Topic 1: Ch 2 Cognitive, Humanistic, Biological, and Developmental Theories and Therapies

Rationale-Emotive Therapy

developed by Albert Ellis in 1955; aim was to remove core irrational beliefs by helping people to recognize thoughts that are not accurate, sensible, or useful such as “I should do this”, “I ought to do this”, “I must be/do this”

ABC process

Activating event→Beliefs about the eevent→Emotional Consequence as a result of the event

Focus is on present attitudes, painful feelings, and dysfunctional behaviors

perception

influences all thoughts which influences our behaviors

Albert Ellis

Believe that if our beliefs are negative and self-deprecating, we are more susceptible to depression and anxiety

Cognitive Behavioral Therapy

developed by Aaron Beck; is an active, directive, time-limited, structured approach used to treat depession, anxiety, phobias, and pain based on the underlying principle that feeling and behaviors are largely determined by the way people think about the world and their place in it

Believed people have schemas

schemas

unique assumptions about themselves, others, and the world in general

automatic thoughts or cognitive disortions

rapid, unthinking responses based on schemas that are particularly intense and frequent in psychiatric disorders such as depression and anxiety; are irrational and lead to false assumptions and misinterpretations

all or nothing thinking

common cognitive distortion that includes thinking in black and white, reducing complex outcomes into absolutes

overgeneralization

common cognitive distortion that includes using a bad outcome (or a few bad outcomes) as evidence that nothing will ever go right again

labeling

common cognitive distortion that is a form of generalization in which a characteristic or event becomes definitive and results in overly harsh label for self or others

mental filter

common cognitive distortion that includes focusing on a negative detail or bad event allowing it to taint everything else

disqualifying the positive

common cognitive distortion that includes maintaining a negative view by rejecting information that supports a positive view as being irrelevent, inaccurate, or accidental

jumping to conclusions

common cognitive distortion that includes making a negative interpretation despite the fact that there is little or no supporting evidence

mind reading

common cognitive distortion that includes inferring negative thoughts, responses, and motives of others; a type of jumping to conclusions

fortune telling error

common cognitive distortion that includes anticipating that things will turn out badly as an established fact; a type of jumping to conclusion

magnification or minimization

common cognitive distortion that includes exaggerating the importance of something or reducing the importance of something

catastrophizing

common cognitive distortion is an extreme form of magnification in which the very worst is assumed to be a probable outcome

emotional reasoning

common cognitive distortion that includes drawing a conclusion based on an emotional state

“should” and “must” statements

common cognitive distortion that includes rigid self directives that presume an unrealistic amount of control over external events

personalization

common cognitive distortion that includes assuming responsibility for an external event or situation that was likely outside personal control

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)

a relatively new treatment approach that was developed in the 1990s to address sexual abuse trauma in children and incorporates principles of family therapy and caregivers; is short term lasting from 12-16 sessions

dialectical behavioral therapy (DBT)

developed by psychologist Marsha Linehan in 1993; a specific type of CBT that uses dialectical strategy to help the patient give up extreme positions; developed for those with emotional dysregulation in chronically suicidal and self injuring women with BPD

It is long-term term 1-1.5 years, and uses mindfulness, distress tolerance, interpersonal effectiveness, and emotional regulation

distress tolerance

tolerating pain in challenging situations, rather than frantically trying to transform the pain

mindfulness

being aware and present in the moment

interpersonal effectiveness

asking for what you want and saying no in the context of self respect and effective relationships with others

emotional regulation

choosing and changing emotions that are problematic

humanistic theories

focus on human potential and free will to choose life patterns supportive of personal growth; emphasize a person’s capacity for self actualization and understanding the subjective expereince of the patient’s perspective

Abraham Maslow

developed a hierarchy of needs that included physiological needs, safety needs, love and belonging needs, esteem, self actualization, and self-transcendence as most to least important

physiological needs

The most basic needs: food, oxygen, water, sleep, sex, and constant body temperature

safety needs

include security, protection, freedom from fear, anxiety, and chaos, need for law, order, and limits, structure, orders, stability

belonging and love needs

The need for intimate relationships, love, affection, and belonging, having a family and a home to overcome feelings of loneliness and alienation,

esteem needs

people need to have a high self regard and have it reflected to them from others, confident, valued, valuable; when compromised feel inferior, worthless, and helpless

self actualization

Humans are preset to strive to be everything they are capable of being, It is up to each person to choose a path that will bring about inner peace and fulfillment

aspects of a self-actualized person

biological model

assumes that abnormal behavior is the result of a physical problem, focusing on neuro, chemical, biological, and genetic issues to seek to understand how the body and brain interact to create emotions, memories, and perceptual experiences; locates the illness/disease and target the site of the illness using physical interventions like drugs, diet, or surgery

chloropromazine

a powerful antipsychotic that revolutionized psychiatry

brain stimulation therapies

therapies that involve focused electrical stimulation of the brain and treat psychiatric and neurological disorders; ie. electroconvulsant therapy (ECT) treats depression, mania, and catatonia, repetitive transcranial magnetic stimulation (rTMS) treats depression, vagus nerve stimulation (VNS) treats depression, and deep brain stimulation (DBS) treats depression and OCD

sensorimotor stage (birth-2)

begins with basic reflexes and culminates with purposeful movement, spatial abilities, and hand-eye coordination. Physical interaction with the environment provides the child with a basic understanding of the world. By approximately 9 months, object permanence is achieved, and the child can conceptualize objects that are no longer visible. This explains the delight of the game of peek-a-boo as an emerging skill, as the child begins to anticipate the face hidden behind the hands.

preoperational stage (2-7 y/o)

Operations is a term used to describe thinking about objects. Children are not yet able to think abstractly or generalize qualities in the absence of specific objects, but rather think in a concrete fashion. Egocentric thinking is demonstrated through a tendency to expect others to view the world as they do. They are also unable to conserve mass, volume, or number. An example of this inability is thinking that a tall, thin glass holds more liquid than a short, wide glass.

concrete operational state (7-11 y/o)

Logical thought appears and abstract problem solving is possible. The child is able to see a situation from another’s point of view and can take into account a variety of solutions to a problem. Conservation is possible. For example, two small cups hold an amount of liquid equal to a tall glass. They are able to classify based on discrete characteristics, order objects in a pattern, and understand the concept of reversibility.

formal operation state (11-adulthod)

Conceptual reasoning commences at approximately the same time as does puberty. At this stage, the child’s basic abilities to think abstractly and problem solve mirror those of an adult.

theory of object relations

developed by theorists who emphasized past relationships influence a person’s sense of self as well as the nature and quality of relationships in the present

Stages of Moral Development

developed by Lawrence Kohlberg, who believed that children had moral development and that the atmosphere of trust, respect, and self-governance nurtured this development

obedience and punishment

stage 1 of the preconventional level; focus on rules and listening to authority; believe that obedience is the method to avoid punishment

individualism and exchange

stage 2 of the preconventional level where individuals become aware that not everyone thinks how they do and that different people see rules differently; if they/others break the rules they are risking punishment

good interpersonal relationships

stage 3 of the conventional level where kids begin to view right and wrong related to motivations, personality, or the goodness or baddness of the person

maintaining the social order

stage 4 of the conventional level; the “rules are rules” mindset returns but reasoning is because the person has begun to adopt a broader view of society; listening to authority maintains the social order

social contract and individual rights

stage 5 of ponstconventional level; believe that social order is important but the social order must be good

universal ethical principles

stage 6 of postconventional level; actions should create justice for everyone involved; we are obliged to break unjust laws

Gilligan’s Stages of Moral Development

consists of the preconventional (individual survival, caring for self), conventional (responsibility to others, caring for others), and postconventional (do not hurt others or self, nonviolence) stages of moral development

normative ethics of care theory

developed by Carol Gilligan who emphasized the importance of forming relationships, banding together, and putting the needs of those for whom we care above the needs of strangers; moral development progressed through preconventional, conventional, and postconventional, where transitions are dictated by personal development and changes in a sense of self