A key cognitive concept in CBT is ‘guided discovery’ (Padesky, 1993). This is a therapeutic stance which involves trying to understand the patient’s view of things and help them expand their thinking to become aware of their underlying assumptions, and discover alternative perspectives and solutions for themselves.
An aspect of guided discovery is Socratic questioning, which is a method of questioning based on the way in which Socrates (c. 400 BC) helped his students to reach a conclusion without directly telling them. Padesky (1993) explained that Socratic questions should draw the patient’s attention to something outside of their current focus. Therapists use questions to probe a patient’s assumptions, question the reasons and evidence for their beliefs, highlight other perspectives and probe implications. For example, ‘What else could we assume?’, ‘What do you think causes …?’, ‘What alternative ways of looking at this are there?’ and ‘Why is … important?’. Guided discovery is central to the interventions aimed at each level of cognition.
An aspect of guided discovery is Socratic questioning, which is a method of questioning based on the way in which Socrates (c. 400 BC) helped his students to reach a conclusion without directly telling them. Padesky (1993) explained that Socratic questions should draw the patient’s attention to something outside of their current focus. Therapists use questions to probe a patient’s assumptions, question the reasons and evidence for their beliefs, highlight other perspectives and probe implications. For example, ‘What else could we assume?’, ‘What do you think causes …?’, ‘What alternative ways of looking at this are there?’ and ‘Why is … important?’. Guided discovery is central to the interventions aimed at each level of cognition.
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