Full file at https://TestbankHelp.eu/ Test Bank Instructor s Resource Manual Systems of Psychotherapy A Transtheoretical Analysis 8th Edition James Prochaska Complete downloadable file at: https://TestbankHelp.eu/Test-Bank-Instructor-s-Resource-ManualSystems-of-Psychotherapy-A-Transtheoretical-Analysis-8thEdition-James-Prochaska SYSTEMS OF PSYCHOTHERAPY A Transtheoretical Analysis EIGHTH EDITION Linda F Campbell University of Georgia Anthony J Giuliano Harvard Medical School John C Norcross University of Scranton © 2014 Cengage Learning, Inc ii Full file at https://TestbankHelp.eu/ Cengage Learning © 2014 Cengage Learning, Inc iii RESOURCE MATERIALS CHAPTER BIOGRAPHICAL SOURCES General Collections Burton, A (Ed.) (1972) Twelve therapists: How they live and actualize themselves San Francisco: JosseyBass Dryden, W., & Spurling, L (Eds.) (1989) On becoming a psychotherapist London: Tavistock/Routledge Comas-Diaz, L., & Weiner, M B (Eds.) (2011) Women psychotherapists: Journeys in healing New York: Jason Aaronson Goldfried, M R (Ed.) (2001) How therapists change: Personal and professional reflections Washington, DC: American Psychological Association Hartman, F R (1990) Biographical sketches New York: Columbia University Press Hunter, V (1994) Psychoanalysts talk New York: Guilford Shay, J J., & Wheelis, J (Eds.) (2000) Odysseys in psychotherapy New York: Ardent Media Simon, R (Ed.) (1992) One on one: Conversations with the shapers of family therapy New York: Guilford Walker, C E (Ed.) (1991) The history of clinical psychology in autobiography Vol Pacific Grove, CA: Brooks/Cole Walker, C E (Ed.) (1993) The history of clinical psychology in autobiography Vol Pacific Grove, CA: Brooks/Cole Adler, Alfred Bottome, P (1957) Alfred Adler: A portrait from life New York: Vanguard Grey, L (1998) Alfred Adler, the forgotten prophet Santa Barbara, CA: Praeger Hoffman, E (1994) The drive for self: Alfred Adler and the founding of Individual Psychology Reading, MA: Addison-Wesley Orgler, H (1963) Alfred Adler: The man and his works (3rd ed.) London: Sidgwick and Jackson Rattner, J (1983) Alfred Adler New York: Frederick Ungar Beck, Aaron Weishaar, M (1993) Aaron Beck Newbury Park, CA: Sage Behavior Therapists O’Donohue, D A., et al (Eds.) (2001) A history of the behavioral therapies: Founders’ personal histories Reno, NV: Context Press Berne, Eric Berne, E (2010) A Montreal childhood Madrid: Jeder Editorial Jorgensen, E., & Jorgensen, H (1984) Eric Berne: Master gamesman Colchester, UK: The Book Service Stewert, I (1993) Eric Berne Newbury Park, CA: Sage Ellis, Albert Ellis, A (2010) All out! An autobiography Amherst, NY: Prometheus Dryden, W (1991) A dialogue with Albert Ellis: Against dogma London: Open University Press Velten, E (2006) The lives of Albert Ellis: The authorized biography Tucson, AZ: Sharp Press Wiener, D N (1988) Albert Ellis: Passionate skeptic New York: Praeger Yankura, J., & Dryden, W (1995) Albert Ellis London: Sage Feminist Psychotherapists Brown, L S (2005) Don’t be a sheep: How this eldest daughter became a feminist therapist Journal of © 2014 Cengage Learning, Inc Clinical Psychology: In Session, 61, 949 - 956 Comas-Diaz, L., & Weiner, M B (Eds.) (2011) Women psychotherapists: Journeys in healing New York: Jason Aaronson O'Connell, A N., & Russo, N F (Eds.) (1990) Women in psychology New York: Greenwood Rothblum, E (Ed.) (1981) Professional training for feminist therapists: Personal memoirs Binghamton, NY: Haworth Frankl, Victor Frankl, V E (1997) Viktor Frankl Recollections New York: Insight Gould, W B (1993) Victor E Frankl: Life with meaning Pacific Grove, CA: Brooks/Cole Klingberg, H (2002) When life calls out to us: The love and lifework of Viktor and Elly Frankl New York: Doubleday Redsand, A (2006) Viktor Frankl: A life worth living New York: Clarion Freud, Anna Coles, R (1992) Anna Freud: The dream of psychoanalysis Reading, MA: Addison-Wesley Young-Bruehl, E (2008) Anna Freud: A biography (2nd ed.) New Haven: Yale University Press Freud, Sigmund Clark, R (1980) Freud: The man and the cause New York: Random House Freud, M (1958) Sigmund Freud: Man and father New York: Vanguard Press Freud, S (1925/1959) An autobiographical study In J Strachey (Ed and Trans.), The standard edition of the complete psychological works of Sigmund Freud London: Hogarth Gay, P (1988) Freud: A life for our times New York: Norton Jones, E (1953 - 1957) The life and work of Sigmund Freud (Vols - 3) New York: Basic Kramer, P D (2006) Freud: Inventor of the modern mind New York: Eminent Lives Molnar, M (Trans.) (1992) The diary of Sigmund Freud, 1929 - 1939 New York: Scribner Newton, P M (1994) Freud: From youthful dream to mid-life crisis New York: Guilford Sulloway, F (1979) Freud: Biologist of the mind New York: Basic Books Horney, Karen Horney, K (1980) The adolescent diaries of Karen Horney New York: Basic Paris, B J (1994) Karen Horney: A psychoanalyst's search for self-understanding New Haven: Yale University Press Quinn, S (1987) A mind of her own: The life of Karen Horney New York: Summit Integrative Psychotherapists Goldfried, M R (Ed.) (2001) How therapists change: Personal and professional reflections Washington, DC: American Psychological Association Jung, Carl Bair, D (2005) Jung: A biography Boston: Little, Brown & Company Casement, A (2001) Carl Gustav Jung London: Sage Dunne, C (2012) Carl Jung: Wounded healer of the soul London: Parabola Books Jung, C G., & Shamdasani, S (2012) The Red Book: A reader's edition New York: Norton McLynn, F (1998) Carl Gustav Jung: A biography New York: St Martin’s Press Sherry, J (2010) Carl Gustav Jung: Avant-garde conservative London: Palgrave Macmillan Wehr, G (2001) Jung: A biography Berkeley, CA: Shambhala Kelly, George Fransella, F (1995) George Kelly Newbury Park, CA: Sage Klein, Melanie © 2014 Cengage Learning, Inc Likierman, M (2001) Melanie Klein: Her work in context New York: Continuum Segal, J (2004) Melanie Klein (2nd ed.) London: Sage Kohut, Heinz Siegel, A M (1996) Heinz Kohut and the psychology of the self New York: Routledge Stozier, C B (2004) Heinz Kohut: The making of a psychoanalyst New York: Other Press Lazarus, Arnold Dryden, W (1991) A dialogue with Arnold Lazarus: "It depends." London: Open University Press Multicultural Psychotherapists Comas-Diaz, L (2005) Becoming a multicultural psychotherapist Journal of Clinical Psychology: In Session, 61, 973 - 981 Sue, S (1994) Change, persistence, and enthusiasm for ethnic research In P Keller (Ed.), Academic paths: Career decisions and experiences of psychologists Hillsdale, NJ: Lawrence Erlbaum Norcross, John Dryden, W (1991) A dialogue with John Norcross: Toward integration London: Open University Press Norcross, J C (2006) Personal integration: An N of study Journal of Psychotherapy Integration, 16, 59-72 Perls, Fritz Clarkson, P., & Mackewn, J (1993) Fritz Perls Newbury Park, CA: Sage Sheppard, M (1975) Fritz Sagaponack, NY: Second Chance Reich, Wilhelm Cattier, M (1971) The life and work of Wilhelm Reich (G Boulanger, trans.) New York: Horizon Press Mann, W E., & Hoffman, E (1980) The man who dreamed of tomorrow: The life and thought of Wilhelm Reich Los Angeles: J P Tarcher Reich, I O (1969) Wilhelm Reich: A personal biography New York: Viking Rycroft, C (1971) Wilhelm Reich New York: Viking Sharaf, M R (1983) Fury on earth: A biography of Wilhelm Reich New York: St Martin Wilson, C (1981) The quest for Wilhelm Reich: A critical biography Garden City, NY: Doubleday Rogers, Carl Evans, R I (Ed.) (1975) Carl Rogers: The man and his ideas New York: Dutton Kirschenbaum, H (1979) On becoming Carl Rogers New York: Delacante Kirschenbaum, H (2008) Life and work of Carl Rogers Alexandria, VA: American Counseling Association Rogers, C R (1961) This is me In C R Rogers On becoming a person Boston, MA: Houghton Mifflin Rogers, C R., & Russell, D E (2002) Carl Rogers: The quiet revolutionary, an oral history Roseville, CA: Penmarin Suhd, M M (Ed.) (1995) Positive regard: Carl Rogers and other notables he influenced Palo Alto, CA: Science and Behavior Books Thorne, B (1992) Carl Rogers Newbury Park, CA: Sage Sullivan, Harry Stack Chapman, A H (1976) Harry Stack Sullivan: The man and his work New York: Putnam Evans, F B (1997) Harry Stack Sullivan New York: Routledge Perry, H S (1982) Psychiatrist of America: The life of Harry Stack Sullivan Cambridge, MA: Harvard University Press Winnicott, D W © 2014 Cengage Learning, Inc Jacobs, M (1995) D W Winnicott London: Sage Kahr, B (1996) D W Winnicott: A biographical portrait Madison, WI: International Universities Press Rodman, F R (2004) Winnicott: His life And work Cambridge, MA: Da Capo Press Wolpe, Jospeh Poppen, J (1996) Joseph Wolpe London: Sage © 2014 Cengage Learning, Inc Chapter Defining and Comparing the Psychotherapies Prochaska and Norcross begin Chapter by declaring that the field of psychotherapy has been fragmented by future shock and staggered by over-choice They posit that a healthy diversity has deteriorated into an unhealthy chaos, and by implication, that students are regularly confronted with this confusion and fragmentation Is this the lived experience of students in your course? Do they seem to be as discontented as the authors suggest? Moreover, might varying level of distress over the abundance of choices be related to their individual cognitive styles? Potential moderating variables might be tolerance for ambiguity, obsessive personality traits, exposure to the proliferating number of therapies, and so on Ask students to take 10 minutes to develop their own working definition of psychotherapy and describe how and why change occurs Then cluster them into small groups, preferably with group members who espouse different theoretical orientations and discuss the following: How and to what degree does each student’s definition of psychotherapy reflect the essential components of the Norcross definition in the text — specifically (a) application of clinical methods, (b) intentional interpersonal stance, (c) derived from established psychological principles, and (d) purports to modify behaviors, cognitions, emotional, or personal characteristics? How does each student’s definition reflect his or her espoused theoretical orientation? How does each student’s view of change relate to their definition of psychotherapy and theoretical orientation? How the definitions differ comparatively among group members of differing theoretical orientations? Generate and examine various metaphors for the process of psychotherapy Some favorites are peeling away layer after layer of an onion, bringing light into a darkened corner, releasing unconscious energy, and unplugging a bottle Similarly, nominate several metaphors for the therapeutic relationship For instance: the relationship between a teacher and student, a physician and a patient, a shaman and a patient, a sports coach and an athlete Student metaphors of psychotherapy and the therapeutic relationship may be shown to serve as self-portraits Interesting reading and source material for this perspective is Riebel’s (1982) article on theory as self-portrait It has sometimes been argued that psychotherapists are little more than “paid friends” (see Schofield, 1976) Encourage students to confront this criticism by examining similarities and differences between psychotherapy and friendship, with particular attention to common factors and specific change processes The role of theory in the practice of psychotherapy can be powerful Ask students to read the description of Mrs C in Chapter Instruct half the class to develop an initial conceptualization and treatment plan for Mrs C using a theoretical orientation of their choice and instruct the other half of the class to the same, except to use no theoretical orientation nor any combination of orientations Instruct those who used a theoretical orientation in the first exercise to now use none; those who first used no orientation will now apply a theoretical orientation of choice to a conceptualization and treatment plan for Mrs C Discuss the activity using the following questions: What was the experience of students who first applied a theoretical orientation and then found themselves restrained from doing so in the second task? What was the experience of students who could not use an orientation in the first task, but were then free to so in the second task? Ask students to describe their decision-making, rationale, and general process of conceptualizing Mrs C and developing a treatment plan without an orientation Be alert to and identify tendencies of students to lapse into a rationale based on theory Organize students into two small groups for the purpose of a debate regarding the value of theoretical orientations One team can argue that theoretical orientations are archaic perspectives that lead therapists to © 2014 Cengage Learning, Inc unwittingly impose Procrustean beds on their clients The other team can argue that theories will always be with us, that they have stimulated decades of research, and that without them we would have no direction Typically the debate is reduced to two fundamental questions: Should the therapist’s theoretical orientation or the client’s presenting problems determine the treatment offered? Should we employ a theoreticallydriven deductive approach or an empirically-oriented inductive approach to psychotherapy? Additional information can be found in Norcross’s (1985) “In Defense of Theoretical Orientations for Clinicians” and Adams’s (1984) “The Pernicious Effects of Theoretical Orientations in Clinical Psychology.” Initiate a discussion on the target question of “How to decide whether the therapist’s theoretical orientation, the patient’s diagnosis, or the patient’s preferences should determine the treatment plan.” Describe the impact, if any, the following factors might exert in the decision: diagnostic classification, client variables (such as resistance to change, distress level, stage of change), thematic vs discrete problems, and the therapy format (for example, individual, couples/family, group) Grencavage and Norcross (1990) conducted a study to identify consequences of common factors in psychotherapy One of the two most consensual factors was positive expectation Orientation to therapy is increasingly recommended as a part of intake in order to develop mutual goals and understand clients’ expectations of therapy Organize the students into dyads for the purpose of conducting a segment of an orientation to therapy intake Each student will take 10 minutes as therapist/interviewer, then switch roles for a second 10 minutes interview The interviewer should identify and discuss the client’s expectation of the therapy process including the following: the procedures and process of therapy, the role of the therapist, prior therapy experience, the length of treatment, the attributed reason for effectiveness of therapy, the role of client in therapy The single greatest area of convergence among psychotherapists in their treatment recommendations is the development of a strong therapeutic alliance Each therapeutic system views the role of the therapeutic relationship through different perspectives Organize the students into four groups corresponding to the following stances in terms of process and change (a) The relationship is unimportant (b) The relationship is a necessary precondition for change but not the agent of change (c) The relationship is the main ingredient of change, the essential process of change (d) The relationship provides essential content for change, but is not therapeutic in and of itself 10 The general common factors identified across numerous studies include support, insight, behavior change, therapist characteristics, confidential relationship, conceptual schema, therapeutic ritual, warm, inspiring therapist, opportunity for catharsis, introspection, interpretation, reinforcement, desensitization, confrontation, and skill development (Garfield, 1992; Grencavage & Norcross, 1990; Watson, 1940) Students in sub-groups or as a class of the whole can develop and discuss the following questions: Which of these common factors are essential, desirable but non-essential, and unimportant? Which theoretical orientations might be most congruent with the classifications and why? Which positive and healthpromoting relationships in their lives contain these common factors? 11 The processes of change represent a middle level of abstraction between global theories and specific techniques and are activities that alter affect, thinking, and behavior Divide the class into five groups with each group working with one process of change Apply the Case of Mrs C How might the process of change being dealt with by a particular group be effectively implemented in this case? How would the choice of change process be affected by therapist’s theoretical orientation and case conceptualization? 12 How has the material and discussion from this chapter affected the students’ (a) definition and meaning of psychotherapy, (b) purpose of theory, (c) ideas about how and why change occurs, and (d) reasons for the effectiveness of psychotherapy? 13 The change process of social liberation is one traditionally beyond the scope of most psychotherapies Advocacy, lobbying, and political activity are seen as functions of the person of the psychotherapist outside © 2014 Cengage Learning, Inc of the consulting room However, a few psychotherapy systems — in particular, feminist therapy — believe that psychotherapy itself should be involved in the process of social liberation Arrange a debate or discussion among students on the appropriateness of social liberation as a part of the psychotherapy enterprise Begin with a resolution that “the personal is political” and discuss the clinical implications of this proposition What social conditions might be most appropriate for psychotherapist advocacy? Examples for discussion could include racism, sexism, ageism, sexual behavior, nationalism, and religiosity 14 In his classic Persuasion and Healing, Jerome Frank (1961; Frank & Frank, 1991) posited that all psychotherapeutic methods are elaborations and variations of age-old procedures of psychological healing The features that distinguish psychotherapies from each other, however, receive special emphasis in the pluralistic, competitive American society The net result is that most students have not been trained in or exposed to the common factors perspective There are at least two ways of accomplishing this goal early in the course First, ask students to define psychotherapy in contrast to other occupations This brief exercise will show them that there is more in common among the psychotherapies than they have been led to believe by the typically divisive presentations of introductory textbooks Second, interview at random a few friends and acquaintances and ask them to define or describe psychotherapy The uneducated layperson will lack the more inclusive and differentiated view of psychotherapy, but their comments will probably demonstrate to students that there is much unity within the diversity of psychotherapy 15 The role of positive expectations in psychotherapy outcome has generally been considered to be crucial What is less clear is how the psychotherapist might harness or enhance these positive expectations Ask students to generate a list of technical procedures and relationship stances that might enhance the expectancy effect When the list is complete, if they have not already done so, ask students to address such issues as a rationale for the procedure, existence of empirical research, the perceived credibility of the therapist, the referral source, the cost of the psychotherapy, the attire and demeanor of the therapist, and so on 16 Many therapists assert that, under the right circumstances, almost any charismatic person could assume the role of healer Discuss this view, which devalues the role of technique, from a procedural perspective Also have students differentiate between psychotherapists and other culturally-sanctioned healers, such as priests and faith healers 17 Provide a mini-lecture on meta-analysis as a method for evaluating psychotherapy outcomes since it is repeatedly presented in the text Perhaps assign one of the classic meta-analytic studies for students to read between class meetings Debate the advantages and disadvantages of relying on meta-analyses to summarize the efficacy of the psychotherapies 18 A particularly useful article to complement Chapter is Barbara Held’s (1991) “The process/content distinction in psychotherapy revisited.” This article could be assigned early in the course, ideally between the first and second class meetings, and will assist students in comprehending and working within the text’s integrative framework Part of subsequent class meetings would be devoted to discussing this distinction and its implications 19 Present the following quote from Greenberg and Mitchell (1983, p 407): “Theory stands or falls on how compelling it appears to be, on its underlying vision of human life Does the theory speak to you? Does it seem to account for our deepest needs Longings, fears?” Have students then grapple with the nature, role, and status of theory for understanding and conducting psychotherapy It is often useful to ask students to articulate explicitly their criteria for selecting one or more preferred systems of psychotherapy © 2014 Cengage Learning, Inc 10 Chapter Defining and Comparing the Psychotherapies The text authors cite an estimate that there are how many brands of psychotherapy in marketplace? A) 50 C) 320 B) 150 * D) 500 Theoretical orientations generally provide a consistent perspective on all of the following EXCEPT: A) human behavior C) mechanisms of therapeutic change * B) human development D) psychopathology W Prochaska and Norcross's definition of psychotherapy would include all of the following EXCEPT: A) an informed and intentional application B) clinical methods and interpersonal stances C) a derivation of established psychological principles * D) assisting people to change in the direction the therapist deems desirable According to the textbook's authors, which of the following is FALSE regarding expectations: A) a positive expectation is a critical precondition for therapy to continue * B) expectation is a central process of change C) expectation is an important variable for all systems of therapy D) it refers to a patient's expectation about procedures in therapy The text authors assert that psychotherapy theories help clinicians all of the following EXCEPT: A) describe the clinical phenomena * B) understand how to adapt their therapeutic style to individual clients C) delimit the amount of relevant information D) prioritize their case conceptualization and guide their treatment Jean views the therapeutic relationship as a necessary but not sufficient precondition for therapy to proceed Jean is likely to practice: * A) behavior therapy C) person-centered therapy B) existential therapy D) psychoanalytic therapy When you asked a therapist to describe her approach, she responded that she is “eclectic.” What did she mean by this? * A) She tries to tailor her approach to the client’s specific style and problems B) She is very committed to one system of psychotherapy C) She relies on common factors to promote positive client outcomes D) She uses only those techniques that have clearly been shown by research to help people change W Which therapy believes the therapeutic relationship is necessary and sufficient for constructive personality change? A) Behavior therapy * C) Person-centered therapy B) Existential therapy D) Psychoanalytic therapy According to Jerome Frank, therapeutic change is predominantly a function of which of the following? A) Free association C) Progressive relaxation * B) Rationale or conceptual scheme D) None of the above 10 Maria and Salvatore are having marital difficulties Their therapist recognizes that for treating marital conflict, psychotherapy research has generally demonstrated the differential effectiveness of: A) behavior therapy C) Rogerian therapy B) cognitive therapy * D) systemic therapy © 2014 Cengage Learning, Inc 11 W 11 The conceptual level of analysis of change processes is: A) technical C) relational B) theoretical * D) intermediate between technique and theory 12 Common factors in psychotherapy refer to: A) the unique change processes derived from each therapy system * B) nonspecific factors that are common to even disparate forms of therapy C) the notion that all psychotherapies produce equivalent outcomes D) the concept that psychotherapy is not that different from other helping professions 13 The text authors suggest that of the common factors that have been proposed, two appear to have the most consensual support They are: A) the Hawthorne effect and the therapeutic relationship B) improved self-esteem and mastery * C) the therapeutic relationship and positive expectations D) the Hawthorne effect and exposure to previously avoided stimuli or situations 14 The Hawthorne effect refers to: A) the expectations for success that a client brings to any therapy relationship B) the added value of a good therapy relationship on therapy outcomes * C) improvements in behavior as a result of increased attention from others D) research studies that show a significant difference between the treatment and placebo control group 15 Specific factors refer to: A) changes in client behavior that are related to the quality of therapy relationship B) the acquisition and practice of new behaviors C) those client behavioral changes related to emotional expression or interpretation * D) specific procedures advanced by different therapies to promote change 16 The information given a client in psychotherapy concerning environmental events is called: A) consciousness raising C) feedback * B) education D) reinforcement 17 Carole was very worried about the C grade she was to receive in her Research Methodology course After reviewing published material from the university, she was very relieved when she learned that such a grade was average for most students This is an example of: A) consciousness raising C) feedback * B) education D) reinforcement © 2014 Cengage Learning, Inc 12 18 Thomas, an exceptionally qualified student, interviewed at a number of competitive doctoral programs this year but was not accepted He decided to never apply again because he believed he would continue to be rejected After speaking with knowledgeable professors he realized that he did not know the rationale for being rejected by these programs (e.g., they could have been looking for someone with different research interests), and he decided to apply again next year This is an example of: A) contingency management * C) feedback B) education D) reevaluation 19 Which of the following theories talks primarily about the content of therapy? A) Behavioral * C) Existential B) Integrative D) Systemic 20 Which of the following theories does NOT talk primarily about the content of therapy? A) Psychoanalysis C) Existential * B) Behavioral D) Multicultural 21 The transtheoretical model is able to identify meaningful points of convergence and contention among psychotherapy systems by employing: A) a method for contrasting global theories of therapy * B) an intermediate level of analysis of change processes C) a low level analysis of specific clinical interventions or techniques D) a broad integration of both common and specific factors W 22 The text authors’ integrative model supports comparative analysis of systems of psychotherapy by: A) minimizing the focus on levels of personal functioning * B) assuming a limited number of change processes C) categorizing therapy systems by their stage of change D) linking systems of therapy to their implicit and explicit theory of psychopathology 23 The processes of change are: A) components of specific therapy systems B) concrete and specific interventions suggested by therapy systems * C) generic change strategies that cut across many therapy systems D) alternative names for therapy systems 24 When the information given clients is contained in the stimulation generated by the individual's own actions and experiences, we call that: A) contingency management C) education B) counterconditioning * D) feedback 25 Cathartic reactions evoked by observing emotional scenes in the environment is called: A) corrective emotional experiences C) environmental catharsis * B) dramatic relief D) reactionary catharsis 26 A conflict between a desire to be independent and fears about leaving home would be considered: * A) intrapersonal C) individuo-social B) interpersonal D) beyond growth to fulfillment 27 A conflict between a woman who likes to save money and her husband who likes to spend money would be considered: A) intrapersonal C) individuo-social * B) interpersonal D) beyond growth to fulfillment © 2014 Cengage Learning, Inc 13 28 A conflict for an individual who wants to live a homosexual life but is afraid of the ostracism that may occur because of society's lack of acceptance of homosexual individuals would be considered: A) intrapersonal * C) individuo-social B) interpersonal D) beyond growth to fulfillment 29 * A) C) would be considered a good emotional bowel movement Catharsis B) Self liberation Consciousness raising D) Social liberation W 30 Changing responses to consequences without changing contingencies would be considered: A) contingency management * C) reevaluation B) counterconditioning D) stimulus control 31 Changing our responses to stimuli is referred to as _, whereas changing the environment involves _ A) contingency management; counterconditioning * B) counterconditioning; stimulus control C) counterconditioning; contingency management D) stimulus control; contingency management 32 In psychotherapy studies, an attention placebo control group is one in which comparable time or attention to the active treatment group is provided without: A) a therapeutic relationship * C) specific interventions B) any of psychotherapy’s common factors D) producing the Hawthorne effect © 2014 Cengage Learning, Inc 14 DEFINITIONS AND IDENTIFICATIONS Defining and Comparing the Psychotherapies action therapies awareness (insight) therapies catharsis choosing common (nonspecific) factors consciousness raising contingency management corrective emotional experiences counterconditioning dramatic relief education expectations feedback Hawthorne effect integration placebo processes of change psychotherapy reevaluation self-liberation social liberation specific factors stimulus control theory therapeutic content transtheoretical ESSAY QUESTIONS Chapter Defining and Comparing the Psychotherapies The textbook authors choose an integrative model to evaluate each system of psychotherapy Take a position for or against an integrative model If you argue for an integrative model, be sure to present its advantages If you argue against an integrative model, present your criticisms as well as an alternative What are the criteria for the definition of psychotherapy advanced by the authors? Apply and critique the authors’ definition of psychotherapy Change mechanisms and the therapeutic relationship are placed on equal footing within the authors’ definition of psychotherapy Develop a rationale with substantiation for either their position or the importance of one factor over the other Present the case for the value and importance of a theoretical framework for the effective practice of psychotherapy Identify and discuss the key elements of a theory Rebut the case against reliance on theory for psychotherapy conceptualization and treatment Positive expectation is an active ingredient in all systems of therapy Discuss the findings of studies that investigate the role and effect of positive expectation in therapy Further, discuss specific examples of expectancy and potential usefulness in orientation to therapy Describe the classic Hawthorne studies and identify specific implications of these studies for the process and outcome of psychotherapy Using Frank’s view on the common factors of all psychological healing, compare and contrast a contemporary psychotherapist with an shaman or a particularly helpful professor A young woman comes into your office and tells you she is considering entering psychotherapy but is somewhat skeptical at this point She asks you to tell her the specific processes through which you will help her change How would you respond? When you explain to a client that you will be using techniques aimed at consciousness raising, he informs you that he uses prayer to maintain a clear conscience and needs no help in this matter Explain to your client what you mean by consciousness raising 10 Some common factors have been found to be so powerful that Garfield and others have suggested a “common factors” therapy Identify the major common factors and make a case both for a common factors therapy and for the importance of a specific theoretical system inclusive of common factors 11 You are working with a 24-year-old female whose ongoing concerns revolve around relationships and intimacy, conflicts with an authoritarian father, and symptoms of eating disorders Describe and explain your initial choices of awareness to action change processes and use of experiential to environmental levels of change 12 You are sitting in a room with a psychoanalytic therapist and a behavior therapist The psychoanalyst insists that only those processes of change that increase awareness should be used therapeutically The behaviorist argues that only action-oriented processes are worth considering Join the argument as an integrationist and explain why both awareness and action processes of change should be used 13 A young woman is preparing to leave home for the first time in order to attend an out-of-state college Three months after arriving at school, she feels overwhelmed by a number of problems She goes through bouts of home sickness, followed by weeks when she has no desire to speak with her parents She has been arguing with her roommate almost non-stop She also finds herself in an environment in which her conservative religious views often leave her open to criticism Finally, she has recently devoted a lot of thought to what type of person she wants to become Classify each of these problems in terms of Maddi’s conflict view of personality and psychopathology In doing so, describe each of the conflict areas and indicate how each problem fits into the assigned area 14 As a researcher, you are interested in testing a promising new therapeutic technique — common psychobabble therapy (CPT) Design a study to rigorously compare the outcome of CPT with systematic desensitization for the treatment of anxiety disorder When designing your experiment be sure to keep the Hawthorne effect and other nonspecific (or common) variables in mind 15 Pat has recently embraced a homosexual lifestyle Although happy with his/her new life, he/she feels very anxious about the decision You decide that Pat would benefit from changes aimed at both selfliberation and social-liberation Give an example of each applied to Pat’s case REFERENCES Adams, H E (1984) The pernicious effects of theoretical orientations in clinical psychology The Clinical Psychologist, 37, 90 - 93 Arkowitz, H (1989) The role of theory in psychotherapy integration Journal of Integrative and Eclectic Psychotherapy, 8, - 16 Balch, W R (1983) The use of role-playing in a classroom demonstration of client-centered therapy Teaching of Psychology, 10, 173 - 174 Bear, G (1992) A Freudian slip? 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For instance: the relationship between a teacher and student, a physician and a patient, a shaman and a patient, a sports coach and an athlete Student metaphors of psychotherapy and the therapeutic... behavior therapist The psychoanalyst insists that only those processes of change that increase awareness should be used therapeutically The behaviorist argues that only action-oriented processes... perspective Also have students differentiate between psychotherapists and other culturally-sanctioned healers, such as priests and faith healers 17 Provide a mini-lecture on meta -analysis as a method