Final Flashcards
1
Q
Assessment
A
Any procedure used to gather info about people
2
Q
Basic steps in intervention
A
Assessment, goal setting, intervention design, implementation, evaluation
3
Q
T/F: assessment is not very important
A
False, it is very important
4
Q
Assessment focus in CBT
A
General thought patterns, core beliefs, etc., assess disorder specific areas, general areas of functioning
5
Q
Examples of theory based methods
A
Free-association, think-aloud record, cue-based thought monitoring, self-monitoring, interview, questionnaires and inventories, sentences completion
6
Q
Questionnaires and inventories
A
Dysfunctional attitudes scale, automatic thoughts questionnaire, cognitive bias questionnaire
7
Q
Dysfunctional attitudes scale
A
Look for negative schemas and beliefs, especially those that may lead to psychopathology or negative behavior
8
Q
Beck’s self-report measures
A
Beck depression inventory, Beck anxiety inventory, Beck hopelessness scale
9
Q
Shortcomings of focused self-report measures
A
Little psychometric data on measures, capacity and willingness to be truthful, response bias
10
Q
Conceptualization
A
Therapist’s framework for understanding of a patient
May be general; typically individual
11
Q
Two general components of conceptualization
A
Overt difficulties, Underlying mechanisms
12
Q
T/F: Therapist begins to construct a conceptualization during first contact and continues to refine the conceptualization until their last session
A
True
13
Q
T/F: conceptualization is the highest order skill
A
True
14
Q
Conceptualization relationship to diagnosis
A
Not same as a diagnosis, Diagnosis alone typically not sufficient to make a treatment
15
Q
T/F: in the cognitive model, the conceptualization is never shared with the patient
A
False
16
Q
What does a good conceptualization provide?
A
both a broad and a deep view of patients’ difficulties
17
Q
Components of a good conceptualization
A
Problem list, hypothesized underlying mechanisms, how the mechanisms produce the problems, current precipitants, origins of the mechanisms, treatment plan, predicted obstacles of treatment
18
Q
Problem list
A
an exhaustive list of patient’s difficulties, problems in every area of life, simple, descriptive, concrete terms, may Include diagnosis
19
Q
Hypothesized underlying mechanisms
A
Biological, cognitive, behavioral mechanisms. Looks at dysfunctional thoughts and beliefs
20
Q
How the mechanisms produce the problem
A
A story of how the person got to this place
21
Q
Current precipitations
A
Recent events that might lead to current difficulties and how much they interact with underlying mechanisms
22
Q
Origins of the mechanisms
A
If they have an underlying belief, what happened in the past to originate this belief?
23
Q
Treatment plan
A
Come up with ideas to treat problems on the list
24
Q
Predicted obstacles to treatment
A
What might make treatment difficult
25
Initial assessment
The portion of the assessment process that begins before therapy starts
26
Clinical interview
the assessment in which a mental health professional gathers information from a client by asking questions and recording the client’s verbal and nonverbal responses
27
Behavioral observations
An assessment method in which a therapist observes, firsthand, the manner in which the client responds to a trigger or stimulus for an upsetting emotional experience or maladaptive behavior or the manner in which the client lives his/her life outside of the therapist’s office
28
Collateral information
Information about the client that is supplied by a family member, healthcare professional, teacher, or someone else who has close contact with the client and has had many opportunities to observe his or her behavior
29
Why are suicide risk assessments essential?
To ensure that at-risk clients are receiving the necessary care to reduce the likelihood that they will engage in suicidal behavior
30
Three levels of case formulation
The level of the case, the level of the problem or syndrome, the level of the situation
31
The level of the case example
Beck’s cognitive theory. Depressive symptoms, OCD, insomnia, etc.
32
The level of the problem or syndrome example
J.B.P treated a patient with fatigue and yielded two possible formulations, abuse of sleeping medications or negative thoughts
33
The level of the situation example
Beck’s theory, the thought record format
34
5 components of cognitive behavioral case formulation (Persons/Davidson)
Problem list, diagnosis, working hypothesis, strengths and assets, treatment plan
35
Domains to cover in problem list
Psychological/psychiatric symptoms, interpersonal, occupational, medical, financial, housing, legal, and leisure
36
Relationship between case formulation and treatment plan
Assists therapist in therapeutic process
37
Case formulation (Persons/Davidson)
A theory of a particular case
38
Working hypothesis (Persons/Davidson)
The therapist develops a mini theory of the case, adapting a nomothetic theory to the particulars of the case at hand
39
Biofeedback
Give client ongoing feedback about physiological activity occurring within their bodies using instrumentation
40
Attribution
An explanation for an observed event or an account of what caused something to happen
41
Three attributional styles
Stability, internalize, globality
42
Self-instructional training
A form of self management that focuses on the importance of a person’s instructions for him or herself
43
T/F: self-instructional training is based on the idea that problems are caused by maladaptive self statements
True
44
Mechanisms of change (self-instructional training)
Cues for the recall of desirable sequences and interrupts the automatic behavioral or cognitive chains and to encourage the use of more adaptive strategies
45
Implementation
Collaborative conceptualization, client helps to develop skills that will help them change the problem behavior directly or to cope more effectively in the problem situation
46
Five steps of stress inoculation implementation
Cognitive modeling, cognitive participate modeling, overt self instruction, fading overt self instruction, covert self instruction
47
Cognitive modeling
Patient observes as a model performs the task while making statements out loud (questions about the nature of the task, specific instructions on how to complete the task, self-reinforcement
48
Cognitive participant modeling
Patient performs a task while the model verbalizes the instructions
49
Overt self instruction
Patient performs the task while instructing themselves out loud
50
Fading overt self intstruction
Saying instructions aloud, but whispering them
51
Covert self instruction
Patient does everything, but says instruction in their head
52
Specific uses for application (self-instructional training)
Reduce impulsivity in hyperactive children, teach children basic problem solving skills, decrease psychotic speech in hospitalized schizophrenics, reduce test, speech, and other forms of anxiety, improve the creativity of college students, and increase the on-task behavior of developmentally-disabled students
53
Stress inoculation training
Key treatment for anger issues, designed to help develop repertoire of skills that will enable them to cope with a range of stressful situations
54
Three components of stress inoculation training
Education, skill development, application training
55
Education
Therapeutic alliance
56
Skills acquisition and rehearsal
Teaching effective coping responses
57
Approaches to skill acquisition and rehearsal
Relaxation training, cognitive restructuring, problem-solving training, self-instructional training, designing escape routes, pleasant imagery, both direct-action and cognitive methods
58
Paced-mastery
Giving manageable amounts of stress at a time to help develop psychological immunization
59
When should a person seek professional help according to Burns?
If you have been unsuccessful in your own efforts to overcome a mood problem and you feel stuck
60
Chest/thoracic breathing
Shallow, irregular, and rapid breathing that is linked with lifestyle, stress, anxiety, or other forms of emotional distress
61
Abdominal/diaphramatic breathing
The natural breathing of newborn babies and sleeping adults. Air is drawn deep into the lungs and abdomen expands, making room for the diaphragm to contract downwards
62
Examples of breathing exercises
Letting go of tension, mindful breath control, abdominal breathing and imagination, alternate nostril breathing, and breath training
63
Progressive muscle relaxation
Each muscle group is tensed for five to seven seconds and then released and relaxed for twenty to thirty seconds
64
Meditation
The intentional practice of uncritically focusing your attention on one thing at a time
65
Mantra meditation
Th meditator repeats, either aloud, or silently, a syllable, word, or group of words
66
Centering yourself
Deliberately keeping an area of calmness within yourself by conscious thought no matter how intensely your emotions might be churning
67
Three basic meditations
Mantra, sitting, breath-counting
68
Most helpful attitude for meditation
A gentle, nonjudgmental, and embracing attitude
69
Three types of visualization
Receptive, programmed, guided
70
Applied relaxation
Brings together a number of proven relaxation techniques
71
Hypnosis
A term derived from the Greek work for sleep. There is a narrowing of consciousness accompanied by inertia and passivity
72
How self-hypnosis may be used for a specific problem
Experience positive images of your own choosing for the purpose of relaxing and reducing stress
73
Steps of thought stopping
List your stressful thoughts, imagine the thought, thought interruption, unaided thought interruption, thought substitution
74
Summary of Meichenbaum’s contributions
Many and far reaching, stress inoculation training, included children and developmentally disabled adults
75
What are thought records, triple column technique, questioning, behavioral experiments, examining the evidence, double standard, and shades of gray, survey method, semantic method, define terms, core-belief worksheet, metaphors and analogies, downward arrow/vertical arrow, thought stopping techniques used for?
Identifying and challenging automatic thoughts, distortions, and dysfunctional core beliefs
76
What is the coping cards technique used for?
Identifying and challenging automatic thoughts, distortions, and dysfunctional core beliefs, decision making and goal setting, and dealing with specific situations
77
What is the role playing technique used for?
Identifying and challenging automatic thoughts, distortions, and dysfunctional core beliefs, exploring, expressing, and altering emotions, and dealing with specific situations
78
What are drawing pictures, writing a letter, journaling, using metaphors and analogies, scaling, role playing, and shame attacking techniques used for?
exploring, expressing, and altering emotions
79
What is the pie method technique used for?
Causality, decision making and goal setting, and activity-related
80
What are pie method and reattribution techniques used for?
Causality
81
What is the cost-benefit analysis technique used for?
Exploring motivational issues and decision making and goal setting
82
What are cost-benefit analysis and you questions used for?
exploring motivational issues
83
What are cost-benefit analysis, pie method, generating alternatives, Davis goal setting, coping cards used for?
decision making and goal setting
84
What are activity log, activity scheduling, generating ideas, pie method, coping card, and pleasure-predicting sheet techniques?
Activity-related techniques
85
What are graded exposure, coping cards, acting as-if, role playing, and problem solving techniques?
techniques used to deal with specific situations
86
What do self control procedures share?
The characteristic of being administered by the client themselves
87
What are examples of self control procedures?
Self-monitoring, self-reinforcement and self punishment
88
Is relaxation training just physiological?
No, it involves cognitive, behavioral, emotional, and motivational issues
89
Why is teaching clients one or two more techniques not efficient?
Some work sometimes but not others and some techniques work for some and not others
90
Can relaxation training be highly individualized?
Yes, and it should be
91
Focusing
The ability to identify, differentiate, maintain attention on, and return attention to simple stimuli for an extended period of time
92
Passivity
The ability to stop unnecessary goal-directed and cognitive activity
93
Receptivity
The ability to tolerate and accept experiences that may be uncertain, unfamiliar or paradoxical
94
Identify upsetting events
Write brief description of the problem that is bothering you
95
Record negative feelings
Write negative feelings, rate them on a scale of 1-100
96
Triple column technique
Automatic thoughts, distortions, and rational responses
97
After answering your automatic thought, you should re-rate your belief in each of them and…
Evaluate how you feel after
98
What is an example of the least complex techniques?
Amount of cognitive control you need
99
Goals of relaxation
Recognize the difference between relaxation and tension and apply principles throughout the day
100
Is a goal of relaxation to always fall asleep?
No, a goal may be rejuvenation
101
Can relaxation techniques be another way of changing dysfunctional cognitions?
Yes, an open state of mind means you are more open to change
102
What are examples of principles you can apply throughout the day?
Breathing, scanning, posture, and relaxation breaks
103
What are some tips for relaxation?
Learning and practice
Environmental manipulation
Not doing it in difficult times until well skilled
Multiple senses
Don’t do it right after a meal
Avoid nicotine, caffeine, and other stimulants before
104
Why should you have a variety of relaxing activities both indoors and outdoors?
Attention diversion
Increase enjoyment and positive well being
Decrease feelings of depression
Time out from frustration, tension, and worry
105
What are difficulties that need to be anticipated and addressed?
People often complain about not having time, people may experience a variety of sensations which need to be discussed beforehand
Belief regarding relaxation as well if someone is having trouble or not practicing, assure that they are still in control
Watching out for certain populations ex. Abuse survivors and schizophrenics
It may induce a temporary hypotensive state with fatigue being a rare side effect
106
What is communication?
A learned set of skill that enables you to get a message across, to express how you feel, to receive feedback, and to listen without judging
107
What can ineffective communication lead to?
Distress and difficulties in many arenas
108
T/F: most people do not need improvement with their communication
False, most people do need improvement
109
What are basic types of communication problems?
Speaker’s intent and the message may not correspond
Speakers is resistant or confused about stating clearly how they feel, what they want or what they need
Listener may infer the wrong intent from the message even though the speaker encodes it perfectly
Both speaker and listener may make errors
110
Example of under responsible communication
“Everyone is mad at you”
111
Example of “you” statements
“You need to…”
112
Example of disqualification
“You probably don’t want to…”
113
Example of incongruent or paradoxical communication
“You’re fine as long as…”
114
Examples of acting out negative feelings
Pouting, slamming doors, throwing things, giving the cold shoulder
115
Example of taking the back door or indirect communication
Using a third party to relay feelings
116
Example of using extremes in describing behavior
All-or-nothing thinking, always/never
117
Example of name calling or labeling
“You are a joke”
118
Example of mind reading and expecting someone to mind read
“you should know…”
119
Speak directly to the person involved
Don’t use a third party to relay information
120
Pick an appropriate time and place
Pick a time that works for all parties and a place that is appropriate for the conversation
121
Making statements match intentions
Don’t give mixed signals
122
Use of “I” language
Using “I feel” statements to express yourself in an honest way without putting the other person on defensive
123
Improving listening skills
Rogers says that we don’t communicate well because we are not listening well
124
The disarming technique
Find some truth in what the person is saying
125
Stroking
Finding something positive to say during an argument
126
Avoid labeling and name-calling
Name calling and labeling will make the person go on defensive
127
Congruency
Pay attention to body language, tone, etc and match them to the message
128
Lower your voice
Lowering your voice helps to get your message across better than yelling
129
Assertiveness
Stand up for yourself
130
The broken-record
State position over and over
131
Styles of communication
Passive (non-assertive), aggressive, assertive, passive-aggressive
132
T/F: most people only engage in 2 communication styles in their life
False, typically very one engages in all styles at one time or another
133
Why are some people non-assertive?
Lacking skills
Mistaking assertion for aggression
Not accepting personal rights
Worrying about others opinions
Worrying about consequences or how you will feel
134
3 “V’s” of communicating your message
Verbal, vocal, visual
135
Verbal communication
The words you use
136
Vocal communication
The tone of voice you use
137
Visual communication
Anything someone can see (body language)
138
Why would a listener become frustrated when using the three “v’s”?
If they are not congruent
139
What is the 7% in the 7% - 38% - 55% rule?
Verbal communication
140
What is the 38% in the 7% - 38% - 55% rule?
Vocal communication
141
What is the 55% in the 7% - 38% - 55% rule?
Visual communication
142
T/F: people believe vocal tone before body language
True
143
CBT and depression overview
Depression is in the top three most common disorders, and you have to differentiate between depression and normal sadness
144
CBT and depression conceptualization
From various perspectives, beck’s negative triad, common ways distortions are seen
145
CBT and depression assessment
Interview and self-report inventories
146
Cognitive-behavioral treatment overview
Identify specific problem areas, try to cover all problem areas in treatment plan, and use technique clusters
147
Cognitive-behavioral treatment affective symptoms
Limit expression of dysphoric feelings, increasing tolerance for dysphoric feelings, and diversion
148
Treatment for cognitive symptoms
Identify and challenge distorted thinking, indecisiveness, concentration problems
149
Treatment for behavioral symptoms
Increase activity level, exercise, graded task assignment
150
Treatment for physiological symptoms
Relaxation, exercise, medication if needed, education
151
Treatment for Interpersonal symptoms
Communication, assertiveness, and social skills training, marital and family therapy, activity scheduling
152
Efficacy of CBT
Strong research support for mild to moderate depression
Treatment of choice for mild to moderate depression
Research trends
Advantages over medications
153
Limitations of CBT
Overall few limitations
Poor therapist-client fit
May not be enough for severe depression
154
Psychoanalytic conceptualization for depression
Anger to oneself
155
Behavioral conceptualization for depression
Low levels of reward and high levels of punishment, learned and maintained through reinforcement
156
Medical conceptualization for depression
Heredity, brain chemistry, hormonal imbalance
157
CBT conceptualization for depression
Cognitive triad, automatic distortions
158
Behavioral criticisms of cognitive models
Research not empirical
Overly focused on non-observables
159
Psychoanalytic criticisms of cognitive models
Replaces demand of parents and harsh superego with demands of clinicians
Not curing the problem, just replacing defenses with rationalization and intellectualization
160
Humanistic criticisms of cognitive models
Shutting down and pathologizing natural feelings, further squelching our emotional expressions
161
Feminist criticisms of cognitive models
Doesn’t examine cultural and interpersonal context
Restricted to a European American, androcentric view of human nature
Supports dominant groups values to exclusion of others
Overly focused on the role of thoughts
Over reliance on empirical concepts
162
Intimate communication
Disarming technique, empathy (thought and feeling) inquiry
163
Self expression
“I feel” statements, stroking
164
Truth
You insist that you are "right" and the other person is "wrong."
165
Blame
You say the problem is the other person's fault.
166
Martyrdom
You claim you're an innocent victim.
167
Put-Down
You imply the other person is a loser because he or she "always" or "never" does certain things.
168
Hopelessness
You give up and insist there's no point in trying.
169
Demandingness
You say you're entitled to better treatment but refuse to ask for what you want in a straightforward way.
170
Denial
You insist you don't feel angry, hurt, or sad when you really do.
171
Passive Aggression
You pout or withdraw, or say nothing at all. You may storm out of the room or slam doors.
172
Self-Blame
Instead of dealing with the problem, you act as if you're an awful, terrible person.
173
Helping
Instead of hearing how depressed, hurt, or angry the other person feels, you try to "solve the problem" or
"help" him or her.
174
Sarcasm
Your words or tone of voice convery tension/hostility, which you don't openly acknowledge Scapegoating- You Suggest that the other person has a "problem" and that you're sane, happy, and uninvolved in the conflict.
175
Defensiveness
You refuse to admit any wrongdoing or imperfection.
176
Counterattack
Instead of acknowledging how the other person feels, you respond to their criticism by criticizing them.
177
Diversion
Instead of dealing with how you both feel in the here-and-now, you list grievances about past injustices.
178
Identify the Distortion
Write down your negative thoughts, identify the corresponding distortion(s).
179
Examine the Evidence
instead of taking negative thoughts as fact, examine the actual evidence for it.
180
The Double Standard Method
Instead of putting yourself down, talk to yourself as if you were talking to a friend going through the same issue.
181
The Experimental Technique
Do an experiment to test the validity of your negative thought.
182
Thinking in Shades of Gray
Combats all or nothing thought. Evaluate things on a range from 0-100.
183
The Survey Method
ask people questions to find out if your thoughts and attitudes are realistic.
184
Define Terms
if you give yourself a negative label, ask yourself to define these labels.
185
The Semantic Method
Simply substitute language that is less colorful, emotionally loaded. Helpful for should statements.
186
Re-attribution
instead of automatically blaming yourself for an issue, examine what other factors may have contributed to it (Responsibility Pie).
187
Cost-Benefit Analysis
List pros and cons of a particular thought, feeling, or belief
188
According to Beck, what is the single best predictor of suicide?
Hopelessness
189
Five steps are involved in Meichenbaum’s self-instructional training. List all five of them, then explain what happens during the cognitive modeling phase.
Cognitive modeling: Client observes as a model performs the task wile making self-statements aloud
Cognitive participant modeling
Overt self-instruction
Fading overt self-instruction
Covert self-instruction
190
Which psychotherapeutic model criticizes CBT as replacing the demands of parents with the demands of the clinician?
Psychodynamic
191
What does the “C” stand for in Albert Ellis’ model?
Emotional and behavioral consequences
192
Provide two examples techniques that would be helpful for assisting a client express feelings.
Drawing pictures, Writing letters, Journal, Using metaphors, analogies, Scaling, Role playing
193
T/F The main reason for the lack of success of self-control procedures tends to be noncompliance.
True
194
Describe the disarming technique.
When you find some truth in what the person says, even if the criticism seems somewhat irrational
195
Provide one of the two main components of agenda setting from David Burns.
Agreeing on a specific problem to work on
Agreeing on the methods you will use to try to solve the problem
196
Summarize the components of a “no” sandwich.
Affirm the relationship, say no to the request, then express appreciation for having been asked
197
What type of meditation involves repeating, either aloud or silently, a syllable, word, group of words?
Mantra meditation
198
According to Arthur Freeman, which is the best type of therapist available to patients?
Clinician
199
Provide one of the two general explanations of depression from a behavioral perspective.
A. Low levels of reward, high levels of punishment
B. Depressive behaviors are learned and maintained because of reinforcement
200
Provide two of the four steps to happiness as stated by David Burns in The Feeling Good Handbook.
Identify the upsetting event
Record your negative feelings
The triple-column technique
Outcome
201
T/F According to Arthur Freeman, as the level of dysfunction increases, one should use a greater proportion of cognitive than behavioral techniques.
False
202
What does the acronym “BDI” stand for?
Beck depression inventory
203
List two of the five basic rules for maintaining assertive body language.
Maintain direct eye contact
Maintain an erect body posture
Speak clearly, audibly, and firmly
Do not whine or use an apologetic tone of voice
Make use of gestures and facial expressions for emphasis
204
According to David Burns, when should a person who feels depressed seek professional treatment?
If they have been unsuccessful in their efforts to overcome a mood problem and feel stuck
205
T/F The critical incident technique is when the therapist uses provokes the client/patient to open up emotionally by discussing a painful childhood memory.
False
206
What is the name of the technique that involves reminding yourself that things are usually between 0 and 100?
Thinking in shades of grey
207
T/F Chest/thoracic breathing is the natural breathing of newborn infants and sleeping adults.
False
208
For which two disorders does CBT have particularly strong empirical support?
Depression and anxiety
209
Name the communication technique that involves finding some truth in what the other person is saying, even if you feel convinced that what they’re saying is totally wrong, unreasonable, irrational or unfair.
Disarming technique
210
“It sounds like you are disappointed and annoyed because I have not been doing my chores this past month.” Which of Burns five communication techniques does this best resemble?
Empathy
211
According to Heen, the second step in saying “no” is to recognize that saying “yes” implicitly means saying “no.” Explain what this means and give an example.
It means that saying yes to something implicitly means that you have to say no to something else; you have to make trade-offs; the costs may be small individually, but they can have major cumulative effects on social, emotional, or physical well-being.
212
In the Greenberger article, two cognitive characteristics of suicidal patients are discussed. Name one and describe/define it.
Constriction: When the range of choices is narrowed to two
Ambivalence: The feeling of wanting to live and simultaneously wanting to die
213
WHAT TWISTED THINKING IS THIS??
You see things in black-or-white categories. If a situation falls short of perfect, you see it as a total failure
Example: “I’ve failed this class completely”
All-or-nothing
214
WHAT TWISTED THINKING IS THIS??
You see a single negative event as a never-ending pattern of defeat by using words such as “always” or “never” when you think about it
Example: I’m always stuck in traffic
Over-generalization
215
WHAT TWISTED THINKING IS THIS??
You pick out a single negative detail and dwell on it exclusively, so that your vision of all of reality becomes darkened
Example: All my colleagues said I gave a great presentation but one gave me a critique and I can’t stop thinking about it. My presentation must have been awful
Mental filter
216
WHAT TWISTED THINKING IS THIS??
You reject positive experiences by insisting they “don’t count;” takes the joy out of your life and makes you feel inadequate and unrewarded
Example: It doesn’t matter that I aced the CBT exam. Anyone could have done it.
Disqualifying the positive
217
WHAT TWISTED THINKING IS THIS??
Without checking it out, you arbitrarily conclude that someone is reacting negatively to you
Example: “He doesn’t pick up my call. He must have hated me.”
Mind reading
218
WHAT TWISTED THINKING IS THIS??
You exaggerate the importance of your problems and shortcomings or minimize the importance of your desirable qualities; aka “binocular trick”
Example: My boss is the worst person on the planet.
I knit that one sweater but I don't think I'm very crafty
Magnification and minimization
219
WHAT TWISTED THINKING IS THIS??
You assume that your negative emotions necessarily reflect the way things really are.
Example: I feel stupid so I must be stupid.
Emotional reasoning
220
WHAT TWISTED THINKING IS THIS??
You tell yourself that things should be the way you hoped or expected them to be; similar with “oughts” and “have to”.
Example: I should have gotten an A+ on CBT exam 1.
Should statements
221
WHAT TWISTED THINKING IS THIS??
an extreme form of all-or-nothing thinking; quite irrational because you are not the same as what you do.
Example: “I am a failure”
Labeling
222
WHAT TWISTED THINKING IS THIS??
You predict that things will turn out badly
Example: “I’m going to fail the assignment.”
Fortune telling
223
WHAT TWISTED THINKING IS THIS??
occurs when you hold yourself personally responsible for an event that isn’t entirely under your control; leads to guilt, shame, and feelings of inadequacy
Example: “If I was a perfect student, my mom would love me”
Personalization
224
WHAT TWISTED THINKING IS THIS??
other people or circumstances for one’s problems & overlooking ways that they might be contributing to the problem.
Example: “This is all your fault”
Blaming others?
225
Heen’s steps to say “no”
Good yes or bad yes?
Recognize that saying yes means saying no to something else
Buy yourself some time
Practice “yes, if…”
Use a “no sandwich”
226
T/F Research shows that there is as much diversity within groups as there is between groups
True
227
Why do therapists need to consider the cultural influences on their clients as well as themselves?
It is important to know our areas of bias and privilege because privilege tends to cut off those who do not. It also helps to build therapeutic alliance and it helps individualize therapy.
228
True or false? when the therapist judges that a core cultural belief is unhelpful, caution is advised in suggesting the idea of changing it.
True
229
With what does culturally responsive practice begin?
It begins with the therapist’s personal work, including recognition of personal biases and ongoing work to change these biases by actively seeking out new experiences, research, introspection, and consultation.
230
What does CLASS stand for?
Create a healthy environment, learn a new skill or behavior, assertiveness, social support, self care activities
231
How is biculturalism a useful concept in psychotherapy?
It can be used to emphasize the advantage of learning multiple skill sets and thus increase the repertoire of skills from which a client can flexibly choose and adapt.
232
What is the cognitive triad and how does it relate to depression?
The clients accumulated thoughts about the self, the world and experience, and the future
233
Downward spiral of depression
The automatic distortions intensify the impact of underlying dysfunctional beliefs leading to depressed mood, which in turn, negatively affects recall of past events and present evaluations, perpetuating and amplifying the depressed mood
234
Rule of thumb related to the proportion of behavioral to cognitive techniques used
The greater the level of dysfunction, the greater the proportion of behavioral to cognitive interventions
235
How is hopelessness expressed?
In thoughts such as:
Things will never get better for me
I have nothing to look forward to
I’ll never amount to anything
No on will ever want me
I’ll never be happy
236
What is cognitive constriction?
There is a tendency for suicidal patients to think dichotomously
237
Three general aspects of psychotherapy for chronic pain
To teach the patient pain-coping and pain-reduction strategies
To teach the patient how to employ cognitive techniques for disputing beliefs that would undermine his or her acceptance of responsibility for employing coping and self-management skills
The problem of cognitions and behaviors that trigger as well as maintain pain
238
Attitudes that keep you from expressing your feelings
Conflict phobia, emotional perfectionism, fear of disapproval and rejection, passive aggressiveness, hopelessness, low self-esteem, spontaneity, mind reading, martyrdom, need to solve problems
239
Attitudes that keep you from listening
Truth, blame, need to be a victim, self-deprivation, defensiveness, coercion sensitivity, demandingness, selfishness, mistrust, help addiction
