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27 Cards in this Set
- Front
- Back
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Rational Emotive Behavior Therapy (REBT) - Albert Ellis
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-Our emotions are the result of what we believe and how we interpret and evaluate life situations.
-Therapy is an educational process. -Clients learn how to identify and dispute their own irrational beliefs and replace them with rational ones. |
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Rational Emotive Behavior Therapy (REBT) - Albert Ellis
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A=Activating Event
B=Belief C=Emotional and Behavioral Consequences D=Disputing Intervention E=Effect F=New Feelings |
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Rational Emotive Behavior Therapy (REBT) - Albert Ellis
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Stop blaming themselves and others.
Learn to fully accept themselves despite their imperfections. Change “shoulds,” “musts,” “oughts,”and other “demands” into “preferences,” and “desires.” Stop “musterbating” and “shoulding” on themselves. Separate the evaluation of their behavior from the evaluation of themselves. |
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Cognitive Therapy - Aaron Beck
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Uses Socratic Dialogue by posing open-ended questions to clients.
Intent is to help clients discover and identify their own misconceptions. Therapists collaborate with clients to test the validity of their cognitions (collaborative empiricism.) Clients change their beliefs when they have gathered and evaluated contradictory evidence. |
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Cognitive Therapy - Aaron Beck
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· All or nothing thinking – seeing the world categorically “I am never good at my job”
· Catastrophizing – assuming something will go wrong rather than looking at situations more realistically · Disqualifying or discouraging the positive – even when a positive event occurs, assuming it means little · Emotional reasoning – assuming feelings are always correct, even when there is evidence to the contrary · Labeling – defining oneself in terms of a label “I’m a neg person” · Magnification/minimization – mag the neg or min the pos · Mental filter – focusing on one negative aspect of a situation, person, self · Mind-reading – making assumptions about what other people are thinking and discounting other possibilities · Overgeneralization – making large generalizations for a small event · Personalization – assuming you are the cause for someone else’s negative behavior · Should & must statements – believing if one doesn’t act in a specific manner, it is horrible · Tunnel vision – only seeing negative aspect of situation |
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Behavior Therapy – contingency management ABCs
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Antecedent of behavior you desire to change.
Behavior you are targeting to change. Consequences are what happens afterwards. To stop or start a behavior, change what happens before or afterwards. Use positive reinforcement and logical consequences. |
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Reality Therapy/Choice Therapy - William Glasser
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People have five inborn needs: Love and belonging; power; freedom; fun; and survival.
We learn dysfunctional ways of getting these needs met. Goal: To help clients find healthy ways of meeting these needs. |
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Reality Therapy/Choice Therapy - William Glasser
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Glasser believes people are not victims of their past.
Emphasis is on choice and responsibility. Help clients become aware of what they are currently choosing and that they have the freedom to make new choices. Behavior is the key to change—clients are urged to come up with a plan of action. |
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5 Stages of Readiness for Change Stage 1
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Precontemplation
Explore explanatory model. Offer other perspectives. Provide education and information. Demonstrate cultural sensitivity with respect to client and his/her treatment expectations. |
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5 Stages of Readiness for Change Stage 2
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Contemplation
Encourage client to think about making changes. Suggest an observational task. Direct the client to “go slow.” |
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5 Stages of Readiness for Change Stage 3
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Preparation
Offer several viable treatment options. Invite client to choose from among these options. Orient the client to the treatment process. |
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5 Stages of Readiness for Change Stage 4
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Action
Elicit details of the client’s successful efforts. Reinforce those efforts and encourage |
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5 Stages of Readiness for Change Stage 5
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Maintenance
Support client’s successful efforts. Predict relapse and setbacks. Help client develop contingency plans. |
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Five Axes of the DSM-IV-TR
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Axis I Disorders: Clinical Disorders and Other Conditions That May Be a Focus of Clinical Attention.
Axis II Disorders: Personality Disorders and Mental Retardation. Axis III: General Medical Conditions Axis IV: Psychosocial and Environmental Problems Axis V: Global Assessment of Functioning (GAF rating from 0 to 100) |
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Five Axes of the DSM-IV-TR Advantages
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It provides a common language for mental health professionals.
It is needed in order to justify insurance payments. It can be useful in understanding more about the client’s symptoms and selecting appropriate treatment interventions. |
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Five Axes of the DSM-IV-TR Disadvantages
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Diagnostic labels can be damaging to clients.
It’s use can lead to the mis-diagnosis of culturally different clients. It does not take into account family and social systems and instead views problems from an individual perspective. It’s use can lead to tunnel vision on the part of the therapist. It does not take the client’s strengths into account. Clinicians trained in diagnostic procedures tend to over-diagnose. |
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Transference
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This is when the client’s early relationships contribute to distorting the present with the therapist.
Ex. Client with stern, judgmental father imagines therapist is silently critical and disapproving of him. There is also positive transference—ex. client falls in love with the therapist. |
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Countertransference
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The therapist experiences inappropriate affect towards the client;
The therapist responds to the client in irrational ways; The therapist loses his/her objectivity due to internal conflicts being stirred-up. |
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Individualized Psych - Alfred Adler
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· Goal directed process
· Childhood important but not irreversible damage · Birth order / importance of social connectedness |
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Gestalt Therapy - Fitz Perls
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Individuals have the capacity to change through greater self-awareness.
Confront the client into awareness of unfinished business, neurotic patterns, and split-off parts. Bring clients into here and now. BODY LANGUAGE |
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Solution Focused Brief Therapy (SFBT)
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This approach is pragmatic, anti-deterministic, collaborative, and future-oriented.
Focus is on solutions, not problems. Focus is on client strengths, not deficits. |
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Solution Focused Brief Therapy (SFBT)
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Focus on what’s right with the client, not what’s wrong with the client.
Focus on times when symptoms are not happening, rather than when they are happening. This does not mean you give advice or you plan the future with the client. |
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SFBT Miracle Question
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Suppose that one night, while you were asleep, there was a miracle and this problem was solved.
How would you know? What would be different? |
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Cultural Competence
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R religious/spiritual identity
E economic class background S sexual identity P psychological development E ethnic/racial identity C chronological disposition T traumas and other threats to personal well-being F family history U unique physical characteristics L language and location of residence |
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Why isn't counseling working for this population?
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· America is not a melting pot – minorities afraid of being made to feel that their feelings are less than they are/impact minimized by counselor
· Incongruent expectations of counseling/counselors · De-emphasizing social forces · Holding an ethnocentric world view (counselor’s lenses) · Ignorance of one’s own racism or prejudice · Misunderstanding cultural differences · Misjudging accuracy of assessment and research procedures · Ignorance of institutional racism |
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Family Therapy
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Often if a child is acting out, it's because there is a problem between mom and dad at home. The child believes that if the parents are working together to help them, then they are still together and that's what matters.
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Freud Defense Mechanisms
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· Repression – pushing out of awareness of threatening or painful memories
· Denial – distortion of reality/its not happening · Projection – viewing others as having unacceptable qualities that you actually have · Rationalization – explanation of hurt ego · Sublimation – channeling impulses into socially accepted forms of behavior · Identification – identifying with groups or others in an effort to improve one’s sense of self-worth · Compensation – exaggerating certain positive traits in an effort to mask weaker traits · Reaction formation – replacing perceived neg feeling w positive one |
