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Maya's MFT Exam: Theory Flashcards > Interventions: Guess the Theory > Flashcards

Interventions: Guess the Theory Flashcards

1
Q

A therapist asks a client why they believe what they believe including supporting evidence, thoughts, feelings.

A

CBT: Socratic questioning.

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2
Q

A client is struggling to accept the limitations of having a chronic illness. The therapist says, “Can you think of your illness as a built-in reminder to take care of your health throughout your life?”

A

CBT: reframing

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3
Q

A therapist teaches a client to identify irrational, distorted, or
maladaptive beliefs, question the evidence for the belief, and generate alternative responses.

A

CBT: Cognitive Resturcturing

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4
Q

A therapist assigns a client hw in-between session to helps with monitoring automatic thoughts, reviewing the previous
therapy session, and preparing for the next therapy session.

A

CBT: hw

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5
Q

Following the direction of the therapist, a client records the amount and degree of thoughts and behaviors in a diary, which provides the client and therapist information regarding the degree of a client’s negative affirmations.

A

CBT: self monitoring

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6
Q

A therapist suggests that client experiment with a new experience such as taking daily walks. Client does so and records their observations.

A

CBT: Behavioral Experiments

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7
Q

A therapist help client tolerate a anxiety provoking situation by teaching them relaxation techniques

A

CBT: systematic Desensitization

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8
Q

A therapist teaches client skills for specific situations using imagery (role plays) The client then practices relaxation techniques during the role plays until anxiety is reduced and client can tolerate the situations both in role play and in real life.

A

CBT: Anxiety Management Training

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9
Q

A therapist teaches a very passive or overly aggressive client to state their desires and needs using minimally effective responses

A

CBT Assertiveness training

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10
Q

A therapist encourages a depressed or passive client to schedule activities and incentives along the way in order to feel better

A

CBT Behavioral activation

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11
Q

A therapist teaches a couple to better talk about feelings and problems

A

CBT: Communication Skills Training

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12
Q

A therapist asks a client questions to uncover underlying assumptions such as “if this is true, what does it mean about your and your life?”

A

CBT: Downward arrow

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13
Q

A therapist instructs a client with a fear of germs to place their hand in a trash can for 5 minutes at a time.

A

CBT: Exposure:

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14
Q

Therapist helps client to explore all possible options for either interpreting a situation or resolving a problem

A

CBT: Finding alternatives.

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15
Q

A therapist teaches a client to recognize and label particular distortion in thinking that can lead to negatively interpreting events.

A

CBT: Labeling Distortions

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16
Q

A therapist asks a client to use a chart to rate their level of mastery or pleasure that they derive from an activity.

A

CBT: Mastery/pleasure rating

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17
Q

Therapist encourages client to do something kind/compassionate despite being angry at their spouse

A

CBT: Opposite action

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18
Q

Therapist teaches a step-by-step approach so that client can orient and define problem, generate alternatives, make decisions and find solutions and verify their results.

A

CBT: Problem solving training.

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19
Q

Teaches client to relax muscles to condition a relaxation
response to counter tension. Uses imagery, music, and other stimuli to assist in acquiring response

A

CBT: Relaxation Training

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20
Q

Client and therapist collaborate in developing a
plan for the client to engage in steps that approximate an ultimate goal, to allow the client to have success at each step along the way to the goal.

A

CBT: Successive Approximation:

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21
Q

client collects automatic thoughts and lists the
situation in which the thought occurred, the automatic thought, and the associated feelings

A

CBT: Three Column Technique

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22
Q

A therapist gives a client a chart with columns to
record alternative responses to the automatic thought and behavioral or emotional outcomes of changing the thought

A

CBT: Thought Record

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23
Q

Establish safe and supportive therapeutic relationship; Complete a
functional analysis to assess and define the problem and negative thought patterns; Educate and explain CBT; Set collaborative goals.

A

CBT: Beginning phase

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24
Q

Identify negative thought patterns; Uncover negative schemas;
Assign homework to self- monitor thoughts and moods and behaviors; Label cognitive distortions; Reframe thoughts; Learn and practice new skills and behaviors.

A

CBT: Middle

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25
Q

Review gains; Identify skills learned; Rehearse for new situations;
anticipate future struggles

A

CBT: End

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26
Q

Change occurs by creating conditions for the client to grow through the therapeutic relationship with the presence of three essential components: congruence/genuineness, unconditional positive regard, and empathy.

A

Client/Person-Centered Therapy theory of change

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27
Q

Therapist is nondirective and a facilitator (helper) who sets the stage and believes the client is able to do what is necessary for growth and change, self-actualization. Client determines goals of therapy.

A

Client/Person-Centered Therapy: role of therapist

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28
Q

What theory do these treatment goals fall under?
Self-acceptance, congruence between client’s idealized and actual selves. Increased self-understanding, Decreased levels of defensiveness, insecurity, and guilt, More positive relationships and increased comfort with others, Increased ability to experience and express feelings in the here and now

A

Client/Person-Centered Therapy

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29
Q

What theory does this fall under? Complete acceptance of the client, a nonjudgmental respect of client and his/her feelings allows clients to feel less anxious about their perceived weaknesses and taking risks

A

Client/person centered therapy, Unconditional Positive Regard

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30
Q

Therapist’s genuineness with client, shares his/her feelings
honestly, does not hide behind professional façade—therapist is transparent with feelings, thoughts, and beliefs

A

Congruence, Client/person centered therapy

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31
Q

Therapist accurately senses the feelings and personal meanings
the client is experiencing and is able to communicate this understanding to the client

A

Empathy, client centered

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32
Q

Innate tendency of all human beings to reach their fullest
potential

A

Client centered, Self-Actualization

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33
Q

Through the therapeutic relationship, clients are able to
take control of their lives rather than follow the direction of others who were previously in control.

A

Client centered: Locus of Control

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34
Q

Clients are allowed to lead the discussion.

A

Client centered therapy, Non-Directive Therapy

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35
Q

Change occurs through finding philosophical meaning in the face of anxiety by choosing to think and act authentically and responsibly. The core question addressed in existential therapy is “How do I exist?” in the face of uncertainty,conflict, or death.

A

Existential Therapy, theory of change

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36
Q

Therapist Provides an encounter with a “real” other
* Presence of the therapist is essential
* Helps the client focus on personal responsibility for making decisions

A

Existential Therapy, Role of therapist

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37
Q

Client discovers his own life meaning, Client confronts anxiety inherent in living, Client experiences agency and responsibility in the construction of their life

A

Treatment Goals, Existential Therapy

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38
Q

All persons have the capacity for self-awareness.
* As free beings, everyone must accept the responsibility that comes with freedom.
* Each person has a unique identity that can only be known through
relationships with others.
* Each person must continually recreate himself. The meaning of life and of existence is never fixed; rather, it constantly changes.
* Anxiety is part of the human condition.
* Death is a basic human condition that gives significance to life.

A

Existential therapy, key concepts

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39
Q

Focus on moment-to-moment process rather than on explicit content

A

Existential therapy

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40
Q

Holding refers to a process of holding up the problem experience so it may be seen, remembered, and re-experienced by the client.

A

Existential therapy

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41
Q

Empathic availability is a committed presence to the “other” and openness to the pain and potentials of the other even when such openness is difficult and unpleasant

A

Existential therapy

42
Q

Telling, talking about, and naming emotional pain places the emotional experience and pain into the world of mutual encounter, where the relationship between client and practitioner can be used to process the situation under circumstances of increased support

A

Existential therapy

43
Q

Mastering the emotional pain is a process of reflection and behavioral experimentation that helps a client discover unique healing activities that are useful in processing and defusing the problem situation

A

Existential therapy

44
Q

Honoring the pain refers to the process of celebrating the meaning potentials and opportunities in the problem situation that the client actualizes and makes real.

A

Existential Therapy

45
Q

Change happens through the existential encounter – the authentic meeting of the therapist and the client in the present moment and by expanding the client’s range of experience.

A

Theory of change/Experiential/Symbolic therapy

46
Q

Authentically being with client, playful, creative

A

Role of therapist, Experiential/symbolic therapy

47
Q

The goal is for growth and increased flexibility.

A

Treatment goals: Experiential/Symbolic Therapy

48
Q

Battle for Structure: Therapist establishes the rules and working
atmosphere of treatment. Includes the need for entire family to be in therapy

A

Experiential/Symbolic Therapy (interventions)

49
Q

Battle for Initiative: Motivation for change must come from family. Includes having family state agenda for each session, waiting silently for family to take initiative, allowing family to determine how change is going to happen

A

Experiential/Symbolic Therapy (interventions)

50
Q

Trial of Labor: Understanding the roles, boundaries, beliefs, history and levels of conflict within the family

A

Experiential/Symbolic Therapy (interventions)

51
Q

Activating Constructive Anxiety: Reframing anxiety as efforts toward
competence (fear of failing to accomplish what one is capable of)

A

Experiential/Symbolic Therapy (interventions)

52
Q

Play, Humor and “Craziness:” Tapping irrational side. Finding solutions in creative interactions

A

Experiential/Symbolic Therapy (interventions)

53
Q

Beginning: Engage family as authentic person. Battle for structure. Encourage all members to attend. Family wins battle of initiative. Gather information about boundaries, coalitions, roles and level of conflict

A

Experiential/Symbolic Therapy: treatment phases

54
Q

Middle: Develop sense of cohesion. Create alternative interactions. Highlight inappropriate boundaries. Role play situations. Use play and “craziness”.

A

Experiential/Symbolic Therapy: treatment phases

55
Q

End: Highlight accomplishments and reflect on growth. Identify possible block to future growth. Role play future scenarios. Each member expresses feelings about their experience of therapy.

A

Experiential/Symbolic Therapy: treatment phases

56
Q

Theory of Change
Change occurs through increased awareness of here-and-now experience in a dialogic relationship. Both existential and humanistic.

A

Gestalt Therapy

57
Q

The therapist is an authentic, present other
* Non-directive and non-judgmental
* Increase the client’s awareness in the present moment

A

Gestalt

58
Q

The goal is for clients to become aware of what they are doing, how they are doing it, and how they can change themselves, and at the same time, learn to accept and value themselves.

A

Gestalt, treatment goals

59
Q

Phenomenological Method: Exploring experience by description and
abstaining from interpretation

A

Gestalt

60
Q

Dialogical Relationship: Therapist’s presence allows for the client to
become fully present.

A

Gestalt

61
Q

Experiential: Through experiments, the therapist supports the client’s direct experience of something new, instead of merely talking about the possibility of something new.

A

Gestalt

62
Q

Here-and-Now Focus: The past is discussed in terms of how the past affects the present.

A

Gestalt

63
Q

Empty Chair Technique: Used to explore patients’ relationships with
themselves or others in their lives. A form of role-playing, the client addresses an empty chair as if another person was in it in order to act out two or more sides of a discussion.

A

Gestalt Intervention

64
Q

Experiments: Encourages the client to experience a feeling rather than just talk about it.

A

Gestalt

65
Q

Body Techniques: Bring patients’ awareness to their body functioning or help them to be aware of how they can use their bodies to support excitement, awareness

A

Gestalt

66
Q

Focuses on the process, what is actually happening, and the content, what is being talked about.

A

Gestalt

67
Q

Theory of Change
Change occurs by separating patient from problem and creating a new narrative or story, which emphasizes the client’s competencies and strengths.

A

Narrative Therapy

68
Q

Therapist’s Role
* Collaborator
* Investigator
* Co-author
* Views individuals as the experts on their own lives

A

Narrative therapy

69
Q

Deconstruct problem-saturated stories in order to create more helpful stories.
* Re-authoring the story—having a new story emerge.

A

Narrative therapy

70
Q

Externalizing the Problem: Separating the person from the problem
story; Example: “What is anxiety trying to tell you to do?”).

A

Narrative therapy

71
Q

Social Constructivism: Where the messages are coming from; focus is
on the present and past—the current problem and the history of the problem. Special attention is given to social issues, such as culture, gender, race, disability, social class

A

Narrative therapy

72
Q

Deconstructive Questions: Questions that clarify meaning and help
people unpack their stories. They encourage clients to situate their narratives in broader contexts.

A

Narrative therapy

73
Q

Mapping the Influence: Process of eliciting from the client a detailed
description of the problem’s effect and influence on client’s life and
relationships.

A

Narrative therapy

74
Q

Identifying Unique Outcomes: Times in the client’s life during which the client was able to resist the effects of the problem.

A

Narrative therapy

75
Q

Enlisting a Witness: Inviting someone who has a sense of who the client is to support & witness the re-authoring process

A

Narrative therapy

76
Q

Writing a Letter: client writing a letter to self and others to reinforce a new story

A

Narrative therapy

77
Q

Beginning: Client is invited to tell their Problem-Saturated Stories – the reason client is seeking therapy

A

Narrative therapy: phases of treatment

78
Q

Early/Middle: The problem is externalized; Mapping the influence/effects of the problem; Identify/explore unique outcomes; Re-author story; Enlist a witness

A

Narrative therapy, middle phase of treatment

79
Q

End: Document and support new story; Write letter to self and others

A

Narrative therapy: end phase of treatment

80
Q

Theory of Change
Change occurs through changing irrational beliefs to rational beliefs, which improves clients’ emotional and behavioral functioning.

A

Rational Emotive Behavior Therapy

81
Q

Role of the Therapist
* Instructor
* Confrontational
* Direct

A

REBT

82
Q

Treatment Goals
* Help clients alter illogical beliefs and thinking patters in order to overcome
psychological problems and mental distress.

A

REBT

83
Q

A – Activating Event: Something happens in the environment
around you.
* B – Beliefs: You hold a belief about the event or situation.
* C – Consequence: You have an emotional response to your belief.
* Common Irrational Beliefs: Feeling excessively upset over other
people’s mistakes or misconduct. Believing that you must be 100 percent
competent and successful in everything to be valued and worthwhile

A

REBT

84
Q

Self-Acceptance: I have both good and bad points. I am allowed to have flaws. Despite my good and bad points, I am no more worthy or less
worthy than any other person.

A

REBT

85
Q

Other-Acceptance: Sometimes other people will not treat me fairly. There is no law that other people have to treat me fairly all of the time.
People who don’t treat me fairly are no more worthy or less worthy than any other person.

A

REBT

86
Q

Life-Acceptance: Life does not always work out the way that you want. There is no rule that life has to go the way that you want. Although life will not always be pleasant, it is never awful or completely unbearable

A

REBT

87
Q

Beginning: Identify underlying irrational
thought patterns and beliefs and the resulting feelings and behaviors

A

REBT

88
Q

Middle phase : challenge mistaken beliefs. In order to do this, the therapist must dispute
these beliefs using very direct and even confrontational methods.

A

REBT

89
Q

End: Review progress made and apply learned skills to anticipated future
struggles.

A

REBT: End phase

90
Q

Theory of Change
Change occurs through accessing client’s strengths and resources. Emphasizes
finding solutions to a problem, not on discovering the cause or origins of the problem.

A

Solution focused therapy

91
Q

Therapist is a consultant, coach

A

Solution focused therapy

92
Q

Treatment Goals
* Client implements small and large changes to achieve their preferred future
* Client builds on current strengths and resources

A

Solution focused therapy

93
Q

Exception Questioning: The therapist asks the client to think of a time in life when the particular problem did not exist and what the client did differently during this time. The goal here is to focus on what has worked in the past to provide the client with a positive perspective. Example: “Tell me
about the times when you don’t get angry.”

A

Solution focused: intervention

94
Q

Miracle Questioning: The therapist asks the client to envision how the future will be when the problem no longer exists and what her life looks like then. Example: “Imagine that tomorrow morning you wake up and a miracle has happened. What would be different that will tell you a miracle has happened and your problem has been solved?”

A

Solution focused therapy intervention

95
Q

Scaling Questions: The therapist asks the client to think of a scale ranging from the worst things could be to the best. The client then rates his current position on the scale and is asked to identify how he could move up or down the scale. The client is also encouraged to identify what point on the scale would be good enough or where his “perfect future” is. Example: “You said that things are between a 4 and a 5. What would need to happen so that
things were between a 5 and 6?”

A

Solution focused

96
Q

Presupposing Change: Rather than focusing on the problem that brought the client in, the therapist can ask the client questions to focus on the positive changes that have been occurring. Example: “What’s different, or
better since the last time we met?”

A

Solution focused

97
Q

Coping Questions: If a client has trouble identifying positive change,
coping questions are asked by the therapist in order to illustrate resources
that the client already has. This can include validating the client’s difficulties
while also showing that she is still able to get up in the morning, go to school,
etc. This highlights the client’s strengths without undermining her view of
reality. These questions are supportive while also challenging the client and shifting the focus away from problem-focused narratives. Example: “How do
you keep going each day even when it feels like there is no hope?”

A

Solution focused therapy, intervention

98
Q

Affirmations / Compliments: Regularly acknowledge, progress, strengths and resources. Example: Tell the client, “I am impressed you are sitting in that chair again after what you just went through”.

A

Solution focused

99
Q

Beginning: Join with client competencies; Envision preferred future; begin to
identify client’s strengths; use solution-oriented language; come up with
achievable goals.

A

Beginning phase of treatment, solution focused

100
Q

Middle: Identify strengths, resources and traits client already has used to deal
with problem; Utilize solution-talk; Identify exceptions to problems; Utilize scaling questions to reflect on the nature of change the client has experienced;
Feedback to clients that include compliments and tasks; catch and highlight small changes; compliments / cheerleading.

A

Solution focused

101
Q

End: Assist client to identify things they can do to continue the changes they
have made; Identify hurdles or perceived barriers that could get in the way of the
changes they made.

A

Solution focused

Maya's MFT Exam: Theory Flashcards (3 decks)

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