Theories Flashcards
1
Q
main assumptions of Freudian psychoanalysis
A
-Human behavior is motivated largely by unconscious processes.
-Early development has a profound effect on adult functioning.
-The goal of psychotherapy is to gain insight into the unconscious.
2
Q
personality theory (Freud)
A
formed during childhood. Freud’s psychoanalytic system is a model of personality broken down into 3 components: id, ego, superego
3
Q
id
A
follows the pleasure principle; based on instinct; satisfying biological needs; primary source of psychic energy; unconscious.
4
Q
ego
A
follows the reality principle; in contact with the external world; controls and regulates the Id; protects from dangers of the environment. conscious
5
Q
superego
A
conscious; represents moral goals of society; how to behave properly becomes internalized.
preconscious (can become conscious)
6
Q
Freud’s developmental theory
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emphasis on the sexual drives of the id; personality is determined due to experiences during the 5 predetermined psychosexual stages: oral, anal, phallic, latency, genital
7
Q
oral stage
A
(first year of life): mistrust and rejection issues (depressive personalities per McWilliams); needs nurturance and gratification.
8
Q
anal stage
A
(ages 1-3): personal power issues; needs independence and ability to express negative emotions.
9
Q
phallic stage
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(ages 3-6): unconscious desires for opposite-sex parent (later sexual attitudes) (i.e., Oedipal/Electra complex); needs assurance that they are competent/confident.
10
Q
latency stage
A
(ages 6-12): a time of socialization; sexual interests are replaced by interest in school, friends, sports, etc.
11
Q
genital stage
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(ages 12-60): sexual energies are invested in life; sexual energy and engaging socially.
12
Q
repression
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an involuntary removal of threatening or painful thoughts/feelings from consciousness (forgotten).
13
Q
reaction formation
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used to keep threatening impulses from being expressed; form opposite attitude/behavior as protective barrier.
14
Q
sublimation
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channeling sexual/aggressive impulses into socially acceptable activities.
15
Q
displacement
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redirection of feelings on to a more acceptable or “safer” object.
16
Q
denial
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protect self from unpleasant realities by denying they exist.
17
Q
rationalization
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try to justify behavior as logical or rational to make acceptable.
18
Q
projection
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blaming others for one’s own problems or attributing one’s own unacceptable impulses to others.
19
Q
regression
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reverts to earlier stage of development.
20
Q
introjection
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internalization of the beliefs/values of other people into self.
21
Q
psychopathology in psychodynamics
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stems from unconscious, unresolved conflict that occurred during childhood.
22
Q
goal in psychodynamic therapy
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bringing the unconscious into conscious awareness.
23
Q
techniques in psychodynamic therapy
A
-Primary technique: analysis
-Techniques: free association, dreams, resistances, transference, confrontation, clarification, interpretation, working through, countertransference.
24
Q
trust vs mistrust (erikson)
A
(first year): basic physical and emotional needs are either met or not met; success in this stage leads to the virtue of hope (infancy).
25
autonomy vs. shame and doubt (erikson)
(1-3): basic struggle is between a sense of self-reliance and a sense of self-doubt; child’s capacity to deal with the world successfully is hampered if parents promote dependency; success in this stage leads to the virtue of
will (early childhood)
26
initiative vs guilt (erikson)
(3-5): basic task is to achieve a sense of competence; if children are
given freedom to select personally meaningful activities, they tend to develop a positive view of self and follow through with their projects; if they are not allowed to make their own decisions, they tend to refrain from taking an active stance and allow others to choose for them; success in this stage leads to the virtue of purpose (preschool age).
27
industry vs. inferiority (erikson)
(6-12): child needs to expand understanding of the world; continue to develop an appropriate gender-role identity and learn the basic skills
required for school success; basic task is to set and attain personal goals; success in this stage leads to the virtue of competence (school age).
28
identity vs role confusion (erikson)
(12-18): a time of transition between childhood and adulthood; a time for testing limits, breaking dependent ties, and establishing a new identity; major conflicts center on clarification of self-identity, life goals, and life’s meaning; success in this stage leads to the virtue of fidelity (adolescence).
29
intimacy vs isolation (erikson)
(18-35): developmental task at this time is to explore relationships that lead to long-term commitments; success in this stage leads to the virtue of love
(young adulthood).
30
generativity vs stagnation (erikson)
(35-60): there is a need to go beyond self and family and be involved in helping the next generation; a time of adjusting to the discrepancy between one’s dream and one’s actual accomplishments; success in this stage leads to the virtue of care (middle age).
31
integrity vs despair (erikson)
(60+): a time when individuals reflect back on their life and whether they have achieved their goals; if we see our lives as unproductive, feels guilty about our past, or feel that we did not accomplish our life goals, we become dissatisfied
with life, often leading to depression and hopelessness; success in this stage leads to the virtue of wisdom (later life).
32
general information about Adler's psychotherapy (teleological approach)
-All behavior is purposeful and motivated by an individual’s future goals (teleological approach).
-Therapy is viewed as teaching, informing, and encouraging.
-The therapeutic relationship is looked at as a collaborative partnership.
33
inferiority feelings (adler)
can be normal; are usually the cause of all improvements; we strive for superiority.
34
inferiority complex (adler)
maladaptive attempts to compensate for abnormal inferiority feelings; preoccupation with achieving personal power and a lack of social interest.
35
superiority complex (adler)
individual builds false sense of significance, devoid of social interest; feel they are inferior and are using these behaviors to escape their
problems.
36
style of life/lifestyle (adler)
self or ego; personality; developed by age 5-6; guides our entire life including our perceptions or actions; lifestyle is the child’s way of adapting to the circumstances around them; all behavior is purposeful;
37
2 qualities of goals in lifestyle (adler)
every lifestyle has a goal with 2 qualities:
1) Individual is unaware of it.
2) it is a fiction (not based on external reality, but rather created by the individual).
38
social interest (adler)
an individual’s attitude toward and an awareness of being a part of a human community (empathy and social connectedness).
39
fictional finalism (adler)
internally held idealistic belief about the future.
40
mental disorders in Adler therapy
represent a mistaken style of life, which includes the maladaptive attempts to compensate for feelings of inferiority, a preoccupation with achieving personal power, and a lack of social interest.
41
therapy goals and techniques in Adler
therapeutic relationship is collaborative and through that, the client must identify and understand their style of life (e.g., gathering life history data—family constellation, early recollections, personal priorities).
42
6 basic mistakes in adler therapy
there are six classes of erroneous beliefs that can lead to problems in living:
1) Distorted attitudes about self (I am worthless)
2) Distorted attitudes about the world and people (the world is hostile)
3) Distorted goals (I must rule all)
4) Distorted methods of operation (overdoing)
5) Distorted ideals (the “real man”)
6) Distorted conclusions (pessimism)
43
fictional goals (adler)
we are more strongly motivated by the goals and ideals that we create for ourselves and more influenced by future possibilities than by past events such as childhood experiences (contrast to Freud); we behave as if the world would be here tomorrow; the fiction lies in the future yet influences our behavior today.
44
use of encouragement (adler)
important to do once we have established empathy, collaborated enough to understand the client’s lifestyle and pattern; used to help them gain insight and to reorient them toward new lifestyle choices.
45
Jung's analytical theory
Jung believed that behavior is determined by both past and future goals and aspirations and like Adler, Jung has a broader view of personality.
46
personality theory (Jung)
personality is the consequence of both conscious and unconscious factors.
-The conscious is governed by the ego.
-The unconscious is made up of the personal conscious and the collective unconscious.
-The personal unconscious contains experiences that were once conscious but are now repressed or forgotten.
-The collective unconscious contains latent memory traces that have been passed down from generation to generation. Includes archetypes.
47
individuation (Jung)
the harmonious integration of the conscious and unconscious aspects of personality.
48
collective unconscious (Jung)
we all share an accumulation of inherited memories and experiences of human and prehuman species.
49
archetypes (Jung)
images of universal experiences contained in the collective unconscious.
50
Persona (jung)
your public personality; aspects of yourself that you reveal to others.
51
shadow (jung)
represents the animal side of human nature; our dark side; the thoughts, feelings, and actions that we tend to disown by projecting them outward.
52
anima (jung)
feminine archetype in men.
53
animus (jung)
masculine archetype in women.
54
therapy goals and techniques (jung)
to decrease the gap between the conscious and the personal/collective unconscious; offer interpretation; express the unconscious material in symbols; and use an analysis of transference.
55
object relations psychotherapy
Emphasizes child’s early relationships with objects (others), as an inborn drive.
56
introject (object relations)
child’s early representations of objects and object relations.
57
psychopathology in object relations
Psychopathology is the result of abnormalities in early object relations.
58
goals and techniques in object relations therapy
provide a corrective experience through the acceptance, support, of a real and therapeutic relationship.
59
what are Mahler's 6 phases of development (object relations)
normal autism
symbiosis
differentiation
practicing
rapproachment
object constancy
60
normal autism
(birth to 2 months): periods of sleep outweigh periods of arousal.
61
symbiosis
(2-5 months): mother-infant perceived as single fused entity; developing perceptual abilities gradually enable infants to distinguish inner from outer world.
62
differentiation
(5-10 months): distinctness from mother is appreciated; progressive neurological development and increased alertness draw infant’s attention away from self to outer world.
63
practicing
(10-18 months): the ability to move autonomously increases the child’s exploration of the outer world.
64
rapproachment
(18-24 months): children move away from their mothers and come back for reassurance; as they slowly realize their helplessness and dependence, the need for independence alternates with the need for closeness.
65
object constancy
(2-5 years): children gradually comprehend and are assured by the permanence of mother and other important people, even when not in their presence.
66
how did Otto Kernberg see dysfunction (object relations)
saw dysfunction as stemming from a lack of integration of object representations
67
borderline personality disorder (otto kernberg)
(vs. neurotic and psychotic) involves harboring a lot of negative affect, mostly aggression, which is intolerable and must be split off.
68
aggression (otto kernberg)
aggression can stem from inherited or environmental experiences and results in negative emotional tenor that dominates interpersonal relationships, and thus, negative objects are internalized.
-Object representation can’t be integrated into the self thus resulting in identity diffusion—the self is fragile and constantly shifting between good and bad states.
-Leads to chronic emptiness, contradictory self perceptions, contradictory behavior that can’t be integrated in an emotionally meaningful way, shallow and flat perceptions of others.
69
Otto Kernberg treatment goal (object relations)
integration of the parts-objects within the self, and the resulting abilities to maintain a continuous sense of self and others, empathize with them, and reflect one one’s own experience.
70
ronald fairbairn (object relations)
(father of object relations theory): pure shift away from the relational structural model; we are relationship seeking; saw drives as being directed at objects, not simply at the pleasure of expressing the drive (Freud); pleasure is a pathway to relate; erogenous zones are used for relatedness; no separation between the id and the ego; the id is not part of the model; all energy is directed toward objects; development is the process of resolving the twin pulls of individuation and attachment to others.
71
internal objects (robert fairbarin)
substitutes/solutions for unsatisfactory relationships with real external objects; in a perfect world there would be no compensatory internalized objects (they are failures in relationships); we are healthy at infancy and then corrupted by our environment.
72
treatment goal (robert fairbairn)
the client to develop new ways of relating to others, ways not tied to faulty patterns the client brought to therapy.
73
Melanie Klein (object relations)
accepted the traditional drive theory but emphasized the importance of psychic representations of relationships and primitive fantasy; focus on aggressive instincts; believed that neurosis was seated much earlier in development (oral phase); characterized the earlier stages of development as scary; the early world is a chaotic mix of internalized images and parts of people; an infant is inherently aggressive, sadistic, and opportunistic creature who becomes frightened by their own aggression; in order to protect the self, they split objects into good and bad.
74
phantasy (melanie klein)
infant’s unconscious world of the “unreal world”; world of imagination
75
projective identification (melanie klein)
infant projects scary feelings outward toward breast or mother.
76
internalization (melanie klein)
outside is uncontrollable so relate to it by taking it back inside the self.
77
positions (melanie klein)
self-involved fears take 2 forms; normal part of development; can go back and forth.
78
2 forms of positions (melanie klein)
1) Paranoic: central anxiety assumes the form of persecution of the ego; fear that own ego is at risk of attack; self-protective position, fear of annihilation is most basic fear; everyone around is powerful.
2) Depressive: central fear is that the good object is at risk because internalized bad objects might destroy it; the good and bad parts of the self and object
are integrated and now aggression can potentially destroy the object including the good part; threatens the whole object leading to guilt.
79
interpersonal theory (Harry S Sullivan)
there is a fundamental humanity and similarity to all people; personality arises out of interpersonal experiences (most significant: mother and infant); anxiety is socially and interpersonally based (i.e., a tense and fearful mother passes that on to the infant)
80
self system/ self dynamism (sullivan, interpersonal theory)
security operation that are developed to minimize anxiety; become habitual patterns; development has 3 modes of experiencing the world:
81
three models of experiencing the world in self system or self dynamism
1) Prototaxic: simplest and crudest; stream of sensory events with no order or consistency.
2) Paratoaxic: events in sequential order; infants start expecting events.
3) Syntaxic: adult, logical thought processes; reality; cause and effect; such development leads to reduction of cognitive and emotional egocentrism and to an increasing use of cause-and-effect logic.
82
3 personifications of self based on mother's response (interpersonal theory, Sullivan)
1) Good-me: aspects about ourselves that we feel good about; result of nurturing mother.
2) Bad-me: made up experiences punished for or disapproved by mom; ashamed of; anxiety.
3) Not-me: made up of threatening/unacceptable aspects of self; dissociate and keep from consciousness; “uncanny” anxiety.
83
Luborsky
studied therapeutic processes and outcome studies; Dodo Bird Verdict; Core- Conflictual Relationship Theme (CCRT)
84
Strupp, time limited psychotherapy
research on therapeutic relationship; attitude of the therapist toward the patient was the most significant ingredient for successful psychotherapy; therapists who were supportive and empathetic were the most likely to have success.
85
time limited dynamic therapy (e.g. how it looks, what it is like, etc)
20 sessions; time becomes the curative factor; emphasis on the analysis of transference; immediately picks up on the
countertransference and watch out for collusion of patterns; immediately focuses client on relationships; form hypotheses about relationship patterns/central
issue; test hypothesis in their relationship.
86
Kohut and self psychology
child goes through primitive narcissism (healthy= needs met without overindulgence); developed ideas primarily through work with people with narcissistic personalities; clients had a basic sense of self but with significant deficiencies in it; chronic failures make susceptible to narcissistic injury.
focuses on the role of external relationships in the shaping and maintenance of self-concept and self-esteem.
87
disintegration anxiety in self psychology (Kohut)
basic fear of the loss of self; psychological death.
88
self object in self psychology (Kohut)
infants can’t differentiate between the self and the other.
89
therapy goals in self psychology (Kohut)
integrate, corrective relationship, modeling.
90
Winnicott
considered himself a follower of Klein; infant’s organization depends on the mother’s integration of personality.
91
subjective omnipotence (Winnicott)
child believes that they shape the world.
-Separation and individuation.
92
impingement (Winnicott)
Good enough mother who created the safe holding environment; failure to do this causes impingement—development stops and the child fails to develop a healthy core sense of self; develops a false sense of self in order to deal with the external world and protect underdeveloped self (split between true and false self).
93
transitional object (Winnicott)
something inanimate that acts as developmental way station between hallucinatory omnipotence and the recognition of objective reality
(helps child make transition from fantasy toward interacting with the real world).
94
integration (Winnicott)
organization of personality facilitated by mother’s attention to satisfying her child’s needs reliably.
95
unintegration (winnicott)
beginning phase of life; all that exists is a bundle of biological needs.
96
treatment goal in Winnicott
development of self
97
Fromm
praised the virtues of humans taking independent action using reason to establish moral values rather than adhering to authoritarian moral values
98
freedom (Fromm)
is an aspect of human nature that we either embrace or escape; embracing our freedom of will was healthy, whereas escaping freedom through the use of escape mechanisms was the root of 3 psychological conflicts:
99
psychological conflicts coming from search for freedom (Fromm)
1) Automaton conformity: changing one’s ideal self to conform to a perception of society’s preferred type of personality; losing one’s true self in the process.
2) Authoritarianism: giving control of oneself to another, by submitting one’s freedom to someone this act removes the freedom of choice almost entirely.
3) Destructiveness: any process which attempts to eliminate others or the world as a while, all to escape freedom; the destruction of the world is the last, almost desperate attempt to save self from being crushed by it.
100
8 basic needs (Fromm)
1) Relatedness: relationships with other, care, respect, knowledge.
2) Transcendence: transcend their nature by destroying or creating people or things.
3) Rootedness: establish roots and to feel at home again in the world; grow beyond the security of our mother and establish ties with the outside world.
4) Sense of identity: the drive for a sense of identity is expressed
nonproductively as conformity to a group and productively as individuality.
5) Frame of orientation: understanding the world and our place in it.
6) Excitation and stimulation: actively striving for a goal rather than simply responding.
7) Unity: sense of oneness between one person and the natural and human world.
8) Effectiveness: the need to feel accomplished.
101
main characteristics of humanistic psychotherapies
Also called the “third force” psychotherapies.
Main characteristics:
-Phenomenological
-Focus on current behaviors
-Belief in the individual’s inherent potential for self-determination and self-actualization.
-Therapy as a collaborative, authentic process.
-Rejection of traditional assessment and diagnostic labels.
102
Person Centered Therapy (Carl Rogers)
View of human nature: trustworthy & positive, capable of making changes & living productive/effective lives, actualizing tendency, strive to move forward & fulfill creative nature, need the right growth-fostering conditions.
The self becomes disorganized as the result of incongruence between self and experience (i.e., real self vs. ideal self).
103
goal of person centered therapy
Goal of therapy: establish congruence between self and experience, self-actualization.
Self-actualization: full realization of one’s potential. Ideal vs. actual/true.
104
person centered therapy techniques
therapists strive for active listening, reflection of feelings, clarification, “being there” for the client, and focused on the moment-to-moment experiencing of the client. Ensuring you have the 3 facilitative conditions.
105
therapeutic relationship in person centered therapy
relationship is of primary importance. Qualities of the therapist (genuineness, warmth, accurate empathy, respect, and nonjudgment) and communication of these attitudes to the client are stressed. Clients use this real relationship with the therapist to help them transfer what they learn to other relationships.
106
3 facilitative conditions in person centered therapy
1) Unconditional positive regard: acceptance/genuine caring about the client as a valuable person, accepting as presently are (need not approve all client behavior).
2) Genuineness (congruence): realness in the therapy session, the therapist’s behaviors match their words.
3) Accurate empathetic understanding: ability to deeply grasp the client’s subjective world (feeling with).
107
necessary and sufficient conditions for change in person centered therapy
1) Two persons are in psychological contact.
2) The first (the client) is experiencing incongruence.
3) The second (the therapist) is congruent/integrated in the relationship.
4) Therapist experiences unconditional positive regard for the client.
5) Therapist experiences empathy for the client and tries to communicate this to the client.
6 )The communication to the client is, to a minimal degree, achieved.
108
basic philosophy of Gestalt therapy (Fritz Perls)
Basic philosophy is holism: humans can’t be separated from their environments nor can they be divided into parts (such as body and mind); physical and psychological functioning are inherently related (i.e., whole is greater than the sum of its parts).
109
unfinished business (Gestalt therapy)
unexpressed feelings (such as resentment, guilt, anger, grief) dating back to childhood that now interfere with effective psychological functioning; when figures emerge from the background but are not completed and resolved.
110
four boundary disturbances in Gestalt therapy
introjection, retroflection, deflection, confluence
111
introjection (Gestalt)
the tendency to uncritically accept others’ beliefs and standards without assimilating them to make them congruent with who we are.
112
retroflection (Gestalt)
turning back onto ourselves what we would like someone else to do to or for us.
113
deflection (Gestalt)
process of distraction or veering off, so that it is difficult to maintain a sustained sense of contact.
114
confluence (Gestalt)
blurring the differentiation between the self and the environment.
115
goal of Gestalt therapy
help clients achieve integration through awareness—a full understanding of one’s thoughts, feelings, and actions in the here and now. An experiential and phenomenological approach.
116
techniques in Gestalt therapy
a wide range of experiments are designed to intensify experiencing and to integrate conflicting feelings (e.g., empty chair). Experiments are co-created by the therapist and client through an I/Thou dialogue. Therapists have latitude to creatively invent their own experiments.
117
empty chair technique (Gestalt)
a role-playing intervention in which clients play all conflicting parts. This typically consists of clients engaging in an imaginary dialogue between different sides of themselves; it is one way of getting the client to externalize the introject.
118
central focus of existential therapy
The central focus is on the nature of the human condition, which includes a capacity for self- awareness, freedom of choice to decide one’s fate, responsibility, anxiety, the search for meaning, being alone and being in relation with others, striving for authenticity, and facing living and dying.
119
anxiety in existential
Anxiety is seen as a normal response to the threat of nonbeing (death).
120
what does existential emphasize
Emphasis on human conditions (e.g., loneliness, isolation).
121
goal of existential therapy
help clients recognize their freedom and to accept responsibility for changing their lives.
122
most important tool in existential
therapeutic relationship. Therapist’s main tasks are to accurately grasp clients’ being in the world and to establish a person and authentic encounter with them. The immediacy of the client-therapist relationship and the authenticity of the here-and-now encounter are stressed.
123
techniques in existential
approach stresses understanding first and techniques second. Therapist can borrow techniques from other approaches. Issues addressed include:
124
four main issues addressed in existential therapy
1) Freedom and responsibility
2) Isolation and relationships
3) Meaning and meaninglessness
4) Living and dying
125
reality therapy (William Glasser)
Believed people have four basic psychological needs (belonging, power, freedom, fun) and one physical need (survival).
126
goals and techniques (reality therapy)
-Emphasizes choice and responsibility.
-Rejects transference.
-Keeps therapy in the present.
-Avoids focusing on symptoms.
-Challenges traditional views of mental illness.
-Teaches clients specific behaviors that will enable them to fulfill their needs.
127
who was motivational interviewing developed for (Miller and Rollnick)
Developed for clients who are ambivalent about changing their behaviors.
128
five stages of change (Prochaska and DiClemente, motivational interviewing)
1) Precontemplation: no intention of changing behavior
2) Contemplation: aware a problem exists but with no commitment to action
3) Preparation: intent on taking action to address the problem
4) Action: active modification of behavior
5) Maintenance: sustained change; new behavior replaces old
(Relapse: fall back into old patterns of behavior)
129
postmodern approaches
Based on the idea that realities do not exist independent of observational processes (i.e., social constructionism). Stresses the client’s reality without disputing whether it is accurate or
rational. Reality is based on the use of language and largely a function of the situations in which people live.
130
solution focused therapy (de Shazer and Insoo Kim Berg)
Shifts the focus from problem-solving to a complete focus on solutions. Focus on what is possible. No interest in gaining an understanding of the problem. Not necessary to know the cause to solve it.
131
three types of relationships in solution focused therapy
1) Customer-type: client and therapist jointly identify a problem and a solution to word toward.
2) Complainant: client who describes a problem but is unable or unwilling to take an active role.
3) Visitor: client who comes because someone else thinks they have a problem.
132
techniques in solution focused therapy
miracle question (what would it look like if all your problems vanished)
exception question (finding times that were different)
scaling question (ranking emotions, situations, etc on a scale from 1-10
133
miracle question
main technique; “if a miracle happened and the problem you had was solved overnight, how would you know it was solved? What would be different?” to open up a range of future possibilities; shift emphasis to satisfying future.
134
exception question
to direct clients to a time when the problem did not exist or was not as intense; the past experiences in a client’s life when it would be reasonable to expect that the problem would occur, but it did not; reminds clients that problems are not all-powerful and have existed forever.
135
scaling questions
used when change in human experiences are not easily observed, such as feelings, moods, or communication; 1-10 rating-- even if you move one spot it might be really impactful; enables clients to pay closer attention to what they are doing and how they can take steps that will lead to the changes they desire.
136
Skinner (operant conditioning)
a reinforcement (e.g., food) is delivered contingent upon a response (positive/negative reinforcement/punishment).
-Changes in behavior are due to the effects of that behavior.
-Skinner box: rewards promote people to want to excel (i.e., demonstrated operant conditioning)
-No free will—we have to change our behavior to change our environment.
137
reinforcement and punishment (Skinner, operant conditioning)
Reinforcement: increases possibility that a behavior will occur.
Punishment: decreases possibility that behavior will occur
138
Watson
-Single stimulus learning
-Father of American behaviorism
-We learn about the world through the stimulus that exists, the relation of the stimulus to other stimuli, and the relation of our own behavior to that stimulus
139
habituation (Watson)
diminishing of a psychological or emotional response to a frequently repeated stimulus
140
Sensitization (Watson)
non-associative learning process that leads to increased responsiveness to a stimulus and is considered complementary to habituation (e.g., waiting for cell phone to ring when know someone important is about to call)
141
relaxation training
used to achieve muscle and mental relaxation.
142
systematic desensitization
(Wolpe): procedure based on the principle of classic conditioning, where clients imagine anxiety-arousing situations and simultaneously engage in a behavior that competes with the anxiety; form of exposure therapy.
e.g. practicing imagining heights while engaging in relaxation techniques
143
in vivo exposure (flooding)
prolonged exposure is the most effective; involves exposing the client to actual anxiety-invoking events rather than simply imagining them.
144
imaginal flooding
intense, prolonged exposure to the stimuli without engaging in any anxiety-reducing behaviors that allow the anxiety to decrease on its own.
145
in vivo aversion therapy
repeat pairing of unwanted behavior with discomfort (e.g., getting shocked every time someone imagines smoking a cigarette)
146
EMDR
(eye movement desensitization and reprocessing, Shapiro): form of exposure therapy that involves marginal flooding, cognitive restructuring, and the use of rapid, rhythmic eye movements and other bilateral stimulation to treat clients who have experienced traumatic stress.
147
multimodal therapy (Lazarus)
A comprehensive, systematic, holistic approach to behavior therapy.
Grounded in social learning, systems theory, group and communication theory, and cognitive theory.
Applies diverse behavioral techniques to a wide range of problems (i.e., technically eclectic).
148
Basic ID acronym (multimodal therapy)
B: behavior
A: affective responses
S: sensations
I: images
C: cognitions
I: interpersonal relationships
D: drugs, biological functions, nutrition, exercise
149
Becks Cognitive Therapy
Emphasizes the quality of the therapeutic relationship as basic to the application of cognitive therapy; while this is necessary, it is not sufficient (unlike Rogers) to produce change; teach clients how to be their own therapist.
150
schemas (Beck's cognitive therapy)
a cognitive framework or concept that helps organize and interpret
information (i.e., patters of thinking and behavior that people use to interpret the world).
151
automatic thoughts (Beck's cognitive therapy)
personalized notions that are triggered by particular stimuli that lead to emotional responses.
152
collaborative empiricism (Beck's cognitive therapy)
a process that uses a reflective questioning process where a cognitive therapist attempts to collaborate with their clients to test the validity of their cognitions.
153
cognitive distortions (Beck's cognitive therapy)
“logical errors” that tilt objective reality in the direction of self- deprecation; faulty assumptions; misconceptions (i.e., arbitrary inferences, selective abstraction, overgeneralization, magnification, minimization, personalization, labeling, mislabeling, dichotomous thinking).
154
socratic dialogue (Beck's cognitive therapy)
a series of questions designed to arrive at logical answers to and conclusions about hypotheses (e.g., what evidence supports what you are saying? What are some alternative ways of looking at this?).
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rational emotive behavior therapy REBT (albert ellis)
Premise that although we originally learn irrational beliefs from significant others during childhood, we create irrational dogmas by ourselves by reinforcing self-defeating beliefs through autosuggestion and self-repetition and behaving as if they are useful.
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ABC model (REBT Therapy)
A: activating event
B: irrational belief leading to self-defeating behavior
C: consequence (emotional & behavioral)
D: disputing intervention/event (thought stopping, distractions, generating alternatives)
E: new effect
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self instructional training
By listening to our own internal dialogue, we can begin to change it and practice different coping skills.
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Meichenbaum (self instructional training)
proposed that behavior occurs through a sequencing of mediating processes involving the interaction of inner speech, cognitive structures, and behaviors and their resultant outcomes.
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cognitive restructuring (self instructional training)
way in which people can change their negative views, thus making them more willing to engage in desired activities.
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communication/interaction family therapy (MRI in Palo Alto)
Communication/Interaction family therapists accept a circular model of causality that views a symptom as both a cause and an effect of dysfunctional communication patterns.
Primary goals & techniques: alter interactional patterns.
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report and command (Gregory Bateson)
every message simultaneously conveys levels of meaning: report (content level that transmits info) and command (relational level that defines the meaning of the relationship between speakers).
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metacommunication (Gregory Bateson)
underlying messages in what we say or do; communication about communication; nonverbal cues (tone of voice, body language, gestures, facial expressions, etc.) that carry meaning that either enhance or disallow what we say in
words.
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double bind (Gregory Bateson)
when a person receives a contradictory message with one message negating the other; metacommunication impossible here.
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symmetrical communication (Gregory Bateson)
reflects equality between communicators.
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complementary communication (Gregory Bateson)
different in ways they connect; when people with opposing conversational styles converse.
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homeostasis (Gregory Bateson)
a system’s tendency towards stability or a steady-state (tends to resist change).
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circular causality (Gregory Bateson)
refers to the mutual interactions of causes and effects (A affects B, which then affects A).
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pseudomutuality (Gregory Bateson)
family relationship has a superficial appearance of mutual openness and understanding although in fact the relationship is rigid and depersonalizing.
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Human validation process model (Virginia Satir)
directs focus on communication patterns, self- esteem, and self-worth of each individual member and family and the innate internal strengths of every human.
-Increase self-esteem
-Help client make their own choices
-Become responsible for feelings and behaviors
-Client to be congruent (calmness/tranquility, wholeness)
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techniques in Satir's human validation process model
caring and acceptance as key elements in helping people to face their fears and open up their hearts to others (e.g., touch, communication, sculpting, role playing, and family life chronology).
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differentiation of the self (multigenerational family systems theory- Bowen)
term for psychological separation of intellect and emotions and independence of others; opposite of fusion.
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emotional triangle (multigenerational family systems theory - Murray Bowen)
the network of relationships among 3 people; when anxiety is present with 2 people, a third party is recruited to reduce overall anxiety.
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multigenerational transmission process (Murray Bowen- multigenerational family systems theory)
the process by which the family’s level of differentiation and the parents’ unresolved emotional attachments are reenacted in future relationships and passed along to succeeding generations; the way in which dysfunctional patterns are passed from one generation to the next.
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goals and techniques of multigenerational family systems theory (Bowen)
increase differentiation, use of genogram.
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three essential components of structural family therapy (Salvador Minuchin)
1) Structures: predictable behavior patterns
2) Subsystems: everyone is in at least one subsystem and groups make up other subsystems; every member plays many roles in several subsystems that might not play in other ones
3) Boundaries: rules that regulate how much contact with have with one another
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two kinds of boundaries (structural family therapy)
-Diffuse boundaries: boundaries that are not clearly defined or maintained, resulting in blurred generational roles and responsibilities; this type of boundary often leads to enmeshed relationships.
-Rigid boundaries: family members are isolated from one another and there is little room for negotiation and individual development; this type of boundary often leads to disengaged relationships.
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first order change (structural family therapy)
temporary or superficial changes within a system that do not alter the basic organization of the system itself; change within the person.
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second order change (structural family therapy)
change in the system as a whole; results in problem resolution.
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goals and techniques of structural family therapy (Minuchin)
restructuring the family, joining, evaluating family structure, enactment, and boundary making.
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reframing in strategic family therapy (Jay Haley)
different interpretation is given to a family situation or behavior
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directive in strategic family therapy (Jay Haley)
instruction from a family counselor for a family to behave differently; directives may include nonverbal messages (e.g., silence, voice tone, posture), direct and indirect suggestions (e.g., go fast, you may want to talk slowly), and assigned behaviors (e.g., when you think you won’t sleep, force yourself to stay up at night)
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paradox in strategic family therapy & three kinds (Jay Haley)
gives permission to family to do something they are already doing and is intended to lower or eliminate resistance to change.
restraining
prescribing
redefining
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restraining paradox
counselor tells family that they are incapable of doing anything other than what they are doing.
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prescribing paradox
family members are instructed to enact a troublesome behavior in front of the therapist.
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redefining paradox
attributing positive connotations to symptomatic or troublesome actions.
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Milan systemic family therapy (Selvini Palozzoli)
Hypothesizing about what is happening with the family/information gathering; neutrality (allied with everyone and no one at the same time); circular questions (e.g., asking the child, how does your father react when your mother cries?)
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Symbolic Experiential Family Therapy (Carl Whitaker)
The therapist uses their own experience/craziness to influence family members’ internal meanings, thereby changing dysfunctional patterns.
Focuses on creativity, spontaneity (stress and change), and playfulness.
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feminist therapy
set of related therapies arising from what proponents see as a disparity between the origin of most psychological theories and the majority of people seeking counseling being female. It focuses on societal, cultural, and political causes and solutions to issues faced in the counseling process
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empowerment in feminist therapy
focuses on power, gender, and social location. It's an integrative approach that emphasizes change, action, and empowerment over adjusting to traditional versions of well-being
-equalizing power between client and therapist, client is active partner in process
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cultural feminist
believe the solution to oppression lies in feminization of the culture
191
radical feminists
the oppression of women that is embedded in patriarchy
seeks to change society through activism
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social feminists
goal of societal change, emphasis on multiple oppressions
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liberal feminists
helping women overcome the limits and constraints of their socialization patterns
