Cognitive/Behavior Therapy Flashcards

Question

five secrets of effective communication

Answer 1

disarming, empathy, inquiry, "i feel" statements, stroking,

Answer 2

psychoeducation, self-monitoring, create a problem list, acceptance and commitment, coping skills, feared fantasy

Answer 3

explore avoidance, assign worry time, change maladaptive automatic thoughts and assumptions, modify core beliefs, problem solving, interpersonal skills and assertiveness

Answer 4

psychoed, therapeutic alliance, cognitive restructuring, exposure

Answer 5

standard wake up time, bed used for only sleep or sex ,

Answer 6

stay up later to regulate circadian rhythms

Answer 7

learning based approaches to target maladaptive behavior patterns, skills deficits, motivational and cognitive barriers to change, grounding techniques

Answer 8

distal background factors, proximal situational factors, addictive behavior

Answer 9

cognitive and behavioral, dbt, schema-focused, transference-focused, mentalization-based,

Answer 10

focus on acceptance and mindfulness, core strategies are validation and problem-solving

Answer 11

individual therapy and skills modules on mindfulness, emotional regulation, distress tolerance, interpersonal effectiveness

Answer 12

applied Pavlovian principles to human psychopathology, Little Albert experiment

Answer 13

mother of exposure therapy, Little Peter experiment - desensitized a child to rabbits, curing his fear

Answer 14

first wave of operant thought, put cats in puzzle boxes, created law of effect (any response followed by a “satisfying state of affairs” is likely to occur again)

Answer 15

reciprocal inhibition led to development of systematic desensitization

Answer 16

major role in growth of behavior therapy, did real life in vivo exposures

Answer 17

Replaces an excess behavior with a response that is more adaptive and fulfills the same function Components: 1 - appropriately selecting and classifying excess behaviors 2 - conducting a functional assessment of the target behavior as the basis for intervention selection 3 - incorporating skill acquisition and choice making into the intervention 4 - using the least restrictive techniques 5 - monitoring the collateral effects of the intervention 6 - employing procedures to enhance maintenance and generalization 7 - producing meaningful outcomes

Answer 18

discrete behaviors that occur at the same time or in rapid alternation. One response in a cluster is the keystone behavior, which sets the occasion for other responses to occur. Example: Social phobia, keystone: contact with peers, response cluster: poor eye contact, racing heart, flushed, worried thoughts

Answer 19

routine sequence of responses that have a distinct behavior caused by a cue and a defined end. Each response in a chain serves as the eliciting stimulus for the next behavior AND as a reinforcing stimulus for the preceding behavior

Answer 20

differential reinforcement of a response to a specific stimulus. All behavior within the hierarchy serves a similar function, but with varying efficiency

Answer 21

used to assess a patient’s fears and done by having them do a more fear provoking behavior each time to see how bad it gets

Answer 22

Operant conditioning is basically stimulus control. When a certain stimulus is present, X behavior happens. When the stimulus is absent, X doesn’t happen. Behavior is under stimulus control because it depends on the stimulus’ presence/absence

Answer 23

Antecedents (triggers), behavior, consequences (reinforcement/punishment)

Answer 24

``` Type of antecedent, also called a slow trigger. Environmental factors that influence behavior but are not immediate. Example: a kid doesn’t eat breakfast before school and then refuses to do math class later in the morning. Can be minimized in some cases, example: let the kid eat breakfast in class Can be neutralized by intervening before the problem occurs ```

Answer 25

If a dead man can do it, it is not a behavior. If a dead man can’t do it, then it is a behavior. Ex: a dead man can “Don’t swear at peers,” but a dead man can’t “Speak to peers without swearing.” “Speak to peers without swearing” is a better behavioral goal than “don’t swear” If a dead man can do it, it is not a behavior. If a dead man can’t do it, then it is a behavior. Ex: a dead man can “Don’t swear at peers,” but a dead man can’t “Speak to peers without swearing.” “Speak to peers without swearing” is a better behavioral goal than “don’t swear”

Answer 26

To get something (positive reinforcement) | To avoid something (negative reinforcement)

Answer 27

behavior increases as the result of the application of a reinforcer following the behavior

Answer 28

a behavior increases as the result of the withdrawal or termination of a reinforcer - Depression is negatively reinforced. Take away perceived aversive (avoid) stimuli (accelerates = increased sleep, isolation behaviors). - Addiction is negatively reinforced. Take away withdrawal symptoms by using drug (accelerates behavior).

Answer 29

the application of a stimulus following a response decreases that response - Add a time out (positive, you are adding a stimulus) that decreases the behavior of hitting another child (punishment, behavior declines)

Answer 30

a stimulus is removed following a behavior and, as a result, the behavior decreases - Take away the toy (negative, REMOVE) that the hit the other child to get (hitting declines, PUNISHMENT)

Answer 31

Results in new learning, not unlearning - old association never goes away, we just strengthen a new one. This was our spider phobia presentation we did in her class

Answer 32

Decreased responding to repeated presentations of a stimulus that is not due to receptor adaptation or muscular fatigue

Answer 33

Assessment, psychoeducation, hierarchy construction, exposure (desensitization, in vivo, imaginal, CR, etc), processing, homework

Answer 34

mismatch between expectancy and outcome is critical for new learning - basically Rescorla-Wagner. Greater expectancy violation -> greater inhibitory learning

Answer 35

exposing multiple fears combined after they have both been extinguished separately - holding a spider on a plane wasn’t actually that bad, now neither spiders nor planes are scary, greater learning bc spiders on a plane are supposed to be scary as hell

Answer 36

trauma narrative, role of exposure, & underlying theory (Foa et al. Emotional Processing Theory, Mowrer’s 2-Factor Theory)

Answer 37

key background ideas/theory (e.g., assimilation, accommodation, stuck points, themes/beliefs) and key components (impact statement, cognitive restructuring, worksheets, homework)

Answer 38

Avoidance limits activation of trauma memory, exposure to corrective information, articulation of trauma memory, prevents organization of the memory -> maintains trauma-related associations and beliefs Primary avoidance: avoidance of the memory and reminders Secondary avoidance: substance use, safety behaviors, compulsions, sexual avoidance Protection-based compensatory strategies: hyperarousal/vigilance, numbing/emotional suppression, anger/aggression, suicidal ideation/attempt, self-injury

Answer 39

Develop exposure hierarchy, ask pt to record anxiety before, at its peak during the exposure, and after, have pt stay in situation until anxiety reduces to be half (minimum 30 minutes) Small successes in hierarchy can give pt motivation to complete next activity, can generalize to other activities in pts life, and can be juxtaposed with other scary activities

Answer 40

Revisiting trauma memory in imagination Teaches pt that they can think about the trauma without reliving it/going crazy, that trauma is in the past, that they have control and are competent Allows pt to process and organize the memory, learn that memories are not dangerous, and gain confidence in controlling emotions around the trauma memory Procedure: recall the memory with eyes closed, imagine the trauma happening now, engage in the feelings the memory elicits, describe trauma memory in present tense, recount as many details as possible, repeat the narrative as many times as necessary in allotted time, give SUDs when asked without coming out of the memory

Answer 41

Fear of the somatic symptoms and fear of having a heart attack/dying/the usual body stuff

Answer 42

Conditioned fear of internal cues because of their learned associations with intense fear, pain, or distress. The low level somatic sensations of anxiety become conditioned stimuli. Patients may not be aware of the anxiety signals, so panic seems to come out of the blue. Exposure gives patients opportunity to examine negative predictions about internal sensations, increase tolerance to and acceptance of internal sensations - lets clients learn to feel dizzy without immediately thinking they’re going to die

Answer 43

Clients record the frequency, duration, and quality of their panic attack symptoms Replaces “this was the worst experience of my life and I might die if it happens again” with more adaptive “my anxiety was a 7/10 and i felt my heart racing” Compliance is a problem, patients anticipate that monitoring will increase their anxiety, monitoring means they can’t avoid

Answer 44

The person has an existing biological vulnerability. They experience stress, then experience the physical symptoms and associate those symptoms with alarm (interoceptive conditioning). The person is psychologically vulnerable to future alarms, then worries about it happening again, becomes hypervigilant to physical cues and increases avoidance

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Cognitive/Behavior Therapy Flashcards

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