Midterm Flashcards
1
Q
Integrative model
Prochaska 1-17
A
Selected bc of spirit and rapprochement, seeking what is useful and cordial in each therapy system
2
Q
Theory
Prochaska 1-17
A
A consistent perspective on human behavior, psychopathology, and the mechanisms of therapeutic change
3
Q
Common factors
Prochaska 1-17
A
Distinguishes it from other activities and glues together variations of psychotherapy
4
Q
Specific factors
Prochaska 1-17
A
The relatively specific or unique contributions of a therapy system
5
Q
Psychotherapy view of therapeutic relationship
Prochaska 1-17
A
Interpersonal; there is a convergence between psychotherapists, in their nominations of common factors and in their treatment recommendations
6
Q
Cognitive behavioral view of therapeutic relationship
Prochaska 1-17
A
View the relationship between the clinician and client as one of the preconditions necessary for therapy to proceed.
7
Q
Rogerian (humanistic) view of therapeutic relationship
Prochaska 1-17
A
Considers the relationship as the essential process that produces change.
8
Q
Radical view of therapeutic relationship
Prochaska 1-17
A
View the relationship between client and therapist as exerting little influence.
9
Q
Hawthorne effect
Prochaska 1-17
A
People can improve in such behaviors as work output solely as a result of having special attention paid to them. Researchers have found that attention leads to improvement.
10
Q
Process of change
Prochaska 1-17
A
Represents a middle level of abstraction between global theories and specific techniques
11
Q
Psychotherapy
Prochaska 1-17
A
The informed and intentional application of clinical methods and interpersonal stances derived from established psychological principles for the purpose of assisting people to modify their cognitions, behaviors, emotions, and/or other personal characteristics in directions that the participants deem desirable
12
Q
Transtheoretical
Prochaska 1-17
A
Across theories
13
Q
insight therapies
Prochaska 1-17
A
Work with consciousness, which is frequently viewed as a human characteristic that emerged with the evolution of language.
14
Q
Feedback
Prochaska 1-17
A
When the information given a client concerns the individuals own actions and experiences
15
Q
Education
Prochaska 1-17
A
When the information given a client concerns environmental events
16
Q
Counterconditioning
Prochaska 1-17
A
Changing our behavior to the conditioned stimuli
17
Q
Stimulus control
Prochaska 1-17
A
Changing the environment to minimize the probability of the stimuli occurring
18
Q
Contingency management
Prochaska 1-17
A
If behavior changes are made by modifying the contingencies in the environment.
19
Q
The case of Mrs.C
Prochaska 1-17
A
Struggles with OCD, symptoms manifest as constant hand washing as a result of a fear of contracting pinworms, hoarding, and a difficulty to experience arousal. She experiences SI and has attempted suicide.
20
Q
Defining characteristics of behavioral therapy
Prochaska 198-200
A
Overt behavior
Importance of learning
Directive & active nature of treatments
Assessment & evaluation
21
Q
Counterconditioning
Prochaska 198-200
A
Defined by Joseph Wolpe, because something is learned through conditioning, it an be unlearned through Counterconditioning
22
Q
Contingency management
Prochaska 198-200
A
Defined by B.F Skinner, human behavior occurs in a predictable order, just like A,B,C. Counterconditioning focuses on A->B while contingency management concerns itself with B->C. Behavior is determined by consequences.
23
Q
Cognitive-behavior modification
Prochaska 198-200
A
Defined by Donald Meichenbaum, cognitive-behavior modification attempts to control contingencies in order to shape adaptive behavior and to extinguish maladaptive behavior.
24
Q
Reciprocal inhibition
Prochaska 198-200
A
Counterconditioning, focuses on respondent conditioning
25
Behavior modification
Prochaska 198-200
Operant conditioning; changing behaviors using reinforcement, punishment, reinforcement schedules, etc.
26
Examples of common factors
Prochaska 1-17
Therapeutic relationship (most important), Hawthorne effect (attention)
27
Patient
Schuyler 3-13
A sufferer
28
Therapist
Schuyler 3-13
A healer
29
Why is the concept of “match” helpful?
Schuyler 3-13
Goodness of fit
30
Process variables
Schuyler 3-13
A prescribed series of contacts
31
First-order change
Schuyler 3-13
Rearranging variables in the same field into different sequences; all factors remain within the original system
32
Second-order change
Schuyler 3-13
shift in premises (rules) on which system is based
33
Three steps of fear and avoidance exposure program
Davis 171-187
Planning an exposure session
Experiencing the exposure session
Debriefing the exposure session during which new learning is consolidated
34
What is the focus of Davis 171-187?
Facing fear and avoidance
35
How do cognitive distortions develop?
Burns 3-31
Even though you are convinced they are valid, most of the negative thoughts that make you feel bad are distorted and unrealistic
36
What emotions result from thoughts of loss?
Burns 3-31
Sadness & depression
37
What emotion results from feelings of unfulfilled expectations?
Burns 3-31
Frustration
38
What emotion results from thoughts of danger?
Burns 3-31
Anxiety & panic
39
What emotion results from the thought that you are bad?
Burns 3-31
Guilt
40
What emotion results from the thought that you’re inadequate in comparison with others
Burns 3-31
Feelings of inferiority
41
What emotion results from feelings of unfairness?
Burns 3-31
Anger
42
All-or-nothing thinking
Burns 3-31
You see things in black-or-white categories. If a situation falls short of perfect, you see it as a total failure
Ex: “I’ve blown my diet completely.”
43
Overgeneralization
Burns 3-31
You see a single negative event as a never-ending pattern of defeat by using words such as “always” or “never” when you think about it
Ex: “My boyfriend always comes home late.”
44
Mental filter
Burns 3-31
You pick out a single negative detail and dwell on it exclusively, so that your vision of all of reality becomes darkened
Ex: You dwell on a few negative comments among countless positive ones
45
Discounting the positive
Burns 3-31
You reject positive experiences by insisting they “don’t count;” takes the joy out of your life and makes you feel inadequate and unrewarded
Ex: You discount your positive qualities and think that you don’t have any
46
Jumping to conclusions
Burns 3-31
You interpret things negatively when there are no facts to support your conclusion
47
Mind reading
Burns 3-31
Without checking it out, you arbitrarily conclude that someone is reacting negatively to you
Ex: “He doesn’t pick up my call. He must have hated me.”
48
Fortune-telling
Burns 3-31
You predict that things will turn out badly
Ex: “It will never get better.”
49
Magnification
Burns 3-31
You exaggerate the importance of your problems and shortcomings or minimize the importance of your desirable qualities; aka “binocular trick”
Ex: “It is terrible,” when is is not
50
Emotional reasoning
Burns 3-31
You assume that your negative emotions necessarily reflect the way things really are
Ex: “I feel hopeless. I must really be hopeless.”
51
“Should statements”
Burns 3-31
You tell yourself that things should be the way you hoped or expected them to be; similar with “oughts” and “have to”
Ex: “I shouldn’t have made so many mistakes.”
“Should statements” directed against yourself lead to guilt & frustration; directed against other people or the world in general lead to anger & frustration
52
Labeling
Burns 3-31
Labeling is an extreme form of all-or-nothing thinking; quite irrational because you are not the same as what you do. These labels are just useless abstractions that lead to anger, anxiety, frustration, and low self-esteem
Ex: “I’m a loser.”
You may also label others. The problem is now the person’s “character” instead of with their thinking or behavior
53
Personalization & blame
Burns 3-31
Personalization occurs when you hold yourself personally responsible for an event that isn’t entirely under your control; leads to guilt, shame, and feelings of inadequacy
Ex: “If only I scored a better grade, my mom would love me.”
Blaming other people or circumstances for one’s problems & overlooking ways that they might be contributing to the problem
Ex: “It is your fault.”
54
How did cognitive therapy begin?
Beck was unable to find evidence that depression was a result of anger at oneself (psychoanalytic model)
55
What is important about educating & engaging significant others?
Schuyler 14-22
Traditional psychotherapy has taught that interaction w someone other than the identified patient may dilute the effectiveness of the treatment
However, significant information is often forthcoming from someone other than the patient
56
How do you maintain your optimism & mobilize the patient’s hope?
Schuyler 14-22
Consider hope in a narrow, defined sense
57
What does it mean to identify & utilize the patient’s resources?
Schuyler 14-22
Definition of the cognitive work of therapy: removing the obstacles
58
What does it mean to teach skills when they are lacking?
Schuyler 14-22
Identify a skill that is lacking & devise a way to teach that skill to the patient
Ex: assertiveness, expression of feelings, and decision-making
59
Why is it important to accept the patient?
Schuyler 14-22
Quality of acceptance is central to a successful therapeutic outcome
60
What does it mean to encourage the patient to become self-observant?
Schuyler 14-22
Encourage the patient to identify relevant thoughts & analyze them by noting errors in thinking
“Taking distance from oneself”
61
What does it mean to provide structure when needed?
Schuyler 14-22
Successive approximation or modeling
62
Why do therapists discourage major decision-making?
Schuyler 14-22
Major decisions might better be postponed until the distortions are no longer dominant
63
How do therapists encourage appropriate risk-taking?
Schuyler 14-22
Identify w patient serious, “middling,” and minor risks, then discuss restrictions imposed by the refusal to risk & benefits that may result from taking reasonable risks
64
Why do therapists provide the patient with an explanatory system?
Schuyler 14-22
Results in viewing thoughts objectively, defining errors consistently made, and trying out alternative forms
Ex: cognitions drive affects & behaviors
65
What does it mean to facilitate the regaining of perspective?
Schuyler 14-22
Shift of priorities, acceptance of a limit, or acknowledgment that “outcomes” cannot be controlled
66
How long does it seem to take to teach a motivated patient the cognitive model?
Schuyler 14-22
3-5 sessions
67
How long does treatment typically last for acute depression or anxiety?
Schuyler 14-22
3-6 months, involving 10-20 (usually weekly) sessions
68
According to the cognitive model, what is common to all psychological disturbances?
J. Beck 1-9
Distorted or dysfunctional thinking (which influences the patient’s mood and behavior) is common to all psychological disturbances
69
Age range for which CT is effective
J. Beck 1-9
Adapted for all ages, from preschool to the elderly
70
Three circumstances during which attention may shift to the patient’s past
J. Beck 1-9
1. When the patient expresses a strong predilection to do so
2. When work directed toward current problems produces little or no cognitive, behavioral, and emotional change
3. When the therapist judges that it is important to understand how and when important dysfunctional ideas originated and how these ideas affect the patient toda
71
Guided discovery
J. Beck 1-9
helps clients to get alternative belief through open-ended questions
72
Socratic questioning
J. Beck 1-9
seeks to explore complex ideas, concepts, and beliefs by asking questions that challenge assumptions, clarify meaning, and reveal underlying principles
73
Collaborative empiricism
J. Beck 1-9
determine accuracy & utility of ideas via a careful review of data
74
Fallacy of fairness
Distorted Thinking handout
You feel resentful because you think you know what’s fair but other people won’t agree with you
75
Emotional reasoning
Distorted Thinking handout
You believe that what you feel must be true - automatically
76
Fallacy of change
Distorted Thinking handout
You expect that other people will change to suit you if you just pressure or cajole them enough. You need to change people because your hopes for happiness seem to depend entirely on them
77
Being right
Distorted Thinking handout
You are continually on trial to prove that your opinions and actions are correct. Being wrong is unthinkable and you will go to any length to demonstrate your rightness
78
Fallacy of internal control
Distorted Thinking handout
You are responsible for the pain & happiness of everyone around you
79
Fallacy of external control
Distorted Thinking handout
You see yourself as helpless, a victim of fate
80
Ellis' main goal and three components of overall strategy
Ellis & Blau pages, Prochaska
1. Ellis believed the purpose of life is to “have a good fucking time”
2. H came up with rational emotive explanation of personality
3. ABC
81
What is A in ABC
Ellis & Blau pages, Prochaska
Activating events
82
What is B in ABC
Ellis & Blau pages, Prochaska
Beliefs
83
What is C in ABC
Ellis & Blau pages, Prochaska
Emotional and behavioral consequences
84
What is D in the ABC model
Ellis & Blau pages, Prochaska
Deconstruction
85
What is E in the ABC model
Ellis & Blau pages, Prochaska
Effective new philosophy
86
Ellis' view of love
Ellis & Blau pages, Prochaska
There is an interrelationship between sex and love
87
Advantages of self-rating
Ellis & Blau pages, Prochaska
Motivates us to succeed, win approval of others
Gives us interesting game of comparing self to others
Often helps impress others
Self-preservation
88
Disadvantages of making global ratings of self or others
Ellis & Blau pages, Prochaska
Leaves ego dependent on external factors such as success and failure.
Results in a volatile self-esteem.
Having superior traits can grant one an artificial sense of self-esteem.
Having bad traits can result in a generalized negative view of the self.
Leads to necessitating and compulsiveness.
89
How can a person achieve unconditional self-acceptance?
Ellis & Blau pages, Prochaska
Accepting oneself unconditionally and not basing worth on performances or external factors
90
unconditional self-acceptance vs Roger’s unconditional positive regard
Ellis & Blau pages, Prochaska
Unconditional acceptance refers to accepting yourself unconditionally while unconditional positive regard refers to a therapist accepting a client unconditionally
91
Tyranny of the should
Ellis & Blau pages, Prochaska
Blame: “you shouldn’t have been so foolish;you shouldn’t have been so demanding”
92
Nature of the REBT therapeutic relationship
Ellis & Blau pages, Prochaska
1. Polar opposite of person-centered therapy
2. Concurs only with the Rogerian idea that the therapist demonstrates unconditional acceptance of clients, even while challenging many of the clients irrational beliefs
93
Explanation of anxiety dynamics
Ellis & Blau pages, Prochaska
Excessive fear in worry results in physical distress and avoidance
94
View of self-esteem and ego inflation
Ellis & Blau pages, Prochaska
95
Contributions to study of sex and sex therapy
Ellis & Blau pages, Prochaska
One of the first researchers to come out in favor of masturbation, petting to orgasm, and premarital sex as positively beneficial activities, and not merely as being harmful.
In marital counseling, he helped couples to "desacredize" the primacy of intercourse so that they could also feel free to enjoy whatever noncoital sexual pleasure they chose.
From the beginning, Ellis not only wrote about sex but was vitally interested in the interrelationship between sex and love. He helped couples work against their catastrophizing and self-defeating tendencies simultaneously in feelings of both sex and love.
96
dysfunctional attitudes
Ellis & Blau pages, Prochaska
Expressed in the verbs must, should, ought to, have to, and got to
97
catastrophizing
Ellis & Blau pages, Prochaska
Highly unrealistic and over generalized attributions
98
Refutations
Ellis & Blau pages, Prochaska
A technique used to raise the consciousness of clients to a more mature, rational level
99
shame attacking
Ellis & Blau pages, Prochaska
Therapists ask clients to intentionally commit a foolish or shameful act in public
100
secondary disturbance
Ellis & Blau pages, Prochaska
Getting upset
101
shame vs. guilt
Ellis & Blau pages, Prochaska
Shame implies perceived lack of power to meet the standards ideal to oneself, while guilt implies perceived power and willingness to be harmful
102
Feedback loop
Davis 127-148
Causes patients to fall into cyclical thinking
103
Five steps to disputing and eliminating irrational ideas
Davis 127-148
1. Write the facts
2. Write your self-talk
3. Focus on your emotional response
4. Dispute and change the irrational self-talk
5. Substitute alternative self-talk
104
Three levels of insight necessary for change to take place
Davis 127-148
1. Knowing that you have a problem and awareness of events that may have caused the problem
2. Seeing that the irrational ideas that you have acquired have created the emotional climate you live in now, and that consciously or unconsciously you work fairly hard to perpetuate those ideas
3. Believing strongly that after recognizing the validity of these two prior insights, you will still find no way to eliminate the problem other than working to change your irrational ideas steadily, persistently, and vigorously
105
Rational emotive imagery
Davis 127-148
A way of practicing correcting your emotional reaction to some real or imagined event
106
Prochaska 250-256
Ellis therapeutic and personal style
Psychoanalysis, CBT, REBT
107
Prochaska 250-256
Elements of the cognitive triad
1. Events are interpreted negatively
2. Depressed individuals dislike themselves
3. The future is appraised negatively
108
Prochaska 250-256
distancing
Learning to deal with upsetting thoughts objectively, reevaluating them rather than automatically accepting them
109
Prochaska 250-256
Socratic dialogue
Clients are led to make personal discoveries by a tactful progression of questions
110
Prochaska 250-256
collaborative empiricism
Therapists structure interactions so that clients discover for themselves those thoughts that are inaccurate
111
Prochaska 250-256
Model under which originally trained
Psychotherapy
112
Prochaska 250-256
Key cognitive predictor of suicide
Hopelessness
113
Prochaska 250-256
Similarities between Beck and Ellis
A. Both trained in psychotherapy
B. Both share the goal of helping clients to become conscious of maladaptive cognitions, to remove and replace them with appropriate and adaptive thought patterns
C. Both are integrative in technique selection and empirical in theory revision
D. Both forms of therapy are problem oriented and psycho educational
E. Both view homework as a central and indispensable feature of treatment
F. Both are committed to bringing self-help resources to individual clients and the public at large
114
Prochaska 250-256
Use of treatment manuals and checklists
115
Prochaska 250-256
Beck’s stages of correcting faulty cognitions
116
Prochaska 250-256
Personal qualities leading to success
117
Prochaska 250-256
Elements of his community vision
118
Prochaska 250-256
Differences between the models of Beck and Ellis
119
Prochaska 250-256
Focus of dialectical behavior therapy
120
Burns 61-69
Questions that help one to know when one should accept feelings, express feelings, or change them
How long have I been feeling this way?
Am I doing something constructive about the problem, or am I simply brooding and avoiding it?
Are my thoughts and feelings realistic?
Will it be helpful or hurtful if I express my feelings?
Am I making myself unhappy about a situation that’s beyond my control?
Am I avoiding a problem and denying that I’m really upset about it?
Are my expectations of the world realistic?
Am I feeling hopeless?
Am I experiencing a loaf of self-esteem?
121
Mak et al
Positive cognitive triad: Components and relationship to resilience
resilient individuals may have a positive view about themselves, the world, and the future (hereafter referred to as the positive cognitive triad), which promotes their positive emotion- ality and life satisfaction and protects them from depression.
Components: Positive view of the self and well-being, positive view of the world and well-being, positive view of the future and well-being.
