that negatively impact our thoughts,  emotions, behavior, and physical reactions.

對我們的思想、情緒、行為和身體反應產生負面影響。

Once we learn how to identify what situations  bring upon such destructive thoughts,  

一旦我們學會如何識別哪些情況會帶來這種破壞性的想法。

we can practice developing new interpretations  that will then change our pattern of reaction.

我們可以練習發展新的解釋，然後改變我們的反應模式。

The therapy is widely used to help people with  phobias, depression, anxieties, or addictions.

該療法被廣泛用於幫助患有恐懼症、抑鬱症、焦慮症或成癮的人。

To show how it works, let's look at Lily,  

為了說明它是如何工作的，讓我們看一下莉莉。

a teenage girl who hates going to school due  to her fear of being judged and humiliated.

一個十幾歲的女孩，由於害怕被評判和羞辱而討厭去學校。

In her first session, the therapist tries to  build trust and explains how CBT functions  

在她的第一次治療中，治療師試圖建立信任，並解釋CBT的功能。

since the better Lily understands the process, the  more likely it is that the therapy is effective.  

因為莉莉越是瞭解這個過程，就越有可能使治療有效。

The therapist also illustrates how our  brain, in specific situations, follows  

治療師還說明了在特定情況下，我們的大腦如何遵循

a fixed path of reason — which gets stronger  after years of having the same thought process.

一條固定的理性之路--多年來擁有相同的思維過程後，它變得更加強大。

Many of our destructive behaviors are  based on false core beliefs — thoughts  

我們的許多破壞性行為是基於錯誤的核心信念--思想

that objectively don't make sense. We  acquired these false beliefs when we  

客觀上沒有意義的東西。我們獲得這些錯誤的信念是在我們

were too young to interpret others  correctly. Throughout the therapy,  

他們太年輕了，無法正確解釋他人。在整個治療過程中。

Lily will try to unlearn these false beliefs  and create new mental pathways that will  

莉莉會努力解除這些錯誤的信念，並建立新的心理路徑，將

replace the false beliefs she holds of  herself with more realistic thoughts.

用更現實的想法取代她對自己的錯誤信念。

Once Lily understands the process,  the counselor begins to ask questions  

一旦莉莉明白了這個過程，諮詢師就開始提問了

following the Socratic method, a form  of argumentative conversation that  

遵循蘇格拉底方法，這是一種爭論性對話的形式。

stimulates critical thinking to draw out  false ideas and underlying assumptions.

激發批判性思維，以引出錯誤的想法和基本假設。

“Would you like to tell me why you  are here today?” Starts the therapist. 

"你願意告訴我你今天為什麼在這裡嗎？"開始了治療師的工作。

“Because I think I'm not normal,” Lily responds. Therapist1: You appear perfectly normal to me,  

"因為我覺得我不正常，"莉莉回答說。治療師1。在我看來，你是完全正常的。

can you be more specific? Lily1: I think I'm afraid of people. 

你能說得更具體些嗎？莉莉1：我想我是害怕別人。

Therapist2: So, you are afraid of me? Lily2: No 

治療師2。那麼，你害怕我嗎？莉莉2：不

Therapist3: Do you feel socially insecure? Lily3: I'm not sure what you mean. 

治療師3：你覺得在社會上沒有安全感嗎？莉莉3：我不明白你的意思。

Therapist4: Tell me how you feel about school. Lily4: I'm scared of going because they  

治療師4：告訴我你對學校有什麼感覺。莉莉4：我很害怕去學校，因為他們

think I'm stupid.

認為我很傻。

Throughout the interview, the counselor takes  notes of Lily's answers and identifies the  

在整個訪談過程中，諮詢師對莉莉的回答進行記錄，並確定了

signs of social anxiety based on a false  core belief - Lily believes she is stupid.

基於錯誤的核心信念的社交焦慮的跡象--莉莉認為自己很愚蠢。

For homework, Lily should practice introspection.  The goal: to find out which situations trigger her  

對於家庭作業，莉莉應該練習檢討。 目標是：找出哪些情況會觸發她的

negative thoughts. She gets a learning  journal to keep record of all triggers  

負面想法。她得到一個學習日記，以記錄所有的觸發因素

and other observations, such as self-talk or  interpretations of particular events and people.

和其他觀察，如自我談話或對特定事件和人物的解釋。

During the following week, Lily becomes more aware  of her thoughts and the physical reactions they  

在接下來的一週裡，莉莉變得更加了解自己的想法和它們的身體反應。

trigger. By paying attention to her feelings,  she identifies a specific pattern which occurs  

觸發器。通過關注她的感受，她確定了一個發生的具體模式

every time during math class. The moment her  teacher begins to ask questions her heart  

每次在數學課上，她都是這樣。在老師開始提問的那一刻，她的心

starts racing and her palms get sweaty - she  worries about having to answer the question,  

她開始心跳加速，手心冒汗--她擔心必須回答這個問題。

about making a mistake, about looking  dumb in front of all the others.

關於犯錯，關於在所有其他人面前看起來很蠢。

In her second session, Lily shares her  observations and the therapist helps her  

在第二次治療中，莉莉分享了她的觀察，治療師幫助她

realize that her cognitive-behavioral patterns  are false. First, her math grades are great,  

認識到她的認知-行為模式是錯誤的。首先，她的數學成績很好。

so she should feel anything but stupid.  Second, she explains that there are  

所以她應該覺得自己很傻。 第二，她解釋說，有

always more interpretations to the same thing.  What to her may look like her "stupid" face,  

總是對同一件事有更多的解釋。 對她來說，可能看起來像她的 "愚蠢 "的臉。

to others she may just look unhappy about having  to answer. The reason she is afraid of what people  

在其他人看來，她可能只是對不得不回答的問題感到不高興。她之所以害怕別人

think is a form of social anxiety — a completely  irrational cognitive behavioral response.[5.7]

認為是一種社交焦慮--一種完全非理性的認知行為反應[5.7] 。

As the sessions continue, the therapist  suggests three practical strategies: 

隨著治療的繼續，治療師提出了三個實用的策略。

Through Journaling, Lily records her negative  beliefs and reformulates them into positive  

通過寫日記，莉莉記錄了她的消極信念，並將其重新制定為積極的信念。

ones she can replace them with. Constructive Self-talk, helps her  

她可以用那些東西來代替。建設性的自我對話，幫助她

to replace a critical voice with a positive one. And she starts exposure exercises, which means  

以積極的聲音取代責備的聲音。而且她開始接觸練習，這意味著

Lilly deliberately puts herself in situations  where she becomes the center of attention.

莉莉故意讓自己處於成為注意力中心的情況下。

Along the way, the two set goals that  are specific, measurable, achievable,  

一路走來，兩人設定的目標是具體的、可衡量的、可實現的。

realistic, and time-based. SMART goals  give her control over how she progresses  

現實的，和基於時間的。SMART目標使她能夠控制自己的進展情況

thus helping her to gain confidence in herself.

從而幫助她獲得對自己的信心。

Over time and with a lot of practise, her brain  builds new neural pathways that lead to different,  

隨著時間的推移和大量的練習，她的大腦建立了新的神經通路，導致了不同的結果。

more neutral reactions to the  same old triggers. And one day,  

對相同的舊觸發器有更多的中性反應。而有一天。

Lily may even enjoy the thrill of speaking  in front of her class. Her interpretation  

莉莉甚至可能享受在班級面前發言的快感。她的解釋

of the situation is more realistic and  more aligned with those of the others.

的情況更現實，也更符合其他人的想法。

CBT was initially developed in 1964 by Aaron  Temkin Beck. Beck hypothesised that people's  

CBT最初於1964年由Aaron Temkin Beck開發。貝克假設，人們的

feelings are determined by the way they interpret  situations, rather than by the situations per se.  

感受是由他們解釋情況的方式決定的，而不是由情況本身決定的。

About depression he once said: “If our thinking  is bogged down by distorted symbolic meanings,  

關於抑鬱症，他曾經說過。"如果我們的思維被扭曲的符號意義所困擾。

illogical reasoning and erroneous interpretations,  we become, in truth, blind and deaf”.

不合邏輯的推理和錯誤的解釋，我們實際上成了瞎子和聾子"。

This and all other Sprouts videos  are licensed under creative commons. 

本視頻及所有其他Sprouts視頻均以創意共享的方式授權。

That means teachers from all around the world  can use them in classrooms, online courses,  

這意味著來自世界各地的教師可以在教室、在線課程中使用它們。

or to start projects — and today, thousands  already do! To learn how it works, and download  

或啟動項目--今天，已經有數千人這樣做了!要了解它如何工作，並下載

this video without ads or background music, check  out our website or read the description below. 

這個視頻沒有廣告或背景音樂，請查看我們的網站或閱讀下面的描述。

If you want to support our  mission and help change education,  

如果你想支持我們的使命，幫助改變教育。

visit our Patreon — that's patreon.com/sprouts.

請訪問我們的PATREON - 即patreon.com/sprouts。