chapter 9 and 10 Flashcards
T the helper looks to the six common therapeutic factors that we discussed in Chapter 2 as a way of fulfilling the client’s goals.
replan method
what does REPLAN stand for
R strong relationship E enhance efficacy and self esteem P Practice new behaviours Lowering and raising emotional arousal Aactivating hope N provide new learning experiences
Treatment planning is
typically based on .. or ooo
medical model or theoretical orientation of helper
replan states clients with the same diagnosis need the same treatment
f
how many goals in replan
few
T The REPLAN system is distinguishable from other forms of treatment planning because it focuses on relatively few client goals, using strategies associated with one or two common therapeutic factors
replan is brief
once a plan is established it is not changed
f Regular evaluation and replanning
replan Does not conflict with other models what does this mean
does not conflict with using theoretical models or making a DSM diagnosis: all about tailoring to clients goals
3 steps in the treatment plan replan
- form mutually agreed upon goals for an assessment
- use therepudic factors to generate treatment strategies to achieve goals
- replan every 6 weeks
Raising … is a
fundamental task of helping
self-esteem
5 disorders low self esteem is associated with
BPD, depression, anxiety, substance abuse
2 parts of self esteem
efficacy (competence) and self-worth
what can helper do to improve self esteem
efficacy (competence) and self-worth
T right to exist, one is good good and worthy to live (self-approval approval); attitude about the self
self worth
attitude that you are competent in some specific arena T
efficacy
2 main drivers for low self esteem
irrational beliefs
poor body image
T self-destructive ideas that lead to low
self esteem.
irrational beliefs
e.g. of irrational beliefs
must be loved by all
must be achieving
catastrophizing
no control
CBT technique to silence the inner critique
countering
what is countering
Argue with self-disapproval to Decrease internal, negative voices`
when is countering created
childhood
problem with negative thoughts
Negative thoughts lead to negative emotions ▪ Anger
▪ Depression
▪ Lower self-expectations
7 steps in role playing
- warm up
- set scene
- selecting roles and role reversal
- enactment
- sharing and feedback
- enactment
- homework and follow up
what is the empty chair technique
the client conducts an emotional dialogue with some aspect of himself or herself or some significant person who is imagined to be sitting in the empty chair
6 steps on how to counter
- brief self assessment
- identify negative thoughts and core beliefs
- identify effective counters
- test counters and midday them
- practice and report
what is a variation to countering
thought stopping
5 things you need before giving advice
have knowledge or experience about client issue
- understand clients experience is Dif from ones own
- outline risks and opportunities
- understand their history
- see advice as a 2 way interaction
when is it appropriate to give advice
Avoid all together until you conduct sessions using basic skills- new set develops, becomes stronger/enforced: Given when client is in physical danger and helper’s directive may reduce risk.
how to state advice
“Do you think something like that would work for you?”
3 times giving advice is inappropriate
- client dependant on helper
- client asking for assurance on issues with unpredictable outcomes
- client has not headed advice previously
- purpose is to influence others
Client has information available and capable of
solving problem without advice should you give advice
no
what if the best thing for the client goes against their culture
if Advice conflicts with client’s upbringing, values, or culture don’t give
T many ways to look at a problem
many ways to look at a problem
2 ways we can frame things
Helpful ways or
❖ Self-defeating ways
when is reframing most useful
when client is catastrophizing (client expects the event to be devastating before knowing what the outcome will be).
4 steps to teach clients to use alternate interp
- listens to problem of C and explains alternate explanations
- client asked to make list of 3-4 other interpretations along with catastrophic conclusion
- assign homework of developing 3-4 alternate explanations
