We now turn to a detailed look at the basic constructs that make up schema theory. We begin with the history and development of the term “schema.”
The word “schema” is utilized in many fields of study. In general terms, a schema is a structure, framework, or outline. In early Greek philosophy, Stoic logicians, especially Chrysippus (ca. 279-206 B.C.), presented principles of logic in the form of “inference schemata” (Nussbaum, 1994). In Kantian philosophy, a schema is a conception of what is common to all members of a class. The term is also used in set theory, algebraic geometry, education, literary analysis, and computer programming, to name just some of the diverse fields in which the concept of a “schema” is used.
The term “schema” has an especially rich history within psychology, most widely in the area of cognitive development. Within cognitive development, a schema is a pattern imposed on reality or experience to help individuals explain it, to mediate perception, and to guide their responses. A schema is an abstract representation of the distinctive characteristics of an event, a kind of blueprint of its most salient elements. In psychology the term is probably most commonly associated with Piaget, who wrote in detail about schemata in different stages of childhood cognitive development. Within cognitive psychology, a schema can also be thought of as an abstract cognitive plan that serves as a guide for interpreting information and solving problems. Thus we may have a linguistic schema for understanding a sentence or a cultural schema for interpreting a myth.
Moving from cognitive psychology to cognitive therapy, Beck (1967) referred in his early writing to schemas. However, in the context of psychology and psychotherapy, a schema can be thought of generally as any broad organizing principle for making sense of one’s life experience. An important concept with relevance for psychotherapy is the notion that schemas, many of which are formed early in life, continue to be elaborated and then superimposed on later life experiences, even when they are no longer applicable. This is sometimes referred to as the need for “cognitive consistency,” for maintaining a stable view of oneself and the world, even if it is, in reality, inaccurate or distorted. By this broad definition, a schema can be positive or negative, adaptive or maladaptive; schemas can be formed in childhood or later in life.
Young (1990, 1999) hypothesized that some of these schemas—especially schemas that develop primarily as a result of toxic childhood experiences—might be at the core of personality disorders, milder characterological problems, and many chronic Axis I disorders. To explore this idea, he defined a subset of schemas that he labeled Early Maladaptive Schemas.
Our revised, comprehensive definition of an Early Maladaptive Schema is:
a broad, pervasive theme or pattern
comprised of memories, emotions, cognitions, and bodily sensations
regarding oneself and one’s relationships with others
developed during childhood or adolescence
elaborated throughout one’s lifetime and
dysfunctional to a significant degree
Briefly, Early Maladaptive Schemas are self-defeating emotional and cognitive patterns that begin early in our development and repeat throughout life. Note that, according to this definition, an individual’s behavior is not part of the schema itself; Young theorizes that maladaptive behaviors develop as responses to a schema. Thus behaviors are driven by schemas but are not part of schemas. We explore this concept more when we discuss coping styles later in this chapter.