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EPPP PrepJet > Clinical Psychology > Flashcards

Clinical Psychology Flashcards

1
Q

Goals of Interpersonal psychotherapy

A
  • symptom reduction
  • improved interpersonal functioning
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2
Q

Origins of interpersonal psychotherapy

A
  • develop to prevent relapse following acute episode of MDD
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3
Q

Uses for IPT

A
  • applied to chronic depression, bipolar disorder, bulimia, nervosa, binge eating disorder, and other disorders
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4
Q

Focus of IPT

A
  • focuses on current interpersonal factors contributing to symptoms
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5
Q

What sets IPT apart from other therapies?

A
  • based on the medical model
  • sees depression as a medical illness
  • client is assign the sick role to allow for them to be ill without blame
  • view symptoms as temporary and treatable
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6
Q

Interventions of IPT

A
  • psycho education
  • prescribing drugs
  • improve aspects of interpersonal functioning that are maintaining symptoms
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7
Q

Focus of IPT

A
  • interpersonal role disputes
  • interpersonal role transitions
  • interpersonal deficits
  • unresolved grief
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8
Q

Strategies of IPT

A
  • Tailored to problem areas being targeted
  • encouragement of affect
  • communication analysis
  • decision analysis
  • role playing
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9
Q

what is the focus of solution focused therapy?

A
  • solutions of problems
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10
Q

Therapist role in solution focused therapy

A
  • adopt a goal directed collaborative approach
  • focus on the present/ future
  • use several types of questions to help clients identify concrete realistic therapy goals and personal strength/ resources to help achieve goals and monitor progress and therapy
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11
Q

Miracle question

A

Solution focused therapy

-Is used to help identify treatment goals

  • if a miracle happened during the night and your problem with suddenly solved. How would you know that a miracle had occurred exception
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12
Q

Exception questions

A
  • used to identify treatment goals by identifying possible solutions to a client’s problems
  • solution focused therapy

-Asks client to identify times when the problem did not exist or was less intense

Can you think of a time in the past 2 weeks when you did not argue with your son?

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13
Q

Scaling questions

A
  • solution focused therapy
  • asks a client to evaluate their current status with progress toward achieving their goals

-On a scale from 1 to 10 with one being totally relaxed and 10 being the most stressed you’ve ever been. How stressed are you now

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14
Q

Structure of a solution focused therapy therapy session

A
  • each therapy session is structured and involved asking questions, providing feedback, and assigning a task to the client to complete before the next session
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15
Q

The Transtheoretical model/ stages of change

A
  • Prochaska and DiClemente
  • pre-contemplation
  • contemplation
  • preparation
  • action
  • maintenance
  • termination
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16
Q

Pre-contemplation stage

A
  • unaware of or unconcerned about the problems and have no intention of taking action to change in the foreseeable future
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17
Q

Contemplation stage

A
  • aware of their problems and plan to start making changes in a problematic behaviors in the next 6 months
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18
Q

Preparation stage

A
  • tend to take action in the next month and have developed a concrete plan of action
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19
Q

Action stage

A
  • are actively engaged in changing their behaviors and are devoting considerable time and energy to doing so
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20
Q

Maintenance stage

A
  • have engaged in the new behavior for at least 6 months and are working to prevent relapse
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21
Q

Termination stage

A
  • have maintain changes for 5 years and are confident about their ability to continue to do so
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22
Q

10 processes of change

A

Transtheoretical model

  • optimal processes depend on clients stage of change
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23
Q

Conscious-raising

A
  • transtheoretical model
  • effective for helping clients transition from the pre-contemplation to the contemplation stage and from the contemplation to the preparation stage
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24
Q

Counter conditioning and reinforcement management

A
  • useful for helping clients transition from the action to the maintenance stage and from the maintenance to the termination stage
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25
Q

Primary goal of motivational interviewing

A
  • increase motivation to change by helping client overcome ambivalence and resistance
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26
Q

Structure of motivational interviewing

A
  • integrates elements of the trans theoretical model, Rogers person centered therapy, bandura’s notion of self-efficacy, and festingers cognitive dissonance.
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27
Q

Assumptions of motivational interviewing

A

Interventions are most effective when they match the client stage of change

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28
Q

When is motivational interviewing most useful ?

A
  • when the client is in the pre-contemplation or contemplation stage
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29
Q

Techniques of motivational interviewing

A
  • expressing empathy
    -supporting self-efficacy
    -developing a discrepancy
    -rolling with resistance
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30
Q

Developing a discrepancy

A
  • helps clients see differences between current behaviors and goals and values
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31
Q

Rolling with resistance

A
  • decreases resistance by avoiding arguments or power struggles in therapy
  • responding to resistance with acceptance rather than opposition
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32
Q

Traditional approaches to family therapies

A
  • influenced by general systems and cybernetic theory
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33
Q

General systems theory

A
  • a family is a system of interacting components
  • change in one family member of causes change in other family members
  • all family systems are open to some degree
  • family systems have homeostatic mechanisms that help them maintain a state of equilibrium
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34
Q

Open family system

A
  • interacts with the environment
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35
Q

Cybernetic theory

A
  • family systems receive information about their functioning through negative and positive feedback loops
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36
Q

Negative feedback loops

A
  • cybernetic theory
  • resist change and maintain a status quo
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37
Q

Positive feedback loops

A
  • cybernetic theory
  • amplify change and disrupt the status quo
  • can lead to appropriate change but can also lead to a breakdown in the system
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38
Q

Recent approaches to family therapy

A
  • influenced by postmodernism
  • adopt a constructivist or social constructivist perspective
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39
Q

Postmodernism

A
  • challenge the basic premises of general systems theory
  • including that, there are universal laws that govern all systems and that can be proven by scientific research

Adopt a constructivist or social constructivist perspective

  • assume that there are multiple viewpoints and realities, all perspectives are cognitively or socially constructed
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40
Q

Extended family systems aka intergenerational family therapy

A
  • Bowen
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41
Q

Problems according to extended family systems therapy

A
  • due to a lack of differentiation that is maintained by emotional triangles, a family projection process, and multi-generational transmission process
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42
Q

Differentiation

A
  • also known as differentiation of self
  • Bowen
  • the ability to distinguish between own feelings and thoughts
  • determines how well you can separate your functioning from other family members
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43
Q

Low differentiation

A
  • Bowen
  • leads to emotional fusion with other family members
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44
Q

Emotional triangles

A
  • Bowen
  • when a family Diane experiences tension, it may recruit a third member to form this in order to alleviate tension and increase stability
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45
Q

Example of an emotional triangle

A
  • a couple reduces conflict between them by be coming overly involved with their child
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46
Q

Likelihood of emotional triangles

A
  • increases as differentiation decreases
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47
Q

Family projection process

A
  • Bowen
  • parents project emotional immaturity onto their kids causing their kids to have a lower level of differentiation
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48
Q

Multi-generational transmission process

A
  • Bowen
  • extension of family projection process
  • transmission of emotional immaturity from one generation to the next
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49
Q

Example of the multi-generational transmission process

A
  • kids most involved in family emotional system become least differentiated family member and as an adult, choose a partner with a similar level of differentiation
  • the couple then transmits an even lower level of differentiation to the most involved kid in the family emotional system which repeats resulting in a development of severe symptoms in a child down the line
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50
Q

Primary goal of extended family therapy/ intergenerational family therapy

A
  • increase the level of differentiation within all family members
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51
Q

Therapist practicing extended family therapy/ intergenerational family therapy

A
  • rely on rational processes to help client understand and alter their levels of differentiation
  • May work with only parents or the most differentiated family member
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52
Q

Techniques of extended family therapy/ intergenerational family therapy

A
  • three generation genogram
  • processing questions
  • going home again
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53
Q

Genogram

A
  • extended family/intergenerational family therapy
  • summarizes information about family relationships and significant life events over three generations
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54
Q

Process questions

A
  • Bowen

-designed to help family members think more logically about problematic interactions

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55
Q

Example of process questions

A

-Bowen

  • Do you want to keep reacting to your son in a way that keeps conflict going or do you want change?
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56
Q

going home again

A
  • Bowen intergenerational/ extended family therapy
  • family member visits family of origin after learning techniques to increase their differentiation
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57
Q

Structural family therapy

A

-Minuchan

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58
Q

Assumption of structural family therapy

A

+ family dysfunction is due to problems related to family structure( boundaries)

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59
Q

Boundaries

A
  • minuchin structural family therapy
  • implicit and explicit rules that determine how a family member interacts with each other
  • exist on a continuum from overly frigid to diffuse
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60
Q

Overly rigid boundaries

A
  • minuchin
  • lead to disengagement
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61
Q

Overly diffuse boundaries

A

-Minuchin

  • lead to amendment
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62
Q

Disengagement or emeshment within the family structure

A
  • structural family therapy
  • interfere with the family’s ability to adapt to stress
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63
Q

Clear boundaries

A
  • structural family therapy/ minuchin
  • allow for close relationships. Well maintaining a sense of personal identity
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64
Q

Chronic boundary problems according to structural family therapy

A
  • Ridgid triads
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65
Q

Rigid triads

A
  • structural family therapy
  • stable coalition
  • unstable coalition
  • detouring attack coalition
  • detouring support coalition
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66
Q

Stable coalition

A
  • structural family therapy
  • one parent and child form a inflexible alliance against the other parent
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67
Q

Unstable coalition

A
  • structural family therapy
  • triangulation
  • each parent demands a child side with them
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68
Q

Detouring attack coalition

A
  • structural family therapy
  • parents avoid conflict between them by blaming child
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69
Q

Detouring support coalition

A
  • structural family therapy
  • parents avoid conflict by protecting child
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70
Q

Preliminary goal of structural family therapy

A
  • restructural the family so that they can better handle/adapt to stress
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71
Q

Structural family therapy techniques

A
  • joining
  • enactment
  • boundary making
  • unbalancing
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72
Q

Joining

A
  • structural family therapy
  • used to establish therapeutic alliance with family
  • include memesis and tracking
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73
Q

Memesis

A
  • structural family therapy
  • adopting affect behavior and communication style of the family
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74
Q

Tracking

A
  • structural family therapy
  • adopting content of family communication
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75
Q

Structure of therapy session in structural family therapy

A
  • join the family
  • to evaluate the family structure to make a structural diagnosis and identify appropriate interventions

-therapist then uses enactment boundary making unbalancing and other techniques to restructure the family

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76
Q

Enactment

A
  • asking family members to role play a problematic interaction so the therapist can obtain information about that interaction and then encourage family members to interact in an alternative way
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77
Q

Boundary making

A

Structural family therapy

  • used to soften rigid boundaries or strengthen diffused boundaries
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78
Q

Example of boundary making

A
  • structural family therapy
  • asking a family member to sit further or closer to another family member and a therapy session or asking a family member to be quiet or speak up
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79
Q

Unbalancing

A
  • used to disrupt hierarchical relationships

-occurs when the therapist temporarily sides with a family member who needs to develop stronger boundaries and it might involve helping the family member explain his or her perspective to the other family members

80
Q

Strategic family therapy

A
  • Haley
81
Q

Assumption of strategic family therapy

A
  • family dysfunction serves an important interpersonal function.

-a symptom is a strategy that is adaptive to occurrence social situation for controlling a relationship when all other strategies have failed

-assumes that maladaptive family functioning is maintained by unclear or inappropriate hierarchies and inflexible patterns of interaction

82
Q

Primary goal of strategic family therapy

A
  • alter interactions in hierarchies that are maintaining family symptoms
83
Q

Strategies of strategic family therapy

A
  • straightforward directives
  • paradox seal directives
84
Q

Straightforward directives

A
  • instructions to engage in certain behaviors that will change how family members interact
85
Q

Example of straightforward directives

A

if parents are having trouble managing the misbehavior of their 12-year-old son, the therapist might instruct them to set up a system of consequences for each misbehavior and then consistently apply consequences

86
Q

Paradoxical directives

A
  • help family members realize they have control over their problematic behaviors or use the resistance of family members to help them change in the desired way
87
Q

Examples of paradoxical directives

A
  • prescribing the symptom
  • restraining
  • ordeals
88
Q

Prescribing the symptom

A
  • strategic family therapy
  • instructing family members to engage in the problematic behavior often in an exaggerated way
89
Q

Restraining

A
  • encouraging family members not to change or warning them not to change too quickly
90
Q

Ordeal

A
  • unpleasant task that a family member is asked to perform whenever he or she engages in the undesirable behavior
91
Q

Deviation minimization

A
  • negative feedback loop
92
Q

Symmetrical interactions

A
  • reflect equality between people and occur when the behavior of one person elicits a similar type of behavior from the other person
  • can escalate and intensity and become a one upmanship game
93
Q

Complementary interactions

A
  • inequality and occur when the behavior of one person compliments the behavior of the other person
  • common pattern is for one person to assume a dominant while the other assumes a subordinate role
  • are problematic when become rigid and exaggerated
94
Q

Deviation minimization

A

Negative feedback loops/ negative feedback

95
Q

Cognitive behavioral therapy

A

-Beck

96
Q

Origins of CBT

A
  • treatment of depression
  • bipolar disorder, social anxiety disorder, obsessive compulsive disorder, bulimia nervosa and several other disorders
97
Q

Assumption of CBT

A
  • psychological disturbance is caused by maladaptive cognitive schemas, negative automatic thoughts, and cognitive distortions
98
Q

Primary goal of CBT

A

-identify and correct or replace cognition that are maintaining the client’s maladaptive behaviors and emotions

99
Q

Cognitive schemas

A
  • core beliefs that develop during childhood as a result of experience and certain biological factors such as physiological reactivity to stress schemas

-enduring, can be maladaptive or adaptive and are revealed in automatic thoughts

100
Q

Cognitive profiles

A
  • CBT

-maladaptive schemas

101
Q

Cognitive profile for depression

A
  • negative believes about self, world, and future
102
Q

Automatic thoughts

A
  • cbt
  • come to mind spontaneously when triggered by an event
  • intercede between the event and the person’s emotional and behavioral reactions

-Can be positive or negative

103
Q

Negative automatic thoughts

A
  • tribute to psychological disturbances
104
Q

Cognitive distortions

A
  • systematic errors in a reasoning that often affects thinking when a stressful situation triggers a dysfunctional schema that in turn effects the content of automatic thoughts
105
Q

Common cognitive distortions

A
  • arbitrary inference

-selective abstraction

  • personalization
  • emotional reasoning arbitrary
106
Q

Arbitrary inference

A
  • drawing, a negative conclusion about an unobserved characteristic or event from an observed one without supporting evidence and are with contradictory evidence
107
Q

Selective abstraction

A
  • paying attention to and exaggerating a minor negative detail of a situation while ignoring other aspects of the
108
Q

Personalization

A
  • blaming software external events that one has no control over
109
Q

Emotional reasoning

A
  • reliance on one’s emotional state to draw conclusions about oneself or others in situations
110
Q

Therapist in cognitive behavioral therapy

A
  • adopt an active and structured approach
  • variety of cognitive and behavioral techniques to achieve therapy goals including reattribution, guided discovery activity, scheduling and exposure.
111
Q

Socratic dialogue

A
  • therapist rely heavily on it
  • questions that are designed to clarify and define the client’s problems, identify the thoughts and assumptions that underlie those problems and evaluate the consequences of maintaining maladaptive thoughts and assumptions
112
Q

Collaborative empiricism

A
  • cbt
  • because of its emphasis on establishing a collaborative therapist client relationship in reality testing maladaptive beliefs. The process of cognitive behavior therapy is referred to as collaborative empiricism
113
Q

Rational emotive behavioral therapy

A
  • attributes psychological disturbances to the continual repetition of irrational beliefs
114
Q

A-B-C-D-E Model

A
  • rational emotive behavioral therapy
  • used to explain maladaptive behavior and the process of change in therapy
115
Q

A

A

-REBT

  • activating event
116
Q

B

A

REBT
- clients belief about activating event

117
Q

C

A

-REBT

  • EMOTIONAL OR BEHAVIORAL CONSEQUENCE OF THAT EVENT
118
Q

D

A

REBT

  • THERAPISTS USE OF TECHNIQUES THAT DISPUTES IRRATIONAL BELIEF
119
Q

E

A

-REBT

  • effect of therapist techniques
  • replacement of belief with a more rational one
120
Q

Techniques of REBT

A
  • variety of cognitive behavioral and emotive techniques, including active disputation of irrational beliefs, rational emotive imagery, systematic desensitization and skills training
121
Q

Stress inoculation training

A
  • focuses on improving ability of client to deal better with stressful situations by teaching them effective coping skills

Consist of three phases

122
Q

Three phases of stress inoculation training

A
  • conceptualization and education
  • skills acquisition and consolidation
  • application and follow through
123
Q

Conceptualization and education phase

A
  • stress inoculation training
  • provided with information about stress and its effects and how the clients cognitions affect his or her response to stress
124
Q

Skills accusation and consolidation

A
  • stress inoculation training

-Learn a variety of coping skills which may include self-instruction relaxation and problem solving then during the application

125
Q

Application and follow through

A
  • clients use newly acquired coping skills first in imagined and role playing situations and then in real life situations
126
Q

assumptions of Acceptance and commitment therapy

A
  • psychological pain is universal and normal
  • psychological problems are caused by psychological inflexibility
127
Q

Goal of acceptance and commitment therapy

A
  • increase psychological flexibility by addressing six core processes that foster acceptance, mindfulness, commitment, and behavioral change.
128
Q

Six core processes of acceptance and commitment therapy

A
  • experiential acceptance
  • cognitive diffusion
  • being present
  • awareness of self as a context
  • values-based actions
  • committed action
129
Q

Psychological and flexibility

A

ACT

  • INTERFERES WITH THE PERSON’S ABILITY TO BE FULLY PRESENT IN THE CURRENT MOMENT INTO ADAPT THEIR BEHAVIORS TO THE PRESENT CONTEXT AND TO THEIR OWN VALUES
130
Q

Pain according to ACT

A
  • clean pain
  • dirty pain
131
Q

Clean pain

A

ACT

  • NATURAL LEVELS OF PHYSICAL AND PSYCHOLOGICAL DISCOMFORT THAT ARE INEVITABLE AND CANNOT BE CONTROLLED
132
Q

Dirty pain

A

ACT

  • EMOTIONAL SUFFERING CAUSED BY ATTEMPTS TO CONTROL OR RESIST CLEAN PAIN
133
Q

Experiential acceptance

A

ACT

  • the active and aware acceptance of private experiences without unnecessary attempts to alter them
134
Q

Cognitive diffusion

A

ACT

  • THE ABILITY TO DISTANCE ONESELF FROM ONE’S THOUGHTS AND FEELINGS AND VIEW THEM AS EXPERIENCES RATHER THAN REALITY
135
Q

Being present

A

ACT

  • BEING IN CONTACT WITH WHATEVER IS HAPPENING IN THE PRESENT MOMENT
136
Q

Awareness of self as a context

A

ACT

  • ABILITY TO VIEW ONESELF AS THE CONTEXT IN WHICH ONE’S THOUGHTS AND FEELINGS OCCUR RATHER THAN AS THE THOUGHTS AND FEELINGS THEMSELVES
137
Q

Values-based actions

A

ACT

  • DEPEND ON THE ABILITY TO USE ONCE FREELY CHOSEN VALUES TO GUIDE ONE’S BEHAVIORS
138
Q

COMMITTED ACTION

A

-ACT

  • REFERS TO A COMMITMENT TO CONTINUE TO ACT IN WAYS CONSISTENT WITH ONE’S VALUES IN THE FUTURE EVEN WHEN FACED WITH OBSTACLES
139
Q

Socratic questioning/ socratic dialogue

A

CBT

  • help clients become aware of their thoughts, examine their thoughts for cognitive distortions and substitute more adaptive and accurate thoughts for maladaptive and inaccurate ones
140
Q

Examples of Socratic questioning

A
  • what is the evidence for that belief and what are the pros and cons of that belief?
141
Q

Eysneck (1952)

A
  • review of 24 empirical studies
  • concluded that 64% of patients who participate in eclectic therapy, 44% of patients who participated in psychoanalytic psychotherapy, and 72% of patients who did not participate in therapy show and improvement in symptoms
  • propose that these results show that psychotherapy is ineffective But then it may actually have detrimental effects since the average recovery rates for psychotherapy patients were lower than the average spontaneous remission rate for patients who did not receive psychotherapy
142
Q

Smith, Glass, and Miller (1980)

A
  • first to use meta-analysis to combine results of psychotherapy outcome studies
  • 475 studies in their analysis
  • obtained an average effect size of 85 which indicates that the average therapy patient was ‘’ Better off”than about 80% of patients who needed but did not receive therapy
143
Q

Howard, Kopta, Krause, & Orlinsky (1986)

A
  • investigated the relationship between duration and outcomes of psychotherapy which led to the development of two models
  • dosage model
  • phase model
144
Q

Dosage model

A

Howard, Kopta, Krause, & Orlinsky (1986)

  • there’s a predictable relationship between the number of therapy sessions in the probability of measurable improvement in symptoms.
  • 50% of therapy clients exhibit marked improvement by 6 to 8 sessions
  • 75%/ 26 sessions
  • 85% by 52 sessions
145
Q

Phase model

A

Howard, Kopta, Krause, & Orlinsky (1986)

-psychotherapy outcomes can be described in terms of three phases:

  • Remoralization
  • Remediation
  • Rehabilitation
146
Q

Remorization phase

A

Howard, Kopta, Krause, & Orlinsky (1986)

  • during the first few sessions and is characterized by an increase in hopefulness,
147
Q

Remediation

A

Howard, Kopta, Krause, & Orlinsky (1986)

  • occurs during the next 16 sessions and involves a reduction in
148
Q

Rehabilitation

A

Howard, Kopta, Krause, & Orlinsky (1986)

  • unlearning long-standing maladaptive behaviors and replacing them with new ways of dealing with various aspects of life
149
Q

Emic perspective

A
  • cultural specific
  • assumes that general principles do not necessarily apply to individuals from different cultures
150
Q

Etic

A

Universalistic

  • assumes that general principles apply to individuals from all cultures
151
Q

Acculturation

A

Berry (1990)

  • minority group are in contact with a majority group they can adopt. What a four a culturation strategies that represent different combinations of retention or adoption and rejection of their own minority culture and the dominant culture
  • integration
  • assimilation
  • separation
  • marginalization
152
Q

Integration

A

Berry (1990)

  • retain their own minority culture and adopt the majority culture
153
Q

Assimilation

A

Berry (1990)

  • reject their own minority culture and adopt the majority culture
154
Q

Separation

A

Berry (1990)

  • retain their own minority culture and reject the majority culture.
155
Q

Marginalization

A

Berry (1990)

  • reject their own minority culture and the majority culture
156
Q

Worldview

A

SUE (1978)

  • how a person perceives an evaluates situations
  • consists of two dimensions: locus of responsibility and locus of control
  • each dimension is described as external or internal
  • the world view of the therapist and client can impact the therapeutic process
157
Q

Internal locus of control and internal locus of responsibility (IC IR)

A
  • You are control of your own outcomes and are responsible for own successes and failures
158
Q

internal locus of control and external locus of responsibility (IC ER)

A
  • You can determine your own outcome of given the chance but other people are keeping them from doing so
159
Q

external locus of control and external locus of responsibility (EC-ER)

A
  • have little or no control over their outcomes and are not responsible for them
160
Q

External locus of control and internal local self-responsibility (EC-IR)

A
  • believe have little control over their outcomes but tend to take responsibility for their own failures
161
Q

Mainstream American culture worldview

A

Internal locus of control and internal locus of responsibility

162
Q

Difference in a client therapist Worldview

A
  • can affect the therapeutic relationship

-minority group clients who have an internal locus of control and external locus of responsibility are likely to cause the most problems for white therapist who has an internal locus of control and internal locus of responsibility. Because these clients are likely to view the therapist and therapy is sources of oppression and be reluctant to disclose personal information and therapy

163
Q

Microaggressions

A

Sue et al (2007)

  • brief and commonplace daily verbal behavioral, or environmental indignities whether intentional or unintentional, that communicate hostile, derogatory or negative racial slights and insults toward people of color.
  • three types of microaggressions
  • microassaults
  • microinsults
  • microinvalidations
164
Q

Microassaults

A
  • explicit racial delegations that are usually intentional and meant to hurt the intended victim
  • include name calling and explicit discriminatory acts and are most similar to what is referred to as old fashioned racism
165
Q

Microinsults

A
  • verbal or nonverbal messages that are insensitive to or demeans a person’s racial or ethnic background
  • store manager following black or brown patrons
166
Q

Microinvalidations

A
  • communications that exclude negate or nullify the psychological thoughts, feelings, or experiential reality of a person of color
  • response to the accusation with the statement that he’s color blind and treats everyone equally
167
Q

Racial/cultural identity development model

A
  • Atkinson, Morton, and Sue (1998)
  • five stages that are determined by minority group members attitudes towards their own group and the majority group
  • conformity
  • dissonance
  • resistance and immersion
  • introspection
  • integrative awareness
168
Q

Conformity

A

RCID model

  • prefer the majority group over minority group

Neutral or negative attitudes towards members of their own minority group and positive attitudes towards members of the majority group

  • prefer therapist from the majority group

-View a therapist attempts to help them explore their cultural identity as threatening

169
Q

Dissonance

A

RCID model

  • as a result of exposure to race related attitudes or events
  • question attitudes towards their own minority group and the majority group.
  • They’re aware of the effects of racism and are interested in learning about their own culture.

-may prefer a therapist from the majority group but want the therapist to be familiar with their culture and they’re interested in exploring their cultural identity

170
Q

Resistance and immersion

A

RCID model

  • positive attitudes towards their own minority group and negative attitude towards members of the majority group
  • they’re unlikely to seek therapy because of their suspiciousness of mental health services
  • when they do seek therapy, they are likely to attribute their psychological problems to racism and prefer a therapist from their own minority group
171
Q

Introspection

A

RCID MODEL

  • STAGE PEOPLE QUESTION THEIR LOYALTY TO THEIR OWN GROUP AND ARE CONCERNED ABOUT THE BIASES THAT AFFECT THEIR JUDGMENTS OF MEMBERS OF THE MAJORITY GROUP
  • COMFORTABLE WITH CULTURAL IDENTITY BUT ALSO CONCERNED ABOUT THEIR AUTONOMY AND INDIVIDUALITY
  • PREFER A THERAPIST FROM THEIR OWN MINORITY GROUP BUT ARE WILLING TO CONSIDER A THERAPIST FROM ANOTHER GROUP WHO UNDERSTANDS THEIR CULTURE AND THEIR INTERESTED IN EXPLORING THEIR NEW SENSE OF IDENTITY
172
Q

Integrative awareness

A

RCID MODEL

  • aware of the positive and negative aspects of all culture groups
  • their secure in their cultural identity and are committed to eliminating all forms of oppression and becoming more multicultural.

-Their preference for a therapist is based on similarity of attitudes and their most interested in strategies aimed at community and societal change

173
Q

Black racial (Nigrescence ) identity development model

A

Cross (1971)

  • pre-encounter
  • encounter
  • immersion- emersion
  • internalization
  • internalization – commitment
174
Q

Pre encounter

A
  • black racial development model -Cross
  • idealize and prefer white culture.

&They have negative attitude towards their own black culture and may view it as an obstacle and source of stigma

175
Q

Encounter

A

Cross’s black racial identity development model

  • as a result of events that force them to be aware of the effects of racism on their lives.

-question their views of white and black cultures they’re interested in learning about and becoming connected to their own culture

176
Q

Immersion Emersion

A

Cross’s black racial identity development model

  • reject white culture and are immersed in their own culture
177
Q

Internalization

A

Cross’s black racial identity development model

  • internalization of black identity intolerance of racial and cultural differences

Defensiveness and emotional intensity related to race decrease

178
Q

Internalization- commitment

A

Cross’s racial identity development model

  • have internalized a black identity and are committed to social activism to reduce all forms of oppression
179
Q

Black racial identity development model. Three stages

A

Cross & Vandiver

each stage includes multiple identity substage

  • pre-encounter: includes assimilation, mis-education and self-hatred subtypes
  • immersion-Emersion: intense black involvement & anti-white subtypes
  • internalization: black nationalist,bi culturalist and multi-cultural subtypes
180
Q

Four stage black racial identity model cross

A
  • combined the internalization and internalization commitment stages
181
Q

Helm’s white racial identity model

A
  • describes the development of white identity as involving six statuses
  • consist of two phases abandonment of racism and development of a non-racist white identity each phase includes three statuses
  • contact
  • disintegration
  • reintegration
  • pseudo independence
  • immersion-Emersion
  • autonomy
182
Q

Contact

A

Helm’s white white racial identity model

  • characterized by lack of awareness racism and satisfaction with the racial status quo
  • people in this status. Usually it had limited contact with people from racial and cultural minority groups and they may describe themselves as being color blind people
183
Q

Disintegration

A

Helms white racial identity model

-become aware of contradictions that create race-related moral conflicts, for example, a conflict between the beliefs and all people are created equal and they’re unwillingness to live in an integrated neighborhood

-dilemma cause confusion and anxiety

184
Q

Reintegration

A

Helms white racial identity model

  • have attempted to resolve their conflicts by believing that whites are superior to minority group members and blaming minority group members for their own problems
185
Q

Pseudo independence

A

Helms white identity model

  • faced with an event that makes them question their beliefs about whites and members of minority groups.
  • It’s characterized by a superficial tolerance of minority group members that may be accompanied by paternalistic attitudes and behaviors that actually perpetuate racism
186
Q

Immersion -Emmersion

A

Helms white racial identity model

-search for personal meeting of racism and an understanding of what it means to be white and to benefit from white privilege

187
Q

Autonomy

A
  • helms white racial identity model
  • develop a non-racist white identity value diversity and can explore issues related to race and racism without defensiveness.
188
Q

Mindfulness

A

-“moment-to-moment awareness of one’s experience without judgment”

189
Q

Why was Mindfulness based stress reduction developed?

A

To make mindfulness meditation available and accessible in a Western medical setting while remaining true to the essence of Buddhist teachings

190
Q

Uses of MBSR

A

-used to help peoplecope with stress, pain, and illness

191
Q

Structure of sessions of MBSR

A

consists of an eight-session group program that focuses on teaching participants several mindfulness meditation practices including awareness of breathing, yoga, and sitting and walking meditation.

192
Q

MBCT

A

combines elements of MBSR and CBT

193
Q

MBCT was developed to treat

A

-recurrent depression

194
Q

Research on MBCT

A
  • has confirmed that it’s aneffective treatment not only for depression but also for a number of other conditions including anxiety, chronic pain, and insomnia.
195
Q

The primary goal of MBCT

A

-enable clients to become self-aware, so they can learn to de-centre from distressing thoughts, feelings, bodily sensations and behaviours

196
Q

Structure of sessions of MBCT

A

Incorporates psychoeducation, mindfulness meditation practices, and cognitive-behavioral techniques

  • eight-session group program.

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