Exam 2: NSG 526
1. Group Therapy primary purpose: The primary purpose of group therapy is to
facilitate changes by the patient to address identified problems.
2. A technique for dealing with an over talkative client and silence from other
participants in a group during therapy: make an observation about the group's
silence and invite the others to comment
3. the technique of "Information Giver".: During group members sharing methods
they personally use for dealing with problems
4. CBT: consists of active questioning, homework assignments, and dream survey.
The therapist helps the patient consider personal ideas and beliefs in order to
increase the patient's realization about how thoughts influence behaviors.
5. Attachment: Attempts to explain the dynamics of interpersonal relationships
between humans. A child needs to form a relationship between at least one primary
caregiver.
6. Mileu: Milieu therapy requires consideration of the client's social, economic, and
cultural status.
7. Complementary Alternative Medicine vs Western major difference: Western
medicine focuses on what is done to the patient whereas CAM focuses on mind-body
interactions.
8. Beck: Beck developed the cognitive model of depression and the concept that
cognitive processing distortions underlie psychological disorders
ACTIVE, TIME-LIMITED APPROACH
9. depression can be understood via schemas:: Beck;
cognitive errors, and the cognitive triad (i.e., negative views of self, tendency toward
interpreting experiences in a negative manner, and holding negative views of the
future).
10. Beck assumption: Distorted thinking contributes to and maintains bheavior
(symptoms)
11. Ellis: RET (Rational Emotive Therapy) a form of cbt
12. ret: unrealistic and irrational beliefs cause many emotional problems. The pur-
pose of RET is to identify an irrational belief and dispute it through active, philosoph-
ical, confrontational therapy.
13. RET assumption: People make themselves sick anytime they escalate a desire
or preference into a demand or absolute must. (People become who they become
based on their beliefs).
14. Skinner: operant conditioning
15. Operant conditioning: voluntary behaviors are learned through consequences,
and behavioral responses are elicited through reinforcement, which causes a be-
, Exam 2: NSG 526
havior to occur more frequently. Positive reinforcement- getting a gift, or negative
reinforcement- removal of objectionable' or aversive stimulus
16. Skinner: Absence of reinforcement, or extinction, also decreases behavior by
withholding a reward that has become habitual. Teachers employ this strategy in the
classroom when they ignore acting-out behavior that had previously been rewarded
by more attention.
Skinner's behavior model provides a concrete method for modifying or replacing
behaviors. Behavior management and modification programs based on his prin-
ciples have shown to be successful in altering targeted behaviors. Programmed
learning and token economies represent extensions of Skinner's thoughts on learn-
ing. Behavioral methods are particularly effective with children, adolescents, and
individuals with many forms of chronic mental illness.
17. Universality: Yaslom: The recognition of shared experiences and feelings
among group members and that these may be widespread or universal human
concerns, serves to remove a group member's sense of isolation, validate their
experiences, and raise self-esteem.
18. Altruism: Yaslom: The group is a place where members can help each other,
and the experience of being able to give something to another person can lift
the member's self esteem and help develop more adaptive coping styles and
interpersonal skills.
19. Instillation of hope: Yaslom: In a mixed group that has members at various
stages of development or recovery, a member can be inspired and encouraged by
another member who has overcome the problems with which they are still struggling.
20. Imparting information: Yaslom: While this is not strictly speaking a psychother-
apeutic process, members often report that it has been very helpful to learn factual
information from other members in the group, for example, about their treatment or
about access to services.
21. Corrective recapitulation of primary family experience: Yaslom: Members
often unconsciously identify the group therapist and other group members with their
own parents and siblings in a process that is a form of transference specific to
group psychotherapy. The therapist's interpretations can help group members gain
understanding of the impact of childhood experiences on their personality, and they
may learn to avoid unconsciously repeating unhelpful past interactive patterns in
present-day relationships.
22. Development of socializing techniques: Yaslom: The group setting provides
a safe and supportive environment for members to take risks by extending their
repertoire of interpersonal behavior and improving their social skills.
23. Imitative behavior: Yaslom: One way in which group members can develop
social skills is through a modeling process, observing and imitating the therapist and
1. Group Therapy primary purpose: The primary purpose of group therapy is to
facilitate changes by the patient to address identified problems.
2. A technique for dealing with an over talkative client and silence from other
participants in a group during therapy: make an observation about the group's
silence and invite the others to comment
3. the technique of "Information Giver".: During group members sharing methods
they personally use for dealing with problems
4. CBT: consists of active questioning, homework assignments, and dream survey.
The therapist helps the patient consider personal ideas and beliefs in order to
increase the patient's realization about how thoughts influence behaviors.
5. Attachment: Attempts to explain the dynamics of interpersonal relationships
between humans. A child needs to form a relationship between at least one primary
caregiver.
6. Mileu: Milieu therapy requires consideration of the client's social, economic, and
cultural status.
7. Complementary Alternative Medicine vs Western major difference: Western
medicine focuses on what is done to the patient whereas CAM focuses on mind-body
interactions.
8. Beck: Beck developed the cognitive model of depression and the concept that
cognitive processing distortions underlie psychological disorders
ACTIVE, TIME-LIMITED APPROACH
9. depression can be understood via schemas:: Beck;
cognitive errors, and the cognitive triad (i.e., negative views of self, tendency toward
interpreting experiences in a negative manner, and holding negative views of the
future).
10. Beck assumption: Distorted thinking contributes to and maintains bheavior
(symptoms)
11. Ellis: RET (Rational Emotive Therapy) a form of cbt
12. ret: unrealistic and irrational beliefs cause many emotional problems. The pur-
pose of RET is to identify an irrational belief and dispute it through active, philosoph-
ical, confrontational therapy.
13. RET assumption: People make themselves sick anytime they escalate a desire
or preference into a demand or absolute must. (People become who they become
based on their beliefs).
14. Skinner: operant conditioning
15. Operant conditioning: voluntary behaviors are learned through consequences,
and behavioral responses are elicited through reinforcement, which causes a be-
, Exam 2: NSG 526
havior to occur more frequently. Positive reinforcement- getting a gift, or negative
reinforcement- removal of objectionable' or aversive stimulus
16. Skinner: Absence of reinforcement, or extinction, also decreases behavior by
withholding a reward that has become habitual. Teachers employ this strategy in the
classroom when they ignore acting-out behavior that had previously been rewarded
by more attention.
Skinner's behavior model provides a concrete method for modifying or replacing
behaviors. Behavior management and modification programs based on his prin-
ciples have shown to be successful in altering targeted behaviors. Programmed
learning and token economies represent extensions of Skinner's thoughts on learn-
ing. Behavioral methods are particularly effective with children, adolescents, and
individuals with many forms of chronic mental illness.
17. Universality: Yaslom: The recognition of shared experiences and feelings
among group members and that these may be widespread or universal human
concerns, serves to remove a group member's sense of isolation, validate their
experiences, and raise self-esteem.
18. Altruism: Yaslom: The group is a place where members can help each other,
and the experience of being able to give something to another person can lift
the member's self esteem and help develop more adaptive coping styles and
interpersonal skills.
19. Instillation of hope: Yaslom: In a mixed group that has members at various
stages of development or recovery, a member can be inspired and encouraged by
another member who has overcome the problems with which they are still struggling.
20. Imparting information: Yaslom: While this is not strictly speaking a psychother-
apeutic process, members often report that it has been very helpful to learn factual
information from other members in the group, for example, about their treatment or
about access to services.
21. Corrective recapitulation of primary family experience: Yaslom: Members
often unconsciously identify the group therapist and other group members with their
own parents and siblings in a process that is a form of transference specific to
group psychotherapy. The therapist's interpretations can help group members gain
understanding of the impact of childhood experiences on their personality, and they
may learn to avoid unconsciously repeating unhelpful past interactive patterns in
present-day relationships.
22. Development of socializing techniques: Yaslom: The group setting provides
a safe and supportive environment for members to take risks by extending their
repertoire of interpersonal behavior and improving their social skills.
23. Imitative behavior: Yaslom: One way in which group members can develop
social skills is through a modeling process, observing and imitating the therapist and
