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chapter 1-2

 CHAPTER 1 Theory and Nature of Metacognitive Therapy Thoughts don’t matter but your response to them does. Everyone has negative thoughts and everyone believes their negative thoughts sometimes. But not everyone develops sustained anxiety, depression, or emotional suffering. An important question is: What is it that controls thoughts and determines whether one can dismiss them or whether one sinks into prolonged and deeper distress? This book offers an answer to this question. It proposes that metacognitions are responsible for healthy and unhealthy control of the mind. Furthermore, it is based on the principle that it is not merely what a person thinks but how he or she thinks that determines emotions and the control one has over them. Thinking can be likened to the activity of a large orchestra involving many players and instruments. To produce an acceptable overture there must be a music score and a conductor. Metacognition is the score and the conductor behind thinking. Metacognit
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  Foundation Metacognitive Therapy Skills   T he effective implementation of MCT requires the use of several fundamental skills. There are four particular foundation skills that are important as a keel on which to build treatment. These skills are the focus of the present chapter. The first skill concerns the therapist’s own ability to comprehend the different levels of cognition and to be able to shift between them, that is, to make a distinction between what is metacognition and what is “ordinary” cognition. The second skill is the ability to identify maladaptive cognitive processes that constitute the CAS in their different guises. The third skill is using metacognitive-focused Socratic dialogue. The fourth skill is learning to implement metacognitive-based exposure. MCT is a skilled undertaking. Practice is the key to efficient and effective use of this approach. Supervision is a powerful ally in maintaining an appropriate focus on metacognitive factors in treatment and in
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