Overview, hx, educative approach Flashcards
1
Q
Characteristics (4):
A
- Individualized
- tailored to specific cl, circumstance, etc. - Stepwise progression
- easier to harder, etc. - Treatment packages
- combine procedures as nec - Brevity
- short term model (compatible w managed care)
2
Q
Assumptions (7)
A
- Cl probs = infl by CURRENT CONDITIONS
- ALL bxs affected by learning
- even those with strong learning component - Operational definitions
- ALL bx = LAWFUL
- faith in RATIONALITY
- Focus = BX
- MULTImodal and multimethod
3
Q
Values
A
LAPS
- Learning focus
- bx tx provides cls w new experiences
- adaptive bxs replaced old ones - Active
- action therapy
- therapy = tasks completed by client - Present focus
- Scientific
- scientific approach
- precision
- empirical evaluation
4
Q
Psychoanalysis vs Bx - locus of time
A
Psycho = past Bx = present
5
Q
Psychoanalysis vs Bx - mode of tx
A
psycho = verbal bx = action oriented
6
Q
Psychoanalysis vs Bx - tx strategy
A
psycho = indirectly explore the past and unconscious bx = identify and directly change present maintaining conditions
7
Q
Psychoanalysis vs Bx - how techniques are applied
A
psycho = same for all cls bx = customized for cls
8
Q
Psychoanalysis vs Bx - length of tx
A
psycho = lengthy bx = brief
9
Q
Psychoanalysis vs Bx - evidence for tx
A
psycho = uncontrolled case studies bx = controlled, qualitative experiments
10
Q
2 major potential ethical issues
A
- Depriving cls of their rights
2. Harming cls
11
Q
Therapeutic relationship
A
Relationship = necessary but not sufficient condition for successful treatment
- cls helped primarily thru specific change techniques
- facilitates implementation of specific procedures
- collaboration = hallmark bc decisions made jointly and tps share expertise so cls knowledgeable partners
12
Q
Overt bx
A
PUBLIC
- actions that others can directly see or hear
eg kissing, walking, driving, talking
13
Q
Covert bx
A
PRIVATE
- things we do that others cannot directly observe
- but we are aware when we engage in them
14
Q
Three categories of covert bxs
A
- Cognitions:
- thinking, expecting, attributing, imagining - Emotions:
- feelings - Physiological responses:
- muscle tension, heart rate, blood pressure, respiratory rate
15
Q
Four modes of bx that are assessed and treated in bx tx:
A
COPE
- Overt bxs
- Cognitions
- Emotions
- Physiological responses
16
Q
Thorndike’s Law of Effect
A
o Strengthening and weakening bxs by systematically changing their consequences
17
Q
Social learning/observational
A
Bandura
- combined observational learning with classical and operant conditioning
- Theory emphasized critical role that cognition plays in psychological functioning
- Drastic departure from Watson’s behaviorism
18
Q
Steps in the process of bx tx (8)
A
- Clarify client’s problem
- Formulate goals for tx
- Design a target bx = operational definition
- ID maintaining conditions of target bx
- Design tx plan to change maintaining conditions
- Implement tx plan
- Evaluate the success of tx
- Follow up assessment
19
Q
Characteristics of a good target bx
A
- Narrow in scope
- Unambiguously defined
- Measureable
- Approp and adaptive
20
Q
Types of target bxs
A
- Acceleration (for bx deficits, increase target bx)
- Deceleration (bx excess, decrease target bx)
- Punishment (decrease target directly - usually incompl)
- Replacement bx (FEAB)
21
Q
3 requirements for replacement bx
A
- same function
- adaptive
- competing response
22
Q
Dead person rule
A
never ask a client to do something a dead person to do
- purpose = remind tps to formulate bxs that clients can actively perform
23
Q
Initial measurement serves as a …
A
= baseline
- provides a standard for measurement
24
Q
Identify the maintaining conditions of the target behavior is crucial bc
A
these are the conditions that will be changed in order to change the target bx
- want to know antecedents and consequences
25
Target bxs changed indirectly by
directly changing their maintaining conditions
26
Most bxs have multiple antecedents and consequences so how do bx tps select for change those maintaining conditions?
# Choose bxs that
- Appear to exert the greatest amount of control over the target bx
- Available bx therapy procedures are most likely to modify efficiently
27
Watson
- FOUNDER of behaviorism
- introduced term
- Emphasized the importance of objectively studying bxs by dealing only with directly observable stimuli and responses
- rejected mentalistic concepts such as consciousness, thought, and imagery
- Applied Pavlovian principles to human psychopathology
28
Watson said...
Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any at random and train him to become any type of specialist I might select—doctor, lawyer, artist, merchant-chief, and yes, even a beggarman and thief, regardless of his talkents, penchants, tendencies, abilities, vocations, and race of his ancestors.
29
Little Albert
Watson used classical conditioning to establish a phobia in 11-month old
- found that fear generalized to other furry white animals
30
Watson believed...
all learning = result of classical conditioning
| "Dozen healthy infants.."
31
Watson described thoughts as...
Covert spech
32
Mary Cover Jones
successfully treated boy afraid of rabbits
| - treated anxiety in kids
33
Cover Jones used 2 basic procedures
1. Modeling
- Peter watched other children happily playing w rabbits
2. In vivo desensitization
- gradually brought rabbit closer and closer
34
Pavlov
- classical conditioning
- respondent conditioning
- scientific method and observation
- Neutral stimulus that routinely predicts... etc
35
Thorndike
- operant conditioning
| - strengthening and weakening bxs by systematically changing their consequences
36
Puzzle boxes
Thorndike
- best known studies involved placing hungry cats in “puzzle boxes”
- required the animals to make a particular response (e.g., pulling a loop of string) in order to escape from the box and obtain food.
- noticed - initially cats engaged in numerous unproductive bxs before response
- correct response came sooner as trials progressed
37
Puzzle boxes prompted the conlcusion that..
- learning is not due to mental events, or thinking about a problem
- but, instead, to connectionism, or the connections that develop between responses and stimuli as the consequence of trial-and-error.
38
Because the behaviors he was studying were instrumental in helping the animals achieve a goal, Thorndike referred to this phenomenon as
instrumental learning
39
Skinner
- investigated operant conditioning with pigeons and rats
- believed that most complex behaviors = operant behaviors that are voluntarily emitted as the result of the way they “operate” on the environment (i.e., as a result of the consequences that follow them).
40
Skinner's animal experiments demonstrated that...
behavior is modified by controlling the consequences of specific responses.
41
Skinner's method
focus on overt behavior
| - assessment of the frequency of behavior over time- study of a few organisms at a time (idiographic approach)
42
When a consequence strengthens behavior, the process is called
reinforcement
43
When a consequence weakens behavior, the process is called
punishment
44
Applied behavior analysis refers to
the application of operant prinicpels + the experimental analysis of behavior
45
Jacobson
progressive muscle relaxation
46
Eyesenck
investigated effectiveness of insight therapy by examining records from hospitals and insurance companies
- like a private EYE
47
Lindsley
directed series of studies to determine the feasibility of applying operant conditioning procedures to adults with severe psychiatric d/o
48
Wolpe
- dev several keynote therapies
eg Systematic desensitization
- Explained procedures in terms of classical conditioning and neurophysiological concepts
49
The Educative Approach encourages ...
development of functionally equivalent adaptive bxs
50
Level I bx
life-threatening, urgent bx
51
Level II bx
bxs that could be dangerous to others
| could be detrimental to individual if not addressed soon
52
Level III bx
bxs that affect social desirability
| - eg approp eye contact, nail biting, giggling
53
frequently noted organizing principles or bx
1. response clusters
2. response chains
3. response hierarchies
4. response classes
54
Clusters
discrete bxs that occur at the same time or in rapid alternation (eg concurrent operants)
- one response within the cluster serves as a keystone bx
55
Keystone bx
- bx that is central to other related responses
| - sets the occasion for them to occur
56
Critical effect
reinforcer or function that results in the occurrence of these responses together
57
Response chain
Bxs reliably occur in succession – typically in a somewhat invariant sequence
58
Hierarchy of responses
related by a common function
| - have different probabilities of occurrence based on certain antecedent stimuli
59
Implications of response relations
collateral effects that relations b/w responses may have
60
any changes in the frequency of keystone bx will have
have similar rate changes for all of the other bxs in the cluster
61
bx in a chain is eliminated
should cause a cocomitant decrase in all following bxs as well as the preceding bx for which the target severed as a conditioned reinforcer
62
if bx of highest probability is suppressed
another bx w/in the hierarchy will increase in probability and frequency to fulfill that function
63
Educative approach based on
bx systems theory
| - bx does not occur in isolation, but rather that individual repertoires = complex and interwoven
