Theories Flashcards

1
Q

Cognitive Behavioral Therapy (CBT)

A

B.F. Skinner

effective for depression, anxiety disorders, alcohol and drug use problems, marital problems, eating disorders, and severe mental illness

emphasis on helping individuals learn to be their own therapists.

Through exercises in the session as well as “homework” exercises outside of sessions, patients/clients are helped to develop coping skills, whereby they can learn to change their own thinking, problematic emotions, and behavior.

emphasize what is going on in the person’s current life, rather than what has led up to their difficulties.

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2
Q

CBT art therapy

A

art is a cognitive process that uses thinking, sensing, and identifying as well as understanding emotions

artist is uncovering mental images and messages, recalling memories, making decisions, and generating solutions

Art provides a concrete record of inner processes that can be discussed and altered

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3
Q

CBT concepts

A

stimulus-response

behavioral conditioning

behavioral modification

simple stimulus-response behaviors: first level behaviors like automatic habits

Second-level behaviors included language, imagery, thinking, and affect.

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4
Q

CBT strategies to change behaviors

A

Facing one’s fears instead of avoiding them.

Using role playing to prepare for potentially problematic interactions with others.

Learning to calm one’s mind and relax one’s body.

six basic steps in CBT:
(1) establishing a good therapeutic rapport

(2) having a problem focus

(3) identifying irrational thoughts

(4) challenging irrational thoughts

(5) testing the validity of thoughts

(6) substituting irrational thoughts with rational ones

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5
Q

Core principles of CBT

A

unifying goal of CBTs is behavioral adaptation

Psychological problems are based, in part, on faulty or unhelpful ways of thinking.

Psychological problems are based, in part, on learned patterns of unhelpful behavior.

People suffering from psychological problems can learn better ways of coping with them, thereby relieving their symptoms and becoming more effective in their lives.

three guiding principles:
(1) context engagement—re-examining problematic situations in order to imagine novel responses

(2) attention change— helping clients sustain or shift attention in order to better adapt to various situations

(3) cognitive change —gaining perspective or altering meanings of emotionally significant situations

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6
Q

CBT strategies to change thinking patterns

A

Learning to recognize one’s distortions in thinking that are creating problems, and then to reevaluate them in light of reality.

Gaining a better understanding of the behavior and motivation of others.

Using problem-solving skills to cope with difficult situations.

Learning to develop a greater sense of confidence in one’s own abilities.

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7
Q

Trauma-informed therapy

A

The adoption of the PTSD diagnosis by the DSM III in 1980

no overarching definition

shifts focus from “whats wrong with you” to “what happened to you”

acknowledges that health care organizations and care teams need to have a complete picture of a patient’s life situation — past and present — in order to provide effective health care services with a healing orientation

Realize the widespread impact of trauma and understand paths for recovery

Recognize the signs and symptoms of trauma in patients, families, and staff

Integrate knowledge about trauma into policies, procedures, and practices

Actively avoid re-traumatization.

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8
Q

Narrative Art Therapy

A

mantra of any trauma treatment program should be “Finish the story”

putting the fragments of the trauma into the context of the ITR, and change the story from present tense to past with a definitive end.

best to use simple, clear drawing materials—thick and thin felt-tip markers, oil pastels—and large sheets of white drawing paper (12” × 18”

8 drawings
“Before” and an “After” picture serve as bookends that set the story in time. Between these two are drawings that depict each aspect of the ITR, as well as the accompanying thoughts and feelings. Body sensations should be included in each drawing, but it is possible to do a separate one to show the response of various parts of the body, bringing the basic number to nine.

Often, the process of drawing is sufficient to keep a person grounded

Under no circumstances should the therapist let the client leave a session without making certain he or she is grounded and fully oriented

“And now, we see that this very important story in the life of (client’s name) is truly over—and we can finally say, ‘The end!’”

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9
Q

The Instinctual Trauma Response (ITR)

A

Tinnin and Gantt (2014)

startle
attempt to fight or flee
freeze
altered state of consciousness (ASC)
Automatic obedience
Efforts at self-repair

Body sensations accompany each aspect

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10
Q

Humanistic

A

umbrella term for client centered, existential, gestalt, logotherapy, and narrative therapy.

focuses on a person’s individual nature, rather than assuming that groups of people with similar characteristics have the same concerns

emphasis in sessions is on a person’s positive traits and behaviors and developing their ability to use their instincts to find wisdom, growth, healing, and fulfillment

since humanistic therapists may not focus on diagnosing a client, those with symptoms of certain personality disorders may not achieve success with this approach

therapist’s ways of being and attitudes are more influential, in terms of helping clients change, than are techniques or interventions designed to get clients to change

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11
Q

Humanistic art therapy

A

three primary tasks
(1) being present, accessible, and open to clients
(2) honoring clients’ thoughts and feelings in the immediate experience
(3) engaging in artistic self-expressive activity along with clients

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12
Q

Gestalt Techniques

A

Fritz Perls

art therapy - Janie Rhyne

hot seat

empty chair

role playing

psychodrama

here and now focus of time

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13
Q

Gestalt art therapy

A

individuals can deal effectively with their life problems

stresses assumptions of personal responsibility for the course of one’s life

Dreams are assumed to represent existential messages that reflect current ways of being in the world

perceiving and becoming aware of what is obviously there

Without pushing for interpretations, we explore the dimensions of the drawing and elaborate its impact, through active, present experiencing

focus on the active movement in the art done by clients.

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14
Q

client-centered treatment

A

requires the therapist to be empathic, open, honest, congruent, and caring

every person has worth, dignity, the capacity for self-direction, and an inherent impulse toward growth

therapists genuineness

complete acceptance

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15
Q

Person-Centered Expressive Arts Therapy

A
  • Natelie Rogers
  • believe in ability of individuals to find appropriate self-direction
  • psychological climate is empathic, honest, and caring
  • use the arts to let go, to express, and to release
  • All people have an innate ability to be creative.
  • Personal growth and higher states of consciousness are achieved through self-awareness, self-understanding, and insight
  • Self-awareness, self-understanding, and insight are achieved by delving into our emotions.
  • Our feelings and emotions are an energy source
  • The expressive arts lead us into the unconscious.
  • Art modes interrelate in what I call “the creative connection.”
  • A connection exists between our life force—our inner core, or soul—and the essence of all beings
  • as we journey inward to discover our essence or wholeness, we discover our relatedness to the outer world
  • Finding spirit, soul, the ability to laugh at oneself, new wisdom, or the knowledge that with each struggle in life there are major lessons to be learned.
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16
Q

Humanistic techniques

A

Congruence: being authentic, open, and genuine as they interact with the individual who is in therapy.

Empathetic understanding: not only understanding what the client is feeling and saying, but also communicating that understanding to the client. The individual should feel heard, seen, and understood.

Reflective listening: actively listening to the individual and then summarizing what the client has said in their own words. This strategy can help reinforce what the client is saying, allow them to reflect back on their own words, and clear up potential misunderstandings.

Unconditional positive regard: accepting the individual without judgment. It is characterized by a caring attitude that plays an important role in fostering self-worth, personal growth, and self-awareness.

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17
Q

Existential

A

Friedrich Nietzsche and Soren Kierkegaard

focuses on concepts that are universally applicable to human existence including death, freedom, responsibility, and the meaning of life

focus on individual not symptoms

All people have the capacity for self-awareness.

Each person has a unique identity that can be known only through relationships with others.

People must continually re-create themselves because life’s meaning constantly changes.

Anxiety is part of the human condition.

emphasizes a person’s capacity to make rational choices and to develop to their maximum potential

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18
Q

Existential art therapy

A
  • Bruce Moon
  • primary thrust of therapy is engaging the client in a creative struggle with the ultimate concerns of human existence
  • one of the underlying realities of human existence is that we are ultimately alone
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19
Q

Who existential therapy is good for

A

treating psychological concerns that are thought to result from an inhibited ability to make authentic, meaningful, and self-directed choices

Interventions often aim to increase self-awareness and self-understanding.

Symptoms: excessive anxiety, apathy, alienation, nihilism, avoidance, shame, addiction, despair, depression, guilt, anger, rage, resentment, embitterment, purposelessness, psychosis, and violence

life-enhancing experiences: relationships, love, caring, commitment, courage, creativity, power, will, agency, presence, spirituality, individuation, self-actualization, authenticity, acceptance, transcendence, and awe.

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20
Q

Existential Approaches

A

responsibility and freedom focus

find meaning in the face of anxiety

confronting negative internal thoughts rather than focusing on external forces like societal pressures or luck.

Fostering creativity, love, authenticity, and free will

The goal: To make more willful decisions about how to live, drawing on creativity and love, instead of letting outside events determine one’s behavior.

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21
Q

Transpersonal Therapy

A

Abraham Maslow and associates in the 1960 - stemmed from Carl Jung

emphasis on role of healing spirit

spiritual traditions and rituals

positive influences and role models

focus on a broader conception of how a person achieves meaning, purpose, and happiness

increase sense of empowerees

“reaching beyond humanistic concerns.”

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22
Q

Transpersonal Approaches

A

honesty, open mindedness, self-awareness

draw from a variety of different religions and spiritual practices for tools and methods

Meditation

Guided visualization

Hypnotherapy

Dream work

Art-marking

Music therapy

Journaling

Holotropic breathwork

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23
Q

Spiritual Therapy

A

part of a holistic approach to treating mental health symptoms and diagnoses

integrates spiritual or religious beliefs and practices into the therapeutic process.

acknowledges that you have unique spiritual and existential beliefs, values, and experiences about what it means to be human, that influence your understanding of yourself, others, and the world around you

the spirit is the most powerful and most important factor in a complete healing

techniques:
mindfulness
sacred texts
prayor
rituals

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24
Q

Psychodynamic

A

psychoanalytic understanding helps the therapist to know where a person is “stuck” (developmentally), what is being defended against (feared impulses), and how (favored coping and defense mechanisms)

Oedipal crisis was so overwhelming that it overrode all that went before

Sigmund Freud (Ego Psychology)

Self Psychology (Kohut)

Object Relations (Winnicott)

Edith Kramer

less focused on the patient-therapist relationship and more focused on the patient’s relationship with their external world

Individuals who have the capacity to be self-reflective and are looking to obtain insight into themselves and their behavior are best suited to this type of therapy.

longer term than CBT

our behavior and feelings as adults are rooted in our childhood experiences

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25
Q

Object Relations

A
  • Melanie Klein
  • the “object” in object relations theory refers to the who and what in which a person’s libidinal energy is invested.
  • “libidinal energy”: constitutional reservoir of energy and life that is part sexual, part aggressive, but is more than either.
  • human behavior is conceptualized within a tripartite system of id, ego, and superego, which, when unbalanced, creates the conflicts manifesting themselves in the range of defenses and symptoms characteristic of the neuroses.
  • The therapist cannot actually be that which the patient lost, yet the therapist’s presence and actual living with the patient’s problems serve to repair the original damage and problem
  • When a “good enough” mother (Winnicott, 1958) is sensitively attuned to the infant, she facilitates the child’s eventual capacity to self-regulate emotional states through a secure attachment.
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26
Q

Psychodynamics

A

Uncovering traumatic events that had been repressed (“making the unconscious conscious”) thought to be the key to recovery from neurotic illness

conscious

unconscious

defense mechanisms:
projection

displacement

sublimation

dream symbolism

transference

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27
Q

transference (psychodynamic)

A

symbolic ways in which the patient perceives and responds to the therapist

helps to identify distorted perceptions, which are assumed to be based on unresolved conflicts from the past

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28
Q

countertransference (psychodynamic)

A

symbolic ways in which the therapist perceives and responds to the patient

clue to what is being evoked in the therapist by the patient

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29
Q

Ego

A

The “compromise” effected by the “ego” consists of finding some way to satisfy or discharge the impulse, without offending either the environment (reality) or the individual’s moral code (“superego”)

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30
Q

Id (psychodynamic)

A

source of repressed (forbidden) wishes (impulses, ideas).

These impulses (the “instinctual drives”) constantly strive for discharge (satisfaction) and are expressed in a disguised form, because only in that way can they bypass the “censor” (the force serving to keep unwelcome ideas out of awareness)

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31
Q

Psychodynamic Approaches

A

therapist helps the patient to understand and gain control over previously unknown sources of distress through questions, clarifications, confrontations, and other forms of intervention—especially interpretations, in which possible connections may be tactfully proposed.

free association

dream analysis

focus on recognizing, acknowledging, understanding, expressing, and overcoming negative and contradictory feelings and repressed emotions

helping the patient understand how repressed emotions from the past affect current decision-making, behavior, and relationships.

help those who are aware of and understand the origins of their social difficulties but are not able to overcome problems on their own.

Patients learn to analyze and resolve their current difficulties and change their behavior in current relationships through deep exploration and analysis of earlier experiences and emotions.

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32
Q

dream analysis / dream work
(psychodynamics)

A

Only idiosyncratic associations to the manifest content can lead to the hidden significance of the dream

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33
Q

Thanatos (psychodynamic)

A

aggressive drive

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34
Q

Psychodynamic effective for

A

depression

those who have lost meaning in their lives and have difficulty forming or maintaining personal relationships

social anxiety disorder

eating disorders

problems with pain

relationship difficulties

borderline personality disorder

*less used in instances of psychosis, post-traumatic stress disorder, and obsessive-compulsive disorder.

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35
Q

Family Systems

A

Dr. Murray Bowen.

Bowen believed that the personalities, emotions, and behaviors of grown individuals are a result of their birth order, their role within their family of origin and the coping mechanisms they have developed for dealing with emotional family difficulties

helps individuals resolve their problems in the context of their family units

work individual and together

8 interlocking concepts

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36
Q

family systems people

A

Nathan Ackerman

Jay Haley

Salvador Minuchin

Murray Bowen

Hanna Kwiatkowska

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37
Q

societal emotional process (family systems)

A

Broader social and cultural forces can influence family relationships.

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38
Q

sibling position (family systems)

A

Birth order can affect the dynamics between children, siblings, and parents.

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39
Q

emotional cutoff (family systems)

A

Family conflict with no resolution may lead some people to sever a relationship entirely.

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40
Q

multigenerational transmission process (family systems)

A

Small differences in differentiation between children and parents can lead to large differences among extended family members over time.

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41
Q

family projection process (family systems)

A

Parents may displace their feelings or anxieties onto their children, who then may displace their own feelings or anxieties onto others.

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42
Q

nuclear family emotional process (family systems)

A

Relational patterns that occur in the family, including marital conflict, dysfunction in a spouse, impairment of one or more children, and emotional distance.

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43
Q

differentiation of self (family systems)

A

The sense of individuality a person develops, rather than relying on others in their family or social groups.

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44
Q

Triangles (family systems)

A

The relationship dynamic between three people, which may influence relationships with others in the family.

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45
Q

family systems effective for

A

family conflict

Substance use disorder

Alcohol use disorder

Depression

Anxiety

Bipolar disorder

Personality disorders

Eating disorders

Coping with physical disabilities and disorders

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46
Q

Positive Psychology

A

Martin Seligman

emphasizes traits, thought patterns, behaviors, and experiences that are forward-looking and can help improve the quality of a person’s day-to-day life

goal is to minimize negativity in one’s thinking and behavior and to develop a more optimistic and open attitude that will enhance rather than disrupt one’s social, professional, and spiritual life

optimism
spirituality
hopefulness
gratitude
happiness
creativity
perseverance
justice
meaning and purpose
free will

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47
Q

Positive Art Therapy

A

promote well-being by building upon what is good in our lives.

negativity bias— an evolutionary mechanism that naturally commands our attention and propels us to channel resources toward correcting what is not functioning in our environment

Recent research demonstrates that experiencing high levels of well-being leads to greater physical health and longer life, improved work performance, good citizenship, and stronger social networks and societies

PERMA
Positive Emotions
Engagement
Relationships
Meaning
Achievement

just the process of doing art evokes positive emotions.

-Depict three positive events that happened during the day and what about you or the situation made them happen
-represent a positive memory
-identify the things that you value and give your life meaning
-depict a door that closed and a door that opened
-visualize and make symbols for people and creatures who matter to you or someone who you admire

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48
Q

Seligman’s Perma model

A

P Is for Positive Emotions: The pursuit of positive emotions will not necessarily improve your well-being. However, the experience of positive emotions through savoring your day-to-day moments may well boost well-being.

E Is for Engagement: Being engaged with life is important for well-being. Otherwise, your mind and body will run on automatic and you may suffer tedium and little meaning.

R Is for Relationships (Positive Ones): We thrive when we are connected in meaningful relationships.

M Is for Meaning: A sense of meaning and purpose is essential to well-being.

A Is for Accomplishment and Achievement: We each need to succeed and accomplish the goals we set. This quest for self-improvement is essential.

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49
Q

Solution Focused

A

Insoo Kim Berg, Steve de Shazer, and their colleagues in the late 1970s

focus on clients present and future goals

finding solutions in the present and exploring one’s hope for the future in order to find a quick and pragmatic resolution of one’s problems

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50
Q

Solution focused techniques

A

Goal setting

positive, respectful, and hopeful outlook on the part of the clinician.

the solution to a problem is found in the “exceptions,” or those times when one is free of the problem or taking steps to manage the problem

specific questioning techniques

0-10 scale

empathic support

compliments to help a person recognize the virtues and strengths that have previously gotten the patient through hard times and are likely to work in the future

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51
Q

Attachment Theory

A

John Bowlby 1960s

brief, process-oriented form of counseling

client-therapist relationship is based on developing or rebuilding trust and centers on expressing emotions

looks at the connection between an infant’s early attachment experiences with primary caregivers, usually with parents, and the infant’s ability to develop normally and ultimately form healthy emotional and physical relationships as an adult

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52
Q

secure attachment

A

strong early attachment led to safety, security, and support, which then led children to develop healthy connections with others

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53
Q

anxious attachment

A

insecure, threatened, suspicious, and fearful of being rejected

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54
Q

avoidant attachment

A

develops during early childhood, particularly in those who do not experience sensitive responses to their needs or distress

causes a low tolerance for emotional or physical intimacy and, sometimes, struggles with building long-lasting relationships

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55
Q

disorganized attachment

A

can often lead to inconsistent behavior in relationships

want to be close to another person but then pull away out of fear

often the result of maltreatment, abuse, or trauma by a parent or caregiver when you’re young

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56
Q

reactive attachment

A

trauma- and stressor-related condition of early childhood caused by social neglect and maltreatment

aware of what happens around them, but they don’t respond emotionally to what’s going on

may not show or seek affection from caregivers or others and prefer to be alone.

57
Q

Developmental

A

focus on explaining how children change and grow over the course of childhood

center on various aspects of growth, including social, emotional, and cognitive development.

58
Q

Freud’s Psychosexual Developmental Theory

A

Failing to resolve the conflicts of a particular stage can result in fixations that can then have an influence on adult behavior.

The Oral Stage
Age Range: Birth to 1 Year
Erogenous Zone: Mouth

The Anal Stage
Age Range: 1 to 3 years
Erogenous Zone: Bowel and Bladder Control

The Phallic Stage
Age Range: 3 to 6 Years
Erogenous Zone: Genitals

The Latent Period
Age Range: 6 to Puberty
Erogenous Zone: Sexual Feelings Are Inactive

The Genital Stage
Age Range: Puberty to Death
Erogenous Zone: Maturing Sexual Interests

59
Q

Erikson’s Psychosocial Developmental Theory

A

Successfully managing the challenges of each stage leads to the emergence of a lifelong psychological virtue.

Stage 1: Trust vs. Mistrust (Infancy from birth to 18 months)

Stage 2: Autonomy vs. Shame and Doubt (Toddler years from 18 months to three years)

Stage 3: Initiative vs. Guilt (Preschool years from three to five)

Stage 4: Industry vs. Inferiority (Middle school years from six to 11)

Stage 5: Identity vs. Confusion (Teen years from 12 to 18)

Stage 6: Intimacy vs. Isolation (Young adult years from 18 to 40)

Stage 7: Generativity vs. Stagnation (Middle age from 40 to 65)

Stage 8: Integrity vs. Despair (Older adulthood from 65 to death)

60
Q

Piaget’s Cognitive Developmental Theory

A

concerned with the development of a person’s thought processes. It also looks at how these thought processes influence how we understand and interact with the world.

Sensorimotor Stage: (birth - age two) infant’s knowledge of the world is limited to his or her sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli.

Pre-Operational Stage: (2 - 6) child learns to use language. children do not yet understand concrete logic, cannot mentally manipulate information, and are unable to take the point of view of other people.

Concrete Operational Stage: (7 - 11) children gain a better understanding of mental operations. begin thinking logically about concrete events but have difficulty understanding abstract or hypothetical concepts.

Formal Operational Stage: (12 to adulthood) people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage.

61
Q

Bowlby’s Attachment Theory

A

both children and caregivers engage in behaviors designed to ensure proximity. Children strive to stay close and connected to their caregivers who in turn provide a safe haven and a secure base for exploration.

62
Q

Bandura’s Social Learning Theory

A

Albert Bandura

By observing the actions of others, including parents and peers, children develop new skills and acquire new information.

63
Q

Vygotsky’s Sociocultural Theory

A

parents, caregivers, peers, and the culture at large were responsible for developing higher-order functions

Through interacting with others, learning becomes integrated into an individual’s understanding of the world

zone of proximal development: gap between what a person can do with help and what they can do on their own

64
Q

Dialectical Behavioral Therapy (DBT)

A

Marsha Linehan

acquisition of skills takes precedence over uncovering maladaptive thinking.

strong educational component designed to provide skills for managing intense emotions and negotiating social relationships

treatment of choice for borderline personality disorder, emotion dysregulation, and a growing array of psychiatric conditions

group instruction and individual therapy sessions, both conducted weekly for six months to a year,

dialectic: real life is complex, and health is not a static thing but an ongoing process hammered out through a continuous Socratic dialogue with the self and others

goals:
(1) identify and solve problem(s)

(2) address behaviors that undermine the therapeutic process

(3) work on problems that interfere with quality of life

(4) gain skills related to self-care, self-soothing, and mindfulness

(5) learn to ask for help when needed

(6) keep the patient invested In the treatment process through weekly team meetings

65
Q

DBT art therapy

A
66
Q

DBT useful for

A

Personality disorders, including borderline personality disorder

Self-harm

Post-traumatic stress disorder

Bulimia

Binge-eating disorder

Depression

Anxiety

Substance use disorder

Bipolar disorder

67
Q

DBT techniques

A

Individual sessions usually last an hour

group meetings, usually consisting of four to 10 people, are designed to run for an hour and a half to two hours

present-oriented and skills-based

patients are asked to practice their skills between sessions (homework)

Mindfulness

distress tolerance

Emotion regulation

interpersonal effectiveness, allowing a person to communicate with others in a way that is assertive, maintains self-respect, and strengthens relationships

68
Q

Motivational Interviewing

A

William R. Miller in 1983 and further developed by Miller and psychologist Stephen Rollnick

The first goal is to increase the person’s motivation and the second is for the person to make the commitment to change.

helps people resolve ambivalent feelings and insecurities to find the internal motivation they need to change their behavior

practical, empathetic, and short-term process that takes into consideration how difficult it is to make life changes

often used to address addiction and the management of physical health conditions such as diabetes, heart disease, and asthma

4 key principles

69
Q

express empathy (motivational interviewing)

A

The therapist listens carefully to the patient and conveys that they understand the patient’s feelings, beliefs, and experiences.

70
Q

support self-efficacy (motivational interviewing)

A

clients possess the strength and ability to grow and change—even if past attempts at change have failed.

supports the patient’s belief in themselves that they can change.

calling attention to the patient’s skills, strengths, or past successes.

71
Q

roll with resistance

A

therapist avoids becoming defensive or argumentative if they encounter resistance

help the patient identify the problem and solution themself.

The therapist doesn’t impose their viewpoint on the patient but helps the patient consider multiple viewpoints.

72
Q

Develop Discrepancy (motivational interviewing)

A

identify discrepancies between their present circumstances and their future goals.

What thoughts and behaviors do they need to change to achieve those goals?

guides the patient in spotting this discrepancy and solutions to reduce it.

73
Q

motivational interviewing techniques

A

O.A.R.S.

Open-ended questions: encourage patients to think deeply or differently about a given problem.

Affirmations: recognize a client’s strengths, which can instill confidence, or self-efficacy, in their ability to change.

Reflections: listening to the patient and reflecting back a response, which can demonstrate empathy as well as point out discrepancies between their current behaviors and goals.

Summaries: recapping at the end of a session.

74
Q

Group Therapy Theory

A
  • Generally has a specific focus: educational, career, social, or personal.
  • emphasizes interpersonal communication of conscious thoughts, feelings, and behavior within a here-and-now
  • often problem oriented, and members largely determine content and aims.
  • Group members typically do not require extensive personality reconstruction, and their concerns generally relate to the developmental tasks of the life span.
  • tends to be growth oriented in that the emphasis is on discovering internal resources of strength.
  • provides the empathy and support necessary to create atmosphere of trust that leads to sharing and exploring concerns.
  • members are assisted in developing their existing skills in dealing with interpersonal problems so that they will be better able to handle future
    problems of a similar nature.
75
Q

Art Therapy Theory

A

use of creative techniques such as drawing, painting, collage, coloring, or sculpting to help people express themselves artistically and examine the psychological and emotional undertones in their art

clients can interpret the nonverbal messages, symbols, and metaphors often found in these art forms, which should lead to a better understanding of their feelings and behavior so they can move on to resolve deeper problems

76
Q

5 benefits of art therapy

A

Perception and self-perception: Art helped the participants focus on the present moment, identify their emotional responses, and connect their emotions and body awareness.

Personal integration: They strengthened their identity and self-image.

Emotion and impulse regulation: They improved the ability to regulate and control emotions.

Behavior change: They learned to change their behavioral responses to themselves and others, perhaps through the self-directed nature of art-making.

Insight and comprehension: They verbalized their emotions and experiences.

77
Q

Jungian

A

Carl Gustav Jung

in-depth, analytical form of talk therapy designed to bring together the conscious and unconscious parts of the mind to help a person feel balanced and whole

collective unconscious

archetypes: shadow, animus/anima, self, hero

symbol

use of dreams, art, and myths in exploration of symbolism

mandals and its uses

78
Q

individuation (Jung)

A

achieve unity between the conscious and unconscious mind

closest someone could come to God.

79
Q

Jungian techniques

A

Dream analysis: dreams are communications from the unconscious mind.

Word association: specific words are said and therapist record how long it takes the patient to respond with the first thing that comes to mind.

Art or dance therapies: painting, drawing, and dancing are conduits through which the unconscious mind can express itself and that the exercises themselves may help repair the areas of a patient’s ailments that come through their art-making.

exploring the “shadow”

focuses more on the source of a problem than on its manifestations or symptoms

80
Q

Jungian analysis influenced……

A

modern-day lie detector test

Jackson Pollock

Myers-Briggs personality test

81
Q

introversion (Jung)

A

basic personality style characterized by a preference for the inner life of the mind over the outer world of other people

82
Q

extroversion (Jung)

A

personality trait typically characterized by outgoingness, high energy, and/or talkativeness

83
Q

Behavioral Therapy

A

Edward Thorndike

all behaviors are learned and that behaviors can be changed

umbrella term including
CBT
applied behavior analysis
exposure therapy
Cognitive behavioral play therapy
Acceptance and commitment therapy
DBT

84
Q

behavioral therapy techniques

A

Systematic desensitization “classical conditioning”

Aversion therapy: teaching people to associate a stimulus that’s pleasant but unhealthy with an extremely unpleasant stimulus

reinforcement

punishment

shaping

modeling

85
Q
  • Waldeson’s Couple Art Evaluation
A

four specific drawing tasks

explore and express various dimensions of the couple’s relationship

structured to evoke particular dynamics and interactions between the partners

first task - self-portrait. express their self-perception and personal identity independently of their partner.

second task - exchange their self-portraits and then alter the portrait created by their spouse. represents the influence and impact each individual has on the other, highlighting the reciprocal nature of their relationship.

third task - abstract portrait of the marital relationship. separately create a drawing that represents their view of the relationship as a whole. emphasizes the personal and subjective interpretations of the shared bond from the perspective of each partner.

fourth task - joint scribble. both partners work together on a single piece of paper, adding to a joint scribble without any specific instructions other than to interact through the drawing. designed to reflect the couple’s ability to cooperate and communicate non-verbally, showcasing the dynamics of their partnership in real-time.

86
Q

tactile disorder

A
87
Q

It is critical to the program that each client completes an extensive packet of forms during their intake. You will need to assemble various forms to be completed during the initial interview, including:

A

medical history
payment schedules
goals and objectives
insurance forms
disclosure forms

88
Q
  • Fidelity
A

In the initial interview, the art therapist says that he accepts his roles and responsibility with integrity towards his clients

being honest and accurate with clients

89
Q
  • Diagnostic Drawing Series evaluation.
A

The evaluation is composed of 3 parts. It relies primarily on colored chalk pastels as well as by an 18 X 24 inch piece of paper.

90
Q
  • Draw a story Assessment
A

strongly negative, moderately negative, mildly negative, intermediate level, mildly positive, moderately positive, and strongly positive

Mildly negative is associated with dissatisfaction or disappointment with unpleasant environments. It is also scored as a 3

91
Q
  • Face stimulus assessment
A

Standardized image of a human face

Outline of the face only

A blank page

92
Q
  • Clock drawing assessment
A

1: likely indicates that the client’s ability to function cognitively is diminished. there was no attempt or an unrecognizable effort made.

2:

3: the numbers and clock face do not have an obvious connection, in the drawing

4:

5: a crowding or reversal of numbers.

93
Q
  • domains of art therapy assessment
A

Cognitive / neuropsychological and developmental evaluation.

94
Q
  • Formal Elements Art Therapy Scale
A

prominence of the color of a drawing
1 - color is used only to outline the forms or objects in the picture, or to make lines; none of the forms are colored in

2 - the color is used for outlining most of the forms or objects, but only one form or object is filled in

3 -

4 - color is used for both outlining the forms and objects and filling them in

95
Q
  • Mandala Assessment Research Instrument
A

Stage 0: Core

stage 1: Entry

Stage 11: Disintegration

96
Q

*LECATA

A
97
Q

*Patient Attachment to Therapist Rating Scale

A
98
Q

*Belief Art Therapy Assessment

A

assessing and incorporating a client’s beliefs into the therapy that the client will be receiving. It is meant to treat the whole person including their mind, body, and spirit.

99
Q

*Piaget’s Theory of Development

A

Stage 1:

Stage 2:

Stage 3:

Stage 4: Formal Operational

100
Q

*In through the back door

A

commonly used for eating disorders

6 drawings

1: 1 min
2: 1 min
3: 30 sec
4: 15 sec
5: 2 min
6: 1 min

101
Q

*Expressive arts therapy areas of concentration

A

expression, imagination, active participation, and mind-body connection

102
Q

*Appleton’s theory to treat burn injury

A

stage 1: impact

stage 2: retreat

stage 3: acknowledgement

stage 4: reconstruction

103
Q

*What section of the Code of Ethics-General Ethical Standards is art therapists shall ensure regular contact with clients and prompt rescheduling of missed sessions found

A

responsibility to clients

104
Q

​*Art therapists obtain written, informed consent from clients or legal guardians (if applicable) before using clinical materials and client artwork in any teaching, writing, and public presentations. Reasonable steps are taken to protect client identity and to disguise any part of the artwork or videotape that reveals client identity.”

A

client artwork ethical principle

105
Q

*Adlerian therapy model

A

To challenge clients’ basic premises and life goals

Help clients achieve personal success and become contributing members of society

106
Q

*reality theory

A

wants
doing
evaluation
planning

107
Q

*Cognitive theory

A

Jean Piaget and Howard Gardner

intellectual functioning: level of functioning, capacity for symbolic functioning, continuum of concrete to abstract thinking

cognitive dev

cog skills: memory, perception, sequencing, problem solving

108
Q

D.W. Winnicott’s theory of attachment

A

continuum of separation

individuation

109
Q

Social / Interactive

A

development of social and family roles

dev of social responsibility

potential for regression in dev

110
Q

psychosexual concepts

A

libido:

aggression:

oedipal complex:

(how Freudian concepts may be manifested in art and behavior)

111
Q

language

A

development of language

normal dev of language

signs of pathology manifested in language (mutism, echolalia, and perseveration

passive, active, expressive, receptive language, relationship between language and cognition

112
Q

Rudolph Arnhem’s theories of perception

A

continuum of gross to fine motor skills

normal dev of eye-hand coordination

113
Q

Victor Lowenfeld dev stages

A

scribble (2 years)

Preschematic (3-4 years)

Schematic (5-6)

Drawing Realism (Gang) (7-10)

Pseudo-naturalistic (crisis) (11-13)

Period of Decision (14+)

114
Q

Period of Decision (Lowenfeld & Edwards)

A

14+ years

Art is something to be done or left alone

Natural development will cease unless a conscious decision is made to improve drawing skills

Students are critically aware of the immaturity of their drawing and are easily discouraged.

Lowenfeld’s solution is to enlarge their concept of adult art to include non-representational art and art occupations besides painting (architecture, interior design, handcrafts, etc.)

Support: Encourage artistic prompts that are inspired by emotions. Study work of master artists to experience a vast range of styles and techniques that can be mimicked and added to a child’s “toolbelt of skills.”

115
Q

Pseudo-naturalistic “crisis period”
(Lowenfeld & Edwards)

A

11-13 years

end of art as spontaneous activity as children are increasingly critical of their drawings.

focus on the end product - strive to create “adult-like” naturalistic drawings.

Light and shadow, folds, and motion are observed with mixed success, translated to paper.

Space is depicted as three-dimensional by diminishing the size of
objects that are further away.

The beginning of adolescence marks the end of artistic development among
most children, due to frustration at “getting things right.”

Those who do manage to weather the crisis and learn the “secret” of drawing will become absorbed in it.

Edwards believes that proper teaching methods will help children learn to see and draw and prevent this crisis.

Support: Balance observational drawing with art based in meaning. Show artwork where the outward appearance is secondary to the emotional response or message sent to the viewer. Continue to practice perspective, shading, anatomy and composition as well as color theory.

116
Q

Drawing Realism “Gang Stage” (Lowenfeld & Edwards)

A

7-10 years

schematic generalization no longer suffices to express reality.

more detail for individual parts but is far from naturalism in drawing.

Space is discovered and depicted with overlapping objects in drawings and a horizon line rather than a base line.

Children begin to compare their work and become more critical of it. While they are more independent of adults, they are more anxious to conform to their peers.

(9-10 years) children try for more detail, hoping to achieve greater realism, a prized goal.

Concern for where things are in their drawings is replaced by concern for how things look

The passion for realism is in full bloom. When drawings do not “come out right” (look real) they seek help to resolve conflict between how the subject looks and previously stored information that prevents their seeing the object as it really looks.

Children struggle with perspective, foreshortening, and similar spatial issues as they learn how to see.

Support: Introduce techniques to simplify complex forms for drawing, such as finding basic geometric shapes in objects. Explore one-point perspective to continue growth with spatial relationships. Encourage experimentation with abstract (non-objective) drawing to increase the scope of art awareness. Practice shading, anatomy, and simple composition.

117
Q

Scribble Stage (Lowenfeld & Edwards)

A

2 years

enjoyable kinesthetic activity, not attempts at portraying the visual world.

After six months of scribbling, marks are more orderly

name scribbles

Random scribbles begin at age one-and-a-half, but quite quickly take on
definite shapes.

Circular movement is first because it is most natural
anatomically.

Support: Give toddlers ample opportunities to make marks with a variety of easily grasped tools. Use colorful materials and introduce papers with a range of textures.

118
Q

Schematic (Lowenfeld & Edwards)

A

5-6 years

schema: a definite way of portraying an object, modified when he needs to portray something important.

The schema represents the child’s active knowledge of the subject.

definite order in space relationships: everything sits on the base line.

develop a set of symbols to create a landscape. (blue line and sun at the top of the page and a green line at the bottom become symbolic representations).

Landscapes are composed carefully, giving the impression that removing any single form would throw off the balance of the whole picture.

Support: Discuss basic atmospheric perspective and overlapping to enhance an understanding of spatial relationships. Simple figure drawing increases awareness of all the parts of the body to be drawn. Continue to invite children to tell stories and talk about their work.

119
Q

Preschematic (Lowenfeld & Edwards)

A

3-4 years

conscious creation of form (3ish) - provides a tangible record of the child’s thinking process.

first representational attempt is a person - usually with circle for head and two vertical lines for legs.

other forms develop, clearly recognizable and often quite complex.

Children continually search for new concepts, so symbols constantly change.

tell stories or work out problems with her drawings, changing basic forms as needed to express meaning. (4 or 5ish) Often once the problem is expressed, the child feels better able to cope with it.

Support: Ask children to explain their drawings and tell the stories that spring from their work. Avoid guessing what symbols may be; ask and listen.

120
Q

Rhoda Kellogg dev stages

A

restricted her focus to line formations

formal design emerges before pictorialism

left to their own devices and provided with appropriate materials, children will self-educate themselves artistically and develop a uniquely individual sense of aesthetics.

Pattern (24-31 months / 2-3)
Shape (24-36 months / 2-3)
Design (36 - 48 months / 3-4)
Pictoral (48 months / 4years)

121
Q

Design Stage (Kellogg)

A

3-4 years

  1. Combines: units of two diagrams
  2. Aggregates: Units of two or three diagrams.
  3. Mandalas: Sanskirt word for circle. Child proceeds from mandalas, to
    suns, to humans. Mandaloid formations are perceived by children long before the first diagrams are made.
  4. Suns: The sequence from mandala to sun is a prevailing sequence that
    appears only after the child has drawn complex aggregates. The sun and mandala provide stimulus for the child’s first drawings of humans.
  5. Radials: A formation with lines that radiate from a point or small area usually from the center. Early radials appear to be formed from a rhythmic motion, and do not require eye control. these forms can appear by 18
    months in the form of placement patterns.
122
Q

Pictoral (Kellogg)

A

4 + years

  1. Humans: The first humans are made when the child joins the face
    aggregate with body parts that form a modified mandala.
  2. Animals: Early animals resemble humans that are horizontal. Usually by
    this time children are influenced by pictures of animals books.
  3. Buildings: Are drawn by combining diagrams in various ways, not by observing houses.
  4. Vegetation: Early trees resemble armless humans.
  5. Transportation: Children draw common formulas for boats and wheeled vehicles whether or not they have seen them. Pictorial labels for these formulas may not be used by the child until an adult uses them.
  6. (5 years) Children copy schemas favored by society: often a time of crisis in child art. Kindergarten teachers seldom appreciate spontaneous art, and give
    children formulas to copy. Once formulas for objects which are “acceptable” to adults are learned , the child will make combinations of them into scenes.
  7. (6 years) Most children stop all spontaneous art activity by the age of eight or so, those that go on usually study and practice the techniques to master various media.
123
Q

Shape Stage (Kellogg)

A

2-3 years

  1. Emergent Diagrams: Emergent Diagrams are formed when the total configuration implies a shape.
  2. Diagrams: Definite shapes drawn in outline form.
124
Q

Pattern Stage (Kellogg)

A

2-3 years

  1. basic scribbles: Classified into 20 different types these marks appear to be
    spontaneous with or without eye control.
  2. Placement patterns: Require both seeing and the eye’s guidance of the hand.
125
Q

dev stages of art

A

fixation

regression

arrested development in adults

*Able to match choice of media and age of client

126
Q

history of art therpay

A

antecedents of art therapy:
Prinzhorn collection of art
studies of artists by Sigmund Freud, Carl Jung, and Otto Rnak

dev of projective techniques

Margaret Naumburg
Edith Kramer
Elinor Ulman
Hanna Kwiatkowska

development of art therapy in US

127
Q

Continuum from art as therapy through art psychotherapy

A

Edith Kramer
Margaret Naumburg
different poles of continuum
art as therapy
art psychotherapy

128
Q

relationship between verbal therapy and art therapy

A

transference to art object
permanence of art object
externalization of inner material through artwork
how art therapy provides means for illustration of world view of clients and families

129
Q

acceptance and commitment therapy

A
130
Q

environmental / ecotherapy approaches

A
131
Q

Feminist Theory

A
132
Q

Social Justice Approaches

A

Protests are full of strong emotions which are often released in art
Art therapists are social activists
Artistic activism is a practice aimed at generating aeffect
Strategic arts-based peacebuilding

Art therapists viewed as most useful in leadership

At roles in social movements

Visualizing injustices:
Create art to spark change, not just shock
“What do you want policy makers to know about your experience as a ___”

Representing voices:
Can use your art to create image of your experience
Ensure stories are not exploited or misunderstood
Using these images to create an exhibit

Bringing people together:
Portable studio/ urban art therapy studio
Art used as a way to begin discussion

Imagining solutions:
Imagination is core to social justice

133
Q

Socially-engaged Practice

A
134
Q

Psychoanalytic art therapy

A

Margaret Naumburg: “release” of unconscious imagery through “spontaneous” art expression was therefore central to her approach to education, as well as to her later development of what she called “dynamically oriented art therapy.

attempted to stimulate free association

135
Q

Internal Family Systems (IFS)

A
136
Q

Somatic Approaches

A
137
Q

systems Theory

A
138
Q

Mentalization-Based Art Psychotherapy

A

psychoanalysis approach

Mentalizing is the capacity to imagine what mental states of self and other underlie behaviors

139
Q

Otto Rank

A