WILKES NSG 526 Exam 2 questions with correct answers updates final

WILKES NSG 526 Exam 2 questions with correct answers updates final 1. Group Therapy primary purpose: ans- The primary purpose of group therapy is tofacilitate 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: ans- make an observation about the group's silence and invite the others to comment 3. the technique of "Information Giver".: ans- During group members sharing methodsthey personally use for dealing with problems 4. CBT: ans- 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: ans- Attempts to explain the dynamics of interpersonal relationships between humans. A child needs to form a relationship between at 2 / 15 least one primarycaregiver. 6. Mileu: ans- Milieu therapy requires consideration of the client's social, economic, andcultural 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 purpose of RET is to identify an irrational belief and dispute it through active, philosophical, confrontational therapy. 3 / 15 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- 4 / 15 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 principles have shown to be successful in altering targeted behaviors. Programmed learning and token economies represent extensions of Skinner's thoughts on learning. 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 5 / 15 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 psychotherapeutic 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 6 / 15 social skills is through a modeling process, observing and imitating the therapist and 7 / 15 other group members. For example, sharing personal feelings, showing concern, and supporting others. 24. Cohesiveness: Yaslom: Is the primary therapeutic factor from which all others flow. Humans are herd animals with an instinctive need to belong to groups, and personal development can only take place in an interpersonal context. A cohesive group is one in which all members feel a sense of belonging, acceptance, and validation. 25. Existential factors: Yaslom: Learning that one has to take responsibility for one's own life and the consequences of one's decisions 26. Catharsis: Yaslom:The experience of relief from emotional distress through the free and uninhibited expression of emotion. When members tell their story to a supportive audience, they can obtain relief from chronic feelings of shame and guilt. We refer to catharsis as "getting things off our chest." 27. Interpersonal learning: Yaslom: Group members achieve a greater level of self-awareness through the process of interacting with others in the group, who give feedback on the member's behavior and impact on others 28. Self-understaning: Yaslom:This factor overlaps with interpersonal learning but refers to the achievement of greater levels of insight into the genesis of one's problems and the unconscious motivations that underlie one's behavior. 8 / 15 29. Autocratic leader: exerts control over the group and does not encourage much interaction among members. For example, staff leading a community meeting with a fixed, time-limited agenda may tend to be more autocratic 30. Democratic leader: supports extensive group interaction in the process of problem solving. Psychotherapy groups most often employ this leadership style 31. Laissez-faire leader: allows the group members to behave in any way they choose and does not attempt to control the direction of the group. In a creative group, such as an art group, the leader may choose this style of leadership, giving minimal direction to allow for a variety of responses 32. Primary purpose of group therapy: (1) human beings are social animals, and (2) that we heal in community. This is why group therapy is so efficacious. This correlated to Maslow's third level in his hierarchy of needs; the need for love and belonging. People benefit by both giving and receiving feedback 33. Role of Information giver in a group session: Shares facts or own experience as an authority figure 34. Characteristics of an effective leader: In any group, the leader must be thoughtful about communication techniques, since these have a tremendous impact on group content and process.