100% tevredenheidsgarantie Direct beschikbaar na je betaling Lees online óf als PDF Geen vaste maandelijkse kosten
logo-home
Eerder door jou gezocht
Eerder door jou gezocht
logo
Notes lectures Introduction to Cognitive Behavioral Therapies (PSB3E-KP07) €3,09
In winkelwagen
Snel navigeren naar
Voorbeeld
  2.  
  3. Rijksuniversiteit Groningen (RuG)
  4.  
  5. Introduction To Cognitive Behavioral Therapies (PSB3EKP07)

College aantekeningen

Notes lectures Introduction to Cognitive Behavioral Therapies (PSB3E-KP07)

1 beoordeling
 5 keer verkocht

Lecture notes of all the lectures (14 in total) given during the third year course Introduction to Cognitive Behavioral Therapies (PSB3E-KP07) at the University of Groningen. The parts that discussed personal information are not included due to privacy reasons.

Voorbeeld 4 van de 35  pagina's

Document informatie

  • 17 januari 2022
  • 35
  • 2021/2022
  • College aantekeningen
  • M.j.j. lommen
  • Alle colleges

Onderwerpen

Geschreven voor

Alle documenten voor dit vak (3)

1  beoordeling

review-writer-avatar

Door: elleskruiter12 • 2 jaar geleden

Verkoper

avatar-seller
isabelvdb

Ontvangen beoordelingen

Voorbeeld van de inhoud

Notes lectures Introduction to Cognitive Behavioral
Therapies
Lecture 1: Introduction to CBT
What is CBT; empirically based form of treatment, departing from theoretical models on learning and
information processing.

History of CBT:

- Late 1950s-1960s first generation
 Behavior therapy (observable behaviors, classical and operant conditioning)
- Early 1970s-1980s; second generation
 Cognitive therapy (information processing, negative automatic thoughts, Socratic
dialogue, cognitive restructuring)
- Integrated during the 80’3 into cognitive-behavioral therapy
- 2000s; third generation
 Mindfulness Based Cognitive Therapy, Acceptance and Commitment Therapy, Dialectical
Behavior Therapy

Characteristics of CBT;

- Focus on present
- Question is; why does the problem persist
- Focus on thoughts, behaviors, emotions
- Time-limited
- Goal oriented
- Problem solving approach
- Building on theoretical and clinical research

CBT assessment;

- Aim; to investigate the exact nature of this patients thoughts and behaviors
- Initial approach; formal assessment using interview, self-monitoring
- Maintenance; assess the nature and impact of cognitions and behaviors continuously during
treatment phase and also in interaction with the patient (assessment never stops)

Behavioral therapy= applying experimentally verified learning principles.

Behavior is a logical response to a meaningful situation. Behavior is the result of a complex
information system with antecedent and consequent factors (ABC).

Learning= acquiring knowledge about the connection between events (=expectations) can result in a
behavioral change.

Levels of knowledge;

- Learning model; abnormal behavior is achieved by the same learning processes as normal
behavior (the ways of developing, maintaining and changing behavior are the same)
- Normal or abnormal; deficits/excess (frequency, intensity, duration, inappropriate situation).
Norm; general norm, impairment, health-related risk, illegal

Behavioral therapy (BT); basic principles; interaction of person with his/her environment.

, 1. Antecedents; conditions/stimuli that set the occasion for behavior to occur
2. Behavior; anything a person does (or does not)
3. Consequences; effect that behavior produces (immediate and delayed)

Behavior is maintained by its consequences.

Assessment;

- Intake evaluation; assessing problem behavior (behavioral excesses/deficits), coping
behavior
- Registration of problem behavior and antecedents/consequences (typically in BT) or thought
records (typically in CT)

Functional analysis – antecedents

- Discriminative stimuli (Sd); events/situations
that elicit the behavior and predict
reinforcement/punishment.
- Establishing operations (EO);
 Factors changing the
reinforcing/punishing properties of other
environmental events (hunger, thirst,
craving, negative mood, thoughts rules)
 Motivational factors
- S-delta; situations/circumstances in which
the behavior does not take place.

Cognitive therapy (CT); basic principles of CT

- Thoughts (cognitions) give meaning to neutral stimulus and determine feelings and behavior
- Beliefs/schema’s are developed through (childhood) experiences and form a filter
- Identify thoughts
- Distinguish between automatic thoughts, (intermediate) beliefs, and core beliefs
- Challenge and change thoughts

Analyses in CBT on different levels;

- Most specific (movie-like)
 Topographical analyses (chain of behaviors)
- On the level of problem behavior
 Functional analysis in BT (describing antecedents (Sd/EO) – behavior – positive and
negative consequences
 Cognitive conceptualization in CT (core beliefs, beliefs, situation, automatic thoughts,
reactions (emotional, physiological, behavioral))
- On the level of an overview of problem areas and their interactions/causal relations
 Case formulation/holistic theory

New developments in CBT;

- Mindfulness
 Mindfulness-based cognitive therapy (MBCT); non-judgmental observation of present
experiences
 Thoughts can be observed

,  Meditation
- Acceptance and commitment therapy (ACT)
 Acceptance= willingness to stay in contact with aversive experiences
 Commitment to life values and goals
 Cognitive diffusion



Lecture 2: Exposure in practice
How do you apply exposure:

- Analysis of meaning: how do we think the classical of fear response is conditioned
- Conditioned stimulus (CS) unconditioned stimulus (UCS) conditioned response (CR)

Exposure to what? What is being avoided/prevented to happen;

- Situations (e.g. social interaction)
- Emotions (e.g. fear)
- Bodily sensations (e.g. palpitations)
- Cognitive contents (e.g. memories)

Classical conditioning;

- Little Albert; rabbit (CS) unexpected loud noise (UCS) fear (CS)
- Pavlov and the dog food; sound (CS) food (UCS) drooling (CS)

Fear responses in the brain:

- Quick route: eyes thalamus  amygdala brainstem
 Super quick fight, flight
 In anxiety disorders is the amygdala very active sweating, difficulty thinking, rapid
breathing, stomachache, increasing heartrate, shaking
- Long route: eyes thalamus visual cortex amygdala brainstem
 Takes longer, interpretation is involved

Exposure to the conditioned stimulus (CS) in exposure therapy.

Panic disorder:

- Dizziness (CS) faint (UCS) fear (CR)
- Higher heart rate (CS)  having heart attack and dying (UCS) fear (CR)
 Interoceptive exposure= exposure to bodily sensations.

Interceptive exposure in action;

- Hyperventilation provocation; dizziness (CS) fainting, going crazy, losing control, heart
attack (UCS)  fear (CR)
- Breathing though a straw
- Walking the stairs
- Shaking your head
- Spinning around
- Holding your breath
- Looking at stripes

, Exposure: variants

- Exposure in vivo/in real life (agoraphobia)
- Exposure invitro/imagery exposure (PTSD)
- Interceptive exposure (panic disorders, hypochondriasis)
- Cue exposure (bulimia, addictive behaviors)
- Exposure with response prevention (OCD)
- Social mishap exposure (social phobia)
- Therapist-assistant/self-directed exposure
- Virtual reality exposure therapy (VRET)

Social anxiety disorder (SAD); social mishap (CS) rejection (UCS) fear (CR)

Mowrer’s two-factor theory;

- Classical conditioning to develop fear
- Operant conditioning to maintain fear through safety behaviors

Safety behavior=

- Behaviors that predict safety (absence of UCS) and that there are related to the prevention
of the feared outcome
- Safety behavior = R (operant)

Safety signal=

- Predictors of the absence of UCS
- Safety signal = CS

Avoidance behavior;

- Passive avoidance; avoiding situations/objects to prevent the expected feared outcome to
occur.
- Active avoidance; escaping from (leaving) the anxiety provoking situation (and therefore the
feared outcome).

Obsessive compulsive disorder (OCD);

- Obsessions that give rise to anxiety
 My hands are dirty
 Harming self/others
 Did I leave the gas on
 Did I just hit someone
 I am gay
 God is bad
- Compulsions that function as a mean to
diminish this anxiety (can be overt and
covert)
 Washing (hands)
 Cleaning
 Checking
 Praying
 Counting

Dit zijn jouw voordelen als je samenvattingen koopt bij Stuvia:

Bewezen kwaliteit door reviews

Bewezen kwaliteit door reviews

Studenten hebben al meer dan 850.000 samenvattingen beoordeeld. Zo weet jij zeker dat je de beste keuze maakt!

In een paar klikken geregeld

In een paar klikken geregeld

Geen gedoe — betaal gewoon eenmalig met iDeal, creditcard of je Stuvia-tegoed en je bent klaar. Geen abonnement nodig.

Direct to-the-point

Direct to-the-point

Studenten maken samenvattingen voor studenten. Dat betekent: actuele inhoud waar jij écht wat aan hebt. Geen overbodige details!

Veelgestelde vragen

Wat krijg ik als ik dit document koop?

Je krijgt een PDF, die direct beschikbaar is na je aankoop. Het gekochte document is altijd, overal en oneindig toegankelijk via je profiel.

Tevredenheidsgarantie: hoe werkt dat?

Onze tevredenheidsgarantie zorgt ervoor dat je altijd een studiedocument vindt dat goed bij je past. Je vult een formulier in en onze klantenservice regelt de rest.

Van wie koop ik deze samenvatting?

Stuvia is een marktplaats, je koop dit document dus niet van ons, maar van verkoper isabelvdb. Stuvia faciliteert de betaling aan de verkoper.

Zit ik meteen vast aan een abonnement?

Nee, je koopt alleen deze samenvatting voor €3,09. Je zit daarna nergens aan vast.

Is Stuvia te vertrouwen?

4,6 sterren op Google & Trustpilot (+1000 reviews)

Afgelopen 30 dagen zijn er 66184 samenvattingen verkocht

Opgericht in 2010, al 15 jaar dé plek om samenvattingen te kopen

Begin nu gratis
€3,09  5x  verkocht
  • (1)
In winkelwagen
Toegevoegd