Clinical Psychology - CBTs Flashcards
Cognitive schemas
are core beliefs that develop during childhood as the result of experience and certain biological factors such as biological reactivity to stress. Schemas are enduring, can be maladaptive or adaptive, and are revealed in automatic thoughts. Beck proposed that different disorders are associated with different maladaptive schemas, which are also known as cognitive profiles.
According to Beck, the cognitive profile for depression consists of
negative beliefs about oneself, the world, and the future.
Automatic thoughts
are verbal self-statements or mental images that “come to mind spontaneously when triggered by circumstances … [and] intercede between an event or stimulus and the individual’s emotional and behavioral reactions” (Beck & Weishaar, 2014, p. 245). Automatic thoughts can be positive or negative. Negative automatic thoughts are characterized by a distortion of reality, emotional distress, and/or interference with the pursuit of life goals and can contribute to psychological distress (Beck, 1995).
Cognitive distortions
are systematic errors in reasoning that often affect thinking when a stressful situation triggers a dysfunctional schema that, in turn, affects the content of automatic thoughts. Common distortions include arbitrary inference, selective abstraction, dichotomous thinking, personalization, and emotional reasoning
Arbitrary inference
involves drawing negative conclusions without any supporting evidence.
Selective abstraction
involves paying attention to and exaggerating a minor negative detail of a situation while ignoring other aspects of the situation.
Dichotomous thinking
is the tendency to classify events as representing one of two extremes – for example, as a success or a failure.
Personalization
involves concluding that one’s actions caused an external event without evidence for that conclusion.
emotional reasoning
is reliance on one’s emotional state to draw conclusions about oneself, others, and situations.
A-B-C-D-E model of REBT
A is an activating event, B is the client’s irrational belief about that event, C is the emotional or behavioral consequence of that belief, D is the therapist’s use of techniques that dispute the client’s irrational belief, and E is the effect of these techniques, which is the replacement of the irrational belief with a more rational one.
cognitive modeling stage of self-instructional training
children observe a model perform a task while the model verbalizes instructions aloud.
overt external guidance stage of self-instructional training
children perform the same task while the model verbalizes the instructions.
overt self-guidance stage of self-instructional training
children perform the task while verbalizing the instructions aloud themselves.
faded overt guidance stage of self-instructional training
children perform the task while whispering the instructions.
covert self-instruction stage of self-instructional training
children perform the task while repeating the instructions subvocally.
conceptualization/education phase of Stress Inoculation Training
clients are provided with information about stress and its effects and are encouraged to view stressful situations as “problems-to-be-solved”
skills acquisition and consolidation phase of Stress Inoculation Training
clients learn a variety of cognitive and behavioral coping skills which may include relaxation, self-instruction, and problem-solving
application and follow-through phase of Stress Inoculation Training
clients use newly acquired coping skills, first in imagined and role-playing situations and then in real life situations.
Clean pain in ACT
natural levels of physical and psychological discomfort that are inevitable and cannot be controlled.
Dirty pain in ACT
the emotional suffering that’s caused by attempts to control or resist clean pain.
Experiential acceptance in ACT
counters experiential avoidance and is “the active and aware embrace of private experiences without unnecessary attempts to change their frequency or form”
Cognitive defusion in ACT
counters cognitive fusion and is the ability to distance oneself from one’s thoughts and feelings and view them as experiences rather than reality.
Being present in ACT
counters attentional rigidity to the past and future and involves being in contact with whatever is happening in the present moment.
Awareness of self-as-context in ACT
counters attachment to the conceptualized self. It’s the ability to view oneself as the context in which one’s thoughts and feelings occur rather than as the thoughts and feelings themselves.
Values-based actions in ACT
counter unclear, compliant, or avoidant motives and depend on the ability to use one’s freely chosen values to guide one’s behaviors.
committed action in ACT
counters inaction, impulsivity, and avoidant persistence and refers to a commitment to continue to act in ways consistent with one’s values in the future, even when faced with obstacles.
