Theories Flashcards

1
Q

Cognitive Behavioral Therapy (CBT)

A

effective for depression, anxiety disorders, alcohol and drug use problems, marital problems, eating disorders, and severe mental illness

emphasis on helping individuals learn to be their own therapists.

Through exercises in the session as well as “homework” exercises outside of sessions, patients/clients are helped to develop coping skills, whereby they can learn to change their own thinking, problematic emotions, and behavior.

emphasize what is going on in the person’s current life, rather than what has led up to their difficulties.

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2
Q

CBT strategies to change behaviors

A

Facing one’s fears instead of avoiding them.

Using role playing to prepare for potentially problematic interactions with others.

Learning to calm one’s mind and relax one’s body.

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3
Q

Core principles of CB

A

Psychological problems are based, in part, on faulty or unhelpful ways of thinking.

Psychological problems are based, in part, on learned patterns of unhelpful behavior.

People suffering from psychological problems can learn better ways of coping with them, thereby relieving their symptoms and becoming more effective in their lives.

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4
Q

CBT strategies to change thinking patterns

A

Learning to recognize one’s distortions in thinking that are creating problems, and then to reevaluate them in light of reality.

Gaining a better understanding of the behavior and motivation of others.

Using problem-solving skills to cope with difficult situations.

Learning to develop a greater sense of confidence in one’s own abilities.

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5
Q

Trauma-informed therapy

A

no overarching definition

shifts focus from “whats wrong with you” to “what happened to you”

acknowledges that health care organizations and care teams need to have a complete picture of a patient’s life situation — past and present — in order to provide effective health care services with a healing orientation

Realize the widespread impact of trauma and understand paths for recovery

Recognize the signs and symptoms of trauma in patients, families, and staff

Integrate knowledge about trauma into policies, procedures, and practices

Actively avoid re-traumatization.

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6
Q

Humanistic

A

umbrella term for client centered, existential, gestalt, logotherapy, and narrative therapy.

focuses on a person’s individual nature, rather than assuming that groups of people with similar characteristics have the same concerns

emphasis in sessions is on a person’s positive traits and behaviors and developing their ability to use their instincts to find wisdom, growth, healing, and fulfillment

encompass a gestalt approach—exploring how a person feels in the here and now—rather than trying to identify past events that led to these feelings

since humanistic therapists may not focus on diagnosing a client, those with symptoms of certain personality disorders may not achieve success with this approach

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7
Q

Humanistic techniques

A

Congruence: being authentic, open, and genuine as they interact with the individual who is in therapy.

Empathetic understanding: not only understanding what the client is feeling and saying, but also communicating that understanding to the client. The individual should feel heard, seen, and understood.

Reflective listening: actively listening to the individual and then summarizing what the client has said in their own words. This strategy can help reinforce what the client is saying, allow them to reflect back on their own words, and clear up potential misunderstandings.

Unconditional positive regard: accepting the individual without judgment. It is characterized by a caring attitude that plays an important role in fostering self-worth, personal growth, and self-awareness.

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8
Q

Existential

A

Friedrich Nietzsche and Soren Kierkegaard

focuses on concepts that are universally applicable to human existence including death, freedom, responsibility, and the meaning of life

focus on individual not symptoms

All people have the capacity for self-awareness.

Each person has a unique identity that can be known only through relationships with others.

People must continually re-create themselves because life’s meaning constantly changes.

Anxiety is part of the human condition.

emphasizes a person’s capacity to make rational choices and to develop to their maximum potential

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9
Q

Who existential therapy is good for

A

treating psychological concerns that are thought to result from an inhibited ability to make authentic, meaningful, and self-directed choices

Interventions often aim to increase self-awareness and self-understanding.

Symptoms: excessive anxiety, apathy, alienation, nihilism, avoidance, shame, addiction, despair, depression, guilt, anger, rage, resentment, embitterment, purposelessness, psychosis, and violence

life-enhancing experiences: relationships, love, caring, commitment, courage, creativity, power, will, agency, presence, spirituality, individuation, self-actualization, authenticity, acceptance, transcendence, and awe.

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10
Q

Existential Approaches

A

responsibility and freedom focus

find meaning in the face of anxiety

confronting negative internal thoughts rather than focusing on external forces like societal pressures or luck.

Fostering creativity, love, authenticity, and free will

The goal: To make more willful decisions about how to live, drawing on creativity and love, instead of letting outside events determine one’s behavior.

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11
Q

Transpersonal Therapy

A

Abraham Maslow and associates in the 1960 - stemmed from Carl Jung

emphasis on role of healing spirit

spiritual traditions and rituals

positive influences and role models

focus on a broader conception of how a person achieves meaning, purpose, and happiness

increase sense of empowerees

“reaching beyond humanistic concerns.”

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12
Q

Transpersonal Approaches

A

honesty, open mindedness, self-awareness

draw from a variety of different religions and spiritual practices for tools and methods

Meditation

Guided visualization

Hypnotherapy

Dream work

Art-marking

Music therapy

Journaling

Holotropic breathwork

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13
Q

Spiritual Therapy

A
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14
Q

Psychodynamic

A

Sigmund Freud

less focused on the patient-therapist relationship and more focused on the patient’s relationship with their external world

Individuals who have the capacity to be self-reflective and are looking to obtain insight into themselves and their behavior are best suited to this type of therapy.

longer term than CBT

our behavior and feelings as adults are rooted in our childhood experiences

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15
Q

Psychodynamic Approaches

A

free association

dream analysis

focus on recognizing, acknowledging, understanding, expressing, and overcoming negative and contradictory feelings and repressed emotions

helping the patient understand how repressed emotions from the past affect current decision-making, behavior, and relationships.

help those who are aware of and understand the origins of their social difficulties but are not able to overcome problems on their own.

Patients learn to analyze and resolve their current difficulties and change their behavior in current relationships through deep exploration and analysis of earlier experiences and emotions.

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16
Q

Thanatos (psychodynamic)

A

aggressive drive

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17
Q

Psychodynamic effective for

A

depression

those who have lost meaning in their lives and have difficulty forming or maintaining personal relationships

social anxiety disorder

eating disorders

problems with pain

relationship difficulties

borderline personality disorder

*less used in instances of psychosis, post-traumatic stress disorder, and obsessive-compulsive disorder.

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18
Q

Family Systems

A

Dr. Murray Bowen.

Bowen believed that the personalities, emotions, and behaviors of grown individuals are a result of their birth order, their role within their family of origin and the coping mechanisms they have developed for dealing with emotional family difficulties

helps individuals resolve their problems in the context of their family units

work individual and together

8 interlocking concepts

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19
Q

societal emotional process (family systems)

A

Broader social and cultural forces can influence family relationships.

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20
Q

sibling position (family systems)

A

Birth order can affect the dynamics between children, siblings, and parents.

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21
Q

emotional cutoff (family systems)

A

Family conflict with no resolution may lead some people to sever a relationship entirely.

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22
Q

multigenerational transmission process (family systems)

A

Small differences in differentiation between children and parents can lead to large differences among extended family members over time.

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23
Q

family projection process (family systems)

A

Parents may displace their feelings or anxieties onto their children, who then may displace their own feelings or anxieties onto others.

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24
Q

nuclear family emotional process (family systems)

A

Relational patterns that occur in the family, including marital conflict, dysfunction in a spouse, impairment of one or more children, and emotional distance.

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25
Q

differentiation of self (family systems)

A

The sense of individuality a person develops, rather than relying on others in their family or social groups.

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26
Q

Triangles (family systems)

A

The relationship dynamic between three people, which may influence relationships with others in the family.

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27
Q

family systems effective for

A

family conflict

Substance use disorder

Alcohol use disorder

Depression

Anxiety

Bipolar disorder

Personality disorders

Eating disorders

Coping with physical disabilities and disorders

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28
Q

Positive Psychology

A

Martin Seligman

emphasizes traits, thought patterns, behaviors, and experiences that are forward-looking and can help improve the quality of a person’s day-to-day life

goal is to minimize negativity in one’s thinking and behavior and to develop a more optimistic and open attitude that will enhance rather than disrupt one’s social, professional, and spiritual life

optimism
spirituality
hopefulness
gratitude
happiness
creativity
perseverance
justice
meaning and purpose
free will

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29
Q

Seligman’s Perma model

A

P Is for Positive Emotions: The pursuit of positive emotions will not necessarily improve your well-being. However, the experience of positive emotions through savoring your day-to-day moments may well boost well-being.

E Is for Engagement: Being engaged with life is important for well-being. Otherwise, your mind and body will run on automatic and you may suffer tedium and little meaning.

R Is for Relationships (Positive Ones): We thrive when we are connected in meaningful relationships.

M Is for Meaning: A sense of meaning and purpose is essential to well-being.

A Is for Accomplishment and Achievement: We each need to succeed and accomplish the goals we set. This quest for self-improvement is essential.

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30
Q

Solution Focused

A

Insoo Kim Berg, Steve de Shazer, and their colleagues in the late 1970s

focus on clients present and future goals

finding solutions in the present and exploring one’s hope for the future in order to find a quick and pragmatic resolution of one’s problems

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31
Q

Solution focused techniques

A

Goal setting

positive, respectful, and hopeful outlook on the part of the clinician.

the solution to a problem is found in the “exceptions,” or those times when one is free of the problem or taking steps to manage the problem

specific questioning techniques

0-10 scale

empathic support

compliments to help a person recognize the virtues and strengths that have previously gotten the patient through hard times and are likely to work in the future

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32
Q

Attachment Theory

A

John Bowlby 1960s

brief, process-oriented form of counseling

client-therapist relationship is based on developing or rebuilding trust and centers on expressing emotions

looks at the connection between an infant’s early attachment experiences with primary caregivers, usually with parents, and the infant’s ability to develop normally and ultimately form healthy emotional and physical relationships as an adult

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33
Q

secure attachment

A

strong early attachment led to safety, security, and support, which then led children to develop healthy connections with others

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34
Q

anxious attachment

A

insecure, threatened, suspicious, and fearful of being rejected

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35
Q

avoidant attachment

A

develops during early childhood, particularly in those who do not experience sensitive responses to their needs or distress

causes a low tolerance for emotional or physical intimacy and, sometimes, struggles with building long-lasting relationships

36
Q

disorganized attachment

A

can often lead to inconsistent behavior in relationships

want to be close to another person but then pull away out of fear

often the result of maltreatment, abuse, or trauma by a parent or caregiver when you’re young

37
Q

reactive attachment

A

trauma- and stressor-related condition of early childhood caused by social neglect and maltreatment

aware of what happens around them, but they don’t respond emotionally to what’s going on

may not show or seek affection from caregivers or others and prefer to be alone.

38
Q

Developmental

A

focus on explaining how children change and grow over the course of childhood

center on various aspects of growth, including social, emotional, and cognitive development.

39
Q

Freud’s Psychosexual Developmental Theory

A

Failing to resolve the conflicts of a particular stage can result in fixations that can then have an influence on adult behavior.

The Oral Stage
Age Range: Birth to 1 Year
Erogenous Zone: Mouth

The Anal Stage
Age Range: 1 to 3 years
Erogenous Zone: Bowel and Bladder Control

The Phallic Stage
Age Range: 3 to 6 Years
Erogenous Zone: Genitals

The Latent Period
Age Range: 6 to Puberty
Erogenous Zone: Sexual Feelings Are Inactive

The Genital Stage
Age Range: Puberty to Death
Erogenous Zone: Maturing Sexual Interests

40
Q

Erikson’s Psychosocial Developmental Theory

A

Successfully managing the challenges of each stage leads to the emergence of a lifelong psychological virtue.

Stage 1: Trust vs. Mistrust (Infancy from birth to 18 months)

Stage 2: Autonomy vs. Shame and Doubt (Toddler years from 18 months to three years)

Stage 3: Initiative vs. Guilt (Preschool years from three to five)

Stage 4: Industry vs. Inferiority (Middle school years from six to 11)

Stage 5: Identity vs. Confusion (Teen years from 12 to 18)

Stage 6: Intimacy vs. Isolation (Young adult years from 18 to 40)

Stage 7: Generativity vs. Stagnation (Middle age from 40 to 65)

Stage 8: Integrity vs. Despair (Older adulthood from 65 to death)

41
Q

Piaget’s Cognitive Developmental Theory

A

concerned with the development of a person’s thought processes. It also looks at how these thought processes influence how we understand and interact with the world.

Sensorimotor Stage: (birth - age two) infant’s knowledge of the world is limited to his or her sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli.

Pre-Operational Stage: (2 - 6) child learns to use language. children do not yet understand concrete logic, cannot mentally manipulate information, and are unable to take the point of view of other people.

Concrete Operational Stage: (7 - 11) children gain a better understanding of mental operations. begin thinking logically about concrete events but have difficulty understanding abstract or hypothetical concepts.

Formal Operational Stage: (12 to adulthood) people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.

42
Q

Bowlby’s Attachment Theory

A

both children and caregivers engage in behaviors designed to ensure proximity. Children strive to stay close and connected to their caregivers who in turn provide a safe haven and a secure base for exploration.

43
Q

Bandura’s Social Learning Theory

A

Albert Bandura

By observing the actions of others, including parents and peers, children develop new skills and acquire new information.

44
Q

Vygotsky’s Sociocultural Theory

A

parents, caregivers, peers, and the culture at large were responsible for developing higher-order functions

Through interacting with others, learning becomes integrated into an individual’s understanding of the world

zone of proximal development: gap between what a person can do with help and what they can do on their own

45
Q

Dialectical Behavioral Therapy (DBT)

A

strong educational component designed to provide skills for managing intense emotions and negotiating social relationships

treatment of choice for borderline personality disorder, emotion dysregulation, and a growing array of psychiatric conditions

group instruction and individual therapy sessions, both conducted weekly for six months to a year,

dialectic: real life is complex, and health is not a static thing but an ongoing process hammered out through a continuous Socratic dialogue with the self and others

46
Q

DBT useful for

A

Personality disorders, including borderline personality disorder

Self-harm

Post-traumatic stress disorder

Bulimia

Binge-eating disorder

Depression

Anxiety

Substance use disorder

Bipolar disorder

47
Q

DBT techniques

A

Individual sessions usually last an hour

group meetings, usually consisting of four to 10 people, are designed to run for an hour and a half to two hours

present-oriented and skills-based

patients are asked to practice their skills between sessions (homework)

Mindfulness

distress tolerance

Emotion regulation

interpersonal effectiveness, allowing a person to communicate with others in a way that is assertive, maintains self-respect, and strengthens relationships

48
Q

Motivational Interviewing

A

William R. Miller in 1983 and further developed by Miller and psychologist Stephen Rollnick

The first goal is to increase the person’s motivation and the second is for the person to make the commitment to change.

helps people resolve ambivalent feelings and insecurities to find the internal motivation they need to change their behavior

practical, empathetic, and short-term process that takes into consideration how difficult it is to make life changes

often used to address addiction and the management of physical health conditions such as diabetes, heart disease, and asthma

4 key principles

49
Q

express empathy (motivational interviewing)

A

The therapist listens carefully to the patient and conveys that they understand the patient’s feelings, beliefs, and experiences.

50
Q

support self-efficacy (motivational interviewing)

A

clients possess the strength and ability to grow and change—even if past attempts at change have failed.

supports the patient’s belief in themselves that they can change.

calling attention to the patient’s skills, strengths, or past successes.

51
Q

roll with resistance

A

therapist avoids becoming defensive or argumentative if they encounter resistance

help the patient identify the problem and solution themself.

The therapist doesn’t impose their viewpoint on the patient but helps the patient consider multiple viewpoints.

52
Q

Develop Discrepancy (motivational interviewing)

A

identify discrepancies between their present circumstances and their future goals.

What thoughts and behaviors do they need to change to achieve those goals?

guides the patient in spotting this discrepancy and solutions to reduce it.

53
Q

motivational interviewing techniques

A

O.A.R.S.

Open-ended questions: encourage patients to think deeply or differently about a given problem.

Affirmations: recognize a client’s strengths, which can instill confidence, or self-efficacy, in their ability to change.

Reflections: listening to the patient and reflecting back a response, which can demonstrate empathy as well as point out discrepancies between their current behaviors and goals.

Summaries: recapping at the end of a session.

54
Q

Group Therapy Theory

A
55
Q

Art Therapy Theory

A

use of creative techniques such as drawing, painting, collage, coloring, or sculpting to help people express themselves artistically and examine the psychological and emotional undertones in their art

clients can interpret the nonverbal messages, symbols, and metaphors often found in these art forms, which should lead to a better understanding of their feelings and behavior so they can move on to resolve deeper problems

56
Q

5 benefits of art therapy

A

Perception and self-perception: Art helped the participants focus on the present moment, identify their emotional responses, and connect their emotions and body awareness.

Personal integration: They strengthened their identity and self-image.

Emotion and impulse regulation: They improved the ability to regulate and control emotions.

Behavior change: They learned to change their behavioral responses to themselves and others, perhaps through the self-directed nature of art-making.

Insight and comprehension: They verbalized their emotions and experiences.

57
Q

Jungian

A

Carl Gustav Jung

in-depth, analytical form of talk therapy designed to bring together the conscious and unconscious parts of the mind to help a person feel balanced and whole

58
Q

individuation (Jung)

A

achieve unity between the conscious and unconscious mind

closest someone could come to God.

59
Q

Jungian techniques

A

Dream analysis: dreams are communications from the unconscious mind.

Word association: specific words are said and therapist record how long it takes the patient to respond with the first thing that comes to mind.

Art or dance therapies: painting, drawing, and dancing are conduits through which the unconscious mind can express itself and that the exercises themselves may help repair the areas of a patient’s ailments that come through their art-making.

exploring the “shadow”

focuses more on the source of a problem than on its manifestations or symptoms

60
Q

Jungian analysis influenced……

A

modern-day lie detector test

Jackson Pollock

Myers-Briggs personality test

61
Q

introversion (Jung)

A

basic personality style characterized by a preference for the inner life of the mind over the outer world of other people

62
Q

extroversion (Jung)

A

personality trait typically characterized by outgoingness, high energy, and/or talkativeness

63
Q

Behavioral Therapy

A

Edward Thorndike

all behaviors are learned and that behaviors can be changed

umbrella term including
CBT
applied behavior analysis
exposure therapy
Cognitive behavioral play therapy
Acceptance and commitment therapy
DBT

64
Q

behavioral therapy techniques

A

Systematic desensitization “classical conditioning”

Aversion therapy: teaching people to associate a stimulus that’s pleasant but unhealthy with an extremely unpleasant stimulus

reinforcement

punishment

shaping

modeling

65
Q
  • Waldeson’s Couple Art Evaluation
A

four specific drawing tasks

explore and express various dimensions of the couple’s relationship

structured to evoke particular dynamics and interactions between the partners

first task - self-portrait. express their self-perception and personal identity independently of their partner.

second task - exchange their self-portraits and then alter the portrait created by their spouse. represents the influence and impact each individual has on the other, highlighting the reciprocal nature of their relationship.

third task - abstract portrait of the marital relationship. separately create a drawing that represents their view of the relationship as a whole. emphasizes the personal and subjective interpretations of the shared bond from the perspective of each partner.

fourth task - joint scribble. both partners work together on a single piece of paper, adding to a joint scribble without any specific instructions other than to interact through the drawing. designed to reflect the couple’s ability to cooperate and communicate non-verbally, showcasing the dynamics of their partnership in real-time.

66
Q

tactile disorder

A
67
Q

It is critical to the program that each client completes an extensive packet of forms during their intake. You will need to assemble various forms to be completed during the initial interview, including:

A

medical history, payment schedules, goals and objectives to all the needed insurance forms and all disclosure forms.

68
Q
  • Fidelity
A

In the initial interview, the art therapist says that he accepts his roles and responsibility with integrity towards his clients

being honest and accurate with clients

69
Q
  • Diagnostic Drawing Series evaluation.
A

The evaluation is composed of 3 parts. It relies primarily on colored chalk pastels as well as by an 18 X 24 inch piece of paper.

70
Q
  • Draw a story Assessment
A

strongly negative, moderately negative, mildly negative, intermediate level, mildly positive, moderately positive, and strongly positive

Mildly negative is associated with dissatisfaction or disappointment with unpleasant environments. It is also scored as a 3

71
Q
  • Face stimulus assessment
A

Standardized image of a human face

Outline of the face only

A blank page

72
Q
  • Clock drawing assessment
A

1: likely indicates that the client’s ability to function cognitively is diminished. there was no attempt or an unrecognizable effort made.

2:

3: the numbers and clock face do not have an obvious connection, in the drawing

4:

5: a crowding or reversal of numbers.

73
Q
  • domains of art therapy assessment
A

Cognitive / neuropsychological and developmental evaluation.

74
Q
  • Formal Elements Art Therapy Scale
A

prominence of the color of a drawing
1 - color is used only to outline the forms or objects in the picture, or to make lines; none of the forms are colored in

2 - the color is used for outlining most of the forms or objects, but only one form or object is filled in

3 -

4 - color is used for both outlining the forms and objects and filling them in

75
Q
  • Mandala Assessment Research Instrument
A

Stage 0: Core

stage 1: Entry

Stage 11: Disintegration

76
Q

*LECATA

A
77
Q

*Patient Attachment to Therapist Rating Scale

A
78
Q

*Belief Art Therapy Assessment

A

assessing and incorporating a client’s beliefs into the therapy that the client will be receiving. It is meant to treat the whole person including their mind, body, and spirit.

79
Q

*Piaget’s Theory of Development

A

Stage 1:

Stage 2:

Stage 3:

Stage 4: Formal Operational

80
Q

*In through the back door

A

commonly used for eating disorders

6 drawings

1: 1 min
2: 1 min
3: 30 sec
4: 15 sec
5: 2 min
6: 1 min

81
Q

*Expressive arts therapy areas of concentration

A

expression, imagination, active participation, and mind-body connection

82
Q

*Appleton’s theory to treat burn injury

A

stage 1: impact

stage 2: retreat

stage 3: acknowledgement

stage 4: reconstruction

83
Q

*What section of the Code of Ethics-General Ethical Standards is art therapists shall ensure regular contact with clients and prompt rescheduling of missed sessions found

A

responsibility to clients

84
Q

​*Art therapists obtain written, informed consent from clients or legal guardians (if applicable) before using clinical materials and client artwork in any teaching, writing, and public presentations. Reasonable steps are taken to protect client identity and to disguise any part of the artwork or videotape that reveals client identity.”

A

client artwork ethical principle

85
Q

*Adlerian therapy model

A

To challenge clients’ basic premises and life goals

Help clients achieve personal success and become contributing members of society

86
Q

*reality theory

A

wants
doing
evaluation
planning