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PSCI 154C > Final > Flashcards

Final Flashcards

1
Q

Assessment

A

Any procedure used to gather info about people

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2
Q

Basic steps in intervention

A

Assessment, goal setting, intervention design, implementation, evaluation

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3
Q

T/F: assessment is not very important

A

False, it is very important

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4
Q

Assessment focus in CBT

A

General thought patterns, core beliefs, etc., assess disorder specific areas, general areas of functioning

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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

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6
Q

Questionnaires and inventories

A

Dysfunctional attitudes scale, automatic thoughts questionnaire, cognitive bias questionnaire

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7
Q

Dysfunctional attitudes scale

A

Look for negative schemas and beliefs, especially those that may lead to psychopathology or negative behavior

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8
Q

Beck’s self-report measures

A

Beck depression inventory, Beck anxiety inventory, Beck hopelessness scale

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9
Q

Shortcomings of focused self-report measures

A

Little psychometric data on measures, capacity and willingness to be truthful, response bias

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10
Q

Conceptualization

A

Therapist’s framework for understanding of a patient
May be general; typically individual

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11
Q

Two general components of conceptualization

A

Overt difficulties, Underlying mechanisms

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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

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13
Q

T/F: conceptualization is the highest order skill

A

True

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14
Q

Conceptualization relationship to diagnosis

A

Not same as a diagnosis, Diagnosis alone typically not sufficient to make a treatment

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15
Q

T/F: in the cognitive model, the conceptualization is never shared with the patient

A

False

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16
Q

What does a good conceptualization provide?

A

both a broad and a deep view of patients’ difficulties

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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

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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

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19
Q

Hypothesized underlying mechanisms

A

Biological, cognitive, behavioral mechanisms. Looks at dysfunctional thoughts and beliefs

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20
Q

How the mechanisms produce the problem

A

A story of how the person got to this place

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21
Q

Current precipitations

A

Recent events that might lead to current difficulties and how much they interact with underlying mechanisms

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22
Q

Origins of the mechanisms

A

If they have an underlying belief, what happened in the past to originate this belief?

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23
Q

Treatment plan

A

Come up with ideas to treat problems on the list

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24
Q

Predicted obstacles to treatment

A

What might make treatment difficult

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25
Q

Initial assessment

A

The portion of the assessment process that begins before therapy starts

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26
Q

Clinical interview

A

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

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27
Q

Behavioral observations

A

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

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28
Q

Collateral information

A

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

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29
Q

Why are suicide risk assessments essential?

A

To ensure that at-risk clients are receiving the necessary care to reduce the likelihood that they will engage in suicidal behavior

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30
Q

Three levels of case formulation

A

The level of the case, the level of the problem or syndrome, the level of the situation

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31
Q

The level of the case example

A

Beck’s cognitive theory. Depressive symptoms, OCD, insomnia, etc.

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32
Q

The level of the problem or syndrome example

A

J.B.P treated a patient with fatigue and yielded two possible formulations, abuse of sleeping medications or negative thoughts

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33
Q

The level of the situation example

A

Beck’s theory, the thought record format

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34
Q

5 components of cognitive behavioral case formulation (Persons/Davidson)

A

Problem list, diagnosis, working hypothesis, strengths and assets, treatment plan

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35
Q

Domains to cover in problem list

A

Psychological/psychiatric symptoms, interpersonal, occupational, medical, financial, housing, legal, and leisure

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36
Q

Relationship between case formulation and treatment plan

A

Assists therapist in therapeutic process

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37
Q

Case formulation (Persons/Davidson)

A

A theory of a particular case

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38
Q

Working hypothesis (Persons/Davidson)

A

The therapist develops a mini theory of the case, adapting a nomothetic theory to the particulars of the case at hand

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39
Q

Biofeedback

A

Give client ongoing feedback about physiological activity occurring within their bodies using instrumentation

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40
Q

Attribution

A

An explanation for an observed event or an account of what caused something to happen

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41
Q

Three attributional styles

A

Stability, internalize, globality

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42
Q

Self-instructional training

A

A form of self management that focuses on the importance of a person’s instructions for him or herself

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43
Q

T/F: self-instructional training is based on the idea that problems are caused by maladaptive self statements

A

True

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44
Q

Mechanisms of change (self-instructional training)

A

Cues for the recall of desirable sequences and interrupts the automatic behavioral or cognitive chains and to encourage the use of more adaptive strategies

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45
Q

Implementation

A

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

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46
Q

Five steps of stress inoculation implementation

A

Cognitive modeling, cognitive participate modeling, overt self instruction, fading overt self instruction, covert self instruction

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47
Q

Cognitive modeling

A

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

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48
Q

Cognitive participant modeling

A

Patient performs a task while the model verbalizes the instructions

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49
Q

Overt self instruction

A

Patient performs the task while instructing themselves out loud

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50
Q

Fading overt self intstruction

A

Saying instructions aloud, but whispering them

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51
Q

Covert self instruction

A

Patient does everything, but says instruction in their head

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52
Q

Specific uses for application (self-instructional training)

A

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

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53
Q

Stress inoculation training

A

Key treatment for anger issues, designed to help develop repertoire of skills that will enable them to cope with a range of stressful situations

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54
Q

Three components of stress inoculation training

A

Education, skill development, application training

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55
Q

Education

A

Therapeutic alliance

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56
Q

Skills acquisition and rehearsal

A

Teaching effective coping responses

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57
Q

Approaches to skill acquisition and rehearsal

A

Relaxation training, cognitive restructuring, problem-solving training, self-instructional training, designing escape routes, pleasant imagery, both direct-action and cognitive methods

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58
Q

Paced-mastery

A

Giving manageable amounts of stress at a time to help develop psychological immunization

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59
Q

When should a person seek professional help according to Burns?

A

If you have been unsuccessful in your own efforts to overcome a mood problem and you feel stuck

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60
Q

Chest/thoracic breathing

A

Shallow, irregular, and rapid breathing that is linked with lifestyle, stress, anxiety, or other forms of emotional distress

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61
Q

Abdominal/diaphramatic breathing

A

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

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62
Q

Examples of breathing exercises

A

Letting go of tension, mindful breath control, abdominal breathing and imagination, alternate nostril breathing, and breath training

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63
Q

Progressive muscle relaxation

A

Each muscle group is tensed for five to seven seconds and then released and relaxed for twenty to thirty seconds

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64
Q

Meditation

A

The intentional practice of uncritically focusing your attention on one thing at a time

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65
Q

Mantra meditation

A

Th meditator repeats, either aloud, or silently, a syllable, word, or group of words

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66
Q

Centering yourself

A

Deliberately keeping an area of calmness within yourself by conscious thought no matter how intensely your emotions might be churning

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67
Q

Three basic meditations

A

Mantra, sitting, breath-counting

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68
Q

Most helpful attitude for meditation

A

A gentle, nonjudgmental, and embracing attitude

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69
Q

Three types of visualization

A

Receptive, programmed, guided

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70
Q

Applied relaxation

A

Brings together a number of proven relaxation techniques

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71
Q

Hypnosis

A

A term derived from the Greek work for sleep. There is a narrowing of consciousness accompanied by inertia and passivity

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72
Q

How self-hypnosis may be used for a specific problem

A

Experience positive images of your own choosing for the purpose of relaxing and reducing stress

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73
Q

Steps of thought stopping

A

List your stressful thoughts, imagine the thought, thought interruption, unaided thought interruption, thought substitution

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74
Q

Summary of Meichenbaum’s contributions

A

Many and far reaching, stress inoculation training, included children and developmentally disabled adults

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75
Q

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?

A

Identifying and challenging automatic thoughts, distortions, and dysfunctional core beliefs

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76
Q

What is the coping cards technique used for?

A

Identifying and challenging automatic thoughts, distortions, and dysfunctional core beliefs, decision making and goal setting, and dealing with specific situations

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77
Q

What is the role playing technique used for?

A

Identifying and challenging automatic thoughts, distortions, and dysfunctional core beliefs, exploring, expressing, and altering emotions, and dealing with specific situations

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78
Q

What are drawing pictures, writing a letter, journaling, using metaphors and analogies, scaling, role playing, and shame attacking techniques used for?

A

exploring, expressing, and altering emotions

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79
Q

What is the pie method technique used for?

A

Causality, decision making and goal setting, and activity-related

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80
Q

What are pie method and reattribution techniques used for?

A

Causality

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81
Q

What is the cost-benefit analysis technique used for?

A

Exploring motivational issues and decision making and goal setting

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82
Q

What are cost-benefit analysis and you questions used for?

A

exploring motivational issues

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83
Q

What are cost-benefit analysis, pie method, generating alternatives, Davis goal setting, coping cards used for?

A

decision making and goal setting

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84
Q

What are activity log, activity scheduling, generating ideas, pie method, coping card, and pleasure-predicting sheet techniques?

A

Activity-related techniques

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85
Q

What are graded exposure, coping cards, acting as-if, role playing, and problem solving techniques?

A

techniques used to deal with specific situations

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86
Q

What do self control procedures share?

A

The characteristic of being administered by the client themselves

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87
Q

What are examples of self control procedures?

A

Self-monitoring, self-reinforcement and self punishment

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88
Q

Is relaxation training just physiological?

A

No, it involves cognitive, behavioral, emotional, and motivational issues

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89
Q

Why is teaching clients one or two more techniques not efficient?

A

Some work sometimes but not others and some techniques work for some and not others

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90
Q

Can relaxation training be highly individualized?

A

Yes, and it should be

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91
Q

Focusing

A

The ability to identify, differentiate, maintain attention on, and return attention to simple stimuli for an extended period of time

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92
Q

Passivity

A

The ability to stop unnecessary goal-directed and cognitive activity

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93
Q

Receptivity

A

The ability to tolerate and accept experiences that may be uncertain, unfamiliar or paradoxical

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94
Q

Identify upsetting events

A

Write brief description of the problem that is bothering you

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95
Q

Record negative feelings

A

Write negative feelings, rate them on a scale of 1-100

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96
Q

Triple column technique

A

Automatic thoughts, distortions, and rational responses

97
Q

After answering your automatic thought, you should re-rate your belief in each of them and…

A

Evaluate how you feel after

98
Q

What is an example of the least complex techniques?

A

Amount of cognitive control you need

99
Q

Goals of relaxation

A

Recognize the difference between relaxation and tension and apply principles throughout the day

100
Q

Is a goal of relaxation to always fall asleep?

A

No, a goal may be rejuvenation

101
Q

Can relaxation techniques be another way of changing dysfunctional cognitions?

A

Yes, an open state of mind means you are more open to change

102
Q

What are examples of principles you can apply throughout the day?

A

Breathing, scanning, posture, and relaxation breaks

103
Q

What are some tips for relaxation?

A

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
Q

Why should you have a variety of relaxing activities both indoors and outdoors?

A

Attention diversion
Increase enjoyment and positive well being
Decrease feelings of depression
Time out from frustration, tension, and worry

105
Q

What are difficulties that need to be anticipated and addressed?

A

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
Q

What is communication?

A

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
Q

What can ineffective communication lead to?

A

Distress and difficulties in many arenas

108
Q

T/F: most people do not need improvement with their communication

A

False, most people do need improvement

109
Q

What are basic types of communication problems?

A

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
Q

Example of under responsible communication

A

“Everyone is mad at you”

111
Q

Example of “you” statements

A

“You need to…”

112
Q

Example of disqualification

A

“You probably don’t want to…”

113
Q

Example of incongruent or paradoxical communication

A

“You’re fine as long as…”

114
Q

Examples of acting out negative feelings

A

Pouting, slamming doors, throwing things, giving the cold shoulder

115
Q

Example of taking the back door or indirect communication

A

Using a third party to relay feelings

116
Q

Example of using extremes in describing behavior

A

All-or-nothing thinking, always/never

117
Q

Example of name calling or labeling

A

“You are a joke”

118
Q

Example of mind reading and expecting someone to mind read

A

“you should know…”

119
Q

Speak directly to the person involved

A

Don’t use a third party to relay information

120
Q

Pick an appropriate time and place

A

Pick a time that works for all parties and a place that is appropriate for the conversation

121
Q

Making statements match intentions

A

Don’t give mixed signals

122
Q

Use of “I” language

A

Using “I feel” statements to express yourself in an honest way without putting the other person on defensive

123
Q

Improving listening skills

A

Rogers says that we don’t communicate well because we are not listening well

124
Q

The disarming technique

A

Find some truth in what the person is saying

125
Q

Stroking

A

Finding something positive to say during an argument

126
Q

Avoid labeling and name-calling

A

Name calling and labeling will make the person go on defensive

127
Q

Congruency

A

Pay attention to body language, tone, etc and match them to the message

128
Q

Lower your voice

A

Lowering your voice helps to get your message across better than yelling

129
Q

Assertiveness

A

Stand up for yourself

130
Q

The broken-record

A

State position over and over

131
Q

Styles of communication

A

Passive (non-assertive), aggressive, assertive, passive-aggressive

132
Q

T/F: most people only engage in 2 communication styles in their life

A

False, typically very one engages in all styles at one time or another

133
Q

Why are some people non-assertive?

A

Lacking skills
Mistaking assertion for aggression
Not accepting personal rights
Worrying about others opinions
Worrying about consequences or how you will feel

134
Q

3 “V’s” of communicating your message

A

Verbal, vocal, visual

135
Q

Verbal communication

A

The words you use

136
Q

Vocal communication

A

The tone of voice you use

137
Q

Visual communication

A

Anything someone can see (body language)

138
Q

Why would a listener become frustrated when using the three “v’s”?

A

If they are not congruent

139
Q

What is the 7% in the 7% - 38% - 55% rule?

A

Verbal communication

140
Q

What is the 38% in the 7% - 38% - 55% rule?

A

Vocal communication

141
Q

What is the 55% in the 7% - 38% - 55% rule?

A

Visual communication

142
Q

T/F: people believe vocal tone before body language

A

True

143
Q

CBT and depression overview

A

Depression is in the top three most common disorders, and you have to differentiate between depression and normal sadness

144
Q

CBT and depression conceptualization

A

From various perspectives, beck’s negative triad, common ways distortions are seen

145
Q

CBT and depression assessment

A

Interview and self-report inventories

146
Q

Cognitive-behavioral treatment overview

A

Identify specific problem areas, try to cover all problem areas in treatment plan, and use technique clusters

147
Q

Cognitive-behavioral treatment affective symptoms

A

Limit expression of dysphoric feelings, increasing tolerance for dysphoric feelings, and diversion

148
Q

Treatment for cognitive symptoms

A

Identify and challenge distorted thinking, indecisiveness, concentration problems

149
Q

Treatment for behavioral symptoms

A

Increase activity level, exercise, graded task assignment

150
Q

Treatment for physiological symptoms

A

Relaxation, exercise, medication if needed, education

151
Q

Treatment for Interpersonal symptoms

A

Communication, assertiveness, and social skills training, marital and family therapy, activity scheduling

152
Q

Efficacy of CBT

A

Strong research support for mild to moderate depression
Treatment of choice for mild to moderate depression
Research trends
Advantages over medications

153
Q

Limitations of CBT

A

Overall few limitations
Poor therapist-client fit
May not be enough for severe depression

154
Q

Psychoanalytic conceptualization for depression

A

Anger to oneself

155
Q

Behavioral conceptualization for depression

A

Low levels of reward and high levels of punishment, learned and maintained through reinforcement

156
Q

Medical conceptualization for depression

A

Heredity, brain chemistry, hormonal imbalance

157
Q

CBT conceptualization for depression

A

Cognitive triad, automatic distortions

158
Q

Behavioral criticisms of cognitive models

A

Research not empirical
Overly focused on non-observables

159
Q

Psychoanalytic criticisms of cognitive models

A

Replaces demand of parents and harsh superego with demands of clinicians
Not curing the problem, just replacing defenses with rationalization and intellectualization

160
Q

Humanistic criticisms of cognitive models

A

Shutting down and pathologizing natural feelings, further squelching our emotional expressions

161
Q

Feminist criticisms of cognitive models

A

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
Q

Intimate communication

A

Disarming technique, empathy (thought and feeling) inquiry

163
Q

Self expression

A

“I feel” statements, stroking

164
Q

Truth

A

You insist that you are “right” and the other person is “wrong.”

165
Q

Blame

A

You say the problem is the other person’s fault.

166
Q

Martyrdom

A

You claim you’re an innocent victim.

167
Q

Put-Down

A

You imply the other person is a loser because he or she “always” or “never” does certain things.

168
Q

Hopelessness

A

You give up and insist there’s no point in trying.

169
Q

Demandingness

A

You say you’re entitled to better treatment but refuse to ask for what you want in a straightforward way.

170
Q

Denial

A

You insist you don’t feel angry, hurt, or sad when you really do.

171
Q

Passive Aggression

A

You pout or withdraw, or say nothing at all. You may storm out of the room or slam doors.

172
Q

Self-Blame

A

Instead of dealing with the problem, you act as if you’re an awful, terrible person.

173
Q

Helping

A

Instead of hearing how depressed, hurt, or angry the other person feels, you try to “solve the problem” or
“help” him or her.

174
Q

Sarcasm

A

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
Q

Defensiveness

A

You refuse to admit any wrongdoing or imperfection.

176
Q

Counterattack

A

Instead of acknowledging how the other person feels, you respond to their criticism by criticizing them.

177
Q

Diversion

A

Instead of dealing with how you both feel in the here-and-now, you list grievances about past injustices.

178
Q

Identify the Distortion

A

Write down your negative thoughts, identify the corresponding distortion(s).

179
Q

Examine the Evidence

A

instead of taking negative thoughts as fact, examine the actual evidence for it.

180
Q

The Double Standard Method

A

Instead of putting yourself down, talk to yourself as if you were talking to a friend going through the same issue.

181
Q

The Experimental Technique

A

Do an experiment to test the validity of your negative thought.

182
Q

Thinking in Shades of Gray

A

Combats all or nothing thought. Evaluate things on a range from 0-100.

183
Q

The Survey Method

A

ask people questions to find out if your thoughts and attitudes are realistic.

184
Q

Define Terms

A

if you give yourself a negative label, ask yourself to define these labels.

185
Q

The Semantic Method

A

Simply substitute language that is less colorful, emotionally loaded. Helpful for should statements.

186
Q

Re-attribution

A

instead of automatically blaming yourself for an issue, examine what other factors may have contributed to it (Responsibility Pie).

187
Q

Cost-Benefit Analysis

A

List pros and cons of a particular thought, feeling, or belief

188
Q

According to Beck, what is the single best predictor of suicide?

A

Hopelessness

189
Q

Five steps are involved in Meichenbaum’s self-instructional training. List all five of them, then explain what happens during the cognitive modeling phase.

A

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
Q

Which psychotherapeutic model criticizes CBT as replacing the demands of parents with the demands of the clinician?

A

Psychodynamic

191
Q

What does the “C” stand for in Albert Ellis’ model?

A

Emotional and behavioral consequences

192
Q

Provide two examples techniques that would be helpful for assisting a client express feelings.

A

Drawing pictures, Writing letters, Journal, Using metaphors, analogies, Scaling, Role playing

193
Q

T/F The main reason for the lack of success of self-control procedures tends to be noncompliance.

A

True

194
Q

Describe the disarming technique.

A

When you find some truth in what the person says, even if the criticism seems somewhat irrational

195
Q

Provide one of the two main components of agenda setting from David Burns.

A

Agreeing on a specific problem to work on

Agreeing on the methods you will use to try to solve the problem

196
Q

Summarize the components of a “no” sandwich.

A

Affirm the relationship, say no to the request, then express appreciation for having been asked

197
Q

What type of meditation involves repeating, either aloud or silently, a syllable, word, group of words?

A

Mantra meditation

198
Q

According to Arthur Freeman, which is the best type of therapist available to patients?

A

Clinician

199
Q

Provide one of the two general explanations of depression from a behavioral perspective.

A

A. Low levels of reward, high levels of punishment
B. Depressive behaviors are learned and maintained because of reinforcement

200
Q

Provide two of the four steps to happiness as stated by David Burns in The Feeling Good Handbook.

A

Identify the upsetting event
Record your negative feelings
The triple-column technique
Outcome

201
Q

T/F According to Arthur Freeman, as the level of dysfunction increases, one should use a greater proportion of cognitive than behavioral techniques.

A

False

202
Q

What does the acronym “BDI” stand for?

A

Beck depression inventory

203
Q

List two of the five basic rules for maintaining assertive body language.

A

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
Q

According to David Burns, when should a person who feels depressed seek professional treatment?

A

If they have been unsuccessful in their efforts to overcome a mood problem and feel stuck

205
Q

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.

A

False

206
Q

What is the name of the technique that involves reminding yourself that things are usually between 0 and 100?

A

Thinking in shades of grey

207
Q

T/F Chest/thoracic breathing is the natural breathing of newborn infants and sleeping adults.

A

False

208
Q

For which two disorders does CBT have particularly strong empirical support?

A

Depression and anxiety

209
Q

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.

A

Disarming technique

210
Q

“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?

A

Empathy

211
Q

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.

A

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
Q

In the Greenberger article, two cognitive characteristics of suicidal patients are discussed. Name one and describe/define it.

A

Constriction: When the range of choices is narrowed to two
Ambivalence: The feeling of wanting to live and simultaneously wanting to die

213
Q

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”

A

All-or-nothing

214
Q

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

A

Over-generalization

215
Q

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

A

Mental filter

216
Q

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.

A

Disqualifying the positive

217
Q

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.”

A

Mind reading

218
Q

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

A

Magnification and minimization

219
Q

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.

A

Emotional reasoning

220
Q

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.

A

Should statements

221
Q

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”

A

Labeling

222
Q

WHAT TWISTED THINKING IS THIS??
You predict that things will turn out badly

Example: “I’m going to fail the assignment.”

A

Fortune telling

223
Q

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”

A

Personalization

224
Q

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”

A

Blaming others?

225
Q

Heen’s steps to say “no”

A

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
Q

T/F Research shows that there is as much diversity within groups as there is between groups

A

True

227
Q

Why do therapists need to consider the cultural influences on their clients as well as themselves?

A

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
Q

True or false? when the therapist judges that a core cultural belief is unhelpful, caution is advised in suggesting the idea of changing it.

A

True

229
Q

With what does culturally responsive practice begin?

A

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
Q

What does CLASS stand for?

A

Create a healthy environment, learn a new skill or behavior, assertiveness, social support, self care activities

231
Q

How is biculturalism a useful concept in psychotherapy?

A

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
Q

What is the cognitive triad and how does it relate to depression?

A

The clients accumulated thoughts about the self, the world and experience, and the future

233
Q

Downward spiral of depression

A

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
Q

Rule of thumb related to the proportion of behavioral to cognitive techniques used

A

The greater the level of dysfunction, the greater the proportion of behavioral to cognitive interventions

235
Q

How is hopelessness expressed?

A

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
Q

What is cognitive constriction?

A

There is a tendency for suicidal patients to think dichotomously

237
Q

Three general aspects of psychotherapy for chronic pain

A

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
Q

Attitudes that keep you from expressing your feelings

A

Conflict phobia, emotional perfectionism, fear of disapproval and rejection, passive aggressiveness, hopelessness, low self-esteem, spontaneity, mind reading, martyrdom, need to solve problems

239
Q

Attitudes that keep you from listening

A

Truth, blame, need to be a victim, self-deprivation, defensiveness, coercion sensitivity, demandingness, selfishness, mistrust, help addiction

PSCI 154C (2 decks)

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