Use the rollercoaster story to explain CBT to children.

The idea that our thoughts have an impact on our emotions and behaviors is the foundation of CBT (cognitive behavioral therapy). One core tenet of CBT is that unpleasant feelings are greatly influenced by our thoughts about a situation rather than the situation itself. CBT is very effective for children with anxiety. 

As beneficial as CBT is, it’s also replete with therapeutic jargon that sounds scary. Like the Helpful Thoughts Game I wrote about previously, the rollercoaster story is a fantastic tool for teaching kids about the influence of their thoughts. Typically, this story is introduced to the child early in therapy.

I came across this story in the book Cognitive Therapy for Adolescents in School Settings by Dr. Torrey A. Creed, Dr. Jarrod Reisweber, and Aaron T. Beck. 

The central concept of the Rollercoaster Story: Thoughts influences our feelings about events

The main idea of the roller coaster tale is that thoughts influence how events affect us.

Adults and children alike frequently have the misconception that specific circumstances make individuals experience certain emotions and that there is nothing they can do to make themselves feel better at these moments. The roller coaster story eloquently highlights that our emotional reactions to circumstances are determined mainly by our thoughts about them. It achieves this by demonstrating how two individuals exposed to the same circumstance may exhibit quite different emotional responses depending on how they interpret the event.

The Rollercoaster Story

“One day, two friends headed to an amusement park for some fun. In the center of the park was a huge roller coaster. When the boys saw the ride, something very strange happened. One boy named Moe ran to get in line to ride the roller coaster. The other boy, Joe, walked much more slowly to get in line. As they stood together, they looked something like this.”

At this point, the therapist would draw a picture of the two boys. Moe should show non-verbal cues that he is very excited: a big smile, open body posture, and so on. Joe’s non-verbal cues should suggest that he is quite anxious: wide-open eyes, a more grimly-set mouth, and so on. Alternatively, the therapist could point to pictures on a pre-prepared illustration or use other methods to show two boys with these two different emotions.

“Let’s look at Moe. How do you think Moe is feeling?”

The emphasis in this question should be on how Moe feels, based on the nonverbal cues, rather than what he is thinking or doing. If necessary, use guided discovery questions to help the client recognize that Moe is excited and happy.

“And if you look at Joe, how do you think Joe is feeling?”

Again, emphasize how Joe feels, rather than what he is thinking or doing.

 “I think you’re right–Moe looks like he is feeling really (excited/good) about riding the rollercoaster, but Joe looks really (worried/nervous/unhappy). So here’s the interesting thing: Some people think that situations make them feel a certain way–like the rollercoaster making Moe excited and making Joe scared. But if they’re both in line for the same rollercoaster, how could it be that they feel so differently? What could be making them feel differently?”

Encourage the client to take some guesses. If necessary, use guided discovery or float ideas to help the client consider that what the boys are thinking about the rollercoaster is quite different. If necessary, ask something like, “What do you think Moe is saying to himself while he’s standing in line? And what is Joe saying to himself?” We are looking for the (automatic) thoughts that each boy is having when he looks at the roller coaster. Drawing a thought bubble over each boy’s head may also help clients to consider what is going through each boy’s mind. The goal is for the client to consider that Moe is having positive or optimistic thoughts, and Joe is having negative or pessimistic thoughts.

“I bet you’re right. Moe is probably thinking about how fun the rollercoaster will be, and Joe is probably thinking that something pretty bad will happen. So I wonder . . . is it possible that the roller coaster is not making the boys feel this way? Is it possible that something else might be doing it?”

Use other questions as needed to help the client draw the conclusion that the boys’ feelings are related to their different thoughts about the rollercoaster ride.

“So now let’s think about something else. What could Moe whisper in Joe’s ear to help Joe feel a little bit better about riding the roller coaster?”

Here, the therapist is looking for a thought that could help Joe cope with his worry and ride (not avoid) the rollercoaster. Examples include, “I’ll sit next to you so you feel better,” “I know you can handle it!” or “Think of how proud you’ll feel afterward!”

“I think you’re right. If Moe tells Joe he’ll sit with him, and then Joe focuses on feeling proud afterward, Joe will probably feel better about riding the rollercoaster. He may still feel a little nervous, but changing his thoughts may help him be brave enough to give it a try.”

“That’s a lot like the kind of work we’ll be doing together. We’re going to help you learn to catch what you’re saying to yourself, and then whisper something in your own ear to help you feel (less angry, more brave, less sad, more relaxed, etc.) We’ll figure out what you are thinking in different situations and how those thoughts lead to feelings and actions. Then we’ll figure out what you can tell yourself, or whisper in your own ear, to help you feel better and act differently. How does that sound?”

This, in a nutshell, is the foundation for CBT and provides an excellent ramp-up to a full-fledged intervention.

Additional Tips for Therapists

Feel free to replace the rollercoaster. You can make the story more enjoyable, engaging, and relatable by using examples that the child really likes (or dislikes). For example, A similar story may be told where two kids spot a mouse on their front steps. While one youngster may be nervous or uneasy about the mouse, the other could be eager to try to pet the tiny cute creature.

Using examples that include the child’s presenting problem (anxiety or anger) can also be helpful but avoid telling about a situation that is very similar to that of a child as it may overwhelm them.

Older children can be asked to tell a story they create to check their understanding of the concepts. 

Conclusion 

Games and stories that are relatable to the child are a great way to get started with CBT for children. Told early on, stories enable the child to quickly understand the “big picture” of CBT, increasing their enthusiasm and excitement about the potential of learning strategies to help them alter their thinking to impact their emotions and behavior.

Want to talk more about it? Have a virtual coffee with me

Reference: Creed, T.A., Reisweber, J., & Beck, A.T. (2011). Cognitive Therapy for Adolescents in School Settings. Guilford Press: New York.