Free CBT Self-Help Resources & Worksheets

Use the first three pages to note what you would like help with, one recent difficult moment, wider patterns, health, support and goals. The final page is a concise prompt sheet for a therapist to use during an appointment.

How to use it

1. Choose the fillable PDF to type in a PDF reader, or print the blank version. Brief notes are enough; use another sheet if needed.
2. Leave anything you would rather discuss in person. You do not need to complete the form before asking for support.
3. Keep the completed copy private and agree any sharing with your therapist. Typing in the PDF does not submit information to this website.

The form supports an assessment conversation. It is not a diagnostic questionnaire, a complete clinical assessment or a safety score. If you need urgent help, contact appropriate urgent or emergency services rather than wait for the form to be read.

Guidance: NHS: cognitive behavioural therapy; NICE: shared decision making; NICE: self-harm assessment and care.

When we are upset, the mind can jump to a conclusion before we have the whole picture. This sheet helps you notice a thinking habit and respond more fairly. A pattern is a description of a thought, not a label for you.

How to use it

1. Write one situation and the thought or image that upset you.
2. Use the brief guide below if a thinking habit fits. You can leave this box blank.
3. Separate observations from assumptions. Include facts that do not fit your first conclusion.
4. Write a believable response and a useful next action. Notice what happens; you do not have to feel better immediately.

In the editable PDF, replace or delete each fictional example. Your notes stay in your saved copy and are not sent to this website.

A fictional example

Amina sees two friends talking without her and thinks, 'They do not want me around.' She notices mind-reading. She has not heard their conversation. Her fairer response is, 'I do not know what they are discussing; I can say hello and see.' She joins them rather than using their first expression as a test of whether she belongs.

Keep in mind

Do not use this sheet to explain away real mistreatment, discrimination or practical danger. Sometimes the useful response is a boundary, problem-solving or support. Repeatedly analysing the same thought can become another worry loop; one brief pass may be enough.

Review your learning

Did this help me act with a wider view, rather than find a perfectly reassuring answer?

Sources informing this original worksheet: Beck, J. S. (2020). Cognitive Behavior Therapy: Basics and Beyond (3rd ed.). Guilford Press.. These sources do not endorse the resource.

A core belief is a broad idea about yourself, other people or the world. It can feel like a fact, especially when you are low or anxious. This sheet supports a shared conversation about one belief and a more flexible alternative; it is not a search for something wrong with you.

How to use it

1. Start with a recent situation rather than detailed memories of the past.
2. Name the broad belief in your own words. Treat it as a working idea, not a diagnosis.
3. Notice how attention, avoidance or rules may keep it convincing. Include experiences it overlooks.
4. Agree a believable alternative, a safe small test and how you will review the learning with your therapist.

In the editable PDF, replace or delete each fictional example. Your notes stay in your saved copy and are not sent to this website.

A fictional example

After a difficult meeting, Ben concludes, 'I am useless.' With his therapist, he notices he counts mistakes but dismisses preparation and support he gives others. They explore, 'I have skills and limits, and I can learn.' He plans to ask one clarifying question at the next meeting and record what he learns, without grading his whole worth from the outcome.

Keep in mind

Broad beliefs can be connected with painful experiences. You do not need to revisit trauma or disclose private history on this sheet. Pause if it becomes overwhelming. Choose any behavioural test with your therapist; avoid tests involving danger, humiliation or pressure to prove your worth.

Review your learning

What would let me hold the old belief less rigidly, even if it still feels convincing?

Sources informing this original worksheet: Beck, J. S. (2020). Cognitive Behavior Therapy: Basics and Beyond (3rd ed.). Guilford Press.; NICE (2022). Depression in adults: treatment and management. NG222.. These sources do not endorse the resource.

When a harsh belief is familiar, the mind may notice what supports it and dismiss everything else. This diary helps you collect concrete experiences it overlooks. The aim is a fuller view, not a list of achievements or proof that every day went well.

How to use it

1. Choose one belief you want to examine, rather than monitor everything about yourself.
2. Record a specific event close to when it happens. Include kindness, persistence, learning, asking for help or resting when needed.
3. Notice any automatic dismissal. Ask whether you would dismiss the same event for somebody else.
4. Write a fair meaning. Review a few entries together at an agreed time rather than repeatedly checking the diary.

In the editable PDF, replace or delete each fictional example. Your notes stay in your saved copy and are not sent to this website.

A fictional example

Maya believes, 'I let everyone down.' She records telling a friend honestly that she could not meet that evening and suggesting another day. Her first response is, 'That is nothing.' A fuller view is that she communicated clearly and cared about the friendship while respecting her limits. The entry is useful information, not a demand to become a perfect friend.

Keep in mind

Include support from others; needing help does not cancel your contribution. Do not turn the diary into a daily performance target or repeatedly read it to feel completely certain about yourself. If no example comes to mind, leave it and revisit with support.

Review your learning

What has this helped me notice that my usual belief leaves out?

Sources informing this original worksheet: Beck, J. S. (2020). Cognitive Behavior Therapy: Basics and Beyond (3rd ed.). Guilford Press.; NICE (2022). Depression in adults: treatment and management. NG222.. These sources do not endorse the resource.

Self-criticism can feel as though it will keep us motivated or prevent mistakes. A harsh response may also leave us ashamed, stuck or afraid to try. This sheet helps you keep any useful information while responding in a fairer and more supportive way.

How to use it

1. Write the event separately from the judgement you made about yourself.
2. Notice the effect of the criticism. Does it help you learn, or make you withdraw or overwork?
3. Imagine a fair supporter who knows the full context. Include pressures, needs and anything you did manage.
4. Write a response you can believe and choose a useful next step, such as repairing a mistake, resting or asking for help.

In the editable PDF, replace or delete each fictional example. Your notes stay in your saved copy and are not sent to this website.

A fictional example

After cancelling a plan because she was exhausted, Leah calls herself selfish. She notices this pushes her to agree to more than she can manage. A fair response is, 'My friend matters and my energy matters. I can explain and offer another time.' She sends one clear message instead of repeatedly apologising and checking whether the friendship is secure.

Keep in mind

A supportive response does not mean denying a mistake or accepting harmful treatment from others. You can take responsibility for an action without attacking your whole character. If supportive wording feels false, begin with a neutral description of the facts or discuss it with a therapist.

Review your learning

Did this response make space for learning and a useful action?

Sources informing this original worksheet: Beck, J. S. (2020). Cognitive Behavior Therapy: Basics and Beyond (3rd ed.). Guilford Press.; NICE (2022). Depression in adults: treatment and management. NG222.. These sources do not endorse the resource.

A coping card holds a few words from what you have already learned in CBT. It can help you remember a useful action when the mind is busy. Make it personal and believable. The card is a reminder, not a promise that nothing difficult will happen.

How to use it

1. Choose one situation and use learning you actually believe, rather than a general positive slogan.
2. Write a short reminder and one action that fits your treatment plan. Agree any exposure step with your therapist.
3. Keep a copy or photograph if useful. Practise using the action, sometimes without consulting the card.
4. Review whether the card supports participation or has become something you feel you must check before you can cope.

In the editable PDF, replace or delete each fictional example. Your notes stay in your saved copy and are not sent to this website.

A fictional example

Alex writes, 'I do not know exactly how I will come across. I can listen and contribute one point.' At a familiar meeting he reads it once, then puts it away. Later he tries the same action without the card. The learning is that he can participate with uncertainty, not that the card protects him from feeling anxious.

Keep in mind

Repeated rereading for certainty can become reassurance or a safety behaviour. If you feel unable to act without the card, review its use with your therapist. This is not a crisis or medical safety plan and must not replace either. Use a separate agreed support plan if urgent help is needed.

Review your learning

Did the card help me use a skill, and can I gradually rely more on the learning itself?

Sources informing this original worksheet: Beck, J. S. (2020). Cognitive Behavior Therapy: Basics and Beyond (3rd ed.). Guilford Press.; NICE (2011, updated 2020). Generalised anxiety disorder and panic disorder in adults: management. CG113.. These sources do not endorse the resource.

Worry can pull attention away from what we are doing. Attention practice means noticing this and gently choosing where to place your attention next. The aim is flexibility and participation, not an empty mind or immediate relief from anxiety.

How to use it

1. Pick a safe, ordinary task you want to take part in. Start briefly; adapt the activity to your senses, energy and concentration.
2. Choose a few details of the task to notice, without needing to scan for every detail.
3. When the mind wanders, acknowledge it and return to the activity. You do not need to push the thought away or repeat a phrase perfectly.
4. Record participation and learning afterwards. Practise occasionally rather than whenever you need certainty that you are calm.

In the editable PDF, replace or delete each fictional example. Your notes stay in your saved copy and are not sent to this website.

A fictional example

Before a meeting, Sam notices repeated predictions about making a mistake. While making tea, he attends to the cup, the kettle sound and the sequence of the task. His mind wanders and he returns. The predictions are still there when he finishes; he has practised choosing an activity alongside worry rather than waiting until he feels ready.

Keep in mind

Do not practise during driving, crossing roads or any task needing undivided safety attention. This is not a way to ignore an urgent problem or medical symptoms. Stop or change the exercise if it increases distress or disconnection, and discuss this with your therapist if needed.

Review your learning

Could I return to what I was doing, even with some worry present?

Sources informing this original worksheet: NICE (2011, updated 2020). Generalised anxiety disorder and panic disorder in adults: management. CG113.; Centre for Clinical Interventions. Worry and rumination: overview of attention practice within CBT self-help.. These sources do not endorse the resource.

Health anxiety can make a feared interpretation feel like the only explanation. With your therapist, consider whether anxiety, attention and checking also help explain the pattern. This sheet examines the worry process; it cannot establish whether a physical illness is present or absent.

How to use it

1. Choose one episode and separate what you noticed from what you feared it meant.
2. Write the feared explanation and an alternative about the anxiety process. Both anxiety and a physical health condition can be present.
3. With your therapist, compare predictions about attention, checking, reassurance and daily activity. Do not create symptom tests or try to prove the absence of illness.
4. Agree a safe small task within your medical care plan, then record what it teaches about the worry process and what remains uncertain.

In the editable PDF, replace or delete each fictional example. Your notes stay in your saved copy and are not sent to this website.

A fictional example

Priya reads about an illness and repeatedly searches for further signs. Her feared explanation is that stopping would be irresponsible. An alternative is that searching is increasing doubt and the urge to check. Within her agreed care plan, she closes the article and returns to a phone call. She learns she can remain involved despite uncertainty; the exercise tells her nothing definitive about her medical health.

Keep in mind

Keep prescribed treatment, necessary tests and agreed medical appointments. Do not use this sheet to decide whether a symptom needs assessment or to delay urgent care. Seek appropriate medical advice for new, severe, changing or unexplained symptoms. A therapist-guided experiment must not involve unsafe exertion, stopping medicines or withholding needed care.

Review your learning

What did this show about attention, reassurance or checking, without turning learning into a guarantee?

Sources informing this original worksheet: Warwick, H. M., & Salkovskis, P. M. (1990). Hypochondriasis. Behaviour Research and Therapy, 28(2), 105-117. doi:10.1016/0005-7967(90)90023-C.; NHS. Health anxiety.. These sources do not endorse the resource.

Rumination means repeatedly going over a difficulty, often with broad questions such as 'Why am I like this?' Reflection can be useful when it brings new understanding or a next step. This diary helps you notice when thinking has become stuck and try a more concrete response.

How to use it

1. Notice the episode and make a short note afterwards, rather than monitor your mind continuously.
2. Ask whether the thinking is producing new information, a decision or a specific action.
3. If there is a practical problem, describe it in concrete terms and plan one step. If you are circling the same question, gently return to a chosen activity.
4. Review whether the response helped you take part in life. Success does not require the thought to disappear.

In the editable PDF, replace or delete each fictional example. Your notes stay in your saved copy and are not sent to this website.

A fictional example

Omar spends the evening asking why he is falling behind. Each answer leads to another judgement. He changes the question to, 'What is one thing I need to do this evening?' He prepares tomorrow's lunch. The worry about falling behind returns, but he can notice it and continue. In therapy he later considers whether there is a practical workload issue to address.

Keep in mind

This is not an instruction to suppress thoughts, ignore grief or avoid a real problem. It is also not a substitute for trauma-focused work. If persistent low mood, intrusive memories or repetitive thinking seriously affects daily life, seek individual assessment and support.

Review your learning

Did I move towards a useful action, new understanding or something I value?

Sources informing this original worksheet: Watkins, E. R. (2008). Constructive and unconstructive repetitive thought. Psychological Bulletin, 134(2), 163-206. doi:10.1037/0033-2909.134.2.163.; NICE (2022). Depression in adults: treatment and management. NG222.. These sources do not endorse the resource.