Theories on Counseling QUIZ 4 Part 3 Flashcards

1. Was the problem referred primarily for the client’s benefit or for someone else’s? 2. Can the problem and goal be specified so you can target specific, measurable behaviors? 3. Is the problem important to the client or to others? 4. Has the counselor eliminated the possibility of confounding variables that could best be handled by some other discipline? 5. How deeply embedded is the behavior? 6. How might the new behavior be generalized and maintained? 7. Are there persons in the natural environment who will assist in the maintenance of the new behavior? 8. What is the impact of saboteurs (co-dependents, enablers, people threatened by client’s new competence)? 9. Is your training adequate to implement a behavioral treatment program?

1. Many abnormal behaviors, rather than being illnesses or symptomatic of illness, are “problems of living.” 2. Most abnormal behavior is acquired and maintained through learning (just like normal behavior) 3. Assessment of behavior deals with present causes rather than with origins in the past. 4. Analysis of the problems requires dividing it into constituent parts, so that treatment procedures may be targeted at specific components. 5. Treatment strategies are tailored to different problems in different individuals. 6. Successful treatment of a psychological problem does not require understanding its origins. 7. Behavior therapy requires a commitment to the testable, scientific approach.

1) Assessment of goal attainment must also be measurable.

2)Overt behavior vs. covert behavior (attitudes, feelings, thoughts)

Client states in advance the kind of behavior she wants to change, and then commit to that change by preparing the contract with the counselor. Both client and counselor sign the contract, and it is referred to whenever it is fears, by either party, that client may relapse. Should be simple, nonjudgmental. Clients tend to take more seriously than verbal contracts.

1. Activity scheduling 2. Assertion training 3. Behavior modeling/vicarious learning 4. Behavior rehearsal (practiced in simulated real-world context) 5. Bibliotherapy 6. Cognitive modeling (counselor using self-talk while modeling a task, to teach client) 7. Contingency contracts * Describes specific behaviors to be performed * Specifications of immediate reinforcement * Describes how goals will be observed, measured, recorded 8. Counter-conditioning (reducing anxiety by practicing a counter-emotion, such as by whistling or relaxation techniques) 9. Encouragement (may be verbal or active) 10. Extinction: elimination of unwanted behavior by removing the stimulus/reward for that behavior 11. Feedback (positive and suggestive) 12. Graduated exposure (“in vivo” training) 13. Graduated task assignment 14. Guided imagery 15. Multimodel therapy assessment 16. Play therapy 17. Reinforcement, punishment, and omission 18. Response generalization (demonstrating a learned behavior in an environment other than the one in which it was learned) 19. Self-management and self-reinforcement * Specify desired changes * Translate goals into target behaviors * Practice self-monitoring * Form a plan * Practice self-reinforcement * Do self-contracting * Evaluate the plan for change 20. Shaping (forward, i.e., taking step closer to approximation of desired behavior, like learning to swim; and backward, i.e., starting from target behavior and working back, such as teaching child to put on own pants) 21. Stress-inoculation training * Education (thinking, physiological response, consequences) * Rehearsal (coping techniques) * Application training (performing new behavior in under conditions that formerly caused stress) 22. Systemic desensitization (moving from low anxiety to high anxiety items, while remaining calm, from graduated list.

Reducing or eliminating client’s anxiety by having client practice or experience an opposite emotion, such as whistling or using relaxation techniques (such as progressive stretching, deep breathing, or other relaxation)

learning from observing the behaviors of others. The counselor may model behavior for the client, such as self-talk, specific tasks, etc.

A set of techniques designed to teach alternatives to passive or aggressive behaviors. Assertiveness is ability to express one’s needs and thoughts confidently, without muting or hiding them, on one hand, or forcing them on others. Focuses on self-talk (modification of thoughts about self and/or others). Includes behavior rehearsal, exposure, modeling, and reinforcement. Goals are empowerment to behave assertively, ability to express themselves with sensitivity towards others, and provide realistic opportunities for facing challenges in a safe environment. Help’s client see her negative self-statements and beliefs, faulty thinking patterns.

assigned task, often homework, begins simply, proceeds in steps that are more difficult, complex, potentially anxiety-producing. Steps done one at a time, no progression until client proceeds successfully with current step: Example: Greet one new person Greet two new people, consecutively Greet several people in one location Greet someone and make comment about weather Greet someone and introduce oneself Introduce yourself and ask if you can help

Lazarus, multimodel therapy assessment; tool for assessing in which component of her life the client is experiencing difficulty: Behavior – refers to typical behaviors; acts that can be observed and recorded Affect – refers to how client feels (how emotional he/she is) Sensation – refers to the five senses Imagery – refers to how client sees the self; includes dreams, fantasy, memory Cognition – refers to self-talk, values, beliefs, and opinions Interpersonal Relationships – refers to interactions with others Drug/Biology – refers to drug use, diet, exercise, overall health

Two types—forward and backward (see above). Shaping is a form of operant conditioning. Purpose of shaping is to reach a desired behavior by using reinforcement of successive approximations to the required response, with gradual cessation of reinforcement of earlier responses. At beginning, reinforcement must occur with each time behavior occurs. Praise is one kind of reinforcement. Gradually, reinforcement for the learned behavior is withdrawn, and we move to the nest step.

Three-phase process: 1. Education: exploring and discussing the origin of emotions and how the person responds to stress (including cognition, somatic responses, and consequences of behavior) 2. Rehearsal: exploring ways to cope and rehearsing new coping skills (might be somatic, like relaxation or breathing; cognitive, like self-talk, etc.) 3. Application training: in a controlled setting, client is gradually exposed to stressor to test new coping skills and to think of ways she might apply the skills in real-life situations.