Cognitive Reframing
Cognitive Reframing
Embedded Files
Using cognitive reframing...
Reimagines a triggering emotional experience
Expands perspectives
Increases possible pathways
Implementation
Implementation
Overview
Cognitive-reframing is an individual mindset strategy that is used in response to a negative event or outcome.
A student or group is taught to examine different perspectives of an event.
The students use a graphic organizer to "map" out how others could see the situation.
The goal is to find new ways of seeing an outcome and changing the perception of the outcome for ourselves.
We consciously choose to view a situation in a way that generates the least negative emotion in us or we attempt to take the perspective of the person who is activating you & assume the best intention.
Core Components
Student attempts to take the perspective of the person who is activating them and assume the best intention.
Students are coached into attempting to see the perspective of someone else
Processing time is given to work through the events after reframing occurs
Proactive Implementation
Proactively implementing Cognitive Reframing may look like providing the class time to practice the skill. Understanding the why of its use and co-authoring what it may look like for each student individually.
Responsive Implementation
Responsively implementing Cognitive Reframing may stem from students who are dwelling or perseverating on different ideas.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may practice cognitive reframing in situations that deal with interpersonal interactions or conflcit.
Skills Training
If the need is skill building then the student may practice cognitive reframing as a skill during sessions, groups, or other environments.
Awareness
If the need is awareness then the student should identify think through all the possible reasons an action was made to expand our own beliefs and considerations.
Emotional Regulation
If the need is regulation then Cognitive Reframing may be sued as a way of de-escalating conflict. Thinking through multiple possible intentions.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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