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P02-341 - Teaching of Problem Solving as a Component of Fairy-Tale Cognitive Behavioral Therapy (FCBT)

Published online by Cambridge University Press:  17 April 2020

T. Iosebadze*
Affiliation:
Psychotherapy and Psychodiagnostics, Research Institute on Addiction, Tbilisi, Georgia Center of Psycho-social Rehabilitation, Tbilisi, Georgia

Abstract

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  1. 1. Teaching of problem solving constitutes a structural component of my Fairy-tale Cognitive Behavioral Therapy (FCBT) model. I believe that fairy-tales have tremendous potentialities to learn how to solve our problems.

  2. 2. In my model of problem analysis of fairy-tale the following aspects are accentuated:

    1. 1) in reading a fairy-tale you should draw your attention to problems and ways of their solving presented in the fairy-tale;

    2. 2) you should reflect upon what other ways of problem solving may be used in the case;

    3. 3) what mistakes have been made and what successful means of problem solving the characters of the fairy-tale used;

    4. 4) what has led to the origin of the problem and how it could be avoided;

    5. 5) what factors influence the problem solving positively or negatively;

    6. 6) what is needed to solve the problem;

    7. 7) what resources are needed for the characters of the fairy-tale to solve the problem; do they have these resources and do they use them rightly and effectively;

    8. 8) peculiarities of the thinking of the characters;

    9. 9) to what systemic consequences may these or those ways of problem solving have led;

    10. 10) what strategies of problem solving are used in the fairy-tale and perhaps it is better to use other ones;

    11. 11) what the fairy-tale teaches us;

    12. 12) drawing a parallel between situations in the fairy-tale and life situations of the patients; etc.

  3. 3. A fragment of my group psychotherapy session at which the problem analysis was conducted will be presented at the Congress.

Type
Psychotherapy
Copyright
Copyright © European Psychiatric Association 2010
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