cognitive behavioural therapy (cbt) novel study harry potter ......cognitive behavioural therapy...

Cognitive Behavioural Therapy (CBT) Novel

StudyHarry Potter & the Prisoner

of Azkaban

Dr. Donaleen Hawes, Psychologist & Superintendent, CDSBEO

&Claire Dulmage, Psychological Associate,

CDSBEO

Dr. Mark Sinyor, PsychiatristVideo presentation

What is This Project About?

• Infused the principles of CBT within a novel study .

•Designed and ideal for grades 7 & 8 students

• Provide a teacher resource: • Specific CBT Components & Key Learning Points

• Connections between CBT and the different chapters

• Core and optional CBT lessons and activities

• Comprehensive mental health literacy and skills embedded into a literature curriculum study

How Together We….

• Learn, with Harry, what it means to become depressed and anxious

•Understand how Harry uses CBT skills to find a path to resilience

• Promote understanding and discussion of how thoughts, emotions, and behaviours influence/impact each other

• Innovative and experiential approach

• Preventative for the occurrence of later mental health problems

• Relate to Harry, other characters, & the author’s experiences

• Exciting & absorbing narrative

• To build:• Improved mental literacy & resilience

• Understanding – the right strategies can overcome distress

• Knowledge & application of these strategies (just like Harry)

Why Harry Potter & CBT?

Today…..•Overview of how the chapters of the novel are

studied through a CBT lens

• Look in depth at one of the chapters to explore• Goals/key learning points

• CBT components

• How chapters relate to CBT

• Core CBT & optional lesson plans/activities

• Guiding questions & check list

• Student and teacher testimonials

• Summary of the 7 CBT Core Principles being covered throughout the novel

•Opportunities for discussion and reflection

‘Cognitive’ refers to what we think and how we think

‘Behaviour’ refers to everything that we do

‘Therapy’ a systematic approach to combating a problem

Central idea

of CBT:

Our thoughts about an event or an experience powerfully affect the way we respond to it (emotionally, behaviourally, and/or physically)

We feel and behave the way we think

What is Cognitive Behavioural Therapy?

Thoughts – Feelings – Behaviour Connection

Risk and Protective FactorsChapters

1&2

Goals / Key Learning Points

• Explain purpose of curriculum

• Introduce book & characters

• Introduce key concepts: risk factors and protective factors, & consider what they mean practically.

How are Chapters 1-2 Related to CBT?

Harry is dealing with several challenges (risk factors)

Risk and Protective FactorsChapters

1&2

CBT Foundational Components

A characteristic at the biological, psychological, family, or community (including peers & culture) level that…..

RISK FACTOR….precedes and is associated with a higher likelihood of problem outcomes

PROTECTIVE FACTOR…. is associated with a lower likelihood of problem outcomes, or that reduces the negative impact of a risk factor on problem outcomes.


• Introduce key concepts: distress and resilience

• Normalise stress

• Introduce anxiety

• Introduce ‘Stress Busters’

Distress and ResilienceChapters 3 & 4

How are Chapters 3-4 Related to CBT?

• Harry is in significant distress

• However, there are many things in Harry’s life that help him cope.

• Readers consider what they draw on to cope.

• Discover that a serial killer is after Harry – this foreshadows the central cause of Harry’s distress

Distress and ResilienceChapters 3 & 4

CBT Foundational Components:

Distress:

• Any form of mental discomfort or suffering.

• Often precipitated by risk factors (chaps 1 & 2).

• Everyone will experience negative life events

Anxiety:

• Temporary worry, nervousness, or fear we experience before / during challenging life experience.

• More persistent feelings that result in mental health disorders

Distress & ResilienceChapters

3 & 4

CBT Foundational Components

Resilience:• The ability to recover from and/or overcome

difficulties. Draw on protective factors

Stress Busters:• A toolbox of skills we use/set of resources we

draw upon to:• Manage distress • Find paths to resilience.

• E.g., people, places, activities, hopes, dreams, and values.

• Essential to practice Stress Busters beforedistress strikes.

Distress & Resilience Chapters 3 & 4

What are your ‘Stress Busters’? How do you…

Chapters 3 & 4

The Link Between Dementors & Depression

Chapter 5


• Introduce depression and its symptoms

• Introduce the author, J.K. Rowling:• Wrote about her depression & how to be resilient in the face of severe

distress (as she was).

• Depression can alter thinking and behaviour:• Often leads to negative thoughts

• Introduce CBT Core Principle #1: Knowing your stressors and symptoms is an important first step to overcoming distress.


Chapter 5

How is Chapter 5 Related to CBT?

• Harry is attacked by a Dementor - causes him to experience feelings of depression.

• Like depression, Dementors force the person they are attacking to feel:• That they will never be cheerful again

• Confused

• A heightened awareness of their environment

• Physical sensations such as: intense cold and shortness of breath, drowning, an inability to move

• Painful recollections of past trauma


Chapter 5


Specifically Harry feels:

• Disorientated, embarrassed, worried (perception others)

• Weak and vulnerable; worried it might happen again

• Reluctant to seek help (e.g., going to hospital wing) – an important recurring theme :

• When Harry keeps his thoughts and feelings hidden, bad things happen.

• In contrast, when he shares/asks for help, good things happen.


Chapter 5


Professor Lupin - happy to help/support Harry following his encounter, both:

• Short-term (with the ‘biological treatment’ of chocolate)

• Long-term – Lupin helps Harry navigate his problems with the dementors

Chapter 6


• Introduce ‘Cognitive Distortions’ - thinking errors or skewed interpretations

• Introduce CBT Core Principle #2: Thoughts are just ideas. Just because you think something, doesn’t necessarily mean it’s true.

• Looking for evidence – being scientific about thoughts

• Introduce CBT Core Principle #3: It’s not the situation that matters, it’s how you think about it.

Introduction to Cognitive Distortions

Chapter 6


• Professor Trelawney reads Harry’s tea leaves and ‘finds’ a Grim - an omen of death.

• Harry feels scared and unsure of himself.

• Professor Trelawney becomes the embodiment of distorted thinking:• Catastrophizing

• Jumping to conclusions

• The fortune telling error

• Hermione & Professor McGonagall demonstrate the importance of rational thinking.


Chapter 6

CBT Components

Catastrophizing:

• Taking a fairly minor event & imagining the worst possible outcome

Fortune Telling:

• Making predictions, which are often negative and can stop you from taking action.

• This can lead to a self-fulfilling prophecy.


Chapter 6

CBT Components

Emotional Reasoning:

• Seeing feelings as facts

Labelling

• People who are depressed or anxious often think they are “bad”, “stupid”, “fat”, “ugly”, and “unlovable”.

• This can be thought of as a form of “inner bullying”.


Chapter 6

CBT Components

All-or-Nothing Thinking/Black or White thinking:

• Thinking in only extremes, failure to appreciate the ‘grey’ inherent to life.

• A tendency to view the world and experiences as all good or all bad.


Chapter 6

CBT Components

CBT Core Principle #2: Thoughts are just ideas. Just because you think something, doesn’t necessarily mean it’s true.

• We all think thousands of thoughts every day:• Many map well onto reality (“It’s my birthday tomorrow”)

• But some of them will not (“No one cares that it’s my birthday”)

• Normalize this fact with students

• Many youth assume that their thoughts must be true.

• Thoughts are just thoughts.


Chapter 6

CBT Components

The Importance of EvidenceGiven some of our thoughts are true & some are not, we need to be open to:

• Thinking flexibly – consider the possibility that some thoughts could use tweaking before we conclude they are correct.

• CBT – gather evidence• See how much support for a thought

• See how much evidence that does not support it.

Thoughts are just ideas – cannot be used as evidence.


Chapter 6

CBT Components

CBT Core Principle #3: It’s not the situation that matters, it’s how you think about it

• Harry practices approaching Buckbeak

• Professor McGonagall & Hermione (rational thinkers) - challenge cognitive distortions.

• Result - Harry approaches Buckbeak calmly, & with an open mind – allows success.


• Core Principle #4: Avoidance seems like it helps, but it actually makes the problem worse (you can’t overcome your fears if you don’t face them)

• Chapter 7 – 8: Anxiety, and in some cases depression, involves avoiding situations. Students learn strategies to face their fears.

• Core Principle # 5: Growth does not occur in a straight line

• Chapters 9 – 11: Distress is a common part of life, risk factors rarely disappear suddenly. Everyone will experience setbacks, as Harry does. Setbacks are an expected part of a persons path to resilience.

Remaining Core Principles

• Core Principle # 6: It is often important to do things even if they don’t immediately result in benefits

• Chapter 12: introduced to a Patronus, the ultimate Stress Buster, which can be deployed against dementors.

• Harry struggles to produce the Patronus, but he becomes successful with practice and hard work.

• Illustrates that the treatment of depression and anxiety as well as the use of stress Busters often may not result in immediate change. But it is important not to give up and to try strategies, because eventually they will have an impact.

• Core Principle #7: Don’t bite off more than you can chew

• Chapter 13 – 16: When applying CBT strategies/making efforts to be resilient, it is vital to set realistic goals.

• One of the approaches demonstrated by Harry throughout the novel is a measured, stepwise approach to implementing what he has learned. This is one of the keys to his success.

• Students learn that • when planning to put multiple skills into practice, they must be

mindful of the effort required and should try to set themselves up for success…

• … even if it means leaving practicing some skills until later.

Remaining Core Principles

Received by both teachers and students with great positivity:

• Described the sheer joy and excitement of immersing themselves in the ‘wizarding world of Harry Potter’

• Identified positive mental health impacts

• Described profound positive changes

• Provided testimonies that were both moving and inspirational to teachers and staff involved.

Impact of the Project

Reflections…..

Why or how does this project interest you in your role?Who might you share it with?

How might you apply it in your life?What’s your take-away?

•Get in touch:• Share your reflections• Request a copy of the final version of the binder• [email protected]

cognitive behavioural therapy (cbt) novel study harry potter ......cognitive behavioural therapy...

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