| > | | | | to themselves. An example of a myth that students |
| Learning to change negative thought patterns is a | | | | learn to challenge is: It will kill me if he does not |
| very powerful tool in learning to feel better about | | | | talk to me. A possible challenge is: I |
| oneself and in turn change behaviors. Remember our | | | | won’t like it, but I will move on if he does not |
| thoughts are directly related to our behaviors. We all | | | | talk to me. Other myths include, It does not |
| have that little voice inside our heads that attempts | | | | matter; I don’t really care. This one is |
| to hold us back through the use of self-despairing | | | | generally used to avoid sharing feelings and managing |
| statements. Whether the statements are about our | | | | emotions. Many students challenge this one with I |
| looks, abilities, or the core of who we are, these | | | | really do care and this is why. Students are then |
| statements become part of who we are and keeps | | | | taught to identify their own myths and challenge |
| us from becoming who we can be. These negative | | | | these and use these challenges every time that myth |
| self-talk statements are worse for people who have | | | | comes to mind. They practice replacing that thought |
| depression and for those with low self-esteem, | | | | with the challenge. The next step in the |
| because these statements keep the person trapped | | | | Sorenson’s Ranch School DBT group is to |
| and do not allow them to move forward easily. | | | | learn about cheerleading statements. Students are |
| Replacing negative thought patterns is addressed | | | | taught to make their own cheerleading statements |
| through the use of the DBT (Dialectical Behavior | | | | to give themselves encouragement and to empower |
| Therapy) and in individual therapy. The | | | | themselves. These statements are particularly helpful |
| Sorenson’s Ranch School DBT group | | | | for overcoming fears and helping the student to feel |
| addresses identifying negative thought patterns by | | | | better about their self and to build upon their |
| introducing the idea of cognitive myths and teaching | | | | strengths. |
| the students to challenge these myths that they say | | | | |