Adult Mental Health - CBT Flashcards

Question

Downward arrowing

Answer 1

strategy for digging deeper into a cognition (e.g., what would that mean, what is the worst thing about that)

Answer 2

To help clients gain insight into their thoughts, feelings, and behaviors.

Answer 3

* Reviewing previous sessions and homework * Setting an agenda collaboratively * Discussing key issues and conducting behavioral experiments * Summarizing key takeaways and setting homework for the next session

Answer 4

Essential for engagement and therapy effectiveness.

Answer 5

Early in the session.

Answer 6

Lead the agenda.

Answer 7

Questions like 'What sense do you make of that?'

Answer 8

To encourage clients to try new behaviors and observe the effects.

Answer 9

* Meaningful and connected to session goals * Clients should understand why they are doing the task * Collaborative negotiation if a task seems too difficult

Answer 10

* Specific * Measurable * Achievable * Relevant * Time-bound

Answer 11

Clients can rate mood (0-10) or track when mood dips occur.

Answer 12

Ask questions like 'Has this been useful?' or 'How did you find this?'

Answer 13

A 'suitcase' metaphor.

Answer 14

Apologize and link back to the session’s goals.

Answer 15

* Structure and collaboration are essential in CBT * Homework and experiments should be well-integrated into therapy * Encouraging clients to take an active role enhances engagement and long-term success * Continuous check-ins and feedback loops ensure therapy remains effective.

Answer 16

Cognitive Model Goal directed Structured and problem focused Collaborative Strong therpeutic alliance needed (but this is not considered the key to change) Guided discovery Homework is key Transparent aiming for client to be their own therapist

Answer 17

Data collection to identify maintaining factors ## Footnote This can involve using diaries, voice memos, and client reflections.

Answer 18

What is learned rather than perfect completion ## Footnote Homework is a tool for reinforcing learned concepts.

Answer 19

"Easy wins" ## Footnote These interventions can improve engagement and motivation.

Answer 20

* Avoidance * Rumination ## Footnote Identifying these behaviors is crucial for intervention.

Answer 21

* Situation * Behavior * Thoughts * Emotions * Body sensations ## Footnote Recognizing these patterns helps in targeting interventions.

Answer 22

* Behavior * Thoughts ## Footnote Interventions can be applied at any point in the maintenance / hot cross bun cycle.

Answer 23

* Behavioral experiments * Activity diaries * Sleep hygiene strategies ## Footnote These strategies help in addressing maintaining behaviors.

Answer 24

Behavioral activation ## Footnote This involves engaging in activities to improve mood.

Answer 25

* Relaxation techniques * Problem-solving * Coping strategies ## Footnote These skills help clients manage anxiety effectively.

Answer 26

* Grounding * Mindfulness * Distraction techniques ## Footnote These techniques help regulate emotions.

Answer 27

* Fatigue * Poor self-care * Interpersonal issues ## Footnote Establishing routines can aid in overall well-being.

Answer 28

* Spontaneous * Situational * Habitual ## Footnote They reflect underlying beliefs and assumptions. In therapy we are interested in the ones which are causallt related to our client's difficulties or distress

Answer 29

* Tracking emotional shifts * Using mental replay * Role-play * Behavioral experiments ## Footnote These methods help bring awareness to automatic thoughts. It ought to make sense

Answer 30

* Engaging with content - when they are relatively easy to target and cause distress * Engaging with function - when high volume, self-fulfiling prophecies, have a perceived protective function, cannot be objectively true or false ## Footnote This includes evaluating accuracy and recognizing protective roles of thoughts.

Answer 31

To challenge negative beliefs ## Footnote It helps in comparing evidence for and against thoughts. Helps loosen these beliefs

Answer 32

Alternative perspectives and re-rating emotions ## Footnote This process helps reinforce new thinking.

Answer 33

By challenging social anxiety through engagement with colleagues ## Footnote Active participation can help solidify new thought patterns.

Answer 34

It is about exploring perspectives, not proving the client wrong ## Footnote This approach fosters a collaborative environment.

Answer 35

A series of questions designed to facilitate independent thinking Further questions are used to help the patient to use the new information to update or re-evaluate previous interpretations or construct new perspectives or solutions ## Footnote It helps clients critically evaluate their beliefs.

Answer 36

Collaborative empiricism - testing reality To update unexamined beliefs Guiding discovery, not changing minds (Padesky, 1993) Aim is to explore situation flexibly and with curiosity ## Footnote It facilitates deeper understanding and perspective shifts.

Answer 37

They must be based on client experiences and collaborative efforts ## Footnote This ensures relevance and effectiveness.

Answer 38

Behavioral and cognitive strategies ## Footnote This integration enhances the effectiveness of interventions.

Answer 39

Ongoing assessment and adaptation ## Footnote This is essential for long-term success.

Answer 40

Socialise to the model Psychoeducation trust and rapport collect data intervene with any easy wins where possible (improve wellbeing, functioning, show change is possible)

Answer 41

At intermediate level of cognitive functioning Rigid, overgeneralised absolute and extreme rules i should, i must Can be activated by a critical incident (e.g., job loss) ## Footnote Also known as intermediate beliefs, dysfunctional assumptions, conditional beliefs, compensatory beliefs

Answer 42

Getting from automatic thoughts to underlying rules and core beliefs

Answer 43

decentering from the rule (e.g., where did this belief come from and how relevant is it now) is the rule realistic is the rule useful how can we make the rule work better for you

Answer 44

Key cognitive change technique in CBT Acheives cognitive change through testing things out behaviourally

Answer 45

gather information (no prediction) test the validity of unhelpful AT's, rules, core beliefs Construct and gather evidence for alternative more adaptive beliefs Compare contrasting conditions (e.g., ruminate vs don't ruminate) test out other people's responses to new ways of doing things

Answer 46

Can be rapid - one single key experiment Longstanding beliefs can be slow Generalising will require evidence gathering across a range of situations May need regular repeating or piggy back multiple together

Answer 47

1. Exploratory - see what happens (useful early on) 2. Explicit Testing of predictions - clear experimental paradigm testing specifics

Answer 48

Often learnt in childhood basic organising principles for making sense of the world affect what we attend to, how we interpret it and what we remember

Answer 49

avoidance surrender overcompensation

Answer 50

Must re-inforce at behavioural level or will not stick

Answer 51

Psychological approaches as mainstay of treatment Major public health concern - avoidable High prevalence of co-morbidities

Answer 52

"Addication is the most stigmatized condition on earth" Wakeman et al., 2017 idea of a silent killer due to stigmatisation systemic stigmatisation - minority of professionals are trained (e.g., physicians trained in opiate substitute therapy) rejection of referrals due to drug and alcohol individual to blame ideas amongst clinician people who use substances problematically are more likely to receive poor health care and be denied access by health professionals

Answer 53

Schools study 2023 (e.g., does not include PRU) smoking decreasing (11% ever tried) vaping increasing (25% have tried) alcohol decreasind (37% pupils had an alcoholic drink) illicit drugs decreasing

Answer 54

alcohol problems are widespread - 600,000 needing treatment for alcohol dependence (Public health england) Drug use is widespread but dependence is concentrated - big time in prison populations

Answer 55

under 30s men mixed ethnicity cannabis in low SES, cocaine in high SW & SE - higher rates than NE & Midlands Students use ecstasy and NOS drug use much higher amongst those who regulalry drink and go to pubs / clubs (even controlling for age)

Answer 56

antisocial behaviour physical health MH education criminal justice system brain development risky sexual behaviour developing dependence exploitation accidental harm poorer peer relationships

Answer 57

Black and minoritized subs misuse under represented in services (particulalry south asian and women) sparse research - mainly on white samples historic stereotypes (particularly black) noteable absence in recent UK policy

Answer 58

30-50% SMI also have a co-existing alcohol / drug conditions Trauma is common - 80% of service users in substance use treatment center reported experiencing at least 1 traumatic event in their lifetimes (Mills 2015) 50% subs use seeking support meet criteria for PTSD

Answer 59

ASD 1.3%-36% have subs difficulties social situations more difficult routine / ritual cuckooing ADHD - earlier onset of subs misuse increased risk taking

Answer 60

engagement relapses risk to self and others health problems cognitive impairments housing instability budgeting legal emplyment / education exploitation

Answer 61

Orford 2001 Addiction = an attachment to an appetitve activity, so strong that a person finds it difficult to moderate the activity despite the fact that it is causing them harm appetitive behaviour becomes excessive and there is a lack of restraint factors that contribute to this: unconventionality, non-conformity, emotional rewards, pleasures, escapes, conditioned response, biases in attention and memory, chasing. Factors that contribute to restraint: control, conformity, morality, spirituality, social context, deterrents-laws, peer exclusion. Balancing act between restraints and contributors

Answer 62

Beck, Wright, Newman and Liese 1993 circle: activating stimuli (high risk situation) basic drug beliefs activated (e.g., drugs calm me down) automatic thoughts Urges and cravings Facilitating beliefs (permission giving) Focus on instrumental strategies (phone dealer, paraphernalia) continued use / relapse

Answer 63

Marlatt and Gordon, 1985 Predictors of lapse - perceived control in high risk situations - reduced self-efficacy - positive outcome expectancy about using - limited range of helpful cognitive and behavioural coping strategies Predictors of relapse - Abstinence violation effect – guilt/shame/ hopelessness (affective) & internal/uncontrollable /global attribution (cognitive) - Lapse vs relapse – learning experience vs ‘all or nothing’ thinking

Answer 64

precontemplation contemplation preparation action maintenance

Answer 65

Anxiety is normal and necessary - enhances performance at moderate levels. Prepares body for action Anxiety becomes problematic when persists for a long time or is out of proportion to the actual level of danger

Answer 66

anxiety = (perceived likelihood it will happen x perceived awfullness) / (percevied coping ability + perceived resuce factors)

Answer 67

panic - imminent catastrophic danger indicated in bodily sensations health anxiety - less imminent catastrophic danger indicated by medically relevant stimuli social phobia - imminent negative social judgement

Answer 68

OCD - responsibility for harm, focused on intrusive cognitions GAD - overestimation of threat, intolerance of uncertainty, worry about worry PTSD - i am under current threat, another trauma Phobias - imminent danger from an identifiable situation

Answer 69

selective attention avoidance safety-seeking behaviours (overt and covert) imagery memory processes rumination (effortful behaviour) and worry

Answer 70

Person with anxiety will focus on information consistent with their fears attention is directed away from more important life values and goals in CBT we help the client broaden the range of stimuli to which they attend

Answer 71

Belief being tested is clear predictions are operationalised include belief rating (0-100%) feelings are not included in the predictions aim to unsettle beliefs enough to try new strategies and try behavioural experiments

Answer 72

pie chart of responsibility imagery attention training - get out of their head and into life, building attention is like a muscle

Answer 73

cognitive and behavioural change can be stressful for both the client and clinician therapists regulalry try to reduce their own and clients distress by being nice therapists often fail to pursue behavioural change, despite clear evidence that behavioural change is amongst the most powerful elements of treatment

Answer 74

Marked and excessive fear or anxiety that consistently occurs upon exposure or anticipation of exposure to one or more specific objects or situations. * The fear is out of proportion to actual danger. * The phobic object(s) or situation(s) are avoided or else endured with intense fear or anxiety. * Symptoms persist for at least several months. * Sufficiently severe to result in significant distress or significant impairment in personal, family, social, educational, occupational, or other important areas of functioning.

Answer 75

generalised phobias (social, agoraphobia) specific (simple phobias) - specific objects or situations

Answer 76

occur in 11% of population more common among women chroni onset varies 31% of first-degree relatives have a phobia (and often the same type)

Answer 77

Exposure as treatment mainstay Experiments to test out specific predictions * Cognitive restructuring * Imagery work * Surveys * Stimulus discrimination * Grounding * Applied tension (blood/injury phobia) * Rescripting early memories (SPOV) * Attention training * Reclaiming life Therapeutic relationship is necessary but not sufficient in and of itself

Answer 78

triggers emotions physical sensations cognitions behaviourals onset memories impact

Answer 79

harm - the object is dangerous and will attack me disgust - it is revolting coping - my reactions are dangerous (i will fall apart) to elicit - what is the worst that could happen if you faced your fears

Answer 80

Habituation reduction of anxiety over time when a person encouters and anxiety / fear-provoking trigger without the use of escape, avoidance or other safety behaviours

Answer 81

repeated graded focused prolonged must have a clear rationale acknowledge at first anxiety will increase but in staying with it without avoiding it then the anxiety will reduce by itself explicit ground rules are important

Answer 82

exposure is aimed at changing behaviour by confronting feared situation and dropping safety behaviours mechanism of change is habituation and anxiety reduction behavioural experiments are aimed at testing beliefs. Experiments tend to be shorter and the focus is on whether the feared outcome occurs. Anxiety may reduce but that is not the primary aim. Mechanism of change is cognitive but note many share elements!

Answer 83

adaptive response to a definitie immediate known threat can manifest behaviourally, physiologically and cognitively

Answer 84

generalised fear state without actual threat present

Answer 85

marked, persistent and distressing

Answer 86

cognitive componenet of anxiety - streams of negative throughts

Answer 87

1 in 5 will experience an anxiety disorder in the uk this year more likely in younger people and women

Answer 88

anxious individuals show greater fear to the conditioned threat cue during conditioning anxious individuals show greater fear generalisation to conditioned safety cues anxious individuals so not extinguish fear as quickly references Pavlov and his doggies

Answer 89

operant conditioning - skinner reinforcement (increase behaviour) and punishment (decreases behaviour) stimuli becomes associated with feared outcome so rewarding to avoid

Answer 90

abrupt surge of intense fear or discomfort that reaches a peak within minutes and during which 4 or more symptoms occur heart racing sweating shortness of breath choking chest pain nausea dizzy fear of going crazy fear of dying DSM 2+ PAs plus worry about having PA and adaptions in behaviour to avoid PA, not accounted for by meds / subs / another disorder

Answer 91

anxiety in 2 situations fear escape would be difficult / help unavailable if panic or embarrasing symptoms situations almost always provoke anxiety active avoidance 6 months or more

Answer 92

Clark 1986; 1988 Enduring tendency to catastrophically misinterpret body sensations

Answer 93

enhanced interoception / selective attention safety seeking behaviours (including avoidance)

Answer 94

SMART goals formulation psychoed and normalising discussion techniques BEs Homework blueprint

Answer 95

aiming to loosen up beliefs and find beliefs to test out through BEs where did the belief come from bring in new info through psychoed use of images and imagery

Answer 96

tackling beliefs, not controlling symptoms or exposure aim is to be exploratory and not predict pink elephant - dont think of it and all we do is think of it swallowing - more you swallow worse it feels then add prediction based experiements to bring on the sensation and drop SSBs develop flashcards with key learning from BEs

Answer 97

Exposure to extremely threateing or horrific event or series of events (ICD-11) Types - ACEs - Trauma - Complex trauma - Singel incident - racism and other prejudice Note multiple responses to trauma. Many people recover spontaneously

Answer 98

Trauma + 1. Re-experiencing 2. Avoidance 3. Persisten perceptions of heightened current threat Symptoms persist for at least several weeks and cause significant impairment in functioning

Answer 99

a. Exposure to actual or threatened death, serious injury, sexual assualt b. intrusions c. avoidance d. changes in mood and cognition e. arousal Last at least a month, distress or impairment, not due to substance or medical conditions

Answer 100

lack of social support ongoing stress maladative appraisals

Answer 101

onset predictors: female, prior trauma, dissociated during event, continued perceived threat lifetime (8% DSM) Natural remission for some in the 2 years following trauma

Answer 102

Hyperactive amygdala, reduced hippocampal volume - evidence from children who experienced chronic trauma Elevated adrenaline interfers with memory processing Brain may "fuse" traumatic memories into high-alert mode

Answer 103

PCL-5 ITQ PTCI, unwanted memories, mental defeat, safety behaviours etc

Answer 104

Trauma Co-morbidities Re-experiencing (separate from notmal remembering and rumination) Need to assess all symptoms as stated in diagnostic criteria

Answer 105

1st month - active monitoring (not debriefing) Then offered course of trauma focused CBT or EMDR. 8-12 sessions for single event, more sessions for multiple events IAPT data - reliable improvement for 65%, recovery 41%

Answer 106

People with PTSD perceive a serious current threat, which has two sources 1. characteristics of the trauma memory 2. excessively negative appraisals - highly idiosyncratic personal meanings People with PTSD use 3. strategies to control threat that maintain the memory problems and appraisals and symptoms

Answer 107

Ax Outline event, normalise, reclaim life, rationale for re-living Reliving identify hotspots and meaning, adress cognitions and update memories as appropriate in vivo exposure discriminate triggers (then vs now) site visit blueprint

Answer 108

keep client grounded (taste, texture, therapist voice) modify reliving technique (eyes open, slow)

Answer 109

surveys, pie-charts, letters, imagery to explore and re-frame recognise cultural narratives and trauma context

Answer 110

Memory-focused work doesn’t harm relationships Strong alliances are possible, even with complex trauma (Gilboa-Schechtman et al., 2010) Normalize emotional responses early on

Answer 111

1. Access worst moments of the trauma. Aim not to re-live. 2. Discuss hotspots in memory. Update meaning. 3. Check for distress, nowness, meanings 4. Identify information that provides evidence against apprials of worst moments 5. inster updating information into relevant part of trauma memory

Answer 112

Linen cupboard - need to open cupboards, go through the clothes inspecting each one, bining the ones we don't need anymore and folding them away neatly

Answer 113

writing it out Long trauma with confusion about temporal order and strong dissociation

Answer 114

Step 1 - identify them (patient may not be aware of them all) Step 2 - stimulus discrimination "then vs now" Then vs Now notice when memory was triggered, spot all the ways it is different now

Answer 115

Flashbacks, loss of awareness, depresonalisation, derealisation. Poses a problem when person becomes distressed, at risk, cannot process memory in therapy as a past event. Treatment -normalise -identify triggers -use trigger discrimination -grounding techniques

Answer 116

Cognitions: bad things can happen at any time Avoidance + safety seeking behaviours maintain Psychoed - feels more dangerous than truly is, evaluate risk, test with behavioural expeirments sequential probabilities - how many times did I walk the road safely hypervigilance - cost of this safety behaviour is you will continue to feel unsafe

Answer 117

Do it put trauma in the past, new memories, testing out fear Take photos, make flashcards of new learning

Answer 118

"should" spot it, cognitive restructuring, updating, letting go

Answer 119

I am to blame, bad, damaged, defeated. Look out for feeling silly, awkward, exposed and using labels like weak, useless and inadequate therapeutic relationship, spotting and normalising, cognitive restructuring and behavioural experiments

Answer 120

cant change what happened, but can change how you feel when you remember it. To change meaning in hotspots we use imagery as research shows this is the strongest way to change the memory. generate new images of safety - can be magical

Answer 121

Empathise cost benegit analysis - what would it mean to not be angry anger letter - not usually sent but read out loud in session

Answer 122

Start from first session may need behavioural experiements to create new beliefs about life continuing to have meaning post trauma in bereavement move from they are not here anymore to how can I take them with me

Answer 123

distinguish from intrusive memories (unproductive dwelling) elicit advantages and disadvantages spot and label resolve thinking and flashcard what has been learnt interupt, delay and distract

Answer 124

- depressed mood - loss of interest or pleasure - fatigue / loss of enegery - appetite changes - sleep - psychomotor - concentration / thinking gets worse - worthlessness / guilt - suicidality over a two week period causing significant distress or impairment recurrent or persistent presentations are classified separately heterogeneity is key

Answer 125

recent severe life events predict onset of depression, less severe events do not 20-50% of depression onsets not predicted by SLEs, and most people who experience SLEs do not become depressed SLE assocation with depression is strongest for first episode, less strong for recurrences - chronic stress - childhood adversity

Answer 126

- learned helplessness (Seligman) - self-efficacy (Bandura) - maladaptive cognitive styles (core beliefs, schemas and attitudes, Beck), (hopelessness), response styles inc rumination, information processing biases - interpersonal charateristics (attachment, coping styles etc, evidence base difficult to interpret)

Answer 127

- neurochemicals (serotonin, noradrenaline, dopamine) - neuroendocrines (cortisol, HPA axis) - inflammation - Penninx NESDA study - metabolic subgroup with higher BMI, more inflammation, lower HPA dysregulation

Answer 128

sociodemographic and economic factors inequality and social injustice some ethics of attributing problems of society to the individual (common CBT criticism)

Answer 129

Paul Gilbert depression can be an adaptive and helpful behaviour, evolutionary hardwired to do this. It is an adaptive way to attract help. demobolising has a value as it stops us chasing unattainable goals, de-escalates fights

Answer 130

negaitve lide events, low positive reinforcement, restricted behavioural repertoires, sad and low energy so biochemical change, coping by rumination downward spiral of low mood, respond with rumination etc

Answer 131

It is not events themselves that produce emotional distress, but the views (appraisals) people make of them. Early experience Core beliefs dysfunctional assumptions / rules critical incidents activate assumptions negative automatic thoughts maintain mood and symptoms (ie the here and now)

Answer 132

negative views of self world and others future

Answer 133

bodily state influence mood less sleep, more worry, more tired bodily symptoms interpreted as signs of inadequacy, failure etc and not symptoms of depression

Answer 134

16-20 sessions over 4 months double up initial sessions if moderate or severe follow-up three to four sessions over the following 3 to 6 months

Answer 135

1. subjective well-being improves 2. the symptoms improve 3. the life functioning improves

Answer 136

1. preparation 2. critical session 3. upward spiral, improved therapeutic relationship

Answer 137

aims to engance functioning and increase access to positive reinforcement re-establish daily routines, increase pleasureable activities reduce unhelpful behaviours 1. activity monitoring with activity mood link, pleasure and mastery ratings 2. complete activities as planned - idea of getting active, maybe before it feels right with the aim to break the cycle. "Follow the plan not the mood"

Answer 138

spotting and NATs and associated thinking styles to challenge guided discovery socratic questions different perspectives - that may be true but how helpful is that Dysfunctional thought records cognitive restructuring behavioural experiments typical thinking errors psychoed pie charts, surveys etc imagery core belief - positive data lod, schema flashcards motivational interviewing downward arrow to NAT

Answer 139

Assess to rule out physical cause long term conditions model - ongoing keyworker to support and compiance

Answer 140

Excessive anxiety and worry more days than not for 6 months about a number of events or activities difficult to control worry Symptoms of restlessness, fatigue, concentration, irritability, muscle tension, sleep cause clinically significant distress

Answer 141

- insidious onset (i.e., can't name when it started) - late teens to late 20s - often seen as a personality trait so dont seek treatment - chronic course - 4-7% population - female:male (2:1) - 60-90% clients with GAD also have one or more co-morbid disorders

Answer 142

pervasive and uncontrollable range of topics more worry about the future than other anxiety disorders topics change all the time worry like a mental magnet so the mind gets stuck on worry and keeps getting pulled back to worry

Answer 143

We deliberately focus on task at hand - this is like a torch People with GAD we need to support turning the torch out into the outside world to the task at hand

Answer 144

habit to interpret ambiguous information negatively these interpretations drive worry and take up attentional resource so client cannot focus on task at hand

Answer 145

Individuals who worry in verbal form have more worry after - there is a particular potency to veral worry

Answer 146

Hirsch and Mathews 2012 - GAD have thinking habits to attend to threat and interpret information negatively - GAD have difficulty in directing their mental spotlight (attentional control) to task at hand - this leads to negative thought intrusions and streams of worry - worry is in verbal form (self-talk) with little imagery clinical implication - focus on changing cognitive processes

Answer 147

Formulate worry history outcome shifting mental spotlight (worry free zones or timetabling worry) stepping stone image positive data log positive outcome imagery behavioural experiments (time off duty, intolerance of uncertainty, perfectionism, reducing need for control

Answer 148

- nature of the worry means there will be multiple topics at any one time, they will keep on changing and client will talk lots about worry - if you firefight each worry, a new one will just replace it - need clear formulation - self-criticism and perfectionist undermine attempts to do CBT techniques

Answer 149

majority of GAD are perfectionistics and self-critical negative impact of self-critical thinking using CBT techniques need compassionate voice - and support to learn this so introduce to all CBT techniques

Answer 150

1. make worry for 2 minutes silently 2. report all thoughts and write down in detail 3. activate the client by stopping worrying and moving to goal setting 4. then return to draw out formulation 5. make worries concrete and specific - so move from meeting will go badly to john will disagree with my conclusions

Answer 151

worry topic, specific feared outcome, actual outcome, how well I coped - review every week - generate images of positive outcomes

Answer 152

focus on task at hand effortful process - must develop new mental muscle need to start when not worried then expand to brief periofs later in treatment introduce stepping stones to help shift - stepping stone is an image to draw them back into life, a positive image than can be vividly generated

Answer 153

usually decreases with reduction in worry we intervene with this later in therapy, again use external focus of attention, hook to task at hand and use stepping stone image. Do experiments both to determine whether negative outcomes occur and to test out whether can tolerate the anxiety

Answer 154

Marked and excessive fear or anxiety that consistently occurs upon exposure or anticipation or exposure to one or more specific objects or situations out of proportion fear phobia avoided several months impairment and distress

Answer 155

Generalised (social and agoraphobia) Specific (simple phobia) - common objects

Answer 156

11% population more common in women chronic highly heritable

Answer 157

Triggers Emotions Physical Cognitions Behaviours Onset Memories Impact

Answer 158

Thorpe and Salkovskis (1998) 1. Harm - it'll attack me 2. Disgust 3. Coping - I will fall apart to assess - what is the worst that could happen if you were faced with your fears

Answer 159

habituation reduction of anxiety over time when a person encounters and anxiety / fear provoking trigger without the use of escape, avoidance or other safety behaviours

Answer 160

repeated graded focused prolonged - need to be with it for long enough for anxiety to reduce

Answer 161

exposure - aimed at changing behaviour by confronting feared situation, dropping safety behaviours and staying with anxiety. Anxiety reduces first then belief change. Mechanism is habituation experiements - aimed at testing out beliefs, tend to be shorter and focus is whether feared outcmoe occurs. Mechanism of change is cognitive and anxiety may or not reduce, aim is to learn feared outcome does not occur

Answer 162

Inhibitory learning - how to optimise exposure 1. think about what the individual needs to learn 2. what will most violate the person's expectancy and go beyond their perceived boundary 3. learning happens in the time after exposure (e.g., between sessions) 4. variability - make exposure random with different stimulus 5. remove safety signals

Adult Mental Health - CBT Flashcards

Paper 1 (188 cards)