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PCOM Specific > Cognitive/Behavior Therapy > Flashcards

Cognitive/Behavior Therapy Flashcards

1
Q

what is cognitive therapy

A

approaches that attempt to modify existing or anticipated disorders by virtue of altering cognitions

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2
Q

what is the cognitive model

A

our emotions, behavior, and physiological responses are powerfully influenced by our cognitions

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3
Q

who was the first cognitive “therapist”

A

epictetus

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4
Q

what were freuds contributions to CBT

A

talk therapy, free association, transference/countertransference, dream work, secondary gain, neurological basis, defense mechanisms

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5
Q

what are primary defense mechanisms

A

repression, denial, projection, displacement, regression, sublimation

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6
Q

other contributing psychologists

A

adler, horney, piaget

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7
Q

what is the preconscious

A

(INTERMEDIATE BELIEFS/CORE/SCHEMA) not in awareness but easily accessible in thoughts, from early childhood events,

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8
Q

first wave

A

behaviorism - conditioning, stimulus response model, pavlov, three term contingency model

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9
Q

second wave

A

cognitive wave - cognitions maintain maladaptive behavior so focus on thoughts was necessary

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10
Q

who did the evolution of cognitive therapy begin with

A

albert bandura - social learning theory, self-efficacy

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11
Q

triadic reciprocal determinism

A

environment, person, behavior

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12
Q

whose dick do we suck related to the evolution of CBT

A

beck

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13
Q

third wave

A

Steven Hays (Acceptance and Commitment Therapy), Marsha Linehan (DBT), Zindel Siegel (Mindfulness), Adrian Wells (Metacognitive CT), jeff young (schema focused therapy)

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14
Q

fourth wave

A

neuro factors, CBT and medical disorders, bipolar treatment, schizophrenia treatment

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15
Q

purpose of evidence based

A

to promote effective psychological practice and to enhance public health

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16
Q

cognitive case conceptualization

A

evolving framework to understand past, explain present, predict future - what are the consequences of thoughts/emotions/behaviors/symptoms

core beliefs (schema) -> immediate beliefs (attitudes, rules, assumptions), compensatory strategies (coping styles)

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17
Q

beck’s cognitive triad of depression

A

yourself, the world, your future

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18
Q

cognitive distortion

A

overgeneralization, magical thinking, comparative thinking, all or nothing, shoulds/musts, mind reading, magnification, maladaptive imagery, emotional reasoning, mental filter, disqualifying the positive, jumping to conclusions, labeling/mislabeling, personalization, perfectionism

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19
Q

CT Checklist

A

cognitive conceptualization, strong alliance, goal setting, agenda, homework, problem solving, evaluation of thoughts and beliefs, behavioral change, relapse prevention

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20
Q

therapy session 1 structure

A

mood check, agenda, update, discuss diagnosis/psychoed, reinforce cognitive model, ask for feedback

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21
Q

dysfunctional thought record

A

event, emotion, automatic thoughts, physical sensatoin

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22
Q

DTR goals

A

alleviate distress through cognitive behavioral techniques, teach how to generalize techniques, motivate to use in future

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23
Q

three maladaptive coping styles

A

overcompensation, avoidance, surrender

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24
Q

treating maladaptive coping

A

uncovering techniques, techniques for treating automatic thoughts, guided imagery

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25
Q

five secrets of effective communication

A

disarming, empathy, inquiry, “i feel” statements, stroking,

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26
Q

CT for anxiety

A

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

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27
Q

cognitive interventions for anxiety

A

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

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28
Q

CBT for social anxiety

A

psychoed, therapeutic alliance, cognitive restructuring, exposure

29
Q

stimulus control for insomnia

A

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

30
Q

sleep restriction

A

stay up later to regulate circadian rhythms

31
Q

CBT for substance use

A

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

32
Q

basic model of addiction

A

distal background factors, proximal situational factors, addictive behavior

33
Q

treatments for borderline

A

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

34
Q

cbt for borderline

A

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

35
Q

DBT

A

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

36
Q

watson

A

applied Pavlovian principles to human psychopathology, Little Albert experiment

37
Q

cover jones

A

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

38
Q

thorndike

A

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)

39
Q

wolpe

A

reciprocal inhibition led to development of systematic desensitization

40
Q

eysenck

A

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

41
Q

educative approach

A

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

42
Q

response clusters

A

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

43
Q

response chain

A

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

44
Q

response hierarchies

A

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

45
Q

behavioral avoidance tests

A

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

46
Q

stimulus control

A

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

47
Q

abc model

A

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

48
Q

setting events

A 
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
49
Q

dead man rule

A

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”

50
Q

primary functions of behavior

A

To get something (positive reinforcement)

To avoid something (negative reinforcement)

51
Q

positive reinforcement

A

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

52
Q

negative reinforcement

A

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).
53
Q

positive punishment

A

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)

54
Q

negative punishment

A

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)

55
Q

extinction

A

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

56
Q

habituation

A

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

57
Q

common elements of exposure

A

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

58
Q

expectancy violation

A

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

59
Q

deepened extinction

A

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

60
Q

prolonged exposure components

A

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

61
Q

cognitive processing therapy

A

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

62
Q

avoidance in PTSD

A

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

63
Q

in-vivo exposure

A

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

64
Q

imaginal exposure

A

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

65
Q

Fear of fear

A

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

66
Q

interoceptive conditioning

A

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

67
Q

self-monitoring

A

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

68
Q

barlow’s model of panic

A

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

PCOM Specific (11 decks)

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