2.) what happened to the model as a result of the model's actions

although imitation can be the result of observing the model, it may not be

ex: on t.v., in books

people imagine someone engaging in a behavior they wish to perform

discouraging

ex: covert self-modeling, video self-modeling

sometimes requiring as little as 12 minutes of self-observation

4.) be adequately motivated to perform the skill

3.) to reduce stress by teaching clients to cope w/ problematic social situations that arise in their daily lives

3.) positive reinforcers when the target behaviors were performed

7.) self-control skills to apply to novel social situations

3.) assertive behaviors are not always appropriate or adaptive

can supplement covert modeling

appropriate for clients who are fearful and incompetent themselves (which enhances the similarity of the model and the observer)

more suitable for precise skill development & to defend from sexual assault

3.) fading prompts: the therapist gradually withdraws the verbal and physical prompts until the therapist is no longer present

2.) cognitive-behavioral coping skills therapy

This is used when clients' problems are maintained by an excess of maladaptive thoughts.

this model is appropriate for problems that are maintained by a deficit in adaptive cognitions

think-aloud procedures

5.) source of evaluation (by the client, by the therapist)

lists 15 positive and 15 negative self-statements about problematic heterosocial dating interactions

5.) children as young as 9 can use think-aloud approach

2.) IMMEDIATELY focusing on a competing adaptive thought

2.) sense of duty: aka MUSTERBATION, irrational because insisting that you MUST do something is abdicating personal choice.

3.) replacing thoughts based on irrational beliefs w/ thoughts based on rational beliefs

4.) dealing with common difficult situations

In contrast, REBT relies on direct instruction, persuasion, and logical disputation to challenge distorted beliefs.

this term emphasizes how clients experience their distorted thinking

magnification or minimization

3.) provide clients w/ skills that create adaptive thinking

REBT uses rational disputation

overt behavioral interventions

helpful when clients believe they have more control over potentially negative outcomes than they actually do

clients are asked to keep records of 1.) situations, 2.) their automatic thoughts in a situation, and 3.) the logical errors of these thoughts

a specific form of reattribution that is useful when clients anticipate dire consequences

in general, the more severe the clients' disorders, the more overt behavioral interventions are used

3.) graded task assignment

useful for clients who are anxious and depressed

clients rate each activity 0-5 to recognize PARTIAL successes and SMALL pleasures

encourages a client to perform small sequential steps that lead to a goal

extremely resistant to change

4.) schema education

this is done to ID those schemas that elicit strong emotional responses

therapists ask clients to provide evidence from their lives that supports or contradicts their schemas.

4.) a longer course of treatment

the focus is not on what clients are thinking, it's on what the client is not thinking

6.) reducing anxiety

5.) covert self-instructions: finally, the child performs the task while saying the instructions to themself.

increasing the # of training sessions

4.) few long-term assessments are conducted

2.) it prepares clients to deal w/ future problems on their own

Adopting a problem-solving orientation

3.)effective problem solving involves carefully assessing alternative courses of action

Defining the problem

Setting goals

the goals can focus on the problem situation (situation-focused goals), reactions to the problem situation (reaction-focused goals), or both.

Generating alternative solutions

Choosing the best solution

Implementing the solution

the most critical stage because the best solutions will solve the problem only if they are implemented effectively.

Evaluating the effectiveness of the chosen solution

if successful, therapy is terminated. if not, the client repeats one or more of the previous stages.

4.) show a low tolerance for frustration when confronted w/ a problem.

3.) application

conceptualization

therapist explains to the client that events don't cause negative emotional reactions, the negative reactions arise from how we perceive these events.

coping skills acquisition

differential relaxation, cognitive restructuring, problem-solving self instructions, and self-reinforcement self instructions

application

then they get H.W. assignments that gradually expose themto more stress-evoking events in real life.

specific procedures for handling setbacks that occur in coping w/ real-life stress-evoking events.

3.) training in cognitive restructuring

4.) self-care: each partner develops ways to get personal satisfaction outside of the relationship