06b_ Additional Cognitive-Behavior Therapies Flashcards
Self-Instructional Training (SIT):
Overview
Originally developed for ADHD
Based on by Vygotsky and Luria’s belief that:
True voluntary behavior occurs when there is a shift from external to internal language control
Self-instructional training
5 Steps
Cognitive modeling
Cognitive Participant Modeling
Overt Self-Instruction
Fading Overt Self-Instruction
Covert Self Instruction
Self-Instructional Training (SIT):
Cognitive modeling
Client observes model perform a task
Model makes self-statements aloud:
Questions about nature of the task
Answers to those questions
Specific instructions on how to complete the task
Self-Instructional Training (SIT):
Cognitive Participant Modeling
Client performs the task as the model verbalizes the instructions
Self-Instructional Training (SIT):
Overt Self-Instruction
Client performs a task while instructing themselves aloud
Self-Instructional Training (SIT):
Fading Overt Self-instruction
Client whispers instructions while carrying out the task
Self-Instructional Training (SIT):
Covert Self-Instruction
Client performs the task while saying the instructions covertly
Thought Stopping
Decreasing unwanted/unproductive thoughts by covertly yelling “stop stop stop” or snapping a rubber band around the wrist
Often combined with covert assertion:
alternative assertive self-statements
Attribution Retraining
Altering perceptions of the causes of an individual’s problematic behaviors
Uses:
Depression, anxiety, alcoholism
Improvement of academic performance for underperformers
Coping and Problem-Solving Techniques:
Stress Inoculation: 3 Phases
Cognitive preparation (conceptualization)
Skills acquisition and rehearsal
Final application and follow through
Problem-Solving Therapy (D’Zurilla and Goldfried)
2 Factors That Determine Outcomes
Problem orientation (schemas)
Problem-solving style
Problem-Solving Therapy:
3 styles
Rational
Impulsive/careless
Avoidance
Rehm’s Self-Control Therapy:
Overview
Brief therapy usually conducted as group therapy
Main assumption that deficits of self-control increase:
- vulnerability to depression
- difficulty dealing effectively with symptoms
Rehm’s Self-Control Therapy:
Three aspects of self-control
Self-Monitoring
Self-Evaluation
Self-Reinforcement
Lewinsohn’s Behavioral Model of Depression:
Cause of Depression
Result of a low rate of response-contingent reinforcement
Due to inadequate reinforcing stimuli in the environment
Or
Individual’s lack of skill in obtaining reinforcement
Lewinsohn’s Behavioral Model of Depression:
Results of a low rate of response-contingent reinforcement
Pessimism
Low self-esteem
Other features associated with depression
Lewinsohn’s Behavioral Model of Depression:
Treatment
Behavioral activation
Increase activities and access to reinforcing events
3 Stimulus Control Techniques
Narrowing
Cue strengthening
Fading
Stimulus Control
Narrowing
Restricting target behavior to a limited set of stimuli
E.g., only eating at meal times
Stimulus Control
Cue Strengthening
Linking behavior to specific environmental conditions
E.g. studying in a particular location at home
Stimulus Control
Fading
Changing the stimulus conditions associated with behavior
E.g. replacing a fetish object with more appropriate sexual stimuli
Biofeedback
Self-management of behavior modification through the use of immediate and continuous performance feedback of involuntary physiological responses
Biofeedback:
Types of physiological responses
Heart rate
Galvanic skin response
Skin temperature
Brainwave activity (EEG)
Blood glucose level
Muscle tension (EMG)
Biofeedback:
Example when Electromyography (EMG) is used
Used to treat tension headaches
Immediate feedback is provided helps client train to relax the frontalis muscle in the forehead
