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Counselling Theory and Practice 1 > Cognitive and Behavioural > Flashcards

Cognitive and Behavioural Flashcards

1
Q

What differentiated the Cognitive and Behavioural paradigm from others?

A

They moved away from the prevailing psychiatric treatment for psychological disorders and became interested in the psychological paradigm. What can be observed, measured, analysed and assessed.

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2
Q

What does behaviourism say about people?

A

The way we act and behave is dependent on how people behave to our behaviours.

Through science, and understanding animal behaviour, we can understand how people behave

All behaviour is learnt, not innate.

Everything we do reacts to external stimuli. If we are rewarded we will continue behaviour if we are disapproved we will stop.

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3
Q

How do we assess people in behaviourism?

A

Peoples environments, punishments and reinforcements are analysed, particularly cognitive distortions and ways of thinking, this then carries over to how someone is to be treated.

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4
Q

What is a model of first wave behaviourism?

A

Reward, Reinforcement, Extinction

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5
Q

What are some real world examples we see of behaviourism?

A

School, behavioural modification

Prisons - token systems

Parenting

Drug and alcohol

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6
Q

Who pioneered the second wave of this paradigm with what theories?

A

Ellis with REBT
Reactive Emotional Behavioural Therapy

Beck with CBT
Cognitive Behavioural Therapy

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7
Q

Whats the philosophical root of Beck and Ellis’ models?

A

The cognitive perception of an event is what will effect us, determining how we think, feel and behave. Therefore, thoughts instigate our feelings.

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8
Q

What does the second wave of cognitive and behavioural say about thoughts and change?

A

We are biologically programmed to think irrationally and rationally

How we think, feel and act interact together. Thinking, determines thoughts and behaviour.

We have a capacity to change if we focus on the present.

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9
Q

What is the A, B, C model and what is its intention?

A

A - Activating event
B - (Beliefs) Perception of event guided by our rational and irrational beliefs
C - (Consequence) Belief determines consequence

A doesn’t cause C but is influenced by B.

This model can be attuned to focus on either thoughts, feelings or behaviour they are all interrelated and will end up changing each other.

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10
Q

Where do problems come from?

A

They come from schemas.

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11
Q

What are schemas?

A

They are either adaptive or maladaptive perceptions of the self or the world.

They act as filters determining out responses to adversity.

They’re present in our thoughts, feelings and behaviours about the physical self.

They are a grounding for how we respond to all aspects of the self and the world.

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12
Q

As a CBT or REBT therapist what are we listening out for?

A

Negative automatic thoughts and comments that hinder our coping.

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13
Q

Selective Abstraction

A

conclusion based on isolation

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14
Q

Dichotomus or B+W thinking

A

always/never instead of sometimes

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15
Q

Magnification + Minimisation

A

events are exaggerated or underplayed

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16
Q

Emotional Reasoning

A

Assuming our emotions represent the way things are

17
Q

Arbitrary Inferences

A

Draw conclusions about events without sufficient experience

18
Q

Labelling + Mislabelling

A

The effective reaction is proportional to the descriptive labelling of an event rather than the actual intensity of a traumatic situation.

19
Q

Mental filtering

A

Only focusing on the negative aspect of a situation and filtering out the positives.

20
Q

Catastrophising

A

Usually sees an unfavourable outcome to an event and then decides that if this outcome does happen, the results will be a disaster.

21
Q

Mind reading

A

assumption we known what others are thinking

22
Q

Should statements

A

‘i should do this’, ‘I must do this’

23
Q

How does CBT generate change?

A

Focusing on the present

Linking thoughts, behaviours and feelings

Goal orientation

Re-structuring how we think

24
Q

What are some therapeutic techniques used to help people in CBT?

A

Psychoeducation - understand how the mind works

Counsellor as teacher

Thought monitoring
Stream of thought

Socratic questioning
Challenge and re-structure beliefs

People becoming their own therapist

People unpack themselves through journalling and homework

Dedication to science
An evidence based approach of techniques

25
Q

What are the two approaches used in the third wave of cognitive and behavioural?

A

Acceptance and commitment therapy (ACT)

Dialectical behavioural therapy (DBT)

26
Q

What does ACT and DBT say about people?

A

Assumes we are fed this happiness story by the media and other sources. We internalise this story and it becomes detrimental to our psychology as we are aware of suicide, family issues, abuse etc. meaning thoughts become very powerful in determining our wellbeing. Act calls out these ideas and replaces negative thoughts with positive.

27
Q

How do problems arise in ACT?

A

By creating unhealthy strategies to cope with negative emotions

A lack of psychological flexibility.

We undergo ‘cognitive fusion’ where we become tangled in our thoughts and beliefs and respond to the world according to these.

We begin to believe our thoughts are reality.

Become experiential avoidant.

28
Q

How does ACT support change?

A

The goal is to increase psychological flexibility by diffusing thoughts. We aren’t getting rid of the thoughts entirely but rather surfing them.

By using mindfulness and acceptance to develop flexible patterns of responding to psychological problems.

Reducing the impact of thoughts and self stories on behaviour.

Help the client to be in contact with their actual experiences.

Focuses on values

29
Q

How does the therapeutic process achieve psychological flexibility?

A

By combining and focusing on the tangibility and influential connectivity of;

Attention to presence 
Acceptance 
Diffusion 
Self-as-Context
Committed action 
Values
30
Q

Attention to present

A

Mindfulness and other techniques

31
Q

Acceptance

A

Acceptance without judgment

32
Q

Diffusion

A

Creating distance form thoughts to help shape and guide behaviour

33
Q

Self-as-context

A

Making people aware of themselves as an observer of their thoughts.

34
Q

Values

A

Clarifying with client what is important to them

35
Q

Committed Action

A

Engage in behaviour change strategies to support them to take value based action.

36
Q

What are some act techniques?

A

Psychoeducation

Mindfulness

Cognitive Diffusion - noticing I am having a thought, leaves on a stream

Values experience

Contact with the present moment

Journaling

Struggle switch

Counselling Theory and Practice 1 (4 decks)

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