 Psychoanalytic |
Freud, Erikson, Jung |
| psychoanalytic theory |
reconstruct the personality rather than solve immediate problems; focus on the past and analyze the aspects of the unconscious that are manifested in present behavior |
| psycopathology |
the result of failing to meet some critical developmental task or becoming fixated at somem early level of development |
| stages of psychosexual development |
oral, anal, phallic, latency, genital |
| neurotic personality development |
incomplete resolution of one of the stages of psychosexual development |
| free association |
(psychoanalytic) permitting the client to say whatever come to mind in order to reveal the unconscious |
| interpreation |
(psychoanalytic) the process of analyzing the material that the cleitn reveals from the unconsicious |
| dream analysis |
(psychoanalytic) sharing the clients dreams and then free associate to parts and symbols in the dream |
| contributions of Freud's theory |
first theory, framework for exploring a person's history, resolving resistance to therapy |
| analysis and interpretation resistance or transference |
(psychoanalytic) therapist interprets to the client the significance of resistance or transference |
| limitations Freud's theory |
prolonged training, lengthy period of therapy, importance of action is not realized, not measurable, does not take into account social, cultrual, and interpersonal variables, cannot be used in crisis counseling |
| who developed 8 stages of life in his psychosocial theory |
Erikson |
| Basic Trust vs Basic Mistrust |
birth to 18 months-are the nourishment and care needs met? |
| Autonomy vs Shame and Doubt |
18 to 30 months-can the child demonstrate some level of independence? |
| initiative vs guilt |
2 1/2 to 5 years-child begins to develop imagination and learns and enjoys to perform adult roles, begins to realize restraints are necessary |
| industry vs inferiority |
elementary and middle years-child becomes curious and needs to explore and manipulate the environment, competency is through accomplishments, aware of interaction, school and neighborhood, is the child adequate? |
| identitiy vs role confusion |
adolescence-striving for identity, formulate own values, beliefs, and life style, experiment with different types |
| intimacy vs isolation |
young adulthood-willing to be open about self and commit to a close personal relationship |
| generativity vs stagnation |
maturity is achieved, establish and guide the next generation and come to terms with one's dream and accomplishments |
| ego integrity vs despair |
during later life-has one led a satisfied life |
| id |
pleasure principle |
| ego |
mediator |
| super ego |
morals/perfection |
| countertransference |
therapist reaction to tward the interferes with objectivity, usually a result of a need of the therapist |
| personality disorder |
individual fails to adequately develop in the separation-indivudation phase, instability, irritablity, self-destruction, impulsive anger, extreme mood shifts |
| projection |
client attributes to others the qualities that are unacceptable in his/her personality |
| symbiosis |
relationship between two individuls that is advantageous or necessary to both |
| transference |
clt is angry and someone and takes it out on the clr |
| adlerian therapy |
psychosocial-learn about attitude toward life-main goal is confronting basic mistakes and assumption the clt holds and attempting to redirect them |
| lifestyle assessment |
main tool of adlerian theory, questionnaire about the clt's family, memories, dreams, and self-concepts, explores birth order and interaction |
| therapist's role in adlerian therapy |
a guide, responsibility is placed on the client a contract may be completed |
| contribution of Adler's therapy |
started other humanistic theories, influential on the cognitive-behavioral theories, family therapies and mental health work and those culturally diverse, |
| limitations of Adler's theory |
inability to validate concepts, oversimplication of complex human functioning |
| avoiding trap |
(adlerian) avoiding reinforcing destructive clt behavior |
| basic mistakes |
(adlerian) self-defeating beliefs influence a person's behavior |
| catching oneself |
(adlerian) clt becoming aware of self-destructive behavior, irrational thoughts, and anticipation of events before they happen |
| ficitonal finalism |
(adlerian) one's ultimate goal |
| life style |
(adlerian) the way in which one copes iwth life |
| motivational modification |
(adlerian) clr's interest in changing the clt's negative lifestyle goals and of challenging their basic negative concepts |
| paradoxical intention |
(adlerian) helping the client invoke exaggerated negative thoughts to help the clt become aware of his behavior and the consequences of that behavior |
| phenomenological orientation |
(adlerian) attempting to view the world from the clt's point of view |
| spitting in the clt's soup |
(adlerian) reduces the usefulness of a clt's manipulative behavior to spoil the effects |
| behavior theory |
Lazarus, Bandura, Wolpe, Kazdin |
| main goal of behavior theory |
eliminate negative learned behavior; goals should be specific, concrete, with specific problems, |
| role clt in behavior theory |
make the problem clear, verbalize the consequences , serves as a model for the clt formulate alternate outcomes |
| techniques that can be used with behavior theory |
relaxation, reinforcement, modeling, assertive training, mutimodal therapy, self-management programs |
| contributions of behavior theory |
techniques are based on empirical research, treatment is based on the asessment of ind. needs, effective on short-term, can be applied to culturally diverse |
| limitations of behavior theory |
success depends upone the ability to control environmental factors, danger of imposing conforming behaviors, does not address philosophical problems, clr could direct towards own personal goals, past history may not be considered important |
| contingency contracting |
(behvavior) specific behavior change contract, the rewards that follow as well as the time limit for completion |
| counterconditioning |
(behvavior) redoing the behaviors that have caused the problem and performing new behaviors that can eliminate the problem |
| multimodal therapy |
(behvavior) clr evaluates clt's level of functioning at beginning and then adjusts procedures and techniques to the goals of the clt (Lazarus) |
| operant conditioning |
(behvavior) Skinner's concept that says behaviors of active organisms are controlled and controllable |
| social learning theory |
(behvavior) Bandura's theory that says behavior is understood by taking into consideration social condtion under which learning occurs |
| systematic desensitization |
(behvavior) teaching clt to not respond with anxiety with gradual and progressive anxiety producing situations ending in defusing the anxeity |
| technical eclecticism |
(behvavior) using different techniques from different theories to achienve the goals of the behavior change |
| founder of rational-emotive therapy |
Ellis |
| cognitive-behavior therapy |
clts explore reasons for their behavior and seek to understand the ramifications of such behavior |
| cogntivie-behavior therapists |
Ellis, Beck, Meichenbaum |
| key concept of RET |
even thought emotional malfunction is rooted in childhood ind continue to reinforce themselves in irrational and illogical thinking |
| the approach that serves as the basis for RET |
ABC |
| A-B-C |
actual event, belief system, consequences |
| Meichenbaum's cognitive-behavior phases |
conceptual phase (montior behavior and thoughts) rehearsal phase (create a new internal system through substitution) application phase (apply more effective coping skills to real life situations |
| Aaron Beck's approach assumed |
that clts' conservsations with themselves played a major role in their behavior |
| goal of Beck's approach |
help clts to recognize and discard self-defeating thinking and correct erronenous beliefs |
| cbt is used for |
depression, anxiety, and phobic behavior |
| contributions of cbt |
clg is brief, practice is emphasized, clts ability to control destiny, dialogue helps clt to change behavior, clts accept responsibility, good for crisis situations |
| limitations of cbt |
reason for irrational beliefs is not explored, clt of low intelligence might not understand dialogue, clr could impose personal views, emotional issues are nto explored |
| arbitrary inferences |
(beck's cbt) making conclusions without the basis of supporting evidence |
| collaborative empiricism |
(beck's cbt) clt is capable of making objective interpreations of behavior, clt and clr work to uncover faulty interpretations |
| disputational method |
(ret) method to helps clts challenge irrational beliefs |
| musturbation |
(ellis) belief that there are musts, shoulds, and oughts, |
| personalization |
(cbt) tendency for ind to relate events to themselves when there is no basis for this connection |
| selective abstraction |
(cbt) distorted views of forming conclusions based on an isolated detail of an event |
| shame-attacking exercises |
(ret) encouraging the ind to do things w/o feeling they are foolish, avoid depending on behaving according to the impressions of others |
| stress-inoculation |
(cb modification) give clt the coping tools to restructure stressful thinking, rehearse needed behavior changes, solve emotional problems caused by stress, change a persona' self-statements |
| therapeutic collaboration |
(cbt) active cooperation between clt and clr in all phases of therapy |
| existential therapy |
relationship oriented, experiential and philosophical, focuses on freedom, isolation, death, and meaninglessness |
| assumption of existential therapy |
we are free and therefore responsible for our actions and the results of those actions and choices, authors of our lives not the victims of circumstances |
| goals of existential therapy |
help clts become aware they are free to expand this awareness to increase options on the basis of their freedom to choose other options, accept responsibility of those choices to recognize the factors that hinder their freedom to choose, and become all they are capable fo being |
| contributions of existential therapy |
clt-clr relastionship is based on the humanity of the ind, focuses on issues important to attaining life satisfaction |
| limitations of existential therapy |
lack of systematic procedure, concepts are difficult to comprehend, no scientific research, lower functioning clts, those in crisis, and others may not benefit |
| existential therapist |
Frankl, Yalom, May |
| founder of person-centered therapy |
carl rogers |
| assumption of person-centered therapy |
ind have internal resources to work toward wholeness and self-actualization and can move forward constructively on their own |
| goal of person-centered therapy |
create an atmosphere of safety and trust enabling the clt to use this relationshp to beocme aware of what is blocking growth, and eventually transferring this awareness to other relatioships, experience the immediate moment |
| clr role in person-centered therapy |
create an atmosphere of empathy, acceptance, warmth, and caring, unconditional positive regard |
| three characteristics of clr for person-centered therapy |
genuineness, unconditional positive regard, empathic understanding |
| contributions of person-centered therapy |
clr is not an expert providing advice, relationship-centered rather than technique-centered, clt assumes responsibility for the direcition of the therapy, person needs to account for his inner experience reasearch valedated |
| limitation of person-centered therapy |
clr has lack of genuine empathy, clr anxious to solve problems rather than understand the problem, clr does not appropriately self-disclose, clr uses sterotypes, clr does not believe the clt can change behavior, not effective in crises |
| congruence |
(pct) clr demonstrate true genuineness |
| humanistic psychology |
(pct) movement emphasizing freedom, choice, values, growth, self-actualization, becoming, spontatneity, creativity, play, humor, and psychological health |
| nondirective counseling |
(pct) clt is the one who knows himself and should not be in the passive role, clt leads therapy |
| incongruence |
(pct) discrepancy between self-concept and ideal self-concept and the experience of anxiety and awareness of the existence of a problem |
| personal power |
clr to be aware his feelings. needs, and values in order to not attempt to control the clt but allow the clt to tap into their own source of self-direction |
| self-acutalization |
development of one's potential and the basis of people being trusted to resolve their own problems in a therapeutic relationship |
| founder of gestalt theory |
frederick perls with the Polsters |
| gestalt theory stresses |
here and now, what and how of behavior, the part unfinished business from the past prevents the ind from functioning in the present |
| gestalt theory says that the most frequent cause of unfinished business is |
resentment |
| (gestalt) other sources of unfinished business are |
avoidance, guilt, anger, grief, and other not resolved |
| Perls sees five layers of neurosis |
(gestalt) phonly layer, phobic layer, impasse layer, implosive layer, explosive layer |
| Perls saw anxiety as |
the distance between the now and later |
| goals of Gestalt therapy are |
clt to develop self-support system, replace current support system, more aware of here and now and self, recognize parts of self that have been denied, assume ownership and responsibility |
| contributions of Gestalt therapy |
de-emphasizing the intellectualizations of problems, brief therapy, working with past to recognize past, work with dreams to increase awareness of unconscious, focus on experiencing rather than just talking about the problems, can be used in group, school and classroom, workshops and ind counseling sessions |
| limitations of Gestalt therapy |
little theoroetical underpinnings, ignores cognitive factors, clr can direct therapy, lack of research |
| aboutism |
(gestalt) speaking of an incident in the past in contrast to speaking of the same incident in the present |
| confluence |
(gestalt) blurring of awareness of the difference between onself and environment |
| dichotomy/polarity |
(gestalt) split by which a person experiences opposing forces |
| explosive layer |
(gestalt) releasing phony role pretenses to achieve a sense of relief and release |
| implosive level |
(gestalt) stage at which we allow ourselves to fully experience our deadness or inauthentic ways in order to make contact with our own genuine self |
| introjection |
(gestalt) acceptance of others' beliefs and standards without analyzing, assimilating and internalizing them |
| phobic layer |
(gestalt) avoiding emotional pain of our real selves |
| phony layer |
(gestalt) reacting to other in stereotypical and inauthentic ways playing games |
| impasse layer |
(gestalt) sense of deadness or foreboding dom |
| projection (gestalt) |
disowning the parts of ourselves and blaming them on the environment |
| retroflection |
(gestalt) turning back to ourselves what we would like to do or have done to others |
| founder of reality theory |
Glasser |
| reality theory attempts to explain |
why and how people behave from the point of view of the subjective internal perception of the ir world, |
| reality theory assumes |
that we are in charge of our lives, we choose our forms of behavior, and that behavior is directe towards increasing self-esteem, increasing belonging and attaining power and freedom |
| reality theory does not dwell |
on the past, the unconscious, the role of insight, or take into consideration the process of transference |
| reality theory identifies four psychological needs that drive us |
belonging, power, freedom, and fun |
| clr role with clt in reality theory |
is one of concern, support, warmth, involved with clt in positive way, not acceptiong excuses for inappropriate behavior, and continously prodding and pushing to help the clt accept the reality and responsibility for her actions |
| goals of reality theory |
clt to assume responsibility for deciding what goals to pursue, be committed to those goals, make a value judgement about his behavior, plan a specific course of action for have the experience of success, carry about these plans in every day life |
| model of reality-theory groups |
WDEP model |
| WDEP |
(reality) wants, doing, evaluation, planning and commitment |
| contributions of reality theory |
clt is responsible in evaluating behavior, change that behavior, and determine the types of behavior to be changed, clt is the catalyst in making specific plans, forming contracts fora ction and evaluating success of the actions, emphasis is accoutnablility, structure to evaluate the degree and nature of the changes effected, short-term clear and simply understood therapy that is applicable to different situations and all clients |
| limitations of reality theory |
consideration not give to feelings, unconscioius, and past, influence of culture and environment not taken into account, origins of behavior not considered, lack of research to establish effectiveness |
| control theory |
(reality) theory of why people act the way they do internal motivation ot have the power to master one's own world |
| involvement |
(reality) role of clrwith the clt in reality therapy, establish relationship with the clt |
| paining behaviors |
(reality) manifesting pain symptoms, such as depression, to refocus the problem on the symptoms instead of the behavior |
| perceived world |
(reality) subjective world |
| picture album |
(reality) perceived reality of the clt formulated in order to meet their psychological needs, ideal situation |
| positive addiction |
(reality) acts performed to gain psychological strength such as physical activity and mediation |
| responsibility |
(reality) manner in which we satisfy our needs without interfering iwth the rights of others |
| success identity |
(reality) ind is able to give and receive love, has a sense of self worth and pssess the strenght to create a satisfying life |
| total behavior |
(reality) blend of the sum of all our activities that forms our personality and the person we have become |
