Thinking Habits: Recognising Cognitive Distortions
Our thoughts influence how we approach learning, practice and performance. Sometimes we treat a thought as a fact without stopping to question it.
Cognitive distortions are patterns of thinking that give us an incomplete or exaggerated view of a situation. We all use them at times. Recognising them can help us respond with more perspective and less unnecessary pressure.
Some common thinking habits
All-or-nothing thinking
Seeing only two possibilities: success or failure, perfect or terrible.
“If I make a mistake, the whole performance is ruined.”
Overgeneralising
Turning one experience into a conclusion about everything.
“That audition went badly. I’ll never get anywhere.”
Focusing on the negative
Giving one difficulty all your attention and overlooking what went well.
“All I can remember is the passage I got wrong.”
Dismissing the positive
Finding reasons why an achievement or encouraging feedback doesn’t count.
“My teacher said I’d improved, but they were probably just being kind.”
Mind reading
Assuming you know what someone else thinks without checking.
“They looked bored. They must think I’m a poor musician.”
Predicting the worst
Treating a feared outcome as though it is certain.
“I know I’m going to freeze on stage.”
Treating feelings as facts
Assuming that how you feel proves something about your ability or situation.
“I feel unprepared, so I must be unprepared.”
The feeling is real, but the conclusion may need checking.
Rigid rules and labels
Putting pressure on yourself with “should” and “must”, or judging your whole self from one event.
“I should never feel nervous.”
“I made a mistake. I’m useless.
How can this help?
Noticing these habits gives you an opportunity to pause before reacting. You can acknowledge a difficulty without turning it into a judgement about yourself or your future.
When a thought adds pressure, try asking:
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What happened, and what am I adding to it?
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What evidence supports my conclusion? What might I be overlooking?
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Is there another possible explanation?
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What would I say to a fellow student in this situation?
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What useful step can I take now?
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For example:
“I stumbled in that passage. I’m not good enough.”
Could become:
“I stumbled in that passage today. Other parts went well. I can explore what made it difficult and decide how to practise it.”
You don’t have to force yourself to think positively. Aim for a view that is accurate, fair and useful.
A connection with the Alexander Technique
Just as we can notice habitual ways of moving, we can notice habitual ways of thinking. A familiar thought doesn’t have to lead immediately to a familiar reaction.
You might notice “I must get this right”, pause, and give yourself time to choose how to continue. This creates room for curiosity, experimentation and learning.
(Based on ideas discussed in “Cognitive Distortions” by Courtney E. Ackerman (2017), drawing on the work of Aaron Beck and David Burns.)