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508 final > CBT > Flashcards

CBT Flashcards

1
Q

Activity scheduling

A

(aka behavioral activation) Working with clients to schedule activities that increase the rate of naturally occurring positive reinforcement. Used for depression especially

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2
Q

Behavior therapy

A

The therapeutic application of scientific behaviorism (holds the premise that psychology is an objective, natural science and therefore is the study of observable and measurable human behavior; the study of the mind is unscientific)

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3
Q

Behavioral activation

A

The idea that changing behaviors will improve symptoms.

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4
Q

Classical v. operant conditioning

A

Classical conditioning involves an association or linking of one environmental stimulus with another. Operant conditioning is a form of behavior modification that involves manipulation of behavioral antecedents and consequences; rooted in learning. (“Behavior is a function of its consequences)

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5
Q

Exposure therapy

A

Clients are best treated by exposure to the very thing they want to avoid. Can be done in vivo, virtual reality, or imaginal

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6
Q

Mowrer’s Two Factor Theory of Learning

A

fear of a stimulus is learned through classical conditioning, and avoiding that stimulus (negative reinforcement) relieves that fear so the fear is maintained through operant conditioning.

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7
Q

Massed v. spaced exposure

A

A single prolonged session v. a series of shorter sessions

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8
Q

Virtual reality exposure

A

Particularly for acrophobia, flight phobia, spider phobia, and other anxiety disorders.

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9
Q

Interoceptive exposure

A

Target exposure stimuli are internal physical cues or somatic sensations. (Heart racing, out of breath, etc.)

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10
Q

Response and ritual prevention

A

Involves therapists guiding and supporting clients to not engage in an avoidance response. (Not washing hands for an OCD person.)

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11
Q

Participant modeling

A

Social learning- watching someone else tackle a feared situation

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12
Q

Functional Behavioral Analysis

A

Formal assessment of behavior contingencies: behavioral ABC’s: antecedents, behavior, consequences

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13
Q

Reinforcement v. punishment

A

Reinforcement is when a stimulus is applied that increases the likelihood of a behavior or an aversive stimulus is removed that increases the likelihood of a behavior; punishment is when a a stimulus is applied that reduces the likelihood of the behavior it follows or when the removal of a stimulus decreases the likelihood of the behavior it follows. Reinforcing a behavior makes it more likely to happen again; punishing a behavior makes it less likely to happen again.

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14
Q

Self-monitoring

A

Clients observe and record their own behaviors

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15
Q

Automatic thoughts

A

Arise from cognitive distortions (faulty assumptions and misconceptions), triggered by external or internal events.

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16
Q

Cognitive distortions

A

Faulty assumptions and misconceptions (catastrophizing, polarized thinking, mind reading, labeling, personalization)

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17
Q

Core beliefs or schemas

A

beneath automatic thoughts; view of self, world and others

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18
Q

Modeling

A

When individuals learn indirectly, from watching or listening to the experiences of others. (observational or vicarious learning)

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19
Q

Problem list

A

Includes client concerns in simple, descriptive, concrete terms

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20
Q

Psychoeducation

A

Focuses on information about client diagnosis, treatment process, prognosis, and intervention strategies.

21
Q

Self-efficacy

A

The conviction that one can successfully execute the behavior required to produce an outcome. Can be improved through incentives, knowledge and skills, positive feedback, and successful performance accomplishment.

22
Q

Social Learning Theory

A

A theoretical extension of operant and classical conditioning. Includes stimulus-influence components (classical conditioning) and consequence-influence components (operant conditioning), but also adds a cognitive meditational component. Its two main components are observational learning and person-stimulus reciprocity.

23
Q

Socratic questioning

A

Used to inspire introspection and uncover a client’s method of reasoning.

24
Q

Thought record

A

A system for clients to record the following after experiencing a strong emotional response: date and time, situation that elicited the emotional response, behaviors the client engaged in, emotions that were elicited, associated thoughts that occurred during the situation

25
Q

CBT characteristics

A

Brief or time sensitive, structured, present-oriented, involves teaching and learning, and seeks to change BOTH dysfunctional thinking and maladaptive behavior.

26
Q

Stimulus generalization

A

Extension of fear response

27
Q

Stimulus discrimination

A

New stimuli do not elicit fear

28
Q

Extinction

A

Gradual elimination of conditioned response

29
Q

Counter conditioning

A

The pairing of a positive (and often incompatible) stimulus with a stimulus that elicits a negative or undesirable response (e.g., fear)

30
Q

Spontaneous recovery

A

When an extinct conditioned response reappears spontaneously

31
Q

Behavioral theory of psychopathology

A

Maladaptive behavior is learned, and can be unlearned or replaced by new learning; can involve a skill deficit

32
Q

Cognitive appraisal theory

A

“People are not disturbed by things, but by the view which they take of them.”

33
Q

Beck’s Cognitive Theory

A
  • Cognition is at the core of human suffering.
  • The therapist’s job is to help clients modify distress-producing thoughts.
  • self-schema includes negative or inaccurate beliefs
  • Modify cognitions through cognitive therapy using an approach of collaboration, not confrontation
34
Q

Beck’s view of psychopathology

A

Psychopathology is an exaggeration of normal cognitive biases; cognitive distortions of fault assumptions

35
Q

Ellis’ view of psychopathology

A

Psychopathology is a function of irrational beliefs

36
Q

Beck’s Negative Triad

A

“I am unworthy” (I suck)
“The world is falling apart” (The whole world sucks)
“Nothing will ever get better” (Everything will always suck)

37
Q

Meichenbaum’s view of psychpathology

A

A result of dysfunctional inner speech

38
Q

Goals associated with CBT assessment

A
  1. Arriving at a diagnosis which best describes client symptoms
  2. Developing a tentative cognitive-behavioral treatment formulation that can be used for treatment planning.
39
Q

CBT Assessment strategies

A
  • Collaborative interviewing
  • Setting an agenda
  • The problem list
  • Self-rating scales
  • Self-monitoring (client homework)
  • Case formulation
40
Q

Types of behavioral “heavy” interventions

A
  • Behavioral activation
  • Token economies/contingency management
  • Exposure
  • Skills Training
41
Q

Relaxation training

A

counter-conditioning treatment

42
Q

Systematic desensitization

A

An exposure treatment in which avoidance behavior can be negatively reinforced through operant conditioning

43
Q

Cognitive “heavy” interventions

A
  • Identifying thoughts
  • Coping statements
  • Socratic questioning
  • Cognitive Restructuring
44
Q

Vertical Descent

A

aka Downward Arrow is about uncovering core beliefs: “What would it mean to you if you did have cancer?”

45
Q

Cognitive Restructuring

A

Getting the client to rethink and revise maladaptive interpretations (examining the evidence, considering alternatives)

46
Q

How do behavioral and cognitive theory explain the role of the therapist and their primary tasks in helping the client?

A

Develop a collaborative and educational relationship with clients. Set an agenda, identify a problem list, use self rating scales and procedures, develop a case formulation, and provide psychoeducation. Explore and identify clients’ automatic thoughts and core beliefs.

47
Q

What are some of the specific therapy skills used in CBT and their rationales?

A
  • Vigorous and forceful disputing: clients offer a forceful and rational counterattack against their irrational beliefs
  • Generating alternative interpretations
  • Psychoeducation
  • Guess the underlying thoughts
  • Vertical descent technique (Socratic questioning)
  • Use monitoring procedures
  • Thinking in shades of grey/graduated thinking
48
Q

What are the strengths of CBT?

A
  • CBT is the most widely accepted and respected approach available
  • Effective across a wide range of mental disorders and client
  • Good fit with the medical model (amenable to manualization)
49
Q

What are the limitations of CBT?

A
  • Efficacy evidence focuses on immediate effects and it’s difficult to determine longer-term effects.
  • Can be viewed as “blaming” clients for their symptoms because it is so individually focused and doesn’t take cultural or diversity factors into account

508 final (5 decks)

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