Learning Hayes Worksheet
Learning Hayes Worksheet
Learning Hayes Worksheet
Example
Problem Area: I get anxious and insecure when talking to others, especially with people I do not know, people
I consider attractive, or people in higher positions of power. I notice I get stuck in my head, worry about what
they think of me, worry that they might not like me. As a result, I retreat more and more inside my head. I worry
about saying something stupid and embarrassing myself. I deal with these fears by either overcompensating and
trying to be the most fun and interesting person in the room or by retreating, excusing myself from the situation
and going home. These fears have been with me as long as I can remember.
What Feelings and Thoughts Come Up for Me: The DSM label feels overly simplistic and threatening at the
same time. It feels like all the complexity of my situation is compressed into a single label. And it feels like
confirmation that there is something wrong with who I am. Something is broken inside of me, and I’m less of a
person because of it. It also sounds like I need medication to fix my problem.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 2.1 Create a Network Model
Example
Conversation with
Overcompensating
others (strangers, Feel anxious and
(trying to be fun
attractive people, insecure
and interesting!
authorities!
What Feelings and Thoughts Come Up for Me: I never thought about my problem in this way. The nodes
help show a good overview of all the elements, and the arrows show how they influence one another. I never
before stopped to think about how everything reinforces each other. Drawing this network helped me make
more sense of my situation. My problem feels like something I can learn to get a better grip on.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 3.1 Explore a Dimension
Example
Dimension: Self
Pattern Inside This Dimension: I feel like a complete loser. Like my achievements are not great enough, and
who I am as a person is not good enough. When I get rejected by other people, it is confirmation that I’m not
good enough. When I notice I do my best to entertain others, it is again confirmation that I’m not good enough
(or else I would not have to try so hard). And when I retreat and go home, yet again, I decide for myself that
I’m not good enough.
Example of Responding More Effectively: I was playing volleyball with a friend and his acquaintances. They
were all very attractive, and I noticed nervousness and insecurity coming up. But instead of giving in to my
fear and labeling myself a loser, I stopped and asked myself what is important right now. The answer was
clear: spending quality time with my friend and enjoying myself. As a result, my whole focus shifted, and I
could better let go of this idea that I’m not good enough.
How Healthy Variation Applies: My rigid pattern is resorting to self-blame and either trying to prove my
self-worth or escaping the uncomfortable situation entirely. One positive variant is refocusing on what truly
matters, allowing me to stay in contact with others, without resorting to proving myself.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 3.1 Explore a Dimension
Explore problems in retention—How do these dominant thought patterns and forms of adjustment
maintain and facilitate the client’s problems in the network model? In the case of thoughts and adjustment
patterns that are adaptive, why are they not retained when they occur? What other features of the network
are interfering with retention of gains that may occasionally occur?
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 4.1 Cognition
Example
Problems in variation: Thoughts that show up in the middle of my struggle are I’m embarrassing myself,
They won’t like me, I just don’t have it in me, What am I even doing? Even though there is a small part of me
that knows that this is all just my inner dictator, in the moment it feels like the inevitable truth.
Problems in selection: These thoughts might prevent me from being rejected by others—by rejecting myself
first. The alternative, more adaptive thoughts serve to prevent me from rejecting myself and help me stay
in touch with what matters to me, namely being present in social situations, potentially building important
relationships.
Problems in retention: When I reject myself first, I cannot experience getting accepted as I am—either by
myself or by others. The thought Others will not like me remains unchallenged, because I do not show my real
self to others in the first place. Alternative, adaptive thoughts are available but hard to reach because fear
diminishes their believability.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 4.1 Cognition
Explore problems in selection—Which functions do these emotions and patterns of responding to emotions
serve? Begin with dominant, repetitive, and maladaptive ones, but then move on to adaptive forms, however
infrequently they may occur.
Explore problems in retention—How do these dominant patterns of emotion and adjustment to emotion
facilitate the client’s problems in the network model? In the case of emotions and adjustment to emotions
that are adaptive, why are they not retained when they occur? What other features of the network are
interfering with retention of gains that may occasionally occur?
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 4.2 Affect
Example
Problems in variation: Fear, anxiety, and nervousness always show up when I enter a conversation with
others (especially strangers, attractive people, and authorities). These emotions become stronger when I
actually talk to them. It always happens the same way.
Problems in selection: The fear signals me that something is dangerous and I might get hurt. By having these
fears and removing myself from the situation, I can avoid getting hurt. No matter how irrational this seems,
the logic holds true in the moment in my mind.
Problems in retention: When I escape a situation because of fear, I never experience the reality that there
is nothing to be scared about. I don’t experience the fact that getting rejected doesn’t hurt nearly as much as
I imagine it will. As a result, the fear persists. And even more, the nervousness may even grow stronger the
more consistently I escape. After all, if the situation wasn’t truly scary, I wouldn’t have to escape in the first
place.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 4.2 Affect
Explore problems in selection—Which functions do these attentional patterns serve within the client’s
network of events? Begin with dominant and problematic attentional patterns, but then move on to more
adaptive attentional patterns that are more flexible, fluid, and voluntary.
Explore problems in retention—How do attentional patterns facilitate the chronic occurrence of client’s
problems in the network model? Why are more adaptive attentional patterns not retained when they occur?
What other features of the network are interfering with a healthy retention of gain?
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 4.3 Attention
Example
Problems in variation: When I’m inside my struggle, I always focus on myself. I focus on my thoughts, my
nervousness, and the weird feelings inside my body. I lose touch with what is happening around me.
Problems in selection: I believe I do not want to make any mistakes, and therefore I monitor myself much
more in social settings than I would normally do. Additionally, I try to solve the problem of my fear and
nervousness by thinking my way out of it, hence I focus on myself yet again.
Problems in retention: By excessively focusing on myself, I play it safe. I miss what is out there, and who
knows what I might have missed, had I dared to stop monitoring myself?! The attention on myself gives me
a false sense of safety that is never challenged—hence it persists. Putting the focus outside, on the other
hand, seems risky, because I might say something stupid.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 4.4 Fill in Your EEMM: Cognitive, Affective, and Attentional Dimensions
MALADAPTIVE
Variation Selection
Cognition
Affect
Attention
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 4.4 Fill in Your EEMM: Cognitive, Affective, and Attentional Dimensions
Example
MALADAPTIVE
Variation Selection
Cognition I focus on possible failure far more It gives me the sense that I can
than on how to succeed. control possible problems if I am just
vigilant enough. However, it also
interferes with my ability to listen
and be with people.
Affect I tend to turn down socially challenging I immediately feel better but I also
situations that might make me anxious. soon fear the next situation even more.
Attention I watch for signs of impending anxiety I feel safer and less vulnerable, but it
that might arise. interferes with my performance, and
when I notice that I feel even more
anxious. It feels like I’m on a sick
merry-go-round.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 4.4 Fill in Your EEMM: Cognitive, Affective, and Attentional Dimensions
Explore problems in selection—What are the functions of a problematic sense of self? If or when a healthier
sense of self or self-concept appears, what functions might it serve?
Explore problems in retention—In the area of self, how do these dominant patterns support, facilitate, or
maintain the client’s problems in the network model? In the case of a more adaptive sense of self or self-
concept, why is it not retained when it occurs? What other features of the network are interfering with
retention of gains that may occasionally occur?
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 5.1 Self
Example
Problems in variation: The sense of self that shows up is that I’m a loser or I’m an idiot, and I’m not good
enough. These thoughts seem very convincing in the middle of my struggle.
Problems in selection: By denouncing myself first, I protect myself from potential attacks of outsiders. By
rejecting myself first, I avoid getting rejected by others.
Problems in retention: My sense of self as a “loser” is never challenged, because I never show up in a way
that would allow others to embrace who I am. Instead, this self-perception is reinforced each time I reject
myself (i.e., only a loser would think of themself as a loser).
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 5.1 Self
Explore problems in selection—What are the functions of the maladaptive forms of motivation that are
present in the network? When healthier forms of motivation appear, what functions might they serve?
Explore problems in retention—How do these dominant patterns in the area of motivation support,
facilitate, or maintain the client’s problems in the network model? In the case of more adaptive forms of
motivation, why are they not retained when they occur? What other features of the network are interfering
with retention of gains that may occasionally occur?
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 5.2 Motivation
Example
Problems in variation: In conversations with others, I’m primarily concerned with not embarrassing myself,
or not saying something stupid. I want others to like me. I also want to be genuine and authentic, but it’s so
hard with my fear showing up.
Problems in selection: My motivation of “not embarrassing myself” serves to avoid getting rejected and
ridiculed by others. It is a motivation primarily grounded in what I don’t want, rather than what I do want. My
other motivation to be genuine and authentic serves to create real connections, but it’s overshadowed by my
avoidance of getting hurt.
Explore problems in retention: Whenever I don’t embarrass myself—which is more often than not—the
belief that it didn’t happen because I actively monitored myself gets reinforced. Whenever I do embarrass
myself, I ascribe it to my not doing enough to avoid embarrassment. Either way, my motivation is reinforced.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 5.2 Motivation
Explore problems in selection—What are the functions of problematic forms of overt behavior in the
client’s network? If or when more adaptive forms of overt behavior appear, what functions might these overt
action patterns serve?
Explore problems in retention—How do these dominant overt behavioral patterns support, facilitate, or
maintain the client’s problems in the network model? In the case of more adaptive overt patterns of action,
why are they not retained when they occur? What other features of the network are interfering with retention
of behavioral gains that may occasionally occur?
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 5.3 Behavior
Example
Problems in variation: When I get nervous in social situations, I either overcompensate and try to be the
funniest, most interesting person in the room, or I retreat, often excusing myself and going home. It’s almost
always one or the other.
Problems in selection: I overcompensate in the hopes of being more liked by others and building close
relationships. On the other hand, I retreat in order to not get hurt by others. I reject myself before I can get
rejected by others.
Explore problems in retention: When I overcompensate and other people react positively, I assume it must
have been because I put on a show. When they react negatively, however, I assume it must have been because
I didn’t try hard enough. Either way, the behavior is reinforced. Whenever I retreat, the nervousness and fear
dissipate; thus, the behavior is reinforced.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 5.4 Fill in Your EEMM: Self, Motivational, and Behavioral Dimensions
MALADAPTIVE
Variation Selection
Self
Motivation
Behavior
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 5.4 Fill in Your EEMM: Self, Motivational, and Behavioral Dimensions
Example
MALADAPTIVE
Variation Selection
Self I think I’m a total loser and simply not Well, by rejecting myself first, I protect
good enough. These thoughts seem very myself from getting hurt by others.
convincing.
Motivation I’m primarily concerned with not I don’t want to get rejected or ridiculed.
embarrassing myself, or not saying
I also want to be genuine and authentic
something stupid. I want others to like
to create real connections, but it’s often
me. I also want to be genuine and
overshadowed.
authentic, but it’s so hard with my fear
showing up.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 5.4 Fill in Your EEMM: Self, Motivational, and Behavioral Dimensions
Explore problems in selection—What are the functions of problematic biophysiologically relevant actions
in the client’s network? For example, does not exercising allow them to avoid experiencing shame about their
body? Are poor eating patterns cultural? If or when more adaptive forms of the biophysiological level appear,
what functions might these patterns serve?
In order to explore these key questions, you will also need to know a lot about key biophysiologically
relevant actions. These questions are more of the common sense type, but they include:
• How often and when do you overeat, or restrict what you eat?
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 5.4 Fill in Your EEMM: Self, Motivational, and Behavioral Dimensions
• Do you take any drugs? If so, what, how often, and how much?
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 6.1 Biophysiological Level
Example
Problems in variation: When I get scared, I notice my stomach tightening. Everything in me feels like it’s
getting pulled together. My heart beats faster, I tend to sweat more, and I notice that I get fidgety.
Problems in selection: I assume it’s my body’s way of preparing myself for danger. My body wants to protect
me, but it actually makes it harder for me.
Problems in retention: When my fear gets to be too much, I just leave. I almost always let my fear control
me, and therefore the fear and the biophysiological symptoms remain (or even grow stronger). In my struggle,
I’m much too agitated to calm down and relax.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 6.1 Biophysiological Level
Explore problems in selection—What are the functions of problematic sociocultural patterns in the client’s
network? If or when more adaptive forms of the sociocultural level appear, what functions might these
patterns serve?
In order to explore these key questions, you will also need to know a lot about key socially and
culturally relevant actions. These questions are more of the common sense type, but they include:
• How does your culture think about (insert critical topic of relevance to the network)?
• How are problems such as these discussed with your family and friends?
• Do you feel as though you are violating cultural norms or that you would need to do so in order to
address this problem area?
• How would you describe the relationship with your family and friends?
• How openly can you be yourself with your family and friends?
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 6.2 Sociocultural Level
Example
Problems in variation: Ever since high school, I have believed that there are “winners” and “losers.” And if
you’re not one of the popular kids, you’re a loser. If I want to be a winner, I have to be confident and charming
and witty.
Problems in selection: If I explain the world to myself in these simple black/white terms, it gives me a false
sense of security, because even though I end up being a loser, at least I know where I belong. Also, it gives
me a strategy to feel better about myself: be more confident and more charming.
Problems in retention: The belief that there are “winners and losers” gets reinforced whenever I act on it
(either by overcompensating to be a winner or by retreating to avoid feeling even more like a loser). The
paradigm keeps itself in place.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 6.3 Fill in Your EEMM: Biophysiological and Sociocultural Levels
MALADAPTIVE
Variation Selection
Biophysiological
Sociocultural
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 6.3 Fill in Your EEMM: Biophysiological and Sociocultural Levels
Example
MALADAPTIVE
Variation Selection
Sociocultural Ever since high school, I have believed Clinging to these black/white terms
that there are “winners” and “losers.” gives me a false sense of security,
And if you’re not one of the popular because even though I end up being a
kids, you’re a loser. If I want to be loser, at least I know where I belong.
a winner, I have to be confident and Also, it gives me a solution to feel
charming and witty. better: be more confident and more
charming.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 6.4 Create a Preliminary New Network Model
Example
Overcompensating
Feel anxious and
(trying to be fun
insecure
and interesting$
What Thoughts and Feelings Come Up for Me: I feel like I get a much better sense of everything that
happens for me. I wasn’t even aware of half of it. It’s a lot, but also a relief, because I feel like I can get a
grip on this mess. I didn’t realize how important my focus on my own fear and nervousness is, and how all
these elements reinforce one another. It’s a big knot, but I can finally see the threads to untie it.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 7.1 Fill in the Your Complete EEMM
Affect
Cognition
Attention
Self
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 7.1 Fill in the Your Complete EEMM
Motivation
Overt Behavior
Biophysiological
Sociocultural
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 7.1 Fill in the Your Complete EEMM
Example
Affect I turn down social I immediately feel My fear grows It gets reinforced
situations that better, but I also stronger whenever by my history,
might make me soon fear the next I buy into it and my focus, and
anxious. situation. escape it. my actions.
Attention I watch out for I feel safer and Regardless of It gets reinforced
signs of impending less vulnerable, what happens, by my history,
anxiety. even if it I need to stay my emotions, and
interferes with vigilant to make body sensations.
my performance. sure I don’t
embarrass myself.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 7.1 Fill in the Your Complete EEMM
Sociocultural I learned in high Clinging to these These beliefs get It gets reinforced
school that there black/white terms reinforced by my actions,
are “winners and gives me a false whenever I act my history, and
losers.” sense of security. on them. my feelings.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 8.1 Adaptive Processes
Affect
Cognition
Attention
Self
Motivation
Overt Behavior
Biophysiological
Sociocultural
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 8.1 Adaptive Processes
Example
Cognition Beliefs. By establishing new beliefs that it’s okay to embarrass myself and
to not be liked, I will work less to avoid either.
Motivation Values. By knowing what truly matters to me, I can focus more on taking steps
toward this direction, rather than be dictated by fear.
Overt Behavior Avoidance. By exposing myself more to fearful situations, I can learn to function
better within them.
Biophysiological -
Sociocultural Social support. By opening up about my difficulties to trusted people, I can learn
to let go of my sense of shame around my fear.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 11.1 Choosing a Treatment Kernel
Contingency management
Stimulus control
Shaping
Self-management
Problem solving
Arousal reduction
Coping/Emotion regulation
Exposure
Behavioral activation
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 11.1 Choosing a Treatment Kernel
Interpersonal skills
Cognitive reappraisal
Cognitive defusion
Experiential acceptance
Attentional training
Mindfulness practice
Enhancing motivation
Crisis management
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 11.1 Choosing a Treatment Kernel
Example
To illustrate how to use this table as a guide to select treatment kernels, consider our client with social anxiety
whose completed table looked like the one below. It would make perfect sense to focus on the kernels rated 8 and
9 over those with 5s.
Modifying core beliefs Modify the belief that there are “winners and 8
losers,” that “I’m a loser,” that “I have to proof
myself.”
Values choice and clarification Clarify what matters to me, as a focus point in 5
social situations.
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.
Learning Process-Based Therapy Action Step 11.1 Choosing a Treatment Kernel
• What are the elements in the network that prohibit or interfere with these goals?
Implement Strategies
© 2021 Stefan G. Hofmann, Steven C. Hayes, and David N. Lorscheid / New Harbinger Publications.
Permission is granted to the reader to reproduce this form for personal use.