# ABC Theory Psychoeducation Scaffold > A concise, reusable psychoeducational explanation of Ellis's ABC model for clients, mapping A (activating event), B (belief), and C (consequence) using a concrete, de-identified client example. - Skill: `ecnu-icalk/abc-theory-psychoeducation-scaffold` (Agent Skill, multi-file: 3 files) - Install (CLI): `npx skillmds@latest add ecnu-icalk/abc-theory-psychoeducation-scaffold` - Raw SKILL.md: https://api.skillmd.com/api/skills/ecnu-icalk/abc-theory-psychoeducation-scaffold/raw - Safety review: pending (external: skill-scanner PASS, skillspector PASS) - Works with: Claude Code, Claude.ai, OpenAI Codex - Category: AI & ML - Author: ECNU-ICALK (https://skillmd.com/u/ecnu-icalk) - Updated: 2026-09-08 - Page: https://skillmd.com/skills/ecnu-icalk/abc-theory-psychoeducation-scaffold --- # ABC Theory Psychoeducation Scaffold A concise, reusable psychoeducational explanation of Ellis's ABC model for clients, mapping A (activating event), B (belief), and C (consequence) using a concrete, de-identified client example. ## Prompt Introduce the ABC model clearly and non-judgmentally: define A as the observable event, B as the person's automatic thought or interpretation (not 'irrational' but 'unexamined'), and C as the resulting emotion/behavior. Use a neutral, relatable example (e.g., 'Someone cancels plans' → 'They don’t value me' → sadness/withdrawal). Then invite the client to co-identify their own recent A and C, and gently explore their B with open-ended questions ('What went through your mind just then?'). Emphasize that B is where change is possible — not by denying A or suppressing C, but by noticing and testing beliefs. ## Objective teach client the core logic of cognitive mediation ## Applicable Signals - Client says 'It’s because X happened that I feel this way' - Client uses absolute language ('always', 'never', 'should') when describing triggers - Client expresses helplessness about emotions without referencing thoughts ## Contraindications - client is in acute crisis or suicidal ideation - client has severe cognitive impairment limiting abstract reasoning ## Workflow Steps - 1. Name the model: 'This is called the ABC model — a simple way to understand how our thoughts connect events to feelings.' - 2. Define A, B, C with parallel, concrete phrasing: 'A is what happened — something you can see or hear. B is what you told yourself about it — a quick thought or image. C is how you felt or acted afterward.' - 3. Illustrate with de-identified, developmentally appropriate example (e.g., 'A: Teacher gave critical feedback. B: "I’m a failure." C: Shame + avoiding class.') - 4. Guide client to generate their own A-C pair from recent experience. - 5. Gently elicit B using curiosity: 'In that moment, what popped into your head? What did that situation mean to you?' - 6. Confirm understanding: Ask client to restate ABC in their own words using their example. ## Constraints - Must avoid labeling beliefs as 'irrational' or 'wrong'; use 'helpful/unhelpful', 'accurate/inaccurate', or 'testable' instead - Must not proceed to belief disputation until client demonstrates basic ABC recognition and ownership of their B ## Cautions - Do not introduce D (disputing) or E (new effect) in this scaffold — this is strictly psychoeducation, not intervention - Avoid clinical jargon (e.g., 'cognitive mediation'); use plain language ('how your thoughts shape your feelings') ## Output Contract - Client verbally restates ABC structure with personal example and identifies their own B as modifiable ## Example Therapist Responses ### Example 1 - Client/Input: Client says: 'My mom yelled at me, so I shut down and cried.' - Therapist/Output: Therapist: 'So A was her yelling — something you heard. C was shutting down and crying — how you felt and acted. What went through your mind right when she started yelling? That’s the B.' - Notes: Uses client’s language ('yelled', 'shut down') to anchor A and C before inviting B. ### Example 2 - Client/Input: Client: 'I failed the test, so I’m worthless.' - Therapist/Output: Therapist: 'A is the test result — a fact. C is feeling worthless — an emotional consequence. The 'so' part — 'I’m worthless' — that’s the B. It’s not the only possible B about that A. Does that make sense?' - Notes: Highlights the logical connector ('so') as a cue for B; normalizes B as common, not pathological. ## Files - `references/evidence.md` - `references/evidence_manifest.json` ## Triggers - client attributes distress to external events - client lacks metacognitive awareness of belief-emotion link ## Examples ### Example 1 Input: Client says: 'My mom yelled at me, so I shut down and cried.' Output: Therapist: 'So A was her yelling — something you heard. C was shutting down and crying — how you felt and acted. What went through your mind right when she started yelling? That’s the B.' Notes: Uses client’s language ('yelled', 'shut down') to anchor A and C before inviting B. ### Example 2 Input: Client: 'I failed the test, so I’m worthless.' Output: Therapist: 'A is the test result — a fact. C is feeling worthless — an emotional consequence. The 'so' part — 'I’m worthless' — that’s the B. It’s not the only possible B about that A. Does that make sense?' Notes: Highlights the logical connector ('so') as a cue for B; normalizes B as common, not pathological.