Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
31 Cards in this Set
- Front
- Back
|
theoretical perspectives of behavior
|
bhaviorist
cognitive therapist biologist |
|
|
behavior happens
|
in a chain
it is sequential |
|
|
in order to change a problimatic bahavior or symtom
|
one must change the chain not just the behavior
intervien in several places |
|
|
to change your behavior...
|
you must change your behavior
|
|
|
behavioral analysis
|
assesment and working -hypothosis about the problem are necessary
-diary card and behavioral analysis guide the assessment |
|
|
steps to behavioral analysis
|
-vunerability factors
-precipitating events -Major problem behavior -concequences environment/self -chain of behaviors |
|
|
solution analysis
|
-Identify different solutions
-Prevention stratagies -plan for repair (correction overcorrection) |
|
|
Four change procedures
|
-Contingency management
-Skills training -cognitive restructuring -Exposure |
|
|
Consequnt driven behaviors
|
The patient is reinforced for maladaptive behavior or is punished for adaptive behavior
|
|
|
Skills deficit
|
Patient does not know what to do or how to produce an effective response
|
|
|
Maladaptive thoughts
|
pt makes interpretations about situations that are inconsistant with the facts of reality
|
|
|
Stimulus driven behavior
|
A prompting event sets ff an emotional response in the pt that is almost without cognitive awareness
|
|
|
CONTINGENCY MANAGEMENT
|
Every response within an interpersonal interaction is a potential form of reinforcement, punishment, or extinction.
This holds true whether intended or not It is an error in logic to assume that the consequences of behavior necessarily prove intent. |
|
|
CONTINGENCY MANAGEMENT
|
The nurse reinforces target relevant adaptive behaviors.
The nurse extinguishes target relevant maladaptive behaviors. The nurse uses aversive contingencies when necessary. |
|
|
Punishment is overused!
Manipulate the Consequences |
Find a way to have the behavior provide no relief, support or attention. (Eliminate negative reinforcement)
Get the patient to do something else that is more adaptive to get as much support or more support. (Provide Positive Reinforcement) Apply some aversive consequence following the maladaptive behavior. (Use Punishment) Ignore the maladaptive behavior. (Use Extinction) |
|
|
Reinforcement vs. Reinforcers
2 Kinds of Principles: |
The Principle of Reinforcement always is directed toward increasing behavior.
The Principle of Punishment is always directed toward decreasing a behavior |
|
|
Reinforcement vs. Reinforcers
2 Kinds of Stimuli: |
The Aversive stimulus or event called a Negative Reinforcer is applied with the intention of decreasing behavior (punishment).
The Aversive stimulus or event called a Negative Reinforcer is removed with the intention of increasing behavior (reinforcement). |
|
|
Operant Conditioning
APPLIED REINFORCER |
Positive Reinforcement: Increases a behavior by applying a positive reinforcer.
Punishment by application: Decreases a behavior by applying a negative reinforcer. |
|
|
Operant Conditioning
REMOVED REINFORCER |
REMOVED REINFORCER
Punishment by removal: Decreases a behavior by removing a positive reinforcer. Negative Reinforcement: Increases a behavior by removing a negative reinforcer. |
|
|
SHAPING
|
Shaping refers to reinforcing small steps or approximations toward a terminal response rather than reinforcing the terminal response itself.
|
|
|
OPERANT EXTINCTION
|
Extinction is the process of disconnecting the prior relationship between a response and its consequences. E.g. Ignoring a behavior that may have been reinforced previously with attention.”
|
|
|
The Behavioral Deficit Model
The skills taught in DBT: |
Core Mindfulness Skills
Interpersonal Effectiveness Skills Emotion Regulation Skills Distress Tolerance Skills Self Management Skills (Cognitive Behavioral Skills) |
|
|
OBSERVATIONAL LEARNING (MODELING)
|
Observational learning or vicarious learning, also called modeling includes both types of responses, respondents (stimulus driven behaviors) and operants (consequence driven behaviors). In observational learning, and individual observes a model’s behavior but need not engage in overt responses or receive direct consequences. By observing a model, the observer may learn a response without actually performing it.
|
|
|
Core Mindfulness Skills
|
Observing
Describing ParticipatingTaking a non-judgmental stance focusing on one thing in the moment being effective |
|
|
Emotion Regulation Skills
|
Identifying and labeling emotions
Identifying obstacles to changing emotions Reducing vulnerability to “Emotion Mind” Increasing Positive Emotional Events Increasing Mindfulness to Current Emotions Taking Opposite Action Applying Distress Tolerance Techniques |
|
|
Distress Tolerance Skills
|
Accept, find meaning for, and tolerate distress.
Perceive one’s environment without putting demands on it to be different Experience one’s current emotional state without attempting to change it Observe one’s own thoughts and action patterns without attempting to stop or control them Acceptance is not Approval |
|
|
COGNITIVE MODIFICATION
|
Thought catching, automatic thoughts, cognitive restructuring
Behaviors and emotions are controlled by one’s interpretation of reality. Any event could lead to multiple interpretations and thus multiple feelings The interpretation is not a fact Identify maladaptive cognitive content Identify alternatives that account for the same information without being damaging Is an interpretation: True, Kind, Necessary? |
|
|
CLASSICAL or RESPONDENT CONDITIONING
|
Does Pavlov Ring a Bell?
Unconditioned stimuli are stimuli which produce automatic or unlearned responses. Respondents are those responses which are reflex or automatic, unlearned responses. |
|
|
DIALECTICAL BEHAVIOR THERAPY IN A NUTSHELL
|
Agreement on Goals
Orientation to Treatment Establish a relationship Stay “dialectical” opposites coexist (paradox) Apply Core Validation Problem Solving Strategies: Skill Training Contingency Management Exposure Cognitive Modification |
|
|
LEVELS OF VALIDATION
(Validation is not Agreement) |
1. Staying awake: unbiased listening and observing
2. Accurate reflection 3. Articulating (“Reading”) unverbalized emotions, thoughts or behavior patterns 4. Validation in terms of past learning experience or biological dysfunction 5. Validation in terms of present circumstances 6. Radical genuiness |
|
|
Dialectical Strategies
|
Entering the Paradox
The Use of Metaphor The Devil’s Advocate Technique Extending Activating Wise Mind Making Lemonade out of Lemons Allowing Natural Change |
