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PSCI 154C > Midterm > Flashcards

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

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2
Q

Theory
Prochaska 1-17

A

A consistent perspective on human behavior, psychopathology, and the mechanisms of therapeutic change

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3
Q

Common factors
Prochaska 1-17

A

Distinguishes it from other activities and glues together variations of psychotherapy

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4
Q

Specific factors
Prochaska 1-17

A

The relatively specific or unique contributions of a therapy system

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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

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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.

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7
Q

Rogerian (humanistic) view of therapeutic relationship
Prochaska 1-17

A

Considers the relationship as the essential process that produces change.

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8
Q

Radical view of therapeutic relationship
Prochaska 1-17

A

View the relationship between client and therapist as exerting little influence.

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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.

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10
Q

Process of change
Prochaska 1-17

A

Represents a middle level of abstraction between global theories and specific techniques

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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

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12
Q

Transtheoretical
Prochaska 1-17

A

Across theories

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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.

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14
Q

Feedback
Prochaska 1-17

A

When the information given a client concerns the individuals own actions and experiences

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15
Q

Education
Prochaska 1-17

A

When the information given a client concerns environmental events

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16
Q

Counterconditioning
Prochaska 1-17

A

Changing our behavior to the conditioned stimuli

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17
Q

Stimulus control
Prochaska 1-17

A

Changing the environment to minimize the probability of the stimuli occurring

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18
Q

Contingency management
Prochaska 1-17

A

If behavior changes are made by modifying the contingencies in the environment.

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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.

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20
Q

Defining characteristics of behavioral therapy
Prochaska 198-200

A

Overt behavior
Importance of learning
Directive & active nature of treatments
Assessment & evaluation

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21
Q

Counterconditioning
Prochaska 198-200

A

Defined by Joseph Wolpe, because something is learned through conditioning, it an be unlearned through Counterconditioning

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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.

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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.

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24
Q

Reciprocal inhibition
Prochaska 198-200

A

Counterconditioning, focuses on respondent conditioning

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25
Q

Behavior modification
Prochaska 198-200

A

Operant conditioning; changing behaviors using reinforcement, punishment, reinforcement schedules, etc.

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26
Q

Examples of common factors
Prochaska 1-17

A

Therapeutic relationship (most important), Hawthorne effect (attention)

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27
Q

Patient
Schuyler 3-13

A

A sufferer

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28
Q

Therapist
Schuyler 3-13

A

A healer

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29
Q

Why is the concept of “match” helpful?
Schuyler 3-13

A

Goodness of fit

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30
Q

Process variables
Schuyler 3-13

A

A prescribed series of contacts

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31
Q

First-order change
Schuyler 3-13

A

Rearranging variables in the same field into different sequences; all factors remain within the original system

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32
Q

Second-order change
Schuyler 3-13

A

shift in premises (rules) on which system is based

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33
Q

Three steps of fear and avoidance exposure program
Davis 171-187

A

Planning an exposure session
Experiencing the exposure session
Debriefing the exposure session during which new learning is consolidated

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34
Q

What is the focus of Davis 171-187?

A

Facing fear and avoidance

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35
Q

How do cognitive distortions develop?

Burns 3-31

A

Even though you are convinced they are valid, most of the negative thoughts that make you feel bad are distorted and unrealistic

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36
Q

What emotions result from thoughts of loss?

Burns 3-31

A

Sadness & depression

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37
Q

What emotion results from feelings of unfulfilled expectations?

Burns 3-31

A

Frustration

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38
Q

What emotion results from thoughts of danger?

Burns 3-31

A

Anxiety & panic

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39
Q

What emotion results from the thought that you are bad?

Burns 3-31

A

Guilt

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40
Q

What emotion results from the thought that you’re inadequate in comparison with others

Burns 3-31

A

Feelings of inferiority

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41
Q

What emotion results from feelings of unfairness?

Burns 3-31

A

Anger

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42
Q

All-or-nothing thinking

Burns 3-31

A

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.”

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43
Q

Overgeneralization

Burns 3-31

A

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.”

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44
Q

Mental filter

Burns 3-31

A

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

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45
Q

Discounting the positive

Burns 3-31

A

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

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46
Q

Jumping to conclusions

Burns 3-31

A

You interpret things negatively when there are no facts to support your conclusion

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47
Q

Mind reading

Burns 3-31

A

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.”

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48
Q

Fortune-telling

Burns 3-31

A

You predict that things will turn out badly
Ex: “It will never get better.”

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49
Q

Magnification

Burns 3-31

A

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
Q

Emotional reasoning

Burns 3-31

A

You assume that your negative emotions necessarily reflect the way things really are
Ex: “I feel hopeless. I must really be hopeless.”

51
Q

“Should statements”

Burns 3-31

A

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
Q

Labeling

Burns 3-31

A

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
Q

Personalization & blame

Burns 3-31

A

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
Q

How did cognitive therapy begin?

A

Beck was unable to find evidence that depression was a result of anger at oneself (psychoanalytic model)

55
Q

What is important about educating & engaging significant others?

Schuyler 14-22

A

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
Q

How do you maintain your optimism & mobilize the patient’s hope?

Schuyler 14-22

A

Consider hope in a narrow, defined sense

57
Q

What does it mean to identify & utilize the patient’s resources?

Schuyler 14-22

A

Definition of the cognitive work of therapy: removing the obstacles

58
Q

What does it mean to teach skills when they are lacking?

Schuyler 14-22

A

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
Q

Why is it important to accept the patient?

Schuyler 14-22

A

Quality of acceptance is central to a successful therapeutic outcome

60
Q

What does it mean to encourage the patient to become self-observant?

Schuyler 14-22

A

Encourage the patient to identify relevant thoughts & analyze them by noting errors in thinking

“Taking distance from oneself”

61
Q

What does it mean to provide structure when needed?

Schuyler 14-22

A

Successive approximation or modeling

62
Q

Why do therapists discourage major decision-making?

Schuyler 14-22

A

Major decisions might better be postponed until the distortions are no longer dominant

63
Q

How do therapists encourage appropriate risk-taking?

Schuyler 14-22

A

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
Q

Why do therapists provide the patient with an explanatory system?

Schuyler 14-22

A

Results in viewing thoughts objectively, defining errors consistently made, and trying out alternative forms

Ex: cognitions drive affects & behaviors

65
Q

What does it mean to facilitate the regaining of perspective?

Schuyler 14-22

A

Shift of priorities, acceptance of a limit, or acknowledgment that “outcomes” cannot be controlled

66
Q

How long does it seem to take to teach a motivated patient the cognitive model?

Schuyler 14-22

A

3-5 sessions

67
Q

How long does treatment typically last for acute depression or anxiety?

Schuyler 14-22

A

3-6 months, involving 10-20 (usually weekly) sessions

68
Q

According to the cognitive model, what is common to all psychological disturbances?

J. Beck 1-9

A

Distorted or dysfunctional thinking (which influences the patient’s mood and behavior) is common to all psychological disturbances

69
Q

Age range for which CT is effective

J. Beck 1-9

A

Adapted for all ages, from preschool to the elderly

70
Q

Three circumstances during which attention may shift to the patient’s past

J. Beck 1-9

A
  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
Q

Guided discovery

J. Beck 1-9

A

helps clients to get alternative belief through open-ended questions

72
Q

Socratic questioning

J. Beck 1-9

A

seeks to explore complex ideas, concepts, and beliefs by asking questions that challenge assumptions, clarify meaning, and reveal underlying principles

73
Q

Collaborative empiricism

J. Beck 1-9

A

determine accuracy & utility of ideas via a careful review of data

74
Q

Fallacy of fairness

Distorted Thinking handout

A

You feel resentful because you think you know what’s fair but other people won’t agree with you

75
Q

Emotional reasoning

Distorted Thinking handout

A

You believe that what you feel must be true - automatically

76
Q

Fallacy of change

Distorted Thinking handout

A

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
Q

Being right

Distorted Thinking handout

A

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
Q

Fallacy of internal control

Distorted Thinking handout

A

You are responsible for the pain & happiness of everyone around you

79
Q

Fallacy of external control

Distorted Thinking handout

A

You see yourself as helpless, a victim of fate

80
Q

Ellis’ main goal and three components of overall strategy

Ellis & Blau pages, Prochaska

A
  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
Q

What is A in ABC

Ellis & Blau pages, Prochaska

A

Activating events

82
Q

What is B in ABC

Ellis & Blau pages, Prochaska

A

Beliefs

83
Q

What is C in ABC

Ellis & Blau pages, Prochaska

A

Emotional and behavioral consequences

84
Q

What is D in the ABC model

Ellis & Blau pages, Prochaska

A

Deconstruction

85
Q

What is E in the ABC model

Ellis & Blau pages, Prochaska

A

Effective new philosophy

86
Q

Ellis’ view of love

Ellis & Blau pages, Prochaska

A

There is an interrelationship between sex and love

87
Q

Advantages of self-rating

Ellis & Blau pages, Prochaska

A

Motivates us to succeed, win approval of others

Gives us interesting game of comparing self to others

Often helps impress others

Self-preservation

88
Q

Disadvantages of making global ratings of self or others

Ellis & Blau pages, Prochaska

A

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
Q

How can a person achieve unconditional self-acceptance?

Ellis & Blau pages, Prochaska

A

Accepting oneself unconditionally and not basing worth on performances or external factors

90
Q

unconditional self-acceptance vs Roger’s unconditional positive regard

Ellis & Blau pages, Prochaska

A

Unconditional acceptance refers to accepting yourself unconditionally while unconditional positive regard refers to a therapist accepting a client unconditionally

91
Q

Tyranny of the should

Ellis & Blau pages, Prochaska

A

Blame: “you shouldn’t have been so foolish;you shouldn’t have been so demanding”

92
Q

Nature of the REBT therapeutic relationship

Ellis & Blau pages, Prochaska

A
  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
Q

Explanation of anxiety dynamics

Ellis & Blau pages, Prochaska

A

Excessive fear in worry results in physical distress and avoidance

94
Q

View of self-esteem and ego inflation

Ellis & Blau pages, Prochaska

A
95
Q

Contributions to study of sex and sex therapy

Ellis & Blau pages, Prochaska

A

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
Q

dysfunctional attitudes

Ellis & Blau pages, Prochaska

A

Expressed in the verbs must, should, ought to, have to, and got to

97
Q

catastrophizing

Ellis & Blau pages, Prochaska

A

Highly unrealistic and over generalized attributions

98
Q

Refutations

Ellis & Blau pages, Prochaska

A

A technique used to raise the consciousness of clients to a more mature, rational level

99
Q

shame attacking

Ellis & Blau pages, Prochaska

A

Therapists ask clients to intentionally commit a foolish or shameful act in public

100
Q

secondary disturbance

Ellis & Blau pages, Prochaska

A

Getting upset

101
Q

shame vs. guilt

Ellis & Blau pages, Prochaska

A

Shame implies perceived lack of power to meet the standards ideal to oneself, while guilt implies perceived power and willingness to be harmful

102
Q

Feedback loop

Davis 127-148

A

Causes patients to fall into cyclical thinking

103
Q

Five steps to disputing and eliminating irrational ideas

Davis 127-148

A
  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
Q

Three levels of insight necessary for change to take place

Davis 127-148

A
  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
Q

Rational emotive imagery

Davis 127-148

A

A way of practicing correcting your emotional reaction to some real or imagined event

106
Q

Prochaska 250-256

Ellis therapeutic and personal style

A

Psychoanalysis, CBT, REBT

107
Q

Prochaska 250-256

Elements of the cognitive triad

A
  1. Events are interpreted negatively
  2. Depressed individuals dislike themselves
  3. The future is appraised negatively
108
Q

Prochaska 250-256

distancing

A

Learning to deal with upsetting thoughts objectively, reevaluating them rather than automatically accepting them

109
Q

Prochaska 250-256

Socratic dialogue

A

Clients are led to make personal discoveries by a tactful progression of questions

110
Q

Prochaska 250-256

collaborative empiricism

A

Therapists structure interactions so that clients discover for themselves those thoughts that are inaccurate

111
Q

Prochaska 250-256

Model under which originally trained

A

Psychotherapy

112
Q

Prochaska 250-256

Key cognitive predictor of suicide

A

Hopelessness

113
Q

Prochaska 250-256

Similarities between Beck and Ellis

A

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
Q

Prochaska 250-256

Use of treatment manuals and checklists

A
115
Q

Prochaska 250-256

Beck’s stages of correcting faulty cognitions

A
116
Q

Prochaska 250-256

Personal qualities leading to success

A
117
Q

Prochaska 250-256

Elements of his community vision

A
118
Q

Prochaska 250-256

Differences between the models of Beck and Ellis

A
119
Q

Prochaska 250-256

Focus of dialectical behavior therapy

A
120
Q

Burns 61-69

Questions that help one to know when one should accept feelings, express feelings, or change them

A

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
Q

Mak et al

Positive cognitive triad: Components and relationship to resilience

A

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.

PSCI 154C (2 decks)

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