| id | 3477f418-3741-5bd7-aad8-de48a37d6138 |
| name | ABC Theory Psychoeducation Delivery |
| description | A structured, client-centered micro-intervention introducing the ABC model (Activating event, Belief, Consequence) to teach that emotional/behavioral consequences stem not from events themselves but from interpretations—establishing foundational CBT metacognitive awareness early in treatment. |
| version | 0.1.1 |
| tags | ["ABC","psychoeducation","CBT","cognitive mediation","exam anxiety","认知行为疗法","profile:psychology::认知行为疗法","axis:疗法","class:认知行为疗法","kind:child","document_merge_state:active","canonical:true"] |
| triggers | ["Client attributes anxiety solely to external triggers (e.g., 'my classmate's leg shaking makes me anxious')","Client shows rigid, absolutist language ('if I fail, everything is ruined')"] |
| examples | [{"input":"I get so anxious before exams — it’s because the exam is coming up.","output":"So the exam is coming up (A), and you feel anxious (C). Between those, what goes through your mind right then? … Yes — 'If I fail, I’ll disappoint my parents' — that’s your B. That thought, not the exam itself, is what’s stirring the anxiety. And thoughts like that can shift.","notes":"Uses client’s phrasing, avoids labeling B as 'irrational'"},{"input":"I’m just a failure — I bombed that test.","output":"The test result happened (A), and you’re calling yourself a failure (C). What thought connects them? … 'Bombing means I’m fundamentally inadequate' — that’s your B. It feels true, but it’s a belief — and beliefs can be examined, not just accepted.","notes":"Normalizes belief strength while distinguishing it from fact"}] |
ABC Theory Psychoeducation Delivery
A structured, client-centered micro-intervention introducing the ABC model (Activating event, Belief, Consequence) to teach that emotional/behavioral consequences stem not from events themselves but from interpretations—establishing foundational CBT metacognitive awareness early in treatment.
Prompt
Introduce the ABC model using clear, non-technical language: define A (activating event), B (belief/interpretation), and C (emotional/behavioral consequence); emphasize that B—not A—directly causes C; anchor the explanation in the client’s own example (e.g., exam fear → belief about worthiness → anxiety); invite client to label their own A, B, C; validate insight without over-interpreting.
Objective
Normalize emotional reactivity by attributing distress to beliefs rather than events
Applicable Signals
- Client says 'This situation made me feel...' without referencing thoughts
- Client equates outcome with identity ('If I fail, I'm worthless')
- Client shows low perceived agency over emotional response
Contraindications
- Client is in acute crisis or active suicidal ideation
- Client lacks cognitive capacity to track A-B-C distinctions (e.g., severe dissociation or psychosis)
Intervention Moves
- Labeling A/B/C in real time
- Reframing causality from A→C to A→B→C
- Linking B to modifiability ('Your belief is changeable; the event is not')
Workflow Steps
- Name the client’s reported emotion (C) and triggering context (A)
- Invite client to voice the thought(s) that arose between A and C
- Explicitly name that thought as B, and clarify its role as mediator
- Use client’s own words to co-construct an A-B-C statement
- Highlight that B is where change can begin
Constraints
- Must occur only after rapport is established and client is emotionally regulated enough to process conceptual content
- Avoid jargon (e.g., 'cognitive distortion', 'irrational belief'); use client's words
Cautions
- Do not rush to challenge B before client fully owns the distinction
- Do not imply blame or 'wrong thinking'; frame B as habitual, not defective
Output Contract
- Client verbally identifies their own A, B, and C in a concrete example and states, in their own words, that changing B can change C.
Example Therapist Responses
Example 1
- Client/Input: I get so anxious before exams — it’s because the exam is coming up.
