concerning the maladaptive thoughts. In the example above, the therapist would help the student to look at his past experiences and determine if the material was in fact impossible to learn, and if he knew for sure that he couldnt pass the test. In all probability, the student would decide that these two thoughts lacked validity.More accurate alternative thoughts are then substituted. For instance, the student might be encouraged to think: This material is difficult, but not impossible. Ive learneddifficult material before and Ive never failed a test before, so long as Ive done enough preparation. These thoughts would probably lead him to feel better and cope better.Often short-term cognitive therapy is enough to help people overcome emotionalproblems, especially depression and anxiety. Recent research has shown this to be so.However, sometimes this approach is not enough. Some clients in short-term cognitivetherapy find that they dont get all the benefits they want. This has led us, as well as various other researchers (Beck, xxxx) to look at deeper and more permanent cognitive structures as a means to understand and treat problem moods and behaviors. Schematherapy was created as a result of these efforts.Schemas - What They AreA schema is an extremely stable, enduring negative pattern that develops duringchildhood or adolescence and is elaborated throughout an individuals life. We view theworld through our schemas.Schemas are important beliefs and feelings about oneself and the environment whichthe individual accepts without question. They are self -perpetuating, and are veryresistant to change. For instance, children who develop a schema that they areincompetent rarely challenge this belief, even as adults. The schema usually does not goaway without therapy. Overwhelming success in peoples lives is often still not enoughto change the schema. The schema fights for its own survival, and, usually, quitesuccessfully.Its also important to mention the importance of needs in schema formation andperpetuation. Schemas are formed when needs are not met during childhood and thenthe schema prevents similar needs from being fulfilled in adulthood. For instance a childwhose need for secure attachments is not fulfilled by his parents may go for many yearsin later life without secure relationships.Even though schemas persist once they are formed, they are not always in ourawareness. Usually they operate in subtle ways, out of our awareness. However, when aschema erupts or is triggered by events, our thoughts and feelings are dominated bythese schemas. It is at these moments that people tend to experience extreme negativeemotions and have dysfunctional thoughts.In our work with many patients, we have found eighteen specific schemas. Most clientshave at least two or three of these schemas, and often more. A brief description of eachof these schemas is provided below.Emotional DeprivationThis schema refers to the belief that ones primary emotional needs will never be met byothers. These needs can be described in three categories: Nurturance needs foraffection, closeness and love; Empathy needs to be listened to and understood;Protection needs for advice, guidance and direction. Generally parents are cold orremoved and dont adequately care for the child in ways that would adequately meetthe above needs.Abandonment/InstabilityThis schema refers to the expectation that one