Test bank instructor s resource manual systems of psychotherapy a transtheoretical analysis 8th edition james prochaska

Ask students to take 10 minutes to develop their own working definition of psychotherapy and describehow and why change occurs.. Then cluster them into small groups, preferably with grou

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Test Bank Instructor s Resource Manual Systems of

Psychotherapy A Transtheoretical Analysis 8th Edition James

Prochaska Complete downloadable file at:

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SYSTEMS OF PSYCHOTHERAPY

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Cengage Learning

RESOURCE MATERIALS

CHAPTER 1 BIOGRAPHICAL SOURCES General Collections

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Jossey-Bass

Dryden, W., & Spurling, L (Eds.) (1989) On becoming a psychotherapist London: Tavistock/Routledge Comas-Diaz, L., & Weiner, M B (Eds.) (2011) Women psychotherapists: Journeys in healing New York:

Jason Aaronson

Goldfried, M R (Ed.) (2001) How therapists change: Personal and professional reflections Washington,

DC: American Psychological Association

Hartman, F R (1990) Biographical sketches New York: Columbia University Press.

Hunter, V (1994) Psychoanalysts talk New York: Guilford.

Shay, J J., & Wheelis, J (Eds.) (2000) Odysseys in psychotherapy New York: Ardent Media.

Simon, R (Ed.) (1992) One on one: Conversations with the shapers of family therapy New York:

Bottome, P (1957) Alfred Adler: A portrait from life New York: Vanguard.

Grey, L (1998) Alfred Adler, the forgotten prophet Santa Barbara, CA: Praeger.

Hoffman, E (1994) The drive for self: Alfred Adler and the founding of Individual Psychology Reading,

MA: Addison-Wesley

Orgler, H (1963) Alfred Adler: The man and his works (3rd ed.) London: Sidgwick and Jackson.

Rattner, J (1983) Alfred Adler New York: Frederick Ungar.

Beck, Aaron

Weishaar, M (1993) Aaron Beck Newbury Park, CA: Sage.

Behavior Therapists

O’Donohue, D A., et al (Eds.) (2001) A history of the behavioral therapies: Founders’ personal histories.

Reno, NV: Context Press

Berne, Eric

Berne, E (2010) A Montreal childhood Madrid: Jeder Editorial

Jorgensen, E., & Jorgensen, H (1984) Eric Berne: Master gamesman Colchester, UK: The Book Service Stewert, I (1993) Eric Berne Newbury Park, CA: Sage.

Ellis, Albert

Ellis, A (2010) All out! An autobiography Amherst, NY: Prometheus.

Dryden, W (1991) A dialogue with Albert Ellis: Against dogma London: Open University Press.

Velten, E (2006) The lives of Albert Ellis: The authorized biography Tucson, AZ: Sharp Press.

Wiener, D N (1988) Albert Ellis: Passionate skeptic New York: Praeger.

Yankura, J., & Dryden, W (1995) Albert Ellis London: Sage.

Feminist Psychotherapists

Brown, L S (2005) Don’t be a sheep: How this eldest daughter became a feminist therapist Journal of

Clinical Psychology: In Session, 61, 949 - 956.

Comas-Diaz, L., & Weiner, M B (Eds.) (2011) Women psychotherapists: Journeys in healing New York:

Jason Aaronson

O'Connell, A N., & Russo, N F (Eds.) (1990) Women in psychology New York: Greenwood.

Rothblum, E (Ed.) (1981) Professional training for feminist therapists: Personal memoirs Binghamton, NY: Haworth

Frankl, Victor

Frankl, V E (1997) Viktor Frankl Recollections New York: Insight.

Gould, W B (1993) Victor E Frankl: Life with meaning Pacific Grove, CA: Brooks/Cole.

Klingberg, H (2002) When life calls out to us: The love and lifework of Viktor and Elly Frankl New York:

Doubleday

Redsand, A (2006) Viktor Frankl: A life worth living New York: Clarion.

Freud, Anna

Coles, R (1992) Anna Freud: The dream of psychoanalysis Reading, MA: Addison-Wesley.

Young-Bruehl, E (2008) Anna Freud: A biography (2nd ed.) New Haven: Yale University Press

Freud, Sigmund

Clark, R (1980) Freud: The man and the cause New York: Random House.

Freud, M (1958) Sigmund Freud: Man and father New York: Vanguard Press.

Freud, S (1925/1959) An autobiographical study In J Strachey (Ed and Trans.), The standard edition of

the complete psychological works of Sigmund Freud London: Hogarth.

Gay, P (1988) Freud: A life for our times New York: Norton.

Jones, E (1953 - 1957) The life and work of Sigmund Freud (Vols 1 - 3) New York: Basic.

Kramer, P D (2006) Freud: Inventor of the modern mind New York: Eminent Lives.

Molnar, M (Trans.) (1992) The diary of Sigmund Freud, 1929 - 1939 New York: Scribner.

Newton, P M (1994) Freud: From youthful dream to mid-life crisis New York: Guilford.

Sulloway, F (1979) Freud: Biologist of the mind New York: Basic Books.

Horney, Karen

Horney, K (1980) The adolescent diaries of Karen Horney New York: Basic.

Paris, B J (1994) Karen Horney: A psychoanalyst's search for self-understanding New Haven: Yale

University Press

Quinn, S (1987) A mind of her own: The life of Karen Horney New York: Summit.

Integrative Psychotherapists

Goldfried, M R (Ed.) (2001) How therapists change: Personal and professional reflections Washington,

DC: American Psychological Association

Jung, Carl

Bair, D (2005) Jung: A biography Boston: Little, Brown & Company

Casement, A (2001) Carl Gustav Jung London: Sage

Dunne, C (2012) Carl Jung: Wounded healer of the soul London: Parabola Books

Jung, C G., & Shamdasani, S (2012) The Red Book: A reader's edition New York: Norton

McLynn, F (1998) Carl Gustav Jung: A biography New York: St Martin’s Press.

Sherry, J (2010) Carl Gustav Jung: Avant-garde conservative London: Palgrave Macmillan.

Wehr, G (2001) Jung: A biography Berkeley, CA: Shambhala.

Kelly, George

Fransella, F (1995) George Kelly Newbury Park, CA: Sage.

Klein, Melanie

Likierman, M (2001) Melanie Klein: Her work in context New York: Continuum.

Segal, J (2004) Melanie Klein (2nd ed.) London: Sage

Kohut, Heinz

Siegel, A M (1996) Heinz Kohut and the psychology of the self New York: Routledge.

Stozier, C B (2004) Heinz Kohut: The making of a psychoanalyst New York: Other Press

Sue, S (1994) Change, persistence, and enthusiasm for ethnic research In P Keller (Ed.), Academic paths:

Career decisions and experiences of psychologists Hillsdale, NJ: Lawrence Erlbaum

Clarkson, P., & Mackewn, J (1993) Fritz Perls Newbury Park, CA: Sage.

Sheppard, M (1975) Fritz Sagaponack, NY: Second Chance.

Reich, Wilhelm

Cattier, M (1971) The life and work of Wilhelm Reich (G Boulanger, trans.) New York: Horizon Press Mann, W E., & Hoffman, E (1980) The man who dreamed of tomorrow: The life and thought of Wilhelm

Reich Los Angeles: J P Tarcher.

Reich, I O (1969) Wilhelm Reich: A personal biography New York: Viking.

Rycroft, C (1971) Wilhelm Reich New York: Viking.

Sharaf, M R (1983) Fury on earth: A biography of Wilhelm Reich New York: St Martin.

Wilson, C (1981) The quest for Wilhelm Reich: A critical biography Garden City, NY: Doubleday.

Rogers, Carl

Evans, R I (Ed.) (1975) Carl Rogers: The man and his ideas New York: Dutton.

Kirschenbaum, H (1979) On becoming Carl Rogers New York: Delacante.

Kirschenbaum, H (2008) Life and work of Carl Rogers Alexandria, VA: American Counseling

Association

Rogers, C R (1961) This is me In C R Rogers On becoming a person Boston, MA: Houghton Mifflin Rogers, C R., & Russell, D E (2002) Carl Rogers: The quiet revolutionary, an oral history Roseville, CA: Penmarin.

Suhd, M M (Ed.) (1995) Positive regard: Carl Rogers and other notables he influenced Palo Alto, CA:

Science and Behavior Books

Thorne, B (1992) Carl Rogers Newbury Park, CA: Sage.

Sullivan, Harry Stack

Chapman, A H (1976) Harry Stack Sullivan: The man and his work New York: Putnam.

Evans, F B (1997) Harry Stack Sullivan New York: Routledge.

Perry, H S (1982) Psychiatrist of America: The life of Harry Stack Sullivan Cambridge, MA: Harvard

University Press

Winnicott, D W.

Jacobs, M (1995) D W Winnicott London: Sage.

Kahr, B (1996) D W Winnicott: A biographical portrait Madison, WI: International Universities Press Rodman, F R (2004) Winnicott: His life And work Cambridge, MA: Da Capo Press

Wolpe, Jospeh

Poppen, J (1996) Joseph Wolpe London: Sage.

Chapter 1 Defining and Comparing the Psychotherapies

1 Prochaska and Norcross begin Chapter 1 by declaring that the field of psychotherapy has been fragmented

by future shock and staggered by over-choice They posit that a healthy diversity has deteriorated into anunhealthy chaos, and by implication, that students are regularly confronted with this confusion andfragmentation Is this the lived experience of students in your course? Do they seem to be as discontented asthe authors suggest? Moreover, might varying level of distress over the abundance of choices be related totheir individual cognitive styles? Potential moderating variables might be tolerance for ambiguity,obsessive personality traits, exposure to the proliferating number of therapies, and so on

2 Ask students to take 10 minutes to develop their own working definition of psychotherapy and describehow and why change occurs Then cluster them into small groups, preferably with group members whoespouse different theoretical orientations and discuss the following:

 How and to what degree does each student’s definition of psychotherapy reflect the essentialcomponents of the Norcross definition in the text — specifically (a) application of clinical methods,(b) intentional interpersonal stance, (c) derived from established psychological principles, and (d)purports to modify behaviors, cognitions, emotional, or personal characteristics?

 How does each student’s definition reflect his or her espoused theoretical orientation?

 How does each student’s view of change relate to their definition of psychotherapy and theoreticalorientation?

 How do the definitions differ comparatively among group members of differing theoreticalorientations?

3 Generate and examine various metaphors for the process of psychotherapy Some favorites are peelingaway layer after layer of an onion, bringing light into a darkened corner, releasing unconscious energy, andunplugging a bottle Similarly, nominate several metaphors for the therapeutic relationship For instance: therelationship between a teacher and student, a physician and a patient, a shaman and a patient, a sports coachand an athlete Student metaphors of psychotherapy and the therapeutic relationship may be shown to serve

as self-portraits Interesting reading and source material for this perspective is Riebel’s (1982) article ontheory as self-portrait

4 It has sometimes been argued that psychotherapists are little more than “paid friends” (see Schofield,1976) Encourage students to confront this criticism by examining similarities and differences betweenpsychotherapy and friendship, with particular attention to common factors and specific change processes

5 The role of theory in the practice of psychotherapy can be powerful Ask students to read the description

of Mrs C in Chapter 1 Instruct half the class to develop an initial conceptualization and treatment plan forMrs C using a theoretical orientation of their choice and instruct the other half of the class to do the same,

except to use no theoretical orientation nor any combination of orientations Instruct those who used a

theoretical orientation in the first exercise to now use none; those who first used no orientation will nowapply a theoretical orientation of choice to a conceptualization and treatment plan for Mrs C Discuss theactivity using the following questions:

 What was the experience of students who first applied a theoretical orientation and then foundthemselves restrained from doing so in the second task?

 What was the experience of students who could not use an orientation in the first task, but were thenfree to do so in the second task?

 Ask students to describe their decision-making, rationale, and general process of conceptualizingMrs C and developing a treatment plan without an orientation Be alert to and identify tendencies ofstudents to lapse into a rationale based on theory

6 Organize students into two small groups for the purpose of a debate regarding the value of theoreticalorientations One team can argue that theoretical orientations are archaic perspectives that lead therapists tounwittingly impose Procrustean beds on their clients The other team can argue that theories will always be

with us, that they have stimulated decades of research, and that without them we would have no direction.Typically the debate is reduced to two fundamental questions: Should the therapist’s theoretical orientation

or the client’s presenting problems determine the treatment offered? Should we employ a driven deductive approach or an empirically-oriented inductive approach to psychotherapy? Additionalinformation can be found in Norcross’s (1985) “In Defense of Theoretical Orientations for Clinicians” andAdams’s (1984) “The Pernicious Effects of Theoretical Orientations in Clinical Psychology.”

theoretically-7 Initiate a discussion on the target question of “How to decide whether the therapist’s theoreticalorientation, the patient’s diagnosis, or the patient’s preferences should determine the treatment plan.”Describe the impact, if any, the following factors might exert in the decision: diagnostic classification, clientvariables (such as resistance to change, distress level, stage of change), thematic vs discrete problems, andthe therapy format (for example, individual, couples/family, group)

8 Grencavage and Norcross (1990) conducted a study to identify consequences of common factors inpsychotherapy One of the two most consensual factors was positive expectation Orientation to therapy isincreasingly recommended as a part of intake in order to develop mutual goals and understand clients’expectations of therapy Organize the students into dyads for the purpose of conducting a segment of anorientation to therapy intake Each student will take 10 minutes as therapist/interviewer, then switch rolesfor a second 10 minutes interview The interviewer should identify and discuss the client’s expectation ofthe therapy process including the following: the procedures and process of therapy, the role of the therapist,prior therapy experience, the length of treatment, the attributed reason for effectiveness of therapy, the role

of client in therapy

9 The single greatest area of convergence among psychotherapists in their treatment recommendations isthe development of a strong therapeutic alliance Each therapeutic system views the role of the therapeuticrelationship through different perspectives Organize the students into four groups corresponding to thefollowing stances in terms of process and change (a) The relationship is unimportant (b) The relationship is

a necessary precondition for change but not the agent of change (c) The relationship is the main ingredient

of change, the essential process of change (d) The relationship provides essential content for change, but isnot therapeutic in and of itself

10 The general common factors identified across numerous studies include support, insight, behaviorchange, therapist characteristics, confidential relationship, conceptual schema, therapeutic ritual, warm,inspiring therapist, opportunity for catharsis, introspection, interpretation, reinforcement, desensitization,confrontation, and skill development (Garfield, 1992; Grencavage & Norcross, 1990; Watson, 1940).Students in sub-groups or as a class of the whole can develop and discuss the following questions: Which

of these common factors are essential, desirable but non-essential, and unimportant? Which theoreticalorientations might be most congruent with the classifications and why? Which positive and health-promoting relationships in their lives contain these common factors?

11 The processes of change represent a middle level of abstraction between global theories and specifictechniques and are activities that alter affect, thinking, and behavior Divide the class into five groups witheach group working with one process of change Apply the Case of Mrs C How might the process ofchange being dealt with by a particular group be effectively implemented in this case? How would thechoice of change process be affected by therapist’s theoretical orientation and case conceptualization?

12 How has the material and discussion from this chapter affected the students’ (a) definition and meaning

of psychotherapy, (b) purpose of theory, (c) ideas about how and why change occurs, and (d) reasons for theeffectiveness of psychotherapy?

13 The change process of social liberation is one traditionally beyond the scope of most psychotherapies.

Advocacy, lobbying, and political activity are seen as functions of the person of the psychotherapist outside

of the consulting room However, a few psychotherapy systems — in particular, feminist therapy — believe

that psychotherapy itself should be involved in the process of social liberation Arrange a debate ordiscussion among students on the appropriateness of social liberation as a part of the psychotherapyenterprise Begin with a resolution that “the personal is political” and discuss the clinical implications of thisproposition What social conditions might be most appropriate for psychotherapist advocacy? Examples fordiscussion could include racism, sexism, ageism, sexual behavior, nationalism, and religiosity.

14 In his classic Persuasion and Healing, Jerome Frank (1961; Frank & Frank, 1991) posited that all

psychotherapeutic methods are elaborations and variations of age-old procedures of psychological healing.The features that distinguish psychotherapies from each other, however, receive special emphasis in thepluralistic, competitive American society The net result is that most students have not been trained in orexposed to the common factors perspective There are at least two ways of accomplishing this goal early inthe course First, ask students to define psychotherapy in contrast to other occupations This brief exercisewill show them that there is more in common among the psychotherapies than they have been led to believe

by the typically divisive presentations of introductory textbooks Second, interview at random a few friendsand acquaintances and ask them to define or describe psychotherapy The uneducated layperson will lackthe more inclusive and differentiated view of psychotherapy, but their comments will probably demonstrate

to students that there is much unity within the diversity of psychotherapy

15 The role of positive expectations in psychotherapy outcome has generally been considered to be crucial.What is less clear is how the psychotherapist might harness or enhance these positive expectations Askstudents to generate a list of technical procedures and relationship stances that might enhance theexpectancy effect When the list is complete, if they have not already done so, ask students to address suchissues as a rationale for the procedure, existence of empirical research, the perceived credibility of thetherapist, the referral source, the cost of the psychotherapy, the attire and demeanor of the therapist, and soon

16 Many therapists assert that, under the right circumstances, almost any charismatic person could assumethe role of healer Discuss this view, which devalues the role of technique, from a procedural perspective.Also have students differentiate between psychotherapists and other culturally-sanctioned healers, such aspriests and faith healers

17 Provide a mini-lecture on meta-analysis as a method for evaluating psychotherapy outcomes since it isrepeatedly presented in the text Perhaps assign one of the classic meta-analytic studies for students to readbetween class meetings Debate the advantages and disadvantages of relying on meta-analyses to summarizethe efficacy of the psychotherapies

18 A particularly useful article to complement Chapter 1 is Barbara Held’s (1991) “The process/contentdistinction in psychotherapy revisited.” This article could be assigned early in the course, ideally betweenthe first and second class meetings, and will assist students in comprehending and working within the text’sintegrative framework Part of subsequent class meetings would be devoted to discussing this distinctionand its implications

19 Present the following quote from Greenberg and Mitchell (1983, p 407): “Theory stands or falls on howcompelling it appears to be, on its underlying vision of human life Does the theory speak to you? Does itseem to account for our deepest needs Longings, fears?” Have students then grapple with the nature, role,and status of theory for understanding and conducting psychotherapy It is often useful to ask students toarticulate explicitly their criteria for selecting one or more preferred systems of psychotherapy

Chapter 1 Defining and Comparing the Psychotherapies

1 The text authors cite an estimate that there are how many brands of psychotherapy in marketplace? A) 50 C) 320

B) 150 * D) 500

2 Theoretical orientations generally provide a consistent perspective on all of the following EXCEPT:A) human behavior C) mechanisms of therapeutic change

* B) human development D) psychopathology

W 3 Prochaska and Norcross's definition of psychotherapy would include all of the following EXCEPT:

A) an informed and intentional application

B) clinical methods and interpersonal stances

C) a derivation of established psychological principles

* D) assisting people to change in the direction the therapist deems desirable

4 According to the textbook's authors, which of the following is FALSE regarding expectations:

A) a positive expectation is a critical precondition for therapy to continue

* B) expectation is a central process of change

C) expectation is an important variable for all systems of therapy

D) it refers to a patient's expectation about procedures in therapy

5 The text authors assert that psychotherapy theories help clinicians do all of the following EXCEPT:A) describe the clinical phenomena

* B) understand how to adapt their therapeutic style to individual clients

C) delimit the amount of relevant information

D) prioritize their case conceptualization and guide their treatment

6 Jean views the therapeutic relationship as a necessary but not sufficient precondition for therapy to

proceed Jean is likely to practice:

* A) She tries to tailor her approach to the client’s specific style and problems

B) She is very committed to one system of psychotherapy

C) She relies on common factors to promote positive client outcomes

D) She uses only those techniques that have clearly been shown by research to help people change

W 8 Which therapy believes the therapeutic relationship is necessary and sufficient for constructive

personality change?

A) Behavior therapy

B) Existential therapy

* C) Person-centered therapyD) Psychoanalytic therapy

9 According to Jerome Frank, therapeutic change is predominantly a function of which of the following?A) Free association

* B) Rationale or conceptual scheme

C) Progressive relaxationD) None of the above

10 Maria and Salvatore are having marital difficulties Their therapist recognizes that for treating maritalconflict, psychotherapy research has generally demonstrated the differential effectiveness of:

A) behavior therapy

B) cognitive therapy

C) Rogerian therapy

* D) systemic therapy