Term
| First to quantify human behavior |
|
Definition
|
|
Term
|
Definition
|
|
Term
| To whom are CC and OC associated? |
|
Definition
|
|
Term
| Give a timeline for the Hx of CBT. |
|
Definition
| CC & OC (Watson & Skinner) Behavioral Mov’t (SLT) Cognitive Mov’t (REBT - Ellis, CT- Beck) CBT |
|
|
Term
| Argument that behaviorism ignored important internal processes (e.g. cognitions) |
|
Definition
Social learning theory = Behavior theory + cognition
Use of observation, modeling, self-efficacy, locus of control |
|
|
Term
| Not situations, but how you think about them that causes psychopathology; Contrast to humanistic theory (warmth, support, kindness) |
|
Definition
|
|
Term
| Therapy for anxiety: Imagine anxiety-invoking situation, getting anxious |
|
Definition
| Vulpe – Systematic Desentization |
|
|
Term
| Type of treatment for Little Albert |
|
Definition
|
|
Term
| Sets CBT apart from other mov’ts |
|
Definition
|
|
Term
| Systematic method for delivering clinical care |
|
Definition
|
|
Term
Chambliss – Reports provide criteria for what is necessary to be considered;
i. Grew out of push for dissemination of Tx with known efficacy arising from EB medicine mov’t in UK |
|
Definition
|
|
Term
|
Definition
1. Process that involves the conscientious, explicit, judicious use of current best evidence in making decisions about the care of individual patients
2. Integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences
a. Necessary to consider culture, context, etc. |
|
|
Term
|
Definition
1. Enhance patient care via use of current empirical knowledge
2. Help clinicians keep up with emerging info to prevent deterioration of knowledge and clinical performance
3. Provide summaries
4. Stay up-to-date with science & effective practices
5. Provide instructions how to access information |
|
|
Term
| Criteria for Well-established EBP (Chambliss) |
|
Definition
1. At least 2 good b/t group design experiments
a. Superior to pill or therapy placebo or other Tx and/or
b. Equivalent to established Tx with good sample size
---OR---
2. Large series of single case experiments with:
a. Good experimental design AND
b. Comparison of intervention to another Tx
3. Use of Tx manuals or equiv clear description
4. Characteristics of sample are specified
5. Effects found by at least 2 different investigators |
|
|
Term
|
Definition
ii. Probably Efficacious
1. 2 experiments show superiority to wait-list control
---OR---
2. One of more meet well-established IA or IB, III, and IV, but not V
3. Small series of single-case experiments meet well-established criteria
4. Additional Reports & Special Populations:
a. Promising, possibly efficacious, possibly efficacious and specific, possibly specific and efficacious, clearly effective, promising limited-support
b. Kids, older adults, chronic pain: SAME CRITERIA AS CHAMBLESS et. al. |
|
|
Term
|
Definition
1. Enhance patient care via use of current empirical knowledge
2. Help clinicians keep up with emerging info to prevent deterioration of knowledge and clinical performance
3. Provide summaries
4. Stay up-to-date with science & effective practices
5. Provide instructions how to access information
ii. Avoid Therapist bias
ii. Facilitate effective Tx matching
iii. Keep psychological interventions in our health care system |
|
|
Term
|
Definition
i. Reliance on RCT’s (Randomized Clinical Trials):
1. Homogeneous, mean differences (only averages miss nuances), statistical significance, but clinically meaningful?
2. All Txs are helpful (dodo bird)
3. Meanuals make therapy rigid, and therefore less effective (but not true if done right/well)
a. Therapeutic relationship will suffer (no evidence of this whatsoever)
b. Therapists can’t use clinical skills/intuition (also not true if done right/well)
4. Lack of evidence of “effectiveness” in real world
5. There are too many |
|
|
Term
| Future Directions for EVP |
|
Definition
i. More effectiveness studies
ii. Minority populations
iii. Dismantling studies
1. What Tx, by whom is most effective for this individual, with that specific problem, and under what specific set of circumstances Gordon Paul 1969 |
|
|
Term
|
Definition
1. Time Limited: 12-15 sessions
2. Present-focused: Still takes History into account
3. Structured
4. Active: Focused on goals and moving forward
5. Focuses on relationship b/n thoughts, feelings (emotional and physiological) and behaviors in a given situation
6. Does NOT always involve a manual; Even if not used, can still be considered EBT |
|
|
Term
| Describe the CBT 3-component model. |
|
Definition
h. Thought: Anything in your head: Self talk, ideas, images
i. Feeling: Emotion, physiological
j. Behaviors: Things you do & things you don’t do (avoidance, isolation) help clients to change thoughts and behaviors |
|
|
Term
| List 5 Important Factors for CBT. |
|
Definition
1. Client motivation & expectations for therapy:
-Pts need to “buy in” to therapy and think the therapy will work
2. Therapeutic alliance
-Acknowledge clients knowledge of own experiences together
3. Collaboration
-Design exposures together, but don’t force to do anything
4. Active orientation (DO, don’t just talk)
-Possible to set aside time to talk
5. Balance b/n acceptance and change
-Okay to retain some characteristics (acceptance), while changing to function |
|
|
Term
Session One: Assessment
[Purpose] |
|
Definition
1. Informs Tx planning
2. Understand factors that will allow us to develop an effective Tx pan
3. Based on theoretical orientation |
|
|
Term
| Session One: Assessment [What we ask/information we gather] |
|
Definition
1. Why you are here: Presenting symptoms, symptom Hx (onset, course)
2. Histories:
a. Developmental
b. Medical
c. Family
d. Relationship/social support
e. Educational
f. Substance
g. Treatment
h. Legal history
i. Life situation (housing, finances, etc.)
j. Strengths and weaknesses
3. Goals and Obstacles to successful treatment
4. Behavioral observations/Mental status (including SI/HI) |
|
|
Term
Session One: Assessment
[What we look for] |
|
Definition
1. Thoughts: Automatic thoughts, rules/assumptions/core beliefs)
2. Feelings: Emotional and physiological
3. Behaviors: Action, inaction, functional impairment within contexts
4. Antecedents, consequences |
|
|
Term
| List 6 methods of assessment. |
|
Definition
1. Clinical interview
2. Self-report or clinician administered measures: Helpful for different perspective of effectiveness of Dx
3. Collateral information
4. Behavioral tests/experiments
5. Thought listening/thinking out loud, etc.
6. Direct observation: Adults = mostly in session; Kids = can have teachers or parents report |
|
|
Term
| What is the purpose of data WRT Case Conceptualization |
|
Definition
1. Working hypothesis about origins, precipitants, and maintaining factors of a client’s psychological concerns
2. Helps organize the complexities clients bring into therapy
3. Always evolving
4. Attend to information that confirms what we think we know, and ignore what we do not think is true
5. Formulations is an individualized theory based on a general theory
1. General theory = Negative thoughts about life events produce symptoms
2. Formulation = Which specific thoughts about which situation produce which symptoms in this particular patient |
|
|
Term
| Describe the three component model WRT CBT. |
|
Definition
i. Automatic Thoughts: Always about self, others, world, future
a. I can’t do it; I’m such an idiot
b. I’ll say something stupid
ii. Rules & Assumptions: If I do x, others will do y
iii. Compensatory Bxs: Protect oneself from core beliefs, however, Comp Bxs tend to reinforce core beliefs
iv. Influential events: Rejected by parents/mean girls; mother = overprotective inconsistencies in parenting confusion about negotiating roles; world = dangerous and unpredictable; father overly critical unattainable goals |
|
|
Term
| Use Depression as an example to describe the Three Component Model. |
|
Definition
1. Automatic Thoughts: Forget it, Why bother
2. Intermediary Beliefs Rules, and Assumptions: If I go, I won’t have any fun and people will think I’m lame; I won’t be any good at it)
3. Core Beliefs: I’m a failure; I’m inadequate
4. Compensatory Behaviors: Avoid behaviors; Isolate; Don’t try |
|
|
Term
| What are the 6 components of early session structure? |
|
Definition
1. Set an agenda collaboratively
2. Give feedback about Dx
3. Review problem list/goals
4. Provide overview of Tx structure/format
5. Psychoeducation about CBT
6. Assign hmwk |
|
|
Term
| WRT Early Session Structure, describe how you give feedback about Dx. |
|
Definition
1. Check in about rxns/questions
2. Provide educational handouts |
|
|
Term
| WRT Early Session Structure, how would you review problem list/goals? |
|
Definition
1. Short-term & long-term
2. Emphasize that growth continues long after therapy is over |
|
|
Term
| WRT Early session structure, how would you provide an overview of Tx structure/format? |
|
Definition
1. “Housekeeping”: weekly, 50 min. sessions, payment, etc.
2. Time-limited (15-16 sessions)
3. Present-focused
4. Check-in about rxns & Questions |
|
|
Term
| WRT Psychoeducation about CBT, how would you proceed? (5 things) |
|
Definition
1. Education about anything related to psychology; any info presented to client in an effort to provide relevant info
2. Some elements are same across disorders, some are different
3. “Bibliotherapy”: Can provide relevant homework readings: Be sure consistent!
4. Use personally relevant examples
5. 3 component model: Thoughts, feelings, behaviors |
|
|
Term
| WRT Psychoeducation about CBT, what are some of the possibilites to convey this info (7 things)? |
|
Definition
1. Diagnostic info
2. Etiological models
3. CBT structure/format
4. CBT model
5. Case conceptualization
6. Cognitive distortions
7. Rationale for elements of therapy/skills |
|
|
Term
| WRT Early Session Structure, describe the process of giving Hmwk |
|
Definition
1. Aka “practice” b/n sessions
2. Predictor of outcome = whether they do it
3. Assignment:
1. Based on that day’s session
2. Provide instruction
3. Practice in session, if appropriate (filing out a monitoring form)
4. How confident are you that you would compelte this (0-100)? What would it take to get a (lower score)? Forces client to say out loud strategies to get compliance |
|
|
Term
| Describe the Hmwk Review. |
|
Definition
1. ALWAYS review: Otherwise client will stop doing it
2. PRAISE for completion, even if inaccurate
3. How did it go? What did you learn? Were there any obstacles to completing it? What needs to be done to ensure you complete it? What were your successes?
4. Collaboratively determine amount
5. If not done:
a. Avoidant Bx? “Didn’t have time, forgot, etc.)
b. Ambivalence: Use motivational interviewing
c. Decisional Balance:
(+) not changing (-) changing
(-) not changing (+) changing
***END WITH: It olooks like the benefits outweigh the drawbacks, but it seems like you are still having difficulty |
|
|
Term
| What are the 5 components of later session structure? |
|
Definition
1. Review hmwk
2. Review concepts, if necessary
3. Teach new psychoed/rationale
4. Teach/practice skills
5. Assign homework |
|
|
Term
| Describe a typical later session |
|
Definition
a. Review hmwk:
i. PRAISE for completion, even if inaccurate
ii. How did it go? What did you learn? What Qs do you have? Obstacles? Successes?
b. Review concepts, if necessary: SHOW how thoughts, feelings, behaviors are related
c. Teach new psychoed/rationale:
i. Cognitive distortions, role of avoidance/negative reinforcement
d. Teach/practice skills: BT, CT, & CBT all work
i. Cognitive restructuring
ii. Activity scheduling: Unbalanced life
iii. Create hierarchy
iv. Exposure
v. Problem solving
vi. Assertiveness/communication
e. Assign hmwk
i. Provide instruction
ii. Practice in session, if appropriate (e.g. filling out a monitoring form)
iii. MI: How confident are you that you will complete this (0-100)? Why not at 40? What would it take to get to a 80? |
|
|
Term
|
Definition
1. Assessment
2. Case conceptualization/formulation
3. Psychoeducation
4. Hmwk |
|
|
Term
| Describe/define thoughts. |
|
Definition
i. Affect feelings/bxs (lemon and chalkboard)
ii. About self, others, world, future
iii. Can be totally or partially accurate or completely inaccurate or DISTORTED
1. Helpful/unhelpful
2. Accuate/Inaccurate
3. Healthy/Unhealthy
b. Three Levels:
i. Automatic
ii. Intermediary: Rules, assumptions, conditional beliefs
iii. Core beliefs/schemas |
|
|
Term
| What are the three levels of thoughts? |
|
Definition
1. Automatic
2. Intermediary: Rules, assumptions, conditional beliefs
3. Core beliefs/schemas |
|
|
Term
| What are cognitive distortions? |
|
Definition
i. Our thoughts and perceptions (cognitions) about ourselves or about life may be accurate, partially accurate, or completely inaccurate
ii. Cognitive (thought) distortions misperceptions, or in failure to see the whole picture in a more balanced way
iii. These thinking errors and misperceptions contribute to depression, anxiety, etc.
iv. Improve life by: Recognizing and reducing (correcting) such distortions in thinking |
|
|
Term
| You see things in extremes of “black-and-white” categories, rather than on a continuum (sometimes, often, partially true, etc.). EX: After making a mistake, you see yourself as a failure. |
|
Definition
|
|
Term
| You see a negative event or a series of negative events as indicating a never-ending pattern of defeat. When you have setbacks or things don’t turn out well, you think “I’ll always have setbacks”, or “I’ll never be successful”. EX: 3 job interviews but no offers means “I’ll never get a job”. |
|
Definition
|
|
Term
| You dwell on negative details of a situation and magnify them, while filtering out (not noticing) all the positive aspects. EX: You feel bad about your presentation at work because of losing your place in your notes for a minute or so, and forget the positive feedback and how other parts went well. |
|
Definition
|
|
Term
| You reject positive experiences or feedback by insisting they “don’t count” for some reason or other, or you overlook positive aspects in yourself or your environment. In this way you maintain a negative belief even though there are positive qualities, options, or experiences that indicate otherwise. EX: “They just said that (complement) because they didn’t want me to feel bad.” |
|
Definition
| Minimizing/Disqualifying/Overlooking the Positive |
|
|
Term
| You arbitrarily conclude that someone is reacting negatively to you, without knowing for sure what they are thinking. EX: “They must think I’m a real loser”, or “The boss isn’t talking to me because she’s angry with me”. Characteristic of social phobia! |
|
Definition
|
|
Term
| You anticipate that things will turn out badly or that something bad is going to happen (as if you knew this for sure) even though you do not yet know what the outcome or future will be. This causes you to worry, to overreact, or to give up prematurely. |
|
Definition
|
|
Term
| You exaggerate the importance of things, such as your goof-up or someone else’s achievement, or you assume something that might happen would be “terrible”, or “awful”, when actually it would not be that bad, or you could cope with it even if it is difficult to go through. |
|
Definition
| Magnifying/Catastrophizing |
|
|
Term
| You assume that the way you feel about something is a truth, when actually your feelings are based on erroneous thinking. EX: “I feel like I’ll never get out of this depression” is taken as “I’ll never get out of this depression”, or “I feel stupid” is experienced as a truth, when it clearly is not true. |
|
Definition
|
|
Term
| You have a list of ironclad rules about how you or other people “should” act, when actually such rules are arbitrary or unrealistic. You then feel guilty or “inadequate” if you don’t live according to a rule, or angry if someone else falls short of how they “should” be. You may also believe life “should be fair”, then get upset or feel like a “victim” when faced with the reality that life is not always fair. |
|
Definition
|
|
Term
| Instead of thinking objectively about the specifics of a mistake or “shortcoming”, you attach a negative label to yourself such as “I’m a loser” or to others such as “They’re all jerks”. |
|
Definition
|
|
Term
| You think something someone does or says, or something that happens, is some kind of personalized reaction to you, when really it may not be (or is not). EX: “I didn’t get that job because God is punishing me”, or “No one is calling me because I am such a drag to be with”. |
|
Definition
|
|
Term
| Overestimating the likelihood that something bad is going to happen. EX: “If I get on the airplane, I’m 100% sure it will crash.” |
|
Definition
| Probability Overestimation |
|
|
Term
| What is a pie chart used for? What is the objective? |
|
Definition
1. Mind reading
2. Fortune telling
3. Overinflated sense of responsibility
Goals:
1. Monitor Thoughts
2. ID patterns |
|
|
Term
| Describe the process of ABCD model. |
|
Definition
iii. Activating Event Belief Consequences (Feelings, Bxs) Dispute
1. Traffic I’ll be late/no one knows how to drive/I hate CA Angry/Swear/Irritated/Tense/Grip Wheel Listen to music/Out of control/Get there eventually
iv. Disputes Changing Beliefs Changing Consequences
1. Rational balance b/n accurate helpful healthy
2. NOT (+) thinking
3. Have control over thinking, NOT activating events |
|
|
Term
| When using a pie chart, you ultimately come up with a ______. Give an example, starting with an original thought. |
|
Definition
v. New Balanced Alternative: There are many alternative explanations and worrying isn’t helping. I will just wait and see.
1. Original Thought: How much do you belief this to be true? What are all the other possibilities for x? Looking at all other possibilities, what can you tell yourself in the future? New balanced alternative |
|
|
Term
| Name and describe the three components of an evidence test. |
|
Definition
i. Distorted thought
ii. Evidence for thought: Confirmation filter
iii. Evidence against thought: Takes a lot of strength to be in therapy’ usually can come up with opposites of E. for T. column; have client compare themselves to general public
1. Balance: I’ve made a lot of (EFT), but I’ve also (EAT). Just BC I feel I’m a failure doesn’t mean I am one
a. Client’s job to notice every time he/she has the Distorted Thought
b. Over time, with effort and vigilance Internalized |
|
|
Term
| What is "If your best friend did x, what would you tell him/her?" |
|
Definition
|
|
Term
| List the 6 questions a therapist would use for a history test of evidence. |
|
Definition
1. Try to think back over your lifespan and think of a time when you were feeling that way – What age were you?
2. Tell every piece of evidence from back then that would support this statement as true/as false.
3. How would Big You answer questions about Little You?
4. Think of alternative explanations (that are more rational)?
5. Looking at all this info, can you think of a new reason?
6. Acknowledge awfulness of it, but encourage pt to look at how interfering with life |
|
|
Term
| How do you decatastrophize a pt's dilemma (5 steps)? |
|
Definition
1. Create scale 0-100
2. What’s the worst possible thing (100 = Nuclear war)
3. How does my situation rate on that scale?
4. What could I do to handle it?
5. How will I feel about it next week? Next year? |
|
|
Term
| Process of monitoring something causes it to change |
|
Definition
|
|
Term
| If unable to decide that thought is real or not, use a _______. |
|
Definition
decision tree:
Problem
---->Can I change it?
---> Yes ---> Prob-Solve and CR
---> No ---> CR |
|
|
Term
| CBT utilizes a number of behavioral skills to address various symptoms. List 6. |
|
Definition
1. Activity scheduling (depression, dysthymia)
2. Relaxation (anxiety, stress)
3. Exposure (phobic DOs)
4. Behavioral Experiments
5. Problem solving (stress, depression)
6. Effective communication (interpersonal/relationship issues) |
|
|
Term
| List the 6 components of activity scheduling. |
|
Definition
1. Low mood and anhedonia leads to inactivity and social isolation
a. Worsens depression BC No opportunity for positive feedback
2. Action precedes motivation
3. Monitoring/predicting pleasantry and mastery
4. Start with baby steps
5. Sometimes need social skills training
6. If “Failure”: means filter is on --. Show pt how thinking is working (distortion?)
a. With catastrophic thinking: What is the worse that could happen? Would you live through it? |
|
|
Term
| What are three types of relaxation? |
|
Definition
1. Breathing: 3 Types
2. Progressive Muscle Relaxtion (PMR)
3. Guided Imagery
**Vulpe: Systematic Desensitization = CANNOT be relaxed and stressed at the same time!! |
|
|
Term
| List the 5 components of Exposure. |
|
Definition
1. Based on CC: Little Albert (Pavlov = dogs; Watson showed human emotions could be conditioned)
a. NS: White rabbit
UCS: Loud noise
UCR: Fear/startle
CS: White rabbit (and other similar stimuli)
CR: Fear
b. To “extinguish” the fear response: Unpair UCS with CS
i. Repeatedly pair feared stimulus (CS) without feared response (UCS) until extinct
2. Create Fear and Avoidance hierarchy with all situations and SUDS (0-100) ratings
3. Graduated Exposure: Practice with easiest first until anxiety decreases within and b/n practices (Opposite = flooding)
4. Move up hierarchy MUST DO TOP (predictor of relapse)
a. If pt Extremely uncomfortable with exposure, don’t do anything (e.g. no words of reassurance, etc.) but prior to experience, talk it though (what is going to happen and ask SUDS level)
b. Prepare them by saying there will not be a lot of talking, only asking for SUDS
c. May inform pt that it is just a panic attack (prior to), only feelings
d. If dissociate: Use grounding – What do you see, feel, etc. to bring pt back into the present moment
e. SUDS: Right before terminate process, then after, too. Ask pt what happened, what would have happened if exposure for a longer time, etc.
5. Vulpe: Systematic Desensitization = Probably efficacious
a. NOT good for Panic DO BC Avoiding (eg. “only reason for not doing [feared bx] was because of [safety bx])
i. Belief in outcome is still there
b. Safety Bxs interfere with habituation |
|
|
Term
| Name 3 characteristics of behavioral experiments. |
|
Definition
1. Used to Invoke discomfort
2. Pts often avoid due to predicted feared outcomes
3. Take Negative fears and predicted outcomes that client typically avoids and Test out whether these assumptions are true
a. If true, is it bad? Can you cope?
b. Ex. OCPD pt = stringent/rigid rule follower “If I break the rules, I will get in trouble and become a bad person” |
|
|
Term
| How would one do problem-solving? |
|
Definition
1. State the problem to be Solved
2. Outline all your Options: Brainstorm & leave nothing out
3. List Pros and Cons of each and choose the best option
4. Visualize a plan and carry it out
5. Evaluate how it went |
|
|
Term
| What are the four types of communication? |
|
Definition
1. Destructive: Passive
2. Destructive: Aggressive
3. Destructive: Passive-Aggressive
4. Productive: Assertive |
|
|
Term
| What is passive communication? |
|
Definition
1. Treat others’ needs as more important than your needs --> Helping others get their needs met at the expense of your needs
2. Letting others take advantage of you
3. Conflict handled by doing little/nothing or by automatically doing what others say, regardless of how you feel about the situation
4. Not expressing yourself/feelings
5. Destructive BC:
a. Increases resentment
b. Internal anger
c. Depression |
|
|
Term
| What is aggressive communication? |
|
Definition
i. Treat your needs as more important than others’ needs;
ii. Attempt to dominate others with use of criticism, rudeness, or humiliation, as well as acting in a threatening and hostile manner
iii. Conflict handled by harming others (verbally or physically)
iv. Destructive BC:
1. Lead to being alienated from others
2. Stop you from taking any responsibility, which is important for resolving issues |
|
|
Term
| What is passive-aggressive communication? |
|
Definition
i. Appear passive on the surface, but act aggressively
1. Sarcasm
2. Muttering negative comments to onself only
3. Mismatching facial expressions (smiling when angry)
4. Denying there are any problems
ii. Conflict handled by appearing to submit to others’ requests while purposively, but indirectly, acting in ways to harm them |
|
|
Term
| Explain how one could practice assertive communication. |
|
Definition
a. Imagine the scene as a movie
b. Imitate others who you feel are assertive
c. Get feedback/suggestions from friends
d. Try it out with small requests: Saying “no” and asking for help
e. Try it out with positive comments |
|
|
Term
| What are the benefits to assertivenes? |
|
Definition
**One way to overcome obstacles is to think of the following benefits:
a. More likely to have needs met
b. Improves self-confidence/respect
c. Improves respect from others
d. Reduces negative consequences
e. Breaks the negative Behavior Chain |
|
|
Term
| What are some of the obstacles to Assertiveness? |
|
Definition
**Most want to be assertive, but encounter the following fears/obstacles:
i. I’ll hurt the other person’s feelings
ii. The other person will get mad at me
iii. I’ll make a fool of myself
iv. It won’t get me what I want |
|
|
Term
| What is assertive communication? |
|
Definition
2. Treating your needs and others’ needs as equally important
i. Express thoughts, feelings, and needs without taking advantage of others
ii. Conflict handled by using problem-solving
iii. Effective BC: helps you meet others and your needs |
|
|
Term
| How do you know when therapy is over? |
|
Definition
1. Pt does activities on own without being prompted
2. Shows knowledge/internalization of skills learned in therapy
3. Not making any changes/trying at all
4. Goals have been met: Evaluate if those left to do can be done individually
5. Obtain collateral information from family members
6. Symptoms decrease
7. Interference/distress decreases |
|
|
Term
| 2. How do you know when these “factors” (of terminating therapy) have been achieved? |
|
Definition
1. Self-report
2. Collaterial information
3. Asking pt |
|
|
Term
| Describe the structure of termination. |
|
Definition
1. Taper
2. Boosters
3. Availability after the fact/referrals
4. Emergencies: Who to contact
5. Your relationship: Possible to contact after termination
6. Maintenance of gains: How to encounter red flag to return to therapy
7. Plan for future |
|
|
Term
| What is the problem with manuals? |
|
Definition
3. Problem with manuals: Termination doesn’t occur until the very last session!
1. Should instead begin with conceptualization:
i. Anticipate how pt may respond to termination, based on conceptualization, and address as necessary
2. Look at thought/core belief
3. Challenge it through conversation
4. No real formula: Be aware of own issues (eg. Not liking termination)
5. Ex of conceptualization:
i. Core belief “I’m unlovable”
ii. Rules/Assumptions: If I tell ppl how I really feel (especially something negative), they will reject me; If ppl get to know me, they will abandon me
iii. Behaviors: Reject/leave others before they can reject me; Portray myself in an overly positive light |
|
|
Term
| “Therapy is about getting unstuck – it is not about finishing life.” |
|
Definition
|
|
Term
| How do you ensure that the pt maintains/continues progress? |
|
Definition
1. What progress has been made in therapy?
2. What has been learned? (Most/least helpful)
3. What might come up in the future and how will the client handle this?
i. Not IF, but WHEN
ii. What obstacles might arise?
1. Forcast and develop plan: How handle it? How has pt handled them in therapy? |
|
|
Term
| How can the therapist describe relapse prevention? |
|
Definition
1. Progress is NOT linear
2. Many factors = there WILL be setbacks
3. Lapse v. Relapse: Relapse = back to Square one; Lapse = back a little
4. Abstinence violation effect: Small break from plan Enormous break (eg. Smoking, diet, etc)
i. Educate what to do about it: Stop early as possible
5. Identify the “who’s, what’s, when’s, why’s, how’s: aka High risk situations, triggers
i. How to modify/cope
7. Discuss signs that suggest a return to therapy:
i. Suicidality, crisis, attempted learned skills, but ineffective, etc. |
|
|
Term
| What is continuation/generalization? |
|
Definition
| Teaching client to be own therapist and extend into “regular life” (eg. Therapist on your shoulder, coping cards) |
|
|
Term
|
Definition
| Recurrent, unexpected, uncued panic 4/13 symptoms (fear and avoidance of having attacks/consequences of attacks/can’t escape) |
|
|
Term
| If termination is based on progress, how measure? |
|
Definition
i. Check in review goals
ii. Repeat self report or other measures:
1. Reliable & valid
2. Sensitive to change over time
3. Sx or DO specific: BDI, BAI, other measures |
|
|
Term
| Interoceptive: (Internal physio) Exposure |
|
Definition
| Exposure is to Sx’s of Panic Attack |
|
|
Term
| Assess individual sx’s via induction exercises |
|
Definition
1. Chair spinning
2. Straw breathing
3. Hyperventilating
4. Shaking head side to side
5. Holding breath
6. Push-up/Muscle tension
7. Running in place
8. Stare at light and read paragraph |
|
|
Term
| Describe the process of interoceptive exposure. |
|
Definition
1. Assess individual sx's via induction exercises
2. Describe Sx's: Rate intensity, similarity, and fear (use ones with highest numbers for exposures: Repeat until habituate)
3. Later do with in-vivo exercises
4. Assign for hmwk (often no fear in safety of Tx room w/therapist) |
|
|
Term
| Describe the process of interoceptive exposure. |
|
Definition
1. Assess individual sx's via induction exercises
2. Describe Sx's: Rate intensity, similarity, and fear (use ones with highest numbers for exposures: Repeat until habituate)
3. Later do with in-vivo exercises
4. Assign for hmwk (often no fear in safety of Tx room w/therapist) |
|
|
Term
|
Definition
Catastrophic misinterpretation of symptoms
1. Fight/flight – Prepares body
2. Goal extinguishes association b/n physical symptoms and fear |
|
|
Term
| What is the difference b/n fear and anxiety: |
|
Definition
1. Fear (in danger right now); Adaptive for survival
2. Anxiety (Preparing for future threat; good in some cases because it motivates you) |
|
|
Term
| When explaining the difference b/n fear and anxiety, what else do you explain? |
|
Definition
**Every situation has a evolutionary explanation
1. If doesn’t help survival
2. Heart beats fast: Move blood into large muscle groups
3. Dizzy: Blood moves from brain to large muscle groups
4. Blurry vision: Pupils dialate opens pupils
5. Short of breat: Oxygenates blood
6. Sweat: Predators slip off
**Yerkes Dodson Curve: Middle = ideal for highest performance |
|
|
Term
| What is the main characteristic of social phobia? |
|
Definition
| Fear of being evaluated by others; People will see I'm weak, etc. |
|
|
Term
| How do you Tx social phobia? |
|
Definition
**Individual and group therapy are EQUALLY effective.
1. Use of feedback (great in groups)
-SUDS: Private by self, by group --> Compare
2. Survey: Ask several strangers to take a survey about the pt's thoughts (Eg. eating in a restaurant alone)
3. Video feedback: Video Exposure
a. Operationalize it/Be objective: How know if appear anxious?
-Red? How red?; Ums? How many?; Pauses? How long/how many?
-Refute data by watching data together
4. 4. Social mishap/Bandwidth Exposures: Behavioral experiments aimed at altering pt’s perception of what is socially acceptable (eg. Increasing bandwidth)
i. Bx experiment aimed at altering pt’s perception of what is socially acceptable Make it happen to show it is okay/not as bad as predicted |
|
|
Term
| What is caused and maintained by avoidance? |
|
Definition
|
|
Term
| What are two types of therapy used with PTSD pts? Describe them. |
|
Definition
1. Prolonged Exposure Therapy (Foa)
2. Cognitive Processing Therapy (Resick)
**Both are equally effective!
1. Prolonged Exposure Therapy (Foa): Imaginal Exposure
1. Choose worse trauma and retell multiple times
1. Beginning, middle, end; want right amount of engagement (not too much, too little)
2. Present tense: See, feel, hear, smell, thinking at moment
3. Focus on themes: Shame, guilt, blame
4. Work on thoughts related to themes
5. First time typically “police report”
2. Trauma was dangerous, but memory of it was not
3. Purpose: Reexeperience memories BC not finished with memory
4. Use Socratic Questioning: Assist to make meaning of event – guilt/anger; Hindsight bias
2. Cognitive Processing Thearpy (Resick)
1. Written narrative |
|
|
Term
| What Txs are used for Depressed pts? |
|
Definition
1. Cognitive Therapy: focuses on psychoeducation and cognitive restructuring to challenge misattribution, exaggeration, unrealistic expectation, or other inappropriate cognition
2. Behavioral activation
3. Interpersonal Psychotherapy |
|
|
Term
| Describe Interpersonal Psychotherapy |
|
Definition
1. Built on interpersonal attachment theories
2. Based on RS demonstrating link b/n depression and poor relationships, life changes, complicated bereavement, and interpersonal deficits
3. Choose major theme: Stressful events
1. Grief (Death, NOT loss)
2. Role disputes (conflict with significant other)
3. Role transitions (life events)
4. Interpersonal deficits (only used if none of the other 3) |
|
|
Term
| What are sleep disturbances exacerbated by in general? What type of therapy is used to treat ppl with this DO? |
|
Definition
1. Insomniacs are preoccupied with thoughts about sleep
2. Dysfunctional beliefs about sleep heighten sleep-related anxiety and promote sleep-interfering habits
1. Fears center around catastrophizing the consequences of day time impairment associated with poor sleep
2. This place additional pressure on the individual to fall asleep quickly and this pressure raises tension, arousal, and further exacerbates insomnia
**Cognitive Therapy |
|
|
Term
| List 13 characteristics of sleep therapy. |
|
Definition
1. Don’t spend too much time in bed
2. Decrease noise in sleep environment
3. Stop looking at clock
4. Use bed only for sleeping and sex
5. Reduce caffeine
6. Stop smoking
7. Reduce/stop alcohol use
8. Exercise 6 hours before bedtime
9. Eat light snack before bed
10. Keep room a comfortable temperature
11. Use curtains to keep room dark
12. Don’t think about problems before bed
13. Use relaxation/meditation |
|
|
Term
| WRT to Sleep DO, what are two types of behavioral therapies used? |
|
Definition
A. Stimulus-Control Therapy
1. Only lie down when intending to go to sleep
2. Use bed only for sleep
3. If cannot sleep leave bed and only return when sleepy
4. Repeat step 3 as often as necessary
5. Set alarm to get up at same time every morning
6. Do not nap
B. Sleep-Restriction Therapy
1. Reduce time in bed to actual sleep time using sleep logs (>4.5 hrs)
2. Go to bed 15 mins earlier if arising time is fixed, but going to be time fluctuates, disrupting sleep efficiency for 5 days (>90%)
3. If sleep efficiency is <85%, pushed back later to equal total mean for previous 5 days |
|
|
Term
| What is the main focus of MI? |
|
Definition
Exploring and resolving AMBIVALENCE (2 contradicting sides)
**Use for pts who think that they don't have a problem, but obviously do |
|
|
Term
| Which cognitive distortion is characteristic of social phobia? |
|
Definition
|
|
Term
| What are the stages of change? |
|
Definition
Prochaska and DiCemente
1. Pre-contemplation: Not thinking about change
2. Contemplation: Person is aware a problem exists and seriously considers action, but has not yet made the commitment to an action.
-Preparation: Person intent to take action, and often report steps in that direction
3. Action: Person aware prob exists and actively modifies behavior, experiences, and environment to overcome the problem.
4. Maintenance: Person has made a sustained change by replacing old bx with new bx
5. Relapse |
|
|
Term
| Identify change talk from sustain talk. |
|
Definition
DARN CAT
Desire: How future will look
Ability: Courage, already do well
Reason: Important, reasons to change
Need: Should
Commitment
Activation
Taking actual steps |
|
|
Term
What questions do you ask when using MI?
What is it important to NOT do? |
|
Definition
1. How confident are you that you can make this change?
2. Why x and not y?
3. What would it take to get to a z?
4. Were you ever at a y? How did you improve?
**DO NOT use the Righting Reflex!!! |
|
|
Term
|
Definition
1. Open-ended questions.
2. Affirmations.
3. Reflective listening.
a. Simple reflections: Repeat almost exactly
b. Rephrase: Use slightly difference wording to reflect same meaning
c. Advanced understanding: Continue statement, amplified reflection (exaggerate), or Double-sided ("on the one hand.. on the other hand...")
4. Summaries: Collect, link, transition |
|
|
Term
What are these examples of?
1. What kinds of things can you imagining in your future if you make this change?
2. How do you feel about your future if you keep living this way? |
|
Definition
|
|
Term
What are these examples of?
1. What gives you the courage?
2. What do you already do well that will help you do this? What are you really good at? |
|
Definition
|
|
Term
What is this an example of?
If quit, what would be your reasons/what would be good about it? |
|
Definition
|
|
Term
What is this an example of?
What are some of the not-so-good things about using? |
|
Definition
|
|
Term
What is this an example of?
What are some things you might do (what do 1st) to make this work? |
|
Definition
| MI Change Talk: Commitment |
|
|
Term
What are these examples of?
Why x% and not y%?
Were you ever at z%? How did you improve?
Has there been another time you didn't think you could do it, and you did? |
|
Definition
1. Readiness
2. Importance
3. Confidence Rulers |
|
|
Term
| List and describe the 3 waves of therapy. |
|
Definition
1. 1st Wave: Behavior Therapy
-First order change: Observable bx (not unconscious conflicts)
2. 2nd Wave: Cognitive Revolution
-Bx therapy failed to account for language, cognition, emotion
-CBT was born
3. 3rd wave: Experiential,Context, Indirect change |
|
|
Term
| Why did a 3rd wave evolve? |
|
Definition
CBT had success & bx therapies are empirically supported Txs and clinical practice guidelines, but....
1. cog works without bx, bx works without cog --> New theories developed to explain mechanisms
2. 100% of the ppl did NOT achieve 100% improvement 100% of the time --> Something missing |
|
|
Term
| What is 3rd wave therapy? |
|
Definition
1. Developed by Hayes
2.Language is part of the problem
3. Sensitive to context and function of psychological phenomena, not just form
4. Psychological problems stem from inflexibility |
|
|
Term
|
Definition
-Hayes
1. Psychopathology stems from psychological inflexibility --> GOAL = Psychological flexibility
2. Based on Relational Frame Theory - Problem = language
3. Emphasizes FUNCTION, rather than content of internal experiences
4. Clinical problems: Stem from RELATIONSHIP with internal experiences, NOT thoughts and feelings themselves
-Internal experiences = Thoughts and Feelings |
|
|
Term
| What are the components of Psychological Flexibility? |
|
Definition
1. Contact with Present Moment
2. Values
3. Committed Action
4. Self as context
5. Defusion
6. Acceptance |
|
|
Term
| What are the components of psychological inflexibility? |
|
Definition
1. Dominance of the conceptualized past and feared future; Weak self-knowledge
2. Lack of values clarity
3. Inaction, Impulsivity, or Avoidant Persistence
4. Attachment to the Conceptualized Self
5. Cognitive Fusion
6. Experiential Avoidance |
|
|
Term
| What is Experiential Avoidance? |
|
Definition
| The attempt to control or change the form, frequency, or situational sensitivity to internal experiences (thoughts, feelings, sensations, memories), even when doing so causes behavioral harm |
|
|
Term
| Why is it so difficult to change (WRT Experiential Avoidance)? |
|
Definition
Negative Reinforcement
-Control/Struggle is the problem
-Misconception that we can control internal experiences (BC often can control external)
-The more you struggle, the more stuck you struggle, the more stuck you become
-Metaphors: Chinese finger trap, tug of war, quicksand, don't think of a pink elephant |
|
|
Term
| If pain is _____, struggle to avoid it is _____. Given this, what is the alternative to focusing on the problem? |
|
Definition
Universal; suffering
Acceptance --> Change AND to BUT
Willingness and Acceptance means you can have them both in your life |
|
|
Term
| Describe Acceptance WRT ACT. |
|
Definition
1. To take what is given
2. Not giving up, giving in, resignation
3. Willingness to experience something that is there anyway
4. In the service of living a valued life
**Ex: Joe the Bum |
|
|
Term
| How do you handle internal and external obstacles? |
|
Definition
1. Cognitive Defusion aka Decentering: See thoughts as separate, don't have to buy them
2. Mindfulness: Allows observation of internal experiences to aid with de-fusion
3. Self as context: Fused with stories of self; Establish transcendent sense of self; Observer of self
4. ID Values, Goals, Committed Actions, Obstacles |
|
|
Term
| How do you overcome obstacles to Committed Action? |
|
Definition
1. Mindfulness: Nonjudgmental, present focused awareness
2. Defusion
a. If I am observing what I think/feel, I can separate from it and choose to react differently
b. Think/feel one way, act in another way
-Ex. Ocean/pier; Passengers on a bus |
|
|
Term
|
Definition
1. Developed by Linehan for BPD
2. Based on idea that suicidal pts lack the ability/skills to build a life worth living
3. BPD often results from invalidating environment
a. Focus on change in Tx can feel invalidating
b. Too little change can be invalidating
4. DBT is BALANCE b/n Acceptance and Change
a. Wish to change every painful experience must be balanced with an acceptance of life's inevitable pain
b. Polarity in everything --> Opposing forces |
|
|
Term
| What is the core problem of BPD? |
|
Definition
**Emotion Dysregulation
1. Pervasive problem with emotions
2. High sensitivity/reactivity (eg easily triggered)
3. High emotional intensity
4. High Intolerance of emotion (Emotion phobia)
a. Desparate attempts to escape emotions
b. Hx of invalidation for emotions
c. Self-invalidation (self-hatred) and shame
d. Mood-dependent Bx |
|
|
Term
| Describe DBT intervention. |
|
Definition
-->Teach how to prevent Triggers
1. Cue
--> Reduce power of triggers and emotion vulnerability
2. Emotion Dysregulation
-->Teach alternative ways to avoid or distract
3. Avoidance or Escape
-->Teach how to stop problem bx
4. Problem Bx
--> Stop Problem Bx or reinforcement
5. Temporary Relief
--> Without escape, emotion dysregulation should improve
--> Regulate or tolerate distress
**Cycle starts over again |
|
|
Term
| What are the main components of DBT Therapy? |
|
Definition
1. Multiple Modes and Strategies
a. Individual (1yr) and group skills training (16wks)
b. 24/7 skills coaching
c. Therapist consultation team
2. Serious problem Bxs targeted first
a. Suicidal bx and self-injury
b. Excessive hospitalizations
c. Therapy-interfering bxs
3. Stabilization (coping skills)
a. Reduce life chaos: Problem solving
b. Build structure: Work
c. Build a "life worth living"
d. Emotion regulation |
|
|
Term
| What are 4 types of Skills Training WRT DBT Therapy? |
|
Definition
1. Emotion Regulation: Radical Acceptance
2. Distress Tolerance: Heavy focus on distraction early on, which is a less destructive form of avoidance
3. Interpersonal Effectiveness: Assertiveness
4. Mindfulness: Allowing experiences, rather than suppressing or avoiding them; "living awake with one's eyes wide open" |
|
|
Term
| Obstacles to change can be external or internal, but they are mostly ____. |
|
Definition
|
|
Term
| What is the umbrella point of ACT? |
|
Definition
Notice thoughts as just thoughts that are there and recognize them as JUST words, not need to be defined by them.
**GOAL: Change relationship to thoughts!
-Commit to valued, meaningful, driven life
-Same efficacy as CPT |
|
|
Term
|
Definition
**Mindfulness Based Stress Reduction
1. Vehicle of change = Mindfulness
2. Meditation practice; Body scan
3. Decentering
4. 8 wk course: Daily practice 45 min; 2 hrs class; day retreat
5. Instruction through: Mindful breathing, body scan, sitting meditation, hatha yoga, walking
-Originally designed to help pts cope with stress, pain, illness
3. Decentering: Change in relationship to thoughts occurs by stepping back and observing |
|
|
Term
|
Definition
| Process of changing relationship to thoughts by stepping back and observing |
|
|
Term
| What is Mindfulness-Based Cognitive Therapy? |
|
Definition
Elements of Cognitive Therapy + Elements of Mindfulness-Based Stress Reduction
1. Designed to Reduce relapse in Recurrent MDD
2. Model of Depression: Depression results from learned patterns of negative/ruminative thinking
3. GOAL: Decentering - ability to see thoughts as just thoughts (step back from thought processes and observe them) |
|
|
Term
| What is another name for Rational-Emotional Role play? Describe it. |
|
Definition
Point-counterpoint"
1. When cognitive techniques have gotten stuck at the split b/n rationally knowing a thought isn't true, but FEELING like it is
--> Client and therapist take turns role playing rational part of mind and emotional part of mind
-Eg. Client 1st argues for dysfunctional thought and therapist (acting as client's self-talk) argues against it, then switch |
|
|
Term
| Why is comorbidity knowledge important? |
|
Definition
**Findings are Mixed
1. Statistics: About half ppl have comorbid Dx
-About 1/4 of those ppl with have >1
2. Pre-Tx comorbidity does NOT affect CBT outcome for anxiety in adults or adolescents
3. Usually when 1 DO is treated, other DO decreases as well
4. Comorbid PTSD negatively impacts response to ERP for OCD
5. Panic Tx decreases comorbid sx's at post-Tx, but those sx's return when panic sx's do not
4. Social Phobia: Pre/post associated with more sx's pre/post but, Pre-Tx not affect Tx outcome
5. Comorbid MDD: Worse pre/post than comorbid anxiety |
|
|
Term
| How are medications related to CBT? |
|
Definition
1. Results = Mixed
2. Benzos interfere with Anxiety DOs
3. If meds used with CBT, after termination of meds --> Relapse |
|
|
Term
| What are the advantages and disadvantages of Group CBT? |
|
Definition
1. Equally efficacious to individual
2. Tx looks same with addition of ground rules
**Advantages:
1. Support, not alone
2. Social Anxiety & Depression: Built in exposure and social connection
**Disadvantages:
1. Can't always modify Individual Tx
2. Harder to tailor Pt's needs
3. PTSD: 1 study found less effective
4. Comorbity more likely addressed in individual |
|
|
Term
| What is the rational for Barlow's unified protocol? |
|
Definition
**Designed for anxiety and depression, but theoretically hope it will be found efficacious for somatoform, BPD, etc.
1. Evidence suggests DOs share common etiology
2. Overlapping sxs
3. Comorbidity
4. More realistic in "real world" settings
5. Training easier (rather than different protocol for every DO) |
|
|
Term
| What is Barlow's Tx Protocol (steps)? |
|
Definition
1. 15 individual, 50min sessions
2. Psychoed
a. Nature/Fxn of emotions
b. 3 component model
c. Negative reinforcement
3. Antecedent Cognitive Reappraisal:
aka "Cognitive Restructuring"
4. Prevent emotional avoidance:
a. Distraction
b. Relaxation
c. Bx avoidance, etc.
5. Modification of emotion-driven bx (EDB)
a. Opposite action |
|
|
Term
|
Definition
1. Efficacy comparable to Adult CBT
2. Skills same, but modified to be developmentally appropriate.
3. Social skills training: TO address disruptive Bx
4. Same skills as adults: Psychoed, cognitive restructuring, Bx experiments
5. Rewards important
6. Parental involvement important
a. Psychoed: Help parents model bx; Help when they may be contributing to the prob (overprotective, controlling)
b. Monitor hmwk compliance
c. Assist with exposure tasks |
|
|
Term
| What is typically not used with kids WRT CBT? What is likely to be used? |
|
Definition
Unlikely: Flooding
Likely:
Coping cards: "Cheerleading statements"
Cognitive Restructuring: Thinking like a detective; What was going through your mind; Teaching "talk back"
Drawings/games
Emotion faces |
|
|
Term
| WRT Minority Clients, what are some key issues for therapists to consider? |
|
Definition
1. Seek to fully understand: Ask, read, supervision
2. Definition of "disorder" based no majority culture: Consider differences b/n individualistic and collectivistic cultures; "healthy paranoia"
3. Collaboration in goal setting and strategies
4. Achieve BALANCE:
a. Avoidance v. intrusiveness
b. Ignorance v. attachment to assumptions
c. Challenge v. "accept" culture |
|
|
Term
| What are some of the issues that result when diversity is not taken into consideration? |
|
Definition
1. Client gets less Tx:
a. Early dropout
b. Less compliance
c. Less motivation
2. Tx less effective
a. Erroneous Case Formulation/Dxs
b. Goals/outcomes irrelevant to client
c. Missing Tx Components (eg. family) |
|
|
Term
What are the 5 main problem-solving approaches that many ethnic groups prefer?
When should you use caution? |
|
Definition
**Active/directive approach:
1. Ideographic ass't
2. Focus on empowerment & skills
3. Focus on fxn (flexible) & effectiveness (context)
4. Less "intrusive"
5. Especially those who are less acculturated
**Use caution:
1. Assertiveness training with Asians and Latinas
2. Many Native-Americans prefer a less directive approach
3. Changing "problematic" cultural beliefs/practices |
|
|
Term
|
Definition
| Tx already validated & have been proven effective; Con: Nothing really validated all the time, no complete success |
|
|
Term
|
Definition
| Tx supported with effective empirical studies, emphasizes empirical research, requires positive outcomes; Con: Evidence in question = empirical in nature, sometimes any Tx is better than no Tx |
|
|
Term
|
Definition
| Txs empirically evaluated; Con: Misleading because have been therapies that have been evaluated, but found to not be supportive |
|
|
Term
|
Definition
1. Established levels of EVB Criteria (Well-established; Probably efficacious)
2. Division 12 APA for good Txs |
|
|
Term
|
Definition
| 1. Cultural Competent Practice guidelines for therapy (ADDRESSING model) |
|
|
Term
|
Definition
| Empirically supported Psychological Tx are important BC they keep practices up-to-date |
|
|
Term
|
Definition
Hmwk adherence is associated with significantly better outcomes of therapy
-Emphasize quantity and quality to get better gains
-Especially important for depression BC motivational, cognitive, behavioral disturbances |
|
|
Term
|
Definition
-Hmwk important, but other factors play a role, too
-Review of hmwk important |
|
|
Term
|
Definition
-Dose-response relationship
-Majority of RS from labs, not actual practice, need a realistic way to determine generalizability of RS |
|
|
Term
|
Definition
**CHanging cognitions is not necessarily helpful
--> May NOT need to challenge thoughts in therapy
1.
2. Significant improvement within first several sessions, but then deteriorates when therapist begins to challenge thoughts
3. Changes in cognitive mediators instigate symptomatic change |
|
|
Term
|
Definition
One-session Tx for Specific Phobias
-Combination of invivo and modeling
-Long term --> Effective |
|
|
Term
|
Definition
| Social Phobia: Cognitive model of social anxiety in which socially anxious individuals are preoccupied with their thoughts about physiological arousal, ongoing performance, and other people's perceptions of them |
|
|
Term
|
Definition
| MBCT superior over TAU group for depression |
|
|
Term
| Campbell-Sills, Barlow, Brown, Hoffman |
|
Definition
-Act of supressing emotions makes you think about it more
-Acceptance is more effective |
|
|
Term
|
Definition
| Empirically supported Txs (ESTs)NOT valid for minorities |
|
|
Term
|
Definition
1. Exposure and Ritual prevention
2. Clominpromaine
3. Combination
--> More effective than placebo |
|
|
