can expect in sessions. By doing this, expectations of what the therapy sessions will look like can be established between the therapist and client, and can help elevate stress or worry for the client as well as prevent any misconceptions. Additionally, it is important for a therapist to speak in a way that the client is able to understand, and not incorporate too many technical terms as if a client does not understand what the therapist is saying they may become disengaged from the session. It is also important to have a client feel hopeful about therapy so that they want to form a collaborative relationship with the therapist and work together on a treatment plan that is tailored to their needs. In terms of psychoeducation of specific disorders, there are ways that a therapist can normalize each individual clients’ experiences without leaving them feeling alienated or that the therapist lacks empathy. One way to do this is by always incorporating compassionate care, such as being aware of how your verbal and nonverbal cues may come off the client. In addition to this, a therapist can normalize the feelings that a client is experiencing while also not neglecting the impact such feelings have on the client. By doing this the client may feel less alienated and that the therapist understands. A therapist can also provide explanations of psychoeducation while relating it to what the client is feeling. For example, explaining what an automatic thought is and then explaining how such thoughts may connect to the behaviors and feeling the client is experiencing in terms of their disorder.
Based on what is known about the client so far in the MDD-5 video, the client appears to be experiencing depression due to avoidant and withdrawal behaviors, decrease in pleasure in performing activities, as well as an increase in his amount of sleep. Therefore, his engagement in activities and his pleasure when performing them would warrant follow-up in the next session. It would also be beneficial to follow-up with sleeping patterns in the next session. Monitoring the clients’ engagement in activities and his pleasure while doing them would allow the therapist to highlight the positives and provide encouragement to the client. In addition, monitoring these aspects would allow the therapist to observe which activities the client may be more avoidant of compared to others, and create room for further discussion on why.
Feb 22, 2025 @ 17:43:50
Hi Brooke
I agree with your points on what to monitor in the client from the video. I also had very similar thoughts to yours however I did not mention sleep. That is definitely something I overlooked. I also liked how you mentioned that you can use the activity log in order to help the client focus on the positive and use it as a source of encouragement
Feb 21, 2025 @ 03:45:26
When introducing therapy expectations and the cognitive model, it’s important to adjust both the language and how it is delivered based on how the client seems. If they are extremely distress or unengaged, it’s best not to overstimulate the client by giving them a full break down of how this therapy is going to work. For a highly distressed client, the therapist could simplify the words used and put it into layman’s terms. For example, instead of saying collaborative empiricism, they could say something about working as a team and being a guide for the client. Like what was discussed in class, it is important to gather client opinions and thoughts on the approach and how therapy is working for them. That way the therapist could get a view of what clients are feeling and how to adjust their approach. If a client is skeptical or disengaged, the therapist could provide more evidence-reasoning and logical explanations. Like Dr. Volungis did in the video, visuals, metaphors, active engagement, and check-ins were great delivery methods that kept the client engaged and made sure that they didn’t feel lost.
When explaining a specific disorder to a client, the goal is to help the client feel understood, validated, and not alienated. It is important to use inclusive language while also validating their individual experience. It’s also important to not dismiss the client and normalize certain experiences. Showing genuine empathy to the client could help the relationship and help the client be able to self reflect. Dr. Volungis validated the client’s fears while also reframing anxiety in a way that reduces its power. Reframing anxiety as a natural response, personalized validation, using the client’s words and experiences allow psychoeducation to be relatable to the client, and encouraging hope in a “non-cheesy” way.
Since the client recognizes that withdrawal is a problematic coping-strategy, tracking when and why he withdraws will help determine patterns and triggers. Checking in on the client’s self-criticism patterns related work could help challenge negative thoughts about competence. Reviewing the client’s attempts in small positive activities such as dates, going on walks, or socializing and how it impacted his mood would help shape behavioral goals in the future.
Monitoring the client’s accomplishments and pleasure is beneficial to treatment because it increases awareness of behavioral patterns. The client is able to see the connection between activities, mood, and motivation. Acknowledging small wins and improvement in moods after small changes encourages a sense of productivity and awareness of intentional engagement in activities that boost well-being. Data from WAML identifies what activities should happen more frequently and which ones need modifications.
Feb 24, 2025 @ 22:07:04
I was thinking about your phrasing of “adjusting language,” and it made me realize that this is basically just an extension of what we were learning in Psychological Measurement. How you explain things to clients depends on the client, and you meet them where they’re at. In Psychological Measurement is was more about explaining things differently to different clients, but here it is more about explaining things differently based on the individual state of the client.
Feb 22, 2025 @ 16:26:32
Hi Emily,
I liked the different suggestions of how you can modify the delivery of psychoeducation based on the individual client. I like how you specifically gave an example for someone who is disengaged or does not want to be there, since this is bound to happen during our careers. Overloading them with too much information may even cause further disengagement, so I liked how you suggested to hold off on giving hem a full breakdown, but maybe mentioning the parts that are most important in an easily digestible way!