Week 4 - Cognitive Flashcards

Question

Perpetuating Factors:

Answer 1

Ongoing cognitive distortions, acceptance of NAT as truth – perpetuate core belief/schema Lack of experiences to disconfirm core belief

Answer 2

Schema = broad organising principle for making sense of experience

Answer 3

Pervasive theme or pattern Consists of congruent memories, emotions, thoughts, physiological sensations – about self & others Develop early in life (through to adolescence), due to unmet emotional needs Were originally adaptive in some way Become maladaptive – people behave in self-defeating ways in response to schemas

Answer 4

Believed to be universal, individual difference in relative importance of needs 1. Secure attachment to others Inc safety, nurturance & acceptance 2. Autonomy, competence, sense of self/identity 3. Freedom to express valid needs & emotions 4. Spontaneity & play 5. Realistic limits & self-control

Answer 5

Abandonment/ Instability Mistrust/abuse Emotional deprivation Defectiveness/ Shame Social Isolation

Answer 6

Dependency/ incompetence Vulnerability to harm Enmeshment Failure

Answer 7

Entitlement/ grandiosity Lack of self-control/ self-discipline

Answer 8

Subjugation Self-sacrifice Approval seeking

Answer 9

Negativity/ pessimism Emotional inhibition Unrelenting standards Punitiveness

Answer 10

belief that needs for safety, nurturance, care, belonging & acceptance will not be met Family of origin: unstable, abusive, cold, rejecting, or isolated Adulthood: difficulty forming secure & satisfying relationships

Answer 11

cannot function independently, will not manage responsibilities, will always fail FO: overprotective parents who did everything, or failed to provide adequate direction (no reinforcement). Both extremes undermine development of self-confidence Adulthood: difficulty creating own identity/sense of self, set goals & develop skills

Answer 12

difficulties controlling own behaviour, self-discipline, respecting others, being cooperative. May seem selfish, irresponsible FO: indulgent & permissive, not required to follow the rules or consider others, sense of superiority Adulthood: entitlement, rules only apply to others, demanding, lack empathy, exaggerated sense of superiority, frustration intolerance prevents goal attainment

Answer 13

: putting others’ needs before own to gain approval, maintain r’ships or emotional connection or avoid retaliation. FO: conditional acceptance; had to suppress own needs, aspects of themselves to receive love or avoid punishment. Parents’ needs (or social acceptance/status) valued more than needs of child Adulthood: may lack awareness of own needs; self-sacrificing, excessive people pleaser, approval/recognition seeking, suppress emotions

Answer 14

must suppress own spontaneous feelings, meet high & rigid expectations/unrelenting standards at expense of self FO: repressed, strict, grim, punishing, self-control/denial emphasised over pleasure/play Adulthood: sacrifice self-expression, relaxation/health, r’ships to meet goals, pessimism, worry, hypervigilance to harm, highly strung, perfectionistic

Answer 15

1) Overcompensation: think, feel & behave as if the opposite were true Failure schema: become an over-achiever Emotional Deprivation: become emotionally demanding 2) Avoidance: arrange lives so schema is never activated Failure schema: avoid challenges completely Emotional Deprivation: avoid intimate relationships 3)Surrender: accept that the schema is true & behave congruently Failure schema: do tasks in half-hearted way; don’t really try Emotional Deprivation: select emotionally depriving partners; never ask for own needs to be met

Answer 16

Early Experiences & Core Unmet Needs (Predisposing Factors) | Schema | Activation of Schema (Precipitating factor) | | | Overcompensation Surrender Avoidance (perpetuating factors)

Answer 17

Treatment Goal: explore & modify distorted cognitive processes thus alleviate symptoms Goal-oriented, time-limited & structured (agenda setting) Primary focus on present Involves psychoeducation: client to become own therapist Collaborative & active participation by client (homework tasks)

Answer 18

Socratic Dialogue Guided Discovery: therapist serves as a guide, who helps clients design behavioural experiments to develop new skills/interpretations

Answer 19

Goal setting: concrete, specific & measurable Socialisation to therapy; elicit expectations Psychometric assessments E.g. Beck Depression Inventory Young Schema Questionnaire Psychoeducation about Cognitive Model (Situation-Thought-Emotion-Behaviour) Psychoeducation about Schemas

Answer 20

Learn to identify AT Identifying thoughts: What went through your mind when that happened? What did this situation mean to you? What did this situation say about you? What were you thinking about when you felt x? HW: identify ATs between sessions

Answer 21

Learn to identify emotions How did you feel at the time? (Emotion vocab if necessary) Rate the intensity of emotion On a scale of 0 – 100...how anxious were you? Link AT to emotion “ So when you had the thought ‘she thinks I’m an idiot’, you then became anxious?” And link to behaviour “That made you suppress your own ideas & just go with hers”

Answer 22

Antecedent The Situation/critical incident Belief The subsequent cognition Consequence Emotions or Behaviour

Answer 23

How much did you believe that thought? (apply %) Evaluate thought What is the evidence that supports this? Is there an alternative explanation? This is an example of an overgeneralisation (identify distortion) What would you tell a friend in the same situation? Re-evaluate belief in thought

Answer 24

``` Day situation AT Emotion (how'd you feel, rate intensity) Adaptive response (what was the distortion?, compose at response) rate belief in response Outcome ```

Answer 25

``` The Downward Arrow Technique Progression from AT to the deeper core belief level Questions: If that’s true, what does it mean? What’s bad about that? What does that say about me? Example: C: I was so anxious, and kept thinking I am so stupid T: If that were true, what would it mean for you to be stupid? C: It would be the worst possible thing T: What would it say about you? C: That I have no value as a human being ```

Answer 26

Aim is to develop a more balanced/realistic belief system What experiences has the client has that suggest that this belief is not true 100% of the time? Maladaptive belief: Noone will ever like me Balanced belief: Not everyone will like me all the time, but I will be quite likable to some people Behavioural Experiments to test belief

Answer 27

Core Belief Experiment Prediction, if belief is true What actually happened?

Answer 28

Psychoed about schemas Identify origins of schema Identify how schemas continue to operate Acknowledge schemas were once adaptive, but have become maladaptive Empathic confrontation: Validate & empathise with schema, while acknowledging –ve consequences Conduct debate between ‘schema side’ & ‘healthy side’

Answer 29

Test validity of schema Reframe evidence supporting schema Evaluate advantages & disadvantages of having schema Develop schema flash cards

Answer 30

Acknowledgment of current feeling: Right now I feel ____, because____ Identification of schema: However I know this is probably my _____ schema, which I learned through _____. This schema leads me to exaggerate the degree to which _____ Reality-testing: Even though I believe _____, the reality is that _____. The evidence in my life that supports the healthy view is_____ Behavioural Instruction: therefore, even though I feel like _______, I could instead ______

Answer 31

Rehearse more adaptive behaviour in imagery, role-plays Look for opportunities to practice schema-inconsistent behaviour Start with small challenges

Week 4 - Cognitive Flashcards

(55 cards)