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Behavior therapy > Overview, hx, educative approach > Flashcards

Overview, hx, educative approach Flashcards

1
Q

Characteristics (4):

A
  1. Individualized
    - tailored to specific cl, circumstance, etc.
  2. Stepwise progression
    - easier to harder, etc.
  3. Treatment packages
    - combine procedures as nec
  4. Brevity
    - short term model (compatible w managed care)
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2
Q

Assumptions (7)

A
  1. Cl probs = infl by CURRENT CONDITIONS
  2. ALL bxs affected by learning
    - even those with strong learning component
  3. Operational definitions
  4. ALL bx = LAWFUL
  5. faith in RATIONALITY
  6. Focus = BX
  7. MULTImodal and multimethod
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3
Q

Values

A

LAPS

  1. Learning focus
    - bx tx provides cls w new experiences
    - adaptive bxs replaced old ones
  2. Active
    - action therapy
    - therapy = tasks completed by client
  3. Present focus
  4. Scientific
    - scientific approach
    - precision
    - empirical evaluation
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4
Q

Psychoanalysis vs Bx - locus of time

A 
Psycho = past
Bx = present
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5
Q

Psychoanalysis vs Bx - mode of tx

A 
psycho = verbal
bx = action oriented
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6
Q

Psychoanalysis vs Bx - tx strategy

A 
psycho = indirectly explore the past and unconscious 
bx = identify and directly change present maintaining conditions
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7
Q

Psychoanalysis vs Bx - how techniques are applied

A 
psycho = same for all cls
bx = customized for cls
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8
Q

Psychoanalysis vs Bx - length of tx

A 
psycho = lengthy
bx = brief
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9
Q

Psychoanalysis vs Bx - evidence for tx

A 
psycho = uncontrolled case studies
bx = controlled, qualitative experiments
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10
Q

2 major potential ethical issues

A
  1. Depriving cls of their rights

2. Harming cls

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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
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12
Q

Overt bx

A

PUBLIC
- actions that others can directly see or hear
eg kissing, walking, driving, talking

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13
Q

Covert bx

A

PRIVATE

  • things we do that others cannot directly observe
  • but we are aware when we engage in them
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14
Q

Three categories of covert bxs

A
  1. Cognitions:
    - thinking, expecting, attributing, imagining
  2. Emotions:
    - feelings
  3. Physiological responses:
    - muscle tension, heart rate, blood pressure, respiratory rate
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15
Q

Four modes of bx that are assessed and treated in bx tx:

A

COPE

  1. Overt bxs
  2. Cognitions
  3. Emotions
  4. Physiological responses
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16
Q

Thorndike’s Law of Effect

A

o Strengthening and weakening bxs by systematically changing their consequences

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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
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18
Q

Steps in the process of bx tx (8)

A
  1. Clarify client’s problem
  2. Formulate goals for tx
  3. Design a target bx = operational definition
  4. ID maintaining conditions of target bx
  5. Design tx plan to change maintaining conditions
  6. Implement tx plan
  7. Evaluate the success of tx
  8. Follow up assessment
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19
Q

Characteristics of a good target bx

A
  1. Narrow in scope
  2. Unambiguously defined
  3. Measureable
  4. Approp and adaptive
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20
Q

Types of target bxs

A
  1. Acceleration (for bx deficits, increase target bx)
  2. Deceleration (bx excess, decrease target bx)
  3. Punishment (decrease target directly - usually incompl)
  4. Replacement bx (FEAB)
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21
Q

3 requirements for replacement bx

A
  1. same function
  2. adaptive
  3. competing response
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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

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23
Q

Initial measurement serves as a …

A

= baseline

- provides a standard for measurement

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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

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25
Q

Target bxs changed indirectly by

A

directly changing their maintaining conditions

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26
Q

Most bxs have multiple antecedents and consequences so how do bx tps select for change those maintaining conditions?

A

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
Q

Watson

A
  • 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
Q

Watson said…

A

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
Q

Little Albert

A

Watson used classical conditioning to establish a phobia in 11-month old
- found that fear generalized to other furry white animals

30
Q

Watson believed…

A

all learning = result of classical conditioning

“Dozen healthy infants..”

31
Q

Watson described thoughts as…

A

Covert spech

32
Q

Mary Cover Jones

A

successfully treated boy afraid of rabbits

- treated anxiety in kids

33
Q

Cover Jones used 2 basic procedures

A
  1. Modeling
    - Peter watched other children happily playing w rabbits
  2. In vivo desensitization
    - gradually brought rabbit closer and closer
34
Q

Pavlov

A
  • classical conditioning
  • respondent conditioning
  • scientific method and observation
  • Neutral stimulus that routinely predicts… etc
35
Q

Thorndike

A
  • operant conditioning

- strengthening and weakening bxs by systematically changing their consequences

36
Q

Puzzle boxes

A

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
Q

Puzzle boxes prompted the conlcusion that..

A
  • 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
Q

Because the behaviors he was studying were instrumental in helping the animals achieve a goal, Thorndike referred to this phenomenon as

A

instrumental learning

39
Q

Skinner

A
  • 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
Q

Skinner’s animal experiments demonstrated that…

A

behavior is modified by controlling the consequences of specific responses.

41
Q

Skinner’s method

A

focus on overt behavior

- assessment of the frequency of behavior over time- study of a few organisms at a time (idiographic approach)

42
Q

When a consequence strengthens behavior, the process is called

A

reinforcement

43
Q

When a consequence weakens behavior, the process is called

A

punishment

44
Q

Applied behavior analysis refers to

A

the application of operant prinicpels + the experimental analysis of behavior

45
Q

Jacobson

A

progressive muscle relaxation

46
Q

Eyesenck

A

investigated effectiveness of insight therapy by examining records from hospitals and insurance companies
- like a private EYE

47
Q

Lindsley

A

directed series of studies to determine the feasibility of applying operant conditioning procedures to adults with severe psychiatric d/o

48
Q

Wolpe

A
  • dev several keynote therapies
    eg Systematic desensitization
  • Explained procedures in terms of classical conditioning and neurophysiological concepts
49
Q

The Educative Approach encourages …

A

development of functionally equivalent adaptive bxs

50
Q

Level I bx

A

life-threatening, urgent bx

51
Q

Level II bx

A

bxs that could be dangerous to others

could be detrimental to individual if not addressed soon

52
Q

Level III bx

A

bxs that affect social desirability

- eg approp eye contact, nail biting, giggling

53
Q

frequently noted organizing principles or bx

A
  1. response clusters
  2. response chains
  3. response hierarchies
  4. response classes
54
Q

Clusters

A

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
Q

Keystone bx

A
  • bx that is central to other related responses

- sets the occasion for them to occur

56
Q

Critical effect

A

reinforcer or function that results in the occurrence of these responses together

57
Q

Response chain

A

Bxs reliably occur in succession – typically in a somewhat invariant sequence

58
Q

Hierarchy of responses

A

related by a common function

- have different probabilities of occurrence based on certain antecedent stimuli

59
Q

Implications of response relations

A

collateral effects that relations b/w responses may have

60
Q

any changes in the frequency of keystone bx will have

A

have similar rate changes for all of the other bxs in the cluster

61
Q

bx in a chain is eliminated

A

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
Q

if bx of highest probability is suppressed

A

another bx w/in the hierarchy will increase in probability and frequency to fulfill that function

63
Q

Educative approach based on

A

bx systems theory

- bx does not occur in isolation, but rather that individual repertoires = complex and interwoven

Behavior therapy (11 decks)

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