For instance, a depressed client hearing "please stop talking in class" might think "everything I do is wrong; there is no point in even trying". The same client might hear "you've received top marks on your essay" and think "that was a fluke; I won't ever get a mark like that again", or he might hear "you've really improved over the last term" and think "I was really abysmal at the start of term". Any of these thoughts could lead to feelings of hopelessness or reduced self esteem, maintaining or worsening the individual's depression.
Usually cognitive therapeutic work is informed by an awareness of the role of the client's behaviour as well (thus the term 'cognitive behavioural therapy', or CBT). The task of cognitive therapy or CBT is partly to understand how the three components of emotions, behaviours and thoughts interrelate, and how they may be influenced by external stimuli -- including events which may have occurred early in the client's life. (http://counsellingresource.com/types/cognitive-therapy)
Therefore, in order for me (as a behavioural therapist) to help the child, I should, first of all, know what experience/s or specific event has caused the child to develop this reaction to mealtimes and eating. It would take a lot of effort on the therapist's side, but it is still the client's prerogative to share his/her reason. In some cases, the client is not comfortable talking about their phobia, so it will also be helpful to have someone (especially an immediate relative) with them during the initial interview or interrogation. It is important to know whether the client is comfortable with the whole process of the therapy, since he/she will play a major part in order for the therapy to be successful. Besides, it is the client's behaviour that really matters; all we can do as therapists is to help them overcome the anxiety, depression, indifference, etc. or sometimes, help them to distinguish whether their beliefs are in tune with reality. In addition, still according from Dr. Mulhauser, clients who are comfortable with introspection, who readily adopt the scientific method for exploring their own psychology, and who place credence in the basic theoretical approach of cognitive therapy, may find this approach a good match. Clients who are less comfortable with any of these, or whose distress is of a more general interpersonal nature -- such that it cannot easily be framed in terms of interplay between thoughts, emotions and behaviours within a given environment -- may be less well served by cognitive therapy. Cognitive and cognitive-behavioural therapies have often proved especially helpful to clients suffering from depression, anxiety, panic and obsessive-compulsive disorder. CBT works by addressing the way the client thinks and behaves in response to similar situations and by developing more flexible ways to think and respond, including reducing the avoidance of activities. If, as a result, the client escapes the negative thought patterns and dysfunctional behaviors, the feelings of depression may, over time, be relieved. The client may then become more active, succeed and respond more adaptively more often, and further reduce or cope with his negative feelings.
It is also important to establish the "we-will-work-on-this" relationship between the therapist and the child. Assuring the client that this therapy is not a one-way thing and that