Week Seven Flashcards
1
Q
classical conditioning
A
- What happens before the behaviour is important
Pavlov’s dog
2
Q
operant conditioning
A
- What happens after is important
Punishment or reward
3
Q
social learning approach
A
Sociallearningapproach
- Intergenerational modelling behaviour
Learning by observing the social environment
4
Q
rational emotive behaviour therapy
A
- AlbertEllis(1913‐2007)
- Beliefsareimportant
- Wedon’tjustpassivelysitbackandletthingshappen
○ We have cognitions and feelings that contribute to the way we navigate our environment.
5
Q
the REBT model
A
- Anactivatingevent happenstotriggerourthinking
- Weperceivethateventandourperceptionisguidedbyourbeliefs
○ Canberationalorirrational - Asaresultofbeliefsatthetimeofthisevent,weexperiencea consequence(abehaviouroranemotion)
○ Canbehealthyorunhealthy - ImportanttorecognisethatAdoesnotcauseC,butBhappensin between
- Weperceivethateventandourperceptionisguidedbyourbeliefs
6
Q
ABCDEF model
A
activating event - belief - consequence - dispute - effect - (new) feelings
7
Q
ABCDEF cont.
A
- Activating: release of PULSE results for lecturers.
- Beliefs: cycle of despair, feeling as though you are a bad teacher.
- Consequence: feeling down and anxious about the results.
- Dispute: Only hearing from a small percentage of students, not sure if everyone is talking about you etc.
- Effect: starting to feel better and possibly start to improve upon behaviour
(new) Feeling: feeling better and motivated to improve.
8
Q
rational vs. irrational beliefs
A
(Ellis, 1975)
- Imust belovedorapprovedofbyeverysignificantpersoninmylife - Imust becompetent,adequate,andachievinginallrespectsifIamtoconsider myselfworthwhile - Itisterribleandcatastrophicwhenthingsarenotthewaytheyought tobe;it’s notfair - Ishould getwhatIwant,whenIwantit.IfIdon’tgetwhatIwant,it’sterrible, andIcan’tstandit;itfrustratesme - Oneought tobeabletorelyonothersandexpectthemtoactincertainways - Ishould bequiteupset/concernedaboutotherpeoples’problems - Otherpeoplemust treatmeconsiderately,fairly,kindly;exactlythewayIwant themtotreatme
9
Q
disputing irrational beliefs
A
- Detectingirrationalbeliefs(shoulds,musts,oughts)
- Debatingdysfunctionalbeliefs
- Discriminating
- Noteasy!
10
Q
the REBT therapeutic process
A
- PsychoeducationwithclientsaboutA‐B‐Csetc
- Assistclientsinidentifyinganddisputingirrationalbeliefsandmodifying these(=cognitiverestructuring)
- Encourageclientstocounterirrationalbeliefs,replacethemwithrational thoughts
- Usehomeworktaskstotransferwhatisdiscussedinsessiontoreallife situations
○ Self‐monitoring/diaries
Behaviouraltasks
11
Q
cognitive therapy
A
- AaronBeck(1921‐ )
- Basedonempiricalresearch
○ Depression
○ Panicdisorder
○ Socialanxiety
○ Phobias
○ PTSD
○ Schizophrenia
○ Eatingdisorders
○ Angermanagement
○ Stress
- Basedonempiricalresearch
12
Q
Beck’s cognitive model
A
- Initiallyinterestedindepression,sostartedwiththatinhismodel
○ Referredtothenegativecognitivetriad- Clientshavenegativebiaswhentheyinterpretcertainevents
- Negativebiasistheresultofcognitivedistortions
- Three elements of the cognitive model is how the person thinks about;
○ Self (depressed = negative view of self)
○ World (depressed = negative, “no one loves me” etc.)
○ Future (extremely hopelessness) - Because of emotional contagion, we being to have a negative bias about everything.
○ Because today was bad each day will be bad etc.
○ Ignoring information that does not fit within the bias mindset.
§ Not taking compliments etc.
13
Q
arbitrary inferences
A
- Arbitraryinferences(includingcatastrophising)
○ Reach a conclusion without evidence.
○ i.e what evidence do you have that you are a terrible person
14
Q
selective abstraction
A
○ Making a generalisation with only a small amount of evidence.
15
Q
overgeneralisation
A
○ Assuming everything will be negative etc.
