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Theories Of Counseling > Actions Quiz > Flashcards

Actions Quiz Flashcards

1
Q

Applied Behavioral Analysis (ABA)

A

Derived from B.F. Skinner’s Operant Conditioning- Looks at environmental events and focuses on measurable, observable behavior.

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2
Q

Neo-behaviorism

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Pavlov’s Classical Conditioning & Stimulus Response (S-R) theories- Focuses on conditioning or learning responses.

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3
Q

Social Learning Theory

A

Based on Albert Bandura- seeks to understand the interaction of cognitive, behavioral, and environmental actions in shaping behavior. Self-efficacy is enhanced and learned helplessness is decreased.

Direct experience and modeling can elicit both positive and negative behaviors. Further, one’s behavior can also influence the environment- thus creating the human experience

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4
Q

Cognitive Behavioral Therapy (CBT)

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Ellis & Beck- how cognitions shape behaviors and emotions. Treatment uses cognitive and behavioral strategies.

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5
Q

Multimodal Therapy

A

Lazarus- integrates strategies into a holistic systematic approach.

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6
Q

Classical Conditioning

A

Invented by Ivan Pavlov and the dog experiment.
If unconditioned stimulus (UC-meat paste) is presented with a conditioned stimulus (CS-sound of fork) a response could be elicited only by the conditioned stimulus (fork) . AKA the dogs learned to associate the sound with the meat.

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7
Q

Operant Conditioning

A

Invented by B.F. Skinner.
Positive Reinforcement- A behavior that has an increased probability of being repeated after a “reward” is presented. (A parent’s clapping)
Adversities Stimulus- an unpleasant stimulus that decreases the probability of a behavior occurring again. (Spanking)
Negative Reinforcement- Removal of already active aversive stimulus, increasing probability of behavior occurring again.

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8
Q

B.F. Skinner

A

Invented operant conditioning and the schedules of reinforcement.
Used rewards to shape behavior in pigeons.
Strict behaviorist who believed that the scientific approach was the ONLY way to study mental processes.

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9
Q

John Watson

A

Invented stimulus generalization.
Proposed the concept of “behaviorism”.
Demonstrated that an (UC) could be paired with (CS) to elicit a (CR).
Little Albert experiment.

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10
Q

Albert Bandura

A

Applied both principles of classical and operant conditioning to social learning.

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11
Q

Behavioral intervention: ACTING AS IF

A

When confronting a challenging situation, people can “act as if” they are someone whom they view as capable of handling the situation effectively.

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12
Q

Behavioral Intervention: ACTIVITY SCHEDULING

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Planning activities that are rewarding and providing a sense of accomplishment

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13
Q

Behavioral Intervention: AVERSION THERAPY

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Linking undesirable behaviors with negative experiences to motivate change.

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14
Q

Behavioral Interventions: BEHAVIORAL REHEARSAL

A

Practicing the challenging task within role-play with a therapist or friend.

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15
Q

Behavioral Interventions: BIOFEEDBACK

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Using instruments to monitor bodily functions such as heart rate, sweat, skin temp, and pulse rate to give feedback. This promotes reduction in tension or anxiety and increase relaxation.

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16
Q

Behavioral Interventions: CONTRACTING

A

Establishing a clear agreement between client and clinician about the goals of treatment and the roles of both participants.

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17
Q

Behavioral Interventions: DIAPHRAGMATIC BREATHING

A

Focusing on taking slow deep breaths to help self-control and mindfulness.

18
Q

Behavioral Interventions: EXPOSURE

A

Repeated contact with a feared or avoided stimulus to result in adaptation.

19
Q

Behavioral Interventions: EXPRESSIVE & CREATIVE ACTIVITIES

A

Art therapy, dance therapy, music therapy, self-expressing arts. Help people become more aware of their emotions.

20
Q

Behavioral Interventions: Extinction

A

Withdrawing the payoff of an undesirable behavior in hopes of reducing or eliminating it. (Telling parents to pay attention to positive behavior instead of the negative in hopes that the negative behavior tapers off).

21
Q

Behavioral Interventions: FLOODING

A

High-risk intervention.
Exposed to high dosages of the feared stimulus in the expectation that it will desensitize them from it.
Should rarely be used.

22
Q

Behavioral Interventions: MODELING

A

Help improve performance. Examples-
Clinicians
Others- (watching people do public speaking)
Imaginal modeling- (describing a situation for the client to visualize)
Symbolic- books or movies
Self-making audio or video recording of themselves engaged in the desired behavior

23
Q

Behavioral Interventions: REASONABLE (NATURAL) CONSEQUENCES

A

The logical and usually unpleasant outcomes of undesirable behavior. (Kids not getting to watch tv after dinner because they didn’t pick up their toys).

24
Q

Behavioral Interventions: REINFORCEMENTS

A

Rewards that encourage behavior changes. Should be carefully selected and planned.

25
Q

Behavioral Interventions: RELAXATION

A

Progressive muscle relaxation, a body scan, etc. These are encouraged to help clients reduce stress between sessions.

26
Q

Behavioral Interventions: SHAPING

A

Used for a gradual change in behaviors (Small patterns). Spend 5 minutes walking, then 10, then 20.. and so on..

27
Q

Behavioral Interventions: SKILL TRAINING

A

Clinician teaches client general skills along with skills specifically tailored to them.

28
Q

Behavioral Interventions: TOKEN ECONOMIES

A

Guidelines are established then a system of rewards are developed. (In schools)

29
Q

Mindfulness

A

Mindfulness-based Cognitive Therapy (MBCT)- Helps for relapsing depression. Focuses on cognitive change while incorporating mindfulness meditation practice. Reduces the need to escape, avoid or experience emotional reactivity to a triggering event.
This is usually done in groups.
(Focuses on bodily sensations, meditations, present-moment awareness, etc.)

30
Q

Reality Therapy Concepts & Goals

A

People are able to overcome their early difficulties.

5 basic needs-
belonging, power/achievement, fun/enjoyment, freedom/independence, and survival

Emotionally healthy people are successful in meeting their 5 basic needs.

Quality Worlds-
People have “quality worlds” of the sort of life they would like to have and these guide their efforts.

Relationships are key to the development of difficulties OR achievement

Total behavior-
All human behavior is purposeful and directed towards meeting a fundamental need.

Goal: To enable people to have greater control over their lives by making better choices.

31
Q

Choice Theory- Mental Illness

A

Our problems are solely based from our choices, not disease of mental illness.
Choice theory is superior to medication.
Mental illness is actually people’s failure to meet their 5 needs in responsible/effective ways.

32
Q

WDEP

A

A system used in reality therapy which includes wants, direction & doing, evaluation, and planning. These can be applied in whatever order seems most helpful.

33
Q

W in WDEP:

A

WANTS
What they want they are getting, what they aren’t getting, and what they’re getting but don’t want.
This helps people to see that some of their wants are unrealistic.

34
Q

D in WDEP:

A

DIRECTION & DOING
Total behavior- actions, thoughts, emotions, and physiology.
Integral to treatment.

35
Q

E in WDEP

A

EVALUATION
The encouragement of clients evaluating their goals, actions, and perceptions along with the consequences of each.
Help to see if behaviors and perceptions are realistic to clients and others.
Focus on the present.

36
Q

P in WDEP:

A

PLANNING
Encouraging people to have long-range plans and goals that are subdivided into a series of short-term, realistic plans.
Plans should be: Simple, attainable, measurable, immediate, controlled, committed, and consistent (SAMI2C3)

37
Q

Solution-focused Concepts-

A

-Built out of social-constructivism
-Constructivism: personality is not an objective entity, is co-created between people through language.
-Social individuals are understood within their social context
-The focus is the solution vs the problem

38
Q

Problem focused-

A

-The solution is in fixing the problem
-Identify problems and looks at scripts that support the problems
-Counselor is expert
-They notice client’s barriers

39
Q

Solution-focused-

A

-The solution is within the exception
-Identify what is NOT a problem and build off of solutions
-Client is expert
-Notice client strengths

40
Q

Basic assumptions in Solution-Focused Therapy

A

-Clients have in the internal resources to solve their own problems
-Clients are experts of their own lives
-It’s not necessary to know the cause of the problem to find the solutions
-People are accountable for their actions
-Small changes lead to bigger change
-Change is constant and inevitable
-There are many ways to look at a solution
-The counseling relationship is paramount
-Empower the client to continue to not need you

41
Q

Types of Clients-

A
  1. Visitor/host (20%)
    -client does not think they have a problem and has little hope that anything will change.
    -counselor focuses on the relationship and looks for any complaints.
  2. Complaintant/listener (66%)
    -client can describe a problem or goal but sees solution as out of their control, can overwhelm therapist
    -counselor listens, is passive and reflective, accepts the client’s world frame, gives a observing or noticing task at the end.
  3. Customer/seller (15%)
    -client believes there is a problem and knows they are the ones that have to do the work.
    -counselor agrees to work on client’s goal and is more directive, may give client a behavioral task that requires effort.
42
Q

5 Types of therapeutic questions-

A
  1. Pre-session change questions
  2. Miracle question- helps client to see what the future would be like without the problem, used for goal setting.
  3. Exception question- helps clients identify times when things were different for them
  4. Coping question- help the client shift focus away from the problem and toward what they do to survive the circumstances
  5. Scaling question- inviting clients to rate the observations or impressions on a scale from 0-10

Theories Of Counseling (3 decks)

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