Schema Therapy Case Conceptualization

Guide
Version 3.8 Updated 27 th June 2024
Page 1

Schema Therapy Case Conceptualization Guide

(Version 3.8)
Those completing the Schema Therapy Case
Conceptualization Form are advised to pay careful attention
to the instructions in this Guide
Overview
The purpose of this form is to enable you to structure information about the client in a
manner that sets out a clear case conceptualization. The form is long and
comprehensive. It is not expected that you will use it routinely for all your cases. It is
required for those cases from which you are submitting recordings for evaluation and
rating as part of the process of becoming certified by the ISST. However, it can also be
used as a training tool. By completing the Case Conceptualization Form for one or two of
your cases, and by attending to the instructions in this Guide, you can have a valuable
learning experience in which you will get useful practice and enhance your
understanding of how many of the central ideas in schema therapy work in practice.
The different sections of the form will also guide you in obtaining the basic information
you need from the assessment phase of your work with the client, to serve as the basis
for the case conceptualization. You can start entering information about a client on this
form, and then update it with additions or modifications as new information comes to
light.
At the top, provide the following information:
Therapist’s Name: Name of the therapist treating the client and filling out the form
Date: The date the you finished filling out or updating this form
Number of Sessions: Number of sessions so far including the client’s first
session
Months since 1st Session: Number of months since the client’s first session

1. Client Background Information

Client’s Name/ID: The client’s name, pseudonym, or identification code
Age/DOB: Enter the client’s age on the date you completed this form, or the date of
birth. You may also include both.
Current Relationship Status/Sexual Orientation/Children (if any): State
client’s relationship status (single, married, living together, etc.). What is the client’s
stated sexual orientation? Does the client have any children? If so, what ages?
Occupation and Position: What is the client’s career or occupation? What level is
the client within this career (e.g., top-level executive, self-employed, supervisor)?
Highest Educational Level: What is the highest level of education the client has
completed?
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 2

Country of Birth/Religious Affiliation/Ethnic Group: List the client’s country

of birth and religious affiliation. If relevant, include the client’s ethnic background.

2. Why is the Client in Therapy?

Summarize the client’s motivation for coming for therapy in the first place.
Describe those aspects of the client’s life circumstances, significant precipitating
events, or problematic situations (conflict at work or in a romantic relationship) or
distressing emotions or behaviors (e. g. substance dependence or abuse, eating
disordered behavior, angry outbursts) or other symptoms (anxiety, low mood, traumatic
flashbacks) that the client sought help with. Do not include here significant problems
that the client is not explicitly wanting help with. You will provide details of these in
section 5. Describe the current level of distress and indicate whether the client sought
help voluntarily or under pressure from a relative or work supervisor.
If the client has been coming for many sessions, summarize the situation currently
and indicate whether what the client is seeking help for has changed from what was
presented initially.

3. General Impressions of the Client

Using everyday language, briefly describe how the client comes across in a global
sense during sessions (e.g., reserved, hostile, eager to please, needy, articulate,
unemotional). Do not use technical psychological concepts here. Do this for how you
experienced the client at the initial sessions, as well as currently. Do not comment
on the therapy relationship here as this will be addressed later in section 10.

4. Current Diagnostic Perspective on the Client

Main Diagnoses: List up to 4 psychiatric diagnoses that apply to the client. You may
use the diagnostic categories of either the DSM-5-TR, or the ICD-11. Indicate in the
box which system you are using. For each diagnosis, include both the name and
numeric code.
The ISST recognizes that not all psychotherapists routinely give psychiatric diagnoses
and that the requirement to do this varies across different countries and professional
settings. In schema therapy, of course, treatment planning is not based on these
diagnoses, but on the case conceptualization. However, it is recommended that
certified therapists be familiar with one or other of these diagnostic systems because
they are useful in three ways: 1) they focus attention on important information
regarding symptoms and problems that might otherwise be missed; 2) much of the
current research literature on schema therapy and treatment approaches is based on
these diagnostic categories; 3) they are important when communicating with and/or
collaborating with other health care professionals not familiar with the Schema Therapy
model and its concepts.

5. Current Level of Functioning: Major Life Areas and

Lifestyle
To obtain an overview of how well your client is functioning, consider the five life areas
listed below, and their quality of lifestyle self-care, as summarized below.
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 3

Current Level of Functioning is defined as the quality of the client’s current overall
behavior in each individual life area. Use the rating scale below for this purpose. The
rating should be based on the perspective of an objective observer using, as a
comparison the “general public,” or members of the community at large, as well as a
clinical perspective as to what healthy functioning looks like. Rating should not be
made in comparison to other clients or to some idealized view of how people should be.
Rating the Level of Functioning: In the two tables 5.1 and 5.2, use the 6-point scale
below to rate the client’s current level of functioning and enter the values into column
2.
1 = Not Functional or Very Low 4 = Moderately Impaired
Functioning Functioning
2 = Low Functioning 5 = Good Functioning
3 = Significantly Impaired Functioning 6 = Very Good or Excellent
Functioning

If there are circumstances beyond the client’s control (such as age or a recent loss) that
make it inappropriate to rate a particular category, write N/A (Not Applicable) in Column
2 and then explain why in Column 3.
Explanation or Elaboration: In the 3rd column, briefly explain why you rated the
client as you did, for each category. If there is a significant discrepancy between the
client’s previous and current levels of functioning, elaborate on the change. For
example, mention that the client had excellent relationships with friends prior to the
onset of a major depression.

5.1 Major life areas

5.1.1 Occupational or educational performance: This refers to how well the client
is functioning at work or in school or other educational setting, relative to both what is
considered “normal” for the client’s age and peer group, and to what the client is
probably capable of (based on ability and background).
5.1.2 Intimate, romantic, longer-term relationships: This refers to relatively
long-term relationships with intimate partners which would normally involve a
romantic/sexual component during at least some periods. The main focus here is on
marital or similar long-term committed relationships. Clients who only have shorter,
relatively superficial, dating relationships would be given a low score on this life area.
5.1.3 Family relationships: This refers to the client’s relationships with family
members, including their own children, parents, grandparents, siblings, and other
extended family members (e.g., uncles, cousins, nieces, in-laws). This category does
not include romantic partners, such as husbands, partners with whom they are
cohabiting or dating relationships.
5.1.4 Friendships and other social relationships: This refers to other types of
ongoing social relationships not mentioned above. Special emphasis should be placed
on current relationships with friends and, to a lesser degree, work colleagues.
Involvement in other social relationships, such as with neighbors, community members,
and clubs, can also be included in your rating.
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 4

5.1.5 Solitary functioning and time alone: This refers to the client’s current level of
ability, when alone, to find healthy meaning, focus and stimulation. This includes the
capability to manage thoughts and feelings in a healthy way. Also include an evaluation
of the client’s ability to perform activities of daily living independently (e.g. budgeting,
housekeeping activities, etc.) and also engagement in recreational activities (e.g.
hobbies, creative activities) that are not of a social nature.

5.2 Lifestyle self-care: Exercise, diet, sleep patterns etc.

This refers to the extent to which the client has regular lifestyle habits that are likely to
contribute to health and balance. Exercise includes sporting activities as well as
activities like yoga, pilates, dancing etc. Consider the extent to which engagement in
such activities is at an appropriate level and not too infrequent and not too obsessive.
Similarly, consider the extent to which the client attends to personal hygiene and
follows a healthy diet (based on current research recommendations e.g. Jacka et al.
2017), as well as whether they have regular healthy eating patterns (as opposed to
rigidly restricting or switching from restricting to binging as in some eating disorders).
You can also include intake of alcohol and drugs (non-prescription and prescription).
With respect to sleep, consider whether the client has a regular habitual sleep pattern
and whether they get too little or too much sleep.

6. Major Life Problems

Identify three or more significant life problems or symptoms or coping patterns that, in
your view, need to be understood and addressed in therapy if the client is to get relief
from the distress they presented with. These problems may or may not be the ones
that the client explicitly wants help with (as described in section 2).
First name the problem as experienced by the client or as identified by you as the
therapist, for example, Loneliness, Chronic Relationship Conflict, Persistent Anxiety,
Procrastination, Obsessive-Compulsive behaviors, Excessive use of substances or
prescription drugs. Then, in the space below, elaborate on the nature of each problem,
and how it creates difficulties in the client’s current life. Avoid technical language (such
as reference to schemas and modes) in describing each problem or symptom.
If you list a psychiatric symptom (i.e. a specific feature used as a criterion for making a
diagnosis in the ICD or DSM systems), it should be related to one of the diagnoses in
Section 4 above. It may be appropriate to list several such features under a single
problem area. For example, if the problem is clinical depression, this could include. as
symptoms. such features as loss of interest in anything, feeling tired all day, difficulty
concentrating, and disturbed sleep.

7. Childhood and Adolescent Origins of Current Problems

7.1 General Description of Early History
Summarize the important aspects of the client’s childhood and adolescence that
contributed to their current life problems, and to the development of the maladaptive
schemas and modes that you will be describing later. Include any major problematic /
adverse / toxic experiences or life circumstances. You should specify:
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 5

a) in which life areas or relationships these experiences occurred (e.g., cold mother,
verbally abusive father, scapegoat for parents’ unhappy marriage, unrealistically
high standards, rejection or bullying by peers, punitive teacher at school);
b) at what developmental phase(s) the experiences took place: e.g. infancy and early
childhood, middle childhood, adolescence;
c) how each of these specific circumstances or experiences affected the client
emotionally.

7.2 Evaluation of Unmet Core Needs

In this section there is a list of nine core needs with respect to the child’s relationship
with their parents or other caregivers, particularly in the first years of life. The approach
to categorizing core needs has been updated to reflect current developments in
research. When Young initially summarized core needs under 5 headings (see Young,
Klosko, & Weishaar, 2003) each need was linked to one of the five schema domains
within which he classified the 18 basic Maladaptive Schemas. In practice not all these
domains have been validated by research, and it is now recognized that a theory of
needs is better based on what we know about adaptive parenting and adaptive
functioning. Drawing on the work of Dweck (2017), Louis, Wood and Lockwood (2020)
and Louis, Lockwood and Louis (2024) identified seven core needs. These are
summarized in the figure below:
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 6

Emotional nurturance and Unconditional Love, Playfulness and Emotional Openness,

Autonomy Granting, Autonomy Support, and Dependability are seen as the earliest
emerging needs. The need for Intrinsic Worth comes into play as the child is helped to
pursue goals and aspirations in a manner that achieves a balance between achieving an
outcome on the one hand, and encouraging aspects such as authenticity, initiative,
cooperation, and tenacity, on the other. As these needs are being met there is also a
need to experience the parent/therapist as Confident & Competent (i.e. as being strong
and able to “walk their talk”). The development of secure attachment is understood to be
the outcome when all these needs are adequately met throughout the years of
development.
On the case conceptualization form, this has been expanded to nine categories of core
need. These are based on the above but two additional headings have been added that
elaborate specific points that it is clinically valuable to highlight:
1) 7.2.2 is an elaboration of 7.2.1, the need for connection. This is included because
of its centrality to understanding the problems many clients have in expressing
their needs and emotions in words.
2) Similarly, 7.2.4 on the setting of firm limits, which is an aspect of 7.2.1 and 7.2.3,
is also listed separately because of its significance for healthy development.
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 7

7.2.1 Need for connection (nurturance, acceptance, unconditional love): To

meet this need, parents/caregiver must be able to attune to the experience and needs
of the child, and provide a sense for the child of emotional connectedness, that their
feelings are accepted, and that s/he is welcome and belongs. This also involves setting
limits in a respectful and caring way but note that this is covered separately in 7.2.4
below.
7.2.2 Need for support and guidance in expressing and articulating needs and
emotions and learning healthy socialization: To meet this need
parents/caregivers must be attuned to the experience of the child and give him/her the
language to verbalize their emotional states without shame or judgment. This supports
the child in learning and practicing prosocial behaviors in social contexts.
7.2.3 Need for safety, dependability, consistency, and predictability: To meet
this need, parents/caregivers must provide an environment that is stable and safe and
within which they are reliable, consistent, and dependable in their responses to the
child and to everyday situations.
7.2.4 Need for compassionate, firm and appropriate guidance and limit-
setting to support the learning of realistic limits and self-control: To meet this
need, parents/caregivers must be able to provide guidance and set limits in a firm,
authoritative manner that is empathic, caring and non-punitive, and to support the
child’s learning appropriate control of emotions and impulses without excessive
inhibition. While this is listed separately here, research has found that limit setting is an
aspect of both Unconditional Love & Emotional Nurturance (7.2.1 above) and
Dependability (7.2.3 above).
7.2.5 Need for support and encouragement of play, emotional openness and
spontaneity: To meet this need, parents/caregivers must themselves be able to be
spontaneous and playful and to support and make space and time for that in their
children.
7.2.6 Need for affirmation of capability and capacity for development of
competence (Autonomy Support): To meet this need, parents/caregivers must have
faith in the child’s ability to learn and grow into increasing competence and resilience in
mastering new areas of life and meeting challenges, and to build on the positive rather
than focus on mistakes and flaws.
7.2.7 Need for respect in developing autonomy, e.g. being afforded privacy
and the freedom to learn to do things one’s own way (Autonomy Granting): To
meet this need parents/caregivers must: allow children the freedom to make their own
decisions and do things their own way when they feel like doing so, allow them
increasing privacy as they get older, not dictate to them how to act, not overprotect
them, and respect and encourage their development as unique and separate
individuals.
7.2.8 Need for support and guidance in developing a sense of intrinsic worth
that is not dependent on being better than others: To meet this need,
parents/caregivers must support the child in being true to himself/herself, rather than
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 8

trying to impress others, and to instill the value that all people are of equal value
regardless of status or wealth or success.
7.2.9 Need for a parent/caregiver who is experienced as confident and
competent: To meet this need parents/caregivers must give the child the implicit
message that they are strong, wise, assured, and capable of handling the practical
aspects of life. This provides the basis for the child to feel confident in their support, to
know they are in strong and competent hands, and to trust that they can just be a child
and focus on age-appropriate developmental tasks.

To complete section 7.2, go through the following steps for each need:
· Evaluate the extent to which the need was met, using the scale in the form itself. To
make this rating, draw on 1) information from the client’s account of their history,
2) information gathered from instruments such as the YSQ and YPI, 3) information
that has emerged during sessions, particularly when using experiential techniques
such as imagery assessment exercises, 4) any additional information obtained from
collateral sources such as meetings with family members (where available).
· In the space for Origins, summarize significant features of the parenting received
by your client. It is important to recognize that there are different needs at different
life stages (for example, infancy, early childhood, middle childhood, adolescence). In
some cases, needs may have been poorly met throughout, while in other cases,
needs may have been better met at some stages than at others due to changes in
the family (e.g. separation, divorce, financial crisis) or traumatic events (e.g. severe
illness or death of a family member).
· Identify and list specific Early Maladaptive Schemas that developed due to this need
not being adequately met. Note: There is not a one-to-one relationship between
specific schemas and specific needs. Several different unmet needs may contribute
to the development of any single schema so that the same schema may be listed
under more than one need.

7.3 Possible Temperamental / Biological Factors

List facets of temperament that may be relevant to the client’s problems,
symptoms and the therapy relationship. Although you may use other descriptive
words, it is sufficient just to select adjectives from the list below that convey
aspects of the client’s basic temperament.

Emotionally Introverted Fearful Forms Intense

stable Sedentary Withdrawn Attachments
Even-tempered Placid Meek/Submissive Oblivious/ Under-reactive
Optimistic Passive Reserved Inattentive to signs of
Resilient Cooperative Cautious threat
Warm Outgoing Irritable Overly Agreeable
Empathic Extraverted Impulsive Overly Controlled
Social Adventurous Prone to negative Overly Organized
Confident Energetic feelings Dominant
Cheerful Hyperactive Pessimistic Callous
Resourceful Easily Overwhelmed Antagonistic
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 9

Combative

Although temperament refers to characteristics that are biologically based and present
from birth, it is recognized that, particularly where children are raised in adverse
conditions, it is not possible to separate out features that are due to congenital
biological factors, and those that are the result of parental neglect, inconsistency,
abuse or other experiences of unmet needs. Include any biological factors that may
have played a significant role in schema or mode development and relate to the
client’s problems, symptoms, and the therapy relationship. This includes factors such
as height, medical conditions and factors that reflect neurodiversity, including
attention deficit, hyperactivity or autistic spectrum features.

7.4 Possible Cultural, Ethnic and Religious Factors

If relevant, explain how specific norms and attitudes from the client’s religious, ethnic
or community background played a role in the development of their current problems
(e.g., belonged to a community that put excessive emphasis on competition and status
instead of on quality of relationships).

8. Most Relevant Early Maladaptive Schemas (Currently)

Section 8.1: Provide a list of all the Early Maladaptive Schemas you have identified.
Just list the names and do not go into detail. You should already have named them in
section 7.2 above, where each schema should be linked to one or more of the unmet
needs.
Section 8.2: From the list of Early Maladaptive Schemas listed in section 8.1, select
the 5 or 6 that are most central to the client’s current life problems. In completing this
section, it is important to
1. … pay attention to the difference between primary (or unconditional) and
secondary (or c conditional schemas). Primary schemas are based on an
emotionally painful, direct experience of unmet need: emotional deprivation,
abandonment/instability, defectiveness/shame, dependence/incompetence,
enmeshment/undeveloped self, failure, social isolation, vulnerability to harm or
illness (trauma). Secondary schemas may, 1) reflect ways of coping with the
primary schemas, so as to attenuate or avoid the pain: subjugation/invalidation,
self-sacrifice, approval/recognition seeking, emotional inhibition,
entitlement/grandiosity, or 2) include a mix of unconditional experience of pain
and coping: mistrust/abuse, or 3) are features of overcompensatory coping
and/or parent modes: unrelenting standards/hypercriticalness, or 4) include
several consequences of primary schemas and coping: insufficient
self-control/self-discipline, negativity/pessimism, punitiveness.
2. … recognize that where there are strong and entrenched coping modes, the
client may provide little acknowledgement of or information about primary
schemas. It is important that you identify primary schemas that are likely to be
present, either from information in the history, or from how you experience the
client in session.
The main focus should be on the primary schemas or other schemas which reflect
primary schema experiences such as mistrust/abuse, insufficient self-control/self-
discipline, negativity/pessimism, and punitiveness.
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 10

Put in the name of the schema and then describe the client’s experience when this
schema is activated with respect to emotions, cognitions (thoughts, beliefs,
assumptions) and specific behaviors both external (observable) and internal (private
sequences of thought, self-instruction, fantasy, etc). Do not go into detail about coping
modes as these are the focus of section 9.4.

9. Most Relevant Schema Modes (Currently)

This form is built round the categorization of modes into Healthy Adult, Child, Parent
and Coping modes. However, there is some diversity within the schema therapy
community with respect to how specific modes are differentiated and named within
these broad categories. A supplementary document entitled: ISST list of schema
modes - Supplement to the Case Conceptualization Guide provides a summary of many
of these modes. This is intended to be useful as a reference but is not intended to be
prescriptive.

Section 9.1 Healthy Modes

9.1.1 Happy Child Mode

Summarize the extent to which the client is able to experience being peace-filled,
content and satisfied, as well as genuinely spontaneous, playful, carefree, and creative.
This refers to authentic experience and does not include showing any of these qualities
in a superficial way, while in a coping mode.

9.1.2 Healthy Adult Mode

This is the place to highlight the client’s positive values, resources, strengths, and
abilities. The Healthy Adult is not a single mode but a set of modes that are
characteristic of how a mature, compassionate and psychologically minded person
would think, feel and act in a particular situation. One aspect of the Healthy Adult is
as an executive that can integrate the other modes and exercises capacities for self-
regulation. It also includes the capacity for spontaneity, and authenticity and the
kind of mature functioning that has been articulated by Alfred Adler (1938) as
”community feeling” (Kałużna-Wielobób, Strus,& Cieciuch, 2020), by Carl Rogers
(1967) as the “fully functioning person” (see also Maurer & Daukantaité, 2020), and
by Abraham Maslow (1973) as “self-actualization” and “self-transcendence.” Others
have referred to it as “wisdom” (Baltes & Staudinger, 2000). David Bernstein’s
iModes cards, that pictorially represent 16 qualities of the Healthy Adult, draw on this
vision of maturity. He groups them under four headings: self-directedness, self-
regulation, connection and transcendence. The DSM-5 and ICD-11 diagnostic
manuals also provide definitions of mature adult functioning which overlap with
these qualities. They include having a coherent identity, and a sense of self-worth,
capacities for emotion regulation and impulse control, and the ability to experience
intimacy, and fulfillment (Bach & Bernstein, 2019). This view of Healthy Adult
functioning also accords with perspectives from scientific research on happiness
presented at the ISST’s 2024 conference in Warsaw by Sonja Lyubomirsky and in her
extensively researched books (Lyubomirsky, 2008, 2014).
These several qualities or strengths are summarized under eight headings which
reflect the insights of the literature just referred. They are intended to be practical
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 11

with respect to guiding clinicians in assessing (a) the degree of Healthy Adult
qualities in a client, and (b) the kind of work in therapy that will be needed to build or
strengthen the capacities that are poorly developed or missing. These headings
should be seen as a guide rather than as an exclusive list.
Because the Healthy Adult encompasses diverse qualities, an individual can have
some Healthy Adult capacities and strengths that are well established while others
are poorly developed.
On the form you are asked to summarize the client’s Healthy Adult strengths using
the headings below, and, in each case, to include one or more examples related to
specific life areas. You can also include examples related to the client’s capacity to
engage in the therapy process in a mature and collaborative way. Where the
capacity is compromised or limited, you should draw attention to this, with examples,
if possible.

1. Meta-Awareness: The capacity to step back and reflect on self and others
All major therapy approaches recognize the importance of the capacity to step back
and reflect on one’s own experience and that of others. In the literature, this is referred
to by various terms such as “meta-awareness,” “distancing,” “decentring,”
“mentalization,” “defusion,” “mindfulness,” “detached mindfulness,” and
“disidentification.” At the beginning of therapy, many clients are caught up in their
experience of their problems in an immersive way and have little or no capacity to step
back and reflect on their experience. This makes it difficult to engage effectively with
the processes involved in schema therapy.
2. Emotional Connectedness: The capacity to be open to and experience
emotions, and to be self-accepting and compassionate when experiencing
emotional pain and uncertainty
Carl Rogers used the term, “openness to experience” to refer this capacity to be
humanly (emotionally) aware and present and intelligently engaged with what has
meaning and feels authentic. This means being in touch with one’s own personal needs
and emotional responses to situations and being able to tolerate the emotions
experienced. This includes the capacity for acceptance and self-compassion (Neff,
2013). Coping modes interfere with this, as they disconnect individuals from the part of
the autobiographical memory system that is connected to emotions and early schemas.
The Healthy Adult has access to these emotions, but, by means of other capacities
listed above, can exercise discrimination and self-control with respect to how needs,
emotions and concerns are expressed. Openness to emotions also includes positive
emotions, which also get shut down by coping modes, and allows in experiences such
as gratitude and personal meaning.
3. Reality Orientation: The capacity to make, and act on, decisions that are
reality-based
The Healthy Adult is oriented towards the realities of the world and has the capacity to
make accurate, informed appraisals of everyday situations that are reality based, and
not distorted by simplistic thinking or jumping to conclusions that are not adequately
based on information and evidence. This includes facing painful aspects of reality and
not denying or distracting from them through coping modes. Associated with this is the
ability to use information obtained as the basis for engaging in rational, and practical
problem-orientated behavior. This includes responsibly performing the practical tasks
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 12

that are part of effective living in all important life areas (work, financial planning and
management, family and intimate relationships, social activities, health and leisure
activities). It also involves recognizing and identifying problems of all kinds, and taking
steps so solve them in a Healthy Adult way. This requires the skills of searching for and
obtaining information relevant to understanding a problem, evaluating sources of
information, evaluating options for action, and planning and evaluating the chosen
actions.
4. A Coherent Sense of Identity: The capacity to sustain a coherent sense of
who one is, with respect to personal beliefs, values, attitudes and
motivations
This strength involves the experience of being grounded in a coherent sense of self that
is consistent over time and through all significant life areas. This is accompanied by the
capacity to accommodate a range of emotions and states, even when they are
conflicting. Others are experienced as separate and independent centres of their own
experience. There is an absence of abrupt transitions between self-states or modes
and an absence of dysfunctional modes in which the individual experiences extreme
states, for example, of chaos, fragmentation or merger with another. Memory is largely
accurate and consistent and not confabulated or combined with fantasy. The
individual’s self-narrative (of who I am and what is important to me), is realistic and
flexible and not marked by idealizations, oversimplifications, overcompensatory self-
aggrandisement or self-identification as a victim.
5. Self-Assertiveness and Reciprocity: The capacity to stand up for oneself,
while honouring reciprocity and congruent communication
Self-assertiveness, i.e. standing up for oneself in various regards is an important
strength that helps define and protect the “I” in relation to others. Healthy Adult self-
assertiveness is marked by the reciprocity principle and protects and promotes a sense
of “We”. Reciprocity is the basis for being able to engage in mature relationships in
which there is mutual respect. This is at once a value and capacity. As a value, it means
a commitment to having the same level of respect for the needs, perspectives, and
experience of oneself and of others. As a capacity, it means being able act consistently
on that basis. Self-assertiveness without reciprocity is usually a feature of
overcompensatory coping. Reciprocity, when combined with emotional connection and
tolerance, allows for congruent (Rogers, 1957) communication of experiences and
needs, and the ability to make respectful compromises in conflict situations. This is the
foundation of assertiveness training, a well-established approach in CBT (e. g. Alberti
and Emmons, 2008). The reciprocity principle is also the basis for one’s orientation
towards the broader society in which one lives, with a capacity for acceptance and
absence of prejudice towards others on the basis of ethnicity, culture, religious
affiliation, political affiliation, sexual orientation etc.
6. Agency and Responsibility: The capacity to take responsibility for,
personal decisions, actions and their consequences.
The maturity of the Healthy Adult includes taking responsibility for all one’s actions.
This is associated with a sense of agency, feeling motivated and able to act in one’s
own interests and according to one’s own values. This includes the capacity to make
and keep commitments. These are all aspects of integrity – which means being
consistent and trustworthy, and acting with a clear moral compass that is grounded in
an authentic sense of self. Taking responsibility for one’s own choices and actions is not
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 13

usually possible when acting from coping modes . Individuals in a default coping mode
such as an overcompensator are not fully in touch with their own needs and experience
and the needs and experience of others, so that even if they act consistently there is
usually an inflexibility and a lack of soundness in their decisions. Taking responsibility
depends on the capacity to step back and reflect. Much human behavior occurs without
conscious reflection, based on automatic coping habits that often developed long ago,
and, when individuals behave automatically without reflection, they may have difficulty
accepting responsibility for their actions.
7. Caring Beyond the Self: The capacity to engage with others, and within the
society as a whole, with an open, straightforward and compassionate
attitude
Community feeling is the term used by Adler (1938) to refer to those who have a sense
of caring about and being motivated to strive for the common good, not just the good
of oneself or one’s immediate family. This is different from self-sacrificial coping and
arises from a sense of self-worth based on what one has to offer, without any sense of
having to prove one’s worth. Such individuals have an attitude of kindness and
compassion towards others, express spontaneous gratitude, and are committed to pro-
social behaviors. They consider the effects of their actions not only from the immediate
perspective, but also with respect to the effects for future generations (Kałużna-
Wielobób et al. 2020).
8. Hope and Meaning: The capacity to find, and to keep, faith throughout the
hardships of life
This refers to being able to find a path of hope and meaning, even when faced with
adversities and loss. This arises from the capacity to look at oneself (and life as a
whole) through a wider lens knowing that concepts such as good and bad, justice and
injustice are complex. A person with this strength is able to accept not always having
an answer to the question “why?”, and can still move on in life with a sense of hope and
meaning. Some would think of this strength as a natural wisdom or spirituality that
provides a sense of strength and direction in the face of painful hardships and
challenges. For some, this may be channelled through some form of institutional
religion, while for others it is not linked to any formal framework.

Section 9.2 Child modes

9.2.1 Vulnerable Child
In the top row of the table, identify the main features of the client’s Vulnerable Child or
list specific Vulnerable Child subtypes that are important for the conceptualization (e.g.
Lonely Child, Abandoned Child, Shamed Child, Dependent Child, Terrified Child, Abused
Child, etc. …).
Then, in the right-hand column, list specific schemas associated with each mode or
subtype. For example, for Dependent Child, put Dependence/Incompetence; for the
Shamed Child, put Defectiveness/Shame.
In, in the three rows marked Ex1, Ex 2 and Ex 3, give three examples of what happens
when one of these modes/subtypes is activated. Write a response to all three parts:
a) Name the specific mode and give a brief example of a trigger situation
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 14

b) Describe features of the client’s experience of vulnerability while in this mode in

terms of emotional overreactions, and schema driven images, thoughts and
beliefs.
c) If the client flips into one or more coping modes, just name the mode(s) without
going into detail, as you will be describing coping modes in section 9.4.

9.2.2 Other child modes

In this section, describe one or more other child modes such as the Angry Child,
Enraged Child, or Impulsive Child.
At the top, name the mode or modes and list the schemas (if any) that are directly
related to them.
Use the rows marked Ex 1, and Ex 2 to give one or two examples of what happens
when these modes are activated. Use the three parts:
a) Name the specific mode and give a brief example of a trigger situation
b) Describe features of the client’s experience of vulnerability while in this mode in
terms of thoughts and beliefs, somatic symptoms, emotions, and images and
memories.
c) If the client flips into one or more coping modes, just name the mode(s) without
going into detail as you will be describing coping modes in section 9.4.

Section 9.3 Dysfunctional Parent modes

Dysfunctional Parent modes are internalizations of experiences of parent or other
significant authority figures who failed to attend appropriately to the needs of the child.
Positive Healthy Parent behaviors also become internalized and contribute to healthy
and adaptive development. Such positive attributes include being unconditionally
nurturing and accepting, being dependable, consistent and capable, being attuned and
playful, supporting the development of agency and autonomy appropriate to the
child’s/adolescent’s age, and honoring the child’s intrinsic worth independent of
achievements and aptitudes (Louis, Wood, and Lockwood, 2020). Initially, Young, Klosko
and Weishaar (2003) used the terms Punitive, Demanding and Critical to name specific
Dysfunctional Parent modes. The Guilt-inducing Parent mode was recognized by
Jacobs et al (2015), and Peled (2016) drew attention to several other Dysfunctional
Parent modes such as the Overanxious Parent and the Indulgent Parent. A
comprehensive integration was offered by Edwards (2022) from which the table below
is drawn.
Type of failure to meet child’s needs Features
Fails to give appropriate structure or Neglectful; Indulgent; Naïve
guidance
Overprotects and interferes with the Overanxious; Overprotective; Victim or Guilt-
development of the child’s autonomy Inducing
Fails to attune to the child or breaks Invalidating; Rejecting; Abandoning
connection
Is critical and coercive Demanding; Punitive; Blaming; Shaming;
Coercive/Controlling; Abusive
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 15

Is unpredictable Unstable; Emotionally Volatile; Unpredictable;

Terrifying

Parent modes may be distinct, but, often, several different attributes are blended
together.
In the table on the case conceptualization form, in the left-hand column, list the main
features of Dysfunctional Parent modes that you have identified. Then, in the right-
hand column, for each feature, give examples of the kind of messages (explicit or
implicit) conveyed by the internalized parent. For example:
| Punitive | “You are a bad person and deserve to be punished”
|
| Demanding | “Meet my expectations that you behave in specific ways, meet high
standards etc.” |
| Overanxious | “The world is dangerous ace and you need to be very careful and stay close to
me.” |

Section 9.4 Maladaptive Coping modes

In this section provide information about the most prominent maladaptive coping
modes you have identified. List them in the table. Under a) put the category to which it
belongs (surrender, overcompensation etc.). Under b) list the names of the modes.
Under c), where relevant, list any schema that corresponds to the mode. Do not list
schemas which might be associated with the mode, just those that correspond to it
directly (e.g. for Self-Aggrandizer - Entitlement/Grandiosity; for Compliant Surrenderer -
Subjugation).
Then select up to three of these coping modes and describe in detail the client’s
experience when in the mode, using the table:
a) Give an example of a situation that leads to activation of the mode (or, if relevant,
state that it is a default mode.
b) Describe the client’s experience and behavior while in the mode.
c) Where you can, identify what the mode is coping with in the Child, or indicate that
this is still unclear.
d) Describe the perceived value of this coping mode for the client.
e) Describe any problematic consequences of coping in this manner.
Although other coping modes may be activated by the trigger situation, don’t go into
them here. In the next section you will be asked to look at sequences of modes
activated in a specific situation.

10. Mode Sequencing and Schema Perpetuation

In this section you should show how a trigger event can set in motion a sequence of
modes that unfolds over time. Identify and name all the modes involved – child modes,
parent modes, and coping modes. Healthy modes may also be involved but the focus is
on sequences that lead to schema perpetuation, and so do not end in the Healthy Adult
mode.
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 16

Give at least three examples of situations in the client’s life that show how the client’s
dysfunctional modes are perpetuated. These should illustrate one or more of the specific
Life Areas identified as problematic in section 5.1 above. You can introduce new
examples, or, if you like, you can repeat examples you already used in section 9.4 (where
the main focus was on a single coping mode).
Describe the trigger situation and then, in each of the rows below, provide the following
information:
a) The Child and Parent modes that are activated. Usually, a child mode is activated
in conjunction with a Parent mode. For example, when there is a Shamed Child,
there is also a Punitive or Shaming Parent. Sometimes the client seems to go
straight into a coping mode, and these Child and Parent modes may not be visible
at all. However, they are present in the background in that the coping mode has
been activated to cope with them.
b) Name the coping modes involved in the sequence, and for each mode, give a short
description of the client’s behavior in that mode.
c) Describe the full mode sequence in order. Just give the names of the modes and
other relevant information such as the impact on other people. Do not go into
detail about specific client behaviors. For example: Abused Child and Punitive
Parent – Paranoid Overcontroller – Others feel attacked and withdraw – Abandoned
Child – Angry Child – Self-Pity Victim – Avoidant Protector (withdraws and is alone).
d) Where relevant, describe the impact on the situation, and particularly on other
people, of the client’s switching into the different modes. For example, in the
sequence above, you can elaborate on how people react to the client’s Paranoid
Overcontroller: “they feel attacked, they feel cautious, and they usually withdrew
emotionally or physically or, at times they express anger and this leads to a
heated conflict.”
e) Explain how this mode sequence results in the perpetuation of the underlying
maladaptive schema patterns by preventing emotional processing in the Child
and/or by preventing the client from learning how to find ways of meeting
important core needs in the present.

11. The Therapy Relationship

11.1 Therapist’s Personal Reactions to the Client
Each client can elicit a specific and unique set of reactions from the therapist. Some of
these reactions are healthy and facilitative of the therapy relationship and process,
while others are problematic, as the therapist switches into a coping mode that is
problematic for the therapy. Developing self-awareness and understanding of these
reactions can, therefore, help the therapist to stay in the Healthy Adult, and avoid
flipping into coping modes. It can also be a source of valuable information about the
client’s schemas and modes.
Describe your personal reactions to the client, both those that are facilitative for
the therapy and those that are problematic. For facilitative reactions, briefly
describe how they contribute to a meaningful therapeutic relationship. For problematic
reactions, identify the client characteristics/behaviors that trigger them. When this
happens, what schemas and modes are activated in you? What impact do your
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 17

reactions have on the treatment, particularly with respect to your capacity to offer
reparenting to this client.

11.2 Collaboration on Therapy Objectives and Tasks

Overview: Definition of therapy collaboration

Therapy Collaboration is defined as the quality of the alliance between the therapist
and client, with a particular focus on the degree to which both are can agree upon the
objectives and tasks of therapy. It also pertains to the way the therapist is able to
negotiate with the client on the content and focus of each session, and the client’s
engagement in the tasks of therapy. This can be measured by interest in the session,
engagement with the therapist, consistency in coming to sessions, and participating in
the therapy homework.
Consider this example: Therapist and client have been able to agree on objectives that
are important to the client, and the client is enthusiastic about reaching these goals.
There is an easy dialogue in working out what is best to discuss and explore from
session to session, and the client appears willing to explore interpersonal issues.
However, the client often misses appointments or needs to change the appointment
time. This seems inconsistent with the enthusiasm expressed in session, and with the
relatively undemanding circumstances of the client’s life. The client completes
homework approximately 50% of the time; and the reasons given for not completing
homework are often not convincing. In such a case, the collaboration would be rated as
3 on the scale below.

11.2.1 Rating of Collaboration on Objectives and Tasks

Rate the level of Therapy Collaboration based on your client’s behavior in session and
outside session. Consider your client’s degree of engagement, participation, adherence
to assignments, etc. Use the following 5-point Scale to rate the degree of collaboration:
1= VERY LOW (e.g., cancels often, devalues the therapy work, shows minimal
commitment)
2= LOW (e.g., inconsistent participation, misses sessions regularly, unfocused)
3= MODERATE (e.g., hesitant and skeptical some of the time, attends regularly,
does some homework)
4= HIGH (e.g., is engaged and willing to participate and work in therapy)
5= VERY HIGH (e.g., enthusiastic, focused, responds quickly and positively to the
therapy work)

11.2.2 Describe the collaborative process with the client

Explain the basis for your rating by describing the ways in which you and your client
have been able to work together that have been positive, with respect to contributing
to effective collaboration, and aspects of the relationship that are problematic, in that
they interfere with effective collaboration. For example, you could include an evaluation
of the degree to which there is a) a sense of shared understanding, b) agreement on
objectives and strategies for change, and c)the capacity to work out and resolve
conflicts.
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 18

11.2.3 How could the collaborative relationship be improved?

Where collaboration is moderate or low, what changes could you and your client make
to improve the degree of collaboration? Focus on the kinds of barriers that make
collaboration difficult. These could include
a) chronic misunderstandings;
b) lack of agreement about goals for therapy
c) lack of agreement about what is needed to work towards achieving the goals for
therapy;
d) problematic reactions and behaviors in your client such as helplessness and
passivity, passive-aggressive behavior, disdainful attitude towards the therapist
and therapy, failure to complete homework, missed sessions.
e) problematic reactions and behaviors on your part due to triggering, such as
rescuing, scolding, lecturing or trying to appease and placate your client.
Suggest ways in which the problems and obstacles you identify could be addressed.

11.3 Reparenting relationship and bond

Overview: Definition of the reparenting relationship and bond
The reparenting relationship and bond refers to the level, depth and type of attachment
and bonding between the therapist and client. It depends on the client’s receptivity to
limited reparenting in the relationship in response to the therapist’s offering to meet
the client’s core needs (demonstrating such characteristics as warmth, acceptance,
non-verbal expressions of caring, validation, and promoting autonomy). When doing
emotion-focused work, it includes the client’s capacity for vulnerability and for
accepting and responding to reparenting of Vulnerable Child or other child modes such
as the Angry and Enraged Child.
The therapist needs to describe and assess the client’s responses to attempts to offer
reparenting that s/he can adapt their reparenting response in future sessions.
Consider this example: The therapist often attempts to validate the pain and
suffering the client feels in relation to current concerns. But these attempts are usually
met with the client minimizing or denying any need for validation. When the therapist
demonstrates empathic understanding of the confusion and uncertainty the client feels
regarding their current circumstances, the client usually just stares blankly back at the
therapist. This reaction changed recently when the client’s eyes sometimes glistened
with tears, and the client began to lean forward toward the therapist. The client has
been encouraged to call between sessions if they need to talk, especially since a new
interpersonal crisis has arisen. The client has made a “check-in” call once, but with
apologies for interrupting the therapist’s life.
Here, the reparenting bond is currently tentative, and reflects a cautious attachment. It
is unclear whether the therapist’s behavior during sessions is somehow contributing to
the difficulty in creating a more secure reparenting bond.

11.3.1 Rating of the reparenting relationship and bond

Rate the depth of the reparenting relationship and bond based on the client’s behaviors
and emotional connection, both in sessions and outside of sessions.
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 19

Use the following 5-point Rating Scale to evaluate the strength of the reparenting bond.
The descriptions below are examples of the kind of client behavior to be found at each
level, as evidenced in their verbal as well as non-verbal behavior (e.g., body language,
eye-contact):
1. VERY WEAK, MINIMAL: For the therapist, the relationship is experienced as
very impersonal. the client is mostly detached, and unable to acknowledge or
respond to the therapist’s interest and care. Or the client routinely has a
dismissive or disdainful attitude towards the therapist and the therapy. Or the
client may flip between different modes none of which can genuinely connect to
the therapist as a person.
2. WEAK: For the therapist, the relationship is mostly experienced as rather
impersonal. The client is rather detached, with limited capacity to respond to the
therapist’s interest and care. Or the client may often be abrupt, dismissive or
disdainful of the therapist and the therapy. Or the client frequently flips between
seeming to be open the therapist as a mentor or parent figure, on occasion, but
mostly being detached and/or dismissive or disdainful.
3. MODERATE: The client can at times respond to the therapist like a parent-
figure, friend, or mentor, and seems to have moments of experiencing the
therapist as genuinely caring, and can be vulnerable and trusting with the
therapist. However, this is not sustained, and the client often switches into
modes that are more detached and disconnected, or, dismissive or disdainful.
4. STRONG: The client responds to the therapist like a parent-figure, friend or
mentor, and, mostly, experiences the therapist as genuinely caring. The client
can usually be vulnerable and trusting with the therapist, both in the relationship
itself, and, when doing experiential work, can usually allow the therapist to
protect and care for the Vulnerable Child.
5. VERY STRONG: The client consistently responds to the therapist like a
parent-figure, friend or mentor, and, experiences the therapist as genuinely
caring. The client can consistently be vulnerable and trusting with the therapist,
both in the relationship itself, and, when doing experiential work, can allow the
therapist to protect and care for the Vulnerable Child.

11.3.2 Describe the reparenting relationship and bond between client and
therapist.
Give a description of your client’s behaviors with you that are relevant to their
openness to receiving reparenting.
Provide details and examples of their behaviors, emotional reactions, and statements in
relation to you that serve as indicators of how weak or strong the reparenting bond is.

11.3.3 How could the reparenting relationship and bond be improved or

strengthened?
Where the reparenting bond is not strong, explain what seem to be the obstacles to
there being a stronger bond, whether these come from your coping modes or those of
your client. What specific steps could you take to strengthen the bond?

11.4 Other Less Common Factors Impacting on the Therapy

Relationship (Optional)
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 20

If there are any factors that significantly influence or interfere with the therapy
relationship (e.g., significant age difference or cultural gap, geographic distance),
elaborate on them here. How could they be addressed with the client?

12. Therapy Objectives: Progress and Obstacles

Select at least four therapy objectives that are central to the work of therapy with this
client. Objectives should be such that you can help your client work towards them by
working on identifiable therapy tasks. They can be described in relation to change with
respect to specific schemas, modes, cognitions, emotions, behaviors, relationship
patterns, symptoms, etc. Summarize each objective and then, in the rows below:
(a) summarize the modes and schemas to target, making clear how these are
related to the specific objective;
(b) describe new Healthy Adult behaviors that are related to the objective;
(c) describe specific interventions you are using and the rationale for your choosing
them;
(d) summarize progress made and obstacles encountered in implementing this
therapy strategy.
You can briefly refer to additional important objectives in Item 5.

13. Additional Comments or Explanations (Optional)

Here you can add any additional information, or clarify any of your answers above, to
help your supervisor or rater better understand your conceptualization of this client, the
therapy relationship, and progress in therapy. You can add additional pages if you want
to.

References
Adler, A. (1938). Social interest: A challenge to mankind (Translated by J. Linton and R.
Vaughan). Faber and Faber Ltd.
Alberti, R., and Emmons, M. (2017). Your perfect Right: Assertiveness and equality in
your life and relationships (10th ed.). Impact.
Bach, B., and Bernstein, D. P. (2019). Schema therapy conceptualization of personality
functioning and traits in ICD-11 and DSM-5. Current Opinion in Psychiatry, 32(1), 38-
49. https://doi.org/10.1097/YCO.0000000000000464
Baltes, P. B., and Staudinger, U. M. (2000). Wisdom: A metaheuristic (pragmatic) to
orchestrate mind and virtue toward excellence. American Psychologist, 55(1), 122-
136. https://doi.org/10.1037/0003-066X.55.1.122
Bernstein, D. P. (2018). Qualities of the Healthy Adult: iModes cards.
https://www.i-modes.com/en/shop/healthy-adult-strengths-tool/
Dweck, C.S. (2017). From needs to goals to representations: Foundations of a unified
theory of motivation, personality and development. Psychological Review, 124, 689-
719. https://doi.org/10.1037/rev0000082
Louis, J. P., Lockwood, G., & Louis, K. M. (2024). A model of core emotional needs and
toxic experiences: Their links with schema domains, well-being, and ill-
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 21

being. Behavioral Sciences, 14(6), 443. https://doi.org/10.3390/bs14060443

Louis, J. P., Wood, A., & Lockwood, G. (2020). Development and validation of the Positive
Parenting Schema Inventory (PPSI) to complement the Young Parenting Inventory (YPI)
for Schema Therapy (ST). Assessment, 27 (4), 766-786.
doi:10.1177/1073191118798464
Edwards, D. J. A. (2022). Using Schema Modes for Case Conceptualization in Schema
Therapy: An Applied Clinical Approach. Frontiers in Psychology, 12 online:
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.763670/full
Jacka, F.N., O’Neil, A., Opie, R. et al. (2017). A randomised controlled trial of dietary
improvement for adults with major depression (the ‘SMILES’ trial). BMC Medicine, 15
(1), 1-13. https://doi.org/10.1186/s12916-017-0791-y
Kałużna-Wielobób, A., Strus, W. ł, and Cieciuch, J. (2020). Community feeling and
narcissism as two opposite phenomena. Frontiers in Psychology, 11, 2621.
https://www.frontiersin.org/article/10.3389/fpsyg.2020.515895
Lyubomirsky, S. (2008). The how of happiness: A new approach to getting the life you
want. Penguin.
Lyubomirsky, S. (2014). The myths of happiness: What should make you happy, but
doesn't, what shouldn't make you happy, but does. Penguin.
Maslow, A. (1973). The farther reaches of human nature. Penguin.
Maurer, M. M., and Daukantaitė, D. (2020). Revisiting the organismic valuing process
theory of personal growth: A theoretical review of rogers and its connection to positive
psychology. Frontiers in Psychology,11
https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01706
Neff, K. D. (2013). The science of self-compassion. In C. Germer, and R. Siegel
(Eds.), Compassion and wisdom in psychotherapy (pp. 79-92). Guilford.
Peled, O. (2016). A hierarchy of confrontational interventions facing 8 dysfunctional
parent modes. Schematherapy Bulletin, 4, 2–9.
Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality
change. Journal of Consulting Psychology, 21(2), 95-
103. https://doi.org/10.1037/h0045357
Rogers, C. R. (1967). On becoming a person: A therapist's view of psychotherapy.
Constable.
Young, J. E., Klosko, J., and Weishaar, M. E. (2003). Schema Therapy: A Practitioner’s
Guide. Guilford.

© 27th June, 2024. International Society of Schema Therapy

Unauthorized reproduction or translation – in whole or in part --
without written consent of the Society is strictly prohibited.
Authorized translations into over 30 languages will be posted in due
course on the ISST website https://schematherapysociety.org . You
can also contact the ISST on this address [email protected]
should you require any further information about the form, to learn if
 Schema Therapy Case Conceptualization
Guide
Version 3.8 Updated 27 th June 2024
Page 22

there is an authorized translation in any specific language, or to apply to make a translation

into a language for which no translation has yet been made.