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Cognitive Behavior Interventions > HC3 > Flashcards

HC3 Flashcards

1
Q

Cognitive models of psychopathology

A

Problems of human behavior are the consequences of biases, distortions, or inadequacies in the interpretation or evaluation of life events

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2
Q

Errors in information processing

A

selective focus on negative information

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3
Q

Cognitive biases in depression

A

mediator –> exacerbate/maintain depression and anxiety directly & indirectly + negative impact on behavior (passivity, avoidance or isolation

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4
Q

Beck’s cognitive model

A

= emphasis on information processing

  • schema’s: influence information processing, direct attention or affect memory of events.
  • Negative automatic thoughts: people with anxiety or depression have distortions in their thinking
  • typical biases
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5
Q

Personalizing

A

“it was directed at me/ it was my fault”

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6
Q

catastrophizing

A

“Everything is ruined, this is the worst that can happen”

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7
Q

Dichotomous thinking

A

all or nothing/black-white thinking

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8
Q

Fortune telling

A

Predicting the future with little information

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9
Q

Discounting the positives

A

Focusing on the negative

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10
Q

Overgeneralizing

A

Drawing broad conclusions over a single event (“I failed this paper so I’m not good enough for this study”)

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11
Q

Mindreading

A

Attributing thoughts and feelings to others based on little infor (“He will think i’m stupid if I ask him that”)

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12
Q

Labeling

A

In rigid terms of personality or moral failing (“he cam 15 minutes late so he is a jerk”)

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13
Q

Low frustration tolerance

A

“I can’t handle only checking the door once”

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14
Q

Double standards

A

If I make a mistake I’m a failure, If he makes a mistake he is still learning

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15
Q

What to do with dysfunctional cognitive structures

A
  1. Increase awareness
  2. Challenge or test
  3. if needed change
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16
Q

Confirmation bias

A

Information is selected that is consistent with existing schemas –> maintenance of schemas

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17
Q

Cognitive model of personality disorder & Young’s Schema Focused Therapy

A

emphasize the content of specific schemas about self and others underlying personality disorders

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18
Q

Personal schemas are characterized by

A

underdeveloped tendencies (eg lack of spontaneithy)
overdeveloped tendencies (eg control & systematization)

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19
Q

OCPD

A

May see others as irresponsible, unreliable –> biased perception of others contribute to maintaining personal schemas

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20
Q

Learned helplessness/learned hopelessness models of depression

A

Attribution model: tendency to attribute negative events to internal-stable causes (ability/traits), to generalize negatives (I will fail on other tasks), and to attribute considerable importance to the behavior –> greater vulnerability to depression

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21
Q

Chomsky’s psycholinguistics

A

Language is too complex and too universally similar to be learned by simple reinforcement –> proposed the existence of the language acquisition device (LAD) as an innate capacity (in infants)

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22
Q

LAD similar to Platotonic ideals or Kant’s synthetic a priori (innate categories of knowledge)

A

humans are born with a theory about what language will look like –> Humans are language learners

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23
Q

Cognitive-social psychology

A

cognitive processes involved in impression formation (about others), decision making, self-perception, motivation, and memory

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24
Q

Naive psychology

A

hoe the average person formed psychological concepts (intention, motivation)

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25
Q

Earlier model of depression

A

Depression is a consequence of the individual’s perception that behavior and outcomes are unrelated (noncontingent)

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26
Q

Reformulated model of depression

A

depression is a consequence of the belief that failure is due to a stable and internal factor (lack of ability) that is generalized

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27
Q

Freudian hypothesis of depression

A

Depression is anger turned inwards

28
Q

Ellis

A

Pathology was entirely due to irrational beliefs such as should statements, awfulizing and low frustration tolerance

29
Q

Beck

A

Testing the freudian hypothesis that depression was anger turned inwards. He found that the dreams of depressed people were characterized by themes of loss, emptiness and failure.

30
Q

Negative triad

A

negative thoughts about self, experience and future

31
Q

Plato’s cave analogy and cognitive therapy

A

A group of chained men observing shadows on a wall, considering them as reality. One man turns around, sees figures causing the shadows, and redefines reality.

–> cognitive reality is similar to unchaining oneself to perceive true forms

–> The therapist assists the patient in recognizing that what he may believe he is seeing is a poor reflection of the true reality

32
Q

Cognitive restructuring

A
  • increase awareness of
  • challenge or test
  • if needed change

–> dysfunctional cognitive structures that result in biased information processing

33
Q

Techniques in Cognitive Restructuring:

A
  • Rate and degree of belief.
  • Define terms and concept.
  • Examine advantages/disadvantages of belief.
  • Evaluate evidence for/against the belief.
  • Apply the belief to another person (double-standard technique).
  • Identify errors of logic, implications, and engage in rational role-play.
  • Conduct behavioral experiments to test beliefs.
34
Q

Specific techniques:

  • Identifying, Monitoring, and Categorizing Automatic Thoughts:
A
  • Patients record negative moods, specific triggering situations, and accompanying thoughts.
  • Self-report forms like thought records help identify cognitive distortions.
  • Patterns emerge, revealing habitual cognitive distortions.
35
Q

Specific techniques:

  • Examining Evidence for and Against Thoughts:
A
  • Cognitive therapy focuses on realistic thinking, examining evidence for and against negative thoughts.
  • Patients evaluate the evidence, defining terms and exploring both success and failure examples.
36
Q

Specific techniques:

Using Vertical Descent: (downward arrow technique

A
  • Patients identify initial negative thoughts and explore deeper implications through vertical descent.
  • String of implications is examined for logical coherence, introducing constructive doubt.
37
Q

Behavioral activation, a first-line treatment for depression

A

Often used alongside cognitive therapy.

–> emphasizes the link between activity and mood, suggesting that depression involves contextual changes leading to decreased access to reinforcers.

38
Q

Acceptance and Commitment Therapy (ACT)

A

teaches patients to accept negative thoughts without actively challenging or changing them, emphasizing mindfulness and nonjudgmental awareness.

39
Q

Dialectical Behavior Therapy (DBT)

A

suggests that acceptance-oriented validation strategies should be used alongside change-oriented strategies, recognizing, and accepting the existence of simultaneous, opposing forces in the patient’s experience.

40
Q

Positive Psychology

A

to better understand and apply those factors that help individuals and communities to thrive and flourish.

41
Q

Socratic Dialogue

A

Exploring and critically evaluating thoughts, beliefs and assumptions.

Guided discovery: let client arrive at insights by thinking for themselves –> client in active position, therapist is a guide not advisor

No advise, no judgement, work together, paraphrasing/summarizing (“are we on the same page?”)

42
Q

First wave therapy

A

Behaviorism –> directly targeting behavior (conditioning)

43
Q

Second wave therapy

A

Cognitive behavioral therapy–> integrate thoughts (focus on content)

44
Q

Third wave therapy

A

Acceptance & commitment Therapy (ACT: MBCT, DBT, EFT) –> focus on how we relate to our internal experiences

45
Q

The goal of ACT

A

Acceptance: Stop the struggle with your internal experiences

Commitment: direct your attention to building a meaningful, fulfilling, value-driven life

46
Q

(ACT) Acceptance as a skill

A

Get acquainted with emotions:
- Mindfulness –> observing emotions and staying with them
- Exposure –> situations that trigger difficult emotions

47
Q

Cognitive Defusion

A

Fusion is when a person identifies oneself with the content of thoughts, feelings, and memories “I am a loser”

Defusion –> learning to perceive thoughts, images, memories and other cognitions as what they are - mental events in the form of images, words, language etc. - as opposed to what they can appear to be - threatening events, rules that must be obeyed, objective truths and facts

48
Q

Strengths theory

A

emphasizes understanding and building upon strengths rather than focusing on or repairing weaknesses for growth and well-being

49
Q

A negative bias

A

often leads people to weigh negative aspects of situations more heavily than positive aspects

50
Q

Fix-it approach

A

errors in thinking lead to the belief that strengths develop naturally without nurturing and the misconception that strengths and weaknesses are opposites.

51
Q

Seligman’s happiness formula

A

discovering and capitalizing on one’s character strengths leading to engagement with life and increased satisfaction and happiness

52
Q

Broaden and build theory (Frederickson)

A

emphasizes the utility and importance of positive emotions. Positive emotions are crucial for survival and flourishing in life.

53
Q

Principles of Positive Psychology

A
  • Strengths theory
  • Broaden and build theory of positive emotions
  • Complete state model of mental health
  • Four-front approach to client assessment
54
Q

Broaden and build theory of positive emotions components

A
  1. Broaden hypothesis
    positive emotions broaden thought-actions repertoire
  2. Build hypothesis
    positive emotions help build personal resources
  3. Undoing hypothesis
    Positive emotions help undo negative emotions
  4. Resilience hypothesis
    positive emotions trigger upward spirals of well-being (enhancing coping and resilience)
  5. Flourish hypothesis
    Is a key predictor of human flourishing: the ratio of positive to negative affect.
55
Q

The complete state model of mental health

A

mental health & mental illness exist on two separate continuums

56
Q

completely mentally healthy

A

flourishing

57
Q

completely mentally ill

A

floundering

58
Q

incompletely mentally healthy

A

languishing

59
Q

incompletely mentally ill

A

struggling

60
Q

Four front approach

A

Client possesses strengths AND weaknesses along opportunities AND destructive forces in their environment

–> failure to consider the role of environment = common error

61
Q

Seligman’s three components of happiness

A

1 pleasant life
2 engaged life
3 meaningful life

62
Q

Positive psychotherapy

A

focusing on building client strengths, positive emotions and increasing meaning in life to alleviate psychopathology and foster happiness

63
Q

Experiental avoidance

A

attempts to avoid private experiences (thoughts, emotions, memories, bodily sensations and behavioral predispositions)

64
Q

Paradox of control ACT: fingertrap

A

The harder you pull the tighter the trap becomes. But, if you push your finger into the trap the trap becomes less tight –> clients are encouraged to explore acceptance by metaphorically pushing into the trap rather than pulling away.

65
Q

DBT

A

targets acceptance, mindfulness, emotion regulation, distress tolerance and interpersonal effectiveness skilss (effective for BPD)

66
Q

Different view of acceptance Beck vs Ellis

A

Ellis: acceptance = major component in treatment (RET)

Beck: acceptance as a minor treatment component (acceptance is not a mechanism of change)

67
Q

Relaxation in acceptance-based treatment

A

When used with exposure it can facilitate arousal (acceptance in general)

When used as a distractor from emotional difficulties it can undermine acceptance interventions

Cognitive Behavior Interventions (4 decks)

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