HC1

Question 1

1st wave behavior therapy

Answer 1

Behaviorism (Watson)

behvaior is learned through conditioned interaction with environment
- observable behavior
- conditioning paradigns (operant + classical)

Question 2

2nd wave behavior therapy

Answer 2

Cognitive (behavioral) therapy

mental unobservable processes play a role in learning –> role of cognitive processes

Question 3

CBT

Answer 3

psychological problems by unhelpful ways of thinking and learned patterns of unhelpful bahevior

Question 4

Clinical functional analysis

Answer 4

empirically identifying the variables that maintain a problem behavior

Question 5

functionalism (James & Darwin)

Answer 5

study of observable behavior and looking into the environment/surroundings to understand behavior

• opposite to structuralism
• function of psychological events and behavior

–> all behavior. isadaptive and in some way useful to the organism: has a function

Question 6

Structuralism (Wundt)

Answer 6

breaking down internal and unobservable mental processes into the smallest units possible

Criticism: collecting data by introspection

Question 7

Behaviorism (Watson)

Answer 7

prediction and control of behavior

• watson: reflexes and classical conditioning
• skinner: radical (“root”) behaviorism (stems from functionalism)

Question 8

Radical behaviorism

Answer 8

emphasizes operant conditioning and the interaction between organism and environmental consequences of its actions

Question 9

Difference Watson & Skinner

Answer 9

Watson: only overt observable behavior

Skinner: overt and private behavior can be analysed

Question 10

criticism DSM

Answer 10

function > Topography (DSM)

diagnoses fail to identify what causes the behavior and how it can be changed –> diagnostic process is based on static analysis instead of dynamic functional analysis (ongoing processes).

Question 11

The unit of analysis

Answer 11

Behavior cannot be understood in isolation, but only in interaction of the whole person in/with his environment

Question 12

Idiographic approach

Answer 12

examination on an individual approach

Question 13

Contingencies of behavior

Answer 13

Antecedents - environmental stimuli or events that are consistently present (verbal & non-verbal)
* private/covert behavior (thinking/feeling) is not a solitary cause of behavior –> what led to this thought/feeling?

behavior - anything an individual does –> overt & covert

consequences - changes in environment that occur after the behavior, that alter the probability of future occurrences of the behavior
* positive and negative
* reinforcing & punishing

Question 14

Extinction

Answer 14

when a behavior no longer produces a consequence

CS repeatedly presented without US or counter conditioning = CS pairing with pleasant stimulus

Question 15

Extinction burst

Answer 15

a rapid increase in behavior before the behavior (frequency) decreases

Question 16

Exposure therapy

Answer 16

purposefully generate anxiety by repeated exposure to fear provoking stimuli (without expected aversive outcome) –> leads to extinction

Question 17

Classical conditioning

Answer 17

learning meaning through association –> onset fear

Question 18

Operant conditioning

Answer 18

learning by consequence of behavior (reinforcements (reward) and punishment) –> maintenance of fear

Question 19

Fear Network –> “fear structures”

3 types of information

Answer 19

1 info about feared stimulus
2 info about own fear response
3 meaning stimulus + response

Question 20

Habituation

Answer 20

fear reduction during sessions and over course of therapy (correction of fear)

Question 21

systematic desensitization

Answer 21

imaginal exposure that is brief and minimally arousing, very gradual while engaging in relaxation techniques

Question 22

Flooding techniques

Answer 22

in vivo exposure that is highly arousing –> eliciting a strong response to facilitate extinction (no more effective than gradual in vivo exposure and less preferred by patients)

Question 23

Graded exposure

Answer 23

hierarchy to build from moderately feared stimuli to highly feared stimuli

Question 24

Emotional Processing Theory

Answer 24

effective exposure = correct fear structure

Fear structure is changed

Focus on fear decrease

Question 25

Inhibitory learning theory

Answer 25

effective exposure = form new, competing non threatening structures

fear structure intact

focus on expectancy violation

CS - no US relationship –> extinction

Question 26

Two factor theory (two process model, Mowrer)

Answer 26

fear is learned through classical conditioning and maintained through operant conditioning –> therapy must promote extinction (confrontation with feared objects) AND eliminate avoidance thats in the way of extinction

Question 27

Emotional Processing Theory, 2 conditions for fear reduction

Answer 27

(metaphor electronic document)

1 activation of fear structure - opening a file for editing –> necessary for modification

2 incompatible information - type new information and save it so the old file doesn’t get stored away –> new information that does not match the pathological elements of fear structures

Question 28

Behavioral activation (BA)

Answer 28

(treatment for depression, inactivity)

Increase client contact with diverse, stable and personally meaningful positive reinforcement to enhance purpose and meaning in life (activity scheduling)

Question 29

BA as as constructive therapy

Answer 29

focus on increasing positively reinforced behavior rather than decreasing negatively reinforced behavior

primary techniques lead to activity scheduling

secondary techniques lead to less avoidance and depressed behavior

Question 30

BATD - behavioral activation treatment for depression

Answer 30

More structured than BA, emphasizes the overall ratio of reinforcement

Grading task –> simple to more complex, goal is to get started

Question 31

Core principle of BA

Answer 31

activity scheduling to increase contact with positive reinforcement

Question 32

expectancy violation

Answer 32

extinction learning during exposure is violating negative expectancies –> leads to the development of alternative inhibitory expectancies