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Midterm Flashcards

1
Q

Cultural intersections

A

When someone is a part of two different marginalized cultures

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2
Q

Culturally informed practice

A

Cultural knowledge when it comes to diagnosis, psychodynamic, behavioral, family systems, pharmacology, etc

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3
Q

Code that has overarching principles and specific rules for culture

A

APA ethics code

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4
Q

Multicultural therapies

A

Cultural relativism and cultural universality

Therapist awareness, education, efforts to invite discussion

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5
Q

Multicultural theory

A

Comceptualizes problems as

  • Understandable reactions to unacceptable pressure
  • Reactions that need to be understood and channeled productively
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6
Q

Psychopathology of cultural differences

A

Discrimination, acculturation, microaggressions, immigration, internalized isms, limited in group support

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7
Q

Macro level isms

A

economic and health care disparities, white cis/hetero normatively

Client does not need to be fully aware of these to be affected

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8
Q

5 commonalities among psychodynamic theories

A

Much of mental life is unconscious

Thoughts, emotions, motivations about something can conflict

Personality formation begins in childhood

Mental représentations of self, others, relationships guide interactions and psychological symptoms

Development - movement from an immature, socially dependent state to a mature, independent state

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9
Q

The ID

A

Demanding- Pressure principle

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10
Q

The EGO

A

Peace officer - ruled by the reality principle

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11
Q

SUPEREGO

A

The judge - ruled by the moral principle

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12
Q

Ego defense mechanisms

A

Normal, UNCONSIOUS processes that distort reality

Help the individual cope with anxiety

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13
Q

Projection (defense mechanism)

A

I’m not mad, you’re mad

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14
Q

Discplacement (defense mechanism)

A

Anger towards dad is directed on brother

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15
Q

Sublimation (defense mechanism)

A

Turning my anger against mom into athletics

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16
Q

Reaction formation (defense mechanism)

A

Homosexual attraction channeled into violence towards gay people

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17
Q

Fixation (Freud)

A

Failure to resolve core issues in a psychosexual stage

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18
Q

Oedipus complex

A

Phallic stage of development

Feelings of desire for opposite sex parent

Competition with same sex parent

Can result in fixation

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19
Q

Erik Erikson’s psychosocial stages

A

Helped to bring psychoanalysis to focus on “ego psychology”

Stages emphasize social development and drive for mastery and competence

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20
Q

Goals in psychoanalysis

A

Make the unconscious conscious

strengthen the ego so it can tolerate reality and use defenses flexibly

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21
Q

Psychodynamic approaches - what the therapist does - four things

A

Preserve the analytical framework

monitor ego strength

Generate/discover intrapsychic material

Interpret the material

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22
Q

Psychodynamic approach: Preserve the analytic framework

A

Boundaries of time, setting and roles stay the same

Blank screen, rigid environment

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23
Q

Psychodynamic approach: Monitor ego strength

A

Bring unconscious material to consciousness

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24
Q

Psychodynamic approach: generate/ discover intrapsychic material

A

Including therapeutic strategies (free association, dream analysis, etc)

Mainly: Allow transference to develop, analyzing resistance

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25
Transference
Allow client to transfer feelings/ thoughts/ emotions from someone else onto the therapist Client reacts to the therapist as he did to an earlier significant other
26
Countertransference
The reaction of the therapist toward the client that may interfere with objectivity
27
Resistance
Anything that works against the progress of therapy and prevents the production of unconscious material hesitation answering questions, cancelling appointments, etc Analyzing this helps the therapist to understand the patient better
28
Psychodynamic approach: Interpret the material
Confronting and clarifying Interpreting and telling the patient what you interpret, noticing the patient's reaction when you tell them Working through (main part, takes the longest)- becoming conscious of impulses and defenses
29
Psychodynamic therapy effectiveness
Better than supportive control therapies or no therapy but same or less efffective than CBT
30
Limited time (brief) psychodynamic therapy
Make this type of therapy competitive in the marketplace by making it empirically testable and deliverable Limited amount of sessions - get to the point quicker
31
Limitations of psychodynamic therapies
May not be appropriate for all cultures and SES groups Stuidied by old whit emen Lengthier treatment may not be practical or affordable Minimizes the role of the environment on functioning Requires extensive therapist training difficult to study empirically
32
Evidence based practice (EBP)
Policy makers argue that effectiveness claims of therapy should be evidence based Integration of: patient unique characteristics, clinical expertise, best available research evidence
33
Issue with EBP - what counts as evidence?
The therapy works only for the people who the therapy worked for, and these are the people who are documented
34
How does Tolin et al argue that EBP should be handled?
Should be more emphasis on Empirically supported treatment (EST) and THEN consider patient characteristics and clinical expertise
35
What makes a good EST?
Efficacy- benefits are due to the effects of the treatment and not confounding factors Randomized controlled trial (RCT)
36
Randomized control trial
Causal inference, control group, falsifiability, transparency
37
Falsifiability
There is an expectation for what is supposed to happen/ what is supposed to improve Hypothesis can be supported or cannot be supported – can’t change your mind for what your expectation is
38
Transparency
Clear roadmap for how these trials are supposed to occur
39
Stages of EST
Open trial- figure out if it even has a chance of working before you spend a ton of money Efficacy- does it work? Under ideal conditions? Better than another treatment? Holding everything else constant? Effectiveness- Does it work under real conditions?
40
Criticisms of EST's
Treatments are adapted to meet the research designs rather than vice versa (tail wags the dog) Gold standard treatment - treatments viewed as the optimal treatment rather than the example Straw man problem- control conditions are not representative of what clinicians are actually doing Allegiance effects- favored treatments usually win over competing treatments External validity problems (different settings, patients, cultures, outcomes)
41
Behaviorism and opinion on mentalism
Cannot directly observe mental thoughts, beliefs, unconscious so it is not important
42
Classical conditioning
UCS = UCR UCS + NS = UCR NS = CR Baby Albert and white bunny
43
Operant conditioning
Reinforcement and punishment
44
Criticism to conditioning methods
These approaches are "reductionist" No two people's earning histories are the same, behavior must be understood in context, treatment is highly individualized
45
Anxiety symptoms and conditioning - how does it work
Fear association develops through classical conditioning Fear association is maintained through operant conditioning (negative reinforcement)
46
Fear response and habituation, extinction
Habituation: fear cannot be maintained for too long so it will subside eventually. More exposure = more habituation = lesser response to stimulus over time Extinction- results after the person has the stimulus + no fear = no more fear
47
Classical conditioning and fear development
Getting bit by snake = fear = don't want to do that again
48
Operant conditioning and fear maintaining fear
Avoidance is negatively enforced- staying further away = less fear Approach behavior is positively punished- approach snake = fear, anxiety
49
Treatment of exposure therapy how it works
Aims to "unlink" the conditioned stimulus to fear response through exposure Prevent avoidance Allow habituation and extinction to occur
50
Systematic desensitization (exposure therapy)
Graduated expose to feared situation or event Goals are habituation and extinction
51
ABC Model
Antecedents- constants of how and why the habit happens Behaviors - the habit Consequences- come up with ways that make them not want to do the behavior
52
Social Learning Approach
Gives importance to the interactions between a person's behavior and the environment
53
Social learning and family processes
Child learns from how their parent reacts to them for good or bad behavior. This then generalizes into social exchanges outside of the household (school, peers)
54
Child behavior management strategies
Reinforcement over punishment- token system reinforces positive behaviors Consistency and follow through Non-harsh
55
Limitations of behavior therapy
heavy focus on behavioral exchange may detract from client's emotions and thoughts Does not place emphasis on insight Focuses on symptoms rather than underlying causes of maladaptive behaviors Power imbalance- chance for the therapist to manipulate the patient with this approach
56
Systems perspective
Look at why something is happening rather than just acknowledging that it is happening
57
Family systems perspective
Understand individuals by how they interact with their family
58
Family systems - symptoms
an expression of dysfiunction within a family
59
Identified patient
why the family is coming to therapy, the problem
60
The symptom bearer
person who has the problem in the family - bearing the weight of the family
61
Scapegoating
blaming one person for the family's problems
62
Organization lens
How is the family organized? Embedded subsystems, power hierarchy, boundaries, autonomy of individuals in the family Family genogram
63
Teleological lense
What is the identified problem? Purpose that the family is in therapy?
64
Sequences and patterns lens (face to face)
Real time interactions that happen within the family, patterns
65
Sequences and patterns lens (routines)
The specific routines of the day to day life of the family Parent work schedule, school schedule, kid doing parental duties
66
Sequences and patterns lens (ebbs and flows of life)
What does the family's life look like when it's back to school time? Marriages? Family reunions?
67
Sequences and patterns lens (transgenerational)
Repeated patterns across generations
68
Developmental lens
Development of the family, not the individuals When were there children, when do they get married, what do the parents do, retirement? Grandparents in the house? Useful for step families and multicultural families
69
Individual's Internal Family System Lens
How each family member views their family dynamic
70
Multicultural lens
Intra and inter cultural experiences
71
Gender lens
Something you can learn about the family based on gender roles/ power dynamics
72
Process lens
Noticed in the therapy room- "how" is the family interacting rather than "what" they are doing
73
Family therapy technique - joining
convince the family that the therapist is on their side, build trust
74
Family therapy technique - enactment
therapist has the family act out a problem area
75
Family therapy technique- reframing and insight
helping the family to understand the problems in a new way
76
Family therapy technique- valuing and inclusion
make sure all the family members are included, especially the ones who are normally absent
77
Issues with general therapy
therapist gender and culture, missing persons in the family, tensions between individual and systems approach, based on the western family model
78
Liddle - Family therapy
Adolescent problems are multidimensional Problem situations provide essential info and opportunity Therapist responsibility is emphasized
79
Foa Reading
Focuses on why PTSD occurs and relates it to the effectiveness of exposure therapy
80
Ruglass Reading
Those who went through COPE and RPT experienced a greater reduction in PTSD symptom severity compared to AMCG. The difference between the effectiveness of COPE and RPT was not significant for the entire sample, however the data showed that there was a significant difference in the subset for only PTSD, that COPE resulted in a significantly greater diminishment of PTSD symptoms compared to RPT.

Psychotherapy (2 decks)

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