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PSY 325 (99)
Lecture

PSY 325 SEPT 21 2012.doc

7 Pages
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Department
Psychology
Course Code
PSY 325
Professor
Karen Milligan

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Description
PSY 325 L3 9/21/12 ASSESSMENT & RESEARCH IN PSYCHOLOGICAL DISORDERS COGNITIVE BEHVARIALTHERAPY • ELLIS, BECK • DEVELOPED OUT OF BEHAVRIALTHERAPY • EMPHASIZES THE ROLE OF INFO PROCESSING (EG: PERCEPTION, ATTENTION, & MEMORY) AS WELLAS ATTITUDES, BELIEFS, & INTERPRETATION OFTHE WORLD • SCHEMA- THINGS WE PRESUME DUE TO PAST EXPERIENCES ASSUMPTIONS OF COGNITIVE BEHAVIOR THEORY • ABNORMAL& NORMAL BEHAVIORARE BOTH LEARNED • COGNITIONAFFECTS BEHAVIOR • COGNITION CAN BE MONITORED,ANALYZED &ALTERED • CHANGING YOUR THOUGHTS CAN LEAD TO BEHAVIOR CHANGE (I.E CHANGE THE SITUATION OFTHE INTERPRETATION OFTHE SITUATION) THOUGHTS- FEELING-BEHAVIORS AUTOMATIC THOUGHT RECORD- USED IN COGNITIVE THERAPY INCREASEAWARENESS OFTHOUGHT 10 COMMON COGNITIVE DISTORTIONS • ALL-OR-NOTHING THINKING • OVER GENERALIZATION • MENTALFILTER • DISQUALIFYING THE POSITIVE • JUMPING TO CONCLUSIONS • MAGNIFICATION (CATASTROPHIZING) OR MINIMIZATION • EMOTIONALREASONING • LABELING & MISLABELING • PERSONALIZATION • SHOULD STATEMENTS SOCIALLEARNING THEORY • BANDURA • DEVELOPED OUT OF BEHAVIOR THEORY • REINFORCEMENT IS NOTALWAYS NECESSARY FOR LEARNING OCCUR • SOCIALMODELING & OBSERVATIONAL LEARNING CANALSO LEAD TOACQUISITION & CHANGE OF MALADAPTIVE BEHAVIOR CENTRAL ROLE OF EMOTION REGULATON 1 PSY 325 L3 EMOTIONS ARE CENTRALTO MOST CONTEMPORARYTHEORIES INCREASED EMPHASIS ON EMOTION REGULATION EG 1:ATTATCHMENT EG 2:MINDFULNESS ATTACHMENT • SECURE • RESISTANT • AUTONOMOUS • PREOCCUPIED • AVOIDANT • DISORGANIZED • DISMISSING • DISORGANIZED/UNRESOLVED ATTATCHMENT BASED INTERVENTIONS WHAT IS ATTATCHMENT SECURITY? ANAFFECTIVE BOND OR TIE BETWEENAN INFANTAND HIM/HER PRIMARY CAREGIVER THAT DEVELOPS WITHIN THE FIRSTYEAR OF LIFE (AINSWORTH, BLEHAR, WATERS, & WALL, 1978) ¨ SURVIVAL MECHANISM THAT PROVIDES CHILD WITHASAFE HAVEN FROM WHICH TO EXPLOREAPOTENTIALLY DANGEROUS WORLD” (BOWLBY, 1988) WHEN SAFETY IS THREATENED, THE ATTACHMENT SYSTEM IS “ACTIVATED” AND INFANT BEHAVES INAN ORGANIZED MANNER TO ENSURE PROXIMITYTO THEIR CAREGIVER ANAFFECTIVE BOND OR TIE BETWEENAN INFANT & HIS/HER PRIMARY CAREGIVER THAT DEVELOPS W/I THE 1STYEAR OFLIFE ATTATCHMENTC IS SPECIFIC TO EMOTION REGULATION & IS THEREFOREACTIVATED WHENA CHID IS • EMOTIONALLY UPSET • PHYSICALLY HURT • ILL • PARENTS PLAYAKEY ROLE IN REGULATION OF NEGATIVE EMOTIONS • INFANTS DEVELOPEXPECTANCIES OR WORKING MODELSABOUT THEIR PARENTSABILITY TO FULFILLTHE ROLES OF PROTECTOR, PROVIDER, AND EMOTION REGULATOR ATTATCHMENT BASED INTERVENTIONS 2 PSY 325 L3 • RIGHT FROM THE START • WATCH WAIT & WONDER • EMOTION FOCUSED COUPLE THERAPY MINDFUL INTERVENTIONS • DERIVED FROM BUDDHISM • OBSERVING ONE'S ONGOING EXPERIENCES, INTERNAL& EXTERNALWITHOUT EVAUATION OF JUDGEMENT 5 FACTORS—BEING PRESENT • OBSERVING ONE'S EXPERIENCES • DESCRIBE EXPERIENCES • ACTING WITH AWARENESS • NON-JUDGEMENT OF INNER EXPERIENCES • NON-REACTIVITYTO INNER EXPERIENCES MINDFULNESS-BASED STRESS REDUCTION *NEW TOPIC ASSESSMENT & RESEARCH IN PSYCHOLOGICAL DISORDERS SCIENTIFIC METHOD • DEFININGAPROBLEM • SPECIFYING AHYPOTHOSIS • CHOOSING & IMPLEMENTINGARESEARCH METHOD • ANALYZING THE DATA, DRAWINGAPPROPRIATE CONCLUSIONS, & COMMUNICATING THE FINDINGS TYPES OFVALIDITY FACE-TEST MEASURES WHAT IT IS SUPPOSED TO MEASURE CONTENT-TESTASSESSESALLIMPORTANTASPECTS OF PHENOMENON CONCURRENT-TESTYIELDS RESULTS SIMILAR TO OTHER MEASURES THAT MEASURE THE SAME CONSTRUCT PREDICTIVE-TEST PREDICTS THE BEHVIOR, THOUGHTS, OR FEELING IT IS SUPPOSED TO MEASURE/PREDICT CONSTRUCT- TEST MEASURES WHAT IT IS SUPPOSED TO MEASURE NOT SOMETHING ELSE TYPES OF RELIABILITY 3 PSY 325 L3 TEST-RETEST-TEST PRODUUCES SIMILAR RESULTS WHEN GIVENAT 2 POINTS IN TIME ALTERNATIVE FORM-2 VERSIONS OFTHE SAME TEST PRODUCE SIMILAR RESULTS INTERNAL- DIFFERENT PARTS OFTHE SAME TEST PRODUCE SIMILAR RESULTS INTER-RATER-2 OR MORE RATERS OR JUDGES WHOADMINISTERATEST TO AN INDIVIDUAL & SCORE IT COME TO SIMILAR CONCLUSIONS ASSESSM
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