Thought Investigation Role-Play

Description: In pairs, students practice guiding a client through the CBT detective approach to identify, challenge, and reframe an unhelpful thought.
Time: 20 minutes
Materials: CBT Thought-Test Worksheet (printed or digital), role-scenario cards (optional)

Instructions

1. Pair Formation & Role Assignment (2 minutes)
   • Divide the class into pairs.
   • Within each pair, assign Role A (Counselor) and Role B (Client).
   • Distribute one CBT Thought-Test Worksheet to each pair.
2. Round 1 – Detective Inquiry (8 minutes)
   • Role B selects an unhelpful thought (either personal or from a provided scenario card).
   • Role A guides Role B through the five detective steps:
     1. Identify the automatic thought.
     2. Gather evidence supporting the thought.
     3. Gather evidence contradicting the thought.
     4. Detect cognitive distortions.
     5. Generate one balanced alternative thought.
   • Both partners document each step on the worksheet.

1. Swap Roles (1 minute)
   • Partners switch roles.
   • Role B (former counselor) either chooses a new thought or uses the same thought for deeper practice.
2. Round 2 – Reverse Inquiry (8 minutes)
   • Repeat the five steps with new roles.
   • Encourage the new counselor to experiment with different questioning styles (e.g., Socratic questions, scaling confidence).

1. Pair Debrief (1 minute)
   • Within each pair, discuss:
     • What was most challenging about gathering evidence?
     • Which cognitive distortions were easiest to spot?
     • How did it feel to generate the balanced thought?
        
        

Suspect Your Thoughts Discussion

Time: 10 minutes
Objective: Introduce the detective analogy and explore how to spot and gather evidence about unhelpful thoughts.

Instructions

1. Individual Brainstorm (2 minutes)
   • Ask students to reflect on a recent moment when they noticed an unhelpful thought (personal or from practice).
   • Have them jot it down briefly.

1. Define a “Suspect” Thought (3 minutes)
   • Pose the question: What characteristics make a thought “suspect” or worth investigating?
   • Prompts:
     • Does it use absolute words (always, never)?
     • Does it evoke strong emotions without clear facts?
     • Is it based on assumptions rather than evidence?

1. Evidence-Gathering Strategies (3 minutes)
   • Ask: How might a detective (counselor) gather evidence for and against this thought?
   • Encourage students to list at least two strategies:
     • Reviewing specific memories or behaviors
     • Seeking client’s external feedback (e.g., colleague opinions)
     • Using rating scales (0–100% confidence)

1. Small-Group Sharing (2 minutes)
   • In triads, students share their suspect thought and one evidence-gathering idea.
   • Group selects one example to report back briefly to the class.

Transition: Summarize key patterns of suspect thoughts and evidence methods. Then segue to the Clue-Finding in Cognition slide deck for a deeper dive into the five detective steps.

Weekly Reflection Journal Entry

Time: 5 minutes
Instructions: Reflect on today’s CBT detective approach and how you’ll apply it in your counseling practice. Write brief responses to each prompt below.

1. Which part of the detective approach felt most useful or insightful for you? Why?
   
   
   
   
   
   
2. Identify a common unhelpful thought you might encounter with a client. What evidence would you gather for and against this thought?
   
   
   
   
   
   
3. How will you guide a client to create a balanced alternative thought? Describe one specific question or strategy you’ll use.
   
   
   
   
   
   
4. Set one goal for practicing these thought-testing skills before our next session.
   (e.g., use the detective approach in a role-play or in your own self-reflection)