Pause, get curious, and explore another perspective.
Browse a thinking trap, try a short practice activity, or find a question for your next session.
Labels are clues, not verdicts. A thought may fit more than one pattern.
Choose the closest pattern in each fictional example. There is no score or timer.
Choose one thought and one useful question. Leave any field that does not help.
Bring to mind one specific moment. Write the thought as it appeared, even if it feels messy or unreasonable.
Choose the pattern that fits best. A thought can contain more than one trap—start with the strongest one.
A balanced thought does not have to be positive. It only needs to be fairer, fuller and more useful.
Choose a number from 0% (not at all) to 100% (completely).
Choose the kind of help you need. Your answers stay in this reflection.
Use one prompt, then listen and reflect. Attend to real adversity and current safety needs. If repeated questioning becomes reassurance-seeking, return to the agreed formulation and treatment plan.
Open the troubleshooting guide (PDF)Include observable facts rather than guesses where possible.
Try “Although…, it is also true that…” or write what you would say to someone you care about.
Capture what fits now, including anything that remains uncertain.
Take what is useful. You do not have to force the thought—or the feeling—to disappear.
Ask with curiosity.
Listen for what comes next.
Five practical guides for thoughtful, collaborative dialogue. Find a prompt, plan the conversation and reflect on what helped the client develop their own understanding.
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In CBT, Socratic dialogue uses curious questions, careful listening and shared summaries to explore a person’s experience. The therapist helps the client notice relevant information, consider its meaning and reach a view of their own.
The aim is to understand together. A useful conversation allows disagreement, real difficulties and uncertainty; it does not require a positive conclusion.
The SelfImproveCoach QuickSheets are original educational practice aids.
Choose the guide that fits the task in front of you. Each has three pages; the previews below show actual pages from the PDFs.
Actual PDF preview · 3 pagesFind a question that fits
47 prompts organised by dialogue stage, thinking pattern and readiness. Use the bank to find an entry point, then follow the client’s answer rather than working through a list.
When it may help Start here when you know the focus but want help wording one open question.
Actual PDF preview · 3 pagesKeep the conversation connected
A flexible route from a specific episode and its personal meaning to a fuller picture, a client-owned summary and a useful next step. Includes fictional examples and signs that it may help to revisit an earlier stage.
When it may help Use when a dialogue drifts, moves too quickly or feels like a string of separate questions.
Actual PDF preview · 3 pagesPrepare, notice and review
Checks for before, during and after a dialogue: agree the purpose, make the task accessible, preserve collaboration and review the learning. Optional items support reflection rather than a performance score.
When it may help Use for session preparation or review one exchange in supervision.
Actual PDF preview · 3 pagesChoose the task before the prompt
The original FIT practice aid—Focus, Invitation and Task—helps you consider what needs attention, whether exploration is welcome and what kind of learning would be useful. It is a practice aid, not a validated assessment.
When it may help Use when you are unsure whether to clarify, explore a meaning, plan an experiment or change approach.
Actual PDF preview · 3 pagesFind a way through stuckness
Explore possible reasons for repeated “I don’t know” answers, circular discussion, quick agreement or a strained exchange. Offers questions to check your understanding and ways to adjust pace, language or approach.
When it may help Use when the conversation feels stuck. Consider the interaction and the client’s needs before adding another question.
For therapists and practitioners in training. Use within your competence, formulation and supervision. These printable resources do not establish clinical competence or replace individual clinical judgement.
