Clinical Psych Ch 7 Terms

holds the premise that psychology is an objective, natural science, and therefore is the study of observable and measurable human (and animal) behavior

the therapeutic application of scientific behaviorism

the subjective observation of one’s own mental state

the pairing of a positive (and often incompatible) stimulus with a stimulus that elicits a negative or undesirable response (e.g., fear)

a clinical term referring to a behavioral approach based on operant conditioning principles

a form of behavior modification that involves manipulation of behavioral antecedents and consequences

occurs when a specific behavior is followed by Thorndike’s satisfier, and therefore the likelihood of the specific behavior is strengthened

• occurs when a stimulus is applied that increases the likelihood of the behavior it follows

no cognitive or covert intervening variables mediate the relationship between the stimulus and response

involves classical conditioning principles

involves an association or linking of one environmental stimulus with another

one that naturally produces a specific physical-emotional response

occurs when a stimulus is applied (usually called an aversive stimulus) that reduces the likelihood of the behavior it follows

occurs when the removal of a stimulus decreases the likelihood of the behavior it follows

occurs when the removal of an aversive stimulus increases the likelihood of the behavior it follows

• the strengthening of a behavioral response by reducing or eliminating an aversive stimulus (like fear and anxiety)

a reflexive fear response

response to the conditioned stimulus

involves a learned association with the unconditioned stimulus

the extension or generalization of a conditioned fear response to new settings, situations, or objects

occurs when a new or different stimulus doesn’t elicit a conditioned fear response

involves the gradual elimination of a conditioned response

• occurs when a conditioned stimulus is repeatedly presented without a previously associated unconditioned stimulus

occurs when an old response suddenly returns after having been successfully extinguished or counterconditioned

formal assessment of behavior contingencies

antecedents, behavior, consequences

everything that happens just before maladaptive behavior is observed

the problem as defined in concrete behavioral terms; e.g., rather than being called an “anger problem” it’s “yelling or swearing six times a day and punching others twice daily”)

everything that happens immediately following the problem behavior occurs

specific, measurable characteristics of client symptoms and goals are crucial behavioral assessment components

occurs when clients observe and record their own behaviors

an analysis of naturally occurring behavioral consequences in the client’s physical and social environments

reinforcing undesirable behaviors and extinguishing desirable behaviors

reinforcement is provided every time the desired (target) behavioral response occurs

• ex. a child gets a star for every completed homework assignment

reinforcement is provided after a predetermined number of desired behaviors

• ex. a child gets a star after every fourth completed homework assignment

reinforcement is provided after a predetermined time period, as long as the target behavior has occurred at least once

• ex. a child gets a star each week, as long as one homework assignment was completed

reinforcement is provided after an unpredictable number of target behaviors occur

• ex. a child gets a star after having completed an unpredictable number of homework assignments (surprise rewards)

reinforcement is provided after an unpredictable time period, as long as the target behavior has occurred at least once

• ex. a child gets a star after unpredictable time periods pass (sometimes after 1 day; other times 3 days; other times 1 week; etc.)

patients or students earn points or poker chips (aka symbolic rewards) for positive or desirable behaviors

• tokens function like money, to obtain goods (e.g., goof or toys) or privileges (e.g., computer or recreational time

in an ideal behavioral setting, reinforcements and punishments would be tightly controlled and then, after desirable behavior patterns are well established, behavioral contingencies would be slowly decreased

• fading helps to generalize learning from over time and across settings

term used to describe the use of punishment for behavior modification purposes

• can reduce undesirable or maladaptive behavior

working with clients to schedule activities that increase the rate of naturally occurring positive reinforcements

• initially based on the assumption that muscular tension is an underlying cause of a variety of mental and emotional problems

• currently conceptualized as either a counterconditioning or extinction procedure

a combination of Jones’s deconditioning approach and Jacobson’s PMR procedure

a measuring system in which clients rate each fear-inducing situation or object on a 0 to 100 scale (0 = no distress; 100 = total distress)

based on the principle that clients are best treated by exposure to the very thing they want to avoid (i.e., the stimulus that evokes intense fear, anxiety, or other painful emotions)

mental imagery

• allows clients to complete treatment without leaving their therapist’s office

direct exposure to the feared stimulus

• can be more complex (e.g., going to a dental office to provide exposure for a client with a dental phobia)

clients are directly exposed to feared stimuli during a single prolonged session (e.g., one 3-hour session)`

clients are slowly and incrementally exposed to feared stimuli during a series of shorter sessions (such as five 1-hour sessions)

a procedure wherein clients are immersed in a real-time computer-generated virtual environment

• has been empirically evaluated as an alternative to imaginal or in vivo exposure in cases of acrophobia (fear of heights), flight phobia, spider phobia, and other anxiety disorders

identical to other exposure techniques except that the target exposure stimuli are internal physical cues or somatic sensations

involves therapists guiding and supporting clients to not engage in an avoidance response

• ex. clients with OCD are prevented from washing their hands following exposure to a “contaminated” object

social imitation

an approach primarily based on skill deficit psychopathology models; it involves using behavioral techniques to teach clients new skills

a social competence that involves being able to stand up for your rights, while not infringing on the rights of others

individuals behave submissively; they say yes when they want to say no, avoid speaking up and asking for instructions or directions, and let others take advantage of them

individuals dominate others, trying to get their way through coercive means

individuals speak up, express feelings, and actively seek to meet their own needs without dominating others

individual, group, or self-help treatment for social difficulties

• common social behaviors targeted in assertiveness training are

  • (a) introducing oneself to strangers

  • (b) giving and receiving compliments

  • (c) saying no to requests from others

  • (d) making requests of others

  • (e) speaking up or voicing an opinion

  • (f) maintaining social conversations

teaching clients to use assertive eye contact, body posture, voice tone, and verbal delivery

therapists or group members give clients feedback regarding other’s efforts at assertive behavior

clients practice assertive behaviors, such as asking for help or expressing disagreement

therapists whisper instructions in the client’s ear as role-play progresses

therapists or group members demonstrate appropriate assertive behaviors

therapists or group members offer positive feedback and support for improved assertive behaviors

relaxation training can reduce anxiety in social situations and increase skill acquisition

behavior treatment that focuses on how to approach and solve personal problems

• two main components

  • problem orientation

  • problem-solving style

involves teaching clients to have positive attitudes toward problem solving

• attitudes include: (a) seeing problems as a challenge or opportunity, (b) seeing problems as solvable, (c) believing in one’s own ability to solve problems, and (d) recognizing that effective problem solving requires time and effort

refers to how individuals approach social problems

• in PST, clients taught a rational problem-solving style that includes four steps

  • problem definition, generating alternatives, decision-making, solution implementation and verification

clarifying a problem, identifying goals, and identifying obstacles

brainstorming potential solutions for overcoming obstacles and solving the problem

predicting likely outcomes, conducting a cost-benefit analysis, and developing a solution plan (means-ends thinking or consequential thinking are alternative names for this part of the process)

trying out the solution, monitoring outcomes, and determining success

help clients consider less violent or less risky behaviors