Table 3.

Critical Elements of the CBT Core Skills

Core skill	Critical elements
ITCH	Provide rationale Explain the acronym (i.e., What do the letters stand for?) Generate example of a common ITCH at WHS Describe when it is best to engage in problem solving (i.e., What SPEED?)
Active listening	Define emotion and thought empathy Provide three example reflection sentence stems Give two examples of thought and feeling empathy Explain why empathy is so important in a population of clients like this Engage in a 2-minute conversation without providing advice or asking a question
SPEED maps	Draw SPEEDometer and describe each of the color zones on the map Blue = “cool” 0–25 Green = “go” 26–50 Orange = “warning” 51–75 Red = “danger” 76–100 Provide rationale for using SPEED maps Describe SPEEDometer metaphor Explain the importance of SPEED checks
CAPES	Closeness, accomplishment, physical activity, enjoyment, sleep Sleep routine Provide rationale for CAPES Generate at least five examples of each category that can be done on the unit Articulate the importance of scheduling CAPES in detail (what, when, where, who, how often, for how long, barriers)
TIP	Locate SPEED at which TIP is best used Provide rationale for TIP skills Explain the acronym Describe/do one guided activity for each letter/skill domain
CBT chat forms	Provide rationale Explain the purpose of the three Cs Generate a template + appropriate example Describe what “counts” as a situation Generate at least two questions that would help identify a teen’s thought, two for checking the thought, two for changing the thought Generate a list of at least 10 feeling words Describe three options for responding to thoughts

Note. ITCH = identify a problem, think of solutions, choose a solution, and how did it work?; WHS = Wolverine Human Services; SPEED = self-perceived excess energy and distress; TIP = toward engaging the senses, intense physical activity, and paced breathing; CBT = cognitive-behavioral therapy.