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CA MFT Clinical Exam > Theories > Flashcards

Theories Flashcards

1
Q

CBT Change occurs through…

A

Learning to modify dysfunctional thought patterns

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2
Q

CBT Role of Therapist

A

Collaborative teacher using structured learning experiences, teach coping skills, provides homework

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3
Q

CBT Treatment Goals

A

Recognize negative thought patterns, replace them with healthier ways of thinking, symptoms/problems are relieved, develop coping skills

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4
Q

CBT Negative Cognitive Triad

A
  1. View of self 2. View of the world 3. View of future
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5
Q

CBT Automatic Thoughts

A

Thoughts that individuals are often not aware of and are not assessed for accuracy

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6
Q

CBT Schemas

A

Network of rules for information processing that are shaped by developmental influences and other life experiences
These rules dictate how individuals think about and interpret the world and play a role run self-worth and coping skills
CHANGING SCHEMAS = MAJOR TARGET OF CBT

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7
Q

CBT Interventions

A

Psychoed on negative triad
Socratic questioning
Reframing
Cognitive restructuring
Homework
Self-monitoring
Behavioral experiments
Systematic desensitization
Anxiety management training
Assertiveness training
Behavioral activation
Communication skills training
Downward arrow
Exposure
Finding alternatives
Labeling distortions
Mastery/pleasure ratings
Opposite action
Problem-solving training
Relaxation training
Successive approximation
Three-column technique
Thought record

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8
Q

CBT Beginning Phase

A

Therapeutic relationship, functional analysis to assess/define the problem and negative thought patterns, educate and explain CBT, set collaborative goals

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9
Q

CBT Early/Middle Phase

A

Identify negative thought patterns, uncover negative schemas, assign homework to self-monitor, label cognitive distortions, reframe thoughts, learn/practice new skills

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10
Q

CBT End Phase

A

Review gains, identify skills learned, rehearse for new situations, anticipate future struggles

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11
Q

CBT Sub Modalities

A

CBT
Rational Emotive Behavior Therapy (REBT)
DBT
Reality Therapy

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12
Q

REBT Changes occurs through…

A

Changing irrational beliefs to rational beliefs

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13
Q

REBT Role of Therapist

A

Instructor, confrontational, direct

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14
Q

REBT Tx Goals

A

Help clients alter illogical beliefs and thinking patterns in order to overcome psychological problems and mental distress

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15
Q

REBT ABC

A

A = Activating event
B = Beliefs
C = Consequences

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16
Q

REBT Main Concepts

A

ABC
Common irrational beliefs
Self-acceptance
Other-acceptance
Life-acceptance

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17
Q

REBT Beginning Phase

A

Psychoed about REBT, identify underlying irrational thought patterns/beliefs and resulting feelings and Bx

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18
Q

REBT Middle Phase

A

Challenge mistaken beliefs, dispute using direct and confrontational methods, change unwanted Bx using meditation, journaling, guided imagery, etc.

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19
Q

DBT Change occurs through…

A

Mindfulness, developing skills to manage distress tolerance and emotion regulation, improving interpersonal problem-solving skills

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20
Q

DBT Role of Therapist

A

Ally, validation, offer alternatives, coach

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21
Q

DBT Tx Goals

A

Improve emotional and cognitive regulation

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22
Q

DBT Interventions

A

Mindfulness
Distress tolerance
Interpersonal effectiveness
Emotion regulation
Homework

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23
Q

DBT Beginning Phase

A

Move client from being out of control to achieving behavioral control, teach mindfulness and distress tolerance skills, address self-harm Bx

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24
Q

DBT Middle Phase

A

Fuller emotional experience, support client to learn to live, define life goals, build self-respect, find peace and happiness

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25
Q

DBT End Phase

A

Finding deeper meaning through spiritual experience

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26
Q

REALITY Change occurs through…

A

identifying and meeting needs, satisfying relationships

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27
Q

REALITY Role of therapist

A

nurturing/supportive/nonjudgmental
- patient coach

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28
Q

REALITY Key concepts

A

choice: sense of control, empowerment, responsibility

we all have 5 needs: love/belonging, power/achievement, freedom, fun/relaxation, survival

all behavior is seeking to have needs met

act irresponsibly when imbalanced/needs unmet

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29
Q

REALITY Interventions

A

self-evaluation
focus on present choices, avoid past problems
explore wants, needs, perceptions (not feelings)
action plans
humor

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30
Q

CLIENT/PERSON-CENTERED Change occurs through…

A

Creating conditions for Ct to grow through therapeutic relationship with presence of congruence/genuineness, unconditional positive regard, empathy
HUMANISTIC

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31
Q

CLIENT/PERSON-CENTERED Role of therapist

A

Nondirective
Helper who sets the stage and believes Ct is able to do what is necessary for growth and self-actualization
Ct determines goals of therapy

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32
Q

CLIENT/PERSON-CENTERED Tx Goals

A

Self-acceptance
Congruent between Ct’s idealized and actual selves
Increased self-understanding
Decreased levels of defensiveness, insecurity, guilt
More positive relationships and increased comfort with others
Increased ability to experience and express feelings in here and now

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33
Q

CLIENT/PERSON-CENTERED Key Concepts

A

Congruence (Th’s genuineness with Ct)
Unconditional positive regard
Empathy
Self-actualization
Locus of control
Non-directive therapy (Ct can lead discussion)

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34
Q

GESTALT Change occurs through…

A

Increased awareness of here and now experience
BOTH EXPERIENTIAL AND HUMANISTIC

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35
Q

GESTALT Role of Therapist

A

Authentic and present other
Non directive and non judgmental
Increase Ct awareness of present moment

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36
Q

GESTALT Tx Goals

A

Ct to become aware of what they are doing, how they’re doing it, how they can change themselves, and learn to accept themselves

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37
Q

GESTALT Key Concepts

A

Phenomenological method (Explore experience and abstain from interpretation)

Dialogical relationship (Th presence allows Ct to become fully present)

Experiential

Here-and-now focus

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38
Q

GESTALT Interventions

A

Empty chair
Experiments
Body techniques
Focus on the process

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39
Q

EXISTENTIAL Change occurs through…

A

Finding philosophical meaning in face of anxiety by choosing to think/act authentically and responsibly

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40
Q

EXISTENTIAL Role of Therapist

A

Provide encounter with “real” other
Presence
Help Ct focus on personal responsibility for making decisions

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41
Q

EXISTENTIAL Tx Goals

A

Ct discovers own life meaning, confronts anxiety inherent in living, experiences agency and responsibility in construction of their life

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42
Q

EXISTENTIAL Key Concepts

A

Self-awareness
Accept RESPONSIBILITY that comes with FREEDOM
Unique identity
Meaning of life is never fixed
ANXIETY is part of human condition
Death is basic human condition that gives significance to life

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43
Q

EXISTENTIAL Interventions

A

Focus on moment to moment process
Empathic availability
Process situation with increased support
Honoring the pain

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44
Q

EXPERIENTIAL/SYMBOLIC Change occurs through…

A

Authentic meeting of Th and Ct in present moment by expanding Ct’s range of experiences

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45
Q

EXPERIENTIAL/SYMBOLIC Role of Therapist

A

Authentic, playful, creative

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46
Q

EXPERIENTIAL/SYMBOLIC Tx Goals

A

Growth and increased flexibility

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47
Q

EXPERIENTIAL/SYMBOLIC Interventions

A

Battle for structure (Th establishes rules and atmosphere of Tx; includes need for entire family to be in therapy)

Battle for initiative (Motivation for change must come from family)

Trial of labor

Activating constructive anxiety

Play, humor, craziness

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48
Q

EXPERIENTIAL/SYMBOLIC Beginning Phase

A

Engage family as authentic people, battle for structure, all members to attend, family wins battle of initiative, gather info about boundaries/coalitions/roles/level of conflict

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49
Q

EXPERIENTIAL/SYMBOLIC Middle Phase

A

Develop sense of cohesion, create alternative interactions, highlight inappropriate boundaries, role-play situations, use play and craziness

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50
Q

EXPERIENTIAL/SYMBOLIC End Phase

A

Highlight accomplishments, identify possible blocks, role-play future scenarios, each member expresses feelings about experience of therapy

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51
Q

NARRATIVE Change occurs through…

A

Separating person from the problem and creating new narrative that emphasizes competencies and strengths

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52
Q

NARRATIVE Role of therapist

A

Collaborator
Investigator
Ct as expert
Co-author

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53
Q

NARRATIVE Tx Goals

A

Understand problem-saturated story and externalize problem
Deconstruct problem-saturated stories and create healthier narratives
Awareness of Ct strengths
Increase sense of control over direction of life

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54
Q

NARRATIVE Main Concepts

A

Problem-saturated stories
Alternate stories
Thick story (Dominant narrative)
Thin story (Alternate story)
Externalizing the problem
Deconstructive questions
Mapping the influence (Effects of problem in Ct’s life)
Unique outcomes
Enlisting a witness
Written artifact

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55
Q

NARRATIVE Interventions

A

Ct shares problem-saturated story
Externalizing questions
Map the influence
Explore unique outcomes
Assist Ct in re-authoring
Enlist a witness to hear new story

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56
Q

NARRATIVE Beginning Phase

A

Ct is invited to tell problem-saturated stories

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57
Q

NARRATIVE Early/Middle Phase

A

Problem is externalized, map the influence, identify unique outcomes, re-author story, enlist witness

58
Q

NARRATIVE End Phase

A

Written artifacts, document new narrative, write letters to self/others

59
Q

SOLUTION-FOCUSED Change occurs through…

A

Accessing Ct’s strengths and resources, emphasizes finding solutions to problem

60
Q

SOLUTION-FOCUSED Role of Therapist

A

Consultant/Coach

61
Q

SOLUTION-FOCUSED Tx Goals

A

Ct implements small and large changes
Ct builds on current strengths and resources

62
Q

SOLUTION-FOCUSED Interventions

A

Exception questioning
Miracle questioning
Scaling questions
Presupposing change (“What’s different/better since the last time we met?”)
Coping questions
Affirmations/compliments

63
Q

SOLUTION-FOCUSED Beginning Phase

A

Join w Ct competencies, envision preferred future, identify Ct strengths, solution-oriented language, achievable goals

64
Q

SOLUTION-FOCUSED Middle Phase

A

Identify strengths/resources, exceptions to problem, scaling questions, feedback and compliments, highlight small changes

65
Q

SOLUTION-FOCUSED End Phase

A

Identify things they can do to continue change, identify hurdles that could get in the way

66
Q

PSYCHODYNAMIC Change occurs through…

A

Insight and understanding of early, unresolved issues

67
Q

PSYCHODYNAMIC Role of Therapist

A

Nondirective
Holding environment for Ct to develop secure attachment

68
Q

PSYCHODYNAMIC Main Concepts

A

Past influences present
Underlying conflicts
Defense mechanisms
Transference
Countertransference
Interpretation

69
Q

PSYCHODYNAMIC Tx Goals

A

Uncover/interpret unconscious impulses and defenses
Examine Ct self-awareness and understanding of influence of past to present Bx
Enhance Ct’s ego strength
Decrease unhealthy defense mechanisms
Allow Ct to access painful feelings in safe environment
Examine early relationships, attachments, interactions to discover issues from FOO projected in current relationships

70
Q

PSYCHODYNAMIC Interventions

A

Establish holding environment
Observe/reflect ways Ct projects previous object relationships into therapeutic interactions
Th points out Ct patterns of distortion and manipulation to maintain relationships
Avoid being pulled into Ct maladaptive patterns (countertransference)
Identify/resolve underlying causes of internal and relational conflict
Interpret transference

71
Q

PSYCHODYNAMIC Assessment

A

Early development as decisive factor influencing later development
Past and unconscious
Ct asked to identify thoughts/feelings re events in past

72
Q

PSYCHODYNAMIC Beginning Phase

A

Establish holding environment, rapport/therapeutic alliance through listening, explore Ct experience, empathy, interpretation, neutrality

73
Q

PSYCHODYNAMIC Early/Middle Phase

A

Promote insight/growth, increase individuation, work through termination/abandonment issues

74
Q

PSYCHODYNAMIC End Phase

A

Terminate therapy when Ct is able to put new insights into action

75
Q

OBJECTS RELATIONS Change occurs through…

A

Both reparative experiences within Tx relationship and from new insight into entrenched object relations pathology

76
Q

OBJECTS RELATIONS Role of Therapist

A

Neutral
Emphasis on transference/countertransference
New and good object

77
Q

OBJECTS RELATIONS Tx Goals

A

Provide reparative experience
Build new internal structures
Gain insight into how past relationships impact Ct functioning
Improve relationship with self/others

78
Q

OBJECTS RELATIONS Key Concepts

A

Objects
Internalization
Self and object representations
Ego
Splitting
Projection
Projective identification
Introjection (Subject replicates in themselves Bx, attributes, etc. in surrounding world, especially of others people)

79
Q

OBJECTS RELATIONS Beginning Phase

A

Establish holding environment, rapport/therapeutic alliance through listening, explore Ct experience, empathy, neutrality

80
Q

OBJECTS RELATIONS Middle Phase

A

Promote insight/growth through interpretation, confront resistance and defense mechanisms, transference/countertransference, identify and process projective identification

81
Q

OBJECTS RELATIONS End Phase

A

Work through termination and abandonment issues, consolidate interpretations, review insights gained

82
Q

SELF PSYCHOLOGY Change occurs through…

A

Empathetic attunement and strengthening self structures through optimal responsiveness

83
Q

SELF PSYCHOLOGY Role of Therapist

A

Empathetic understanding
Optimal responsiveness
Allows self-object transference and repair of disruptions

84
Q

SELF PSYCHOLOGY Tx Goals

A

Develop self-cohesion and self-esteem
Locating better self objects

85
Q

SELF PSYCHOLOGY Key Concepts

A

Self-Objects (Attuned caretakers)
Self-Object needs (Mirroring, idealization of others, twin/alter ego)
Mirroring (Approving/confirming responses)
Optimal frustration
Mirroring transference (Ct seeks acceptance/confirmation of self)
Twinship transferece (Ct experiences Th as someone like themselves)
Idealizing transference (Ct looks up to Th)
Adversarial transference (Need for supportive relationship that Ct can oppose in order to grow)
Experience-near empathy (Th steps into Ct shoes)

86
Q

SELF PSYCHOLOGY Early Phase

A

Establish holding environment, demonstrate Th is able to provide containment, provide experience-near empathy, explore Ct’s problem/Hx

87
Q

SELF PSYCHOLOGY Middle Phase

A

Repair disruptions of self-object transference, addressing enactments, empathizing with losses, mourning loss of self-objects, mourning ambitions/fantasies, identify alternative self-objects

88
Q

SELF PSYCHOLOGY End Phase

A

Reflect on Tx process, acknowledge and process issues related to termination

89
Q

ATTACHMENT-BASED Change occurs through…

A

Exploration of past and current relational attachments and trauma in environment of healing, secure, and reliable relationship

90
Q

ATTACHMENT-BASED Role of Therapist

A

Secure base
Accepting, caring, non judgmental
Safe to explore emotional experiences

91
Q

ATTACHMENT-BASED Tx Goals

A

Awareness of Ct’s problematic Bx and emotional patterns formed in childhood as attempts to maintain attachment to primary caregivers
Repair capacity to regulate affects
Resolve emotional or social disruptions in Ct’s life
Improve quality of attachment with others

92
Q

ATTACHMENT-BASED Key Concepts

A

Attachment Bx system
Secure attachment
Anxious-preoccupied
Dismissive-avoidant
Fearful-avoidant

93
Q

ATTACHMENT-BASED Beginning Phase

A

Attunement, empathy, collaboratively identify Ct’s attachment style

94
Q

ATTACHMENT-BASED Middle Phase

A

Disruptions explored (past and current), support Ct ability to regulate and express emotions, teach Ct to have reflective stance towards themselves

95
Q

ATTACHMENT-BASED End Phase

A

Repair, sharing subjective interpretation, create new reality of painful events for Ct in order to get rid of unwanted emotions and reactions

96
Q

GENERAL SYSTEMS Change occurs through…

A

Helping system view problem in context of family rather than individual
Family system becomes focal point of therapeutic interventions

97
Q

GENERAL SYSTEMS Role of Therapist

A

Explore:
Belief systems/values
Rules and roles
Hierarchy
Expectations
Defense mechanisms

98
Q

GENERAL SYSTEMS Tx Goals

A

Move system towards equilibrium
Assist fam in exploring healthier interactions to decrease dysfunctional patterns
Help family challenge beliefs
Assist individual fam members in seeing their role
Increase fam member’s ability to understand different experiences/perceptions of others
Assist in correcting unhealthy feedback loops

99
Q

GENERAL SYSTEMS Main Concepts

A

Homeostasis (System resists change)
Negative feedback (Bx reactions that corrects against change and returns to previous state of homeostasis)
Positive feedback (Bx reactions that allows system to adapt to change but initially is destabilizing)
Calibration
Wholeness
Equifinality (Same results accomplished by diff fam systems)
Equipotentiality (Same experience in fam system can end with various results later in life)
First order change (Surface level and temporary)
Second order change (Deeper level and alter system’s rules/organization)
Nonsummativity (Fam system treated as whole)
Boundaries (Open vs. closed)

100
Q

GENERAL SYSTEMS Interventions

A

Observe feedback loops
Explore fam structure/circular causality
Reframe presenting issues as system rather than pathologizing one person
Explore each member’s role in dysfunction
Challenge communication

101
Q

BOWEN Change occurs through…

A

Understanding multigenerational dynamics and differences

102
Q

BOWEN Role of Therapist

A

Coach/educator
Supervisor
Investigator
Neutral

103
Q

BOWEN Tx Goals

A

Reduce anxiety in fam system
Self-differentiation
Decrease emotional fusion
Improve communication skills
Decrease recurrence of dysfunctional patterns
Reduce emotional reactivity
Facilitate de-triangulation

104
Q

BOWEN Key Concepts

A

Triangles
Differentiation of self
Nuclear family emotional system
Family projection process (Parents transmit emotional problems to child)
Multigenerational transmission process (Families pass down emotional attachment/level of emotional expression)
Emotional cutoff (People managing unresolved emotional issues by reducing emotional contact w them)
Genogram

105
Q

BOWEN Interventions

A

Reduce emotional reactivity by talking TO THERAPIST
Reframing (Problem as multigenerational vs. individual)
Genogram
De-triangulation (Th as part of healthy triangle)
Increasing differentiation
Teach I Statements
Interact/interrupt family (Conflict is prohibited)
Models
Bibliotherapy (Th as educator)

106
Q

BOWEN Beginning Phase

A

Family diagram of multigenerational emotional connections, assess levels of differentiation and triangulation, identify dysfunctional patterns passed through generations

107
Q

BOWEN Early/Middle Phase

A

Teach/model differentiation through communication skills, de-triangulation, reunification from cutoff fam members, teach fam how to take responsibility for feelings/thoughts

108
Q

BOWEN End Phase

A

Review new skills and knowledge gained

109
Q

STRATEGIC Change occurs through…

A

Action-oriented directives and paradoxical interventions

110
Q

STRATEGIC Role of Therapist

A

Deliver directives
Focus on solving problem/eliminating Sxs
Design specific approach for each person’s presenting problem

111
Q

STRATEGIC Tx Goals

A

Solve presenting problems
Change dysfunctional patterns

112
Q

STRATEGIC Interventions

A

Paradoxical directives (Contradict goal of therapy)
Positioning (Th takes exaggerated view of problem)
Homework
Prescribing the symptom
Restraining (Th discourages change)
Ordeals (Sxs prescription where Ct carries out unpleasant tasks when Sxs occur)

113
Q

STRATEGIC Beginning Phase

A

Define problem, determine how Ct understands problem, assess destructive patterns, state goals and what Bx need to change

114
Q

STRATEGIC Middle Phase

A

Review attempted solutions, assign ordeals, prescribe problem, relabel Bx, instruct Ct to respond to problem in new way

115
Q

STRATEGIC End Phase

A

Plan for maintenance of new Bx, plan for future challenges, emphasize positive changes made

116
Q

STRUCTURAL Change occurs through…

A

Restructuring family’s organization

117
Q

STRUCTURAL Role of Therapist

A

Active and involved
Friendly uncle
Help fam understand how fam structure can be changed

118
Q

STRUCTURAL Tx Goals

A

Restructure fam system to allow for Sxs relief and constructive problem solving
Change dysfunctional patterns
Create new ways of relating
Flexible boundaries

119
Q

STRUCTURAL Main Concepts

A

Alliances
Coalition (2+ against another member)
Hierarchy
Subsystems
Family map
Disengaged boundaries
Enmeshed boundaries

120
Q

STRUCTURAL Interventions

A

Joining
Tracking
Mimesis (Uses fam communication)
Unbalancing (Support someone in one-down position)
Reframe
Enactment
Boundary making

121
Q

STRUCTURAL Beginning Phase

A

Join, challenge rules of system, assessment/mapping of hierarchy, alignments, and boundaries, reframe problem to include whole system

122
Q

STRUCTURAL Middle Phase

A

Highlight and modify interactions, utilize enactments to challenge members and unbalance system

123
Q

STRUCTURAL End Phase

A

Review progress, reinforce structural change, provide tools for future

124
Q

SATIR COMMUNICATIONS Change occurs through…

A

Self-awareness and improved communication
HUMANISTIC

125
Q

SATIR COMMUNICATIONS Role of Therapist

A

Active facilitator
Resource detective
Genuine/warm
Honest/direct

126
Q

SATIR COMMUNICATIONS Tx Goals

A

Increase congruent communication
Improve self-esteem/confidence/personal growth

127
Q

SATIR COMMUNICATIONS Interventions

A

Incongruent communication (verbal vs. nonverbal)
Styles of communication
Placater (Pleasing)
Blamer (Attacking)
Computer (Intellectual/correct)
Distracter (Acting out)
Leveler (Congruent)
Modeling communication (I statements)
Family life chronology
Family sculpting
Take responsibility
Metaphors and storytelling
Transforming rules

128
Q

SATIR COMMUNICATIONS Beginning Phase

A

Rapport, sense of equality/hope, assess communication, identify Tx goals

129
Q

SATIR COMMUNICATIONS Middle Phase

A

Increase fam congruent communication, support/strengthen individual uniqueness and self-esteem

130
Q

SATIR COMMUNICATIONS End Phase

A

Help fam practice and implement changes, increase awareness of larger familial patterns

131
Q

When individuals are undifferientiated they also tend to cut themselves off emotionally, or even geographically from their families of origin- what term is this as Bowen would describe?

A

Undifferentiated ego mass

132
Q

When undifferentiated parents transmit their immaturity, or lack of differentiation to the children is what type of process by Bowen?

A

Family projection process

133
Q

Bowen’s notion that all generations are part of a continuous natural process with each generation pressing up against the next. “past on from generation to generation”

A

Multigenerational transmission process

134
Q

What happens within multigenerational transmission process -what is the notion?

A

That each subsequent generation tends to move towards a lower level of differentiation if unresolved emotional attachments and fusion are present.

135
Q

Does Bowen’s model require the whole family to be present in treatment? What does it require?

A

NO; that the entire family gain an understanding of how the entire system operates across multiple generations
-“understanding not action is the vehicle of cure..”

136
Q

MRI brief

A

Founders: Weakland, Don Jackson, Watzlawick
Concepts: communication theory; 1st & 2nd order change; feedback loops; focus on the presenting complaint; repetitive patterns of family interactions

Problem: attempts at solutions become the problem; circular causality; “more of the same” maintains problem
Change: goals are small and clear; altering patterns of behaviors; change in one part, leads to change in others

Therapist: active, process over content, therapist responsible for outcomes, consulting team w/ 1 way mirror*

137
Q

Milan Systemic

A

Founder: Mara Palazzoli and others..
Concepts: new epistemology, allows new ways of interacting; positive connotation*; invariant prescription; homeostasis; change beliefs rather than behaviors

Problem: family caught in power game; problems maintained by interactional sequences; homeostasis resists attempts to change; old way of living, doesnt fit the new way
Change: develop new epistemology by delivering new information to the system
Therapist: observing teams; mixed gender dyads; neutrality; hypothesizing; circular questioning

138
Q

EFT

A

Founder: Sue Johnson & Greenberg
Concepts: attachment theory; negative interaction cycle; core conflicts; primary and secondary emotions; dependence/ independence.

Problem: perceived danger and relational insecurity leads to reactive behaviors in a recursive pattern of negative interactions
Change: access primary emotions; change interactional patterns through new experiences; create secure attachments

Therapist: unconditional positive regard

139
Q

Marital Schism

A

this term occurs when partners are preoccupied with their own problems, they don’t accommodate to each other’s roles, and compete for their childs affection, loyalty, and support-
can occur within the schizophrenia families

140
Q

Marital Skew

A

this type of terms occurs when one partner is extremely controlling and the other submissive and dependent, distorts reality by pretending the family is normal
-schizophrenia study term

141
Q

Double Bind Hypothesis

A

term that predicts that schizophrenia develops in a child when the child is repeatedly exposed to contradictory verbal and nonverbal messages from his/her parents and not allowed to comment on the contradictions
-study by bateson, Jackson, Hayley, and Weakland

142
Q
A

CA MFT Clinical Exam (1 decks)

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