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RATIONALIZATION attempts to make or prove that ones feelings or behaviors are justifiable
INTROJECTION incorporating values and attitudes of others as if they were your own
PROJECTION blaming someone else for ones difficulties or placing ones unethical desires on
someone else
SUBSTITUTION replacing the desired gratification with one that is more readily available
THERAPISTS ROLE
- Bring unconscious into consciousness, enabling individuals to work through the past and
understanding their past and present behaviors
ASSUMPTIONS
- Biologic, psychological, social, and environmental factors influence personality development
throughout the life cycle.
- Growth involves resolution of critical tasks at each of the eight developmental stage.
- Lack of resolution of tasks causes incomplete development and difficulties in relationships.
- Change involved re-experiencing and resolving developmental crises. Change is a process of
growth.
GOALS
- Mastering developmental tasks through achievement of insight; continued development
through death; analyzing developmental issues, fears, and barriers to growth to achieve sight.
- Facilitating mastery of developmental tasks with support and problem solving.
PSYCHOANALYTIC MODEL
ASSUMPTIONS
- Individuals are motivated by unconscious desires and conflicts. Personality is developed by early
childhood
- Illness results from childhood conflicts, and ego defenses are inadequate to cope with anxiety
- Change is a process of insight
- All human behavior is caused and can be explained
GOALS
- Insight into unconscious conflicts and processes
- Personality construction
- Using free associations, dream analysis, and analyses of transference and resistance
INTERPERSONAL MODEL
ASSUMPTIONS
- Interpersonal relationships and anxiety facilitate development of the self-system
- Development occurs in stages with changing types of relationships
- Faulty patterns of relating interfere with security and maturity
- Security operations protect against anxiety and interfere with learning
- Change is a process of reeducation
GOALS
- Developing satisfactory relationships and maturity; relative freedom from the interference of
anxiety; learning effective interpersonal skills
- Examining current interpersonal difficulties; using therapist-patient relationships as a vehicle for
analyzing interpersonal processes and testing new skills; consensual validation, validation, reality
testing, and reflecting positive appraisals.
STRESS MODELS
- Selyes Stress-Adaptation Model: Selye defined stress as wear and tear on the body. Selye
viewed stressors as any positive or negative occurrence or as any emotion requiring a response.
- Lazaruss Interaction Model: psychological stress is a relationship between the person and the
environment that is appraised by the person as taxing or exceeding his or her resources and
endangering his or her well-being. Lazarus believed that the basis of coping is not a result of
anxiety, per se, but of the personal, cognitive appraisal of threat. Anxiety is a response to
threat.
- Mobilization of the bodys defensive forces and activation of the potential for fight or flight
(+1 to +2 anxiety)
- Release of norepinephrine and epinephrine, causing vasoconstriction, increase blood pressure,
and increased rate and force of cardiac contraction.
- Increased hormone levels
- Enlargement of adrenal cortex
- Marked loss of body weight
- Shrinkage of thymus, spleen, and lymph nodes
- Irritation of the gastric mucosa
- Loss of ability to resist stress because of depletion of body resources; fight, flight, or immobilization
occurs (+3 to +4 anxiety)
- Decreased immune response, with suppression of T cells and atrophy of thymus
- Depletion of adrenal glands and hormone production
- Weight loss
- Enlargement of lymph nodes and dysfunction of lymphatic system
- If exposure to stressor continues, cardiac failure, renal failure, or death might occur