Cognitive-behavioral, or cognitive-behavioral, psychotherapy is much younger than psychoanalysis. Although behaviorism as a theoretical direction in psychology arose and developed at approximately the same time as psychoanalysis, that is, since the end of the last century, attempts to systematically apply the principles of learning theory for psychotherapeutic purposes date back to the late 50s and early 60s. At this time, a cognitive revolution was taking place in psychology, which proved the role of so-called internal variables, or internal cognitive processes, in human behavior, information models of the human psyche appeared, which describe a person as actively processing information coming from outside and creating various models of reality, and not just passively responding to external stimuli. Behaviorism was significantly modified, and the psychotherapy that arose on its basis was cognitive-behavioral. In fact, the successful use of behavioral methods requires constant attention to the thoughts, feelings and desires of the patient. The ultimate goal of behavioral techniques within cognitive therapy is to change negative attitudes that interfere with the patient's normal functioning. A therapist using these techniques essentially conducts a series of experiments designed to refute the patient's negative beliefs about himself. By receiving visual evidence of the fallacy of his ideas, the patient gradually becomes more self-confident and takes on more complex tasks. Cognitive therapy is a training course in which the therapist plays an active role in helping the patient identify and correct cognitive distortions and disorganizing beliefs. The immediate goal of therapy is to promote cognitive transformation through the correction of systematic deviations in thinking. Cognitive therapy uses both a number of specific methods and procedures borrowed from other therapeutic systems - verbal games - depending on the nature of the patient’s problems. Cognitive techniques are called experiments, referring to the general strategic line of cognitive therapy, the task of which is to provide the patient with conditions for research, identification and testing of individual erroneous cognitive constructs and cognitive styles and methods of their creation. A.B. Kholmogorova and N.G. Garanyan There are three blocks of cognitive-behavioral approaches: 1. Methods that are closer to classical behaviorism and based primarily on learning theory, that is, on the principles of direct and latent conditioning. These approaches use techniques of systematic desensitization, confrontation with a frightening stimulus, paradoxical intention, techniques of positive and negative reinforcement, behavior modeling techniques, that is, learning based on observation of the model’s behavior. Among domestic approaches, this group of methods includes Rozhnov’s emotional stress psychotherapy; 2. Methods based primarily on information theory, using the principles of step-by-step construction of internal models for processing information and regulating behavior on their basis. These techniques, although they pay more attention to internal cognitive patterns of action, just like the first group of techniques, consider the patterns of human behavior in a simplified manner, reducing them to a computer model. This includes various problem-solving techniques (problem-solving therapies) and techniques for developing coping skills (coping skills therapies); 3. Methods based on the integration of the principles of learning theory and information theory, as well as the principles of reconstruction of the so-called dysfunctional cognitive processes and some principles of dynamic psychotherapy. These are, first of all, rational-emotive psychotherapy by Albert Ellis and cognitive psychotherapy by Aron Beck. They also include the approaches of V. Guidano and G. Liotti, as well as M. Mahoney. These integrative cognitive-behavioral approaches, freely using the techniques of the firsttwo blocks, set as the main task the change in dysfunctional ways of thinking, which, according to the authors, are the source of inappropriate painful behavior. At the same time, different authors pay more or less attention to past experiences in which ideas, beliefs and attitudes were formed that determine the flow of dysfunctional (for example, anxious or depressive) thoughts. It is the latter that makes methodologists of the cognitive-behavioral approach talk about the lack of theoretical purity of these models and accuse its representatives of sliding towards dynamic psychotherapy. More neutral methodologists speak of the borderline status of this group, calling these approaches “a bridge between behaviorism and psychoanalysis.” Cognitive-behavioral psychotherapy is often viewed simply as a set of effective techniques, in isolation from a theoretical foundation. Many people who want to learn the cognitive-behavioral approach emphasize technology as its important advantage. However, excessive enthusiasm for technology threatens insufficient attention to the psychological models of various diseases and conditions, their holistic conceptual understanding. Excessive enthusiasm for technology leads to simple snatching of various symptoms and problems that correspond to certain techniques from the holistic picture of disorders, which inevitably reduces work efficiency and can even lead to the opposite negative effect. Therefore, knowledge of norm and pathology, various syndromes and psychological mechanisms corresponding to them is a necessary basis for every psychotherapist. Perhaps, confrontation techniques are among the most famous and widely used of the first block. Their main principle is changing dysfunctional reactions to a certain stimulus through targeted confrontation with this stimulus. The best known of these techniques is the systematic desensitization technique. An example would be working with transport phobia. The patient is taught, for example, the method of autogenic training. Then the patient is taught to imagine himself in the subway, maintaining even breathing and relaxed muscles. Then the instructor can take him down the subway, helping him control his breathing and muscle condition. Then the instructor can travel with the patient for one stop. The next day, the patient is asked to go down the subway alone, controlling his breathing and muscle condition, the next day, go one stop, and so on until the fear reaction disappears. The technique of confrontation with suppression of an anxious reaction (exposure/response prevention) has become widespread. Confrontation means placing the client in a frightening situation. Typically, the client experiences a pronounced fear reaction accompanied by avoidance behavior. According to learning theory, avoidance behavior was reinforced due to negative reinforcement, as it led to a decrease in the fear reaction. A. Beck also cites other behavioral techniques. For example, the therapeutic technique of creating a plan of action for the patient is based on clinical observations indicating that a depressed person finds tasks difficult that he could easily cope with in a healthy state. A depressed patient tends to avoid complex tasks, and if he does take them on, he usually has difficulty completing them and is in a hurry to capitulate. The technique of action planning is used to increase the patient's motivation, encourage him to be more active and distract him from gloomy thoughts. The use of this technique, like other cognitive therapy techniques, requires justification. Many patients realize that inactivity contributes to dysphoria and brooding and ultimately worsens their suffering. The therapist may suggest that the patient "do an experiment" to see if his mood will improve if he engages in some goal-directed activity. They jointly plan what the patient should dothroughout the day, and the therapist then instructs the patient to monitor his thoughts and feelings while completing these tasks. Drawing up an action plan is also necessary in order to show the patient that he is able to control his time. Depressed patients often have the feeling that they “act mechanically,” “like robots,” without understanding the meaning and significance of the actions they perform. When planning his day, the patient involuntarily thinks about the expected activities and sets meaningful goals for himself. In the future, comparing plans with daily reports, the patient, together with the therapist, evaluates his achievements. In his reports, the patient indicates how well, in his opinion, he coped with this or that task, that is, he evaluates the level of his skill (M), and how pleasant (P - pleasure) this activity was for him. Before starting to compile daily routine, it is important to convey to the patient the following principles:1. “No one manages to complete all the things they set out to do, so you don’t need to be upset if some of your plans remain unfulfilled.”2. “When planning your day, write down only what you intend to do, without emphasizing the need to complete these tasks. The volume of work we carry out depends both on external circumstances, which are quite unpredictable, such as the weather, someone’s unexpected visit or an unexpected breakdown, and on subjective factors, such as fatigue, headache, etc. I remember you said that you upset by the mess and dirt in the house. Set aside some time for cleaning, plan to do it daily, say from 10 to 11 am. By sticking to a plan for a few days, you will learn how much time you actually need to clean.”3. “If you feel like you're not getting things done, remind yourself that trying to accomplish your plans is what's important. By trying to follow a plan, you gain information that will help you determine future goals."4. “In the evenings, take time to create a routine for the next day. Your plans should be scheduled hourly.” Usually, after successfully completing a series of tasks, depressed patients experience some (even short-term) increase in mood and motivation. The patient feels that he is able to cope with more complex tasks - provided, of course, that he overcomes his inherent tendency to belittle his achievements. The second large block of cognitive-behavioral approaches identified by A.B. Kholmogorova and N.G. Garanyan is based on information models of the psyche and tries to present any painful behavior or condition as a problem. Identifying the problem together with the patient and specifying it is the first necessary step towards change. The client then focuses on generating various options for its solution, followed by evaluation and selection. In the case of disordered eating behavior, this may be a detailed analysis of the circumstances that contribute to overeating, the circumstances in which the patient manages to abstain from overeating, the resources that can be mobilized to solve this problem (increasing sources of pleasure, active activities, etc.). To develop coping skills, the therapist focuses on ways the client can cope more effectively with problems. For example, in training for coping with stress, the emphasis is on the need to teach the client a step-by-step approach to the problem, analyze the problems associated with it, and teach self-coping instructions. Problem solving training and coping skills training are usually used together. The main task is to teach a person adequate ways to process information and make decisions. Here we can clearly see the direct transfer of information models from cognitive psychology to work with psychological problems and mental disorders. Techniques can be useful where there is a clear deficit in problem solving and decision making skills. From the third block».