1. Thinking About Psychology The Science of Mind and Behavior 3e Charles T. Blair-Broeker & Randal M. Ernst PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2012

2. Applications of Psychological Science Domain

3. Treatment of Psychological Disorders

4. Psychological Therapies Module 33

5. Module Overview Psychoanalysis Humanistic Therapies Behavior Therapies Cognitive Therapies Family and Group Therapies Click on the any of the above hyperlinks to go to that section in the presentation.

6. Psychotherapy An interaction between a trained therapist and someone who is seeking to overcome psychological difficulties or achieve personal growth. There are over 250 different types of therapy.

7. Four Major Types of Psychotherapy Most therapies can be divided into: –Psychoanalytic –Humanistic –Behavioral –Cognitive

8. Eclectic Approach An approach to psychotherapy that, depending on the person’s problems, uses techniques from various forms of therapy. Uses whichever therapy works best for the problem the person has

9. Psychoanalysis Module 33: Psychological Therapies

10. Sigmund Freud (1856-1939) Founder of psychoanalysis, a controversial theory about the workings of the unconscious mind.

11. Psychoanalysis Freud’s theory of personality; also, a therapeutic technique that attempts to provide insight into thoughts and actions by exposing and interpreting the underlying unconscious motives and conflicts.

12. Psychoanalysis: Psychoanalytic Assumptions Module 33: Psychological Therapies

13. Psychoanalysis Assumptions Psychological problems are the result of repressed conflicts and impulses from childhood.

14. Psychoanalysis Assumptions The therapist must bring the repressed problems into the conscious mind to help patients have an insight about the original cause of the problem.

15. Psychoanalysis: Psychoanalytic Methods Module 33: Psychological Therapies

16. Free Association Freudian technique of discovering the unconscious mind--where the patient relaxes and says whatever comes to mind, no matter how trivial or embarrassing

17. Resistance In psychoanalysis, the blocking from consciousness of anxiety-laden material.

18. Interpretation In psychoanalysis, the analyst’s noting of ideas of the meaning behind dreams, resistances, and other significant behaviors to promote insight. The analyst’s ideas of the meaning behind the patient’s dreams (latent content), resistance, and other behaviors

19. Transference In psychoanalysis, the patient’s transfer of strong emotions (such as love or hatred) linked with other relationships to the analyst. The patient projects feeling from the past to the therapist.

20. Problems with Psychoanalysis Can important memories be repressed? Psychoanalysis takes a long time and is very costly Psychoanalysis does not allow for differing interpretations.

21. Psychoanalysis: The Psychodynamic Perspective Module 33: Psychological Therapies

22. Psychoanalytic Influence Few therapists follow strict Freudian therapy. Heavily influenced other types of therapy (interpersonal therapy) Modern approach is the psychodynamic perspective

23. Psychodynamic Approach A more modern view that retains some aspects of Freudian theory but rejects other aspects Retains the importance of the unconscious mind Less emphasis on unresolved childhood conflicts

24. Humanistic Therapies Module 33: Psychological Therapies

25. Nondirective Therapy Therapist listens without interpreting and does not direct the client (patient) to any particular insight.

26. Carl Rogers (1902-1987) Humanistic psychologist who developed client-centered therapy and stressed the importance of acceptance, genuineness, and empathy in fostering human growth.

27. Client-Centered Therapy A humanist therapy, developed by Rogers, in which the therapist uses techniques such as active listening within a genuine, accepting, empathic environment to facilitate the client’s growth. The therapy stresses: –Empathy –Acceptance –Genuineness

28. Active Listening Empathic listening in which the listener echoes, restates and clarifies.

29. Active Listening Characteristics Active listening entails: –Echoing/Reflecting feelings: mirrors the feelings of the client –Restating/Paraphrasing: uses the words of the client to summarize the conversation –Clarifying: encouraging the client to say more by asking leading questions

30. Behavior Therapies Module 33: Psychological Therapies

31. Behavior Therapy Therapy that applies learning principles to the elimination of unwanted behaviors. Uses both classical and operant conditioning Primary concern is to eliminate the disorder’s behavior, not find the cause of the disorder

32. Behavior Therapy Primary concern is to eliminate the disorder’s behavior, not find the cause of the disorder

33. Behavior Therapies: Classical Conditioning Techniques Module 33: Psychological Therapies

34. Counterconditioning A behavior therapy technique that teachers us to associate new responses to places or thing that have in the past triggered unwanted behaviors.

35. Systematic Desensitization A type of counterconditioning that associates a pleasant, relaxed state with gradually increasing, anxiety- triggering stimuli. Usually used to treat phobias

36. Systematic Desensitization Process Establish a hierarchy of the anxiety- triggering stimuli Learning relaxation methods (progressive relaxation) Slowly think through the hierarchy, working to relax whenever anxiety is felt

37. Systematic Desensitization

42. Virtual Reality Exposure Therapy An anxiety treatment that progressively exposes people to simulations of their greatest fears, such as airplane flying, spiders, or public speaking.

43. Aversive Conditioning A type of counterconditioning that associates an unpleasant state (such as nausea) with an unwanted behavior (such as drinking alcohol). The person is replacing a positive but harmful response with a negative response Example with alcoholism: Lace a drink with a drug that makes the person becomes sick

44. Aversive Conditioning

47. Behavior Therapies: Operant Conditioning Techniques Module 33: Psychological Therapies

48. Token Economy An operant conditioning procedure that attempts to modify behavior by rewarding desired behavior with some small item. The tokens can be exchanged for various privileges or treats Form of secondary reinforcement

49. Cognitive Therapies Module 33: Psychological Therapies

50. Cognitive Therapy Therapy that teaches people new, more adaptive ways of thinking and acting. Based on the assumption that thoughts intervene between events and our emotional reactions

51. Cognitive Therapy Almost half of all therapist at a university setting use cognitive therapies

52. Cognitive Therapy

58. Self-Serving Bias Tendency to judge oneself favorably Severely depressed patients tend to not have a self-serving bias and tend to blame themselves for problems and credit the environment for successes Optimistic explanatory style

59. Cognitive-Behavior Therapy Integrated therapy that combines changing self-defeating thinking with changing inappropriate behaviors.

60. Family and Group Therapies Module 33: Psychological Therapies

61. Group Therapy Having a therapist work with a number of patients at one time Groups usually consist of 6 to 10 people Cognitive, behavior, and humanistic therapists all can lead group therapies.

62. Advantage of Group Therapy Therapists can help more than one person at a time. Overall session cost is lower. Patients interact with others having the same problems as they have. Builds a sense of community

63. Family Therapy Therapy that views an individual's unwanted behaviors as influenced by or directed at other members of the family and attempts to guide the family toward positive relationships and improved communication.

64. Comparison of Psychotherapies

70. The End

71. Teacher Information Types of Files –This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint. Animation –Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible. Adding slides to this presentation –Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

72. Teacher Information Domain Coding –Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards. Scientific Inquiry Domain Biopsychology Domain Development and Learning Domain Social Context Domain Cognition Domain Individual Variation Domain Applications of Psychological Science Domain Key Terms and Definitions in Red –To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

73. Teacher Information Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at korek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations.korek@germantown.k12.wi.us Kent Korek Germantown High School Germantown, WI 53022

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