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Psychotherapy II > Midterm > Flashcards

Midterm Flashcards

1
Q

Ways to be proactive in reflecting

A

o Ask for supervision
 When a helping and a supervisor sit down to review the helper’s problems and success with their client
o Develop a support group from fellow learners
o becoming a client yourself
o keeping a personal journal

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2
Q

What does being a reflective practitioner mean

A

means that you make a commitment to personal awareness of your automatic reactions and prejudices by taking time to think back on these reactions and perhaps to record them in a journal or discuss them with a supervisor or colleague

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3
Q

what does reflection train

A
  • Reflection trains one to be open to contemplation, to consider alternative plans of action, to become resourceful, and to be inquisitive in one’s lifestyle as well as in one’s work
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4
Q

define helping

A
  • Helping a term that encompasses all the activities we use to assist another person, whether we have a therapeutic relationship or not
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5
Q

what does helping require

A
  • Helping only requires a person desiring help (a client), someone willing and able to give help (a helper), and a conducive setting
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6
Q

define interviewing

A
  • Interviewing: a conversation between an interviewer and an interviewee
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7
Q

define situational interview

A

when an interview may also be used to test the interviewee’s skills, poise, ability to think in a live setting

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8
Q

what is counselling and psychotherapy

A
  • Counselling and psychotherapy are professional helping services provided by trained individuals who have contracts with their clients to assist them in attaining their goals
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9
Q

what was psychotherapy originally defined as

A

o Psychotherapy was used to describe the process of helping clients who were troubled by mental disorders

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10
Q

what was counselling originally defined as

A

o Counseling used to believe in seeing each individual as a unique person rather than as a diagnostic label

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11
Q

define coaching

A
  • Coaching: new term on the mental health scene. Allows individuals without therapeutic degrees to practice professional helping and “coaching” sounds a lot more pleasant than counselling or therapy

a development process whereby an individual meets on a regular basis to clarify goals, deal with potential stumbling blocks and improve their performance. It is an intervention that is highly personal and generally involves a one-on-one relationship between coach and client

o Support listener
o Encourages the attainment of specific achievable goals
o Overlaps with counselling
o Unregulated and can possibly pose ethical concerns if oversight is not present

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12
Q

what are the elements of an effective coach

A

empathy, active listening, ability to size up people, diplomacy and tact, patience towards people, concern for welfare of others, self-confidence, non-competitiveness with team members and enthusiasm

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13
Q

an effective helper should:

A

o Be positive, accepting views of other people
o Have good self-esteem and is secure and a mentally healthy person
o Have good self-care skills
o Both creative and intellectually competent

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14
Q

what are the 6 therapeutic factors that cut across theoretical persuasions

A
  1. Maintaining a strong helper/client relationship
  2. Increasing the client’s motivation and expectations of help
  3. Enhancing the client’s sense of mastering or self-efficacy
  4. Providing new learning experiences
  5. Raising emotional arousal and promoting emotional expression
  6. Providing opportunities
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15
Q

what are therapeutic building blocks

A
  • A phrase used to describe the basic helping skills
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16
Q

what are the basic helping skills/ therapeutic building blocks

A
  1. invitation skills
  2. reflecting skills
  3. advanced reflecting skills
  4. challenging skills
  5. goal setting skills
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17
Q

what are invitational skills

A
  • Invitational skills are the basic means by which the helper invites the client into a therapeutic relationship
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18
Q

what are reflection skills

A

let the client know that you have heard their stories

o Reflections are condensed version of the facts and emotions the client has conveyed

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19
Q

what are advanced reflection skills

A

help a client move even deeper than the reflecting skills do. They include reflecting meaning and summarizing. Hunches that helpers make and repeat to their clients to see whether they understand the unique impact of their client’s problems beyond the basic facts and feelings

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20
Q

what are challenging skills

A
  • Challenging skills: push the clients to recognize discrepancies in their statements. They identify incongruities in a client’s story and may give information on client strengths and weaknesses
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21
Q

what are goal-setting skills

A

begin to narrow the focus by using questions to identify a goal and boiling down the problem

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22
Q

what are the stages of the helping process: road map

A 
relationship building 
assessment 
goal-setting 
intervention and action 
evaluation and reflection
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23
Q

what is the relationship building stage of the helping process: road map

A
  • Relationship building is when the helper uses invitation and reflecting skills to build a trusting relationship
    o Might take a session or two
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24
Q

what is the assessment stage of the helping process: road map

A
  • Assessment, the helper collects information, and the client provides it through answers to questions or data from intake forms or tests
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25
Q

what is the goal setting stage of the helping process: road map

A
  • Goal setting, the client participates by thinking about and agreeing to the goals that are mutually determined
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26
Q

what is the intervention and action stage of the helping process: road map

A
  • Intervention and action, the helper identifies and implements helping techniques to accomplish of the treatment goals
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27
Q

what is the evaluation and reflection stage of the helping process: road map

A
  • Evaluation and reflection, the helper invites the client to think about the progress being made, and together they detect whether to continue the helping relationship
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28
Q

What are perry’s stages of counsellor development

A

Dualistic
Multiplistic
Relativistic

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29
Q

what is the dualistic stage of perry’s stages of counsellor development

A

o When we are a novice we go through a dualistic phase where we believe that there is a wrong and right way to do counselling
o Problematic way of thinking because counselling is an art form and we often get stuck on what is right thing to say

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30
Q

what is the multiplistic stage of perry’s stages of counsellor development

A

o Acknowledging that there is multiple right answers to a specific situation but still being a little unclear on which answer is preferred

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31
Q

what is the relativistic stage of perry’s stages of counsellor development

A

o Occurs when the individual is more experienced and you start to realize that there are various responses that can be given. Certain situations require certain responses and choosing those responses based on your knowledge and expertise

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32
Q

3 key qualities of a counsellor/psychotherapist

A
  • Humility
  • Compassion
  • Critical thinking
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33
Q

k

A

k

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34
Q

define multiple heritage

A

when clients identify with more than one culture

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35
Q

define acculturated

A

to what extent are clients embedded in the family’s historical culture and how important (salient) is their culture to them

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36
Q

define culturalism immersion

A

when you immerse yourself in another tradition by living for weeks or months in that cultural milieu

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37
Q

define power-over

A

a cultural arrangement in which difference is stratified into dominant and subordinate, superior and inferior. In these power-over arrangements, the dominant group protects its status and perpetuates its presumed entitlements through tactics ranging from obfuscation and exclusion to violence and extermination.

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38
Q

define microagressions

A
  • Subtle communications of attitudes of superiority that put other people down or a denigration
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39
Q

define broaching

A

an invitation to discuss cultural different and it also paves the way for the client to discuss the role of race or culture in the therapeutic relationship and in relation to the client’s problems

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40
Q

define ascribed credibility

A
  • Given to someone who is older, credentialed, and experienced
  • Already has credible status through culture, past experience, credentials
    o Ex. a lesbian women picking a therapist who is also a lesbian
    o Ex. a worker at an AA meeting who has delt with alcohol abuse problems in the past has an ascribed credibility
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41
Q

achieved credibility

A
  • When the client sees the helper as having the ability to help because the helper has demonstrated these skills
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42
Q

define attachment theory

A

At the top of the human drive is the need to attach, it is a fundamental need rooted in our survival

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43
Q

k

A

k

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44
Q

what does REPLAN stand for

A
  • R: relationship located at the center of the diagram to emphasize that the other factors depend on the power of the client/helper relationship for their effectiveness
  • E: enhancing efficacy and self-esteem
  • P: practicing new behaviours
  • L: lowering and raising emotional arousal
  • A: activating client expectations, hope, and motivation
  • N: providing new learning experiences
45
Q

define social intelligence

A

having empathy and understanding the intentions of others and also possessing the social skills to respond appropriately

46
Q

what are the key alliance tasks

A

safe haven

secure base

47
Q

what is the safe haven key alliance task

A

o Empathic responsiveness to client vulnerability and distress
o When the client is in distress and the therapist responds with the proper empathic attunement

48
Q

what is the secure base key alliance task

A

o Active support for client individuation and differentiation (growth)
o Being the support system and cheerleader for growth in your client
o Motivating the client towards individuation, growth, differentiation, or whatever is going to best for your client
o The therapist is providing the client with an experience of healthy attachment during the therapy session

49
Q

define client-induced countertransference

A

o Common responses elicited from most people client comes into contact with
o Ex. a client who is rude during therapy, means that they are probably like that to everyone. The therapist might thinks oh god, I do not want to talk with them. The therapist is experiencing client induced countertransference because the client pulls that reaction out of most people they encounter because they are rude

50
Q

therapist countertransference

A

o Particular responses elicited from therapist based on therapist’s past
o Ex. the client reminds the therapist of their sister, the therapist might like the client more.

51
Q

what does the therapist bring into the alliance

A

interpersonal factors, technical skills, and intrapersonal factors

52
Q

what does the client bring into the alliance

A

interpersonal factors and intrapersonal factors

53
Q

steps to addressing client transference in session

A
  1. Convey acceptance of client response without retaliation or defensiveness
  2. Explore client’s feelings non-judgementally
  3. Use self-involving statements to convey relational impacts of the encounter
54
Q

aspects of carl rogers legacy

A

empathy
congruence
positive regard

55
Q

define theory of mind

A

is the ability to embody other people’s perspective to realize that although I have my singular consciousness so does everybody else

56
Q

define cognitive empathy

A

understand other people’s emotional states, take their perspective, but yourself in their shoes (ex. theory of mind)

57
Q

define affective empathy

A

mentally stimulate and feel other people’s emotional states

58
Q

define tutorial stance

A
  • A tutorial stances means that the helper becomes a learner, seeking to understand the client- recognizing that the helper must learn from the client what it is like to be that person
59
Q

what is empathy not

A
  • It is not merely supporting and agreeing with the client
  • Is not pretending to understand
  • Is not taking on your client’s problems
  • is not sympathy
  • Is not a one-time behaviour
60
Q

what has self-disclosure has shown to

A

o Produce positive outcomes for clients
o Increase trust in the relationship
o Make the helper more attractive
o Deepen client self- disclosure and encourage expression of feeling

61
Q

define self-involving statements

A

occurs when the helper shares his or her thoughts and emotions about the client

62
Q

helper self-disclosure

A

when the helper relates factors about himself or herself

63
Q

what are the mistakes with self-disclosure

A
  1. The helper’s self-disclosure is too deep. Thus, the client has to react to the helper, rather than focus on parallels between his or her own story and the helper’s.
  2. Self-disclosure is poorly timed. When a person has gone through a traumatic event, it is a poor time to get him or her to focus on the helper’s story. Rather, the client should be encouraged to disclose more.
  3. The helper’s self-disclosure does not match the client’s experience.
64
Q

how to deal with clients who express strong feelings of anger

A
  1. Convey acceptance of client’s remarks but don’t retaliate
  2. Explore the client’s feelings
  3. Utilize self-involving statements to help the client become aware of the helper’s genuine thoughts and emotions about the client and the client’s behaviour
  4. Use the experience to help the client to find new and better ways of expressing feelings and meeting their needs
65
Q

what are the four branches of emotional intelligence

A

perceiving emotion
understanding emotion
managing emotion
reasoning with emotions

66
Q

what does the perceiving emotion branch of emotional intelligence mean

A

o Noticing emotions within yourself or within others

67
Q

what does the managing emotion branch of emotional intelligence mean

A

o Emotional regulation

o Up regulating emotions that feel muted and down regulating emotions that feel too intense

68
Q

what does the reasoning with emotion branch of emotional intelligence mean

A

o Using that emotion to reason

o How does understanding my emotions give me more data that I can utilize moving forward

69
Q

define emotional intelligence

A

honing in our capacity to use emotions as guides and not to be slaves to them

70
Q

What can emotions teach us/ tell us/ help us with

A 
self-organization
information processing 
goal-setting 
action readiness
orientation to environment 
information on needs and values
71
Q

what is an emotion scheme

A
  • we have emotion scheme that are based on our life experience, our biological, and our cultures
  • ex. if you have experience extremely traumatic things in your life, you might not feel safe around people. Thus, your emotion scheme is going to look for fear and danger in your environment. Maybe having difficulty trusting people, difficulty feeling safe, etc.
72
Q

define primary emotion

A

the direct initial reaction to the situation. The emotion that is initially felt

73
Q

define secondary emotion

A

a response to the initial reaction to the situation

a response to the primary emotion

74
Q

define adaptive emotions

A

orient us to problem solving

 need to be accessed/unleashed

75
Q

define maladaptive emotions

A

unchanging, stuck

 need to be regulated and transformed

76
Q

stages of emotional work in therapy

A

arriving to the emotion

processing & leaving the emotion

77
Q

what is the processing & leaving stage of emotional work in therapy

A

o Noticing primary adaptive emotions
o Using adaptive emotions as guides to action
o Generating alternate responses: transforming maladaptive into adaptive (counterconditioning)
o Reflecting: integrating cognition & affect to make sense of experience

78
Q

define generating alternate responses

A

transforming maladaptive into adaptive (counterconditioning)

79
Q

define reflecting

A

cognition & affect to make sense of experience

80
Q

what is the arriving stage of emotional work in therapy

A 
o	Awareness
o	Naming 
o	Describing 
o	Deepening 
o	Tolerating 
o	Accepting
81
Q

define counterconditioning

A

o Replacing a painful emotion with a different emotion

pairing something that is unpleasant with something that is pleasant

82
Q

what are the stages of processing emotions through exposure and extinction

A
  • Exposure to the conditioned feared stimulus (speaking about, facing your painful emotion)
  • Performance of conditioned response (feeling the painful emotion)
  • Absence of unconditioned stimulus (see that nothing bad happens)
83
Q

what is approach-approach

A

i want two things but securing one means i loose the other

84
Q

what is avoidance-avoidance

A

i want to avoid two things, but avoiding one means i must approach the other

85
Q

what is approach-avoidance

A

I both want and fear something at the the same time (a ‘feared’ goal)

86
Q

what is double approach-avoidance

A

Like approach-avoidance “I both want and fear something at the the same time (a ‘feared’ goal)”
but there are two conflicts at play

87
Q

define acknowledgement responses

A

minimal encouragers to acknowledge what they are saying

88
Q

define maintenance responses

A

facilitative statements to maintain response

89
Q

what are Carkhuff’s level of empathy

A

Level 1: low level
Level 2: moderately low level
Level 3: reciprocal level of empathic responding
Level 4: moderately high level of empathic responding
Level 5: high level of empathic responding

90
Q

what is Level 1 of Carkhuff’s level of empathy

A
  • Level 1: low level

o Little or no awareness of feeling

91
Q

what is Level 2 of Carkhuff’s level of empathy

A
  • Level 2: moderately low level

o Showing some awareness

92
Q

what is Level 3 of Carkhuff’s level of empathy

A
  • Level 3: reciprocal level of empathic responding

o Accurate reflection of client’s message reflected at the level in which it was given

93
Q

what is Level 4 of Carkhuff’s level of empathy

A
  • Level 4: moderately high level of empathic responding

o Reflecting not only the accurate feeling but implicitly message

94
Q

what is Level 5 of Carkhuff’s level of empathy

A
  • Level 5: high level of empathic responding
    o Accurate reflection of feeling, plus underlying feelings in greater breadth and depth, may also include interpretation and relationship to overall story
95
Q

what is the third ear

A
  • sensing what another is experiencing
  • Deep sense of listening
  • Not just an intellectual exercise, it is a level of attunement like really paying attention and really tapping into what’s happening for the person
  • Listening deeply for all verbal and non-verbal information
96
Q

what is active listening

A
  • Attending and encouraging without intruding on the client’s telling of the story
97
Q

what is the first and most important indicator of listening

A

eye contact

98
Q

what does SOLER stand fro

A
  • S: sit straight
  • O: open posture
  • L: lean towards the client
  • E: eye contact
  • R: relaxed posture
99
Q

what can attentive silence do

A
  • Allowing for small periods of silence gives the client moments for reflection and the helper time for processing.
  • At times, silence is often the most appropriate response, such as when a client is experiencing a great loss
  • Experiences helpers use silence to allow the client to reflect, communicate empathy, and take time to think
  • Ensure the discomfort
100
Q

the 3 guidelines regarding touch

A
  1. Touch should be appropriate to the situation
  2. Touch should not impose more intimacy than the client can handle
  3. Touch should not communicate a negative message
101
Q

define encouragers

A
  • Encouragers are words that helpers use to bolster the client’s courage to confide
102
Q

define door-openers

A 
non- coercive invitation to talk 
o	What’s on your mind?
o	What were your thoughts on that?
o	Tell me about that
o	Generally positive, nonjudgmental response made during the initial phase of contact
103
Q

define minimal encouragers

A

brief supportive statements
o I see, right, okay, hmm
o Verbal responses that show interest and involvement but allow the client to determine the primary direction of the conversation
o They communicate that the listener is on tract
o If minimal encouragers are not used enough, the client feels stranded and uncertain

104
Q

define door closers

A

o Feeling judged or shamed
o Evaluative or judgemental responses
o Ex. “when will you ever learn?” “I suppose you are going to sulk again this morning, aren’t you?”

105
Q

what is the problem with Why questions

A

asking the client why he or she behaves or feels a particular way is very enticing because this inquiry seems very psychological and appears to be getting to the root of the problem
o The assumption here are:
1. The client knows why and
2. That knowing why will be helpful

106
Q

what are the assumptions related to why questions

A

o The assumption here are:

  1. The client knows why and
  2. That knowing why will be helpful
107
Q

problems with leading questions

A

give the answer in the question, manipulative. They have an embedded message. Usually disguised attempts to push through the client’s acceptance of the helper’s agenda

108
Q

problems with excessive questioning

A

clients may feel interrogated and bombarded

109
Q

problems with multiple questions

A

two or more questions asked at the same time; can be confusing

Psychotherapy II (2 decks)

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