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CA LMFT Clinical Exam > Theories > Flashcards

Theories Flashcards

1
Q

Awareness of the here and now

A

Gestalt

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2
Q

Reparative experiences with therapist

A

Object Relations/Psychodynamic

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3
Q

Identify unique outcomes

A

Narrative

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4
Q

Emphasis on finding solutions not on discovering the cause or origins of the problem

A

Solution Focused

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5
Q

Therapist is non-directive

A

Client-Centered/Humanistic

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6
Q

Change occurs through ation-oriented directives

A

Stategic

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7
Q

Restructure the family’s organization

A

Structural

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8
Q

Philosophical meaning in the face of anxiety

A

Existential

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9
Q

Change occurs by learning to modify dysfunctional thought patterns

A

Cognitive Behavioral Therapy

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10
Q

Increase the client’s awareness in the present moment

A

Gestalt

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11
Q

Insight-oriented

A

Object-Relations/Psychodynamic

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12
Q

Choosing to think and act responsibly

A

Existential

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13
Q

Enlist a witness

A

Narrative

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14
Q

Accessing client’s strengths and resources

A

Solution Focused

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15
Q

Paradoxical Interventions

A

Strategic

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16
Q

Systematic Desensitization

A

Cognitive Behavioral

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17
Q

Exploring experience by description

A

Gestalt

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18
Q

Emphasis on transference and countertransference

A

Object-relations/Psychodynamic

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19
Q

Finding alternatives

A

CBT

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20
Q

Empty Chair Technique

A

Gestalt

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21
Q

Thought record

A

Cognitive Behavioral

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22
Q

Projection Identification

A

Object-Relations/Psychodynamic

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23
Q

Restraining

A

Strategic

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24
Q

Client confronts anxiety inherent in living

A

Existential

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25
Q

Mimesis

A

Structural

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26
Q

Increase Congruent Communication

A

Satir/Communications

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27
Q

Understanding Multigenerational Dynamics

A

Bowen

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28
Q

Relaxation Techniques

A

Cognitive Behavioral

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29
Q

Exception Question

A

Solution focused

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30
Q

Unbalancing

A

Structural

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31
Q

Maladaptive Automatic Thoughts

A

Cognitive Behavioral

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32
Q

Congruence/Genuineness

A

Client-Centered/Humanistic

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33
Q

Anxiety is part of the human condition

A

Existential

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34
Q

Promotes insight and growth through interpretation

A

Obejct-Relations/Psychodynamic

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35
Q

Miracle Question

A

Solution Focused

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36
Q

Telling, talking about, and naming emotional pain.

A

Existential

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37
Q

Family Life Chronology

A

Satir/Communications

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38
Q

Prescribing the Symptom

A

Strategic

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39
Q

Deconstruct problem-saturated stories

A

Narrative

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40
Q

Honoring the Pain

A

Existential

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41
Q

Enactment

A

Structural

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42
Q

Differentiation

A

Bowen

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43
Q

Monitor thoughts and moods

A

CBT

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44
Q

Scaling Questions

A

Solution Focused

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45
Q

Ordeals

A

Strategic

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46
Q

Reduce anxiety and emotional turmoil in family system

A

Bowen

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47
Q

Use Experiments

A

Gestalt

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48
Q

Rearrange how people sit together in the room

A

Structural

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49
Q

Establish a holding environment

A

Object-Relations/Psychodynamic

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50
Q

Family sculpting

A

Satir/Communications

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51
Q

Coping Questions

A

Solution Focused

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52
Q

Affirmations/Compliments

A

Solution Focused

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53
Q

Everyone must accept the responsibility that comes with freedom

A

Existential

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54
Q

Therapist is directive

A

Strategic

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55
Q

Unconditional positive regard

A

Client-Centered/Humanistic

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56
Q

Body Awareness

A

Gestalt

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57
Q

Empathy

A

Client-Centered/Humanistic

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58
Q

Self-Actualization

A

Client-Centered/Humanistic

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59
Q

Facilitate Detriangulation

A

Bowen

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60
Q

Exposure

A

CBT

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61
Q

Understand the problem’s effects

A

Narrative

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62
Q

Labeling Distortions

A

CBT

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63
Q

Teach “I Statements”

A

Satir/Communications &. Bowen

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64
Q

Emotional Cutoff

A

Bowen

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65
Q

Three Column Technique

A

CBT

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66
Q

Reframing family dynamic as the “problem.”

A

Structural

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67
Q

Separate the client from their problems

A

Narrative

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68
Q

Shema

A

CBT

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69
Q

Self-Acceptance

A

Client-Centered/Humanistic

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70
Q

Write a letter to self or others

A

Narrative

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71
Q

Boundary Making

A

Structural

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72
Q

Mindfulness

A

DBT

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73
Q

Homeostasis

A

General Systems Theory

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74
Q

Theory of Change: Attachment Theory

A

Change occurs through exploration of past and current relational attachments and trauma in the environment of a healing, secure, and reliable relationship.

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75
Q

Role of Therapist: Attachment Theory

A

Create a secure base for clients to explore their emotional experiences past and present

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76
Q

Treatment Goals: Attachment Theory

A

Gain insight of patterns developed from family of origin
Learn to regulate affect
Resolve social/emotional disruptions
Improve attachments

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77
Q

Key Concept: Attachment Behavior System (AF)

A

An organized pattern of signals and responses that leads to the development of a protecting and trusting relationship

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78
Q

Key Concept: Secure Attachment (AF)

A

Access to a wide range of emotions
Has a balanced view of parents and has worked through past hurts
Strong sense of self
Empathy for others

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79
Q

Key Concept: Preoccupied/Anxious Attachment (AF)

A

Embroiled with anger/hurt at parents
Value intimacy to the point of over-dependence
Fear of abandonment

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80
Q

Key Concept: Dismissive/Avoidant Attachment (AF)

A

Dismisses the importance of love/connection
Often idealizes parents
Shallow self-reflection, dismiss emotions
Difficulty tolerating emotions of others

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81
Q

Key Concepts: Fearful/Avoidant Attachment (AF)

A

History of trauma or loss
Dismiss the importance of love/connection out of feelings of unworthiness
Difficulty trusting others

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82
Q

Attachment Theory Beginning Phase

A

Attunement
Secure Base
Identify attachment style, family of origin dynamics, current impact

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83
Q

Attachment Theory Middle Phase

A

Explore disruptions in relationships
Regulate and express emotions
Self-reflection

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84
Q

Attachment Theory End Phase

A

Repair - alter patient reactions by showing therapist’s interpretation and create a new reality

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85
Q

Theory of Change: Bowen

A

Change occurs by understanding multigenerational dynamics and differentiation

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86
Q

Therapist’s Role: Bowen

A

Coach/Educator
Supervisor
Investigator
Neutral

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87
Q

Treatment Goals: Bowen

A

Reduce anxiety and emotional turmoil within family
Self-differentiate from family
Decrease emotional fusion
Improve communication
Decrease dysfunctional patterns
Reduce emotional reactivity
Facilitate de-triangulation

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88
Q

Key Concept: Triangles (Bowen)

A

Three-person relationship, where tension in one relationship is diffused by inclusion of another.

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89
Q

Key Concept: Differentiation of Self (Bowen)

A

The difference between an individual and the groups they are part of, specifically family.

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90
Q

Key Concept: Nuclear Family Emotional System (Bowen)

A

Four basic relationship patterns from which family problems arise:
Marital Conflict
Dysfunction in a Spouse
Impairment of child(ren)
Emotional Distance

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91
Q

Key Concept: Family Projection Process (Bowen)

A

The primary way the parents transmit their emotions to their children

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92
Q

Key Concept: Multigenerational Transmission Process (Bowen)

A

Small changes in differentiation between parent/child can lead to increased differentiation among members of a multigenerational family

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93
Q

Key Concept: Emotional Cutoff (Bowen)

A

Managing unresolved issues with someone by cutting off emotional contact with them

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94
Q

Key Concept: Genogram (Bowen)

A

A study of family history that acts as an assessment and treatment tool.

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95
Q

Bowenian Interventions

A

Have client talk to therapist instead of directly family member
Reframing the problem as multigenerational
Genogram
De-Triangulation
Increase Differentiation
Teaching “I” Statements
Opening Cutoff Relationships
Interacts with Family - interrupts arguments
Models new ways to interact and communicate
Bibliotherapy

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96
Q

Bowenian Theory Beginning Phase

A

Genogram
Assess Triangulation
Identify dysfunctional generational patterns

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97
Q

Bowenian Theory Early/Middle Phase

A

Teach differentiation through modeling communication skills
de-triangulation
Encourage re-unification from cut-offs
Teach individuals to take responsibility for their own emotions

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98
Q

Bowenian Theory End Phase

A

Review skills and knowledge gained in therapy

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99
Q

Theory of Change: CBT

A

Change occurs by modifying thought patterns

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100
Q

Role of Therapist: CBT

A

Collaborative teacher with structured learning experiences
Teach coping skills
Assign homework

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101
Q

Treatment Goals: CBT

A

Recognize, examine, and replace negative thought patterns
Relief of symptoms
Develop positive coping skills and strategies

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102
Q

Key Concept: Negative Cognitive Triad (CBT)

A

View of self
View of world
View of prospects for the future

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103
Q

Key Concept: Automatic Thoughts (CBT)

A

Thoughts that we’re not aware of and go unexamined.

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104
Q

Key Concept: Maladaptive Automatic Thoughts (CBT)

A

Automatic thoughts that are negative or based on distortions

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105
Q

Key Concept: Schemas (CBT)

A

A network of rules for information processing shaped by developmental influences and life events.

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106
Q

Key Concept: Overgeneralization (CBT)

A

Meaning from a single event is applied as a pattern.

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107
Q

Key Concept: Arbitrary Inference (CBT)

A

Drawing conclusions with evidence or supporting facts.

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108
Q

Key Concept: Selective Abstraction (CBT)

A

Attending to details while ignoring the context

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109
Q

Key Concept: Personalization (CBT)

A

Seeing yourself as the cause of a negative event

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110
Q

Key Concept: Polarized Thinking (CBT)

A

Extreme, black-or-white thinking

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111
Q

CBT Interventions

A

Teach the 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 Rating
Opposite Action
Problem-Solving Training
Relaxation Training
Successive Approximation
Three-Column Technique
Thought Record

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112
Q

CBT Beginning Phase

A

Establish therapeutic relationship
Functional analysis
Psychoeducate
Set collaborative goals

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113
Q

CBT Early/Middle Phase

A

Identify negative thought patterns
Uncover negative schemas
Assign homework
Label cognitive distortions
Reframe thoughts
learn/practice new skills and behaviors

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114
Q

CBT End Phase

A

Review gains
Identify skills developed
Rehearse new situations
Anticipate future struggles.

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115
Q

Theory of Change: Client/Person-Centered

A

Change occurs by creating conditions for growth using the therapeutic relationship and through: congruence, unconditional positive regard, and empathy.

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116
Q

Role of the Therapist: Client/Person-Centered

A

Nondirective
Facilitator
Believes in the client’s ability to grow

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117
Q

Treatment Goals: Client/Person-Centered

A

Self-acceptance
Congruence
Increased self-understanding
Decreased defensiveness, insecurity, and guilt
Improved relationships
Ability to express feelings in the here and now

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118
Q

Key Concept: Congruence (Client/Person-Centered)

A

Being authentic and transparent

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119
Q

Key Concept: Unconditional Positive Regard (Client/Person-Centered)

A

Compete acceptance and non-judgment

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120
Q

Key Concept: Empathy (Client/Person-Centered)

A

Therapist senses the client’s feelings and meanings and communicates understanding.

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121
Q

Key Concept: Self-Actualization (Client/Person-Centered)

A

Reaching for the highest potential

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122
Q

Key Concept: Locus of Control (Client/Person-Centered)

A

The client takes control of their life instead of looking to others.

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123
Q

Key Concept: Non-Directive Therapy (Client/Person-Centered)

A

The client leads the discussion.

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124
Q

Theory of Change: DBT

A

Change occurs through mindfulness, accepting uncomfortable thoughts, developing skills for emotion regulation and distress tolerance, and improving problem-solving skills.

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125
Q

Role of the Therapist: DBT

A

Ally
Validate and offer alternatives
Coach

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126
Q

Treatment Goals: DBT

A

Improve emotional and cognitive regulation

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127
Q

Key Concepts: Mindfulness (DBT)

A

Being fully aware and present

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128
Q

Key Concepts: Distress Tolerance (DBT)

A

The ability to tolerate pain and discomfort.

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129
Q

Key Concepts: Interpersonal Effectiveness (DBT)

A

Asking for your needs and setting boundaries while maintaining self-respecting relationships.

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130
Q

Key Concepts: Emotion Regulation (DBT)

A

Being able to modulate your emotions as desired.

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131
Q

Key Concepts: Homework (DBT)

A

Skill-building tasks assigned between sessions.

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132
Q

DBT Beginning Phase

A

Increasing behavioral control
Teach mindfulness and distress tolerance
Address self-harm behaviors

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133
Q

DBT Middle Phase

A

Fuller emotional experience
Learning to live
Develop self-respect
Find peace and happiness

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134
Q

DBT End Phase

A

Find deeper meaning through spiritual experience.

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135
Q

Theory of Change: EFT

A

Change occurs through awareness, acceptance, reflection, and regulation of emotions.

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136
Q

Role of the Therapist: EFT

A

Process consultant
Helps the client understand and experience their emotion, including dismissed emotions
Assist the client in making productive use of their emotions

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137
Q

Treatment Goals: EFT

A

Learn to engage with feelings, memories, thoughts, and physical sensations
Develop news interactions between a couple that foster a secure attachment.

138
Q

EFT Initial Phase - De-escalation

A

Identify core wounds
Identify the negative interaction cycle of the couple
Access underlying emotions and unmet needs
Reframe the problem as the cycle

139
Q

EFT Middle Phase - Restructuring

A

Access fears, needs, and self and integrate them into the relationship
Promote acceptance of the partner’s new sense of self
Facilitate expression of needs & wants to create emotional engagement

140
Q

EFT Late Phase - Integration

A

Facilitate new solutions to old problems
Consolidate new relational positions and cycles of attachment.

141
Q

Theory of Change: Existential

A

Change occurs through finding meaning in the face of anxiety, choosing to think and act authentically and responsibly.

142
Q

Role of the Therapist: Existential

A

Be a “real” other
Be present
Focus the client on personal responsibility for making decisions.

143
Q

Treatment Goals: Existential

A

Discover their own life meaning
Confront anxiety inherent in living
Experience agency and responsibility in constructing their life.

144
Q

Key concepts: Existentialism

A

Capacity for self-awareness
Responsibility comes with freedom
Unique identity that is known through relationship
Individuals must recreate themselves. Meaning and existence isn’t fixed
Anxiety is part of the human condition
Death gives significance to life.

145
Q

Interventions: Existential

A

Process over content
Holding - holding up the problem so it may be seen, remembered, and re-experienced.
Empathetic Availability
Naming emotionally difficult experiences with the support of the therapist.
Mastering the emotional pain - discovering unique healing activities the help the client
Honoring the pain - celebrating the meaning and potential opportunities that the client can use.

146
Q

Theory of Change: Experiential/Symbolic

A

Change happens through the existential encounter, which expands the client’s experience.

147
Q

Role of the Therapist: Experiential/Symbolic

A

Authentically being
Playful, creative

148
Q

Treatment Goals: Experiential/Symbolic

A

Growth and increased flexibility.

149
Q

Key Concepts: Battle for Structure (Experiential/Symbolic)

A

The therapist establishes the rules for treatment, including the requirement for the whole family to attend therapy.

150
Q

Key Concepts: Battle for Initiative (Experiential/Symbolic)

A

The family must take initiative for change.

151
Q

Key Concepts: Trial of Labor (Experiential/Symbolic)

A

Conceptualizing the roles, boundaries, beliefs, history, and levels of conflict within the family.

152
Q

Key Concepts: Activating Constructive Anxiety (Experiential/Symbolic)

A

Anxiety is reframed as efforts toward competence.

153
Q

Key Concepts: Play, Humor, and Craziness (Experiential/Symbolic)

A

Finding solutions in creative interactions and tapping in to the irrational side.

154
Q

Experiential/Symbolic Beginning Phase

A

Battle for structure
Encourage whole family to attend
Family wins the battle of initiative
Trial of Labor - Gather information about roles, coalitions, boundaries, and levels of conflict

155
Q

Experiential/Symbolic Middle Phase

A

Develop a sense of cohesion
Create alternative interactions
Highlight inappropriate boundaries
Role-plays, and play scenarios

156
Q

Experiential/Symbolic End Phase

A

Highlight accomplishments and reflect on growth
Identify potential blocks to future growth
Role-play future scenarios
Members share about their experience

157
Q

Theory of Change: General Systems Theory

A

Change occurs by helping the system view the problem within the context of the family, not singling out an problem individual

158
Q

Role of the Therapist: General Systems Theory

A

The therapist helps the family explore: belief systems, expectations, and family values, rules and roles within the family, the family heirarchy, defense mechanisms and their purpose

159
Q

Key Concepts: Homeostasis (General Systems Theory)

A

Systems resist change. Negative feedback loops maintain prevent a system from changing.

160
Q

Key Concepts: Feedback Loops (General Systems Theory)

A

Information and behavioral pathways that help a system balance and correct itself.

161
Q

Key Concepts: Positive Feedback Loops (General Systems Theory)

A

Behavioral reactions that amplify departures from the system’s normal state. Destabilizes the system and allows change.

161
Q

Key Concepts: Negative Feedback Loops (General Systems Theory)

A

Behavioral reactions used to prevent departures from the system’s normal state. Prevent change.

162
Q

Key Concepts: Calibration (General Systems Theory)

A

The normal operational system of the family

163
Q

Key Concepts: Wholeness (General Systems Theory)

A

A system is greater than the sum of it’s parts. The parts impact the whole.

164
Q

Key Concepts: Equifinality (General Systems Theory)

A

The same result can be achieved by different family systems.

165
Q

Key Concepts: Equipotentially (General Systems Theory)

A

The same experience in a family system can create different results.

166
Q

Key Concepts: First Order Change (General Systems Theory)

A

Surface level changes, that do not impact the system.

167
Q

Key Concepts: Second Order Change (General Systems Theory)

A

Changes that fundamentally alter a system’s rules and organization.

168
Q

Key Concepts: Nonsummativity (General Systems Theory)

A

Treating the family system as a whole

169
Q

Key Concepts: Boundaries (General Systems Theory)

A

Borders between parts of the system and between different systems, supported by implicit and explicit rules.

170
Q

Key Concepts: Open System (General Systems Theory)

A

A system that allows for the continuous flow of information from outside the system.

171
Q

Key Concepts: Closed System (General Systems Theory)

A

A system that has boundaries that are impenetrable

172
Q

Treatment Goals: General Systems Theory

A

Move the system toward equillibrium
Explore healthier interactions
Challenge and rework the family’s beliefs
Help family members see their role in a dynamic
Help family understand the experiences and perceptions of other family members
Correct problematic feedback loops

173
Q

Interventions: General Systems Theory

A

Observe feedback loops in the family system
Explore beliefs, values, rules, roles, heirarchy, expectations, circular casuality between family members
Reframe presenting issues as a systemic problem
Explore each family member’s role in the dysfunction
Challenge communication within the system

174
Q

Theory of Change: Gestalt

A

Change occurs through increased awareness off the here-and-now experience in a dialogic relationship

175
Q

Role of the Therapist: Gestalt

A

The therapist is an authentic, present other
Non-directive and non-judgmental
Increases the client’s awareness in the present moment

176
Q

Key Concepts: Phenomenological Method (Gestalt)

A

Describing your experience without making interpretations

177
Q

Key Concepts: Dialogical Relationship (Gestalt)

A

The therapist’s presence allows the client to be fully present.

178
Q

Key Concepts: Experiential (Gestalt)

A

The therapist uses experiments to support the client in experiencing something new.

179
Q

Key Concepts: Here-and-Now Focus (Gestalt)

A

The past is discussed in light of how it impacts the present.

180
Q

Gestalt Interventions

A

Empty Chair Technique
Experiments
Body Techniques
Focus on the process

181
Q

Theory of Change: Motivational Interviewing

A

Change is elicited by helping the client resolve ambivalence and connecting to the client’s values

182
Q

Key Principles: Express Empathy (Motivational Interviewing)

A

The therapist engages with the client without passing judgment as they try to understand their perspective

183
Q

Key Principles: Develop Discrepancy (Motivational Interviewing)

A

Highlighting discrepancies between the client’s expressed values and behaviors.

184
Q

Key Principles: Rolling with Resistance (Motivational Interviewing)

A

Using empathy to demonstrate understanding of the client’s ambivalence.

185
Q

Key Principles: Support Self-Efficacy (Motivational Interviewing)

A

Recognize and highlight the client’s strengths to elicit hope in their capacity for change.

186
Q

Motivational Interviewing Precontemplation Phase

A

Client may express negative consequences of problem, but aren’t ready to change and may defend their behavior.

187
Q

Motivational Interviewing Contemplation Phase

A

Clients recognize their problem, but remain ambivalent about change.

188
Q

Motivational Interviewing Preparation Phase

A

Clients are ready to make change and are taking responsibility for their role in the change process.

189
Q

Motivational Interviewing Action Phase

A

Clients are actively engage in changing their behaviors and recognize their need for assistance.

190
Q

Motivational Interviewing Maintenance Phase

A

Client’s have developed some efficiency and are working to consolidate changes.

191
Q

Motivational Interviewing Interventions

A

Open-ended Questions
Affirmations
Reflecting
Summarizing

192
Q

Theory of Change: Narrative

A

Change occurs when the client sees the problem as separate from themself and a new narrative is created that supports the client’s competencies and strengths.

193
Q

Role of the Therapist: Narrative

A

Collaborator
Investigator
Curious
View the client as the expert of their life
Co-author of the client’s new narratives

194
Q

Treatment Goals: Narrative

A

Understand the problem-saturated story and externalize the problem
Deconstruct the problem-saturated stories in order to create healthier narratives
Bring greater awareness to client’s strengths and competencies
Increase client’s sense of control over the direction of their llife.

195
Q

Main Concepts: Problem-Saturated Stories (Narrative)

A

The dominant and unhealthy stories an individual tells themself

196
Q

Main Concepts: Alternative Stories (Narrative)

A

A healthier story that an individual develops

197
Q

Main Concepts: Thick Story (Narrative)

A

The dominant unhealthy narrative that a person maintains (repetitive, detailed, problem-saturated)

198
Q

Main Concepts: Thin Story (Narrative)

A

The alternate story being developed, which is less detailed. Intended to build the story up to become thick.

199
Q

Interventions: Externalizing the Problem (Narrative)

A

Questions are asked to help separate the client from the problem.

200
Q

Interventions: Deconstructive Questions (Narrative)

A

The therapist will ask questions to erode the problem-saturated story.

201
Q

Interventions: Mapping the Influence (Narrative)

A

The therapist asks questions to understand the impact of the problem in the client’s life.

202
Q

Interventions: Unique Outcomes (Narrative)

A

The therapist asks questions to highlight times the client was able to overcome or resist the problem.

203
Q

Interventions: Enlisting a Witness (Narrative)

A

The client tells their new story to a witness who helps thicken the new story.

204
Q

Interventions: Written Artifact (Narrative)

A

A written document that reinforces the client’s new story.

205
Q

Narrative Interventions

A

Client shares problem-saturated story
Externalize the problem
Map the influence
Explore unique outcomes
Reauthorize their story
Enlist a witness

206
Q

Narrative beginning phase

A

Client tells the problem saturated story

207
Q

Narrative early/middle phase

A

The problem is externalized
Mapping the influence
Unique Outcomes
Enlist a witness

208
Q

Narrative end phase

A

Create an artifact
Document and support new narrative

209
Q

Theory of Change: Object Relations

A

Change occurs through reparative experiences with the therapist, new insight, and modification of object relations pathology

210
Q

Role of the Therapist: Object Relations

A

Neutral
Emphasis on transference and countertransference
Therapist as new and good object

211
Q

Treatment Goals: Object Relations

A

Corrective emotional experiences that build new object relations
Insight into impact of past relationships
Improve relationships with self and others

212
Q

Key Concepts: Objects (Object Relations)

A

People in the external world.

213
Q

Key Concepts: Internalization (Object Relations)

A

Early infant-caretaker interactions lead to the internalization of basic attitudes of the caretaker toward self
Characteristic relational patterns
Repertoire of defenses and internal capacities

214
Q

Key Concepts: Self and Object-Representation (Object Relations)

A

Infants for images of themselves and others. Once formed, they are fundamental internal structures that impact the way they see themselves and others.

215
Q

Key Concepts: Ego (Object Relations)

A

The structure responsible for dealing with the world, instituting defense mechanisms, internalizing external objects, integrating and synthesizing self and object-representations

216
Q

Key Concepts: Splitting (Object Relations)

A

When two contradictory states are compartmentalized and not integrated

217
Q

Key Concepts: Projection (Object Relations)

A

Projecting undesirable feelings or emotions onto someone else rather than acknowledging them.

218
Q

Key Concepts: Projective Identification (Object Relations)

A

A psychological process where an individual will project feelings or beliefs onto a person and the second person begins to identify with or experience those beliefs or feelings.

219
Q

Key Concepts: Introjection (Object Relations)

A

Taking on the behaviors, attributes, or fragments of other people or the environment.

220
Q

Object Relations Beginning Phase

A

Establish a holding environment
Exploration of the client’s experience
Empathy
Maintaining neutrality

221
Q

Object Relations Middle Phase

A

Interpretation
Confront resistance & defenses
Explore transference/countertransference
Identify and process projective identification

222
Q

Object Relations End Phase

A

Termination
Abandonment issues
Consolidate interpretations
Review insights

223
Q

Theory of Change: Psychodynamic

A

Change occurs through insight and understanding unresolved issues.

224
Q

Role of the Therapist: Psychodynamic

A

Nondirective
Corrective emotional experience

225
Q

Key Concepts: Past Influences the Present (Psychodynamic)

A

Early wounding relationships, or patterns from these relationships, are unconsciously reenacted in current relationships

226
Q

Key Concepts: Underlying Conflicts (Psychodynamic)

A

Infants and children form attachment relationships with their caregivers. These patterns are repeated and cause difficulty in adult relationships.

227
Q

Key Concepts: Defense Mechanisms (Psychodynamic)

A

Unconscious techniques used by a person to strengthen their ego and protect themselves from negative thoughts and feelings associated with past experiences.

228
Q

Key Concepts: Transference (Psychodynamic)

A

The client transfers unresolved emotions from past relationships onto the therapist.

229
Q

Key Concepts: Countertransference (Psychodynamic)

A

The therapist transfers unresolved emotions from past relationships onto the client.

230
Q

Key Concepts: Interpretation (Psychodynamic)

A

The therapist verbally communicates their hypothesis regarding the impact of the client’s past on their presenting issues.

231
Q

Psychodynamic Beginning Phase

A

Establish a holding environment
Listening
Exploration of the client’s experience
Empathy
Interpretation
Maintaining neutrality

232
Q

Psychodynamic Early/Middle Phase

A

Promote insight and growth
increase individuation
work through termination/abandonment

233
Q

Psychodynamic End Phase

A

Terminate when the client is able to put insights into action

234
Q

Treatment Goals: Psychodynamic

A

Uncover/Interpret unconscious impulses and defenses
Examine client’s self-awareness and understanding of the influence of the past
Enhance client’s ego strength and self-esteem
Decrease use of unhealthy defense mechanisms
Allow the client to access painful feelings in a safe environment, experience true feelings, and resolve inner conflict
Examine early relationships, attachments, and interactions to discover projections.

235
Q

Interventions: Psychodynamic

A

Establish a holding environment/secure attachment
Observe and reflect client projections
Point out patterns of distortion and manipulations used in relationships
Avoid being pulled into the client’s maladaptive patterns
Identify and resolve underlying causes of internal and relational conflict
Interpret transference

236
Q

Theory of Change: REBT

A

Change occurs when irrational beliefs are changed to rational beliefs, which improves functioning.

237
Q

Role of the Therapist: REBT

A

Instructor
Confrontational
Direct

238
Q

Treatment Goals: REBT

A

Alter illogical beliefs and thought patterns

239
Q

Key Concepts: A - Activating Events (REBT)

A

An event that triggers thought and feelings

240
Q

Key Concepts: B - Beliefs (REBT)

A

The beliefs or meaning made from the activating event

241
Q

Key Concepts: C - Consequence (REBT)

A

The emotional response from the beliefs or meaning you make.

242
Q

Key Concepts: Common Irrational Beliefs (REBT)

A

Feeling excessively upset by other’s mistakes or misconduct
Believing you have to be 100 competent to be worthy
Believing you will be happier if you avoid difficulty or challenges
Believing you have no control over your happiness and believe external forces will help.

243
Q

Key Concepts: Self-Acceptance (REBT)

A

Accepting the good and bad parts of self while being able to feel just as worthy as others.

244
Q

Key Concepts: Other-Acceptance (REBT)

A

Understanding that others will treat you unfairly at times and it’s not a statement of their worthiness.

245
Q

Key Concepts: Life Acceptance (REBT)

A

Accepting that there are good and bad parts of life, but even when it doesn’t go your way, it’s never completely unbearable.

246
Q

REBT Beginning Phase

A

Psychoeducation
Identify irrational thought problems/patterns and resulting feelings and behaviors.

247
Q

REBT Middle Phase

A

Challenging mistaken beliefs with confrontation
Meditation, journaling, guided imagery.

248
Q

REBT End Phase

A

Review progress and apply skills to anticipated future struggles.

249
Q

Theory of Change: Satir/Communications

A

Change occurs through self-awareness and increased communication.

250
Q

Role of the Therapist: Satir/Communications

A

Active facilitator
Resource detective
Genuine & warm
Honest & direct.

251
Q

Treatment Goals: Satir/Communications

A

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

252
Q

Key Concepts: Incongruent Communication (Satir/Communications)

A

Discrepancies between verbal and non-verbal cues.

253
Q

Key Concepts: Styles of Communication (Satir/Communications)

A

The rules that govern family interaction ensure that the family will maintain its current functional level.

254
Q

Key Concepts: Placater (Satir/Communications)

A

Apologizes, never disagrees, people pleasing

255
Q

Key Concepts: Blamer (Satir/Communications)

A

Attacks others, finds faults, dictator, boss

256
Q

Key Concepts: Computer (Satir/Communications)

A

Super reasonable, intellectual, distant, always correct

257
Q

Key Concepts: Distracter (Satir/Communications)

A

Seeks approval by acting out, irrelevant

258
Q

Key Concepts: Leveler (Satir/Communications)

A

Congruent in their beliefs about self and others.

259
Q

Interventions: Modeling Communication (Satir/Communications)

A

Using I messages
Expresses thoughts directly
Avoids statements about what others are thinking or feeling
Honest

260
Q

Interventions: Family Life Chronology (Satir/Communications)

A

Gather history as far back as possible
Understand ideologies, values, rules, disruptions, moves, and major events.
Important experiences and struggles
How unresolved past issues are carried out in current functioning

261
Q

Interventions: Family Sculpting (Satir/Communications)

A

A physical representation of family members characterizations.

262
Q

Interventions: Take Responsibility (Satir/Communications)

A

Clients should take responsibility for their feelings, experiences, and the meanings they make.

263
Q

Interventions: Metaphors and Storytelling (Satir/Communications)

A

Used to help clients understand their roles.

264
Q

Interventions: Transforming Rules (Satir/Communications)

A

Assisting clients to create more functional, less rigid guidelines.

265
Q

Satir/Communications Beginning Phase

A

Establish rapport, equity, and hope.
Assess communication patterns, stances, and concerns.
Identify treatment focus and goals.

266
Q

Satir/Communications Middle Phase

A

Increase congruent communication.
Strengthen sense of uniqueness and self-esteem

267
Q

Satir/Communications End Phase

A

Help family practice, implement, and integrate changes.
Increase awareness of larger familial patterns.

268
Q

Theory of Change: Self-Psychology/Psychodynamic

A

Change occurs through empathetic attunement and strengthening of self-structures through optimal responsiveness.

269
Q

Role of the Therapist: Self-Psychology/Psychodynamic

A

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

270
Q

Treatment Goals: Self-Psychology/Psychodynamic

A

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

271
Q

Key Concepts: Self Objects (Self-Psychology/Psychodynamic)

A

One’s experience of another person (object) as part of, rather than as separate and independent from, one’s self, particularly when the object’s actions affirm one’s narcissistic well-being.

272
Q

Key Concepts: Self Objects Needs (Self-Psychology/Psychodynamic)

A

Mirroring, idealization of others, twin/alter ego

273
Q

Key Concepts: Mirroring (Self-Psychology/Psychodynamic)

A

Approving and confirming responses

274
Q

Key Concepts: Optimal Frustration (Self-Psychology/Psychodynamic)

A

When a self-object is needed, but not available, it frustrates the client and creates an opportunity to self-soothe.

275
Q

Key Concepts: Mirroring Transference (Self-Psychology/Psychodynamic)

A

Seeking acceptance and confirmation of the self.

276
Q

Key Concepts: Twinship Transference (Self-Psychology/Psychodynamic)

A

Experiencing the therapist as someone they have similarities with.

277
Q

Key Concepts: Idealizing Transference (Self-Psychology/Psychodynamic)

A

Idealizing and admiring the therapist, especially initially.

278
Q

Key Concepts: Adversarial Transference (Self-Psychology/Psychodynamic)

A

The client’s need/ability to oppose the therapist.

279
Q

Key Concepts: Experience-Near Empathy (Self-Psychology/Psychodynamic)

A

Imagining what it is like to be the client.

280
Q

Self-Psychology/Psychodynamic Early Phase of Treatment

A

Establish a holding environment
Demonstrate that the therapist is able to provide containment
Provide “experience-near” empathy
Explore the client’s problem and history

281
Q

Self-Psychology/Psychodynamic Middle Phase of Treatment

A

Repair disruptions of the self-object transference
Addressing enactments
Empathizing with loss
Mourning loss of self-objects
Mourning ambition and fantasies
Identifying alternative self-objects

282
Q

Self-Psychology/Psychodynamic End Phase of Treatment

A

Reflect on the treatment process
Acknowledge and process issues related to termination

283
Q

Sex Therapy: Emotional Factors

A

Depression
Sexual fears/guilt
Past sexual trauma
Interpersonal problems
Anxiety

284
Q

Sex Therapy: Physical Factors

A

Drugs
Alcohol
Nicotine
Narcotics
Stimulants
Psychotherapeutic Drugs
Premenstrual Syndrome
Pregnancy
Postpartum
Menopause
Hormonal deficiencies
Los Testosterone

285
Q

Sex Therapy: Interpersonal factors

A

Partner performance and technique
Relationship quality and conflict

286
Q

Sex Therapy: Socio-Cultural Influences

A

Inadequate sexual education
Conflict with religious, personal, or family values
Societal taboos

287
Q

Interventions: Insight and Education (Sex Therapy)

A

The clients gain understanding of the problem and remove stigma/blame.

288
Q

Interventions: Cognitive Behavioral Techniques (Sex Therapy)

A

A variety of behavioral techniques used to confront thought distortions and overcome here-and-now problems.

289
Q

Interventions: Systematic Desensitization (Sex Therapy)

A

Starting with low anxiety exercises and increasing to higher anxiety exercises to increase tolerance so that anxiety does not interfere with pleasure.

290
Q

Interventions: Relationship Enhancement (Sex Therapy)

A

When the problems are relational, couples therapy is indicated.

291
Q

Role of the Therapist: Sex Therapy

A

Neutrality
Manage Countertransference
Brief Therapy
Directive

292
Q

Key Concepts: Spectatoring (Sex Therapy)

A

When someone is critically watching their sexual performance rather than being present and responsive to the experience.

293
Q

Interventions: Sensate Focus (Sex Therapy)

A

A desensitization technique that replaces anxiety with pleasure.

294
Q

Interventions: Bridge Maneuvers (Sex Therapy)

A

Temporarily increasing and then gradually withdrawing clitoral stimulation to allow the female to have orgasm with intercourse alone.

295
Q

Interventions: Coital Alignment Technique (Sex Therapy)

A

Slow, rhythmic back and forth gliding movements so the penis and clitoris stimulate each other during intercourse.

296
Q

Interventions: Masturbation or Self-Stimulation (Sex Therapy)

A

Used to treat inhibited female orgasm.

297
Q

Interventions: Stop-Start Technique (Sex Therapy)

A

Used to treat premature ejaculation. Stimulating the penis toward early sensations of orgasm then pausing before beginning again.

298
Q

Interventions: Squeeze Technique (Sex Therapy)

A

Partner stimulates the penis toward early sensations of orgasm then the partner grabs the penis and holds for 3-4 seconds before beginning again.

299
Q

Theory of Change: Solution Focused

A

Change occurs through accessing client’s strengths and resources.

300
Q

Role of the Therapist: Solution-Focused

A

Consultant, Coach

301
Q

Treatment Goals: Solution Focused

A

Client implements changes to achieve their preferred future.
Client builds on strengths and resources

302
Q

Interventions: Exception Question (Solution-Focused)

A

Exploring a time in the client’s life when they don’t experience the problem and noticing what was/is different.

303
Q

Interventions: Miracle Question (Solution-Focused)

A

The client is asked to envision a future when the problem is solved and examines what their life looks like and what is different.

304
Q

Interventions: Scaling Question (Solution-Focused)

A

The client is asked to scale their situation 0-10 and then is asked what it would take for them to move up on the scale and what level they would be content.

305
Q

Interventions: Presupposing Change (Solution-Focused)

A

Instead of focusing on the problem the client is asked what has improved.

306
Q

Interventions: Coping Questions (Solution-Focused)

A

The clients current coping skills are explored to illustrate resources the client already has.

307
Q

Interventions: Affirmations/Compliments (Solution-Focused)

A

The therapist regularly acknowledges the client’s progress, strengths and resources

308
Q

Solution-Focused Beginning Phase

A

Join with client competencies
Envision preferred future
Begin to identify client’s strengths
Use solution-oriented language
Come up with achievable goals

309
Q

Solution-Focused Middle Phase

A

Identify resources client has to deal with the problem
Use solution-talk
Identify exceptions to problems
Utilize scaling questions
Feedback that includes compliments and tasks
Highlight small changes
Cheerleading

310
Q

Solution-Focused End Phase

A

Identify steps to continue the changes
Identify hurdles or barriers to change

311
Q

Theory of Change: Strategic

A

Change occurs through action-oriented directives and paradoxical interventions.

312
Q

Role of the Therapist: Strategic

A

Deliver directives that facilitate change
Focus on solving problems/eliminating symptoms
Design a specific approach for the particular problems.

313
Q

Treatment Goals: Strategic

A

Solve the presenting problem
Change dysfunctional patterns of interaction

314
Q

Interventions: Paradoxical Directives (Strategic)

A

Actions that appear to contradict the goals of therapy, but help to undermine resistance.

315
Q

Interventions: Positioning (Strategic)

A

The therapist takes an exaggerated position on the problem, that forces the family to rebel.

316
Q

Interventions: Homework (Strategic)

A

Practicing new family dynamics around the presenting problem outside of session.

317
Q

Interventions: Prescribing the Symptom (Strategic)

A

The clients are encouraged to engage in the symptom.

318
Q

Interventions: Restraining (Strategic)

A

The therapist will discourage change or changing to quickly in order to elicit a desire to change from the client.

319
Q

Interventions: Ordeals (Strategic)

A

Clients are encouraged to carry out harmless but unpleasant tasks whenever symptoms occur.

320
Q

Strategic Beginning Phase

A

Define the problem
determine how the client understands the problem
Assess family’s destructive patterns of relating and communicating
State goals

321
Q

Strategic Middle Phase

A

Review attempted solutions
assign ordeals
prescribe the problem
relabel behavior
Instruct the client to respond to the problem differently

322
Q

Strategic End Phase

A

Plan for maintenance of the new behaviors
Plan for future challenges
Emphasize positive changes made

323
Q

Theory of Change: Structural Family

A

Change occurs through restructuring the family’s organization

324
Q

Therapist’s Role: Structural Family

A

Active and involved
Helps the family understand how family structure can be changed

325
Q

Key Concepts: Alliances (Structural Family)

A

Subgroups within a family grouped by gender, generation, or developmental task

326
Q

Key Concepts: Coalitions (Structural Family)

A

Alignments within a family, where 2 or more team up against a family member

327
Q

Key Concepts: Power Hierarchy (Structural Family)

A

The adults must provide leadership otherwise there is chaos.

328
Q

Key Concepts: Subsystems (Structural Family)

A

Families organize themselves by smaller groups within the family unit.

329
Q

Key Concepts: Family Map (Structural Family)

A

A tool use by the therapist to conceptualize the relational dynamics within the family.

330
Q

Key Concepts: Disengaged Boundaries (Structural Family)

A

When family members isolate from each other.

331
Q

Key Concepts: Enmeshed (Structural Family)

A

When family members are overly dependent, too involved, and overly reactive to other family members.

332
Q

Interventions: Joining (Structural Family)

A

Blending in with the family and adapting to their affect, style, and language.

333
Q

Interventions: Tracking (Structural Family)

A

Paying close attention to family interactions and enactments, noticing boundaries, coalitions, roles, and rules.

334
Q

Interventions: Mimesis (Structural Family)

A

The therapist tracks the family style of communication and uses it.

335
Q

Interventions: Unbalancing (Structural Family)

A

Supporting a family member in a one-down position in order to change the heirarchical position.

336
Q

Interventions: Reframe (Structural Family)

A

Giving a different and more useful perspective of the presenting problem.

337
Q

Interventions: Enactment (Structural Family)

A

Situations where therapists direct family members to interact in order to highlight and change problematic patterns and relationships

338
Q

Interventions: Boundary Making (Structural Family)

A

An enactment technique that helps families identify, explore, and establish clear boundaries and hierarchies between subsystems within the family system.

339
Q

Structural Family Beginning Phase

A

Join with family
Accommodate to and challenge rules of the family system
Assessment/Mapping of the hierarchy, alignments, and boundaries
Reframe the problem to include the whole system

340
Q

Structural Family Middle Phase

A

Highlight and modify interactions
Utilize enactments of issues to challenge participants and unbalance the system

341
Q

Structural Family End Phase

A

Review progress made
reinforce structural change
Provide tools for future

CA LMFT Clinical Exam (6 decks)

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