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Theories Exam #2
| Term | Definition |
|---|---|
| Carl Rogers | - understood ppl were aware of their own problems - clinical psychologist 1931 - opened field to research/ published studies on therapy/ effectiveness |
| Humanism | People are self-actualizing → tendency to develop their potential Phenomenological= each person has subjective experience to reality |
| Optimistic Humanism (assumptions) | 1. Phenomenological is central 2. People do have free will 3. People are basically good |
| Positive psychology | what’s going right w/ people/ what is the science of happiness - People want to grow/ have the capacity to grow, but need support |
| View of Human Nature: Optimistic | Humans are trustworthy Capable of change Gravitate towards self-actualization |
| Rejects (person-centered) | counselor is NOT the expert NO Advice, suggestion, persuasion, teaching, diagnosis, interpretation |
| GOAL | help people grow/ counselor promote growth |
| PCT Emphasizes | Personal characteristics of the therapists Quality of the therapeutic relationship Counselor’s creation of a growth promoting climate Person’s capacity for self-directed growth |
| Growth-Promoting Climate: Key Conditions | 1. Congruence 2. Uncondition positive regard 3. Accurate empathic understanding |
| 6 Therapeutic Core Conditions | 1. Psychological contact 2. Client experiences incongruence 3. therapist is congruent 4. therapist experience unconditional positve regard 5. therapist experience empathy/ communicate 6. communicate client minimal |
| 1. Psychological contact | two people are interacting w/ each other/ sharing |
| 2. Client experiences incongruence | state of incongruence (inconsistency between one’s concept of self/ experiences or ideal self) |
| 3. The therapist is congruent | there self concept matches their experiences or ideal self / do their own work + work on themselves |
| 4. Therapist experiences unconditional positive regard | attitude acceptance/ caring |
| Health (is a process) | Positive self-concept, unconditional self-reagrd → positive sense of self (all want that/ care abt ourselves) |
| Congruent person | perception of self is consistent w/ what they experience Be creative, take risks in life, not be afraid to challenge themselves |
| Dysfunction | Not challenging or aware of those conditions of worth Don’t challenge conditions might be defensive or be rigid/ create anxiety Become disorganized which reaches psychosis |
| Incongruence | inconsistent between self and experience |
| Therapist for person-centered | Generally rejects diagnosis/ traditional assessment Provides a therapeutic enviroment in which the client is the agent of change Serves as a model of CONGRUENCE NOT structured / non-directive |
| Part 2- Therapist for person-centered | Trauma may be an area where this therapy would not work as well Is congruent (genuine + authentic) Openly express feelings/ attitudes that are present in the relationship w/ the client Is invested in own growth |
| Nature of Therapy (PCT) | Counselor is NON-expert + client is in the “driver’s seat” → nondirective → client + counselor are equals |
| Therapy Goal (PCT) | NOT technique focused; is a stance - reflecting feeling - parahrasing/ summarizng - immediacy |
| Reflecting feeling | restate/ explore the clients emotions (affect) |
| Paraphrasing/ summarizing | paraphrasing of what client says/ summarize shares a list of things/ come back to summarize what the client brought up |
| Immediacy | contemporary psychodynamic, adlerian, existential - talking about something in the present moment w/ client |
| Diversity Strength (PCT) | 1. Major impacts on the field of human relations w/ diverse cultural groups 2. Rogers’ work is in 30 countries; writings translated into 12 languages 3. Therapist a fellow explorer w/ client 4. Understand phenomenological world |
| Diversity Limitations (PCT) | 1. very nondirective 2. abstract/ difficult 3. Individualistic |
| Contributions of PCT | 1. extensive research support the effectiveness of PCT 2. Open field to research (record sessions) 3. Philosophy/ principles used by more therapist |
| More Limitations of PCT (1-3) | 1. Lack of stated techniques (low precision/ testability) 2. Beginning therapists difficult to provide support/ challenges to clients 3. Therapist own limitations inhibit development of a genuine relationship 4. anxiety will limit genuine connection |
| More Limitations of PCT (5-8) | 5. NOT having clear idea of role (power dynamics) 6. therapist comfortable w/ own emotions 7. directive approach will get in the way 8. feelings towards client get in way |
| Gestalt Founders | Fritz Pearls (psychiatrist) + Laura Pearls He picks/ pushes at clients, which could be harmful Love group therapy |
| Gestalt Therapy GOALS | expand awareness of what clients are experiencing in present moment Focus on integration → re-owing own parts of your identity/ whole person |
| Human Nature- Optimistic | Humans are growth-oriented, adaptable, can self-regulate Humans driven to satisfy needs Holism |
| Holism | humans can’t be divided into parts/ driven by the whole/ everything that makes you (dreams, thoughts, feelings) → meaning all one (whole) |
| GT focuses on... | 1. I and thou here and now (therapist/ client connect w/ each other) 2. WHAT + HOW experience (what's in present moment/ how its happening for that person) 3. Creativity/ Spontaneity 4. Process, NOT content |
| Principle of GT | 1. field theory 2. figure formation process 3. organismic self-regulation |
| Field Theory | the clients environment which consists of the therapist/ client and the space around them → changing field and constantly shifting perspective |
| Figure formation process | how individuals organize their experiences based on something that emerges into the foreground and something that fades into the background |
| Foreground | figure |
| Background | ground |
| Organismic self-regulation | different needs will emerge in the figure and disturbe equiliebrium |
| The Now (GT) | 1. Our power is in the present 2. Nothing exists except the now → past is gone, future not arrived |
| Unfinished Business GT | 1. Past still have affect on our awareness/ self 2. Feelings abt the past that are unexpressed / going to inferre w/ present moment 3. Lack of presence 4. Seen blocks in body |
| Energy + Block Energy | Emotional energy Gestalt therapists focus on energy Develop insight/ transform blocked energy instead on defending against them |
| Block energy | form of defensive behavior that may result in unfinished business |
| Contact (GT) | - seeing, hearing, smelling, touching - boundary disturbances/ resistance to contact- defenses against presence |
| Defenses | numbing feelings, shallowing breathing, looking away from therapist when intense convo, choking off sensations (feeling like ur choking) → not making contact w/ that emotion |
| Contact Boundary Disturbances (GT) | 1. Introjection 2. Projection 3. Retroflection 4. Deflection 5. Confluence |
| Introjection | accepting others beliefs without questioning or thinking abt it |
| Projection | disown certain aspects of ourselves by assigning them to enviro or others |
| Retroflection | do to yourself what u want to do to others or visa versa (feel guilty and do something to urself/ punish urself) |
| Deflection | someone distracts from whatever is being felt in the moment (questions rather than statements, humor, abstract generalizations) |
| Confluence | blurring of differentiating between self + enviro (blending in to avoid conflict) (agreeing outwardly w/ everything ppl say just to blend in) |
| Cycle of Experience GT | 1. sensation 2. excitement 3. action 4. contact 5. reflection 5. withdrawal |
| Sensation | (someone feels/ disturbs homostasis) |
| Excitement | (aware of sensation/ person has this need) |
| Action | (mobalizing to meet the need/ act in someway to meet the need) |
| Contact (cycle) | (meet the need- eating/ let self feel it/ becomes satisfied) |
| Reflection | (reflect on experience) |
| Withdrawal | (met the need and retrack/ done w/ need and fade into background and something else will emerge) |
| Health (GT) | Self-aware → aware of what u need/ aware of experience Aware to attend to present needs Authentic → not puting on a false front |
| Dysfunction (GT) | Unmet needs via resisting contact → needs NOT met Unfinished business → past still affecting the person Unaware/ lack of awareness Avoidance of emotions |
| Components of GT Methdology | 1. Continuum of experience 2. Here & Now 3. Paradoxical theory of change 4. Experiment 5. Authentic encounter 6. Process-oriented diagnosis |
| Continuum of experience | go thru cycle or block it/ experience it further if choose to in present + period of reflection + satisfy need → move forward |
| Here + Now | whats happening in moment is key (present moment) |
| Paradoxical Theory of change | authentic change occurs from being rather than trying to be who we are not, embrace all that we are now |
| Experiment | experiential method/ experiment + activity to use to engage (help client experience the topic/ emerges from dialouge between therapist/ client) |
| The authentic encounter | therapist is seeking to be present in fluid + active way and very creative (effort for therapist/ client to be present) |
| Process-oriented diagnosis | process itself is curative, its abt the experience and exploration process not the actual label |
| GOALS of GT Therapy | 1. Increase awareness 2. Integration (integrate our personalities into ourselves) 3. Choice + Change (make new choices/ able to change) |
| GT Techniques "Safe Emergencies" | 1. Two chair 2. empty chair 3. reverse technique 4. exaggreation exercise 5. staying w/ the feelings 6. Dream work |
| Two chair | theraist have client sit in one chair and face another chair and take to a part of themselves in the other chair |
| Empty chair | someone sits in a chair and faces empty chair and talk w/ them as if they are in the room (one sided convo) |
| Reverse Technqiue | when ask client to play a opposite role of how they actually are |
| Exaggreation exercise | client sends subtle ques through certain movements → therapists will ask the client to exaggerate the movement / talk abt what the experience is like |
| Staying with the feeling | client is talking abt something and they start crying or having certain emotions → therapist will say lets stay w/ the feeling for a moment |
| Dream work | the dream is a part of your personality (it is a projection of the client’s self/ integrate all parts of personality) |
| Unsafe Emergency GT | 1. Highly active (evoke intense emotions) 2. Techniques used arouse intense emotions 3. Need to use technique with proper training to limit harm 4. Have to be trained to help client reflect intense emotions |
| Diversity Strengths GT | 1. Experiments tailored to fit clients/ subjective culture experience 2. Helps ppl integrate internal polarities 3. Creative experiments can emphasize nonverbal behaviors |
| Diversity Limitations GT | 1. Individualistic framework/ personal responsibility 2. Clients from cultures "reserved" may find emotional expression 3. Superficially to elicit emotion may lead clients to drop out |
| GT Contributions (1-4) | 1. Creative/ lively to move clients from talk to action 2. clients provide tools for new facets of themselves 3. Holistic values aspect of one's experience 4. dreamwork is unique way to increase awarness of themes in life |
| GT Contributions (5-6) | 5. Increase emotional intelligence --> one's understanding of own's emotions 6. key strengths= attempt to integrate theory, practice, research |
| GT Limitations | 1. potential abuse of power by using powerful techniques without proper training 2. NOT useful for clients who cant imagine/ role play 3. emphasis on therapist authenticty/ self-disclosure |
| Behavior Therapy Founders | John B Watson, Rosile Rader, BF Skinner, Ivin Pavlov |
| Basic philosophy of BT | Focuses on overt behavior that deviates from social norms → what is abnormal in behavior School of though– learning (learn behaviors) |
| Radical behaviorism (skinner) | environment determines behavior |
| Principle of BT | 1. Classical conditioning (Pavlov/ Watson) 2. Operant conditioning (skinner) 3. Social learning (bandura) 4. Target of change 5. Scientific approach 6. Current/ problematic behaviors, not past |
| Human Nature- Neutral (BT) | Behaviorists do NOT posit assumptions abt human nature Humans adapt to their enviroment for survival |
| 4 areas of development (BT) | 1. Classical conditioning 2. Operant conditioning 3. Social learning 4. Cognitive behavioral therapy (CBT) |
| Classical conditioning | Involuntary learning that creates a behavioral response through pairing |
| Unconditioned stimulus (US) | leads to uncondition response (UR) |
| Neutral stimulus (NS) + uncondition stimulus (US) | neutral stimulus (NS) becomes conditioned stimulus (CS) |
| Conditioned stimulus (CS) | leads to conditioned response (CR) |
| Little Albert (Watson) | present white fuzzy thing and instilled a loud sound for little albert to associate the white fuzzy thing w/ fear |
| Operant Conditioning | Voluntary behavior learned through consequences (reinforcement + punishment) |
| Reinforcement | want behavior to increase |
| Pos Reinforcement | increase a behavior by adding something pleasant EX: if you do this chore, give u $5 |
| Neg Reinforcement | increase a behavior by removing something unpleasant EX: study more, don’t have to clean afterwards |
| Punishment | decrease/ stop a behavior |
| Pos Punishment | decrease a behavior by adding a punishment (unpleasent) EX: your grounded for sneaking out + make them do extra chores or yelling |
| Neg Punishment | decrease a behavior by removing something pleasent EX: person grounded and takes away phone (pleasent) |
| Extinction | decrease or limit a behavior/ no longer providing reinforcement - reinforced this behavior in past, but NOT want to reinforce it anymore |
| Social Learning (Albert Bandura) | Learning through observation (watching adults do things, kids model what they do) |
| Bobo Doll experiment (bandura) | punches a bobo doll + child watches her → much more likely to mimic that punching behavior |
| BT Characteristics | 1. clinical procedures relying on experimental findings of research 2. action-oriented, directive, educational 3. behaviors can be operationalized 4. insight NOT required for behavior change |
| BT Goals | 1. Reduce maladaptive behaviors (ones that are bad) 2. Teach adaptive responses/ behaviors 3. Prescribe behavior (do next session to help symptoms) |
| Functional Assessment of Behavior (ABC model) | A- antecedents B- behaviors C- consequences |
| Antecedents | something (event) that triggers behavior |
| Behaviors | reaction that comes from the antecedent |
| Consequence | from that behavior |
| Health BT | adaptive behaviors |
| Dsyfunction BT | maladaptive behaviors |
| BT Techniques | 1. relaxation training 2. exposure therapy (flooding, systematic desensitization) 3. aversive techniques 4. training (social skills, assertiveness, self-guided) |
| Relaxation training (progressive muscle relaxation) | Popular method of teaching people to cope w/ stress (a way to relax body when stressed) |
| Flooding | Social anxiety and therapist is gonna exposing person to high level fears and the fear decline bc body will naturally calm down over time |
| Systematic desensitization | Reduce fear via gradual exposure + relaxation skills - start small w/ one's fear |
| In vivo desensitation | going out in real world and doing something scary |
| imaginal exposure | being in a fear situation/ imagining it and not actually being in it |
| Aversive techniques | modeling (showing people how to do things) |
| Social skills | Helps clients develop interpersonal competence (effectiveness) being able to communicate better w/ others - involve behavioral procedures |
| Self-guided | Self-managment prorams are self-guided programs (essentially workbooks) - these workbooks have activities in them to complete/ person needs to be self-motivated |
| Prolonged exposure (PE) | work on coping skills, then ask client to take abt memory that is most tramuatic that they are avoiding the most (go in a lot of detail/ depth- 15 to 20 sessions) |
| Cognitive Processing Therapy (CPT) | write about your trauma, think they + world are dangerous and challenge that type of thinking |
| Eye Movement Desensitizatin & Processing (EMDR) | uses imaginal exposure by following a moving light (little as 5 sessions) |
| Diversity Strengths BT | 1. Appeal to culturally diverse clients for many reasons 2. Cultures who have hiearchy of power/ respect elders 3. Could include environmental, social, political conditions that contirbute to client’s program |
| Diversity Limitations BT | 1. focus on specific behavioral problems ONLY/ not the underlining issue of those problems 2. Therapist who do not assess the interpersonal/ cultural dimensions may not adequately treat the client (very narrow) 3. Focus on symptoms/ behaviors |
| BT Contributions | 1. Very practical approach 2. variety of behavioral techniques (classical, operant, social leanring) 3. Interventions are research-friendly + rigorous (easy to study) 4. Emphasizes ethical accountability w/ clients + challenge to show effectiveness |
| BT Limitations (1-3) | 1. Heavy focus on behavioral change may detract from emotions 2. The therapist’s role as a teacher may deemphasize therapist/ client relationship (not value relationship) 3. Ignores insight |
| BT Limitations (4-6) | 4. Focus on symptoms rather than underlying causes 5. Potential for therapist to manipulate the client using this approach 6. Clients may find the directive approach mechanistic (robotic)/ impersonal |
| Cog Behavioral Approaches (1-3) | 1. Psychoeducation (teaching client skills) 2. Psychological distress maintained by cognitive processes 3. Changing cognitions produces desired changes in affects/ behavior |
| Cog Behavioral Approaches (4-6) | 4. Present-centered, time-limited focus (usually) --> not spend much money 5. active + directive stance 6. educational treatment focusing on specific/ structured taregt problems |
| Human Nature- Neutral | humans adapt/ change, but also have thoughts that can create problems |
| Health | 1. challenge of dispute negative thoughts as they arise (challenge them w/ evidence or let them go) 2. change behaviors as needed |
| Dysfunction | 1. Negative thoughts control you 2. Maladaptive behaviors 3. Prolonged suffering (distress) due to dysfunctional thinking patterns/ beliefs |
| Albert Ellis's REBT | premise: cognitions, emotions, behaviors are going to interact/ have reciprocal cause/ effect relationship - our emotions stem from our beliefs, evaluations, interpretations, reactions to life situations - highly didactic (teaching/ talks a lot) |
| CBT theorists say... | thoughts come first and then emotions follow |
| REBT educational process | learn to identify interplay of thoughts, feelings, behaviors; identitfy/ dispute IRRATIONAL beliefs |
| General goals CBT | 1. stop absolutist thinking (all good or bad), blaming, repeating false beliefs 2. replace these w/ rational thoughts/ effective cognitions |
| ABC (DEF) Theory- REBT | Activating event belief consequence disputing intervention effective philosophy new feeligns |
| Activating event (A) | similar to antcedent- event triggers belief |
| Belief (B) | the belief is what drives the behavior |
| Consequence (C) | the consequence |
| Disputing intervention (D) | im not a failure, just not a good fit for school or my essay needs tweaking |
| Effective philosophy (E) | try again, make things more impressive |
| New feelings (F) | move forward despite the setback/ pride in oneself |
| Albert Ellis= | IRRATIONAL BELIEFS |
| 3 basic "Musts" internalized lead to self-defeat | 1. I MUST do well/ be loved + approved by others 2. other people MUST treat me fairly, kindly, well 3. The world/ my living conditions MUST be comfortable, gratifying, juts, providing me w/ what I want in life |
| REBT Techniques (1-2) | Disputing IRRATIONAL beliefs → actively disput faulty beliefs/ teach client to do that on their own Doing cognitive homework → record irrational beliefs that client has |
| REBT Techniques (3-4) | Changing one’s language → make language less extreme/ more reasonable (NO should or must) → soften language Psychoeducational methods/ bibliotherapy (reading books outside of therapy) → therapist teaches client something |
| REBT Techniques (5-6) | Rational emotive imagery → vividly imagining something happening to you until it slowly decreases Using humor → don’t want to take self too seriously/ bring some light-heartednes into the sessions |
| REBT Techniques (7-8) | Role playing → practice situations that are fearful Shame-attacking exercises → client do something that looks stupid on purpose |
| Diversity Limitations (REBT) 1 | REBT negative view on dependency clashes w/ collectivist cultures |
| Diversity Limitations (REBT) 2 | The rapid-fire active approach ised by some clinicians may alienate those who value reflection → some ppl don’t like therapist talk too much |
| Diversity Limitations (REBT) 3 | Terms like “irrational” or “maladapive” may seen insensitive to clients who’ve been marginalized |
| CT | Aaron Beck |
| CT Core beliefs (1-4) | I am unworthy. I am unlovable. I am stupid. I am ugly. |
| CT Core beliefs (5-8) | People are untrustworthy. I’m not good enough. I am a failure. The world is dangerous. |
| CT Cognitive Distortions (1-2) | Selective abstraction: forming conclusions based on isolated detail of an event EX: get bad grade on quiz, assume bad grade in class Overgeneralization: sees negative event as never-ending pattern of defeat |
| CT Cognitive Distortions (3-4) | Magnification: when something bad happens, person exaggerates the importance of an event EX: that’s it your not my friend anymore Minimization: person give less attention or minmize what they have accomplished |
| CT Cognitive Distortions (5-6) | Personalization: tendency to relate external events to yourself even when there is no connection Labeling + Mis-labeling: person labels themselves after an extreme thing when things gone wrong (negative things) |
| CT Cognitive Distortions (7) | Dichotomous thinking: categorize experiences in either or extremes EX: people are either good or bad |
| CT Cognitive Triad of depression | 1. Negative view of self 2. Negative view of the world 3. Negative view of the future |
| CT Techniques (1-2) | Cognitive restructuring → modify core beliefs/ automatic thoughts/ anything changes cognition Homework → assign things for client to do |
| CT Techniques (3-4) | Questioning → what was going through your mind when talked abt this (increase clients insight) Thought recording → assign this as homework ( go home record thoughts/ challenge those thoughts and write what used to challenge them ) |
| CT Techniques (5) | Behavioral experiments → encourage client to do something differently and see their behavior |
| CT focuses... | - changing negative thoughts/ maladaptive beleifs - Clients are operating from automatic thoughts + negative stems from core beliefs - Cognitive distortions + unpleasant emotions combine to exaggerate initial problem |
| automatic thoughts | (quick/ don’t think abt them- cognitive distortions) usually negative |
| core beliefs | (fundamental/ absolute that developed abt him/ her/ others/ world) |
| collaborative empiricism | Through questioning → clients will test validiaity of their cognitions |
| Application of CT | Length of therapy varies greatly/ determined by the therapy protocols used for speific diagnoses (typically 16-20 sessions) |
| CBT Diversity Strengths 1 | 1. Clients beliefs system/ worldview is part of the method of self-exploration |
| CBT Diversity Strengths 2 | Action-oriented → emphasis on cognitiion/ action + relationship issues could appeal to clients from diverse backgrounds → more structured |
| CBT Diversity Strengths 3 | CBT & multicultural therapy share common assumptions that make intergration possible → incorporating worldview in thoughts will help clients |
Created by:
lils33
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