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EPPP(B) > Cognitive Bx Therapies > Flashcards

Cognitive Bx Therapies Flashcards

1
Q

Beck’s CBT

A

-developed originally for depression

-EBP for bipolar d/o, generalized anxiety disorder, anorexia, bulimia, schizophrenia, OCD, PTSD

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2
Q

Psychological disturbances according to CBT

A

-due to maladaptive cog schemas, automatic thoughts, & cognitive distortions

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3
Q

Cognitive schemas

A

core beliefs developed during childhood

-result of experience and biological factors (ex bio reactivity to stress)

-enduring

-maladaptive or adaptive

-revealed in automatic thoughts

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4
Q

Cognitive profiles

A

-different disorders associated with different maladaptive schemas

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5
Q

Depression according to CBT

A

-negative beliefs about self, world, and the future

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6
Q

Automatic thoughts

A

-verbal self-statements or mental images that come to mind spontaneously when triggered by circumstances & intercede between an event or stimulus and emotional or behavioral reactions

-can be positive or negative

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7
Q

Negative automatic thoughts

A

-distortion of reality, emotional distress, and/or interfere with the pursuit of life goals

-can contribute to psychological distress

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8
Q

Dysfunctional Thought Record

A

-used to record negative thoughts outside of therapy

-record event/situation that led to unpleasant emotion, automatic thoughts that precede the emotion, type of emotion, intensity on scale from 1-100, alternative rational response to automatic thought, and outcome (emotion & any change in bx elicited by rational response)

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9
Q

Cognitive Distortions

A

-systematic errors in reasoning that effect thinking when a stressful situation triggers a dysfunctional schema that in turn affects the content of automatic thoughts

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10
Q

Common cognitive distortions

A

-arbitrary inference
-selective abstraction
-dichotomous thinking
-personalization
-emotional reasoning

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11
Q

Arbitrary inference

A

-drawing negative conclusions without any supporting evidence

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12
Q

Selective Abstraction

A

-paying attention to and exaggerating a minor negative detail of a situation while ignoring other aspects of the situation

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13
Q

Dichotomous thinking

A

-classify things into one of two extremes
Ex. Success or failure

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14
Q

Personalization

A
  • concluding someone’s actions cause an external event without evidence for that conclusion
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15
Q

Emotional reasoning

A
  • reliance on one’s emotional state to draw conclusions about self, others, & situations.
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16
Q

Goals of CBT

A
  • correct faulty information processing
  • help patients modify assumptions that maintain maladaptive behaviors and emotions
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17
Q

CBT therapist approach

A
  • an active structured approach
  • use a variety of cognitive and behavioral techniques
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18
Q

Cognitive techniques used in CBT

A
  • redefining the problem
  • reattribution
  • decatastrophizing
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19
Q

Behavioral techniques used in CBT

A
  • behavioral rehearsal
  • exposure therapy
  • guided imagery
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20
Q

Essential feature of CBT

A
  • reliance on collaborative empiricism
  • Socratic dialogue
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21
Q

Collaborative empiricism

A
  • collaborative therapeutic alliance between the therapist and client

,- work as co-investigators and examine the evidence to accept support reevaluate or reject the client’s thoughts, assumptions, intentions and beliefs

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22
Q

Socratic dialogue

A
  • involves asking the client questions that are designed to clarify and define the client’s problems

-identify the thoughts and assumptions that I underline those problems

  • and evaluate the consequences. Maintaining maladaptive thoughts and assumptions
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23
Q

Rational emotive behavior therapy

A

-Ellis

  • attribute psychological disturbances to irrational beliefs
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24
Q

Irrational beliefs

A

-rebt

  • absolute or dogmatic
  • expressed in the forms of mass, shoulds, odds, have tos
  • lead to negative emotions at largely interfere with goal pursuit and attainment
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25
Q

A-B-C-D-E

A

-REBT

  • explain psychological disturbance and the process of change in therapy
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26
Q

A

A
  • activating event
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27
Q

B

A
  • the clients irrational beliefs about that event
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28
Q

C

A
  • the emotional or behavioral consequence of that belief
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29
Q

D

A
  • the therapist use of techniques that dispute the client’s irrational belief
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30
Q

E

A
  • the effects of these techniques
  • the replacement of their rational beliefs with the more rational one
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31
Q

Practitioners of REBT

A
  • use a variety of cognitive, behavioral, and emotive techniques
  • active disputation of irrational beliefs
  • rational-emotive imagery
  • systematic desensitization
  • skills training
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32
Q

Research on REBT

A
  • It’s an effective treatment for depression, anxiety, conduct problems, anger, and several other disorders and conditions
33
Q

Self-instructional training

A

-Miechenbaum

  • initially developed to teach problem solving skills to kids with high levels of impulsivity
  • five stages
34
Q

Five stages of self-instructional training

A
  • cognitive modeling stage
  • over external guidance stage
  • over itself guidance stage
  • faded overt guidance stage
  • cover self-instruction stage
35
Q

Cognitive modeling stage

A
  • self-instructional training

-stage 1

  • children observe a model perform a task while the model verbalizes instructions aloud
36
Q

Overt external guidance stage

A

-stage 2

Self-instructional training

children perform the same task while the model verbalizes instructions

37
Q

Overt self-guidance stage

A

Self-instruction training

Stage 3

  • children perform the task while verbalizing the instructions allowed to themselves
38
Q

Faded over guidance stage

A
  • self-instructional training
  • stage 4
  • children perform the task while whispering the instructions
39
Q

Covert self-instruction stage

A

Self-instructional training

Stage 5

  • children perform the task while repeating the instructions subvocally
40
Q

Instructions in self -instructional training

A
  • address 4 skills
  • identifying the nature of the task
  • focusing attention on the task and behaviors needed to complete it
  • providing self reinforcement that sustains appropriate behavior
  • evaluating performance and correcting errors
41
Q

Stress inoculation training

A

-miechenbaum

  • focuses on improving the ability for clients to deal with ongoing and future stressful situations by a teaching effective coping skills
  • three phases
42
Q

Three phases of stress inoculation training

A
  • conceptualization/ education phase
  • skills acquisition phase & consolidation phase
  • application and follow through phase
43
Q

Conceptualization/ education phase

A
  • stage one
  • stress inoculation training
  • clients are provided with information about stress and it’s effects
  • encouraged to view view stressful situations as problems to be solved
44
Q

Skills acquisition phase and consolidation phase

A

Stress inoculation training

  • stage 2
  • learn a variety of cognitive and behavioral coping strategies which may include relaxation, self-instruction, and problem solving
45
Q

Application and follow through phase

A

Stress inoculation training

Stage 3

  • new use newly acquired coping skills first and imagined and role playing situations and then in real life encounters
46
Q

Acceptance and commitment therapy

A
  • based on the assumptions that psychological pain is both universal and normal, part of what makes us human
  • psychological and flexibility causes psychological problems and is characterized by rigid dominance of psychological reactions chosen over values and contingencies and guiding action
47
Q

Pain in ACT

A
  • clean pain
  • dirty pain
48
Q

Clean pain

A

ACT

  • also known as clean discomfort
  • refers to natural levels of physical and psychological discomfort that are inevitable and cannot be controlled
49
Q

Dirty pain

A

ACT

  • ALSO KNOWN AS DIRTY DISCOMFORT
  • emotional suffering that is caused by attempts to control or resist clean pain
50
Q

Goal of ACT

A
  • increase psychological flexibility by addressing the six core processes that foster acceptance, mindfulness, commitment, and behavior changed and counter the process that contributes to psychological inflexibility
51
Q

Experiential acceptance

A

ACT

  • COUNTERS EXPERIENTIAL AVOIDANCE AND IS THE ACTIVE AND AWARE EMBRACE OF PRIVATE EXPERIENCES WITHOUT UNNECESSARY ATTEMPTS TO CHANGE THEIR FREQUENCY OR FORM
52
Q

Cognitive diffusion

A

ACT

  • counters cognitive fusion
  • ability to distance one cell from one’s thoughts and feelings and view them as experiences rather than reality
53
Q

Awareness of self as context

A

ACT

  • counters attachment to the conceptualized self
  • the ability to view oneself as a context in which one’s thoughts and feelings occur rather than the thoughts and feelings themselves
54
Q

Values-based actions

A

ACT

  • COUNTER UNCLEAR, COMPLIANT, OR AVOIDED MOTIVES
  • depend on the ability to use ones freely chosen values to guide one’s behaviors
55
Q

Committed action

A

ACT

  • COUNTERS IN ACTION, IMPULSIVITY, AND AVOIDANT PERSISTENCE
  • The commitment to continue to act in ways consistent with one’s values in the future, even when faced with obstacles
56
Q

ACT interventions

A
  • Target the six processes and include metaphors, mindfulness strategies and experiential exercises
57
Q

What disorders is a CT evidence-based treatment for?

A
  • chronic pain
  • psychosis
  • depression
  • anxiety disorders
    -OCD
58
Q

Mindfulness

A
  • the moment to moment awareness of one’s experiences without judgment
59
Q

Mindfulness

A
  • has been incorporated into several therapeutic approaches including act and DBT
  • core strategy of mindfulness-based stress reduction and mindfulness base cognitive therapy
60
Q

MBSR

A

– mindfulness space stress reduction

  • was originally developed to make mindfulness meditation available and accessible, and a Western medical setting while remaining true to the essence of the Buddhist teaching
  • used to help people cope with stress, pain, and illness
  • consists of eight session group program which focuses on teaching participants. Several mindfulness meditation practices including breathing, yoga, and sitting and walking meditation
61
Q

MBCT

A

Mindfulness space cognitive therapy

  • combines elements of MBSR and CBT
  • originally developed as a method for treating recurrent depression
  • effective treatment for depression, anxiety, chronic pain and insomnia
62
Q

Primary goals of MBCT

A
  • enable clients to become self-aware so that they can learn to decent her from distressing, thoughts, feelings, body sensations and behaviors
63
Q

Interventions of MBCT

A
  • incorporate psycho education, mindfulness meditation practice, and cognitive behavioral techniques
  • eight session group program
64
Q

Research on MBCT

A
  • effective for treating psychological disorders and physical/ medical conditions
  • more effective for psychological disorders, especially depression, anxiety and stress
  • no clear consensus about the mechanisms that are responsible for its effectiveness, but several mechanisms have been proposed
65
Q

Mechanisms proposed for the effectiveness of MBCT

A
  • attention regulation, emotion regulation, body awareness and decentering
66
Q

Body awareness

A
  • MBCT
  • the awareness of one’s internal states
67
Q

Decentering

A

Mbct

  • reperceiving
  • the ability to separate one’s thoughts and emotions and view them objectively as transient mental events
68
Q

Cognitive behavioral therapy for suicide intervention

A
  • several versions
  • cognitive therapy for suicide prevention (CT-SP)
  • brief cognitive therapy for suicide prevention (BCBT)
  • cognitive behavioral therapy for suicide prevention (CBT-SP)
69
Q

CT-SP

A
  • was designed to prevent suicide attempts by adults who recently attempted suicide
70
Q

BC BT

A
  • developed for active duty members of the military
  • incorporates many of the elements of CT-SP
71
Q

CT-SP and BCBT

A
  • consist of three phases that focus on emotion regulation, cognitive flexibility, and relapse prevention
72
Q

CBT-SP

A
  • developed for adolescents who recently attempted suicide and combines elements of CBT and DBT
  • acute and continuation phases that include individual and family sessions
73
Q

Acute phases of CBT-SP

A
  • consist of chain analysis, safety planning, psycho education, addressing reasons for living, and case conceptualization
74
Q

Chain analysis

A
  • identification of events that led to the suicide attempt
75
Q

Continuation phase

A
  • CBT-SP
  • focuses on generalizing and consolidating behaviors and cognitive skills and relapse prevention
76
Q

Safety planning intervention

A
  • essential component of cognitive behavioral therapy for suicide prevention
  • can be used as a component of CBT or standalone intervention in emergency departments or other emergency situations or any other time when long-term care is not feasible or available
77
Q

Six steps of safety planning intervention

A
  • start with the use of internal strategies and switch to external strategies when internal strategies do not work
  1. Recognize the warning signs of imminent suicidal crisis
  2. Use internal coping strategies
  3. Utilizing social contracts as a means of distraction or support
  4. Contacting family or friends that may help resolve the crisis
  5. Contacting mental health professionals or agencies
  6. Reducing access to legal means
78
Q

Research on SPI

A
  • SPI and other safety plans are useful for reducing suicidality
  • no empirical evidence supporting the use of no suicide contracts
79
Q

Effectiveness of cognitive behavioral therapies for suicide prevention

A
  • reduce suicidal ideations and suicide attempts, feelings of hopelessness and depression

These benefits occur regardless of the person’s gender, severity of suicidal ideation, and the number of suicide attempts

EPPP(B) (13 decks)

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