One of the changes included in DSM-5 to the diagnosis of posttraumatic stress disorder (PTSD) was the inclusion of negative cognitions and emotions related to the trauma, including distorted self-blame for the trauma.¹ Studies show that many young people experience self-blame after experiencing various types of trauma,^2-4 that self-blame from trauma is a key mediating factor in internalizing symptoms in adolescents,² and that self-blame is tied to higher levels of trauma symptoms.³ However, studies have also suggested that young people develop self-blame when they do not directly experience PTSD from trauma, such as maternal depression, parental divorce or separation, bullying, and general negative events.⁵ There appear to be multiple pathways in which young people learn self-blame, and self-blame should be assessed on an individualized level. It has been suggested that psychotherapy with children and adolescents should involve translating the goals of treatment into simple concrete concepts, such as “a simple situation that is familiar to them from day-to-day life.”⁶ In addition to evidence-based psychotherapeutic interventions that target symptoms of self-blame resulting from trauma, analogies may serve as potential intervention tools to translate the goal of unlearning self-blame relevant to the individual, situational, and cultural contexts.