Annals of Clinical Case Studies ISSN: 2688-1241

Case Study

A Case Study of Cognitive Behavioural Therapy for

Social Anxiety & Depression
George Baldwin*
Department of Psychology, Norwich Medical School, University of East Anglia, UK

Abstract
A case report is presented of Penny, aged 28, who was referred to the psychology pathway in the chronic pain service after reporting feeling anxious and low
during a physiotherapy appointment for neck pain. An initial assessment highlighted Penny experienced anxiety in social situations and had a pervasive low
mood stemming from her childhood and being maintained by her difficulties now. Twelve sessions of Cognitive Behavioural Therapy (CBT) were offered. The
CBT longitudinal formulation facilitated joint conceptualization of Penny’s early experiences, the negative core beliefs derived and how they contributed to her
social anxiety and low mood. This set the foundations for the intervention to relive and restructure early experiences, in conjunction with the use of a thought
diary relating to situations arising in her work, home and social life. This approach enabled us to empower Penny to process her past, develop new positive core
beliefs and break the identified cognitive and behavioural maintenance. A reduction in measured social anxiety and low mood was observed and measured using
the GAD7 and PHQ9. Reflections on the case and what was learnt are provided.
Keywords: Social anxiety; Low mood; Cognitive behavioural therapy; Self-compassion

Introduction health records, conversations with other health care professionals and
meeting Penny herself. The work was undertaken by a trainee clinical
Reason for referral
psychologist under the supervision of a qualified clinical psychologist.
Penny was referred to psychology in the chronic pain service
after she became tearful during a physiotherapy session. Penny had Penny was a twenty-eight year old female living with her mother,
disclosed that she felt anxious, low and was struggling to relax. The Mary. A genogram (Figure 1) highlighted a hostile relationship with
physiotherapist administered the screening measures for anxiety and her mother, who has experienced psychotic symptoms for as long
low mood which are routinely used when considering a referral to as Penny could recall. Penny had always wondered if her birth had
psychology. Penny scored 13 (moderately severe) on the General triggered the psychosis, as during a fit of rage in Penny’s childhood
Anxiety Disorder scale (GAD-7) [1,2] and 14 (moderately severe) on her mother had blamed her. Penny described a number of distressing
the Patient Health Questionnaire (PHQ-9) [3]. memories of her childhood and late teenage years which were elicited
in a difficult memories worksheet (Appendix A). This included
Service context memories such as not being allowed to fall asleep in the evening
Depending on a service user’s presentation, psychological as a child or opening windows due to her mother’s superstitious
assessment in the pain service can result in external signposting beliefs. Penny also recalled her mother shouting at her school friends
if psychological difficulties and/or a service user’s goals do not and getting ‘vibes’ off clothes whilst shopping which caused Penny
primarily relate to pain management. The pain service is a small embarrassment. Penny also had her fringe cut forcibly cut, her Harry
multidisciplinary team based in East Anglia that includes psychology, Potter books ripped up as a punishment and on one occasion her
physiotherapy, nurses and medical doctors. The service sees people mother hit her in public. Penny also recalled her mother making a
who have a primary experience of pain that has not resolved with suicide attempt resulting in her being sectioned, causing Penny to
acute physiotherapy treatment and people can be referred within the temporarily live with her maternal grandparents. Penny’s father Dave
service for psychology input if pain symptoms appear to interact with was not present during her childhood and was estranged from birth.
the individual’s mental health. They met once when Penny was 21 but she decided not to pursue
Assessment further contact.

A range of sources were used for the assessment. This included During her teenage years, Penny described having no boundaries
enforced at home, which meant she was able to “act out” and have
parties where she would make “shameful decisions” with boys. Penny
Citation: Baldwin G. A Case Study of Cognitive Behavioural Therapy attributed a lot of these experiences to her low self-esteem and anger
for Social Anxiety & Depression. Ann Clin Case Stud. 2021; 3(1): 1038. she held towards her mother. Aged 13, Penny attempted to end her
Copyright: © 2021 George Baldwin life through a paracetamol overdose. This was precipitated by being
bullied and experiencing her first breaks up. This resulted in Penny
Publisher Name: Medtext Publications LLC
being prescribed anti-depressant medication which she still takes,
Manuscript compiled: Mar 16th, 2021 but she received no therapy. Penny’s maternal grandparents played
*Corresponding author: George Baldwin, Department of Psychology, a significant role in providing emotional support which she felt her
Norwich Medical School, University of East Anglia, UK, E-mail: george. mother could not offer. Her grandad passed away when she was 15
[email protected] and her nan passed away when she was 19. Penny had a turbulent
relationship with her ex-boyfriend Mike during the time that she

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 Annals of Clinical Case Studies

covered, but felt disappointed that she had not been able to talk about
her childhood.
Penny’s physical health included chronic neck pain, headaches and
feeling physically tense. These have been a constant issue throughout
her twenties and physio treatment has not resolved her symptoms.
Penny’s previous CBT did not consider her physical pain in relation
to her mental health. Penny described the physical symptomology
“flaring” during and after situations that triggered strong emotions, so
she wondered if there was a link when the physio had asked if she was
stressed. This neck pain was impacting Penny most days. It meant that
when she was dealing with a situation that triggered anxiety and/or
low mood, she would feel physically tense and then afterwards often
suffer with neck pain and headaches, causing further psychological
distress, shown to be a common occurrence with chronic pain in the
pain cycle [4]. This caused Penny to frequently take sick days from
work. She also avoided social situations and shied away from aspects
of her senior role at work through fear of failure and being judged,
this was something Penny wanted to address. She hoped that therapy
would offer the opportunity to talk through the earlier experiences
linked to her low self-esteem (and anxiety in social situations), as well
as her low mood and the difficult relational dynamic with her mum.
Figure 1: Basic genogram drawn out with Penny during assessment.
Given Penny’s two previous overdoses there was further
exploration of risk. Penny denied having current suicidal thoughts
lost her nan. She described him as regularly violent, critical of her
or plans, describing the previous overdoses as impulsive. She stated
appearance and cheated on her. He split up with Penny shortly after
she did not stockpile paracetamol at home anymore as a precaution.
her nan’s funeral which precipitated another paracetamol overdose.
Penny was hopeful that therapy could help improve how she feels
Penny said she was not then offered additional support for her mental
about herself. We put together a safety plan which involved being
health.
mindful not to self-isolate if she noticed thoughts about harming
Penny described her early twenties as unstable, as her relationship herself and also reaching out to friends and/or calling the crisis team
with Mike continued to be on and off until she turned 23. She described or emergency services. Penny felt that she would be able to do this. In
her current boyfriend Brian, as supportive and understanding. Penny regards to risk to Penny, she said her mother’s mental health was now
has achieved greater relational and occupational stability in recent more settled, but due to Penny becoming quickly frustrated with her
years, with a senior role in customer relations and a supportive boss, mother she was looking to move in with her boyfriend.
as well as a close circle of friends; Bethany, Alice and Lizzie (who also
Formulation
suffers from depression).
Based on the information gathered at assessment, Penny’s
Despite Penny’s relative stability in relationships and work presentation appeared most consistent with social anxiety and
over the last five years, she said she continues to struggle with her depression. Penny’s low self-esteem was manifesting in the form
mental health. Penny described feeling depressed since her teenage of social anxiety through avoidance, it was also manifesting into
years and socially anxious since her early twenties. At present, she depression, with her experiencing continual low mood, rumination
described struggling with unfamiliar people and the fear of making about her past and guilt about angry outbursts in the present. We
a mistake, which resulted in her feeling anxious and avoiding such hypothesized that Penny’s chronic pain (headaches and neck pain)
situations. Penny said since her teenage year’s she believed that she which had no clear medical cause, may be a physiological symptom
is stupid, weak, awkward and a bad person. She said this makes her of physical tension associated with her negative cognition. In clinical
feel depressed and she cannot stop judging herself, which makes her supervision, it was agreed that this gave a rationale for a psychological
feel anxious if she thinks other people might also be judging her. intervention within the context of the pain service. The National
Penny displayed limited compassion towards herself when talking Institute for Health and Care Excellence (NICE) (2009) guidelines
about her difficulties and felt a burden on those around her. She recommend treating depression with CBT if it precedes the onset of
described becoming easily frustrated with her mother if she did or social anxiety. Consequently, whilst Penny met the criteria for social
said anything that Penny disagreed with. Penny believed this was due anxiety, this seemed to be a consequence of her depression which
to holding so many upsetting childhood memories of her. Penny said developed in her teenage years, so a decision was made to use the
the difficulties with her mother made her feel guilty and depressed CBT longitudinal model [1] to make sense of Penny’s depression in
that she is a bad person. If Penny got upset, she would isolate herself relation to her earlier experiences, the negative core beliefs and rigid
and ruminate about both the incident and her childhood. Penny had rules for living she had derived, which left her feeling low, lacking
six Cognitive Behavioural Therapy (CBT) sessions three years ago in self-esteem and showing limited compassion towards herself. This
for her anxiety. This was the only previous therapy she had received, formulation also captured how Penny’s short temper towards her
from her local primary care service. She did not find it helpful as the mother was driven by past guilt.
therapist struggled to remember their previous session which made
it disjointed and confusing. Penny could not recall what sessions The Clarke and Wells [5] social anxiety formulation would not

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 Annals of Clinical Case Studies

have enabled us to formulate around the early experiences and

thus also treat her depression. The longitudinal model offered the
chance to challenge Penny’s negative thoughts about herself in social
situations at the maintenance level whilst also allowing core beliefs to
be restructured at the meta-cognitive level. We hypothesized this to
be contributing to her depression and social anxiety. CBT has been
shown to be effective for both depression and social anxiety in a meta-
analytical update of the evidence by [6] featuring 144 trials.
Our formulation (Figure 2) sought to make sense of the information
gathered at assessment around Penny’s anxiety and depression, in
addition to factoring in her pain. Penny’s significant early experiences
included having an estranged father, a difficult relationship with her
mother; dealing with psychosis and an abusive boyfriend between the
ages of 18 and 23 (Appendix A). These experiences appeared to be
connected to hypothesized core beliefs she shared about being stupid,
a bad person, awkward and a burden on those around her (Appendix
B). Penny believed she could not turn off her feelings, control her
temper or stop judging herself. These beliefs fed into rules for living
including ‘if I’m around new people… Then I’ll be awkward’, ‘if I make
a mistake… Then it proves I’m stupid’ and ‘if I lose my temper… Then
I’m a bad person’. Penny described critical incidents contributing to
her ongoing difficulties; including her overdoses aged 13 and 19, as
well as her nan dying and generally “acting out” as a teenager. The
current maintenance of her social anxiety and depression appeared
to centre around situations included being around unfamiliar people,
making a mistake or becoming frustrated with her mum and the
ruminating about the past. Being around unfamiliar people triggered
thoughts of ‘I won’t fit in’, linked to not feeling clever or confident
and not wanting to be judged. We hypothesized this could lead to
her feeling anxious, depressed, frustrated and sometimes angry, as
well as physically sick and tense with headaches. Penny would then Figure 2: A conceptualization of Penny’s social anxiety and depression using
the CBT Longitudinal Formulation Model [1].
avoid speaking or standing up for herself in these situations. When
faced with the prospect of making a mistake, Penny would similarly
think about not wanting to be judged. This linked to her core belief perspective [7]. Found this process of reliving and restructuring to
around being unable to stop judging herself and hence predicting that be effective in reducing the negative impact of traumatic memories.
others must also think similarly. This would again result in feelings This felt clinically appropriate, as Penny had rigid negative core beliefs
of anxiety, depression, physical tension and sickness coupled with stemming from early experiences, which resurfaced when she became
headaches and sometimes anger and frustration. The third scenario frustrated towards her mother.
captured in the formulation linked to becoming frustrated with her Penny also wanted to practice being less self-critical at the
mother over anything she disagreed with. This would trigger Penny maintenance level of the formulation, as this was maintaining her
to think she is an ungrateful and bad person, linked to her wishing social anxiety and low mood. We agreed that she could explore this
that she was more kind and believing that she is in fact bad. Penny in between sessions using a thought diary for situations where she
would subsequently feel angry, frustrated, guilty and depressed and might be judged or make a mistake, or get angry towards her mother.
then isolates herself and ruminate about the situation, as well as her She could then consider an alternative perspective and how she may
early experiences with her mother. like to deal with the situation next time; thus, over time looking to
Based on this formulation and our shared understanding, we shift the negative cognition and maladaptive behavioural responses
developed a treatment rationale to target Penny’s depression, whilst to reduce the associated physiological distress linked to her pain. This
also encompassing her social anxiety and the associated chronic rationale enabled us to work on the meta-cognitive underpinning of
pain. Physical tension (linked to neck pain and headaches) was her low esteem linking to her social anxiety and low mood, whilst also
considered a physiological symptom of her psychological distress encouraging a shift at the maintenance level.
within this formulation. Given that Penny was still going to work Action plan
and maintaining relationships despite scoring moderately severe
Penny’s goals collaboratively intended to reduce the physiological
on the PHQ-9, behavioural activation did not seem an appropriate
symptoms of her depression and anxiety that were associated with her
intervention to come from this formulation. So we agreed to
chronic pain. The action plan utilized SMART goals [8] to provide
focus on reliving and restructuring Penny’s significant childhood
clear governance of the therapeutic process towards achieving this
memories which she ruminated about when feeling low and which
aim. Penny had two goals for treatment, the first was to reduce the
also fed into her core beliefs that underpinned her difficulty in social
negative impact of her early experiences by talking about them during
situations now. We agreed to explore the negative meaning that she
sessions and the second goal was to reduce the current negative
derived from them about herself, to then elicit a balanced alternative

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 Annals of Clinical Case Studies

maintenance through a weekly thought diary. Both these goals also already having reduced sick days at work.
offered Penny the chance to elicit alternative perspectives that did not Reliving and Restructuring
reinforce her negative core beliefs. Progress towards these goals was
Penny remarked on how helpful she found reliving and
measured at the start, mid and end point of therapy using the GAD7
restructuring memories, as it allowed her to be kinder to herself,
for anxiety, PHQ9 for depression, as well as self-report for pain. Penny
something she said she would have struggled to do on her own as
completed a core beliefs worksheet at the start and end of treatment.
she felt so bad about herself [9]. Described a process of guided
Additionally, Penny documented all her early experiences, the
discovery through Socratic questioning, used in this intervention
initial negative meaning she derived and the subsequent alternative
to help enable Penny generate alternative cognition. This involved
perspective elicited, to track any cognitive change.
gathering information about Penny’s core beliefs derived from earlier
Intervention: Implementation of Action experiences and we then looked at these experiences from alternative
Plan perspectives. This guided discovery then invited Penny to reflect on
Penny had twelve sessions of individual CBT. Due to Covid-19 the alternative appraisals, to provide the chance to re-evaluate rigidly
the final two sessions were conducted over the telephone. All sessions held negative core beliefs and generate new alternatives. This guided
followed the standard CBT format (Appendix C), which reassured discovery also tied in with the thought diary practice to get Penny
Penny after her previous negative experience of therapy. considering alternative perspectives in the present too. This process
enabled Penny’s core beliefs to be restructured within the CBT
Sessions 1-2
approach by guiding her to kinder, less rigid alternatives which she
Initial outcome measures (PHQ9, GAD7 and self-reported pain) elicited herself.
were recorded and Penny was re-socialized to the CBT model, as she
did not feel familiar with it from her previous therapy. This involved One example of the reliving and restructuring process featured
psycho education around the maintaining nature of her negative Penny’s jealousy of her friends having ‘normal’ families whilst she
thoughts and subsequent feelings and behaviors, with her pain being was at school. This left her feeling alone and weird, yearning for a
a physiological symptom as we had formulated. We hypothesized normal life and a supportive family unit. She recalled finding it
that getting Penny to consider an alternative perspective when she upsetting to visit a friend and see their family life appear to be stable
struggled in between sessions, may help her break the maintenance and supportive. Penny had recorded on her list of difficult early
and approach situations differently in the future (her second goal). experiences (Appendix A) ‘Am I ungrateful for what my mum and
The importance of this CBT homework was emphasized early on, family have done for me?’. We spent one session exploring this through
which required her to reflect on any significant events by recording Socratic questioning and she described just wanting to feel supported
three main points: as a child and not be confused by her mother’s behaviour. We reflected
on what she might say to a friend if they grew up with an absent
1. What happened (situation, thoughts, feelings, behaviors) father and a mother with psychosis who would act in a confusing,
2. A compassionate alternative perspective unpredictable manner and struggle to enforce boundaries. This
reflection helped guide Penny to less critical perspective aboutthese
3. What Penny would like to think and do if a similar situation memories. Penny felt that it would be fair to fantasize for normality
arises again and that this wish would not make someone ungrateful. Penny said it
These early sessions also involved psycho education around early was powerful to hear her experience back through the summarizing
experiences, Penny’s core beliefs and subsequent rules for livings. She within the Socratic questioning process as it held up a mirror,
completed a list of her early experiences and what she felt they said whereby she could access more balanced thoughts that she might offer
about herself, others and the world (Appendix A), as well as a list of to someone else. This helped her to re-evaluate her core beliefs and
other key core beliefs (Appendix B). It was agreed that subsequent the earlier experiential evidence they were based on within the CBT
sessions would involve reliving these memories by getting Penny to longitudinal formulation. During this session Penny also recognized
recall each one and reflect on the meaning she derived from them. We that her mother had limited support too and she did the best that she
would then consider if there was a kinder alternative perspective she could whilst she was unwell. These alternatives represented increased
could elicit (her first goal). cognitive flexibility in relation to her earlier experiences. Another
example from a separate session involved Penny recalling ‘acting
Sessions 3-10 out’ as a teenager; with boys at parties. Penny described having no
These sessions followed a similar format: Penny would report respect for her mother. Now, she felt this confirmed her negative core
her mood over the last week, followed by a bridge from the previous beliefs that she was a bad daughter and she would always regret these
session and a chance to reflect on how she had found reliving and “shameful” choices. Again, Socratic questioning was used to explore
restructuring the previous week’s memory. We would then agree an the negative meaning derived from these memories. Through guided
agenda, aimed at reliving and restructuring another memory from her discovery around being “bad” in the absence of parental boundaries,
list and then we would review any significant events from the thought Penny concluded that lots of teenagers would probably have behaved
diary before covering the agenda. Towards the end of each session, similarly if they had no boundaries and she recognized that as a child,
we would provisionally agree which memory Penny would talk about she was not wholly responsible in the absence of parental guidance.
the following week, as she preferred to know this in advance. This was Thought Diary
flexible should something change and more pressing arise. During
The thought diary was reviewed each session before the main
session 6, the mid-point outcome measures (PHQ9 and GAD7, as
agenda. One incident included Penny struggling to voice her opinion
well as self-reported pain) were collected. They indicated Penny’s
to a colleague, which linked to beliefs about not being confident,
social anxiety, depression and pain were reducing and Penny shared
being weak and unintelligent, as well as not wanting to be judged.
that she wanted to continue with the same session format. She was

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 Annals of Clinical Case Studies

Penny felt these beliefs created a barrier to being kind to herself now, make a mistake, or become frustrated towards her mother- the three
as she had struggled to consider a kinder alternative perspective in situations featured in the formulation. Penny was also experiencing
the moment once she felt anxious. However after the incident at work, less neck pain, headaches and sickness (and less sick days).
she had been able to consider a kinder alternative. Penny wanted to Critical Review and Self-Reflection
explore how this linked to a book she had been reading called the
This case immersed us in the longitudinal model, as Penny’s sense
‘Chimp Paradox’ [10], which speaks about reappraising threatening
of self from her past created a barrier to being kind to herself. Due
situations (e.g. social situations) that trigger an immediate emotional
to the distress many of her memories elicited, I felt it was important
response as the amygdala is activated. We discussed how it will take
that she felt empowered to choose whether to relive and restructure
time to shift her perception of an anxiety-provoking situation in the
these memories or whether therapy should focus on the present
moment, as she had only recently begun monitoring her appraisal of
maintenance of her difficulties. As the therapist, I found this process
situations which previously would have automatically been negative
distressing too, as Penny, who was a similar age to myself, shared a
and threatening. Habituation was also discussed as a mechanism by
number of traumatic early experiences where she had internalized a
which repeated exposure to anxiety-inducing situations would elicit
really rigid, negative belief about herself. It was important for me to
less fear over time as she learnt to cope without avoidance [11], whilst
remain aware of my own emotional reactions, so that I did not let
ultimately providing evidence that she can be confident and strong;
this inhibit the process of Socratic questioning which helped Penny to
reframing her core beliefs.
come up with her own alternative perspective, rather than me taking a
In the thought diary, Penny had recorded this incident involving linear approach to tell her why she was being unfair on herself. Penny
her colleague making unfair demands of her team and how she described the process of hearing her own experience reflected back
had felt too anxious to speak up in the moment, as she did not feel and then an alternative perspective coming from her own mouth as
confident and did not want to be judged. However, after the situation, being really powerful in shifting her core beliefs. I think the nature
Penny was able to rationally process the situation and felt that it of our work, being non-judgemental in nature and delving deep into
would be appropriate to voice her opinion and if her colleague reacted Penny’s past, meant that there was a strong therapeutic bond, whereby
judgmentally, that would reflect on the colleague, not Penny. Over Penny let me in to relive these experiences with her and really
the period of a few weeks, Penny was able to trial change through understand their meaning. This collaborative approach created the
a behavioural experiment [12]. Penny voiced her opinion and got a necessary safe space to talk about her past and how it was interacting
positive response, meaning she was able to protect her team from the with her difficulties today.
unfair demands and also challenge her own beliefs about lacking in
This case has also shown the influence of unforeseeable life events
confidence and needing to avoid being judged. Penny shared feeling
and so, outcome measures must be placed in the context of that person’s
highly anxious initially, but this quickly peaked and she was left feeling
life. Penny significantly improved in relation to her goals around
glad that she had faced her fear. Use of the thought diary had enabled
reducing the negative impact of her early experiences and reducing
Penny to break the cycle of avoidance and be kinder to herself, rather
the current maintenance. However, due to the Covid-19 pandemic,
reinforce her negative core beliefs. Throughout the intervention
she did report a spike in anxiety as she was struggling to relax and felt
there were similar situations that arose where Penny benefited
that something awful may happen. This highlighted the importance
from documenting the situation, reflecting on a kinder alternative
of considering disorder specific sub-scales or alternative measures
perspective and then how she would approach the situation next time.
to accurately ascertain treatment outcomes, as the GAD-7 only has
This became normal for Penny following a difficult situation; helping
a specific of 72% for social anxiety disorder and specificity of 80%
her work towards her goal of reducing the maintenance of her anxiety
using a threshold score of 10 [13]. It may have been more appropriate
and depression now.
to use the Severity Measure for Social Anxiety Disorder (Social
Sessions 11-12 Phobia) - Adult (APA, 2013). Also, given the psychology pathway
Due to covid-19, the last two sessions took place over the phone. had a primary focus on pain related mental health difficulties; I relied
Penny emailed across a more compassionate version of the core on self-reported pain to confirm our hypothesis that psychological
beliefs worksheet (Appendix D) to compare to the one she initially distress was linked to the physiology of Penny’s pain. If a standardized
completed at the start of therapy (Appendix B). She also sent pain measure had been administered, this would have provided a
across the difficult memories worksheet which included alternative quantifiable outcome.
perspectives for memories that we had not gone through in sessions. It was also striking to me, that despite still scoring moderate on
Finally, we completed a therapy blueprint (Appendix E) to consolidate the PHQ-9 for low mood and moderately severe on the GAD-7 for
what we had covered. Final outcome measures (PHQ9 and GAD7, anxiety, Penny felt that she was now able to cope without further
as well as self-reported pain) were also administered over the phone. therapy and that our sessions had enabled her to have a more balanced
This indicated that Penny’s social anxiety, depression and pain had all perspective on her past and also to notice maintaining thoughts and
improved since the start of treatment. behaviors. This prompted me to reflect on the role of therapy and
Outcome the concept of recovery; whereby in my opinion, the most important
Penny’s outcome scores (Table 1) for her anxiety on the GAD-7 thing is to achieve a shared understanding that equips that person
went from 13 upon referral to 11 upon completion of treatment. At the with the ability and confidence to continue to affect positive change
mid-point review, Penny scored 8 on the GAD-7, she attributed the [14,15].
increase to Covid-19. Penny’s scores for her depression on the PHQ-9 I also noted that when reframing core beliefs, it proved effective
went from 14 upon referral to 9 upon completion of treatment. Penny to reflect on Penny’s current interpretation of past behaviour, as this
also reported the intervention had enabled her to be kinder to herself negative judgement modelled her current values and gave immediate
(reflected in Appendix D)in situations where she may be judged, concrete evidence to consider an alternative positive appraisal of her

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 Annals of Clinical Case Studies

Table 1: Outcome measures for anxiety and low mood.

Outcome Measures Referral (12/06/19) Session 6 (10/02/20) Session 12 (23/03/20)
PHQ-9 14 (Moderately Severe) 10 (Moderate) 9 (Moderate)
GAD-7 13 (Moderately Severe) 8 (Moderate) 11 (Moderately Severe)

current character. This is a significant reflection for me, as it utilizes 6. Cuijpers P, Cristea I, Karyotaki E, Reijnders M, Huibers M. How effective are cognitive
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Management International Review. 1981;70:35-6.
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