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274 Cards in this Set
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The question posed about thepatient by the referral source |
referral question |
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involves an evaluation of an individual’s strengths and weaknesses, a conceptualization of the problem at hand, and some prescription for alleviating the problem. |
Clinical assessment |
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is at once the most basic and the most serviceable technique used by the clinical psychologist |
assessment interview |
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interaction between at least two persons. Each participant contributes to the process, and each influences the responses of the other. |
Interview |
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Perhaps the most essential ingredient of a good interview is a relationship between the clinician and the patient. The quality and nature of that relationship will vary, of course, depending on the purpose of the interview word often used to characterize the relationship between patient and clinician. |
Rapport |
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Five Types of Interview Questions |
Open-ended Facilitative Clarifying Controlling Direct |
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Gives patient responsibility and latitude for responding |
Open-ended |
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Encourages patient’s flow of conversation |
Facilitative |
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Encourages clarity or amplification |
Clarifying |
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Challenges inconsistencies or contradictions |
Confronting |
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Once rapport has been established and the patient is taking responsibility |
Direct |
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VARIETIES OF INTERVIEWS |
unstructured interviews The Intake-Admission Interview case-history interview mental status examination The Crisis Interview The Diagnostic Interview structured diagnostic interview |
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Clinicians are allowed to ask any questions that come to mind in any order |
Unstructured interviews |
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as complete a personal and social history as possible is taken. The clinician is interested both in concrete facts, dates, and events and in the patient’s feelings about them |
case-history interview |
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is typically conducted to assess the presence of cognitive, emotional, or behavioral problems. |
mental status examination |
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the purpose of this is to meet problems as they occur and to provide an immediate resource. Their purpose is to deflect the potential for disaster and to encourage callers to enter into a relationship with the clinic or make a referral so that a longer-term solution can be worked out. |
The Crisis Interview |
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clinical psychologists evaluate patients according to DSM-IV criteria. Insurance companies, research protocols, or even court proceedings may require a diagnostic evaluation. |
Diagnostic Interview |
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consists of a standard set of questions and follow-up probes that are asked in a specified sequence |
structured diagnostic interview |
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refers to consensus on diagnoses assigned, on ratings of levels of personality traits, or on any other type of summary information derived from an interview. This is often referred to as interrater reliability. |
Agreement |
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demonstrated if scores from this measure were significantly correlated with future events believed to be relevant to that construct. |
Predictive Validity |
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most common type of reliability assessed and reported for structured diagnostic interviews |
interrater reliability |
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the consistency of scores or diagnoses across time |
test–retest reliability |
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refers to the measure’s comprehensiveness in assessing the variable of interest. |
Content validity |
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refers to the ability of a measure to predict (correlate with) scores on other relevant measures. |
Criterion-related validity |
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Two types of Criterion Validity |
Concurrent Validity Predicitve Validity |
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refers to the interview’s ability not to correlate with measures that are not theoretically related to the construct being measured |
Discriminant validity |
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is used to refer to all of these aspects of validity. |
construct validity |
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Common Types of Validity That Are Assessed to Evaluate Interviews |
Content validity Predictive validity Concurrent validity Construct validity |
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A statistical index of interrater reliability computed to determine how reliably raters judge the presence or absence of a feature or diagnosis. |
kappa coefficient |
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The term introduced by Charles Spearman to describe his concept of a general intelligence. |
g |
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emphasize the ability to think abstractly, the ability to learn, and the ability to adapt to the environment. |
Intelligence |
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A term developed by Stern in 1938 to address problems with using the difference between chronological age and mental age to represent deviance |
intelligence quotient |
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Stephen Gould’s (1981) popular book ______was a scathing critique of the intelligence testing movement and of the “reification” of the notion of intelligence |
The Mismeasure of Man |
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Form of test developed to avoid the preceding problems Index of the consistency of test scores across time; not vulnerable to a “practice effect” (not repeating the same test) |
equivalent forms reliability |
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This means that a test is divided into halves (usually odd-numbered items versus even-numbered items), and participants’ scores on the two halves are compared. |
split-half reliability |
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Common Types of Reliability That Are Assessed to Evaluate Psychological Tests |
Test–retest reliability Equivalent forms reliability Split-half reliability Internal consistency reliability Interrater or interjudge reliability |
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Preferred index of internal consistency, in which the average of all possible split-half correlations is computed |
Internal consistency reliability |
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Common Types of Validity That Are Assessed to Evaluate Psychological Tests |
Content validity Predictive validity Concurrent validity Construct validity |
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refers to the extent to which an assessment technique measures what it is supposed to measure |
validity |
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(8)Theories of personality |
*Factor Analytic Approaches *Cattell’s Theory *Guilford’s Classification. *triarchic theory of intelligence *The Stanford-Binet Scales *The WAIS-IV *The WISC-IV *The WPPSI-III |
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the father of factor analysis, posited the existence of a g factor (general intelligence) and s factors (specific intelligence). |
Spearman |
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He emphasized the centrality of g. At the same time, he offered a tentative list of 17 primary ability concepts. He described two important second-order factors that seem to represent a partitioning of Spearman’s g into two components:fluid ability and crystalized ability. He is the founder of Catell theory of intelligence. |
R. B. Cattell |
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(the person’s genetically based intellectual capacity) |
Fluid ability |
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(the capacities, tapped by the usual standardized intelligence test, that can be attributed to culture-based learning) |
Crystalized ability |
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Guilford proposed a Structure of the Intellect (SOI) model and then used a variety of statistical and factor analytic techniques to test it. |
Guilford's Classification |
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(8)Gardner has described a family of eight intelligences: |
linguistic musical logical-mathematical spatial bodily-kinesthetic naturalistic interpersonal intrapersonal |
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Sternberg (1985, 1991, 2005) has proposed that people function on the basis of three aspects of intelligence: componential, experiential, and contextual This approach deemphasizes speed and accuracy of performance. Instead, the emphasis is on planning responses and monitoring them. |
triarchic theory of intelligence |
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three aspects of intelligence:(sterberg) |
componential experiential contextual |
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Binet regarded as an index of mental performance. |
mental age(MA) |
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Stern (1938) developed the concept of________(IQ) to circumvent several problems that had arisen in using the difference between the chronological age (CA) and the MA to express deviance. |
intelligence quotient(IQ) |
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What we commonly refer to as age; years of life |
chronological age |
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involves a comparison of an individual’s performance on an IQ test with that of his or her age peers |
deviation IQ |
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The genetic makeup of an individual, |
genotype |
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refers to observable characteristics of an individual, and a person’s phenotype can change |
phenotype |
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twins Identical twins, or twins that share 100% of their genetic material. who are genetically identical, |
monozygotic |
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who share only about 50% of their genetic material, on the behavior or characteristic of interest. |
Dizygotic |
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MZ or DZ twins separated from each other shortly after birth; such twins share genetic material but not specific environmental influences |
twins reared apart |
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MZ or DZ twins reared in the same family environment; such twins share both genetic material and specific environmental influences |
twins reared together |
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the percentage of instances across all twin pairs in which both twins exhibit similar behaviors or characteristics |
concordance rate or similarity index |
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This refers to the empirical finding that from 1972 on, Americans’ IQ scores have on average increased 3 points each decade. |
Flynn effect |
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(5)The Stanford-Binet Scalesassesses five general cognitive factors |
Fluid reasoning Quantitative reasoning Visual-spatial processing Working memory Knowledge |
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involves the ability to solve new problems and is measured by the following subtests |
Fluid reasoning |
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involves the ability to solve numerical and word problems as well as to understand fundamental number concept |
Quantitative reasoning |
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involves the ability to see relationships among objects, to recognize spatial orientation, and to conduct pattern analysis |
Visual-spatial processing |
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involves the ability to process and hold both verbal and non-verbal information and then to interpret it |
Working memory |
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involves the ability to absorb general information that is accumulated over time through experience at home, school, work, or the environment in general |
Knowledge |
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published the WechslerBellevue Intelligence Scale in 1939. |
David Wechsler |
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A feature on several subtests of the WAIS-III that allows the examiner to determine the examinee’s ability level without having to administer items markedly below that ability level. |
reversal items |
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Scores that correspond to the major ability factors that underlie the WAIS-IV subtest scores (i.e., Verbal Comprehension, Perceptual Organization, Working Memory, and Processing Speed). |
Index score |
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(15) WAISIV subtests, with the corresponding Index scale to which the subtest belongs indicated in parentheses |
*Vocabulary (Verbal Comprehension) *Similarities (Verbal Comprehension) *Arithmetic (Working Memory) *Digit Span (Working Memory) *Information (Verbal Comprehension) *Comprehension (Verbal Comprehension) *Letter-Number Sequencing (Working Memory) *Picture Completion (Perceptual Reasoning) *Coding (Processing Speed) *Block Design (Perceptual Reasoning) *Matrix Reasoning (Perceptual Reasoning) *Symbol Search (Processing Speed) *Visual Puzzles (Perceptual Reasoning) *Figure Weights (Perceptual Reasoning) *Cancellation (Processing Speed, supplemental subtest) |
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the examinee must define words that increase in difficulty |
Vocabulary (Verbal Comprehension). |
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This subtest consists of a series of items, and for each one, the examinee must explain how two objects are alike. |
Similarities (Verbal Comprehension) |
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These items are similar to arithmetic problems that appear in most school textbooks. |
Arithmetic (Working Memory) |
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This subtest is a measure of short-term memory and attention. |
Digit Span (Working Memory) |
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These short questions tap knowledge that one would be expected to have acquired as a result of everyday living and cultural interactions. |
Information (Verbal Comprehension) |
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The items of this subtest require the examinee to explain why certain procedures are followed, to interpret proverbs, and to determine what should be done in a given situation. |
Comprehension (Verbal Comprehension, supplemental subtest) |
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This subtest consists of items that assess working memory and attention |
Letter-Number Sequencing (Working Memory, supplemental subtest) |
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This subtest consists of colored cards, each showing a picture with a part missing. |
Picture Completion (Perceptual Reasoning, supplemental subtest) |
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This code-substitution task requires the examinee to fill in the appropriate code in the blanks under a long series of numbers, using a key |
Coding (Processing Speed) |
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The examinee must assemble up to nine blocks to match the designs on a set of cards |
Block Design (Perceptual Reasoning) |
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This subtest consists of items that measure visual information processing and abstract reasoning skills |
Matrix Reasoning (Perceptual Reasoning) |
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This subtest consists of items that ask the respondent to indicate whether a stimulus symbol appears in the array that is present. |
Symbol Search (Processing Speed) |
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This new subtest requires the examinee to choose from a list correct pieces of a puzzle that when placed together reconstruct the puzzle picture that is presented. |
Visual Puzzles (Perceptual Reasoning) |
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This new subtest asks the examinee to look at a two-dimensional representation of a scale with missing weights and then select the weights necessary to keep the scale balanced. |
Figure Weights (Perceptual Reasoning, supplemental subtest) |
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This new subtest requires the examinee to go through a list of colored shapes and mark the targeted shapes. |
Cancellation (Processing Speed, supplemental subtest) |
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measures involve the administration of a standard set of questions or statements to which the examinee responds using a fixed set of options |
Objective personality |
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The most straightforward approach to measurement is for clinicians to decide what it is they wish to assess and then to simply ask the patient for that information |
Content Validation |
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An approach to test construction in which scales are developed based on a specific theory, refined using factor analysis and other procedures, and validated by showing (through empirical study) that individuals who achieve certain scores behave in ways that could be predicted by their scores. |
construct validity approach |
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measure of psychopathology that was developed using the empirical criterion keying approach. |
MMPI-2 |
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(7)traditional validity scales that were included in the original MMPI. |
*? (Cannot Say) Scale *F (Infrequency) Scale *L (Lie) Scale *K (Defensiveness) Scale *Fb (Back-page Infrequency) Scale *VRIN (Variable Response Inconsistency) Scale *TRIN (True Response Inconsistency) Scale |
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This is the number of items left unanswered. |
? (Cannot Say) Scale |
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These 60 items were seldom answered in the scored direction by the standardization group. A high score in this scale may suggest deviant response sets, markedly aberrant behavior, or other hypotheses about extra test characteristics or behaviors. |
F (Infrequency) Scale |
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This includes 15 items whose endorsement places the respondent in a very positive light. In reality, however, it is unlikely that the items would be truthfully so endorsed. For example, “I like everyone I meet.” |
L (Lie) Scale |
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These 30 items suggest defensiveness in admitting certain problems. These items purportedly detect faking good, but they are more subtle than either L or F items. |
K (Defensiveness) Scale |
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These 40 items occurring near the end of the MMPI-2 are infrequently endorsed. |
Fb (Back-page Infrequency) Scale |
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This consists of 67 pairs of items with either similar or opposite content. |
VRIN (Variable Response Inconsistency) Scale |
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This consists of 23 item pairs that are opposite in content |
TRIN (True Response Inconsistency) Scale |
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refers to the degree to which a procedure adds to the prediction obtainable from other sources |
Incremental validity |
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Thi is score in terms of maximizing correct decisions as to which patients have the disorder or trait in question, given their scores on the measure |
cutoff score |
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is a selfreport measure of personality features that comprise an influential model of personality known as the FiveFactor Model (FFM) |
The Revised NEO-Personality Inventory(NEO PI-R) |
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(5)Domains and Facets of Personality Measured by the NEO-PI-R(BIG 5 Personality) |
OCEAN *Openness to Experience *Conscientiousness *Extraversion *Agreeableness *Neuroticism |
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He wrote about the projective qualities of clouds |
William shakespear |
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He used clouds as test stimuli before Rorschach and his inkblots |
William stern |
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He suggested word-association methods, and Kraepelin made use of them |
Sir Francis Galton |
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They experimented with pictures as projective devices. |
Binet and Henri (1896) |
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He asked patients to recall their first memory, which is also a kind of projective approach. |
Alfred Adler |
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(5)Projective test distinguishing characteristics |
*examinees are forced to impose their own structure *stimulus material is unstructured. *method is indirect. *There is freedom of response. *Response interpretation deals with more variables. |
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consists of ten cards on which are printed inkblots that are symmetrical from right to left. Five of the ten cards are black and white (with shades of gray), and the other five are colored. |
Rorschach Inkblot test |
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(3)Rorschach three major determinants: |
*Location *Content *Determinants |
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refers to the area of the card to which the patient responded—the whole blot, a large detail, a small detail, white space, and so on. |
Location |
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refers to the nature of the object seen (an animal, a person, a rock, fog, clothing, etc.). |
Content |
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refer to those aspects of the card that prompted the patient’s response (the form of the blot, its color, texture, apparent movement, shading, etc.). |
Determinants |
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It was introduced by Morgan and Murray in 1935. It purports to reveal patients’ basic personality characteristics through the interpretation of their imaginative productions in response to a series of pictures |
Thematic Apperception Test (TAT) |
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A simple projective technique in which people are asked to complete, in writing, a number of sentence stems (e.g., “I often believe …”). |
sentence completion method |
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The best known and most widely used of the sentence completion techniques, consisting of 40 sentence stems. |
Incomplete Sentences Blank (ISB) |
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In the context of projective testing, the phenomenon by which certain test responses become associated with specific personality characteristics. |
ILLUSORY CORRELATION |
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The situation in which different decisions or predictions are made for members of two groups, even when they obtain the same score on an instrument. |
Test bias |
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The use of computers to administer (and possibly interpret) responses to clinical interviews, IQ tests, selfreport inventories, and so on. |
Computer-Based Assessment |
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The paramount issue is how well the assessment device samples the behaviors and situations in which the clinician is interested. |
Behavioral assestment |
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This means that exact analyses are made of the stimuli that precede a behavior and the consequences that follow it. |
functional analysis |
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include physical, physiological, or cognitive characteristics of the individual that are important for both the conceptualization of the client’s problem and the ultimate treatment that is administered. |
Organismic variables |
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(4)A useful model for conceptualizing a clinical problem from a behavioral perspective is the _____ model |
*S stimulus or antecedent*O organismic variables*R response or problematic behavior*C consequences of the problematic behavior |
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Interviews conducted for the purpose of identifying a problem behavior, the situational factors that maintain the behavior, and the consequences that result from the behavior. |
BEHAVIORAL INTERVIEWS |
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A primary technique of behavioral assessment. |
OBSERVATION |
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(2)OBSERVATIONAL METHODS |
*Naturalistic Observation * |
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One of the most wellregarded systems for home observation |
Mealtime Family Interaction Coding System |
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meeting and balancing of family members’ needs in the context of the meal |
Task Accomplishment |
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expression and management of feelings expressed by family members |
Affect Management |
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the degree to which family members show concern for one anothers’ needs |
Interpersonal Involvement |
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use of discipline and consistency |
Behavior Control |
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how family members divide tasks and responsibilities |
Roles |
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An observational method in which the clinician exerts a certain amount of purposeful control over the events being observed; also known as analogue behavioral observation |
Controlled Observation |
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put individuals in situations more or less similar to those of real life. |
situational tests |
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(3)Negative Behavior |
*Yelling *Name-calling *mind reading |
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raising the volume of one’s voice in an angry manner. |
Yelling |
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applying a name to the other person that connotes something negative. Must be a noun. |
Name-calling |
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stating or attributing beliefs to the other person. |
Mind reading |
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(3)Positive behavior |
*Making suggestion *Asking what the other would like *Conpromise |
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offering solutions and possible ideas (without demanding) of things that can be done differently in the future. |
Making suggestion |
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Attempting to find out what the other person wants, expects, or prefers. |
Asking what the other would like |
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modifying original intentions or preferences, willingness to do so |
Compromise |
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in which individuals observe and record their own behaviors, thoughts, and emotions. |
Self monitoring |
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completed by the client and provides the client and therapist with a record of the client’s automatic thoughts that are related to dysphoria or depression |
dysfunctional thought record (DTR) |
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(4)Variables Affecting Validity of Observations |
*Content Validity *Concurrent Validity*Construct Validity*Mechanics of Rating |
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the length of time observations will be made, along with the type and number of responses to be considered. |
unit of analysis |
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How strong was the aggressive behavior |
Intensity |
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How long did the behavior last |
Duration |
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How many times in a designated period did the behavior under study occur |
simple frequency count |
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the phenomenon in which individuals respond to the fact that they are being observed by changing their behavior. |
Reactivity |
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the extent to which the behaviors analyzed or observed are representative of a person’s typical behavior |
Ecological Validity |
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technique used in behavior assessment in which individuals carry handheld computers that are programmed to prompt the individuals to complete assessments at that moment in time, in participants’ natural environment |
electronic diaries |
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behavioral rehearsal can be used as a means of training new response patterns. |
Role-playing |
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assessment approach recognizing that the person’s thoughts or cognitions play an important role in behavior |
COGNITIVE-BEHAVIORAL ASSESSMENT |
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assessment approach that calls for the functional analysis of the client’s thinking processes. |
cognitive-functional approach |
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is an inferential process that takes up where assessment leaves off. The interviews have been completed; the psychological tests have been administered |
Interpretation |
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Which emphasizes objectivity and is presumably free from fuzzy thinking |
quantitative or statistical approach |
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Which adherents claim is the only method to offer truly useful interpretations and predictions. |
subjective or clinical approach |
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widely recognized as a major proponent of the actuarial or statistical approach to prediction. |
Paul Meehl |
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Fixed beliefs (e.g., about certain diagnostic signs, about certain demographically defined groups) that may influence clinical judgment. |
stereotyped beliefs |
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(5)lists a variety of reasons Meehl gave up attending case conferences. |
*Sick-sick fallacy *Me-too fallacy *Uncle George’s pancakes fallacy *Multiple Napoleons fallacy *Understanding it makes it normal fallac |
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The tendency to perceive people very unlike ourselves as being sick |
Sick-sick fallacy |
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Denying the diagnostic significance of an event in the patient’s life because it has also happened to us. |
Me-too fallacy |
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Uncle George’s pancakes fallacy: “There is nothing wrong with that; my Uncle George did not like to throw away leftover pancakes either.”This is perhaps an extension of the previous fallacy. Things that we do (and by extension, things that those close to us do) could not be maladjusted; therefore, those like us cannot be maladjusted either. |
Uncle George’s pancakes fallacy |
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There was only one Napoleon, despite how strongly a psychotic patient may feel that he or she is also Napoleon. An objection to interpreting such a patient’s belief as pathological is buttressed by the remark, “Well, it may not be real to us, but it’s real to him (or her)!” |
Multiple Napoleons fallacy |
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The idea that understanding a patient’s beliefs or behaviors strips them of their significance |
Understanding it makes it normal fallacy |
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The major responsibility of the report is to address the referral question. |
Referral Source |
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A term applied in cases where statements that appear to be valid self-descriptions in actuality characterize almost everybody. |
Barnum effect |
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a method of inducing changes in a person’s behavior, thoughts, or feelings |
psychological intervention |
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form of treatment for problems of an emotional nature in which a trained person deliberately establishes a professional relationship with a patient with the object of removing, modifying or retarding existing symptoms, of mediating disturbed patterns of behavior, and of promoting positive personality growth and development |
Psychotherapy |
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place a premium on internal validity by controlling the types of clients in the study, by standardizing the treatments, and by randomly assigning patients to treatment or notreatment groups |
Efficacy studies |
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emphasize external validity and the representativeness of the treatment that is administered |
effectiveness studies |
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refers to those interventions or techniques that have produced significant change in clients and patients in controlled trials. |
Evidence-based treatment (EBT) |
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who feel confident, expect to do well, or just feel good about themselves—are more likely to function in an effective fashion. |
Mastery |
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A series of stages that represent agiven client’s readiness for change in psychotherapy.These include: precontemplation, contemplation,preparation, action, maintenance, and termination. |
STAGES OF CHANGE |
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(6)Stage of Change |
*Precontemplation *Contemplation *Preparation *Action *Maintenance *Termination |
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At this stage, the client has no intention of changing his or her behavior in the near future. |
Precontemplation |
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At this stage, a client is aware that a problem exists but has not yet committed him- or herself to trying to make changes. |
Contemplation |
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Here, a client intends to make a change in the near future. |
Preparation |
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At this stage, clients are changing their maladaptive behaviors, emotions, and/or their environment. It is estimated that 10 to 20% are in this stage. |
Action |
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At this stage, the client works on preventing relapses and on furthering the gains that have been made during the action stage. |
Maintenance |
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Here, the client has made the necessary changes, and relapse is no longer a threat. |
Termination |
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Patients’ treatment is delayed until after the study is completed |
waiting list control group |
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Patients meet regularly with a clinician, but no “active” treatment is administered. |
attention only control group |
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A method of research in whichone compiles all studies relevant to a topic or question and combines the results statistically. |
meta-analysis |
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The size of the treatment effect(determined statistically). |
effect size |
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have addressed the specific events that occur during therapy in the course of the interaction between therapist andpatient Research that investigates thespecific events that occur in the course of the interactionbetween therapist and patient. |
Process research |
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Individuals without advancededucation in psychology who have been trained to assist professional mental health workers. |
Paraprofessional |
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Psychotherapeutic treatmentthat is presented and described in astandardized, manual format (i.e., outlining the rationales, goals, and techniques that correspond toeach phase of the treatment |
manualized treatment |
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In psychotherapy research,indicators of patient functioning following treatment, used to gauge the treatment effectiveness. |
outcome measures |
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In psychotherapy research,indicators of patient functioning following treatment, used to gauge the treatment effectiveness. |
outcome measures |
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How well a patient is getting along across a number of domains (e.g.,psychological, social/interpersonal, occupational). |
Patient functioning |
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viewed as a “female” disorder most often marked by paralysis, blindness, and deafness. |
Hysteria |
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holds that everything we do has meaning and purpose and is goal directed. |
psychic determinism |
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two sets of instincts |
*life instincts (Eros) *death instincts (Thanatos) |
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The innate drives that are responsible for all of the positive or constructive aspects of behavior. |
the life instincts (Eros) |
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The innate drives that are responsible for all of the negative ordestructive aspects of behavior. |
death instincts (Thanatos) |
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three basic structures of personality |
*id *ego *superego |
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represents the deep, inaccessible portion of the personality. |
Id(pleasure principle) |
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the executive of the personality. It isan organized, rational system that uses perception,learning, memory, and so on in the service of needsatisfaction |
Ego(reality principle) |
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a process that involves learning, memory, planning, judgment,and so on. |
Secondary process |
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It develops from the ego during childhood,arising specifically out of the resolution of the Oedipuscomplex (the child’s sexual attraction to the parent of the opposite sex). |
Superego |
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Trying to discharge tension as quickly as tension reaches it. |
pleasure principle |
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Deferring the gratification of instinctual urges until a suitable object and mode are discovered |
reality principle |
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Whereas rewarded behavior generally becomes a part of theego ideal. |
Conscience |
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(5)psychosexual stage |
*oral stage, *anal stage *phallic stage *latency stage *genital stage |
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(3)three general classes of anxiety |
*reality anxiety *Neurotic anxiety *Moral anxiety |
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Which is based on a real danger from the outside world |
reality anxiety |
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stems from a fear that one’s id impulses will be expressed unchecked and thus lead to trouble from the environment. |
Neurotic Anxiety |
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Arises from a fear that one will not conform to the standards of the conscience. |
Moral anxiety |
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Defence Mechanisms |
*Repression *regression *reaction formation *projection *free association |
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This can be described as the banishment from consciousness of highly threatening sexual or aggressive material. In some instances, the process operates by preventing the offending impulse from reaching consciousness in the first place. |
Repression |
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occurs when the frustration and anxiety of the next psychosexual stage are so great that the individual remains at his or her present level of psychosexual development. |
Fixation |
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involves a return to a stage that earlier provided a great deal of gratification; this may occur following extensive frustration. |
Regression |
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said to occur when an unconscious impulse is consciously expressed by its behavioral opposite. Thus, “I hate you” is expressed as “I love you.” |
Reaction Formation |
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is revealed when one’s unconscious feelings are attributed not to oneself but to another. Thus, the feeling “I hate you” is transformed into “You hate me.” |
Projection |
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meant simply that the patient was to say everything and anything that came to mind regardless of how irrelevant, silly, dull, or revolting it might seem. |
Free association |
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often responsible for what appears to be rapid improvement at the beginningstages of therapy |
Transference |
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release of energy that often had important therapeutic benefits. |
Catharsis |
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a general reluctance to discuss, to remember, or to think about events that are particularly troubling or threatening |
Resistance |
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area of the mind inaccessible to conscious thought. |
Unconscious |
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This refers to a careful and repeated examination of how one’s conflicts and defenses have operated in many different areas of life |
Workingthrough Process |
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(4)TECHNIQUES OF PSYCHODYNAMIC PSYCHOTHERAPY |
*Free association *dream analysis *Interpretation *resistance |
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Dreams are thought to reveal the nature of the unconsciousbecause they are regarded as heavily laden with unconscious wishes, albeit in symbolic form. |
Dream analysis |
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dream is what actually happens during the dream |
Manifest content |
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dream is its symbolic meaning. |
Latent content |
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term is generally used to refer to the patient’s affective bond tothe therapist |
Therapeutic alliance |
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Discovered by Breuer, the use oftechniques that encourage patient talking as a way of addressing and alleviating neurotic symptoms |
Talking cure |
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Motivation that residesoutside conscious awareness. |
Unconsious motivation |
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The irrational and impulsivetype of thinking that characterizes the id. |
Primary process |
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The rational and selfpreservativetype of thinking that characterizesthe ego. |
Secondary process |
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teaches that behavior is totallydetermined by the phenomenal field of the person. |
Phenomenology |
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that part of thephenomenal field that the person experiences as the“I.” |
Phenomenal self |
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This is what produces the forwardmovement of life—a force upon which the therapist will rely heavily in therapeutic contacts with the client. |
Self-actualization |
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transmit to the client a sense of being understood |
Emphaty |
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nothing more and nothing less than a respect for the client as a human being. |
Unconditional positove regard |
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would seem to contradict the qualities of empathy and positiveregard. |
Congruence |
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therapist will find it necessaryto explain the respective roles of the client and the therapist. |
Structuring |
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When the clientcentered approach is applied to problems outside the therapy room |
Person centered approach |
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rejects the mechanistic views of the Freudians and instead sees people as engaged in a search for meaning |
Existential psychology |
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This technique encouragesthe client to find meaning in what appears to be a callous, uncaring, and meaningless world. Literally, “the therapy of meaning |
logotherapy |
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popular technique in which the client is told to consciously attempt to perform the very behavior or response that is the object of anxiety and concern. |
Paradoxical intention |
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the emphasis is on present experience and on the immediate awareness of emotion and action. |
Gestalt therapy |
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The awareness of one’s being and functioning as separate and distinct from all else |
Self |
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A technique described by Frankl inwhich the client is instructed to ignore a troublesome behavior or symptom in order to divert hisor her attention to more constructive thoughts or activities. |
De-reflection |
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A capacity for competence thatall individuals possess. |
Growth potential |
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An approach to psychology that views individuals as unified, whole, and unique beings who exercise free choice and strive to develop their inner potentials. |
Humanism |
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Games” developed by theGestaltists to emphasize the “rules” of Gestalt therapy. Often, these games may involve makingprescribed verbalizations or engaging in various role-plays. |
Gestalt games |
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This technique is typically applied when a patient has the capacity to respond adequately to a particular situation (or class of situations), yet reacts withanxiety, fear, or avoidance. |
Systematic Desensitization |
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the apparently simple principle that one cannot be relaxed and anxious simultaneously. |
reciprocal inhibition |
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the substitution of relaxation for anxiety |
Counterconditioning |
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describes a behavior therapytechnique that is a refinement of a set of procedures originally known as flooding or implosion. |
Exposure therapy |
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internal physiological stimuli such as rapid breathing anddizziness. |
interoceptive cues |
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the most successful psychological treatment for obsessivecompulsive |
exposure plus response prevention |
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A general technique for expanding the patient’s repertoire of coping behaviors. |
Behavioral rehearsal |
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(4)Forms of contingency management |
*shaping *time-out *contingency contracting *grandmas rule |
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A desired behavior is developed byfirst rewarding any behavior that approximates it. |
Shaping |
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Undesirable behavior is extinguishedby removing the person temporarily from a situation in which that behavior is reinforced. |
Time-out |
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A formal agreement orcontract is struck between therapist and patient, specifying the consequences of certain behaviorson the part of both. |
Contingency contracting |
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The basic idea is akin toGrandma’s exhortation, “First you work, then you play!” It means that a desired activity is reinforced by allowing the individual theprivilege of engaging in a more attractive behavior. |
Grandmas rule |
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Therapy rely on imagery rather than the actual use of punishment, drugs, or stimulation. Patients are asked to imagine themselves engaging in the behaviors they wish to eliminate. |
covert sensitization |
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seeks to modify or change patterns of thinking that are believed to contribute to a patient’s problems. |
Cognitive therapy |
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aims to change behavior by altering the way the patient thinks about things. |
rational-emotive therapy |
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aims to prevent problems fromdeveloping by “inoculating” individuals to ongoing and future stressors |
stress inoculation training |
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pioneer in the developmentof modern cognitive-behavioral treatments thathave been applied to a variety of clinical problems |
Aaron beck |
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advocated the use of modeling, or observational learning, as a means of altering behavior patterns, particularly in children. |
Albert bandura |
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relatively new cognitive-behavioral treatment for borderline personality disorder (BPD) and related conditions involving emotional dysregulation and impulsivity.. |
Dialectical behavior therapy |
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four skills training of dialectical behavior training |
*mindfulness *emotional regulation *distress tolerance *interpersonal effectiveness |
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the ability to be aware of the moment, not to be distracted, and to be nonjudgmental |
Mindfulness |
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identifying emotions, appreciating the effects of emotions on oneself and others, learning to counteract negative emotional states and to engage in behavior that will increase positive emotions |
emotional regulation |
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learning to cope with stressful situations and to self-soothe |
distress tolerance |
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learning to deal effectively with interpersonal conflict, to appropriately get one’s desires and needs met, and to appropriately say no to unwanted demands from others |
interpersonal effectiveness |
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The elimination of a response thatcomes about from the repeated and/or prolonged presentation of the provoking stimulus. |
Habituation |
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The elimination of a response thatcomes about from the repeated and/or prolonged presentation of the provoking stimulus. |
Habituation |
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The most widely used and best known of the many version of incomplete sentence blank. |
Rotter Incomplete Sentence Blank |
