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CBT > Midterm > Flashcards

Midterm Flashcards

1
Q

Positive reinforcement

A

A type of reinforcement in which, contingent on the behavior, a stimulus or event is presented and the probability of the behavior increases in the future

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2
Q

Negative reinforcement

A

A type of reinforcement in which the occurrence of the behavior is followed by the removal or avoidance of an aversive stimulus. It results in an increased future probability of the behavior

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3
Q

Punishment

A

The process in which a behavior is followed by a consequence that results in a decrease in the future probability of the behavior

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4
Q

Schema

A

A pattern of thought or behavior. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information

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5
Q

Discriminative stimulus

A

The stimulus that is present when a particular behavior is reinforced

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6
Q

Extinction

A

The process by which, when a conditioned stimulus is no longer paired with an unconditioned stimulus, the CS gradually ceases to elicit the conditioned response

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7
Q

Unconditioned response (UCR)

A

The response that is elicited by an unconditioned stimulus

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8
Q

Conditioned response (CR)

A

In respondent conditioning, a CR is elicited by a conditioned stimulus. The conditioned stimulus acquired the power to elicit the CR by its repeated pairing with an unconditioned stimulus or another conditioned stimulus

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9
Q

Spontaneous recovery

A

The process in which, when an operant behavior has been extinguished, the behavior may occur again in the future in circumstances in which it was previously reinforced

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10
Q

Conditioned stimulus (CS)

A

A previously neutral stimulus that has been paired with an unconditioned stimulus. Once established in this way, this elicits a conditioned response similar to the unconditioned response elicited by the unconditioned stimulus

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11
Q

Unconditioned stimulus (US)

A

A stimulus that naturally elicits an unconditioned response (UR) because the UR has survival value. No prior conditioning is needed for the this to elicit a UR

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12
Q

Aversion therapy

A

A form of psychological treatment in which the patient is exposed to a stimulus while simultaneously being subjected to some form of discomfort. This conditioning is intended to cause the patient to associate the stimulus with unpleasant sensations in order to stop the specific behavior

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13
Q

Law of effect

A

States that a behavior that produces a favorable effect on the environment will be more likely to be repeated in the future

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14
Q

Outcome expectancy

A

Says that the motivation of the behavior selection is determined by the desirability of the outcome

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15
Q

Observational learning

A

The learning that occurs through observing the behavior of other people

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16
Q

Self-efficacy

A

A person’s belief about his or her ability to perform a particular behavior successfully. Does the individual believe that he or she has the require skills and competencies required to perform well and the required goals?
• Effort expenditure and persistence
• Thought patterns and emotional reactions
• In general, effective psychological treatment improves this

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17
Q

Reciprocal determinism

A

A person’s behavior both influences and is influenced by personal factors and the social environment. Bandura accepts the possibility of an individual’s behavior being conditioned through the use of consequences. At the same time he asserts that a person’s behavior (and personal factors, such as cognitive skills or attitudes) can impact the environment

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18
Q

Negative Cognitive Triad

A

Negative thoughts about the self, the world/environment, and the future

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19
Q

Shaping

A

The reinforcement of successive approximations to a target behavior. This is used to establish a novel typography or dimension of a behavior

20
Q

Extinction burst

A

The phenomenon in which, when a behavior is no longer reinforced, the behavior temporarily increases in frequency, duration, or intensity before it decreases. Novel behaviors or emotional responses may also occur during this

21
Q

Stimulus control

A

The outcome of stimulus discrimination training. A particular behavior is more likely to occur in the presence of a particular discriminative stimulus (the Sd) because the behavior has been reinforced only when the Sd was present. The Sd has _____ over the behavior

22
Q

Higher Order Conditioning

A

The process by which, when a neutral stimulus is paired with a conditioned stimulus (CS) a number of times, the neutral stimulus becomes a CS that will then elicit the same conditioned response (CR)

23
Q

Discrimination

A

The ability to perceive and respond to differences among stimuli

24
Q

Generalization

A

A process in which the behavior occurs in the presence of antecedent stimuli that are similar in some way to the discriminative stimulus present when the behavior is reinforced. This is also defined as the occurrence of a target behavior in a non-training situation after training

25
Q

Problems with the use of punishment

A
  • It does not tell the organism what behavior to do instead
  • It can lead to a classically-conditioned aversion to the person doing the punishment
  • It negatively reinforces the punisher (so their use of punishment may increase)
  • Organisms often continue to perform behaviors that have been punished, especially if those behaviors have been intermittently reinforced
26
Q

Which type of schedules are the most resistant to extinction

A

Ones with intermittent reinforcement prior to extinction

27
Q

Four processes Bandura claimed were important for observational learning

A

Occurs when and organism’s responding is influenced by the observation of others

  • Attention; you have to notice the behavior
  • Retention; you have to remember what you observed
  • Reproduction; you have to be physically capable of doing it
  • Motivation; you have to be motivated to do it
28
Q

Three types of reinforcement described by Bandura

A
  • Environemental reinforcement; ex. hitting the curb when parallel parking
  • Self-reinforcement; ex. feeling good about yourself, giving yourself a pat on the back
  • Vicarious reinforcement; ex. your brother drops the f-bomb in from of mom, gets punished, but when he does it in front of his friends he gets a positive response

*Direct reinforcement, i.e. reinforcement that you personally experience, is more salient and powerful; more proximal, more effective

29
Q

Types of expectancies

A
  • Outcome expectancies: what do we expect to happen?
  • Self-efficacy expectancies: do we think we can do this?
30
Q

Ways expectancies can be acquired

A
  • Direct experience (most powerful)
  • Observation of others and media
  • Verbal report of others (weakest)
31
Q

Implications of outcome expectancies for psychotherapy

A
  • People are more likely to engage in behavior with positive expected consequences–if they think therapy will work, they’re more likely to do what is asked of them
  • Expectancies may become motives and/or trigger behavior automatically
  • Negative outcome expectancies may sometimes help motivate behavior change
32
Q

Implication of self-efficacy expectancies for psychotherapy

A
  • Helps determine amount of effort expenditure and persistence; people give up easily, so if you expect to fail, you won’t do it; or if you try and get stuck, this confirms the impression that you can’t do it
  • Helps shape thought patterns and emotional reactions; in a negative sense, if a client can’t do something they will try, get stuck, and process this as evidence that “of course” they can’t do it
  • Effective psychological treatment improves self-efficacy! You can increase self-efficacy if you set clients up to have affirming experiences in this regard
33
Q

Effects of schemas

A
  • Make it easier to code new material
  • Make us better at coding new material
  • Fills in gaps in memory/attention
  • Contributes to selective perception and memory; schema-consistent memory is easier to remember in the first place
  • Contribute to behavioral confirmation effect–when we have an assumption, we make the world conform to what we would expect by employing certain behaviors that will make it so
  • Can affect mood–schemas about sadness are likely to activate a sad mood; when you’re feeling depressed, it might activate a sad schema (cycle can start at either place)
34
Q

Beck’s core beliefs that characterize depression

A
  • The Negative Cognitive Triad; negative beliefs about self, world, future
  • Helpless core beliefs like “I am incompetent,” “I am ineffective.” “I am weak/powerless,” “I am a loser”
  • Unlovable core beliefs like “I am undersirable/ unattractive/ unwanted/ uncared for”
  • Worthless core beliefs like “I am worthless/ unacceptable/ dangerous/ toxic/ evil”
35
Q

Beck’s core beliefs that characterize anxiety

A

Based on the anticipation of danger or threat; the focus is on the future, i.e. “When’s the next bad thing going to happen?”

Perhaps more of a focus on the world instead of the self

36
Q

Ways to facilitate the client retrieving or reporting automatic thoughts (know 4)

A
  • Ask them how they are/were feeling and where in their body they experienced the emotion
  • Elicit a detailed description of the problematic situation
  • Request that the patient visualize the distressing situation
  • Suggest that the patient role-play the specific interaction with you (if it was a distressing interpersonal situation)
  • Elicit an image
  • Supply thoughts opposite to the ones you hypothesize actually went through their mind
  • Ask for the meaning of the situation
  • Phrase the question differently
37
Q

Guidelines for doing behavioral activation

A
  • Provide a rationale–discuss why behavioral activation is helpful
  • Use Socratic questioning to elicit feedback from patient–want the patient to suggest activities that they can engage in
  • Start where the patient is–not where they want to be, and not where they think they should be
  • Be specific and concrete–write it down, when it will happen, how long it will take, etc.
  • Plan ahead for potential obstacles
38
Q

Types of clients that might benefit from behavioral activation

A
  • Passive, immobilized clients; mood lift contributes to cognitive interventions’ effectiveness
  • Clients who are procrastinating, avoiding, or feeling “stuck”; helps to make plans become real
  • Clients to have trouble getting started doing anything because they are overwhelmed and have too much to do
  • Clients struggling with suicidal thoughts/impulses; participation in pleasurable activities can provide direct evidence to disconfirm the hypothesis that “life is not worth living”
39
Q

Hierarchy of cognition (short answer)

A

Core beliefs
“I’m incompetent”
V
Intermediate beliefs
Attitude: “It’s terrible to fail”
Rule: “I should give up if the challenge seems too great”
Assumptions: “If I try to do something difficult, I’ll fail”; “If I avoid doing it, I’ll be okay”
V
Situation
Reading a new text
V
Automatic thoughts
“This is just too hard. I’m so dumb. I’ll never master this”
V
Reaction
Emotional: discouragement
Physiological: heaviness in body
Behavioral: avoids task and watches television instead

40
Q

Goals for the first session (short answer)

A
  • Establish rapport and trust with clients, normalize their difficulties, instill hope
  • Socialize clients to into treatment by educating them about their disorder(s), the cognitive model, and the process of therapy
  • Collect additional data to help you conceptualize the client
  • Develop a goal list
  • Start solving a problem important to the client (and/or get the client behaviorally activated)
41
Q

Format for the first session (short answer)

A

Initial Part of Session 1

  1. Set the agenda (and provide a rationale for this)
  2. Do a mood check
  3. Obtain an update (since the evaluation)
  4. Discuss the diagnosis and do psychoeducation

Middle Part of Session 1

  1. Identify problems and set goals
  2. Educate the patient about the cognitive model
  3. Discuss a problem

End of Session 1

  1. Provide or elicit a summary
  2. Review homework assignment
  3. Elicit feedback
42
Q

Typical agenda for the second session and beyond

(short answer)

A

Initial part of session

  1. Do a mood check
  2. Set the agenda
  3. Obtain an update
  4. Review homework
  5. Prioritize the agenda

Middle part of session

  1. Work on a specific problem and teach CBT skills in that context
  2. Follow-up discussion with relevant, collaboratively set homework assignment(s)
  3. Work on second problem

End of session

  1. Provide or elicit a summary
  2. Review new homework assignments
  3. Elicit feedback
43
Q

Techniques to elicit automatic thoughts–identification

(short answer)

A

Basic question: “What was going through your mind just then?”

  1. Ask this question when you notice a shift in (or intensification of) affect during a session
  2. Have the client describe a problematic situation or a time during which she experienced an affect shift and ask the above question
  3. If needed, have the patient use imagery to describe the specific situation or time in detail (as if it is happening now) and then ask the above question
  4. If needed or desired, have the patient role-play a specific interaction with you and then ask the above question
44
Q

Techniques to elicit automatic thoughts–other q’s

(short answer)

A

Basic question: What was going through your mind just then?

  1. What do you guess you were thinking about?
  2. Do you think you could have been thinking about ____ or ____?
  3. Were you imagining something that might happen or remembering something that did?
  4. What did this situation mean to you (or say about you)?
  5. Were you thinking ____? (Provide a thought opposite to the expected response)
45
Q

Questioning automatic thoughts (short answer)

A

Ask:

  1. What is the evidence that supports this idea?
    What is the evidence against this idea?
  2. Is there an alternative explanation or viewpoint?
  3. What is the worst that could happen (if I’m not already thinking the worst?
    If this happened, how could I cope?
    What is the best that could happen?
    What is the most realistic outcome?
  4. What is the effect of believing the automatic thought?
    What could be the effect of changing my thinking?
  5. What would I tell [a specific friend/family member] if they were in the same situation?
  6. What should I do?
46
Q

The Cognitive Model

A

Situation/event

V

Automatic thoughts

V

Reaction (emotional, behavioral, physiological)

Hypothesizes that people’s emotions, behaviors, and physiology are influenced by their perception of events

47
Q

Johnson & DiLorenzo (1998)

A

Examined the concept of Depressive Realism versus cognitive distortions

Looked at depressed vs. non-depress college students in heterosexual social interaction both live and on videotape; live condition = Likert scale of partner’s impression and how likely the partner would be to go out on a date with you; videotape = categorize into romantic/ positive/ neutral/ negative/ bad mood

Findings: non-depressed women more adept at picking up on social cues; depressed women were more accurate in picking up on men’s bad moods; depressed men were more accurate overall; this is semi-consistent with a cognitive bias in depressed subjects

Also used Signal Detection Analysis:
Video: found positive bias in non-depressed people, negative bias in depressed people, and that neither group was completely accurate in their impressions
Live: non-depressed men rated confederate female as more positive than was “correct”; depressed men were more accurate; non-depressed women were right when the male confederate was positive; depressed women were more likely to rate male confederate neutral when he was positive

Conclusion: It’s not so much that depressed people are more accurate, but that our schemas act as filters–we notice things consistent with our schemas

CBT (1 decks)

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