Chapter 9: Behaviorism

Four areas of development

• Classical conditioning: Pavlov
• Operant(learning) conditioning: Skinner
• Social Learning Theory: Bandura
• Cognitive Behavior Therapy

Classical conditioning: Pavlov

• B4 Conditioning
  • UCS(food)------->UCR(salivate)
  • CS(bell)---------->0(response)

• Conditioning
  • UCS+CS-------->UCR(salivate)…do it, over and over again.

• After Conditioning
  • CS(bell)---------> CR(salivate)

• Human emotions can be conditioned. They aren't unconscious conflicts.

Operant(learning) conditioning: Skinner

• Our behavior is a function of it's consequences
• When you get rewarded for something you tend to repeat it.
• Positive reinforcement- increases the probability that a response will be repeated.
• Negative reinforcement-increases the probability that a response will be repeated when the unpleasant condition is removed.
• With punishment you are less likely to do the things
  • Punishment 1- present a noxious(bad) stimulus usually in attempt to get rid of a bad behavior.
  • Punishment 2- the removal of a pleasant stimulus(penalty)

• Extinction- ignore the behavior….I dunno
• The theories of learning that Pavlov and skinner did with animals apply to humans

Social Learning Theory: Bandura

• A model of operant conditioning. We can anticipate the outcome of our behaviors
  • Cause and effect situations.

• The environment doesn't affect us blindly. We are aware that our behavior creates some kind of outcome

1. Much of our learning is done through the behavior of others
   1. Symbolic model

1. When we see the behavior of a model being rewarded we are more likely to repeat it and vise versa.
   1. Self-efficacy- you believe in your behavior to do the behaviors needed to produce a particular outcome.
      1. If you have this you set challenging goals.

1. Could have been self-efficacy

Cognitive Behavior Therapy

• Client and therapist enter the encounter with each of their idea of how the world works and how change can occur
• They don't think change will occur without changing your faulty patterns of thinking
  • Change thinking and change behavior

View of human nature

The client is in control of his behavior

Key Concepts & Assumptions

• The past don't matter
• It is based on empirical research
• Always tailor the procedures to the clients
• Behavior is the product of learning
• we are both the product and producer of our environment

Therapeutic goals

• The client and therapist sit down and go over the goals
  • Measurable, clear, concrete, specific, and something they can reach.

• Discuss advantages and disadvantages of the goals
  • What's required for change
  • Assess the goals
  • Make it were the client can achieve the goals

Function and roles

• Help client unlearn the mal-adaptive behaviors
• Create opportunities to learn
  • Model for the client
  • They learn by imitations

• Use clarification
• Functional assessment
  • Anaceedent- something in the environment that preceeded the behavior
  • Behavior- like a guy who drinks after he fights with his wife
  • Consequences-gets addicted to the alchol

Clients experience

• You teach- the client takes what they learn in sessions and takes it to the real world
• Actions follow verbalization in therapy
  • They must be motivated to change

• Positive reinforcement
• In therapy make readjustments so they can meet their goals

Relationship

• Collaborative
• Respect
• Not a GUE-I
• Serves as a foundation for change
  • Don't have to have empathy for change.

Techniques: ABA(applied behavior analysis)

• Operate behavior techniques

Techniques: Relaxation training: Jacobson and progressive muscle relaxation

• Had the idea that muscular tension is related to psychological problems
• What you teach the client to do is systematically relax some parts of the body
• When the client has anxiety you want to make a habit of relaxation
  • Counter condition that anxiety response  with muscle relaxation

• Teach clients to do this daily

Techniques: Systematic Desensitization: Wolpe

• When you treat a fear based behavior by exposure the person to the situation either in their mind or reality.
  • Gradually expose the person to the thing

• He thought that our phobias are classically conditioned fear habits

• Relaxation training to counter condition anxiety
  • Reciprocal inhibition- fear is replaced with an incompatible response
  • Have client practice it in the office
    • Use audio tapes and stuff like that

• Anxiety Hierarchy with SUD's Scale
  • The client has to learn to rate their level of anxiety
  • Subjective Unit of Dysfunction
    • 0 is relaxed and 10 is the most
    • The client describes the parameters
      • What exactly happens when you are in the situation

• Desensitization
  • After we find out what makes them uncomfortable then you start having them come in and imagine the least anxiety provoking scene
  • So bring them to the airport and when they get a little nuts as you introduce more you stop and tell them to stay in the relaxed state
  • You do therapy to work your way up to the situation.
    • They do homework and outside stuff to help

Techniques: Exposure Therapies

• Based on the principle that under controlled conditions clients are best treated by exposure to the very things that they want to avoid
• In Vivo exposure
  • Exposing clients to the real fear provoking stimulus
  • Learn the competing technique like breathing or muscle relaxation

• Flooding
  • This is when obviously the client is going to have an event but the consequences aren’t there because they are in your office or whatever
  • In Vivo Flooding
    • You literally have exposure to the actual anxiety provoking stimuli without using the helping behaviors
      • Ex: throw snake on their lap
  • Imaginal Flooding
    • When you imagine in your head the event without any averse consequences
  • Ethics are huge in these flooding events…inform them that anxiety is going to be induced, the pros and cons

• Great for PTSD and anxiety
• Combining the Imaginal flooding, eye movement, and countering restructuring
  • We process trauma neurologically

• Help that person rewire the process on events

Techniques: Social Skills Training: Assertiveness

• Passive- let someone else take control of a situation and they could take advantage of you.
  • Afraid to express their anger, their anxiety blocks them from doing stuff

• Aggressive- control, dominate and really take advantage of you
  • They advance their agenda at the expense of others
  • Assertive- you communicating your wants and idea in a socially good way

• Passive-aggressive- is where they basically use indirect and dishonest communication

• In these programs you want to teach clients to manage their own lives
• You want them to use techniques and practice on themselves
• Come up with a plan to help the client
• Token Economies- if a person does something good they get a token
  • Target specific behavior for client and the rules are set up for you to get the tokens

Multimodal Therapy-Lazarus-Basic ID

• Very wholistic, systematic, comprehensive theory
• What works for whom under what conditions
  • Technical eclecticism- taking stuff from a mixture of theories

• Rather than using one model you pick up techniques that you think will help the clients
• Lazarus thought that when people come in to therapy they had several problems and they're a lot of different interventions
• 7 modalities and the acronym is called "BASIC ID"
  • Behavior-
  • Affect- what emotions are pre-dominent
    • What starts it
  • Sensation- is there anything significant from the senseses
  • Imagery- mental pictures, dreams, self-image
  • Cognition- thoughts, ideas, values and opinions
  • Interpersonal Relationship- how they interact with each others
  • Drugs/biology- are you taking anything

• Firing order- basically what comes up first to them in the modalities
• Start where the client is a do an assessment
  • Start in one area then teach them a technique they can use to make the changes they want as quickly as possible

Dialectical Behavior Therapy: Linehan

• Usually used to treat borderline personality
• Dialectics means we are reconcile opposites
  • Helps them regulate their emotions

• Accept them for who they are but teach them how to make change
  • Help them manage behaviors
    • Acting out, substance abuse

• Usually a long time, maybe a year
  • Help them to analyze their own emotional deregulation

• Don't solve problems

Definitions 

A process involving receiving our

present experience without judgment or preference,

butwith curiosity and gentleness, and striving

for fuIl awareness of the present moment.

This model of behavior posits that

behavior (B) is influenced by some particular

events that precede it, called antecedents (A),

and by certain events that follow it called consequences

(C).

A mindfulness-based program that encourages clients

to accept, rather than attempt to control or

change, unpleasant sensations.

A social skills program designed for individuals who have trouble with aggressive behavior.

Ones that cue or elicit a

certain behavior.

Another term for

behavior modification; this approach seeks to

understand the causes of behavior and address

these causes by changing antecedents and consequences.

A set of techniques that involves

behavioral rehearsal, coaching, and learning

more effective social skills; specific skills

training procedures used to teach people ways

to express both positive and negative feelings

openly and directly.

Questioningthatenables

the therapist to identify the particular antecedent

and consequent events that influence or are functionally

related to an individual's behavior.

The conceptual framework of

multimodal therapy, based on the premise that

human personality can be understood by assessing

seven major areas bf functioning: behavior,

affective responses, sensations, images, cognitions,

interpersonal relationships, and drugs/

biological functions.

A therapeutic approach

that deals with analyzing and modifying

human behavior.

A technique consisting of

trying out in therapy new behaviors (performing

target behaviors) that are to be used in everyday

situations.

This approach refers to

the application of diverse techniques arid procedures,

which are supported by empirical evidence.

Identifying the maintaining

conditions by systematically gathering

information about situational antecedents, the

dimensions of the problem behavior, and the

consequences of the problem.

A set of procedures

used to get information that will guide the development

of a tailor-made treatment plan for

each client and help measure the effectiveness of

treatment.

Also known as Pavlovian

conditioning and respondent conditioning. A

form of learning in which a neutral stimulus is

repeatedly paired with a stimulus that naturally

elicits a particular response. The result is that

eventually the neutral stimulus alone elicits the

response.

An approach

that blends both cognitive and behavioral

methods to bring about change. (The term CBT

has largely replaced the term "behavior therapy,"

due to the increasing emphasis on the interaction

among affective, behavioral, and cognitive

dimensions).

Procedures

aimed at teaching clients specific skills to

deal effectively with problematic situations.

Internal events such as

thoughts, beliefs, perceptions, and self-statements.

Events that take place as a result

of a specific behavior being performed.

Written agreement

between a client and another person that specifies

the relationship between performing target

behaviors and their consequences.

A blend of behavioral

and psychoanalytic techniques aimed

at treating borderline personality disorders; primarily

developed by Marsha Linehan.

Therapeutic interventions

that have empirical evidence to support

their use.

Treatment for fears and

other negative emotional responses by carefully

exposing clients to situations or events contributing

to such problems.

When a previously reinforced behavior

is no longer followed by the reinforcing

consequences, the result is a decrease in the frequency

of the behavior in the future.

Eye movement desensitization and reprocessing

(EMDR)

An exposure-based therapy that

involves imaginal flooding, cognitive restructuring,

and the use of rhythmic eye movements and

other bilateral stimulation to treat traumatic

stress disorders and fearful memories of clients.

Prolonged and intensive in vivo or

imaginal exposure to'highly anxiety-evoking stimuli

without the opportunity to avoid or escape

from them.

The process of systematically

generating information on the events

preceding and following the behavior in an attempt

to determine which antecedents and consequences

are associated with the occurrence of

the behavior.

Brief and graduated

exposure to an actual fear situation or event.

Involves client exposure to

actual anxiety-evoking events rather than merely

imagining these situations.

Intense and prolonged exposure

to the actual anxiety-producing stimuli.

A process that involves becoming

increasingly observant and aware of external

and internal stimuli in the present moment and

adopting an open attitude toward accepting what

is, rather than judging the current situation

A comprehensive integration of the principles

and skills of mindfulness applied to the treatment

of depression.

This program applies mindfulness techniques to

coping with stress and promoting physical and

psychological health.

Learning through observation and

imitation.

A model endorsing technical

eclecticism; uses procedures drawn from

various sources without necessarily subscribing

to the theories behind these techniques; developed

tiy Arnold Lazarus.

A reinforcing stimulus

is removed following the behavior to decrease

the frequency of a target behavior.

The termination or

withdrawal of an unpleasant stimulus as a result

of performing some desired behavior.

A type of learning in

which behaviors are influenced mainly by the

consequences that follow them.

An aversive stimulus

is added after the behavior to decrease the frequency

of a behavior.

A form of conditioning

whereby the individual receives something

desirable as a cons,equence of his or her behavior;

a reward that increases the probability of its

recurrence.

The process in which a behavior

is followed by a consequence that results in a decrease

in the future probability of a behavior.

A specified event that strengthens

the tendency for a response to be repeated. It

involves some kind of reward or the removal of

an aversive stimulus following a response.

An individual's belief or expectation

that he or she can master a situation and

bring about desired change.

A collection of cognitive behavioral

strategies based on the idea that change

can be brought about by teaching people to use

coping skills in various problematic situations.

The process of observing

one's own behavior patterns as well as one's interactions

in various social situations.

A multifaceted

treatment program designed to reduce

social anxiety, improve interpersonal skills, and

increase the range of enjoyable social activities.

A perspective holding

that behavior is best understood by taking into consideration

the social conditions under which learning

occurs; developed primarily by Albert Bandura.

This training involves a

broad category that deals with an individual's ability

to interact effectively with others in various social

situations. A treatment package used to teach

clients skills that include modeling, behavior rehearsal,

and reinforcement.

A procedure based

on the principles of classical conditioning in which

the client is taught to relax while imagining a

graded series of progressively anxiety-arousing

situations. Eventually, the client reaches a point

at which the anxiety-producing stimulus no longer

brings about the anxious response

Chapter 10: Cognitive-Behavior Therapy

History

•  In the 1950's people didn't believe that treatments could help people in a timely mannor
• People thought that psychoanalyst and behavior were opposite and left out a bunch of stuff

Shared attributes Ellis, Beck, Meichenbaum

• All three therapies emphasize the importance of thinking in human behavior
  • Thinking causes us to feel and act
  • "stinking thinking"

• Change thinking you can change behavior
• People usually come in with a target, and in therapy if they change they're thinking can change their "cognitive set"
• This is a time limited thing
• Collaborative relationship between the client and therapist(don't have to be best friends but we have to work together)

Ellis- REBT

View of human nature

• Assumption that humans are born with a potential for both rational thinking and irrational thinking.
• Taking for granted that humans are fallible, REBT attempts to help them accept themselves as creatures who will continue to make mistakes yet at the same time learn to live more at peace with themselves.
• It acknowledges the things that happened in the past but it's the present that matters and what can you do now to alleviate
• Stop blaming yourself and others cause nobody's perfect
• A normal healthy person is
  • Self accepting
  • Other's accepting
  • Life accepting
  • They are mature and work hard
• An abnormal person
  • They have a low frustration tolerance, they tend to make absolutist demand
    •  
      • This must happen this should happen
    • They are disturbed by they're view on things not the things
    • There is always room to control your reactions. No one can make you feel a certain way.
    • Abnormal beliefs

View of emotional disturbance

We have irrational beliefs that hurt us and we reinforce them

• "life isn't fair"
• "It's awful"
  • Awfulizing; Make everything worse
• "I can't stand it"
  • Sometimes life feels difficult but once you stop pitting  yourself you can change
• Musterbating
  • I must get what I want
• We think we are incompetent
  • We label ourselves based on a sample of what you did…or one little thing you did.

ABC theory of personality

A. Activating Event: Person place or thing that is believed to cause the disturbance.
B. Belief: Activating events don't cause disturbance but what you believe about them do.
C. Consequences: You can feel angry or depressed, we have to decide how they are handling it and where they are on 1-5 scale
D. Disputing intervention: Dispute their irrational ideas

1.  
   1. Empirically- is there evidence for this belief
   2. Logically- how is your thinking
   3. Pragmatically- even if the belief is there how long is it going to last honestly.

• To help the client become aware of their automatic thoughts and change them
• Teach them to identify their musts and shoulds
  • The self-awareness is life changing

• Don't blame others for what goes wrong in your life
• Clients minimizing their emotional disturbances and self defeating behaviors by acquiring a more realistic and workable philosophy of life

• ABCDE- ask about their beliefs and counter with logic
• Counter pose their irrational beliefs
• Socratic dialog- directive and persuasive 

• Very much here and now
• Homework, reeducation

Relationship between therapist and client

• Accept them as imperfect
• Teaching role
• Self-disclosure as appropriate

• Rational emotive imagery
  • clients imagine themselves thinking, feeling, and behaving exactly the way they would like to in real life.
• using humor
• Role play and shame attacking exercises
  • Shame attacking exercise is where the client feels ashamed and you want to help them not be ashamed. So you say do something bazzare like miss match clothes or wearing things crazy for a game. Less sensitive of what other people are thinking

• Operate conditioning
• In vivo desensitation

Beck's Cognitive Therapy (CT)

• The depressed person develops a very negative view of self and sees themselves as inadequate
  • They get laid off because of the economy they think they didn't do a good enough job

• Interpute world experiences negative
  • Selective abstraction that feed their belief
  • Anything that will prove their negative point

• (julius has it) Core belief are that they are inadiqute

Cognitive schemas defined

• Early child hood experiences and interactions that shaped their schemas
• Sometimes we have positive ones( I have the ability to do anything)
• Sometimes they are negative( I will never succeed)
• Who was involved with the inception(were they important people)
• how well developed they are (how long have they been in your head)
• People with anxiety disorders often happens is that there is a belief when there is none. They don't recognize the safty cues
• The role of thinking in how we process information. Transform mal-adaptive thinking into something more productive
• Asked clients to detect self defeating, irrational, disfunctioning things they think

10 Cognitive Distortions

• Logical errors in reasonings that lead to faulty assumption and misconceptions that can maintain bad thinking

1. Polarized or dicotomus thinking- either good or bad, no shades of grey! Doesn't allow any mistakes. All or nothing
2. Over generalization- the person makes up a general rule based on a specific situation and applies it to an inapproiate situation
   1. Use words, never, always

1. Selective abstraction(mental filter)- dwell on negative and ignore the positives. When people are depresses they habe a hard time looking at the positive. For some people this is a pattern
2. Discounting the positive- where you insist that your accomplishments or positive qualities don't count.
3. Aubretrary instinces(jumping to conclusions)- the person is making a conclusion that is not backed up by facts.
   1. Mind reading- you assume that people are reacting to you negatively. You make the assumption that people are looking down
   2. Fortune telling- you predict that things will turn out badly. You predict that you are doomed to suffer

1. Magnification or minimization- exaggerating  the negative  of small problems; Minimization is the exact opposite
   1. Catastraphize- a type of thinking where you get a 75 on the exam and you think that if you get another 75 you will fail and life will be over.

1. Emotional reasoning- feelings are not facts
2. Should statements- you criticize yourself or others with should. Shouldn't, musts, oughts, and have-to. Cue to feel guilty.
3. Labeling-
4. Blame- blame yourself for something that is not your fault
5. Personalization- we attribute an external even to ourselves even though theres no evidence to support that. If the boos comes in with a frown we think we did something

Client Therapist Relationship

• Collaboration
• Value the idea of a therapeutic alliance but they don't dwell on it
• Work as a team
• And client takes an active role
• combine empathy and sensitivity, along with technical competence 

• Automatic thoughts
  • Help identify and recognize those automatic thoughts
  • Make them realize how they affect their emotions and behaviors
  • Socratic questioning- challenege thoughts
• Role play
  • To experience the thoughts and feelings
• De-catastrophize
  • Encourage the client to face the fear or situation.
• Guided imagery
  • Think about what you would like to happen and how you can make it happen
• Coping cards
  • Won't ask on test
  • Something where when you're frustrated and you say "I am going to find someone to help me"
  • Little cards that they can construct
• Homework
  • Give them something to do between now and the next session
• Daily record
  • Write all the dysfunction thoughts
• Bibliotherapy
  • A lot of books to read for clients

Meichenbaum: Cognitive Behavior Modification (CBM)

• Clients become aware of self-talk
  • Prerequisite for change clients must notice how they think, feel, and behave and the impact they have on others

Self-observation

Starting a new internal dialogue

Learning new skills

Self-Instruction Training (SIT)

1. Teaches the appropriate behavior through modeling.
   1. Basically, if you take a child to the store and they want to run all over the place. You saw we are going to hold hands and we will walk through the toys and when they don't act up you say good job. Gradually give them self instruction where they can do things themselves and praise themselves silently.

1. Kids and adults need to learn a script to evaluate their behavior change

1. Self management with dealing with stress
   1. They learn that it's not the stressor that causes the problem it's the way you interrupted the stressor.
   2. Self-talk, rehearse anticipated crises
      1. Role playing like what would you do if someone offered you a joint.
   1. Help client recognize first signs of stress
   2. Teach them they're role in creating their stress.
   3. Skill acquisition
   4. Application and follow through

Temporal sequence

of antecedents, behavior, and consequences.

The theory that peoplet problems do

not stem from activating events but, rather, from

their beliefs about such events. Thus, the best

route to changing problematic emotions is to

change one's beliefs about situations.

A form of cognitive distortion

that refers to making conclusions without

supporting and relevant evidence.

Maladaptive thoughts

that appear to arise reflexively, without conscious

deliberation.

A

therapeutic approach that focuses on changing

the client's self-verbalizations.

A treatment

approach that aims at changing cognitions

that are leading to psychological problems.

In cggnitive therapy, the

client's rriisconceptions and faulty assumptions.

Examples include arbitrary inference, selective

abstraction, overgener alization, magnifi cation

and minimizations, labeling and mislabeling,

dichotomous thinking, and person alization.

A process of actively

altering maladaptive thought patterns and replacing

them with constructive and adaptive

thoughts and beliefs.

The organizing aspect of

thinking, which monitors and directs the choice

of thoughts; implies an "executive processor,"

one that determines when to continue, interru.pt,

or change thinking paiterns.

An approach and set of

procedures that attempts to change feelings and

behavior by modifying faulty thinking and believing.

A strategy of viewing

the client as a scientist who is able to make objective

interpretations. The process in which therapist

and client work together to phrase the client's

faulty beliefs as hypotheses and design homework

so that the client can test these h5rpotheses.

A recent development

in cognitive therapy that emphasizes the

subjective framework and interpretations of the

client rather than looking to the objective bases

of faulty beliefs.

An approach

that focuses on the stories that people tell

about them themselves and others regarding significant

events in their lives.

A behavioral procedure

for helping clients deal effectively with stressful

situations by learning to modify their thinking

patterns.

A cognitive error that

involves categorizing experiences in either-or

extremeS.

Distortion of reality

Erroneous thinking that

disrupts one's life; can be contradicted by the

client's objective appraisal of the situation.

Carefully designed and agreed

upon assignments aimed at getting clients to

carry out positive actions that induce emotional

and attitudinal change. These assignments

are checked in later sessions, and clients

learn effective ways to dispute self-defeating

thinking.

An unreasonable conviction

that leads to emotional and behavioral problems:

A term coined by Ellis to refer

to behavior that is absolutist and rigid. We tell

ourselves that we must, should, or ought fo do or

be something.

A process of holding extreme

beliefs on the basis of a single incident

and applying them inappropriately to dissimilar

events or settings.

A tendency for people to relate

external events to themselves, even when there is

no basis for making this connection.

A theory that is based on the assumption that

cognitions, emotions, and behaviors interact significantly

and have a reciprocal cause-and-effect

relationship.

A form of intense

mental practice for learning new emotional

and physical habits. Clients imagine themselves

thinking, feeling, and behaving in exactly the

way they would like to in everyday situations.

The quality of thinking, feeling,

and acting in ways that will help us attain our

goals. Irrationality consists of thinking, feeling,

and acting in ways that are self-defeating and

that thwart our goals.

Procedure for promoting

long-term maintenance that involves identif ing

situations in which clients are likely to regress to

old patterns and to develop coping skills in such

situations.

Core beliefs that are centrally related

to dysfunctional behaviors. The process of cognitive

therapy involves restrrrcturing distorted core

beliefs (or schema).

A cognitive distortion

that involves forming conclusions based on an

isolated detail of an event.

An approach to

therapy based on the assumption that what

pepple say to themselves directly influences the

things they do. Training consists of learning new

self-talk aimed at coping with problems.

What people "say" to themselves

when they are thinking. The internal dialogue

that goes on within an individual in stressful

situations.

A strategy used

in REBT therapy that encourages people to do

things despite a fear of feeling foolish or embarrassed.

The aim of the exercise is to teach

people that they can function effectively even if

they might be perceived as doing foolish acts.

A process that cognitive

therapists use in helping clients empirically

test their core beliefs. Clients form hypotheses

about their behavior through observation and

monitoring.

Individuals are given opportunities

to deal with relatively mild stress

stimuli in successful ways, so that they gradually

develop a tolerance for stronger stimuli.

A form of

cognitive behavior modification developed by

Donald Meichenbaum that is a combination of

information giving, Socratic discussion, cognitive

restructuring, problem solving, relaxation

training, behavioral rehearsals, self-monitoring,

self-instruction, self-reinforcement, and modifying

environmental situations.

A process whereby

the therapist strives to engage the client's active

participation in all phases of therapy.

Chapter 11: Choice Theory and the new reality theory- Glasser

• All we do from birth is behave, problems result from the way they choose to behave
• Clients choose their behaviors to deal with their bad relationships
  • Involved in dissapointed relationships
  • Or they don't have one

• Make better choices to find better relationships
  • Better choices to deal with the relationships you have

• You have to model and establish a good/ positive relationship with the clients so they can see what it looks like

Relationship to other therapies

• Existentialism- freedom of choice, responsibility
• CBT- thinking
• Humanistic- relationships
• Biological(won't ask)- our brain controls our needs to have with homeostasis
• Post-modern-constructivist piece: the clients quality worlds plays a big part in their behavior 

• We are not born blank slates waiting to be externally motivated by forces in the world around us. 
• We are born with five genetically encoded needs
  • next card
• we need to both give and recieve love

• Survival-
  • food, water, body temperature, sex

• Love and belonging-
  • this is a primary need because we need people to satisfy other needs
  • It's a real hard need because you have to have someone who cooperate with someone
  • Belonging and not isolated is something we need…without it life is less affected

• Power or achievement
  • You feel you are in control of your life
  • Powers are something as simple as we get to make a choice to vote
  • Conflicts arise when people fulfill their power needs at the expense of others- you take away someone else's powers

• Freedom or independence
  • Autonomous, mature and making your own choices
  • It's difficult to have power without freedom

• Fun
  • To enjoy your life
  • People need to play and laugh when they are living and laughing
  • Enjoyment is how people learn about themselves

• Total Behavior
  • A way that we can satisfy our needs. 4 components
    • Feeling
      • Pain, happy, sad, anxious
    • Acting
      • How you act
    • Thinking
      • Self-talk, contemplating
    • Physiology
      • Bodily reactions
  • We get to choose our thinking and acting
  • Feelings and physiological can only be changed by how we think and act
    • How we think is how we feel
    • Change the way you think…control your feeling and physiology

• Normal behavior
  • The healthy person balance the needs
  • Choose to have affective behavior

• Abnormal behavior
  • Its a choice
  • He uses verbs
    • We choose to be depressing, angering, obsessing

• The emphasis of reality therapy is on assuming personal responsibility and on dealing with the present.
• reject transference
• keep in the present
• avoid focusing on symptoms

Quality World

• We don't satisfy our needs directly, we keep track of the things that feels good
• All of us have a unique quality world that consists of a small group of memories where we obtain those five basic needs
  • We drift back and forth between the pictures that helps up

• Categories
  • People
  • Things
  • Ideas or ideals that you believe increases the quality of your life

• Things move in and out of our quality world
• For the most part our worlds are stable but if we have a hard time letting someone out of our quality world it becomes unhealthy
• Wubbolding
  • The world can make relationships Harmonious or Adversarial

• Glasser
  • Few people are aware of this world and they don’t know how the mental pictures affect their behavior
  • If people understood how the quality world affected their behavior they would get along with each other

• Practical
  • The needs of our quality world has to be met in the real world

• Help the client create a more realistic world
  • What do you want
  • What do you want to do

• We have to understand what's in the clients quality world
  • Getting into the clients world is the art of therapy
  • It's from that relationship that clients learn how to get what they want from relationships.

• reconnect with people in their quality world
• Clients set goals and interpute their behavior
• Work on their core problems
  • What's going on in their relationships
  • Help them stick to the five needs

Therapist function and role

• teaching role 
• challenge client to evaluate themselves
• no matter how bad things are there is hope

• Short term, quick, what they get in therapy they use at home
• They change their behavior to get better satisfaction

• warm, supportive, and challenging

• Build the treatment environment
  • Between you and the client
  • Listen, humor, psycho-education
  • accepting

• Procedures that lead the change - WDEP
  • W-find out the client's wants(quality world)
    • What would you do if you got your needs met
  • D- what directions they're choices are taking them
  • E-Evaluation. They evaluate their choices and behaviors
  • P- help make a workable plan
    • The best plan is the one the client develops

• You can use other techniques from CBT

The view that humans are internally

motivated and behave to control the world

around them according to some pu{pose within

them. We are basically self-determining and create

our own destiny.

The act of sticking to a realistic

plan aimed at change.

Specific ways of creating

a positive climate in which counseling can occur.

The proper environment is based on personal involvement and specific procedures aimed at

change.

Therapist interest in and caring

for the client.

Choosing misery by developing

symptoms (such as headaching, depressing,

and anxietying) because these seem like the

best behaviors available at the time.

The reality that we experience

and interpret subjectively.

An image of our specific wants

as well as precise ways to-satisfy these wants.

The needs for belonging,

power, freedom, and fun; these are the forces

that drive humans and explain behavior.

The perceptions and images we

have of how we can fulfill our basic psychological

needs; another phrase for picture album.

Based on choice theory, this

approach provides a way of implementing therapeutic

procedures for helping individuals take

more effective control of their lives.

Satisfizing one's needs in ways

that do not interfere with others'fulfilling their

needs.

An acronym pertaining to the essence

of a good action plan: simple, attainable, measurable,

immediate, controlled by the planner,

committed to, and continuously done.

Clients' assessment of current

behavior to decide whether it is working

and if what they are doing is meeting their

needs.

The integrated components of

doing, thinking, feeling, and physiology. Choice

theory assumes that all elements of behavior are

interrelated

The key procedures applied

to the practice of r.eality therapy groups. The

strategies help clients identify their wants, determine

the direction their behavior is taking

them, make self-evaluations, and design plans

for change.

• Not connected to one founder, but based in the grass roots of the women's movement
• progressive collaborative effort

• Seeks to be gender free
• Flexible
• intergrationist theory
• life-span oriented
• Values Connectedness and interdependence

• Liberal
• cultural
• radical
• socialist

• The personal is political
• Egalitarian Counseling relationship
• Women's Experience are Honored
• Reformulated Distress and Mental Illness

Customer: client and therapist jointly identify a problem and a solution to work toward

Complainant: A client who describes a problem, but in not able or willing to take an active role in construction a solution

Visitors: clients who come to therapy because someone else thinks they have a problem

Chapter 14: Family Systems

• it is crucial to consider clients within their family system.
• a person's dysfunctional behavior grows out of the interactional unit of the family as well as the larger community and societal systems. 
• A client's probematic behavior may:
  • serve a function or purpose for the family
  • be a function of the family's inability to operate productively, especially during developmental transitions
  • be a symptom of dysfunctional patters handed down across generations

emphasize unlocking mistaken goals and interactional patterns in the family

and promotion of effective parenting'

(multigenerational) therapy seeks to (1) decrease anxiety and bring about

relief from distressing symptoms and (2) bring about'the maximum self-differentiation

for each family member within his or her family and cultural context.

• Fused with parents
  • Leads to us fusing with others and normally with the dominant type of person in your family
  • Being differentiate
    • I have a solid sense of self and I am able to separate my feelings and thoughts on a separate situation
  • Triangular system
    • 3 person unit(makes people feel balance)
      • Mom and dad are fighting so they would pull in the son to defer their problems. The son is innocent.
    • In therapy we de-triangulate
  • Emotional cut-off- to cope with unresolved attachments to their family of origin
    • They deny or isolate, physically run away
    • It still keeps the triangles intact and does not promote differentiation
    • More severe the emotional cut-offs the more likely the pathologies are in other relationships

the human validation process model parallel Satirt view of the process of

change. Specific goals include generating self-esteem and hope, identifuing and strengthening'coping

skills, and facilitating movement toward health and actualization.

• Communication
  • Functional communication- open
  • Dysfunctional communication- closed
  • Verbal and nonverbal
  • Dishonest communication when people want to save their self-esteem
    • Placading- just agreeing with someone
    • Blame- disagree with person but inside you don't admit feelings
    • Super-reasonable- use logic instead of feeling…the person is feeling isolated and vulnerable
    • Irrelevant behavior- can't relate to what's going on so you use words to get away from the topic

include increasing awareness of one's present

, experiencing, facilitating individual growth and more effective interactional patterns,

and promoting authenticitY.

aims at both treating symptoms and changing dysfunctional

transactional patterns within the family. Rules are identified that govern interactions

among family members, with the purpose of helping them develop clear boundaries

and approPriate hierarchies.

• Two types of families
  • Disengaged-rigid boundaries, little contact between family members. They don't respond when response is needed.
  • Enmeshed- they have diffuse boundaries, stuff is coming in and out! There is resistance when people try to make a change
    • They're giving support but at the expense of autonomy

insight is considered unimportant' The central goal of this

upprouJh is to resolve i family's presenting problem (or symptoms) by focusing on

changing its current behavioral sequences'

the best way to assess the client is to match a

clientt needs with the specific therapeutic perspective'

• In the strategic and structural approaches to family therapy, the therapeutic relationship is not emphasized.
• Many family therapists are primarily concerned with teaching members how to modifiz dysfunctional interactional patterns and change stereotypical patterns.
• Somg family therapists are more concerned with implementation of techniques designed to solve presenting problems than with the quality of ttt" therapeutic relationship.
• Others realize that their relationship with family members is temporary, and thus they focus more on the quality of relationships within a family.

assume the roles of educators, motivational investigators, and collaborators.

function as guides and objective researchers.

Therapists monitor their own reactions and take an ictive role in flcilitating

change in a family. Once individuals have gathered information about their family oT

origin, the therapist coaches each person in developing

the fundamental function of

the therapist is to guide theindividual family members ihrough the process of change.

The therapist provides the family with new experiences and ieaches members howlo

communicate openly. In this model the therapist is an active facilitator who models

congruence and serves as a resource person.

a family coach, challengeq, and model for

change through play. Therapists have various functions at different-fioints in therapy,

including being a stress activator, a growth activator, and a creativity stimulator.

function as stage directors. They join the system and attempt

to manipulate family structure for the purpose of modifying dysfunctional patterns'

The therapist's central task is to deal with the family as a unitlinihe present, *ith

the goal of initiating a restructuring process.

function in active and directive ways. Working as consultants

and experts, they are manipulative and authoritarian in dealing with-resistive

behaviors. The therapist is the agent responsible for changing the organization of a

family and resolving the familyt presenting problems

therapists look at a family from multiple

perspectives and collaboratively work out with a family specific p.o""rr". and practices

that will lead to change.

Definitions

In stmctural family therapy, an emotional

barrier that protects individuals within a

system.

Bowen's and Whitaker's view of the

role of the therapist in assisting clients in the

process of differentiating the self.

An alliance between two people

against a third.

An early human validation

process model developed by Virginia Satir

that emphasizes communication and emotional

experiencing.

Bowent concept of psychological

separation of intellect and emotions

and of independence of the self from others. The

greater one's differentiation, the better one's ability

to keep flom being drawn into dysfunctional

patterns with other family members.

Minuchin's term for a family

organization characterized by psychological iso-

Iation that results from rigid boundaries.

In structural family therapy, an intervention

consisting of a family playing out its

relationship patterns during a therapy session so

that the therapist can observe and then change

transactions that make up the family structure.

Minuchin's term referring to

a family structure in which there is a blurring

of psychological boundaries, making autonomy

very difficult to achieve.

A therapeutic approach

that emphasizes the value of the therapist's realness

in interacting with a family.

The inability of a family to

attain harmonious relationships and to achieve

interdependence.

The series of events that

marks an individual's life within a family, from

separation from one's parents to marriage to

growing old and dying.

Satir's experiential

technique in which clients retrace their family history for the purpose of gaining insight

into current family functioning

The original nuclear family

into which one was born or adopted.

The implicit agreements that prescribe

the rights, duties, and range of appropriate

behaviors within the family.

A nonverbal experiential

technique that consists of physically arranging

members of a family in space, which reveals significant

aspects of their perceptions and feelings

about one another.

The functional organization

of a family, which determines interactional patterns

among members.

A family in which the needs

of the individual members are met and there

is a balance of interdependence and autonomy

among members.

A schematic diagram of the family

system, usually including at least three generations;

employed by many family therapists to

identify recurring behavior patterns within the

family.

Family functioning

based on generational boundaries that involve

parental control and authority.

An experiential

and humanistic approach developed by

Virginia Satic which viewed techniques as being

secondary to the relationship a therapist develops

with the family.

A family member who carries

the symptom for a family and who is identified

by the famiiy as the person with the problem.

In genograms this person is the index,person.

In structural family therapy, accommodating

to a familyt system to help the members

change dysfunctional patterns.

An approach to integration

of family theories aimed at transcending the various

family therapy models.

The

way in which dysfunctional patterns are passed

from one generation to the next.

This

perspective consists of eight lenses that serve

as a basic structure for assessrnent. The multilensed

perspective presupposes certain assumptions

about families, the therapist, and family

therapy.

A technique in strategic

family therapy whereby the therapist directs

family members to continue their symptomatic

behavior. Change occurs through defying the directive.

Relabeling a family's description of

behavior by putting it into a new and more positive

perspective.

A therapeutic approach

whereby the therapist develops a specific plan

and designs interventions geared toward solving

a family's presenting problems.

A therapeutic approach directed

at changing or realigning the organization

of a family to modi$, dysfunctional patterns and

clarify boundaries.

A three-person system; the smallest

stable emotional unit of human relations.