Index
A-B-C contingency, 104
about this book, 1–4
acceptance, 363–373; applicability of, 372–373; behavioral activation and, 301; brain networks associated with, 170–171; emotion regulation and, 261–263; explanatory overview of, 363–364; guidance on cultivating, 365–371; motivational interviewing and, 406; practicing different types of, 267; reasons for needing, 364–365; recommendations for working with, 371–372
acceptance and commitment therapy (ACT): acceptance skills in, 262; Internet treatment based on, 70; mindfulness in, 390, 391, 394, 398
acceptance-based behavior therapy, 391
accommodation, 340
action, valued, 383–384
active listening, 314
activity monitoring, 302–303
addiction treatment, 386, 404, 405
affect infusion model (AIM), 143, 147
affect labeling, 293
affect-focused psychodynamic treatment, 70
Affordable Care Act (ACA), 199
agoraphobia, 285
Aldao, Amelia, 261
algorithms, 54
alogia, 312
altering stimulus control, 219–220
American Psychological Association (APA), 85, 431
analogical reasoning, 127–128
Andersson, Gerhard, 67
anger management therapy, 87, 246
antecedent-focused emotion regulation, 16, 146
antecedents of behavior, 104, 105, 234, 237
anxiety disorders: arousal reduction for, 246; avoidance behaviors related to, 286; efficacy of CBT for, 10; exposure for, 285–286, 294, 295–296; Internet-based treatment for, 69; values work for, 386
applied relaxation training, 251–252
arbitrarily applicable relational responding (AARR), 125, 126
arbitrary stimulus classes, 214
Aristotle, 325
Arntz, Arnoud, 339
arousal reduction, 245–258; applications of, 245–246; applied relaxation training for, 251–252; autogenics for, 245, 255–257; brain networks associated with, 161–162; breathing techniques for, 247–248; choosing a relaxation protocol for, 257–258; dose considerations for, 258; historical background of, 245; mindfulness techniques for, 252–254; paradoxical reactions to, 258; passive relaxation for, 250; progressive muscle relaxation for, 248–250; visualization for, 255
assessment: of behavior change, 235–236; of functions of behavior, 236; of suicide risk, 416–417, 422
assimilation, 340
Association for Behavioral and Cognitive Therapies (ABCT), 1, 7
associative learning, 159–160
attachment, 341
attention: emotion and, 142; present-moment, 300
attention modification training, 75
attentional focus, 293
automatic thoughts, 326, 330, 332
aversive consequences, 106
aversive control, 183
avoidance conditioning, 106
axiology question, 29
backward conditioning, 103
Baer, Ruth, 389
balanced responses, 332–333
Barlow, David, 87
Barnes-Holmes, Dermot, 119
Barnes-Holmes, Yvonne, 119
baseline data, 235
behavior: antecedents of, 104, 105, 234, 237; consequences of, 104, 105, 106, 107–108, 237–239; core processes of, 101–114; functional-contextual orientation to, 124; learning and, 234–235; shaping, 226–230; stimuli related to, 211–212; therapy-interfering, 423
behavior change: assessment of, 235–236; emotional, 239–241; maintenance of, 242; motivation and, 404, 405; operant, 236–239. See also change processes
behavior medicine, 386
behavioral activation (BA), 60, 299–307; barriers to, 306; basic clinical skills for, 299–301; brain networks associated with, 165–166; explanatory overview of, 299; summary review of, 307; techniques and processes of, 301–305
behavioral activation for depression (BATD), 299
behavioral contrast, 110
behavioral deficit, 233
behavioral economics, 198
behavioral excess, 233
behavioral experiments, 331
behavioral goals, 233
behavioral variation, 182–183
Behaviour Research and Therapy journal, 8
belief modification, 344–349; brain networks associated with, 168–169; empirical testing for, 345–346; experiential interventions for, 346–348; reappraisal strategies for, 331, 333; reasoning for, 344–345. See also core beliefs
biases, cognitive, 95–96
bibliotherapy, 67
Blackledge, J. T., 351
blind variation, 182
blunted affect, 312
body scan meditation, 252–253, 392
bottom-up processing, 138, 143, 147
brain networks, 154–174; description of change in, 154–155; involved in psychotherapeutic change processes, 157–174; key to psychological change, 155–157; methodology for studying, 157–158; Neurosynth meta-analyses on, 174–175. See also neuroscience
brain networks (specific), 158–174; arousal reduction, 161–162; behavioral activation, 165–166; contingency management and estimation, 158–159; core belief modification, 168–169; defusion/distancing, 169–170; emotion regulation and coping, 162–163; exposure strategies, 164–165; interpersonal skills, 166–167; mindfulness, 172–173; motivational strategies, 173–174; problem solving, 163–164; psychological acceptance, 170–171; reappraisal, 167–168; self-management, 160–161; stimulus control and shaping, 159–160; values choice/clarification, 171–172
brainstorming principles, 283
breath control training, 248
breath counting meditation, 254
breathing: arousal reduction using, 247–248, 254; mindfulness of, 391–392, 393
breathing space practice, 393
brief and immediate relational responses (BIRRs), 128
Bull’s-Eye Values Survey (BEVS), 376–384
C
Canadian Psychological Association (CPA), 85, 86
cardiac rehabilitation, 206
case formulation, 57
catastrophizing, 330
CBT. See cognitive behavioral therapy
central executive network, 155, 156
change plan, 410
change processes: brain networks involved in, 157–174; core beliefs and, 340–341, 344–349; cultural diversity and, 436; interpersonal skills training and, 321; linking targets to, 59–61; motivation and, 404, 405. See also behavior change
change talk, 406–407, 408, 410
circularity, 212–213
classical conditioning, 102–104, 234, 341
clinical judgment, 50–52
clinical psychology: functional-cognitive framework and, 130–133; relation of worldviews to, 31, 33, 35–36; utilizing data sourced from, 435–436
Coan, James, 153
cognition: emotional influence on, 142–143; functional-analytic approach to, 123–128; as information processing, 120–123; interaction of behavioral principles with, 112–114; modern-day psychology and role of, 119–120; Neisser’s definition of, 120
cognitive behavioral therapy (CBT): behavioral activation and, 299; biomedical model and, 11–12; evidence for efficacy of, 9–11; future directions in, 430–437; history and current status of, 7–11, 428–430; identification of core processes in, 17–18; interpersonal skills training with, 321; motivational interviewing with, 409; online treatment programs based on, 69; suicide prevention and, 421–423
cognitive defusion, 325, 351–360; brain networks associated with, 169–170; caveats about using, 360; empirical support for, 359–360; explanatory overview of, 351–353; implementation of, 353–355; techniques for practicing, 355–359
cognitive dissonance, 405
cognitive fusion, 352
cognitive overload, 275–276
cognitive reactivity, 395, 397
cognitive reappraisal, 325–336; brain networks associated with, 167–168; cognitive restructuring and, 325, 327–333; emotion regulation and, 145, 261–263; explanatory overview of, 325–326; levels of cognition targeted in, 326; practicing different types of, 266–267; regulatory drift and, 263–264; summary review of, 334–336; tools for conducting, 333–334
cognitive restructuring, 167, 325, 327–333; evaluating maladaptive thinking, 328–331; identifying maladaptive thinking, 327–328; modifying maladaptive thinking, 332–333
cognitive-behavioral therapy for insomnia (CBT-I), 218
collaborative empiricism, 329
combinatorial mutual entailment, 126
common factors, 11–12
common factors model, 60
comorbidity, 14–15
compassion-focused methods, 391, 394, 406
complex network approach, 17, 432
compliments, giving, 315
component analyses, 434
Component Process Model of emotions, 139, 145
compromise and negotiation, 315
Comtois, Katherine Anne, 415
conditional assumptions, 340
conditioning: classical, 102–104, 234, 341; operant, 104–108, 197, 234, 341
confidence talk, 407
confirmation bias, 51
consequences, 104, 105, 106, 107–108, 237–239
context: emotion regulation and, 263–266, 267; ethical competence related to, 92–94; evolutionary principle of, 187–188; therapeutic importance of, 433–434
contextual cues, 126
contextualism, 34–36
contiguous causation, 121–122
contingency learning. See direct contingency learning
contingency management (CM), 197–207; basic components of, 200; brain networks associated with, 158–159; case study on using, 200–206; explanatory overview of, 197–199; future directions for, 206–207; incentives in, 198, 200, 201–205, 206–207
contingency/arbitrary stimulus classes, 214
control: confronting the unworkability of, 365–367. See also stimulus control
control theory of emotions, 144–145
conveyor belt exercise, 394
cooperative groups, 189
coping cards, 334
coping statements, 240–241
core behavioral processes, 101–114; direct contingency learning and, 101–109; discrimination learning and, 109–111; generalization and, 111–112; language and cognition and, 112–114
core beliefs, 339–349; changing, 344–348; discovering and formulating, 342–344; explanation of, 339–341; origins of, 341; summary review of, 349. See also belief modification
corrective feedback, 317, 319–320
covert antecedents, 235
Craske, Michelle G., 285
crisis lines, 420–421
critical multiplism, 29
cubby-holing exercise, 394
cue controlled relaxation, 251
cue exposure therapy (CET), 220
cultural differences: change processes and, 436; emotional responding and, 138–139; ethical competence and, 94; exposure adapted for, 296
D
Darwin, Charles, 141
Davies, Carolyn D., 285
Dawkins, Richard, 180
DBT. See dialectical behavior therapy
decatastrophizing plan, 330
decentering process, 326, 335–336, 351, 397
decision making: conditions for expert, 51; planful problem solving and, 283; suicide risk, 417–419, 421
decisional balance exercise, 410
deepened extinction, 292
defusion. See cognitive defusion
delayed consequences, 107
deliteralization, 351
depression: Beck’s cognitive theory of, 132; behavioral activation for, 299; emotional experience and, 147; Internet-based treatment for, 69, 75; social functioning and, 311; values work for, 386
derived relational responding, 113
Diagnostic and Statistical Manual of Mental Disorders (DSM), 9, 14, 15–16, 428
dialectical behavior therapy (DBT): acceptance skills in, 262; mindfulness in, 391, 393–394; relaxation strategies in, 246; suicide prevention and, 416, 421–423
diaphragmatic breathing, 247–248
diathesis-stress model, 13
differential reinforcement, 109–110; shaping and, 223, 225, 234; stimulus control and, 110, 216–217
direct contingency learning, 101–109; classical conditioning as, 102–104; habituation and sensitization as, 102; language and cognition related to, 112–114; observational learning as, 108–109; operant conditioning as, 104–108
direct invitations, 410–411
direct reinforcement, 125–126
disciplined improvisation, 52–61
disconfirmation information, 340, 349
discrimination learning, 109–111
discriminative stimuli, 109
distraction method, 241
Division 12 task force report, 9, 10
Dixon, Mark R., 101
downward arrow technique, 328, 342
drama reinterpretation, 347
drama rescripting, 347–348
dual processing theory, 50
duration data, 235
E
eating disorders, 386
embodiment, 142
emotion disorders, 246
emotion dysregulation, 16, 246, 277
emotion granularity, 140
emotion regulation (ER), 16, 144–146, 261–269; acceptance and, 261–263; arousal reduction and, 246; brain networks associated with, 162–163; cognitive reappraisal and, 261–263; contextual variability and, 263–266, 267; definition and background of, 261; map worksheet for, 269; multifinality and, 264–266; regulatory drift and, 263–264; teaching flexibility and, 266–268
emotional behavior change, 239–241; affective and cognitive methods for, 240–241; behavioral methods for, 239–240
emotional reactivity, 396
emotion-focused coping, 261
emotion-generative process model, 16
emotions, 137–147; attention affected by, 142; cognitive changes related to, 142–143; cultural variability of, 138–139; evolutionary view of, 138, 139, 143; facial expressions of, 141–142; functions of, 143–144; mental health issues and, 146–147; mindfulness and, 396; nature and characteristics of, 137–140; physiology of, 140–141, 144; rating the intensity of, 327; regulation of, 16, 144–146, 261–269
empirical testing, 345–346
encapsulated beliefs, 343
epistemological question, 27–29
Epstein, Emerson M., 137
estimation, 158
ethical competence, 83–97; codes of ethics and, 84–86; cognitive biases and, 95–96; contextual effects and, 92–94; examples of challenges to, 83–84; helpful steps for exercising, 96–97; laws, standards, regulations and, 89–91; research evidence and, 86–89
evaluations: maladaptive thinking, 328–331; social, 139; worldview, 37–39
evidence-based practice (EBP), 3, 8, 45–61; change processes and, 59–61; clinical judgment and, 50–52; definition and components of, 45; disciplined improvisation and, 52–61; evidence base challenges and, 36–50; organizational changes and, 61; standardized work routines and, 53–57; treatment target hierarchy and, 57–59
evidence-based therapy (EBT), 179, 428, 436
evocation, 406
evolution science: emotions and, 138, 139, 143; evidence-based therapy and, 180, 191; genetics and, 180, 181; key concepts of, 181–191
evolutionary principles, 181–191; context, 187–188; multidimensional selection, 190–191; multilevel selection, 188–190; psychotherapeutic use of, 191; retention, 186–187; selection, 184–186; variation, 182–184
expectancy violation, 292
experiential avoidance (EA), 364–365
experiential interventions, 346–348
exposure, 285–296; applications of, 294; arousal reduction and, 246; brain networks and, 164–165; contraindications for, 294; enhancement strategies for, 291–293; explanation of, 285; how it works, 286–287; implementation of, 288–291; theoretical basis for, 285–286; tips for success with, 294–296; types of, 287–288
expression of emotions, 141–142
Expression of the Emotions in Man and Animals, The (Darwin), 141
extended and elaborated relational responses (EERRs), 129
externalization procedure, 275
extinction, 107–108; brain networks associated with, 164, 165; deepened, 292; differential reinforcement and, 223; emotional behavior change and, 239; inhibitory learning and, 286; reinforced, 292; respondent conditioning and, 234; selection related to, 185
Eysenck, Hans-Jürgen, 7–8, 17, 428
F
facial expressions, 141–142, 314, 315
fading procedure, 237
family therapy, 314
fear: avoidance behaviors related to, 286; brain networks associated with, 164, 165; classical conditioning of, 103–104, 285; exposure for treating, 285–286, 294, 295–296. See also anxiety disorders
fear hierarchy, 289–290
feature/perceptual stimulus classes, 212–214
feedback, on social skills, 317, 319–320
financial incentives, 198, 200, 201–205
formism, 31
Forsyth, John P., 363
forward conditioning, 103
four-term contingency, 124
Frankl, Viktor, 375
frequency data, 235
functional analysis, 13–14, 305, 432–433
functional assessment, 236, 305, 422
functional scientific literacy, 52
functional stimulus classes, 212–214
functional-analytic approach, 123–128
functional-cognitive (FC) framework: explanations of, 39–40, 129–130; implications for clinical psychology, 130–133
G
generalization, 111–112
generalized anxiety disorder (GAD), 246
generalized relational responding, 126
generating alternatives, 282–283
graph construction, 236
Greenfield, Alexandra P., 273
groups: interpersonal skills training in, 313; social learning in, 109
groupthink process, 95
guided discovery, 329
guided imagery, 276
guided self-help, 73–74
H
habitual behaviors, 234–235
habituation, 102
harmful dysfunctions, 13
“having” thoughts technique, 356–358
Hayes, Steven C., 1, 7, 179, 427
health, arousal reduction for, 246
healthy thinking, 279–280
Hebbian learning, 154
hierarchies: fear, 289–290; stimulus, 240; treatment target, 57–59
Higgins, Stephen T., 197
historical role-plays, 347
home-practice assignments, 320
hope kit, 423
Hughes, Sean, 23
hypercognitized emotions, 139
I
idiographic approaches, 433
imagery: arousal reduction and, 255; core beliefs and, 343, 346–347; problem solving and, 275–276, 280
imaginal exposure, 287–288
imaginal rehearsal, 276
implicit acceptance, 301
implicit cognition, 128
Implicit Relational Assessment Procedure (IRAP), 128
in vivo exposure, 287
incentives, contingency management, 198, 200, 201–205, 206–207
indigenous supporters, 320
information processing, 120–123
information technology, 67–77
informed judgment, 88
inhibitory learning, 286
initiating factors, 13
insomnia, 218
instrumental beliefs, 340
interactive balance, 310–311
International Statistical Classification of Diseases and Related Health Problems (ICD-10), 10
Internet-based treatments, 68–77; advantages of, 70–71; barriers to implementing, 72–73; clinician support for, 68–72; guided self-help and, 73–74; ongoing and future developments in, 74–76; research studies on, 75–76; without clinician contact, 68
interoceptive exposure, 287, 294
Inter-Organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education, 1, 7, 430
interpersonal psychotherapy, 69
interpersonal skillfulness, 310
interpersonal skills, 309–323; brain networks associated with, 166–167; case study related to, 321–323; definitions pertaining to, 310–311; explanatory overview of, 309; focusing on core components of, 315–316; home-practice assignments on, 320; modeling used in role-plays of, 316, 318; positive and corrective feedback on, 317, 319–320; processes of change and, 321; psychological factors and, 311–312; steps in using common, 314–315; training methods for, 312–320; understanding problems with, 309–310
interpersonal skills training, 312–323; case study on, 321–323; change processes and, 321; format and logistics of, 313–314; history and theoretical foundations of, 312–313; steps in general approach to, 316–320; training methods used in, 314–320
interval schedules, 106
intervention data, 235
investigating causal relationships, 344
J
Jacobson, Edmond, 248
judgment: glitches in, 95; informed, 88
K
Kahneman, Daniel, 50
Keith, Diana R., 197
kind environments, 52
Kleinman, Arthur, 94
knowledge acquisition, 76
Koerner, Kelly, 45
Kurti, Allison N., 197
L
Landes, Sara J., 415
language: cognitive defusion and, 353–355; direct contingency learning and, 112–114; functional-analytic approach to, 123–128
lapses and relapses, 242
Larsson, Andreas, 375
learning: behavior and, 234–235; direct contingency, 101–109; discrimination, 109–111; inhibitory, 286; latent, 122, 124; main types of, 234; observational, 108–109
Leiden Index of Depression Sensitivity–Revised (LEIDS-R), 395
life sciences integration, 434–435
Lifetime Suicide Attempt Self-Injury Count (L-SASI), 416–417
Linehan Risk Assessment and Management Protocol (LRAMP), 416
Linehan Suicide Safety Net, 419
listening, active, 314
“Little Albert” experiment, 103–104
longitudinal designs, 18
loving-kindness meditation, 391, 394
low-validity environments, 51
Lundgren, Tobias, 375
M
Mabley, Moms, 182
MacKillop, James, 403
magnitude data, 235
Maharishi Mahesh Yogi, 245
maladaptive thinking, 327–333; evaluating, 328–331; identifying, 327–328; modifying, 332–333
Martell, Christopher R., 299
McIlvane, William J., 211
McKay, Matthew, 245
means safety, 421
mechanistic worldview, 32–33
mediation, 431–432
meditation, 240; body scan, 252–253, 392; breath counting, 254; sitting, 391–392. See also mindfulness
memory: emotional influence on, 142–143; imagery techniques and, 346–347; neural plasticity of, 154–155
mental disorders: definitions of, 13; reasons for classifying, 14–15
mental health: emotions and, 146–147; mindfulness and, 399
mental reinstatement, 293
mentalization, 351
metacognitive awareness, 351
methodology question, 29–30
Miller, Bryon G., 223
Miller, William, 405
Miltenberger, Raymond G., 223
mindfulness, 389–400; acceptance and, 369; arousal reduction and, 252–254; brain networks associated with, 172–173; breathing related to, 391–392, 393; cognitive defusion and, 351; daily life practice of, 254, 392–393; empirical support for, 394–398; epigenetic effects and, 181; explanatory overview of, 389–391; implementation of, 391–394; Internet-based treatment using, 70, 75; meditative practice of, 391–392; movement-based practice of, 392; psychological descriptions of, 390; stress reduction through, 245; summary of, 398–399, 400. See also meditation
mindfulness-based cognitive therapy (MBCT), 391, 393, 395, 396, 397, 398
mindfulness-based interventions (MBIs), 391
mindfulness-based relapse prevention (MBRP), 391
mindfulness-based stress reduction (MBSR), 245, 391, 397
mind-reading predictions, 295
modeling, 234, 237, 295, 318, 341
moderation, 431–432
modular component treatment plan, 56
momentum analysis, 219
Monestès, Jean-Louis, 179
mood-congruent learning, 143
mood-state-dependent recall, 142–143
moral emotions, 139
morals vs. values, 384–385
motivation: behavior change and, 404, 405; brain networks associated with, 173–174
motivational interviewing (MI), 404–411; empirical support for, 408–409; explanatory overview of, 404–406; processes and principles of, 406–408; resources available for, 411; tools used in process of, 409–411; treatment format for, 409
movement-based mindfulness practice, 392
Mueser, Kim T., 309
multicellular organisms, 188
multidimensional continuum rating, 345
multidimensional selection, 190–191
multifinality, 264–266
multilevel selection theory, 188–190
multiple chairs technique, 348
multiple exemplar training (MET), 213
multiple schedule, 109
multitasking tools, 275–276
Munn, Catharine, 403
mutual entailment, 126
N
named therapies, 430–431
narrow framing, 51
narrowing strategy, 237
National Institute of Mental Health (NIMH), 15, 428, 429, 430
National Registry of Evidence-based Programs and Practices (NREPP), 8–9
negative reinforcement, 106–107, 238
negative thinking, 279–280, 396
neuroscience, 153–174; benefits to understanding, 153–154; psychologically-relevant brain networks in, 154–157; psychotherapeutic change processes and, 157–174. See also brain networks
Neurosynth engine, 157
neurotic paradox, 404
Nezu, Arthur M., 273
Nezu, Christine Maguth, 273
niche construction, 187
nomothetic approaches, 433
nonsuicidal self-injuries (NSSI), 416
“Nothing in Biology Makes Sense Except in the Light of Evolution” (Dobzhansky), 180
novel behavior acquisition, 227
Novotny, Marissa A., 223
O
OARS acronym, 406
observational learning, 108–109
obsessive-compulsive disorder (OCD), 285, 287
online interventions. See Internet-based treatments
ontological question, 26–27
operant behavior change, 236–239; antecedent management, 237; consequence management, 237–239
operant conditioning, 104–108, 197, 234, 341
organicism, 33–34
outcome goals, 233
overconfidence, 52
overt antecedents, 234–235
P
Papa, Anthony, 137
paralinguistic features, 310, 311
partial reinforcement extinction (PRE) effect, 219
Pelletier, Kenneth, 245
persistence of stimulus control, 218–219
perspective-taking skills, 367
philosophical worldviews, 2; axiology question and, 29; communication across, 39–40; definition of, 26; epistemological question and, 27–29; evaluation of, 37–39; methodology question and, 29–30; ontological question and, 26–27; Pepper’s classification of, 30–36; psychological science and, 24–25, 37; selection of, 36–37
philosophy of science, 26–30, 433
phobias, 213–214, 246, 285, 287
physiology of emotions, 140–141, 144
pie chart of responsibility, 344–345
planful problem solving, 280–283
plasticity, 154–155
Plate, Andre J., 261
pleasant events scheduling, 299, 303
Pope, Kenneth S., 83–97
positive affect, 398
positive consequences, 106
positive feedback, 317, 319–320
positive reinforcement, 106, 237–238
post-traumatic stress disorder (PTSD): arousal reduction for, 246; exposure for, 285, 287
predictions: mind-reading, 295; redirecting, 294
prescriptive heuristics, 60
present-focused role-plays, 348
present-moment attention, 300
primary stimulus generalization, 213
problem clarification, 276
problem definition, 280–282
problem solving: brain networks associated with, 163–164; psychosocial intervention based on, 273–284; suicide prevention and, 422
problem-solving therapy (PST), 273–284; case study illustrating, 274–282; explanatory overview of, 273–274; guidance for implementing, 284; healthy thinking and positive imagery in, 279–280; multitasking enhancement skills in, 275–276; planful problem solving in, 280–283; S.S.T.A. procedure in, 277–279; tool kits used in, 274, 275–283, 284
process-based therapy, 3, 191, 427–428, 430, 436
procrastination treatment, 75
progressive muscle relaxation (PMR), 240, 245, 248–250, 251
prompting procedure, 237
protocols, therapy, 54
psychodynamic psychotherapy, 69
psychological acceptance. See acceptance
psychological flexibility, 325, 398
psychological science, 23–25
psychopathology: evolutionary process of, 185; identifying core dimensions of, 16–17; lack of behavioral variation in, 182–183; regulatory drift and, 263–264; schema maintenance and, 340; social functioning and, 312
psychotherapy: challenge to efficacy of, 7–8; defining the targets of, 12–15; enhancements to research in, 8–11; evolutionary principles used in, 191; identification of core processes in, 17–18; information technology and, 67–77; interpersonal skills training in, 314; neuroscience relevant to core processes in, 153–174; philosophical assumptions related to, 24–25. See also clinical psychology
Q
quality-related data, 236
R
randomized controlled trials (RCTs), 46
rapid relaxation technique, 251–252
reappraisal. See cognitive reappraisal
reasoning process, 344–345
reattribution, 329–330
regulatory drift, 263–264
Rehfeldt, Ruth Anne, 101
reinforced extinction, 292
reinforcement: contingency management and, 197–198; definition of, 197–198, 223; differential, 109–110, 216–217, 223; direct contingencies of, 125–126; positive vs. negative, 106–107, 237–238; schedules of, 105–106
reinterpretative statements, 241
relapse, behavioral, 242
relational elaboration and coherence (REC) model, 128
relational frame theory (RFT), 125–128, 390
relational frames, 125, 126–128
relational responding, 126, 128
relaxation techniques, 240, 246, 248–252; applied relaxation training, 251–252; guidance for choosing, 257–258; paradoxical reactions to, 258; passive relaxation, 250, 251; progressive muscle relaxation, 240, 245, 248–250. See also arousal reduction
repetitive negative thought, 396
requests, making, 315
research: challenges with relying on, 46–50; ethics of staying current with, 86–89; on Internet-based treatments, 75–76
Research Domain Criteria (RDoC) Initiative, 15–16, 430
research-supported psychological treatments (RSPTs), 9
respondent conditioning, 103–104, 234
response generalization, 112
response modulation, 145
response-focused emotion regulation, 16
retention, principle of, 186–187
retrieval cues, 293
reverse advocacy role-play, 280
reward anticipation, 165–166
reward system-related clinical disorders (RSRCDs), 219
reward value, 238
Ritzert, Timothy R., 363
Rogers, Carl, 375
role-plays: cognitive reappraisal, 331; core belief, 347–348; interpersonal skills, 316–318, 321; reverse advocacy, 280
rules: overt and covert self-, 114; as relational networks, 127
S
safety behaviors, 264, 267, 293
safety plans, 420
safety signals, 293
Sarafino, Edward P., 233
Scale for Suicidal Ideation, 416
schedules of reinforcement, 105–106
science: philosophy of, 26–30, 433; primary concern of, 26; psychological, 23–25
S-delta, 109
second-order conditioning, 103
selection: evolutionary principle of, 184–186; multidimensional, 190–191; multilevel, 188–190; worldview, 36–37
self-conscious emotions, 139
self-guided programs, 68
self-help books, 73
self-injuring clients, 294, 416–417
self-instruction, 237
self-management, 160–161; behavior change assessment, 235–236; definitions related to, 233; emotional behavior change, 239–241; functional assessment, 236; implementation process, 241–242; operant behavior change, 236–239
self-relevant stimuli, 137
self-rules, 114
self-statements, 240–241
sensitization, 102
shaping, 223–231; applications of, 226–230; changing dimensions of behaviors using, 229–230; differential reinforcement and, 223, 225, 234; examples of, 224–225; explanation of, 223; generating novel behaviors using, 227; implementation of, 225–226; opportunities for psychotherapeutic use of, 230; reinstating previously exhibited behaviors using, 227–229; stimulus control and, 159, 217–218
short-term emotion, 51
silly voices technique, 358
simplification strategy, 275
simultaneous conditioning, 103
singing thoughts, 358
sitting meditation, 391–392
slow speech technique, 358
smoking cessation, 76, 199, 200–206
social anxiety disorder, 246, 285
social cognition: brain networks associated with, 166–167; interpersonal skills and, 311
social evaluation processes, 139
social functioning: interpersonal skills training and, 321; psychological factors influencing, 311–312
social information processing network, 157
social learning, 109
social skills. See interpersonal skills
Society of Clinical Psychology, 9
Socratic questioning, 329–331
solution implementation and verification, 283
Spirit Catches You and You Fall Down, The (Fadiman), 94
S.S.T.A. procedure, 277–279
standardized work routines, 53–57
stimuli: classes of, 212–214; description of, 211–212
stimulus classes, 212–214; contingency/arbitrary, 214; feature/perceptual, 212–214
stimulus control, 211–220; altering of, 219–220; in clinical and educational practice, 215–216; definition of, 214–215; differential reinforcement and, 216–217; explanatory overview of, 211–212; implementation of, 216–220; persistence of, 218–219; shaping and, 159, 217–218; verbal instructions and, 218
stimulus equivalence, 125
stimulus generalization, 111–112
stimulus hierarchy, 240
stimulus overselectivity, 111
Stricker, George, 88
structured card-sorting exercise, 410
substance-use disorders: contingency management for, 198, 199, 206; motivational interviewing for, 405, 408
successive approximations, 223
suicidal clients, 415–423; crisis lines for, 420–421; decision making for, 417–419, 421; exposure and, 294; managing suicide risk in, 416–421; means safety for, 421; paths for therapy with, 415–416; risk assessment for, 416–417; safety plans for, 420; treatments for, 421–423
Suicide Attempt Self-Injury Interview (SASII), 416, 417
Suicide Status Form, 419
symbolic processes, 113, 186, 190
symbolic role-plays, 348
symbotypes, 186
syndrome-based therapy, 429
systematic desensitization, 239–240
T
tacit learning, 51
tailored interventions, 57, 70
target behavior, 233
taste aversion effect, 103
technology: used for cognitive reappraisal, 334. See also Internet-based treatments
Technology of Teaching, The (Skinner), 216
testable models, 431
theories: decline of general, 431; evaluation/testing of, 38
therapeutic alliance, 12; analyzing the science of, 435; Internet-based treatments and, 72; motivational interviewing and, 405, 406
therapeutic risk management, 419
therapeutic stance, 371
therapy-interfering behavior, 423
Thinking, Fast and Slow (Kahneman), 50
third-wave ideas, 429
thought record, 333–334
thoughts: automatic, 326, 330, 332; congruent, 143; defusion from, 351–360; maladaptive, 327–333; negative, 279–280, 396
thoughts on cards strategy, 359
three-term contingency, 104, 111, 124
time: and latent learning, 122; and reinforcement, 107
tokens, 238
trace conditioning, 103
training: applied relaxation, 251–252; attention modification, 75; breath control, 248; interpersonal skills, 312–323; multiple exemplar, 213
transdiagnostic protocols, 15; categorized views on, 58–59; Internet-based treatments and, 69–70
transformation of functions, 126
transtheoretical framework, 405–406
TRAP and TRAC acronyms, 306
treatment target hierarchies, 57–59
Trier Social Stress Test, 396
U
unconditional beliefs, 340
unconscious cognition, 122–123
unified treatment protocols, 15
V
validation, 300–301
values, 375–387; acceptance linked to, 369–371, 372; applications of work with, 385–386; behavioral activation based on, 301–302; brain networks associated with, 171–172; clinical pitfalls related to, 384–385; deepening your work with, 378–384; explanatory overview of, 375–376; four areas of living related to, 378; implementing work with, 376–384
VanderBroek-Stice, Lauren, 403
variability, exposure, 292–293
variables, graphic representation of, 236
variation, principle of, 182–184
verbal content, 310
verbal instructions, 218
vicarious conditioning, 285
visualization: arousal reduction and, 255; problem-solving process and, 275–276, 280. See also imagery
W
warmth, expressing, 300
Watson, John B., 103
web-based treatments. See Internet-based treatments
Wenzel, Amy, 325
“Why I Do Not Attend Case Conferences” (Meehl), 95
wicked environments, 51
willingness, 368–369
Wilson, David Sloan, 179
Wolpe, Joseph, 248
word repetition exercise, 353, 355–356
work-site stress, 385–386
worldviews: communication across, 39–40; definition of, 26; evaluation of, 37–39; interrelated questions about, 26–30; Pepper’s classification of, 30–36; selection of, 36–37. See also philosophical worldviews
written exposure, 288
Z
Zerger, Heather H., 223
1 Note that we have simplified our description of mental mechanisms for presentational purposes. First, the metaphor of cogwheels suggests a strictly linear mechanism, whereas mental mechanisms can operate also in a parallel or recursive manner. Second, in principle, it is possible that mental states arise spontaneously—that is, without being caused in a contiguous manner (although it would be difficult to demonstrate that a mental state is not caused by environmental input or other mental states). However, all mechanisms have in common that they consist of parts that operate on each other, even when those mechanisms operate in a parallel or recursive manner and even if the state of some parts can sometimes also change spontaneously.