Clinical Psychology Flashcards

1
Q

Positive Psychology

A
  • Seligman & Csikszentmihalyi
  • subjective well-being
  • use of scientific method
  • PERMA model: Positive emotions, Engagement (flow), Relationships, Meaning, Accomplishment-achievement
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2
Q

Personal Construct Therapy

A
  • Kelly
  • based on how people construe events, construing events in maladaptive way leads to undesirable behaviors
  • therapist & client are partners
  • goal is to replace maladaptive constructs
  • fixed-role therapy
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3
Q

Reality Therapy

A
  • based on choice theory; our wants/needs and how we try to get them met
  • fulfilling needs responsibly leads to success identity, fulfilling needs while infringing on others’ rights leads to failure identity
  • Goals: client assumes resposibility for actions and fulfills needs in more appropriate ways (success identity)
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4
Q

Existential Therapies

A
  • ultimate concerns of existence: death, freedom, isolation, meaninglessness
  • normative/existential anxiety vs neurotic anxiety
  • Goal: authentic life
  • Focus: authentic therapeutic relationship
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5
Q

Gestalt Therapy

A
  • boundary disturbance –> neurosis
  • boundary disturbances: introjection (accepts others’ views w/o thinking), retroflection (do to yourself what you’d like to do to others), projection (attribute bad things about self to others), deflection (avoid contact w/ environment), confluence (blur line between onself and others)
  • Goal: gain awareness
  • Techniques: empty chair technique, dream work
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6
Q

Person-Centered Therapy

A
  • Rogers
  • self-actualization threatened by incongruence (e.g., conditions of worth)
  • ## unconditional positive regard, empathy, congruence (genuine/authentic)
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7
Q

Freud’s Psychoanalysis

A

id, ego, superego
defense mechanisms:
- repression
- denial
- reaction formation (opposite)
- projection
- sublimation (sublime)

Technique
1. confrontation
2. clarification
3. interpretation
4. catharsis, insight, working through

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8
Q

Jung’s Analytical Psychology

A
  • lifespan view, positive and negative influences
  • collective unconscious (archetypes) and personal unconscious
  • Goal: unconscious into consciousness, individuation
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9
Q

Adler’s Individual Psychology

A
  • feelings of inferiority, strive for superiority
  • style of life- healthy style of life (includes well-being of others) vs mistaken style of life (only selfish goals)
  • Goal: healthy style of life, overcome feelings of inferiority
  • Techniques: act ‘as if’
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10
Q

Object Relations Theory

A
  • early caregiver-child relationship influences future relationships
  • object constancy
    1. normal autistic stage
    2. normal symbiotic stage
    3. separation-individuation stage
    a) differentiation
    b) practicing
    c) rapprochement
    d) beggining of object constancy
  • Goal: corrective reparenting experience to imrpove current relationships
  • techniques: empathic acceptance, psychoanalytic strategies
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11
Q

Brief Psychodynamic Psychotherapy

A
  • quick change is possible
  • therapy has limited goals
  • only for certain types of clients
  • quickly establish therapeutic alliance
  • emphasize positie transference
  • address termination early
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12
Q

Interpersonal Thearpy

A
  • medical model (depression as treatable illness)
  • adapted for Bipolar and eating disorders
  • goals: reduce x’s, increase interpersonal effectiveness
  1. initial stage- ‘sick role’, identify interpersonal context and primary problem area
  2. middle phase- address problem area (role playing, encourage affect)
  3. final stage- termination & relapse prevention

Depression problem areas: interpersonal role transition/confusion, interpersonal deficits, grief

.

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13
Q

Solution Focused Therapy

A
  • solutions (vs etiology) of problems
  • strategies: miracle question, exception questions, scaling questions
  • structured sessions: ask questions, provide feedback, assign HW
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14
Q

Transtheoretical Model

A

6 stages of change
1. precontemplation- not in next 6 months, consciousness raising, dramatic relief, environmental reevaluation
2. contemplation- maybe in next 6 months add self-reevaluation
3. preparation- preparing for next month add self-liberation
4. action- contingency management, stimulus control, counterconditioning
5. maintenance- maintained for 6 months relapse prevention w/ above strategies
6. termination- low risk for relapse

  • decisional balance (pros and cons)- most important in contemplation stage
  • self-efficacy (can I change)- most important in contemplation to preparation, and preparation to action
  • temptation- most important in first stages of change
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15
Q

Motivational Interviewing

A
  • based on transtheoretical model, person-centered therapy, Bandura’s self-eficacy model
  • most useful during precontemplation & contemplation
  • Engaging (therapeutic relationship), focusing (focus of change), evoking (client’s own motivation for change), planning (commitment and plan of action)
  • OARS: open-ended questions, affirmations, reflective listening, summaries
  • increase change talk (reduce sustain talk), deal with discord (in therapeutic relationship)
  • developing discrepancy, rollining with resistance
  • effective as standalone, and makes other interventions (e.g., CBT) more effective
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16
Q

Rational Emotive Behavior Therapy (REBT)

A
  • irrational beliefs (musts, shoulds, oughts, have tos) are source of psychological distress
  • Evidence based for depression, anxiety, conduct, anger
  • ABCDE model
  • Activating event
  • (irrational) Beliefs
  • (emotional or behavioral) Consequence
  • (therapist’s) Dispute of irrational belief’s
  • Effect of dispute techniques

Ellis

17
Q

Self-Instructional Training

A
  • initially developed for children with impulsivity
  • Cognitive modeling stage- model performs task while verbalizing instructions outloud
  • Overt external guidance stage- children perform task while model guides them outloud
  • Overt self-guidance stage- children perform task while saying steps outloud
  • Faded overt self-guidance stage- same as above but whispered
  • Covert self-instruction stage- perform task while repeating instructions mentally
18
Q

Stress Inoculation Training

A
  • focus on teaching coping skills to deal with stressful situations
  • conceptualization/education phase- general psychoed about stress, encourage to view stressful events as problems to be solved
  • skills acquisition and consolidation phase- learn the cog and behavioral coping skills
  • application and follow thru phase- practice skills in role plays and real life

Meichenbaum

19
Q

Acceptance and Committment Therapy (ACT)

A
  • clean pain (natural, inevitable) vs dirty pain (attempts to avoid clean pain)
  • evidence based for chronic pain, psychosis, depression, anxiety, OCD
  • 6 core processes to increase psychological flexibility
  • experiential acceptance (accept the experience)
  • cognitive defusion
  • being present (vs past or future focused)
  • awareness of self in context (viewing ones thoughts and feelings in the context that they arise)
  • values-based actions
  • committed action (committ to act in values-based way)
20
Q

Mindfulness Based Interventions

A
  • Mindfulness based stress reduction (MBSR) for pain, stress, illness coping; 8 session group, breathing, yoga, sitting/walking meditation
  • Mindfulness based cognitive therapy (MBCT)- initially developed for depression but also effective for anxiety, insomnia, chronic pain. Combines CBT + MBSR.
  • in general, mindfulness interventions are more effective for psychological (anxiety, depression, stress) vs physical/medical conditions (but effective for both)
  • proposed mechanisms- body awareness, attention regulation, emotion regulation, decentering (from one’s thoughts & emotions)
21
Q

Cognitive-Behavioral Therapy for Suicide Prevention

A
  • cognitive therapy for suicide prevention (CT-SP) and brief cognitive behavioral therapy for suicide prevention (BCBT) have three phases
    1) emotion regulation
    2) cognitive flexibility
    3) relapse prevention
  • cognitive behavior therapy for suicide prevention (CBT-SP) is for adolescents and combines CBT and DBT; acute phase (chain analysis, safety planning, psychoed, reasons for living) and continuation phase (generalizing skills and relapse prevention)
  • evidence they reduce SI and suicide attempts, hopelessness, and depression
22
Q

Family therapy

Extended family systems therapy (Bowen)

A
  • generational transmission
  • terms: differentiation, emotional triangle, family projection process, multigenerational transmission process
  • goal: increase differentiation
  • techniques: genogram
23
Q

Structural Family Therapy (Minuchin)

A
  • subsystems- alter family structure
  • boundaries- enmeshed vs disengaged relationships
  • Rigid family triads: stable coalition, unstable coalition, detouring-support coalition, detouring-attack coalition
  • Techniques: joining, family map, reframing, unbalancing, boundary making, enactment
24
Q

Family therapy

Strategic Family therapy (Haley)

A
  • symptom = strategy that is adaptive
  • unclear or inappropriate hierarchies
  • techniques: straightforward directives, paradoxical directives (prescribing the symptoms, restraining, ordeal)
25
Q

Family therapy

Milan Family Therapy

A
  • family games- dirty family games
  • goal: alter family rules & communication patterns
  • therapy team, structured & infrequent sessions
  • Strategies: hypothesizing, circular questioning, positive connotation, family rituals
26
Q

Conjoint family therapy (Satir)

A

Dysfunctional communication styles:
* placating
* blaming
* computing
* distracting

Goal: congruent communication style, problem solving, self esteem
TEchniques: family sculpting, family reconstruction

27
Q

Narrative Family Therapy

A
  • externalize the problem
  • replace narrative with alternative story
  • techniques: listening, enacting preferred narratives
28
Q

Emotionally Focused Therapy

A
  • brief EBT for couples
  • help partners express and deal with their emotions
29
Q

Functional Family Therapy

A
  • for families of at-risk youth
  • replace problematic with nonproblematic behaviors
  • stages
    1. engagement and motivation
    2. behavior change
    3. generalization
30
Q

Multisystemic Therapy

A
  • for youth at-risk for out-of-home placement, adolescent offenders
  • based on Bronfenbrenner’s ecological model
  • targets system at various levels
31
Q

Identity Development Models

Racial/Cultural Identity Development Model (Atkinson, Morten & Sue)

A

For minority groups

  1. Conformity (to majority group)
  2. Dissonance (awareness, questioning)
  3. Resistance & immersion (anti-majority, pro-minority)
  4. Introspection (of own biases)
  5. Integrative awareness (secure identity, anti-oppression)
32
Q

Identity Development Models

Cross’ Black Racial Identity Development Model

A
  1. Pre-Encounter (idealize White culture)
  2. Encounter (to racism impacts)
  3. Immersion-Emersion (anti-White, pro-Black)
  4. Internalization (tolerate others)
  5. Internalization-Commitment (anti-oppression)
33
Q

Identity Development Models

Multidimensional Model of Racial Identity (Sellers et al.)

A
  • racial salience (in a situation)
  • racial centrality (to their identity)
  • racial regard (private/own and public opionion)
  • racial ideology (beliefs about how Black people should live)
    a) nationalist ideology (pro-Black)
    b) oppressed minority ideology (coalition)
    c) assimilationist ideology (work within the system)
    d) humanist ideology (downplay race)
34
Q

Identity Development Models

Helm’s White Racial Identity Development Model

A
  1. Contact (lack of; colorblind)
  2. Disintegration (aware of racial dilemmas)
  3. Reintegration (anti-minority)
  4. Pseudo-Independence (superficial tolerance)
  5. Immersion-Emersion (seek to understand racism & White privilege)
  6. Autonomy (anti-racist identity)
35
Q

Identity Development Models

Troiden’s Model of Homosexual Identity Development

A
  1. Sensitization (childhood, feel different)
  2. Identity confusion (attracted but uncertain, adolescence)
  3. Identity assumption (begin to accept, late teens-early 20’s)
  4. Identity committment (fully embrace)
36
Q

Identity Development Models

Multidimensional Model of Heterosexual Identity Development (Worthington et al.)

A
  • unexplored commitment- to others’ expectations
  • active exploration
  • diffusion- no exploration or commitment
  • deepening and commitment- towards sexual identity
  • synthesis - integrated sexual identity