Distortion Identification Checklist

Instructions

1. Recall a recent situation that caused you stress or strong emotion.
2. Briefly describe the situation and your automatic thought.

Situation:







Automatic Thought:

Identify Distortions

For each cognitive distortion below, check whether it applies to your automatic thought and provide a brief example of how it showed up.

1. All-or-Nothing Thinking
Viewing situations in black-and-white terms (e.g., “If I’m not perfect, I’ve failed.”)
Does this apply? [ ] Yes [ ] No
Example from my thought:

2. Overgeneralization
Drawing broad conclusions from a single event (e.g., “I always mess up.”)
Does this apply? [ ] Yes [ ] No
Example from my thought:

3. Mental Filter
Focusing only on the negative details and ignoring positives (e.g., filtering out compliments).
Does this apply? [ ] Yes [ ] No
Example from my thought:

4. Disqualifying the Positive
Rejecting positive experiences by insisting they “don’t count” (e.g., “They’re just being nice.”)
Does this apply? [ ] Yes [ ] No
Example from my thought:

5. Jumping to Conclusions
Making negative interpretations without evidence (e.g., mind reading or fortune telling).
Does this apply? [ ] Yes [ ] No
Example from my thought:

6. Catastrophizing
Expecting the worst possible outcome (e.g., “This is a disaster.”)
Does this apply? [ ] Yes [ ] No
Example from my thought:

Reflection

Which distortion felt most prominent in your thought?







On a scale of 0–10, how intense was your emotion before identifying the distortion? ____
After identifying it? ____







What brief statement could you use to remind yourself of a more balanced thought?

Therapist Guided Inquiry Script

Teacher: “Now that we’ve identified one thought you’d like to explore, let’s use a set of guided questions to investigate it more deeply. Remember, there are no right or wrong answers. This is a collaborative detective process.”

1. Evidence For the Thought

Teacher: “First, let’s look at evidence that supports this automatic thought. I’ll ask the question, then give you a moment to think and jot down your ideas in your Investigation Journal.”

Teacher (Prompt): “What evidence do you have that this thought is true?”
(Pause for 30–45 seconds to allow client to reflect and write.)
Teacher (Follow-up if needed): “Can you think of a specific example or moment when this felt accurate?”

2. Evidence Against the Thought

Teacher: “Great. Now let’s consider evidence that doesn’t support the thought.”

Teacher (Prompt): “What facts or experiences contradict this thought?”
(Pause for 30–45 seconds.)
Teacher (Follow-up): “Are there times when you felt differently or saw a different outcome?”

3. Alternative Explanations

Teacher: “Sometimes we jump to one conclusion, but there can be many interpretations. Let’s brainstorm other ways to view the same situation.”

Teacher (Prompt): “What are two or three alternative explanations for what happened?”
(Pause for reflection.)
Teacher (Follow-up): “If a friend described this situation, how might you explain it to them?”

4. Perspective-Taking

Teacher: “It can help to step outside ourselves.”

Teacher (Prompt): “What would you say to a close friend who had this thought?”
(Pause.)
Teacher (Follow-up): “How might their perspective differ from yours?”

5. Reframing the Thought

Teacher: “Using everything we’ve gathered—evidence for and against, alternative explanations, and your own compassionate advice—let’s create a more balanced thought.”

Teacher (Prompt): “How could you rephrase this thought to reflect a fairer, more balanced perspective?”
(Pause for 30–45 seconds.)
Teacher (Follow-up): “What wording feels most believable and helpful to you?”

6. Emotional Check-In

Teacher: “Let’s notice how you feel now.”

Teacher (Prompt): “On a scale of 0 to 10, how intense is your emotion about this situation after reframing?”
(Pause.)
Teacher (Follow-up): “How does that compare to your rating before we began?”

Teacher: “Excellent work. You’ve used your detective tools to uncover evidence, consider new interpretations, and create a balanced thought. Remember, you can practice these questions anytime you notice a distressing thought. Shall we record these insights in your Investigation Journal?”

Investigation Journal

Use this journal to record each step of your cognitive investigation. Bring your entries to your next session for discussion.

Date:

1. Situation

Briefly describe the event or circumstance that triggered your thought.

2. Automatic Thought

Write the immediate thought that went through your mind.

3. Emotion & Intensity

Name the emotion you felt and rate its intensity (0–10).

4. Evidence For the Thought

What facts or memories support this automatic thought?

5. Evidence Against the Thought

What facts or experiences contradict or weaken this thought?

6. Alternative Explanations

List two or three other ways to interpret the same situation.

7. Perspective-Taking

What would you say to a close friend who had this thought? How might their advice differ?

8. Reframed Thought

Using what you’ve learned, craft a more balanced, compassionate statement.

9. Emotional Check-In After Reframing

Rate your emotion now (0–10). Notice any shift in how you feel.

10. Action Plan & Next Steps

What specific steps will you take to test or reinforce this new perspective?