| A | B |
|---|
| psychiatrist | MD, manages medications |
| social worker | connect patient with community |
| clinical psychologist | phD or PSYD (less research focused) |
| counseling psychologist | works with adjustment issues |
| school psychologist | masters of phD, strength is assessment |
| science-practioner model for training | research helps study |
| clinical scientist model for training | more emphasis on research |
| Langer and Abelson Study | two groups of therapists, behavioral centered therapists and psychoanalytical therapists |
| psychoanylsis | (Freud) theory of development and approach to therapy |
| Id | just after pleasure |
| ego | reality (chooses/thinks/decides) |
| superego | morals (should/shouldn'ts that guide behavior) |
| defense mechanisms | protects ego from anxiety |
| projection | attributing your own impulses to someone else |
| displacement | redirects impulse from a more to less threatening item |
| rationalization | person gives socially acceptable reason for unacceptable behavior |
| fee-association | (freud) talk without editing |
| resistance | (frued) patient avoids unpleasant but important information |
| transference | patient reacts to therapist as if he/she was important person |
| interpretation | therapist shares their interpretation with client |
| psychotherapy | Carl Rogers, focuses on how people are accepted or not |
| Rogerian therapist | genuineness, model of a good relationship, unconditional positive regard |
| iatrogenic | the condition is made worse by therapy |
| generalization | other stimuli to the extent they resemble the CS and will illicit some degree of the CR |
| discrimination | (extra learning required) make subject discriminate between the CS/US and similar stimuli |
| extinction | training to not expect US when CS is presented (followed by spontaneous recovery) |
| spontaneous recovery | increase in CR after extinction |
| Skinner | operant conditioning |
| positive | something added |
| negative | something being taken away |
| reinforcement | increases behavior |
| punishment | decreases behavior |
| sit-down study | teacher tells kid to sit down (teacher is a NR) (kid is a PR) |
| stimulus control | control of the behavior by the stimuli that precede it |
| 2 ways to increase behaviors | shaping and modeling |
| 4 ways to decrease behaviors | extinction, DRO, time-out, reprimand/punishment |
| DRO | differential reinforcement of other behaviors |
| shaping | task analysis (breakdown complex task to simple components) and then reinforce each step |
| cognition | based on: people talking with themselves and that thoughts will have consequences |
| phenomenological world | the way a person sees the world |
| Albert Ellis | irrational beliefs, Rational Emotive Behavior (uses specific example to form general rule) |
| Aaron Beck | Cognitive triad (bad me, bad world, bad future), collaborative empiricism |
| collaborative empiricism | working together to examine *automatic thoughts* |
| maintenance | behavior that continues to be performed once therapy has stopped |
| generalization | behavior performed in non-training environments |
| 4 ways to promote generalization | 1. intro to natural communities of reinforcement 2. use indiscriminable contingencies 3. program common stimuli 4. eliminate secondary gain |
| common stimuli | stimuli present in non-training environment that were present in training environment (ex- dog sit hand motion) |
| efficacy | therapy producing significant changes in research investigations |
| effectiveness | whether the therapy works in more real world applied settings |
| 2 categories of research | nomothetic and idiographic |
| nomothetic research | (most common) seeks to determine general things and uses large group research |
| idiographic research | usually clinical and focused on the indivual |
| epidemiology | study of frequency and distribution of illness |
| prevalence | proportion of population that has a disorder |
| incidence | number of new cases in a given time frame |
| risk factor | condition variable that increases chance of disorder |
| protective factor | condition variable that decreases chance of disorder |
| survey methods | asking people about their opinions, attitudes, and behaviors |
| random sample | every member of a group has an equal chance of selection |
| stratified sample | sample collected to be representative |
| correlational method | looks at how changes in y effect x |
| magnitude of correlation range | +/- 0.0 to 1.0 |
| case study | detailed account of persons life and psychological issues |
| independent variable | treatment |
| dependent variable | outcome |
| simple group design | randomly assign people into treatment/control groups |
| single subject research design | either ABCBC or multiple baseline design across ______ |
| ABCBC | Takes away treatment to see if B goes back to baseline (if it does, then treatment is shown to cause the fix) |
| multiple baseline design across _______ | uses different lengths of baseline to determine effectiveness of treatment |
