what is problem solving in cbt

Cognitive Behavioral Therapy

Solving problems the cognitive-behavioral way, problem solving is another part of behavioral therapy..

Posted February 2, 2022 | Reviewed by Ekua Hagan

What Is Cognitive Behavioral Therapy?
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Problem-solving is one technique used on the behavioral side of cognitive-behavioral therapy.
The problem-solving technique is an iterative, five-step process that requires one to identify the problem and test different solutions.
The technique differs from ad-hoc problem-solving in its suspension of judgment and evaluation of each solution.

As I have mentioned in previous posts, cognitive behavioral therapy is more than challenging negative, automatic thoughts. There is a whole behavioral piece of this therapy that focuses on what people do and how to change their actions to support their mental health. In this post, I’ll talk about the problem-solving technique from cognitive behavioral therapy and what makes it unique.

The problem-solving technique

While there are many different variations of this technique, I am going to describe the version I typically use, and which includes the main components of the technique:

The first step is to clearly define the problem. Sometimes, this includes answering a series of questions to make sure the problem is described in detail. Sometimes, the client is able to define the problem pretty clearly on their own. Sometimes, a discussion is needed to clearly outline the problem.

The next step is generating solutions without judgment. The "without judgment" part is crucial: Often when people are solving problems on their own, they will reject each potential solution as soon as they or someone else suggests it. This can lead to feeling helpless and also discarding solutions that would work.

The third step is evaluating the advantages and disadvantages of each solution. This is the step where judgment comes back.

Fourth, the client picks the most feasible solution that is most likely to work and they try it out.

The fifth step is evaluating whether the chosen solution worked, and if not, going back to step two or three to find another option. For step five, enough time has to pass for the solution to have made a difference.

This process is iterative, meaning the client and therapist always go back to the beginning to make sure the problem is resolved and if not, identify what needs to change.

Advantages of the problem-solving technique

The problem-solving technique might differ from ad hoc problem-solving in several ways. The most obvious is the suspension of judgment when coming up with solutions. We sometimes need to withhold judgment and see the solution (or problem) from a different perspective. Deliberately deciding not to judge solutions until later can help trigger that mindset change.

Another difference is the explicit evaluation of whether the solution worked. When people usually try to solve problems, they don’t go back and check whether the solution worked. It’s only if something goes very wrong that they try again. The problem-solving technique specifically includes evaluating the solution.

Lastly, the problem-solving technique starts with a specific definition of the problem instead of just jumping to solutions. To figure out where you are going, you have to know where you are.

One benefit of the cognitive behavioral therapy approach is the behavioral side. The behavioral part of therapy is a wide umbrella that includes problem-solving techniques among other techniques. Accessing multiple techniques means one is more likely to address the client’s main concern.

Salene M. W. Jones, Ph.D., is a clinical psychologist in Washington State.

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Cognitive Behavioral Therapy (CBT)

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Cognitive Behavioral Model Of Anorexia Nervosa (Fairburn, Cooper, Shafran, 2003)

Cognitive Behavioral Model Of Body Dysmorphic Disorder (BDD: Veale, 2004)

Cognitive Behavioral Model Of Bulimia Nervosa (Fairburn, Cooper, Shafran, 2003)

Cognitive Behavioral Model Of Clinical Perfectionism (Shafran, Cooper, Fairburn, 2002)

Cognitive Behavioral Model Of Depersonalization (Hunter, Phillips, Chalder, Sierra, David, 2003)

Cognitive Behavioral Model Of Fear Of Body Sensations

Cognitive Behavioral Model Of Generalized Anxiety Disorder (GAD: Dugas, Gagnon, Ladouceur, Freeston, 1998)

Cognitive Behavioral Model Of Health Anxiety (Salkovskis, Warwick, Deale, 2003)

Cognitive Behavioral Model Of Insomnia (Harvey, 2002)

Cognitive Behavioral Model Of Intolerance Of Uncertainty And Generalized Anxiety Disorder Symptoms (Hebert, Dugas, 2019)

Cognitive Behavioral Model Of Panic (Clark, 1986)

Cognitive Behavioral Model Of Persistent Postural-Perceptual Dizziness (PPPD: Whalley, Cane, 2017)

Cognitive Behavioral Model Of Post Traumatic Stress Disorder (PTSD: Ehlers & Clark, 2000)

Cognitive Behavioral Model Of Social Phobia (Clark, Wells, 1995)

Cognitive Behavioral Model Of The Relapse Process (Marlatt & Gordon, 1985)

Cognitive Behavioral Model Of Tinnitus (McKenna, Handscombe, Hoare, Hall, 2014)

Cognitive Behavioral Treatment Of Childhood OCD: It's Only A False Alarm: Therapist Guide

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Cognitive Behavioral Treatment of Childhood OCD: It's Only a False Alarm: Workbook

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Decatastrophizing

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Discounting In Perfectionism – The Ratchet Effect

Disqualifying Others

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Evaluating Your Demanding Standards

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Exploring Problems Using A Cross Sectional Model

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Scale Download Primary Link Archived Link
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Cognitive therapy competence / adherence measures

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Cognitive conceptualisation (excerpt from Basics and Beyond) | J. Beck Download Archived Link
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Developing a cognitive formulation | Michael Free Download Primary Link Archived Link
Case formulation in CBT | Caleb Lack Download Primary Link Archived Link
A case formulation approach to cognitive-behavior therapy | Jacqueline Persons | 2015 Download Primary Link Archived Link
The case formulation approach to cognitive behavior therapy | Jacqueline Persons | 2014 Download Primary Link Archived Link

Information (Professional)

Cognitive- behavioural therapy An information guide | Neil Rector | 2010 Download Primary Link Archived Link
A therapist’s guide to brief cognitive behavioral therapy | Cully, Teten | 2008 Download Primary Link Archived Link
Problem solving (OCT Practical Guides | Helen Kennerley | 2016 Download Primary Link Archived Link
Working with Schemas, Core Beliefs, and Assumptions | Frank Wills | 2008 Download Primary Link Archived Link

Presentations

The role of a case conceptualization model and core tasks of intervention | Donald Miechenbaum | 2014 Download Primary Link Archived Link
Transdiagnostic treatments for anxiety disorders | Martin Anthony | 2013 Download Primary Link Archived Link
The unified protocol for the transdiagnostic treatment of emotional disorders | Ellen Frank, Fiona Ritchey | 2015 Download Primary Link Archived Link
Making CBT Work (Working with your CBT therapist / Making your CBT therapist work with you) | Paul Salkovskis Download Archived Link

Treatment Guide

A manual of cognitive behavior therapy for people with learning disabilities and common mental disorders | Hassiotis, Serfaty, Azam, Martin, Strydom, King | 2012 Download Primary Link Archived Link
CBT case formulation | Jacqueline Persons Download Primary Link

What Is Cognitive Behavioral Therapy?

Assumptions of cbt.

people actively process information;
our appraisals (the way that we think and interpret events) determine how we feel;
dysfunctional thinking and biases in information processing (cognition/thinking) are responsible for the problems that people experience;
different problems are associated with different cognitive themes (cognitive specificity theory): depression is associated with loss and defeat; anxiety is associated with danger and threat; obsessive-compulsive disorder is associated with inflated responsibility; substance abuse is associated with permissive beliefs; eating disorders are associated with self-criticism; social anxiety is associated with fear of evaluation; and PTSD is associated with appraisals of immediate threat;
the thoughts that we have can be ‘distorted’ or biased . Common biases include over-generalization, arbitrary inference, selective abstraction, and catastrophizing;
changing how we think and act will impact how we feel: cognition, emotion, and behavior interact in a reciprocal manner;
psychopathology is a result of an interaction between stress and vulnerability;
cognition happens at multiple levels (Alford & Beck, 1997) and all can influence the way that we feel and behave: preconscious, unintentional, automatic (e.g., negative automatic thoughts); the conscious level (e.g., if a patient is asked to explain the meaning of an automatic thought); and the metacognitive level (beliefs about beliefs);
experiences, memories, thoughts, attitudes, and beliefs are encapsulated as ‘schemas’ and which may become activated and influence our perceptions and behaviors.

Principles of CBT

Judith Beck (1995) identified 11 principles of the practice of cognitive behavioral therapy, and these were expanded by Wills (2009):

cognitive behavioral therapists use formulation to focus their therapeutic work
cognitive behavioral therapists use formulation to tackle interpersonal and alliance issues
cognitive behavioral therapy requires a sound therapeutic relationship
cognitive behavioral therapists stress the importance of collaboration in the therapeutic relationship
cognitive behavioral therapy is brief and time-limited
cognitive behavioral therapy is structured and directional
cognitive behavioral therapy is problem- and goal-oriented
cognitive behavioral therapy initially emphasizes a focus on the present
cognitive behavioral therapy uses an educational model
homework and self-practice is a central feature of cognitive behavioral therapy (incorporating the use of CBT worksheets)
cognitive behavioral therapists teach clients to evaluate and modify their thoughts
cognitive behavioral therapy uses various methods to change cognitive content including thought records, behavioral experiments, surveys
cognitive behavior therapy uses a variety of methods to promote behavioral change including exposure, behavioral experiments, role-play.

Procedures and Techniques of CBT

Data gathering and symptom monitoring are used to understand problems and to measure change. CBT is an evidence-based approach that relies upon accurate data gathering regarding symptoms and experiences.
Behavioral activation is a set of techniques for encouraging engagement in meaningful activity and is an effective treatment for depression.
Case formulation is a method for understanding the origin and maintenance of a problem in cognitive and behavioral terms. CBT therapists may use a mixture of cross-sectional formulation to understand difficulties in the here-and-now, longitudinal formulation to understand the origins and precipitants of a problem, and cognitive behavioral models to understand the mechanisms underlying a problem.
Cognitive restructuring describes techniques for changing what we think. It often involves the use of thought records, behavioral experiments, data gathering, or psychoeducation.
Exposure is a technique from behavior therapy that is extensively used by CBT therapists, particularly for the treatment of anxiety. ‘Facing your fears’ is an essential behavioral component of CBT.
Problem solving describes a series of techniques that are often taught as part of a CBT intervention. Effective problem solving helps people to make adaptive choices.
Socratic methods are used by CBT therapists to help their clients explore what they know, and to form their own opinions on a topic. Aaron Beck encouraged the use of Socratic-like technique in his original treatment manual “use questioning rather than disputation and indoctrination … it is important to try to elicit from the patient what he is thinking rather than telling the patient what the therapist believes he is thinking” (Beck et al, 1979).
Alford, B. A., & Beck, A. T. (1997). The relation of psychotherapy integration to the established systems of psychotherapy. Journal of psychotherapy integration , 7 (4), 275-289.
Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979). Cognitive therapy of depression . New York: Guilford.
Beck, J. S. (1995). Cognitive therapy: Basics and beyond . New York: Guilford.
Wills, F. (2009). Beck’s cognitive therapy . CBT Distinctive Features Series. New York: Routledge.
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Problem solving self-help guide

Work through a self-help guide for problem solving based on Cognitive Behavioural Therapy (CBT).

Navigate self-help guide

1. introduction, 2. identifying problems, 3. types of problem - activity 1, 4. recognising there's a problem, 5. barriers to problem-solving, 6. activity 2 – writing your problem list, 7. activity 3 - focusing on one problem, 8. activity 4 - pros and cons, 9. choosing a solution, 10. plan your chosen solution - activity 5, 11. how did it go, 12. next steps.

Section 1 of 12

Urgent help

This self-help guide is intended for people with mild-to-moderate mental health issues.

If you're feeling distressed, in a state of despair, suicidal or in need of emotional support you can phone NHS 24 on 111.

For an emergency ambulance phone 999.

This self-help guide is intended for people with mild-to-moderate symptoms of depression.

It’s easy to feel overwhelmed by problems, particularly if you’re experiencing mental health difficulties. This guide:

provides step-by-step advice on how to solve problems
gives you a set of skills to help manage problems in the future

This guide is based on Cognitive Behavioural Therapy (CBT). CBT helps you to examine how you think about your life, and challenge negative automatic thoughts to free yourself from unhelpful thought and behaviour patterns.

How to use the problem solving self-help guide

Working through this guide can take around 30 to 40 minutes, but you should feel free to work at your own pace.

Work through the guide on your device, using the “Next” button to move forward and use the “Previous” button instead of the Back button in your browser. To type in a graphic or diary, click or tap the part you’d like to fill in and use your keyboard as usual.

If you’d like to save the guide and return to it later, you’ll need to save it as a PDF on your device before you leave the page. You can then continue filling it out on the PDF. We don’t use a login feature on our mental health self-help guides for privacy reasons.

If you’d like to print the guide at any time, you’ll find an option to save and print the whole guide, including the parts you have added, in each section.

Section 2 of 12

When you solve a problem, it increases your confidence and makes you feel more able to solve problems in future. When you feel overwhelmed, it’s easy to forget that you already have the ability to solve problems – it’s how you’ve coped with life so far. This guide is designed to help you tap into that ability and boost your confidence.

Finding the hidden problem

Sometimes you can’t tell what the problem that’s affecting you most actually is – you might feel stuck and unable to think of anything that would help.

Here are 2 examples of hidden problems:

Work was becoming stressful for Paul after a new computer system was put in place. He’d been confident at work before, but was now finding it hard to get out of bed to go into the office. All his colleagues seemed to be managing fine, but Paul was making lots of mistakes. When his boss asked how he was doing, Paul felt like he had to say he was fine, as he was worried about being sacked. At home, his girlfriend had noticed a change in his mood – he wasn’t keen to go out or do anything they used to enjoy.

Mandy was a single parent. She looked after her sister’s child as well as her own 12-year-old daughter, Lizzie. She also cared for her elderly mum, who was unwell. Mandy found it difficult to find time for herself, and always felt like her house was a mess and cleaning was never done. She found herself becoming irritable, especially when people asked her to do things or asked her what was wrong. Mandy was angry that no one seemed to understand how busy she was.

From these examples, you may be able to see how sometimes problems can become overwhelming and hard to identify, while at other times you can see them clearly. In this guide you’ll continue to work on identifying your own problems, and work out a series of steps to solve them.

Section 3 of 12

There are a large number of different types of problem. Have a look at this list and see which type – or types – your problem could be.

relationships – for example, difficulties getting along with your partner/spouse, falling out of touch with friends, or feeling alone and isolated
money – for example, struggling to manage bills or afford different expenses, increasing debts, or feeling pressure to spend money you can’t afford
lifestyle issues – for example, drinking too much alcohol, not eating healthily, not having time for your interests, or not having time to keep in touch with friends and loved ones
work/education – for example, trouble doing well at work or meeting deadlines
addiction issues – for example alcohol, drugs, or gambling
managing health – for example, organising GP and dentist appointments, or getting enough exercise
illness or disability – for example, dealing with a chronic illness or having a disability
family responsibilities – for example, being there for family commitments, organising childcare, helping with lots of requests from family, or being a carer

Use the boxes below to type any problems you might experience that fall under these categories.

Section 4 of 12

Paul’s girlfriend helped him talk about his job more. He explained that he hated his job because he couldn’t get used to the new computer system and was always worried about making a mistake. Paul told her he felt like he had to stay late at work to avoid falling behind, and that meant he was too tired to go out when he got home.

Paul recognised he was so unhappy at work because he was terrified he’d make a mistake with the new computer system. He also recognised that trying to cope by staying late at work was causing another problem – he was too tired to do the things he enjoyed when he got home. This was making him more unhappy.

Mandy didn’t want to let anyone know how she was feeling, but one Saturday her sister asked if Mandy could drop her child off at a birthday party for her. Mandy lost her temper, and was shocked by how angry and upset she felt. Once she calmed down, she decided it was time to sit down and think about what was really going on.

Mandy recognised that all the different tasks she had to do for other people, and all the demands on her time, were making her feel frustrated and irritable. They were also making it hard to fit everything in. Mandy recognised that she found it hard to say no to other people. This left her feeling angry when she ended up with very little time to do her own tasks, or take time for herself to do things she enjoyed.

Think about your own situation. You’ve reached a point where you need to take action, which is why you’re completing this guide. Where do you think would be a good place to start?

Section 5 of 12

Sometimes it feels like it’s impossible to even start solving your problems, but that’s not the case. Here are some common challenges.

Avoiding the problem

Paul had been avoiding bringing up the difficulties he was having with his girlfriend or his boss, because he didn’t want anyone to criticise him or think he wasn’t good enough at his job. This meant his boss didn’t know what the problem was when he noticed Paul taking longer with his tasks, and he didn’t know how to help. It also meant Paul’s girlfriend didn’t know why he wasn’t interested in activities in the evening anymore.

Mandy had been avoiding thinking about her problems, as she didn’t feel she had enough time. Instead, she was concentrating on everything she had to do every day, so she felt like she was coping. This meant she had little time for herself and other people didn’t realise she was finding it hard to cope.

Take a few minutes to think about whether you’ve been avoiding thinking about what your problem is. The next part of this guide will give you the chance to write out a list of your problems.

Feeling like you have too many problems

Writing a list of your problems helps to break your difficulties down so you can deal with one at a time. It also helps you to feel less overwhelmed.

You know what the problems are, but not the solutions

It’s okay if you don’t know the solutions just now. This approach gives you a structure you can use to find possible solutions that are realistic for you. It’s important to be patient with yourself – you don’t have to have all the answers straight away.

"Everything's fine in my life – I don't know why I feel like this."

Sometimes you can’t always identify what the problem is – to a stranger, it might seem like your life is perfect. But problems can include how you feel about yourself and your life too.

Do you ever do any of these things?

put yourself down – think negative thoughts about yourself
think negatively – always worry about what might go wrong rather than think about what might go right
feel like everything has to be perfect – set yourself unrealistically high standards, so nothing you do ever feels “good enough”

These thinking problems can also be tackled by the methods in this guide.

If you can’t think of any problems that could explain while you feel this way, even after working through this guide, you should consider looking at the other mental health self-help guides on NHS inform if you haven’t already. You could also make an appointment with your GP to discuss things further. You can find a local GP using Scotland’s Service Directory .

Section 6 of 12

The next step is writing out a list of your problems. You can either:

use the boxes below, and save and download the list to your device at the end of this guide
download a sh eet to your device

Please note: If you decide to download a sheet to fill in, the text you add to that sheet will only be saved to your device. If you use an iPhone, the only way to edit the problem list is by using a PDF app on your device.

Here are some tips to make writing your problem list easier:

Remember there are no wrong answers – even the small things, over time, can grow into big issues. Nothing you write in this list is too small.
Think about what’s really important to you – often when we’re struggling with things that seem small, it’s because we’re having trouble with areas of life that really matter to us.
Talking – try to talk to someone you know well and trust. If there isn’t anyone you feel comfortable discussing your issues with, you could call a service like Breathing Space .
If you need to, take a little time – get away from the situation to allow yourself time to put things into perspective. Why not make yourself a cup of tea, or go for a walk? It’s often easier to see what the problem is when you’re not in the middle of it.

Section 7 of 12

The goal of writing a problem list is to pick one problem to work on at a time. After writing your problem list, the next step is to select the one you want to work on first.

Which one you choose is up to you but we suggest starting with the one that looks the easiest, or least distressing, to solve. You could also choose the one that you feel is the most important.

The next step is coming up with ideas for solving that problem.

Mandy chose the problem “not having enough time to relax”. While getting her ideas down, she came up with the following list, to help her find the time to do this.

Book Lizzie into an after-school club, like drama or dancing
Ask a friend or neighbour to watch Lizzie one evening a week
Forget about housework for the next 3 years
Ask Lizzie to help with some of the household chores
Find a gym with a class Lizzie could do and go together
Ask my sister for help with some of the things I have to do
Get more confident about saying “no” to doing things when I’m busy

Getting all your ideas out

Use the solution sheet below to start writing out possible solutions to the problem you’ve chosen. The idea is to think up as many ways as possible of solving it, not come up with the perfect answer right away.

It’s important to write down every suggestion you think of, even if it seems unrealistic or ridiculous. The idea is to free up your creative thinking – thinking freely can help you consider things you normally wouldn’t.

You can include things you’re already doing to try and solve the problem.

You don’t have to fill out every line – if you can only come up with 2 or 3 solutions, that’s fine.

Ignore the part about pros and cons for now – this will be covered in the next section.

Download a solution sheet you can print or fill out on your device

Please note: the text you add to the solution sheet will only be saved to your device. If you use an iPhone, the only way to edit the solution sheet is by using a PDF app on your device.

Section 8 of 12

The next step is thinking about the pros (good things) and cons (bad things) of each solution you thought of. Writing these down can help.

As an example, here’s the list Mandy came up with for her chosen problem.

Problem: not having enough time to relax.

Write the pros and cons of each solution in the boxes on your solution sheet.

Section 9 of 12

Listing the pros and cons should’ve made it easier for you to decide what to do next. If not, try reading over the list again and thinking of some more pros and cons for each solution.

Are you having difficulty choosing a solution?

There are a few things that can make it harder for you to decide on a solution.

No solution seems good enough

There’s no such thing as a perfect solution – if there was, it’s likely you’d have solved the problem already. Are you setting your standards too high?

Your solution might not be perfect, but it doesn’t have to be perfect to start making things better.

You're scared to make the wrong choice

There’s always a bit of guessing involved in choosing a solution, as we can’t look into the future and see what’s going to happen.

With a lot of problems, it’s better to do something different than leave things the way they are. Even if things don’t turn out the way you’d hoped, it’s still a good chance to learn something and practice these problem-solving skills. In the next steps you’ll also review whether your solution helped – if not, you can follow the steps to try a different solution.

Two suggestions seem equally good

If you can’t choose which looks best, it might not matter very much which one you choose – they could both work equally well. Try one and see how it goes.

"The more I think about choosing a solution, the more I worry."

Getting caught up in worry can end up becoming a problem on its own. If you find yourself getting stressed out by trying to think of a solution, there are a couple of things you can do.

do a relaxation exercise – you can find some here
distract yourself – do something different for a little while, like watching TV or reading a book
decide to forget about the problem for a few hours or even a day – after you’ve had a break, you will feel better when you start thinking about it again
it could be a good idea to look at your problem list and start with one that feels less overwhelming, where it’s easier think of possible solutions
maybe a problem needs to be broken down more into simple steps to make it easier to think about solutions – for example, change “the house is a mess” to “the kitchen needs to be cleaned”

If you’re struggling to choose a solution and feel you’re getting caught up in worry, it might be worth visiting the Depression or Anxiety self-help guides on our site. If you’ve come to this guide from one of these, feel free to go back and work through it again if you think it’ll help.

We also have a lot of material on coping with stress that you might find helpful.

Section 10 of 12

It can be helpful to make a plan for the solution you’ve chosen. Once you lay out a step-by-step plan, taking action on your problem stops being a big task and becomes a number of smaller, more manageable tasks.

For example, Mandy decided to get more confident about saying no to things. You can see her action plan in the examples below.

Use the boxes below to write out your action plan step by step. You can save and download this at the end of the guide.

Or, if you prefer, you can download an action plan below to fill out on your device.

Download an action plan

Please note: the text you add to the action plan PDF will only be saved to your device. If you use an iPhone, the only way to edit the action plan is by using a PDF app on your device.

Section 11 of 12

This is the time to reflect on how problem-solving went. Remember, even if your solution didn’t go the way you hoped, it’s important to keep using this approach until you feel confident.

1. The problem is solved

Well done! Your solution worked. Here are a couple of things to remember in future:

You might not be aware that you’ve solved your problem until you realise you haven’t thought about it in a while – that’s fine, and shows that you don’t have to dwell on problems to solve them.
It might be that things haven’t changed, or haven’t changed that much, but you’re now more able to deal with it.

2. The problem is slightly better

If the problem is slightly better, but not solved yet, there’s still a little more for you to do. There are a few things that could help:

Keep doing what you’re doing – your problem could be solved if you continue with your current plan of action.
Choose another solution from your list – have another look at your pros and cons list and see if another option could work better. Maybe a combination of two or more is the answer. You might even have another idea for a solution when you look at the list again.
Choose another goal – have another look at your problem list and see if there is something else you could work on for a while.
Choose a connected problem – if there’s another item on your problem list that could help solve the one you’re still working on, spend some time on that. You can return to the first problem later.

3. The problem isn’t better at all

If things aren’t any better, there are a few things you can do:

Think about whether your plan has had time to work – things might get better if you keep going.
Ask if anything at all is different – some things might be bad, but consider whether or not they were worse before you applied this problem-solving approach. The situation might have improved without you realising it.
Try another option – go back over your solutions list, and the pros and cons, and see if a different solution works better.
Check if you followed all the problem-solving steps correctly and, if needed, go back over some or all of the steps again.

If there still isn’t any improvement after you’ve done these things, don’t worry. If possible, discuss the problem with a person you trust, like a close friend or family member. You could also talk to someone anonymously using a service like Breathing Space .

However it’s worked out, you should be proud of yourself for taking these steps. Keep using this problem-solving approach and it’ll get easier.

Section 12 of 12

Keep using the techniques from this guide – they’ll continue to help you. It’s important not to fall into old habits or forget how to use this problem-solving approach.

Remember that the problems you work on using these techniques don’t have to be big or life-changing – they can be day-to-day issues, or even decisions you need to make as part of work or study. The more you practice, the easier problem-solving will be.

Further help

If you’re feeling distressed, in a state of despair, suicidal or need emotional support you can phone NHS 24 on 111.

If you feel you need more help with your mental health, try speaking to your GP, or search for mental health and wellbeing services in your area .

For information and advice when you’re feeling down, you can phone Breathing Space on 0800 83 85 87.

The Breathing Space phoneline is available:

24 hours at weekends (6pm Friday to 6am Monday)
6pm to 2am on weekdays (Monday to Thursday)

If you found this guide helpful and would like to do more work like this, Living Life offers a range of structured psychological interventions and therapies to improve mental health and wellbeing. This service is appointment-based and specifically for low mood, or mild/moderate depression or anxiety. Living Life are open Monday to Friday, from 1pm to 9pm, and you can phone them on 0800 328 9655 for an assessment appointment.

To learn more about coping with mental health issues, visit our other mental health self-help guides on NHS inform .

For information that could help solve problems related to your health, visit our Care, Support and Rights section .

To find services in your area that could help with a range of health and wellbeing issues, visit Scotland’s Service Directory .

Section 1 of 17

This guide aims to help you:

find out if you could have symptoms of depression
understand more about depression
find ways to manage or overcome depression

How to use the depression self-help guide

Work through the guide on your device, using the "Next" button to move forward and use the "Previous" button instead of the Back button in your browser. To type in a graphic or diary, click or tap the part you’d like to fill in and use your keyboard as usual.

Last updated: 27 May 2021

Section 2 of 17

2. Symptoms of depression

Section 3 of 17

3. Symptoms of depression

Last updated: 4 March 2022

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Cognitive behavioral therapy.

Created: August 7, 2013 ; Last Update: September 8, 2016 ; Next update: 2022.

Cognitive behavioral therapy (CBT) is one of the most common and best studied forms of psychotherapy. It is a combination of two therapeutic approaches, known as cognitive therapy and behavioral therapy.

Which methods of treatment are applied depends on the illness or problem to be treated. The basic principle behind therapy is however always the same: What we think, how we feel and how we behave are all closely connected – and all of these factors have a decisive influence on our well-being.

What is cognitive therapy?

The term cognitive comes from the Latin "cognoscere", meaning "to recognize." The point of cognitive therapy is to form a clear idea of your own thoughts, attitudes and expectations. The goal is to reveal and change false and distressing beliefs, because it is often not only the things and situations themselves that cause problems, but the importance that we attach to them too.

For example, a dangerous thought pattern might be when somebody immediately draws negative conclusions from an occurrence, generalizes them and applies them to similar situations. In psychology, this generalized way of thinking is called “over-generalizing.” Another distressing error in reasoning is “catastrophizing”: If something disturbing happens, people immediately draw exaggerated conclusions about the scope of the supposed disaster ahead.

Such thought patterns can sometimes develop into self-fulfilling prophecies and make life difficult for the people affected. Cognitive therapy helps people learn to replace these thought patterns with more realistic and less harmful thoughts. It also helps people to think more clearly and to control their own thoughts better.

How does behavioral therapy work?

Behavioral therapy has its origins in American “behaviorism.” This theory assumes that human behavior is learned and can therefore be unlearned or learned anew. Behavioral therapy aims to find out whether certain behavioral patterns make your life difficult or intensify your problems. In the second step you work on changing these behavioral habits.

For example, people who have developed depressive thoughts often tend to withdraw and give up their hobbies. As a result, they feel even more unhappy and isolated. Cognitive therapy helps to identify this mechanism and find ways to become more active again.

In anxiety disorders, behavioral therapy often includes learning methods to help you calm down. For example, you can learn to reduce anxiety by consciously breathing in and out deeply so that your body and breathing can relax. When doing this you concentrate on your breathing instead of what is bringing on your anxiety. These kinds of techniques can help you to calm down instead of getting all worked up with anxiety.

By the way, in Germany, most psychotherapists who are trained in cognitive behavioral therapy call themselves behavioral therapists.

Which thought and behavioral patterns are harmful, which are not?

Harmful thoughts or behavioral habits can make people feel bad about themselves. For example: You see somebody you know on the street and say hello, but they do not say hello back. Your own reaction to that very much depends on how you assess the situation:

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How is cognitive behavioral therapy different from other psychotherapies?

Cognitive behavioral therapy is a problem-oriented strategy. It focuses on current problems and finding solutions for them. Unlike psychoanalysis, for example, it does not deal primarily with the past. Cognitive behavioral therapy is much more concerned with dealing with current problems. The most important thing is helping people to help themselves: They should be able to cope with their lives again without therapy as soon as possible. This does not mean that cognitive behavioral therapy completely ignores the influence of past events. But it mainly deals with identifying and changing current distressing thought and behavioral patterns.

Analytic psychotherapy, which has its origin in classic Freudian psychoanalysis, uses different methods. Here the therapist tries to help the patient discover and understand problems and their deeper causes.

When is cognitive behavioral therapy an option?

Cognitive behavioral therapy is used to treat conditions such as depression , anxiety and obsessive-compulsive disorders, and addictions. But it is also an option for treating physical conditions such as chronic pain, tinnitus and rheumatism. It can help to relieve the symptoms.

Cognitive behavioral therapy requires the patient's commitment and own initiative. Therapy can only be successful if the patient actively takes part in the treatment and also works on their problems between sessions. This can be a considerable challenge, especially with severe conditions such as depression or anxiety disorders. That is why medication is sometimes used at first to quickly relieve the worst symptoms so that psychotherapy can be started.

Choosing a certain kind of psychotherapy also depends on the goals. If you feel the need for deep insight into the causes of your problems, cognitive behavioral therapy is probably not the right choice. It is particularly useful if you are mainly interested in tackling specific problems and are only secondarily concerned with the “why.”

How does cognitive behavioral therapy work and how long does it take?

It is important that you and your psychotherapist have a close and trusting working relationship. It can sometimes take a while to find the right therapist.

In the first session, you will briefly explain your current problems and outline your expectations. That forms the basis for discussing the goals of therapy and the therapy plan. The plan can be adjusted if your personal goals change over the course of therapy.

Therapy often includes recording your own thoughts in a journal over a certain period of time. The therapist will then check the following things with you: Do I perceive things appropriately and realistically? What happens if I behave differently than I normally do in a certain situation? You will regularly discuss any problems you may have and progress that you have made.

Cognitive behavioral therapy also uses relaxation exercises, stress and pain relief methods, and certain problem-solving strategies.

Compared to analytical psychotherapy approaches, cognitive behavioral therapy is a short-term treatment. But there is also no standard length of cognitive behavioral therapy. Some people already feel much better after a few sessions, while others need treatment for several months. This depends on the kind and severity of the problems, among other things. An individual session lasts about an hour. Sessions usually take place once a week. Cognitive behavioral therapy is offered in psychotherapy practices, hospitals and rehabilitation clinics. It is sometimes also offered as group therapy.

Can cognitive behavioral therapy also have side effects?

Side effects resulting from psychotherapy cannot be ruled out. Being directly confronted with your problems or anxieties may be very stressful at first, and relationships might also suffer as a result. It is crucial to speak openly with your psychotherapist if any difficulties come up during therapy.

Hardly any research has been done on possible side effects of psychotherapy.

Who covers the costs?

In Germany, statutory health insurance pays for cognitive behavioral therapy to treat mental illnesses such as depression , anxiety or obsessive-compulsive disorders as well as addictions. The costs of cognitive behavioral therapy can also be covered for the treatment of severe symptoms that result from a chronic illness. It can however sometimes take several weeks or months until you can see a therapist or until the insurance company approves therapy.

In Germany, a psychotherapy practice can bill the statutory health insurance company directly for up to five trial sessions. This way you can get to know the psychotherapist, find out what the problems are and whether therapy is worthwhile. After the trial sessions, you and your psychotherapist have to prepare an application explaining why therapy is needed. You have to submit this application to your health insurance company before therapy can begin. Besides this application, your health insurance company also requires a medical report from your doctor stating that the symptoms are not caused by a physical problem, and that there are no medical reasons against psychotherapy. The statutory health insurance company decides whether to approve therapy based on an evaluation.

Robert Koch Institute (RKI). Psychotherapeutic healthcare. Berlin: RKI; 2008. ( Federal Health Reporting, Booklet 41 ).

IQWiG health information is written with the aim of helping people understand the advantages and disadvantages of the main treatment options and health care services.

Because IQWiG is a German institute, some of the information provided here is specific to the German health care system. The suitability of any of the described options in an individual case can be determined by talking to a doctor. We do not offer individual consultations.

Our information is based on the results of good-quality studies. It is written by a team of health care professionals, scientists and editors, and reviewed by external experts. You can find a detailed description of how our health information is produced and updated in our methods.

Cite this Page InformedHealth.org [Internet]. Cologne, Germany: Institute for Quality and Efficiency in Health Care (IQWiG); 2006-. Cognitive behavioral therapy. 2013 Aug 7 [Updated 2016 Sep 8].
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Problem-Solving Strategies and Obstacles

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Sean is a fact-checker and researcher with experience in sociology, field research, and data analytics.

JGI / Jamie Grill / Getty Images

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From deciding what to eat for dinner to considering whether it's the right time to buy a house, problem-solving is a large part of our daily lives. Learn some of the problem-solving strategies that exist and how to use them in real life, along with ways to overcome obstacles that are making it harder to resolve the issues you face.

What Is Problem-Solving?

In cognitive psychology , the term 'problem-solving' refers to the mental process that people go through to discover, analyze, and solve problems.

A problem exists when there is a goal that we want to achieve but the process by which we will achieve it is not obvious to us. Put another way, there is something that we want to occur in our life, yet we are not immediately certain how to make it happen.

Maybe you want a better relationship with your spouse or another family member but you're not sure how to improve it. Or you want to start a business but are unsure what steps to take. Problem-solving helps you figure out how to achieve these desires.

The problem-solving process involves:

Discovery of the problem
Deciding to tackle the issue
Seeking to understand the problem more fully
Researching available options or solutions
Taking action to resolve the issue

Before problem-solving can occur, it is important to first understand the exact nature of the problem itself. If your understanding of the issue is faulty, your attempts to resolve it will also be incorrect or flawed.

Problem-Solving Mental Processes

Several mental processes are at work during problem-solving. Among them are:

Perceptually recognizing the problem
Representing the problem in memory
Considering relevant information that applies to the problem
Identifying different aspects of the problem
Labeling and describing the problem

Problem-Solving Strategies

There are many ways to go about solving a problem. Some of these strategies might be used on their own, or you may decide to employ multiple approaches when working to figure out and fix a problem.

An algorithm is a step-by-step procedure that, by following certain "rules" produces a solution. Algorithms are commonly used in mathematics to solve division or multiplication problems. But they can be used in other fields as well.

In psychology, algorithms can be used to help identify individuals with a greater risk of mental health issues. For instance, research suggests that certain algorithms might help us recognize children with an elevated risk of suicide or self-harm.

One benefit of algorithms is that they guarantee an accurate answer. However, they aren't always the best approach to problem-solving, in part because detecting patterns can be incredibly time-consuming.

There are also concerns when machine learning is involved—also known as artificial intelligence (AI)—such as whether they can accurately predict human behaviors.

Heuristics are shortcut strategies that people can use to solve a problem at hand. These "rule of thumb" approaches allow you to simplify complex problems, reducing the total number of possible solutions to a more manageable set.

If you find yourself sitting in a traffic jam, for example, you may quickly consider other routes, taking one to get moving once again. When shopping for a new car, you might think back to a prior experience when negotiating got you a lower price, then employ the same tactics.

While heuristics may be helpful when facing smaller issues, major decisions shouldn't necessarily be made using a shortcut approach. Heuristics also don't guarantee an effective solution, such as when trying to drive around a traffic jam only to find yourself on an equally crowded route.

Trial and Error

A trial-and-error approach to problem-solving involves trying a number of potential solutions to a particular issue, then ruling out those that do not work. If you're not sure whether to buy a shirt in blue or green, for instance, you may try on each before deciding which one to purchase.

This can be a good strategy to use if you have a limited number of solutions available. But if there are many different choices available, narrowing down the possible options using another problem-solving technique can be helpful before attempting trial and error.

In some cases, the solution to a problem can appear as a sudden insight. You are facing an issue in a relationship or your career when, out of nowhere, the solution appears in your mind and you know exactly what to do.

Insight can occur when the problem in front of you is similar to an issue that you've dealt with in the past. Although, you may not recognize what is occurring since the underlying mental processes that lead to insight often happen outside of conscious awareness .

Research indicates that insight is most likely to occur during times when you are alone—such as when going on a walk by yourself, when you're in the shower, or when lying in bed after waking up.

How to Apply Problem-Solving Strategies in Real Life

If you're facing a problem, you can implement one or more of these strategies to find a potential solution. Here's how to use them in real life:

Create a flow chart . If you have time, you can take advantage of the algorithm approach to problem-solving by sitting down and making a flow chart of each potential solution, its consequences, and what happens next.
Recall your past experiences . When a problem needs to be solved fairly quickly, heuristics may be a better approach. Think back to when you faced a similar issue, then use your knowledge and experience to choose the best option possible.
Start trying potential solutions . If your options are limited, start trying them one by one to see which solution is best for achieving your desired goal. If a particular solution doesn't work, move on to the next.
Take some time alone . Since insight is often achieved when you're alone, carve out time to be by yourself for a while. The answer to your problem may come to you, seemingly out of the blue, if you spend some time away from others.

Obstacles to Problem-Solving

Problem-solving is not a flawless process as there are a number of obstacles that can interfere with our ability to solve a problem quickly and efficiently. These obstacles include:

Assumptions: When dealing with a problem, people can make assumptions about the constraints and obstacles that prevent certain solutions. Thus, they may not even try some potential options.
Functional fixedness : This term refers to the tendency to view problems only in their customary manner. Functional fixedness prevents people from fully seeing all of the different options that might be available to find a solution.
Irrelevant or misleading information: When trying to solve a problem, it's important to distinguish between information that is relevant to the issue and irrelevant data that can lead to faulty solutions. The more complex the problem, the easier it is to focus on misleading or irrelevant information.
Mental set: A mental set is a tendency to only use solutions that have worked in the past rather than looking for alternative ideas. A mental set can work as a heuristic, making it a useful problem-solving tool. However, mental sets can also lead to inflexibility, making it more difficult to find effective solutions.

How to Improve Your Problem-Solving Skills

In the end, if your goal is to become a better problem-solver, it's helpful to remember that this is a process. Thus, if you want to improve your problem-solving skills, following these steps can help lead you to your solution:

Recognize that a problem exists . If you are facing a problem, there are generally signs. For instance, if you have a mental illness , you may experience excessive fear or sadness, mood changes, and changes in sleeping or eating habits. Recognizing these signs can help you realize that an issue exists.
Decide to solve the problem . Make a conscious decision to solve the issue at hand. Commit to yourself that you will go through the steps necessary to find a solution.
Seek to fully understand the issue . Analyze the problem you face, looking at it from all sides. If your problem is relationship-related, for instance, ask yourself how the other person may be interpreting the issue. You might also consider how your actions might be contributing to the situation.
Research potential options . Using the problem-solving strategies mentioned, research potential solutions. Make a list of options, then consider each one individually. What are some pros and cons of taking the available routes? What would you need to do to make them happen?
Take action . Select the best solution possible and take action. Action is one of the steps required for change . So, go through the motions needed to resolve the issue.
Try another option, if needed . If the solution you chose didn't work, don't give up. Either go through the problem-solving process again or simply try another option.

You can find a way to solve your problems as long as you keep working toward this goal—even if the best solution is simply to let go because no other good solution exists.

Sarathy V. Real world problem-solving . Front Hum Neurosci . 2018;12:261. doi:10.3389/fnhum.2018.00261

Dunbar K. Problem solving . A Companion to Cognitive Science . 2017. doi:10.1002/9781405164535.ch20

Stewart SL, Celebre A, Hirdes JP, Poss JW. Risk of suicide and self-harm in kids: The development of an algorithm to identify high-risk individuals within the children's mental health system . Child Psychiat Human Develop . 2020;51:913-924. doi:10.1007/s10578-020-00968-9

Rosenbusch H, Soldner F, Evans AM, Zeelenberg M. Supervised machine learning methods in psychology: A practical introduction with annotated R code . Soc Personal Psychol Compass . 2021;15(2):e12579. doi:10.1111/spc3.12579

Mishra S. Decision-making under risk: Integrating perspectives from biology, economics, and psychology . Personal Soc Psychol Rev . 2014;18(3):280-307. doi:10.1177/1088868314530517

Csikszentmihalyi M, Sawyer K. Creative insight: The social dimension of a solitary moment . In: The Systems Model of Creativity . 2015:73-98. doi:10.1007/978-94-017-9085-7_7

Chrysikou EG, Motyka K, Nigro C, Yang SI, Thompson-Schill SL. Functional fixedness in creative thinking tasks depends on stimulus modality . Psychol Aesthet Creat Arts . 2016;10(4):425‐435. doi:10.1037/aca0000050

Huang F, Tang S, Hu Z. Unconditional perseveration of the short-term mental set in chunk decomposition . Front Psychol . 2018;9:2568. doi:10.3389/fpsyg.2018.02568

National Alliance on Mental Illness. Warning signs and symptoms .

Mayer RE. Thinking, problem solving, cognition, 2nd ed .

Schooler JW, Ohlsson S, Brooks K. Thoughts beyond words: When language overshadows insight. J Experiment Psychol: General . 1993;122:166-183. doi:10.1037/0096-3445.2.166

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Problem solving

Worrying is a natural response to life's problems. But when it takes over and we can start to feel overwhelmed, it can really help to take a step back and break things down.

Learning new ways to work through your problems can make them feel more manageable, and improve your mental and physical wellbeing.

Video: Problem solving

The tips in this video can help you to find strategies and solutions for tackling the problems that can be solved, and learning how to manage and cope with those that cannot.

Steps and strategies to help you solve problems

1. focus on your values.

Feeling like you have lots of problems to solve in different areas of your life can make it difficult to know how and where to start.

A great way to focus is to write down a few areas of your life that are most important to you right now – for example, a relationship, finances or a long-term goal like studying or developing your career.

This can make it easier to prioritise which problems to tackle.

2. Tackle problems with possible solutions first

It's important to work out if your problem can be solved or is a "hypothetical worry" – things that are out of your control even though you might think about them often.

They might be based on something that happened in the past that cannot be changed or a worry about the future that starts with "what if…".

Ask yourself whether a problem can be dealt with by doing something practical. If the answer is no, it's a hypothetical worry.

Make a list of your problems, and work out which are solvable and which are hypothetical.

3. Set aside time to work through solvable problems

Set aside 5 or 10 minutes to think about possible solutions for one of your solvable problems.

Try to be as open-minded as you can, even if some ideas feel silly. Thinking broadly and creatively is often when the best solutions come to mind.

It may feel difficult at first but, over time, this approach can start to feel easier.

Once you have some ideas, think through or write down:

the pros and cons of each solution
whether it's likely to work
if you have everything you need to try it

4. Make a plan

The next step is to choose a solution you want to try and make a plan for putting it into action. Try to be specific:

What are you going to do?
Do you need the support of anybody else?
How much time do you need?
When will you do it?

5. Try 'worry time'

Not all of our problems can be solved right away, but it can be difficult to switch off and stop ourselves from dwelling on them.

Using the "worry time" technique to stick to a short set time – say 10 to 15 minutes in the evening – for worrying can make this much easier to manage.

You can learn more about the worry time technique on tackling your worries .

6. Find time to relax

Worrying about our problems can make it harder to relax, but there are lots of things you can try to help you clear your mind and feel calmer.

The most important thing is to find what works for you. It might be getting active, spending time on an existing hobby or trying a new one, or techniques like mindfulness, meditation or our progressive muscle relaxation exercise.

Video: Progressive muscle relaxation

This video will guide you through an exercise to help you recognise when you're starting to get tense, and relax your body and mind.

7. Review and reflect

Once you start trying new approaches to solving and managing problems, consider setting aside time to review what went well with your solutions or anything else you noticed.

Make notes of the problems you face and any strategies you use to overcome them. This can come in handy later on and also be a good reminder of what works best for you.

Ticking off on a checklist any problems you manage to solve is a great way to recognise your achievements and boost your confidence.

8. Give journaling a go

Sometimes getting our thoughts out of our head – and down onto paper, our phones or anything else – is a great way to stop our worries and "what ifs" from spiralling out of control.

Expressing ourselves in this way can also make it easier to spot when our thoughts are unhelpful and we may benefit from a more balanced outlook. Give it a go to see if this works for you.

More self-help CBT techniques you can try

Bouncing back from life's challenges.

Taking steps to stay on top of your mental wellbeing and build resilience can really help you deal with problems when times are tougher. Learn more, and see tips and techniques you can use.

Tackling your worries

Facing your fears

Staying on top of things

Find more ideas to try in self-help CBT techniques

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The Oxford Handbook of Cognitive Psychology

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48 Problem Solving

Department of Psychological and Brain Sciences, University of California, Santa Barbara

Published: 03 June 2013
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Problem solving refers to cognitive processing directed at achieving a goal when the problem solver does not initially know a solution method. A problem exists when someone has a goal but does not know how to achieve it. Problems can be classified as routine or nonroutine, and as well defined or ill defined. The major cognitive processes in problem solving are representing, planning, executing, and monitoring. The major kinds of knowledge required for problem solving are facts, concepts, procedures, strategies, and beliefs. Classic theoretical approaches to the study of problem solving are associationism, Gestalt, and information processing. Current issues and suggested future issues include decision making, intelligence and creativity, teaching of thinking skills, expert problem solving, analogical reasoning, mathematical and scientific thinking, everyday thinking, and the cognitive neuroscience of problem solving. Common themes concern the domain specificity of problem solving and a focus on problem solving in authentic contexts.

The study of problem solving begins with defining problem solving, problem, and problem types. This introduction to problem solving is rounded out with an examination of cognitive processes in problem solving, the role of knowledge in problem solving, and historical approaches to the study of problem solving.

Definition of Problem Solving

Problem solving refers to cognitive processing directed at achieving a goal for which the problem solver does not initially know a solution method. This definition consists of four major elements (Mayer, 1992 ; Mayer & Wittrock, 2006 ):

Cognitive —Problem solving occurs within the problem solver’s cognitive system and can only be inferred indirectly from the problem solver’s behavior (including biological changes, introspections, and actions during problem solving). Process —Problem solving involves mental computations in which some operation is applied to a mental representation, sometimes resulting in the creation of a new mental representation. Directed —Problem solving is aimed at achieving a goal. Personal —Problem solving depends on the existing knowledge of the problem solver so that what is a problem for one problem solver may not be a problem for someone who already knows a solution method.

The definition is broad enough to include a wide array of cognitive activities such as deciding which apartment to rent, figuring out how to use a cell phone interface, playing a game of chess, making a medical diagnosis, finding the answer to an arithmetic word problem, or writing a chapter for a handbook. Problem solving is pervasive in human life and is crucial for human survival. Although this chapter focuses on problem solving in humans, problem solving also occurs in nonhuman animals and in intelligent machines.

How is problem solving related to other forms of high-level cognition processing, such as thinking and reasoning? Thinking refers to cognitive processing in individuals but includes both directed thinking (which corresponds to the definition of problem solving) and undirected thinking such as daydreaming (which does not correspond to the definition of problem solving). Thus, problem solving is a type of thinking (i.e., directed thinking).

Reasoning refers to problem solving within specific classes of problems, such as deductive reasoning or inductive reasoning. In deductive reasoning, the reasoner is given premises and must derive a conclusion by applying the rules of logic. For example, given that “A is greater than B” and “B is greater than C,” a reasoner can conclude that “A is greater than C.” In inductive reasoning, the reasoner is given (or has experienced) a collection of examples or instances and must infer a rule. For example, given that X, C, and V are in the “yes” group and x, c, and v are in the “no” group, the reasoning may conclude that B is in “yes” group because it is in uppercase format. Thus, reasoning is a type of problem solving.

Definition of Problem

A problem occurs when someone has a goal but does not know to achieve it. This definition is consistent with how the Gestalt psychologist Karl Duncker ( 1945 , p. 1) defined a problem in his classic monograph, On Problem Solving : “A problem arises when a living creature has a goal but does not know how this goal is to be reached.” However, today researchers recognize that the definition should be extended to include problem solving by intelligent machines. This definition can be clarified using an information processing approach by noting that a problem occurs when a situation is in the given state, the problem solver wants the situation to be in the goal state, and there is no obvious way to move from the given state to the goal state (Newell & Simon, 1972 ). Accordingly, the three main elements in describing a problem are the given state (i.e., the current state of the situation), the goal state (i.e., the desired state of the situation), and the set of allowable operators (i.e., the actions the problem solver is allowed to take). The definition of “problem” is broad enough to include the situation confronting a physician who wishes to make a diagnosis on the basis of preliminary tests and a patient examination, as well as a beginning physics student trying to solve a complex physics problem.

Types of Problems

It is customary in the problem-solving literature to make a distinction between routine and nonroutine problems. Routine problems are problems that are so familiar to the problem solver that the problem solver knows a solution method. For example, for most adults, “What is 365 divided by 12?” is a routine problem because they already know the procedure for long division. Nonroutine problems are so unfamiliar to the problem solver that the problem solver does not know a solution method. For example, figuring out the best way to set up a funding campaign for a nonprofit charity is a nonroutine problem for most volunteers. Technically, routine problems do not meet the definition of problem because the problem solver has a goal but knows how to achieve it. Much research on problem solving has focused on routine problems, although most interesting problems in life are nonroutine.

Another customary distinction is between well-defined and ill-defined problems. Well-defined problems have a clearly specified given state, goal state, and legal operators. Examples include arithmetic computation problems or games such as checkers or tic-tac-toe. Ill-defined problems have a poorly specified given state, goal state, or legal operators, or a combination of poorly defined features. Examples include solving the problem of global warming or finding a life partner. Although, ill-defined problems are more challenging, much research in problem solving has focused on well-defined problems.

Cognitive Processes in Problem Solving

The process of problem solving can be broken down into two main phases: problem representation , in which the problem solver builds a mental representation of the problem situation, and problem solution , in which the problem solver works to produce a solution. The major subprocess in problem representation is representing , which involves building a situation model —that is, a mental representation of the situation described in the problem. The major subprocesses in problem solution are planning , which involves devising a plan for how to solve the problem; executing , which involves carrying out the plan; and monitoring , which involves evaluating and adjusting one’s problem solving.

For example, given an arithmetic word problem such as “Alice has three marbles. Sarah has two more marbles than Alice. How many marbles does Sarah have?” the process of representing involves building a situation model in which Alice has a set of marbles, there is set of marbles for the difference between the two girls, and Sarah has a set of marbles that consists of Alice’s marbles and the difference set. In the planning process, the problem solver sets a goal of adding 3 and 2. In the executing process, the problem solver carries out the computation, yielding an answer of 5. In the monitoring process, the problem solver looks over what was done and concludes that 5 is a reasonable answer. In most complex problem-solving episodes, the four cognitive processes may not occur in linear order, but rather may interact with one another. Although some research focuses mainly on the execution process, problem solvers may tend to have more difficulty with the processes of representing, planning, and monitoring.

Knowledge for Problem Solving

An important theme in problem-solving research is that problem-solving proficiency on any task depends on the learner’s knowledge (Anderson et al., 2001 ; Mayer, 1992 ). Five kinds of knowledge are as follows:

Facts —factual knowledge about the characteristics of elements in the world, such as “Sacramento is the capital of California” Concepts —conceptual knowledge, including categories, schemas, or models, such as knowing the difference between plants and animals or knowing how a battery works Procedures —procedural knowledge of step-by-step processes, such as how to carry out long-division computations Strategies —strategic knowledge of general methods such as breaking a problem into parts or thinking of a related problem Beliefs —attitudinal knowledge about how one’s cognitive processing works such as thinking, “I’m good at this”

Although some research focuses mainly on the role of facts and procedures in problem solving, complex problem solving also depends on the problem solver’s concepts, strategies, and beliefs (Mayer, 1992 ).

Historical Approaches to Problem Solving

Psychological research on problem solving began in the early 1900s, as an outgrowth of mental philosophy (Humphrey, 1963 ; Mandler & Mandler, 1964 ). Throughout the 20th century four theoretical approaches developed: early conceptions, associationism, Gestalt psychology, and information processing.

Early Conceptions

The start of psychology as a science can be set at 1879—the year Wilhelm Wundt opened the first world’s psychology laboratory in Leipzig, Germany, and sought to train the world’s first cohort of experimental psychologists. Instead of relying solely on philosophical speculations about how the human mind works, Wundt sought to apply the methods of experimental science to issues addressed in mental philosophy. His theoretical approach became structuralism —the analysis of consciousness into its basic elements.

Wundt’s main contribution to the study of problem solving, however, was to call for its banishment. According to Wundt, complex cognitive processing was too complicated to be studied by experimental methods, so “nothing can be discovered in such experiments” (Wundt, 1911/1973 ). Despite his admonishments, however, a group of his former students began studying thinking mainly in Wurzburg, Germany. Using the method of introspection, subjects were asked to describe their thought process as they solved word association problems, such as finding the superordinate of “newspaper” (e.g., an answer is “publication”). Although the Wurzburg group—as they came to be called—did not produce a new theoretical approach, they found empirical evidence that challenged some of the key assumptions of mental philosophy. For example, Aristotle had proclaimed that all thinking involves mental imagery, but the Wurzburg group was able to find empirical evidence for imageless thought .

Associationism

The first major theoretical approach to take hold in the scientific study of problem solving was associationism —the idea that the cognitive representations in the mind consist of ideas and links between them and that cognitive processing in the mind involves following a chain of associations from one idea to the next (Mandler & Mandler, 1964 ; Mayer, 1992 ). For example, in a classic study, E. L. Thorndike ( 1911 ) placed a hungry cat in what he called a puzzle box—a wooden crate in which pulling a loop of string that hung from overhead would open a trap door to allow the cat to escape to a bowl of food outside the crate. Thorndike placed the cat in the puzzle box once a day for several weeks. On the first day, the cat engaged in many extraneous behaviors such as pouncing against the wall, pushing its paws through the slats, and meowing, but on successive days the number of extraneous behaviors tended to decrease. Overall, the time required to get out of the puzzle box decreased over the course of the experiment, indicating the cat was learning how to escape.

Thorndike’s explanation for how the cat learned to solve the puzzle box problem is based on an associationist view: The cat begins with a habit family hierarchy —a set of potential responses (e.g., pouncing, thrusting, meowing, etc.) all associated with the same stimulus (i.e., being hungry and confined) and ordered in terms of strength of association. When placed in the puzzle box, the cat executes its strongest response (e.g., perhaps pouncing against the wall), but when it fails, the strength of the association is weakened, and so on for each unsuccessful action. Eventually, the cat gets down to what was initially a weak response—waving its paw in the air—but when that response leads to accidentally pulling the string and getting out, it is strengthened. Over the course of many trials, the ineffective responses become weak and the successful response becomes strong. Thorndike refers to this process as the law of effect : Responses that lead to dissatisfaction become less associated with the situation and responses that lead to satisfaction become more associated with the situation. According to Thorndike’s associationist view, solving a problem is simply a matter of trial and error and accidental success. A major challenge to assocationist theory concerns the nature of transfer—that is, where does a problem solver find a creative solution that has never been performed before? Associationist conceptions of cognition can be seen in current research, including neural networks, connectionist models, and parallel distributed processing models (Rogers & McClelland, 2004 ).

Gestalt Psychology

The Gestalt approach to problem solving developed in the 1930s and 1940s as a counterbalance to the associationist approach. According to the Gestalt approach, cognitive representations consist of coherent structures (rather than individual associations) and the cognitive process of problem solving involves building a coherent structure (rather than strengthening and weakening of associations). For example, in a classic study, Kohler ( 1925 ) placed a hungry ape in a play yard that contained several empty shipping crates and a banana attached overhead but out of reach. Based on observing the ape in this situation, Kohler noted that the ape did not randomly try responses until one worked—as suggested by Thorndike’s associationist view. Instead, the ape stood under the banana, looked up at it, looked at the crates, and then in a flash of insight stacked the crates under the bananas as a ladder, and walked up the steps in order to reach the banana.

According to Kohler, the ape experienced a sudden visual reorganization in which the elements in the situation fit together in a way to solve the problem; that is, the crates could become a ladder that reduces the distance to the banana. Kohler referred to the underlying mechanism as insight —literally seeing into the structure of the situation. A major challenge of Gestalt theory is its lack of precision; for example, naming a process (i.e., insight) is not the same as explaining how it works. Gestalt conceptions can be seen in modern research on mental models and schemas (Gentner & Stevens, 1983 ).

Information Processing

The information processing approach to problem solving developed in the 1960s and 1970s and was based on the influence of the computer metaphor—the idea that humans are processors of information (Mayer, 2009 ). According to the information processing approach, problem solving involves a series of mental computations—each of which consists of applying a process to a mental representation (such as comparing two elements to determine whether they differ).

In their classic book, Human Problem Solving , Newell and Simon ( 1972 ) proposed that problem solving involved a problem space and search heuristics . A problem space is a mental representation of the initial state of the problem, the goal state of the problem, and all possible intervening states (based on applying allowable operators). Search heuristics are strategies for moving through the problem space from the given to the goal state. Newell and Simon focused on means-ends analysis , in which the problem solver continually sets goals and finds moves to accomplish goals.

Newell and Simon used computer simulation as a research method to test their conception of human problem solving. First, they asked human problem solvers to think aloud as they solved various problems such as logic problems, chess, and cryptarithmetic problems. Then, based on an information processing analysis, Newell and Simon created computer programs that solved these problems. In comparing the solution behavior of humans and computers, they found high similarity, suggesting that the computer programs were solving problems using the same thought processes as humans.

An important advantage of the information processing approach is that problem solving can be described with great clarity—as a computer program. An important limitation of the information processing approach is that it is most useful for describing problem solving for well-defined problems rather than ill-defined problems. The information processing conception of cognition lives on as a keystone of today’s cognitive science (Mayer, 2009 ).

Classic Issues in Problem Solving

Three classic issues in research on problem solving concern the nature of transfer (suggested by the associationist approach), the nature of insight (suggested by the Gestalt approach), and the role of problem-solving heuristics (suggested by the information processing approach).

Transfer refers to the effects of prior learning on new learning (or new problem solving). Positive transfer occurs when learning A helps someone learn B. Negative transfer occurs when learning A hinders someone from learning B. Neutral transfer occurs when learning A has no effect on learning B. Positive transfer is a central goal of education, but research shows that people often do not transfer what they learned to solving problems in new contexts (Mayer, 1992 ; Singley & Anderson, 1989 ).

Three conceptions of the mechanisms underlying transfer are specific transfer , general transfer , and specific transfer of general principles . Specific transfer refers to the idea that learning A will help someone learn B only if A and B have specific elements in common. For example, learning Spanish may help someone learn Latin because some of the vocabulary words are similar and the verb conjugation rules are similar. General transfer refers to the idea that learning A can help someone learn B even they have nothing specifically in common but A helps improve the learner’s mind in general. For example, learning Latin may help people learn “proper habits of mind” so they are better able to learn completely unrelated subjects as well. Specific transfer of general principles is the idea that learning A will help someone learn B if the same general principle or solution method is required for both even if the specific elements are different.

In a classic study, Thorndike and Woodworth ( 1901 ) found that students who learned Latin did not subsequently learn bookkeeping any better than students who had not learned Latin. They interpreted this finding as evidence for specific transfer—learning A did not transfer to learning B because A and B did not have specific elements in common. Modern research on problem-solving transfer continues to show that people often do not demonstrate general transfer (Mayer, 1992 ). However, it is possible to teach people a general strategy for solving a problem, so that when they see a new problem in a different context they are able to apply the strategy to the new problem (Judd, 1908 ; Mayer, 2008 )—so there is also research support for the idea of specific transfer of general principles.

Insight refers to a change in a problem solver’s mind from not knowing how to solve a problem to knowing how to solve it (Mayer, 1995 ; Metcalfe & Wiebe, 1987 ). In short, where does the idea for a creative solution come from? A central goal of problem-solving research is to determine the mechanisms underlying insight.

The search for insight has led to five major (but not mutually exclusive) explanatory mechanisms—insight as completing a schema, insight as suddenly reorganizing visual information, insight as reformulation of a problem, insight as removing mental blocks, and insight as finding a problem analog (Mayer, 1995 ). Completing a schema is exemplified in a study by Selz (Fridja & de Groot, 1982 ), in which people were asked to think aloud as they solved word association problems such as “What is the superordinate for newspaper?” To solve the problem, people sometimes thought of a coordinate, such as “magazine,” and then searched for a superordinate category that subsumed both terms, such as “publication.” According to Selz, finding a solution involved building a schema that consisted of a superordinate and two subordinate categories.

Reorganizing visual information is reflected in Kohler’s ( 1925 ) study described in a previous section in which a hungry ape figured out how to stack boxes as a ladder to reach a banana hanging above. According to Kohler, the ape looked around the yard and found the solution in a flash of insight by mentally seeing how the parts could be rearranged to accomplish the goal.

Reformulating a problem is reflected in a classic study by Duncker ( 1945 ) in which people are asked to think aloud as they solve the tumor problem—how can you destroy a tumor in a patient without destroying surrounding healthy tissue by using rays that at sufficient intensity will destroy any tissue in their path? In analyzing the thinking-aloud protocols—that is, transcripts of what the problem solvers said—Duncker concluded that people reformulated the goal in various ways (e.g., avoid contact with healthy tissue, immunize healthy tissue, have ray be weak in healthy tissue) until they hit upon a productive formulation that led to the solution (i.e., concentrating many weak rays on the tumor).

Removing mental blocks is reflected in classic studies by Duncker ( 1945 ) in which solving a problem involved thinking of a novel use for an object, and by Luchins ( 1942 ) in which solving a problem involved not using a procedure that had worked well on previous problems. Finding a problem analog is reflected in classic research by Wertheimer ( 1959 ) in which learning to find the area of a parallelogram is supported by the insight that one could cut off the triangle on one side and place it on the other side to form a rectangle—so a parallelogram is really a rectangle in disguise. The search for insight along each of these five lines continues in current problem-solving research.

Heuristics are problem-solving strategies, that is, general approaches to how to solve problems. Newell and Simon ( 1972 ) suggested three general problem-solving heuristics for moving from a given state to a goal state: random trial and error , hill climbing , and means-ends analysis . Random trial and error involves randomly selecting a legal move and applying it to create a new problem state, and repeating that process until the goal state is reached. Random trial and error may work for simple problems but is not efficient for complex ones. Hill climbing involves selecting the legal move that moves the problem solver closer to the goal state. Hill climbing will not work for problems in which the problem solver must take a move that temporarily moves away from the goal as is required in many problems.

Means-ends analysis involves creating goals and seeking moves that can accomplish the goal. If a goal cannot be directly accomplished, a subgoal is created to remove one or more obstacles. Newell and Simon ( 1972 ) successfully used means-ends analysis as the search heuristic in a computer program aimed at general problem solving, that is, solving a diverse collection of problems. However, people may also use specific heuristics that are designed to work for specific problem-solving situations (Gigerenzer, Todd, & ABC Research Group, 1999 ; Kahneman & Tversky, 1984 ).

Current and Future Issues in Problem Solving

Eight current issues in problem solving involve decision making, intelligence and creativity, teaching of thinking skills, expert problem solving, analogical reasoning, mathematical and scientific problem solving, everyday thinking, and the cognitive neuroscience of problem solving.

Decision Making

Decision making refers to the cognitive processing involved in choosing between two or more alternatives (Baron, 2000 ; Markman & Medin, 2002 ). For example, a decision-making task may involve choosing between getting $240 for sure or having a 25% change of getting $1000. According to economic theories such as expected value theory, people should chose the second option, which is worth $250 (i.e., .25 x $1000) rather than the first option, which is worth $240 (1.00 x $240), but psychological research shows that most people prefer the first option (Kahneman & Tversky, 1984 ).

Research on decision making has generated three classes of theories (Markman & Medin, 2002 ): descriptive theories, such as prospect theory (Kahneman & Tversky), which are based on the ideas that people prefer to overweight the cost of a loss and tend to overestimate small probabilities; heuristic theories, which are based on the idea that people use a collection of short-cut strategies such as the availability heuristic (Gigerenzer et al., 1999 ; Kahneman & Tversky, 2000 ); and constructive theories, such as mental accounting (Kahneman & Tversky, 2000 ), in which people build a narrative to justify their choices to themselves. Future research is needed to examine decision making in more realistic settings.

Intelligence and Creativity

Although researchers do not have complete consensus on the definition of intelligence (Sternberg, 1990 ), it is reasonable to view intelligence as the ability to learn or adapt to new situations. Fluid intelligence refers to the potential to solve problems without any relevant knowledge, whereas crystallized intelligence refers to the potential to solve problems based on relevant prior knowledge (Sternberg & Gregorenko, 2003 ). As people gain more experience in a field, their problem-solving performance depends more on crystallized intelligence (i.e., domain knowledge) than on fluid intelligence (i.e., general ability) (Sternberg & Gregorenko, 2003 ). The ability to monitor and manage one’s cognitive processing during problem solving—which can be called metacognition —is an important aspect of intelligence (Sternberg, 1990 ). Research is needed to pinpoint the knowledge that is needed to support intelligent performance on problem-solving tasks.

Creativity refers to the ability to generate ideas that are original (i.e., other people do not think of the same idea) and functional (i.e., the idea works; Sternberg, 1999 ). Creativity is often measured using tests of divergent thinking —that is, generating as many solutions as possible for a problem (Guilford, 1967 ). For example, the uses test asks people to list as many uses as they can think of for a brick. Creativity is different from intelligence, and it is at the heart of creative problem solving—generating a novel solution to a problem that the problem solver has never seen before. An important research question concerns whether creative problem solving depends on specific knowledge or creativity ability in general.

Teaching of Thinking Skills

How can people learn to be better problem solvers? Mayer ( 2008 ) proposes four questions concerning teaching of thinking skills:

What to teach —Successful programs attempt to teach small component skills (such as how to generate and evaluate hypotheses) rather than improve the mind as a single monolithic skill (Covington, Crutchfield, Davies, & Olton, 1974 ). How to teach —Successful programs focus on modeling the process of problem solving rather than solely reinforcing the product of problem solving (Bloom & Broder, 1950 ). Where to teach —Successful programs teach problem-solving skills within the specific context they will be used rather than within a general course on how to solve problems (Nickerson, 1999 ). When to teach —Successful programs teaching higher order skills early rather than waiting until lower order skills are completely mastered (Tharp & Gallimore, 1988 ).

Overall, research on teaching of thinking skills points to the domain specificity of problem solving; that is, successful problem solving depends on the problem solver having domain knowledge that is relevant to the problem-solving task.

Expert Problem Solving

Research on expertise is concerned with differences between how experts and novices solve problems (Ericsson, Feltovich, & Hoffman, 2006 ). Expertise can be defined in terms of time (e.g., 10 years of concentrated experience in a field), performance (e.g., earning a perfect score on an assessment), or recognition (e.g., receiving a Nobel Prize or becoming Grand Master in chess). For example, in classic research conducted in the 1940s, de Groot ( 1965 ) found that chess experts did not have better general memory than chess novices, but they did have better domain-specific memory for the arrangement of chess pieces on the board. Chase and Simon ( 1973 ) replicated this result in a better controlled experiment. An explanation is that experts have developed schemas that allow them to chunk collections of pieces into a single configuration.

In another landmark study, Larkin et al. ( 1980 ) compared how experts (e.g., physics professors) and novices (e.g., first-year physics students) solved textbook physics problems about motion. Experts tended to work forward from the given information to the goal, whereas novices tended to work backward from the goal to the givens using a means-ends analysis strategy. Experts tended to store their knowledge in an integrated way, whereas novices tended to store their knowledge in isolated fragments. In another study, Chi, Feltovich, and Glaser ( 1981 ) found that experts tended to focus on the underlying physics concepts (such as conservation of energy), whereas novices tended to focus on the surface features of the problem (such as inclined planes or springs). Overall, research on expertise is useful in pinpointing what experts know that is different from what novices know. An important theme is that experts rely on domain-specific knowledge rather than solely general cognitive ability.

Analogical Reasoning

Analogical reasoning occurs when people solve one problem by using their knowledge about another problem (Holyoak, 2005 ). For example, suppose a problem solver learns how to solve a problem in one context using one solution method and then is given a problem in another context that requires the same solution method. In this case, the problem solver must recognize that the new problem has structural similarity to the old problem (i.e., it may be solved by the same method), even though they do not have surface similarity (i.e., the cover stories are different). Three steps in analogical reasoning are recognizing —seeing that a new problem is similar to a previously solved problem; abstracting —finding the general method used to solve the old problem; and mapping —using that general method to solve the new problem.

Research on analogical reasoning shows that people often do not recognize that a new problem can be solved by the same method as a previously solved problem (Holyoak, 2005 ). However, research also shows that successful analogical transfer to a new problem is more likely when the problem solver has experience with two old problems that have the same underlying structural features (i.e., they are solved by the same principle) but different surface features (i.e., they have different cover stories) (Holyoak, 2005 ). This finding is consistent with the idea of specific transfer of general principles as described in the section on “Transfer.”

Mathematical and Scientific Problem Solving

Research on mathematical problem solving suggests that five kinds of knowledge are needed to solve arithmetic word problems (Mayer, 2008 ):

Factual knowledge —knowledge about the characteristics of problem elements, such as knowing that there are 100 cents in a dollar Schematic knowledge —knowledge of problem types, such as being able to recognize time-rate-distance problems Strategic knowledge —knowledge of general methods, such as how to break a problem into parts Procedural knowledge —knowledge of processes, such as how to carry our arithmetic operations Attitudinal knowledge —beliefs about one’s mathematical problem-solving ability, such as thinking, “I am good at this”

People generally possess adequate procedural knowledge but may have difficulty in solving mathematics problems because they lack factual, schematic, strategic, or attitudinal knowledge (Mayer, 2008 ). Research is needed to pinpoint the role of domain knowledge in mathematical problem solving.

Research on scientific problem solving shows that people harbor misconceptions, such as believing that a force is needed to keep an object in motion (McCloskey, 1983 ). Learning to solve science problems involves conceptual change, in which the problem solver comes to recognize that previous conceptions are wrong (Mayer, 2008 ). Students can be taught to engage in scientific reasoning such as hypothesis testing through direct instruction in how to control for variables (Chen & Klahr, 1999 ). A central theme of research on scientific problem solving concerns the role of domain knowledge.

Everyday Thinking

Everyday thinking refers to problem solving in the context of one’s life outside of school. For example, children who are street vendors tend to use different procedures for solving arithmetic problems when they are working on the streets than when they are in school (Nunes, Schlieman, & Carraher, 1993 ). This line of research highlights the role of situated cognition —the idea that thinking always is shaped by the physical and social context in which it occurs (Robbins & Aydede, 2009 ). Research is needed to determine how people solve problems in authentic contexts.

Cognitive Neuroscience of Problem Solving

The cognitive neuroscience of problem solving is concerned with the brain activity that occurs during problem solving. For example, using fMRI brain imaging methodology, Goel ( 2005 ) found that people used the language areas of the brain to solve logical reasoning problems presented in sentences (e.g., “All dogs are pets…”) and used the spatial areas of the brain to solve logical reasoning problems presented in abstract letters (e.g., “All D are P…”). Cognitive neuroscience holds the potential to make unique contributions to the study of problem solving.

Problem solving has always been a topic at the fringe of cognitive psychology—too complicated to study intensively but too important to completely ignore. Problem solving—especially in realistic environments—is messy in comparison to studying elementary processes in cognition. The field remains fragmented in the sense that topics such as decision making, reasoning, intelligence, expertise, mathematical problem solving, everyday thinking, and the like are considered to be separate topics, each with its own separate literature. Yet some recurring themes are the role of domain-specific knowledge in problem solving and the advantages of studying problem solving in authentic contexts.

Future Directions

Some important issues for future research include the three classic issues examined in this chapter—the nature of problem-solving transfer (i.e., How are people able to use what they know about previous problem solving to help them in new problem solving?), the nature of insight (e.g., What is the mechanism by which a creative solution is constructed?), and heuristics (e.g., What are some teachable strategies for problem solving?). In addition, future research in problem solving should continue to pinpoint the role of domain-specific knowledge in problem solving, the nature of cognitive ability in problem solving, how to help people develop proficiency in solving problems, and how to provide aids for problem solving.

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10 Best Problem-Solving Therapy Worksheets & Activities

Cognitive science tells us that we regularly face not only well-defined problems but, importantly, many that are ill defined (Eysenck & Keane, 2015).

Sometimes, we find ourselves unable to overcome our daily problems or the inevitable (though hopefully infrequent) life traumas we face.

Problem-Solving Therapy aims to reduce the incidence and impact of mental health disorders and improve wellbeing by helping clients face life’s difficulties (Dobson, 2011).

This article introduces Problem-Solving Therapy and offers techniques, activities, and worksheets that mental health professionals can use with clients.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

What is problem-solving therapy, 14 steps for problem-solving therapy, 3 best interventions and techniques, 7 activities and worksheets for your session, fascinating books on the topic, resources from positivepsychology.com, a take-home message.

Problem-Solving Therapy assumes that mental disorders arise in response to ineffective or maladaptive coping. By adopting a more realistic and optimistic view of coping, individuals can understand the role of emotions and develop actions to reduce distress and maintain mental wellbeing (Nezu & Nezu, 2009).

“Problem-solving therapy (PST) is a psychosocial intervention, generally considered to be under a cognitive-behavioral umbrella” (Nezu, Nezu, & D’Zurilla, 2013, p. ix). It aims to encourage the client to cope better with day-to-day problems and traumatic events and reduce their impact on mental and physical wellbeing.

Clinical research, counseling, and health psychology have shown PST to be highly effective in clients of all ages, ranging from children to the elderly, across multiple clinical settings, including schizophrenia, stress, and anxiety disorders (Dobson, 2011).

Can it help with depression?

PST appears particularly helpful in treating clients with depression. A recent analysis of 30 studies found that PST was an effective treatment with a similar degree of success as other successful therapies targeting depression (Cuijpers, Wit, Kleiboer, Karyotaki, & Ebert, 2020).

Other studies confirm the value of PST and its effectiveness at treating depression in multiple age groups and its capacity to combine with other therapies, including drug treatments (Dobson, 2011).

The major concepts

Effective coping varies depending on the situation, and treatment typically focuses on improving the environment and reducing emotional distress (Dobson, 2011).

PST is based on two overlapping models:

Social problem-solving model

This model focuses on solving the problem “as it occurs in the natural social environment,” combined with a general coping strategy and a method of self-control (Dobson, 2011, p. 198).

The model includes three central concepts:

Social problem-solving
The problem
The solution

The model is a “self-directed cognitive-behavioral process by which an individual, couple, or group attempts to identify or discover effective solutions for specific problems encountered in everyday living” (Dobson, 2011, p. 199).

Relational problem-solving model

The theory of PST is underpinned by a relational problem-solving model, whereby stress is viewed in terms of the relationships between three factors:

Stressful life events
Emotional distress and wellbeing
Problem-solving coping

Therefore, when a significant adverse life event occurs, it may require “sweeping readjustments in a person’s life” (Dobson, 2011, p. 202).

Enhance positive problem orientation
Decrease negative orientation
Foster ability to apply rational problem-solving skills
Reduce the tendency to avoid problem-solving
Minimize the tendency to be careless and impulsive

D’Zurilla’s and Nezu’s model includes (modified from Dobson, 2011):

Initial structuring Establish a positive therapeutic relationship that encourages optimism and explains the PST approach.
Assessment Formally and informally assess areas of stress in the client’s life and their problem-solving strengths and weaknesses.
Obstacles to effective problem-solving Explore typically human challenges to problem-solving, such as multitasking and the negative impact of stress. Introduce tools that can help, such as making lists, visualization, and breaking complex problems down.
Problem orientation – fostering self-efficacy Introduce the importance of a positive problem orientation, adopting tools, such as visualization, to promote self-efficacy.
Problem orientation – recognizing problems Help clients recognize issues as they occur and use problem checklists to ‘normalize’ the experience.
Problem orientation – seeing problems as challenges Encourage clients to break free of harmful and restricted ways of thinking while learning how to argue from another point of view.
Problem orientation – use and control emotions Help clients understand the role of emotions in problem-solving, including using feelings to inform the process and managing disruptive emotions (such as cognitive reframing and relaxation exercises).
Problem orientation – stop and think Teach clients how to reduce impulsive and avoidance tendencies (visualizing a stop sign or traffic light).
Problem definition and formulation Encourage an understanding of the nature of problems and set realistic goals and objectives.
Generation of alternatives Work with clients to help them recognize the wide range of potential solutions to each problem (for example, brainstorming).
Decision-making Encourage better decision-making through an improved understanding of the consequences of decisions and the value and likelihood of different outcomes.
Solution implementation and verification Foster the client’s ability to carry out a solution plan, monitor its outcome, evaluate its effectiveness, and use self-reinforcement to increase the chance of success.
Guided practice Encourage the application of problem-solving skills across multiple domains and future stressful problems.
Rapid problem-solving Teach clients how to apply problem-solving questions and guidelines quickly in any given situation.

Success in PST depends on the effectiveness of its implementation; using the right approach is crucial (Dobson, 2011).

Problem-solving therapy – Baycrest

The following interventions and techniques are helpful when implementing more effective problem-solving approaches in client’s lives.

First, it is essential to consider if PST is the best approach for the client, based on the problems they present.

Is PPT appropriate?

It is vital to consider whether PST is appropriate for the client’s situation. Therapists new to the approach may require additional guidance (Nezu et al., 2013).

Therapists should consider the following questions before beginning PST with a client (modified from Nezu et al., 2013):

Has PST proven effective in the past for the problem? For example, research has shown success with depression, generalized anxiety, back pain, Alzheimer’s disease, cancer, and supporting caregivers (Nezu et al., 2013).
Is PST acceptable to the client?
Is the individual experiencing a significant mental or physical health problem?

All affirmative answers suggest that PST would be a helpful technique to apply in this instance.

Five problem-solving steps

The following five steps are valuable when working with clients to help them cope with and manage their environment (modified from Dobson, 2011).

Ask the client to consider the following points (forming the acronym ADAPT) when confronted by a problem:

Attitude Aim to adopt a positive, optimistic attitude to the problem and problem-solving process.
Define Obtain all required facts and details of potential obstacles to define the problem.
Alternatives Identify various alternative solutions and actions to overcome the obstacle and achieve the problem-solving goal.
Predict Predict each alternative’s positive and negative outcomes and choose the one most likely to achieve the goal and maximize the benefits.
Try out Once selected, try out the solution and monitor its effectiveness while engaging in self-reinforcement.

If the client is not satisfied with their solution, they can return to step ‘A’ and find a more appropriate solution.

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Positive self-statements

When dealing with clients facing negative self-beliefs, it can be helpful for them to use positive self-statements.

Use the following (or add new) self-statements to replace harmful, negative thinking (modified from Dobson, 2011):

I can solve this problem; I’ve tackled similar ones before.
I can cope with this.
I just need to take a breath and relax.
Once I start, it will be easier.
It’s okay to look out for myself.
I can get help if needed.
Other people feel the same way I do.
I’ll take one piece of the problem at a time.
I can keep my fears in check.
I don’t need to please everyone.

5 Worksheets and workbooks

Problem-solving self-monitoring form.

Answering the questions in the Problem-Solving Self-Monitoring Form provides the therapist with necessary information regarding the client’s overall and specific problem-solving approaches and reactions (Dobson, 2011).

Ask the client to complete the following:

Describe the problem you are facing.
What is your goal?
What have you tried so far to solve the problem?
What was the outcome?

Reactions to Stress

It can be helpful for the client to recognize their own experiences of stress. Do they react angrily, withdraw, or give up (Dobson, 2011)?

The Reactions to Stress worksheet can be given to the client as homework to capture stressful events and their reactions. By recording how they felt, behaved, and thought, they can recognize repeating patterns.

What Are Your Unique Triggers?

Helping clients capture triggers for their stressful reactions can encourage emotional regulation.

When clients can identify triggers that may lead to a negative response, they can stop the experience or slow down their emotional reaction (Dobson, 2011).

The What Are Your Unique Triggers ? worksheet helps the client identify their triggers (e.g., conflict, relationships, physical environment, etc.).

Problem-Solving worksheet

Imagining an existing or potential problem and working through how to resolve it can be a powerful exercise for the client.

Use the Problem-Solving worksheet to state a problem and goal and consider the obstacles in the way. Then explore options for achieving the goal, along with their pros and cons, to assess the best action plan.

Getting the Facts

Clients can become better equipped to tackle problems and choose the right course of action by recognizing facts versus assumptions and gathering all the necessary information (Dobson, 2011).

Use the Getting the Facts worksheet to answer the following questions clearly and unambiguously:

Who is involved?
What did or did not happen, and how did it bother you?
Where did it happen?
When did it happen?
Why did it happen?
How did you respond?

2 Helpful Group Activities

While therapists can use the worksheets above in group situations, the following two interventions work particularly well with more than one person.

Generating Alternative Solutions and Better Decision-Making

A group setting can provide an ideal opportunity to share a problem and identify potential solutions arising from multiple perspectives.

Use the Generating Alternative Solutions and Better Decision-Making worksheet and ask the client to explain the situation or problem to the group and the obstacles in the way.

Once the approaches are captured and reviewed, the individual can share their decision-making process with the group if they want further feedback.

Visualization

Visualization can be performed with individuals or in a group setting to help clients solve problems in multiple ways, including (Dobson, 2011):

Clarifying the problem by looking at it from multiple perspectives
Rehearsing a solution in the mind to improve and get more practice
Visualizing a ‘safe place’ for relaxation, slowing down, and stress management

Guided imagery is particularly valuable for encouraging the group to take a ‘mental vacation’ and let go of stress.

Ask the group to begin with slow, deep breathing that fills the entire diaphragm. Then ask them to visualize a favorite scene (real or imagined) that makes them feel relaxed, perhaps beside a gently flowing river, a summer meadow, or at the beach.

The more the senses are engaged, the more real the experience. Ask the group to think about what they can hear, see, touch, smell, and even taste.

Encourage them to experience the situation as fully as possible, immersing themselves and enjoying their place of safety.

Such feelings of relaxation may be able to help clients fall asleep, relieve stress, and become more ready to solve problems.

We have included three of our favorite books on the subject of Problem-Solving Therapy below.

1. Problem-Solving Therapy: A Treatment Manual – Arthur Nezu, Christine Maguth Nezu, and Thomas D’Zurilla

This is an incredibly valuable book for anyone wishing to understand the principles and practice behind PST.

Written by the co-developers of PST, the manual provides powerful toolkits to overcome cognitive overload, emotional dysregulation, and the barriers to practical problem-solving.

Find the book on Amazon .

2. Emotion-Centered Problem-Solving Therapy: Treatment Guidelines – Arthur Nezu and Christine Maguth Nezu

Another, more recent, book from the creators of PST, this text includes important advances in neuroscience underpinning the role of emotion in behavioral treatment.

Along with clinical examples, the book also includes crucial toolkits that form part of a stepped model for the application of PST.

3. Handbook of Cognitive-Behavioral Therapies – Keith Dobson and David Dozois

This is the fourth edition of a hugely popular guide to Cognitive-Behavioral Therapies and includes a valuable and insightful section on Problem-Solving Therapy.

This is an important book for students and more experienced therapists wishing to form a high-level and in-depth understanding of the tools and techniques available to Cognitive-Behavioral Therapists.

For even more tools to help strengthen your clients’ problem-solving skills, check out the following free worksheets from our blog.

Case Formulation Worksheet This worksheet presents a four-step framework to help therapists and their clients come to a shared understanding of the client’s presenting problem.
Understanding Your Default Problem-Solving Approach This worksheet poses a series of questions helping clients reflect on their typical cognitive, emotional, and behavioral responses to problems.
Social Problem Solving: Step by Step This worksheet presents a streamlined template to help clients define a problem, generate possible courses of action, and evaluate the effectiveness of an implemented solution.

If you’re looking for more science-based ways to help others enhance their wellbeing, check out this signature collection of 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

17 Top-Rated Positive Psychology Exercises for Practitioners

Expand your arsenal and impact with these 17 Positive Psychology Exercises [PDF] , scientifically designed to promote human flourishing, meaning, and wellbeing.

Created by Experts. 100% Science-based.

While we are born problem-solvers, facing an incredibly diverse set of challenges daily, we sometimes need support.

Problem-Solving Therapy aims to reduce stress and associated mental health disorders and improve wellbeing by improving our ability to cope. PST is valuable in diverse clinical settings, ranging from depression to schizophrenia, with research suggesting it as a highly effective treatment for teaching coping strategies and reducing emotional distress.

Many PST techniques are available to help improve clients’ positive outlook on obstacles while reducing avoidance of problem situations and the tendency to be careless and impulsive.

The PST model typically assesses the client’s strengths, weaknesses, and coping strategies when facing problems before encouraging a healthy experience of and relationship with problem-solving.

Why not use this article to explore the theory behind PST and try out some of our powerful tools and interventions with your clients to help them with their decision-making, coping, and problem-solving?

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

Cuijpers, P., Wit, L., Kleiboer, A., Karyotaki, E., & Ebert, D. (2020). Problem-solving therapy for adult depression: An updated meta-analysis. European P sychiatry , 48 (1), 27–37.
Dobson, K. S. (2011). Handbook of cognitive-behavioral therapies (3rd ed.). Guilford Press.
Dobson, K. S., & Dozois, D. J. A. (2021). Handbook of cognitive-behavioral therapies (4th ed.). Guilford Press.
Eysenck, M. W., & Keane, M. T. (2015). Cognitive psychology: A student’s handbook . Psychology Press.
Nezu, A. M., & Nezu, C. M. (2009). Problem-solving therapy DVD . Retrieved September 13, 2021, from https://www.apa.org/pubs/videos/4310852
Nezu, A. M., & Nezu, C. M. (2018). Emotion-centered problem-solving therapy: Treatment guidelines. Springer.
Nezu, A. M., Nezu, C. M., & D’Zurilla, T. J. (2013). Problem-solving therapy: A treatment manual . Springer.

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Crafting Positive Change: A Deep Dive into impactful CBT Techniques

Transformative power of cognitive behavioral therapy (cbt).

Cognitive Behavioral Therapy (CBT) is a powerful therapeutic approach that has garnered significant attention for its effectiveness in treating various mental health conditions. This section will provide an introduction to Cognitive Behavioral Therapy and an understanding of the basics of CBT techniques .

Introduction to Cognitive Behavioral Therapy

Cognitive Behavioral Therapy, commonly referred to as CBT, is a form of psychotherapy that focuses on the connection between thoughts, emotions, and behaviors. It is based on the premise that our thoughts and beliefs influence our emotions and actions. By identifying and modifying negative or unhelpful thought patterns, individuals can experience positive changes in their emotions and behaviors.

CBT is a collaborative and goal-oriented approach, where the therapist and client work together to identify and address specific issues. It is a structured and time-limited therapy, typically consisting of a set number of sessions. CBT is widely recognized for its evidence-based nature and its applicability in treating a wide range of mental health conditions, including anxiety disorders, depression, phobias, and more.

Understanding the Basics of CBT Techniques

CBT utilizes various techniques to help individuals identify and modify unhelpful thoughts and behaviors. Some of the key techniques used in CBT include:

Cognitive Restructuring

Cognitive restructuring is the process of identifying and challenging cognitive distortions, which are irrational and negative thought patterns. By recognizing these distortions, individuals can replace them with more balanced and realistic thoughts. This technique helps in reducing negative emotions and improving overall well-being. For more information on cognitive restructuring and cognitive distortions, refer to our article on cognitive behavioral therapy .

Behavioral Activation

Behavioral activation focuses on overcoming procrastination and avoidance behaviors. It involves setting and achieving goals that align with one’s values and aspirations. By breaking tasks into smaller, manageable steps, individuals can gradually increase their engagement in activities that bring them a sense of accomplishment and pleasure. This technique helps in combating depression and increasing motivation. To learn more about behavioral activation, visit our article on cbt for depression .

Exposure Therapy

Exposure therapy is commonly used to address fears and anxieties. It involves gradually exposing individuals to the situations or stimuli that evoke fear or anxiety, allowing them to develop coping mechanisms and reduce their anxiety response. This technique is particularly effective in treating phobias and obsessive-compulsive disorder (OCD). To understand more about exposure therapy and gradual exposure, refer to our article on cbt for anxiety .

Problem-Solving Skills

Problem-solving skills are essential in CBT, as they help individuals identify problems, generate potential solutions, and evaluate and implement the most appropriate solutions. This technique empowers individuals to become active problem-solvers in their own lives, enhancing their sense of control and self-efficacy. For more information on problem-solving skills, check out our article on cbt exercises .

Mindfulness-Based CBT Techniques

Mindfulness-based techniques involve cultivating mindfulness, which is the practice of being fully present and non-judgmental in the moment. Mindfulness helps individuals observe their thoughts and emotions without getting caught up in them, leading to greater self-awareness and improved emotional regulation. This technique is often used to address stress, anxiety, and depression.

CBT techniques are highly effective in promoting positive changes and improving overall mental well-being. By working with a trained therapist, individuals can gain the skills and strategies needed to challenge negative thoughts, modify unhelpful behaviors, and achieve lasting transformation.

Cognitive restructuring is a core technique used in Cognitive Behavioral Therapy (CBT) to help individuals identify and modify unhelpful thought patterns. By challenging and replacing negative thoughts, cognitive restructuring aims to promote healthier thinking habits and improve emotional well-being.

Identifying Cognitive Distortions

The first step in cognitive restructuring is identifying cognitive distortions , which are irrational or biased thoughts that contribute to negative emotions and behaviors. Common cognitive distortions include:

All-or-nothing thinking : Seeing things in black and white terms, without considering shades of gray.
Overgeneralization : Drawing broad conclusions based on a single event or piece of evidence.
Mental filtering : Focusing only on negative aspects while ignoring positive ones.
Discounting the positive : Dismissing positive experiences or achievements as insignificant.
Jumping to conclusions : Making assumptions without sufficient evidence, such as mind-reading or fortune-telling.
Magnification and minimization : Exaggerating the importance of negative events and downplaying the significance of positive ones.
Emotional reasoning : Believing that your feelings reflect the truth, regardless of evidence to the contrary.
Labeling : Applying negative labels or self-criticism based on past behaviors or mistakes.

By becoming aware of these cognitive distortions, individuals can start challenging these thoughts and replacing them with more balanced and realistic ones.

Challenging and Replacing Negative Thoughts

Once cognitive distortions have been identified, the next step is to challenge and replace negative thoughts with more rational and positive ones. This involves examining the evidence for and against the negative thought, as well as considering alternative perspectives.

Challenging negative thoughts involves asking critical questions to evaluate their accuracy and validity. Some helpful questions to ask include:

What evidence supports this thought?
What evidence contradicts this thought?
Are there alternative explanations or interpretations?
Would others see this situation differently?
What is the worst that could happen? How likely is it?
What is the best that could happen? How likely is it?
How would I advise a friend in a similar situation?

After challenging negative thoughts, it’s important to replace them with more realistic and positive thoughts . This involves reframing negative thoughts into more balanced and constructive statements. For example, replacing the thought “I’m a failure” with “I’ve had setbacks, but I’ve also accomplished many things in my life.”

By consistently practicing cognitive restructuring techniques, individuals can gradually change their thinking patterns and develop a more positive and adaptive mindset.

Remember, cognitive restructuring is just one of the many CBT techniques used to enhance mental well-being.

Cognitive Behavioral Therapy (CBT) encompasses various techniques that can help individuals transform their thoughts and behaviors for improved mental well-being. One such technique is Behavioral Activation , which focuses on overcoming procrastination, avoidance, and setting and achieving goals.

Overcoming Procrastination and Avoidance

Procrastination and avoidance can often hinder individuals from engaging in activities that are necessary for their personal growth and well-being. Behavioral Activation techniques aim to address these challenges by breaking tasks into smaller, manageable steps and gradually increasing engagement.

By identifying the underlying reasons for procrastination and avoidance, individuals can develop strategies to overcome these barriers. Techniques such as time management, creating schedules, and setting realistic deadlines can help individuals combat procrastination. Additionally, breaking tasks into smaller, more achievable goals can provide a sense of accomplishment and motivation to continue moving forward.

Setting and Achieving Goals

Goal setting is an essential aspect of Behavioral Activation. By setting specific, measurable, achievable, relevant, and time-bound (SMART) goals, individuals can focus their efforts and track their progress. These goals can be related to various areas of life, such as education, career, relationships, and personal development.

When setting goals, it’s important to consider one’s values, priorities, and long-term aspirations. By aligning goals with personal values, individuals can experience a greater sense of purpose and motivation. Breaking larger goals into smaller, attainable milestones can provide a sense of progress and prevent feelings of overwhelm.

To effectively achieve goals, individuals can employ techniques such as self-monitoring, self-reinforcement, and seeking support from others. Regularly reviewing and adjusting goals based on progress and changing circumstances is also essential for maintaining motivation and ensuring continued growth.

By incorporating Behavioral Activation techniques into cognitive behavioral therapy, individuals can actively engage in their own personal growth and development. Overcoming procrastination, avoidance, and setting and achieving meaningful goals can lead to positive changes in one’s life and enhance overall well-being.

Exposure therapy is a powerful technique used in Cognitive Behavioral Therapy (CBT) to help individuals confront and overcome their fears and anxieties. By gradually exposing individuals to the situations or objects that trigger their anxiety, exposure therapy aims to decrease the fear response and promote a sense of control and mastery.

Facing Fears and Anxieties

Exposure therapy begins by identifying the specific fears and anxieties that an individual is struggling with. These fears can range from phobias, social anxiety, post-traumatic stress disorder (PTSD), obsessive-compulsive disorder (OCD), and more. Once the specific fear is identified, the therapist and individual work together to create a hierarchy of fear, ranking situations or stimuli from least to most anxiety-provoking.

During exposure therapy, individuals are guided to gradually face their fears starting from the least anxiety-provoking situation. This can involve imagining the feared situation, looking at pictures or videos, or actually being exposed to the situation in real life. By facing the fear repeatedly, individuals learn that their anxiety will naturally decrease over time and that the feared outcome is unlikely to occur.

Gradual Exposure and Desensitization

Exposure therapy follows a systematic approach known as gradual exposure. This involves starting with situations or stimuli that evoke minimal anxiety and gradually progressing to more anxiety-provoking ones. The therapist supports the individual through each step, ensuring that they feel safe and in control throughout the process.

By repeatedly exposing themselves to the feared situations or stimuli, individuals experience a process called desensitization. Desensitization involves a decrease in the fear response over time. Through repeated exposure, the brain learns that the feared situation is not as dangerous as initially perceived, leading to a reduction in anxiety symptoms.

To illustrate the process of gradual exposure and desensitization, here is an example of exposure therapy for someone with a fear of heights:

Start by looking at pictures of heights or watching videos of people in high places.
Progress to standing on a low step or small platform.
Gradually advance to higher steps or platforms.
Move to standing on a balcony or observation deck of a tall building.
Continue progressing to more challenging situations, such as crossing a bridge or riding an elevator to a high floor.

It’s important to note that exposure therapy is typically conducted in a controlled and supportive therapeutic environment. The therapist guides the process, ensuring that the individual feels safe and gradually builds resilience to their fears.

Exposure therapy is just one of the many powerful techniques used in CBT. By incorporating exposure therapy into treatment, individuals can learn to confront their fears, develop effective coping strategies, and overcome the limitations that anxiety and fear can impose on their lives.

Problem-solving skills are an essential component of Cognitive Behavioral Therapy (CBT), empowering individuals to effectively address and overcome challenges. Within the framework of CBT, problem-solving skills involve identifying problems and generating solutions , followed by evaluating and implementing those solutions.

Identifying Problems and Generating Solutions

The first step in problem-solving within CBT is to identify the specific problems that an individual is facing. This can involve breaking down larger issues into smaller, more manageable components. By clearly defining the problems, individuals can gain a better understanding of what needs to be addressed.

Once the problems have been identified, the next step is to generate potential solutions. This process encourages individuals to think creatively and consider various options. It’s important to explore different perspectives and consider both short-term and long-term solutions. This phase of problem-solving allows individuals to tap into their own resources and generate ideas that are tailored to their unique circumstances.

Evaluating and Implementing Solutions

After generating a range of potential solutions, the next step is to evaluate each option and select the most appropriate course of action. This evaluation process involves considering the feasibility, potential benefits, and potential drawbacks of each solution. By carefully weighing the pros and cons, individuals can make informed decisions about which solution is most likely to lead to positive outcomes.

Once a solution has been selected, the final step is to implement it. This involves creating a plan of action and putting the chosen solution into practice. It’s important to set realistic goals and establish a timeline for implementation. Monitoring progress and making any necessary adjustments along the way is crucial to ensure that the solution remains effective.

By developing and honing problem-solving skills, individuals can enhance their ability to navigate challenges and overcome obstacles. Through the application of CBT techniques, such as cognitive restructuring , behavioral activation , and exposure therapy , individuals can address the underlying cognitive and behavioral patterns that contribute to their problems. This holistic approach empowers individuals to take an active role in their own well-being and work towards transformative change.

To learn more about the various CBT techniques and their applications, explore our articles on cognitive behavioral therapy and CBT worksheets . These resources can provide valuable insights and practical tools for mental health practitioners, therapists, and coaches seeking to enhance their understanding and application of CBT.

Incorporating mindfulness-based techniques into Cognitive Behavioral Therapy (CBT) can enhance its effectiveness in promoting well-being and managing various mental health concerns. Mindfulness involves non-judgmental awareness and acceptance of the present moment. By incorporating mindfulness into CBT, individuals can gain a deeper understanding of their thoughts, emotions, and behaviors. This section explores two key mindfulness -based CBT techniques: cultivating mindfulness and applying mindfulness to thoughts and emotions .

Cultivating Mindfulness

Cultivating mindfulness involves developing the skill of being fully present in the moment. This technique helps individuals observe their thoughts, emotions, and bodily sensations without judgment. Mindfulness practices, such as meditation, deep breathing exercises, and body scans, are commonly used to cultivate mindfulness.

During meditation, individuals focus their attention on a specific object, such as their breath or a particular sensation. By gently redirecting their attention back to the present moment whenever their mind wanders, individuals can enhance their ability to stay present and non-reactive. Regular practice of mindfulness meditation can improve self-awareness, reduce stress, and promote a sense of calmness.

Applying Mindfulness to Thoughts and Emotions

Applying mindfulness to thoughts and emotions involves observing them with curiosity and non-judgmental awareness. Instead of getting caught up in negative thoughts or trying to suppress emotions, individuals practice accepting and acknowledging them as passing mental events.

When negative thoughts arise, individuals can notice them without attaching too much meaning or significance to them. By recognizing that thoughts are not always accurate reflections of reality, individuals can create distance from unhelpful thoughts and reduce their impact on emotions and behavior. This technique allows individuals to respond to challenging situations in a more balanced and adaptive manner.

Similarly, when experiencing intense emotions, individuals can bring mindful awareness to their bodily sensations and the accompanying thoughts. By observing these emotions without judgment, individuals can develop a greater understanding of their triggers and learn to respond to them in a more skillful way.

By incorporating mindfulness-based techniques into CBT, individuals can develop a greater sense of self-awareness, emotional regulation, and resilience. These techniques can be particularly helpful in managing stress, anxiety, depression, and other mental health concerns. To explore more CBT techniques and their applications, visit our comprehensive collection of CBT exercises .

Mindfulness-based CBT techniques can be particularly beneficial when used in conjunction with other CBT techniques, such as cognitive restructuring and behavioral activation. In combination, these techniques can empower individuals to transform their thoughts, emotions, and behaviors, leading to enhanced well-being and improved mental health outcomes.

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Cognitive Behavior Therapy (CBT) And Role Play Techniques

Cognitive Behavioral Therapy (CBT) is a psychotherapeutic approach that focuses on changing negative thought patterns and behaviors to improve mental health and well-being. One technique used in CBT is role play, which involves the patient and therapist acting out scenarios to challenge negative thought patterns and behaviors.

What can I expect from a session in role-playing for CBT?

During a role-playing session in Cognitive Behavioral Therapy (CBT), you can expect to work collaboratively with your therapist to identify and address negative thought patterns and behaviors that are causing difficulties in your life. Here is what you can expect from a typical role-playing session:

Discussion of Goals: Your therapist will likely start the session by discussing your treatment goals and what you hope to achieve through CBT. Creating plans will help them tailor the session to your needs and concerns.
Scenario Selection: Once your goals have been discussed, your therapist will work with you to select a scenario to role-play. This task may involve discussing situations that have caused you anxiety or distress or techniques you anticipate encountering in the future.
Role Play: During the role-play, your therapist will act as the other person or situation, and you will act as yourself. You will be encouraged to respond to the situation in a way that challenges negative thought patterns or behaviors that aligns with your treatment goals.
Feedback and Analysis: After the role-play, your therapist will provide feedback and analysis. They may ask questions to help you better understand your thoughts and behaviors and to identify areas where you can make changes. They will also guide how to develop more positive thought patterns and behaviors.
Homework: Your therapist may give you homework to practice outside the session to reinforce what you learned during the session. The assignment may involve practicing new skills, journaling, or reflecting on your progress.
Follow-up: At your next session, your therapist will check your progress and discuss any challenges or successes you may have experienced. They will continue to work with you to develop new skills and strategies to manage your thoughts and behaviors more effectively.

Overall, a role-playing session in CBT is a collaborative process that involves active participation from both you and your therapist. Through this process, you can expect to understand your thoughts and behaviors better and learn new skills to manage them more effectively.

How is role play effective for CBT?

Role-playing is an effective technique in Cognitive Behavioral Therapy (CBT) because it provides a safe and controlled environment for patients to practice new skills and strategies. Here are several ways in which role-play is effective for CBT:

Provides a safe space: Role-playing delivers a safe and supportive environment for patients to confront their fears, negative thoughts, and maladaptive behaviors. It allows patients to practice new skills in a controlled setting and receive feedback and support from their therapist.
Helps identify negative thought patterns and behaviors: Role-playing can help patients identify negative thoughts and behaviors that may contribute to their mental health issues. By acting out different scenarios, patients can better understand their reactions and develop strategies to challenge negative thoughts and behaviors.
Allows for experimentation: Role-playing will enable patients to experiment with new ways of thinking and behaving in a safe and controlled environment. Patients can test different strategies and receive feedback from their therapist to determine what works best for them.
Increases self-efficacy: Role-playing can help patients build confidence in their ability to handle challenging situations. By practicing new skills and strategies, patients can feel more prepared and confident in coping with difficult real-life situations.
Provides real-time feedback: Role-playing allows for immediate feedback from the therapist, which can help patients identify areas where they need to improve and make adjustments in real time. The input can lead to more rapid progress in treatment.

Overall, role-playing is an effective technique in CBT because it provides patients with a safe and supportive environment to practice new skills and strategies. Through role-playing, patients can identify negative thought patterns and behaviors, experiment with new ways of thinking and behave, build confidence, and receive real-time feedback from their therapist.

Example of CBT and role play

Let's say that a person struggles with social anxiety and finds it difficult to interact with people in social situations. During a therapy session, the therapist may use CBT techniques to help the person recognize and challenge negative thoughts and beliefs about social situations and replace them with more positive and realistic ones.

The therapist may suggest role-playing scenarios with the person to help reinforce these new ways of thinking and behaving. For example, the therapist could pretend to be a stranger at a party, and the person would practice engaging in conversation with them.

As they engage in the role-play, the therapist would guide them in using their new cognitive and behavioral skills. They might encourage the person to challenge negative thoughts during the interaction and use specific coping strategies, such as deep breathing or positive self-talk, to help them feel calmer and more confident.

After the role-play, the therapist and person would reflect on the experience, identifying what went well and what could be improved. This feedback can help the person continue to develop their social skills and build confidence in real-life social situations outside of therapy.

Combining CBT and role-play can be a powerful tool for helping people overcome social anxiety and other challenges by teaching them new ways of thinking and behaving and giving them a safe space to practice these skills in a supportive and structured environment.

What are some other techniques in CBT other than role-playing?

Cognitive Behavioral Therapy (CBT) is a structured, evidence-based form of psychotherapy that focuses on changing negative thought patterns and behaviors to improve mental health and well-being. In addition to role-playing, here are some other standard techniques used in CBT:

Cognitive Restructuring: Cognitive restructuring involves identifying and challenging negative thoughts and beliefs contributing to mental health issues. This technique helps patients develop more positive and accurate ways of thinking, leading to improved mood and behavior.
Behavioral Activation: Behavioral activation involves identifying and engaging in positive and rewarding activities to increase feelings of pleasure and accomplishment. This technique is beneficial for patients with depression, as it helps to counteract feelings of lethargy and lack of motivation.
Exposure Therapy: Exposure therapy involves gradually exposing patients to feared situations or stimuli in a safe and controlled environment. This technique helps patients overcome anxiety and phobias by reducing the intensity of their emotional response over time.
Mindfulness-Based Interventions: Mindfulness-based interventions involve developing a non-judgmental awareness of the present moment. These techniques can be helpful for patients with anxiety or stress, as they help patients learn to manage their thoughts and emotions more effectively.
Problem-Solving Therapy: Problem-solving therapy involves identifying and addressing specific problems or stressors contributing to mental health issues. This technique helps patients develop problem-solving skills and more effective strategies for managing difficult situations.
Relaxation Training: Relaxation training involves teaching patients relaxation techniques such as deep breathing, progressive muscle relaxation, and guided imagery. These techniques can be helpful for patients with anxiety and stress, as they promote feelings of calm and relaxation.

CBT is a versatile form of therapy that incorporates various techniques to help patients overcome negative thought patterns and behaviors. Patients can improve their mental health and well-being by working collaboratively with a therapist and practicing these techniques.

Grouport offers CBT online group therapy

Grouport Therapy offers a range of online cognitive behavioral therapy (CBT) groups to support individuals struggling with anxiety , depression , PTSD, and trauma . In these sessions, our primary focus is to help members integrate CBT techniques into their daily routines to identify triggers, challenge negative thought patterns, and develop more positive behaviors to manage and recover from their symptoms.

Our licensed therapist conducts weekly group sessions remotely, allowing members to participate from the comfort of their own homes. Participant feedback shows that 70% of them experienced significant improvements within 8 weeks.

Don't face these challenges alone. Join our community and use our resources to begin your journey toward lasting change and renewed hope. Sign up for one of our groups today and start your path toward a brighter future.

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Solving Problems the Cognitive-Behavioral Way
Problem-solving is one technique used on the behavioral side of cognitive-behavioral therapy. The problem-solving technique is an iterative, five-step process that requires one to identify the ...
Problem-Solving Therapy: Definition, Techniques, and Efficacy
Problem-solving therapy is a brief intervention that provides people with the tools they need to identify and solve problems that arise from big and small life stressors. It aims to improve your overall quality of life and reduce the negative impact of psychological and physical illness. Problem-solving therapy can be used to treat depression ...
Cognitive Behavioral Therapy (CBT): Types, Techniques, Uses
Problem-Solving . Learning problem-solving skills during cognitive behavioral therapy can help you learn how to identify and solve problems that may arise from life stressors, both big and small. It can also help reduce the negative impact of psychological and physical illness. ... Cognitive behavioral therapy has been scientifically proven to ...
Problem Solving
Problem Solving is a helpful intervention whenever clients present with difficulties, dilemmas, and conundrums, or when they experience repetitive thought such as rumination or worry. Effective problem solving is an essential life skill and this Problem Solving worksheet is designed to guide adults through steps which will help them to generate ...
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Cognitive Behavioral Therapy (CBT)
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Problem-Solving Therapy
Problem-solving therapy is a cognitive-behavioral intervention geared to improve an individual's ability to cope with stressful life experiences. The underlying assumption of this approach is that symptoms of psychopathology can often be understood as the negative consequences of ineffective or maladaptive coping.
Cognitive Behavioral Therapy (CBT): What It Is & Techniques
Cognitive behavioral therapy (CBT) is a structured, goal-oriented type of talk therapy. It can help manage mental health conditions, such as depression and anxiety, and emotional concerns, such as coping with grief or stress. CBT can also help manage nonpsychological health conditions, such as insomnia and chronic pain.
Problem solving self-help guide
This self-help guide is intended for people with mild-to-moderate mental health issues. If you're feeling distressed, in a state of despair, suicidal or in need of emotional support you can phone NHS 24 on 111. For an emergency ambulance phone 999. It's easy to feel overwhelmed by problems, particularly if you're experiencing mental health ...
What is Cognitive Behavioral Therapy?
Cognitive behavioral therapy (CBT) is a form of psychological treatment that has been demonstrated to be effective for a range of problems including depression, anxiety disorders, alcohol and drug use problems, marital problems, eating disorders, and severe mental illness. Numerous research studies suggest that CBT leads to significant ...
Cognitive behavioral therapy
Cognitive behavioral therapy also uses relaxation exercises, stress and pain relief methods, and certain problem-solving strategies. Compared to analytical psychotherapy approaches, cognitive behavioral therapy is a short-term treatment. But there is also no standard length of cognitive behavioral therapy.
Problem-Solving Strategies and Obstacles
Problem-solving is a vital skill for coping with various challenges in life. This webpage explains the different strategies and obstacles that can affect how you solve problems, and offers tips on how to improve your problem-solving skills. Learn how to identify, analyze, and overcome problems with Verywell Mind.
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Problem solving. Worrying is a natural response to life's problems. But when it takes over and we can start to feel overwhelmed, it can really help to take a step back and break things down. Learning new ways to work through your problems can make them feel more manageable, and improve your mental and physical wellbeing.
Problem Solving Therapy: How Does It Work?
Problem-solving therapy (PST) takes a results-oriented approach to managing issues. PST is rooted in cognitive behavioral therapy (CBT) and can also be referred to as problem-solving brief therapy (PSBT). It's growing in popularity thanks to evidence showing it can effectively treat a variety of health and mental health problems, such as ...
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In CBT, the 'cognitive model' is used as a framework in which to understand a person's mental distress or presenting problem. The process of placing an individual's idiosyncratic experiences within a cognitive behavioural framework is known as 'formulation'.
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10 Best Problem-Solving Therapy Worksheets & Activities
"Problem-solving therapy (PST) is a psychosocial intervention, generally considered to be under a cognitive-behavioral umbrella" (Nezu, Nezu, & D'Zurilla, 2013, p. ix). It aims to encourage the client to cope better with day-to-day problems and traumatic events and reduce their impact on mental and physical wellbeing.
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Problem-Solving Skills. Problem-solving skills are an essential component of Cognitive Behavioral Therapy (CBT), empowering individuals to effectively address and overcome challenges. Within the framework of CBT, problem-solving skills involve identifying problems and generating solutions, followed by evaluating and implementing those solutions.
Problem Solving
Consider your own behavior, as well as external factors. Define your problem. Be as clear and comprehensive as possible. If there are many parts to your problem, describe each of them. TIP: If you find it difficult to separate your emotions from the problem, try to complete this step from the perspective of an impartial friend.
CBT WORKSHEET PACKET
The (Traditional) Cognitive Conceptualization Diagram allows you to extract a great deal of information about clients' most central beliefs and key behavioral patterns; it helps you understand the connections
Cognitive Behavior Therapy (CBT) And Role Play Techniques
Cognitive Behavioral Therapy (CBT) is a structured, evidence-based form of psychotherapy that focuses on changing negative thought patterns and behaviors to improve mental health and well-being. ... Problem-Solving Therapy: Problem-solving therapy involves identifying and addressing specific problems or stressors contributing to mental health ...