Summative 2 After watching the two interviews of Stan, psychology homework help

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After watching the two interviews of Stan, one demonstrating a behavioral approach and the other illustrating a cognitive one, make two lists and label the first behavioral and the second cognitive.

Write the behavioral and cognitive interventions you saw illustrated or discussed in Corey’s two treatment interviews with Stan under the appropriate list. Your lists should tease out and separate the behavioral and cognitive interventions and techniques so that you can compare them. Make a brief statement as to what you think really distinguishes the two. What makes behavioral behavioral and cognitive cognitive? How do the goals of the behavioral compare or contrast with those of the cognitive?

Example:

  • Behavioral Interventions
  • Cognitive Interventions

The behavioral interventions listed focus on......and have the client....; whereas the cognitive interventions focus on....and have the client.... The purpose of the behavioral interventions are to...whereas the cognitive interventions are made in order to.....

Present your discussion as a written paper of 2 pages in a Word document

I have attached the two interview transcripts below because I could not post the view. Please use the two documents attached for this assignment.

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Case of Stan: Behavior Therapy >> This is behavior therapy in action as it applies to working with Stan. We're going to assume that this is the fourth session of behavior therapy and what happened last week was Stan said that he would be willing to do homework. In this particular approach we give a lot of homework collaboratively, and Stan said he was going to approach one of his professors, talk to his professor about his anxiety he was experiencing in class. And we start off the session by talking about well Stan, how did your homework go? What happened? Last week I remember we ended off our session with you saying you really wanted to approach some of your professors because you're anxious in class and you're wondering what they think about you->> Right. >> and you don't talk as much as you'd like to. And I remember giving you a homework assignment and you were a little bit, I don't know if I'll do it. I just want to check and see how did that go? >> Well, I didn't do it. I thought that I could make an appointment with one of my teachers but when the time came I was sitting there, it was the end of class and there was a line so I just said, forget it. >> Yeah. So there was a line. Long line? >> Two people. >> Two people, okay. Yeah, um hum. I wonder what you told yourself when there were two people ahead of you. >> What did I tell myself? Well I mean you know she only has so much time. >> Um hum. >> Two people were already there. By the time I get up there she'll be rushed and she'll be wanting to, you know, head off to teach her next class or do whatever it is that she needs to do next. >> Um hum. Yeah. >> So I figured you know I'll just wait until I can get her at a different time. >> Yeah. So how was it for you that you didn't carry out the homework assignment? >> Well I was a little, I thought you were going to ask about it when I came here today. >> You know me. >> And yeah, so I don't know, I felt bad a little bit about it but I also feel like, you know, I had good reasons. >> Um hum. Good reasons not to do it? >> Well yeah the line and all that sort of stuff. I didn't want to encroach on her time. >> Yeah. Well you know I think it's important that we look at if you don't carry out an assignment what was that about. You know and I'm kind of wondering, I'm thinking back over last week, I wonder if I was a bit pushy and you know maybe it was more my agenda for you than your agenda for yourself. I just want to check that out. >> Well, I mean I do, I think I should meet with my instructor. I really->> You should meet with her? >> I think, I think, yeah I think I need to do that. >> Um hum. >> I just don't know, I don't know, maybe when it came time to do it it was harder to get up there and ask her than I thought it was going to be so I just didn't do it. Case of Stan: Behavior Therapy >> Right. And did you write anything in your journal about what you did do and what was hard about it? >> I wrote a little bit. I really didn't focus too much on it though. >> Yeah. Well let me check with you. Is this something that you really want to do? >> Yes, I do. I do want to do it. >> You do want to approach your professor? >> Yes I do. I just want to know how to->> One in particular or all of them? >> Well, this particular one for sure. >> Okay. >> Because I feel like there's something going on, you know I raise my hand, she doesn't call on me. I, you know there's, I just feel like maybe I'm not understanding what's going on in that classroom. So I need, I really think that I need to meet with her. >> Right. >> But there's something about her that is just, I don't know. Maybe I'm intimidated or something. Just a little apprehensive. >> Yeah, yeah. Well I think the hardest part is just committing yourself to doing it. And we could practice it in here. Would that be helpful for you? >> I, yeah I think so 'cause she just seems to busy. She seems really just scattered all the time and I don't know, I feel like I'm, you know, bothering her. >> Okay. Well let's do a little bit of what we call assertion training. >> Okay. >> Because it sounds like->> Yeah that would help I think. >> Yeah it sounds like you're a little bit hesitant and I want to give you an opportunity to approach her in sort of a direct and assertive style. >> Okay. >> So try something out. Approach me as though I were your professor, and ask for time. >> Oh okay. Excuse me, do you have a couple minutes I can talk to you about the class? >> Okay, can I be your mirror for just a second? Excuse me, do you have just a couple of minutes that I can talk to you after class? >> Do I look like that? >> Not quite. No, I'm exaggerating, but it came across a little bit apologetic. >> Right. >> Do you want to try it again? And do whatever you think. >> Okay. >> I just want to try your opening. The first thing. >> Okay. Excuse me, can you spare a minute to talk with me about a few things? >> Okay, how was that? >> I don't know. Seemed okay to me. >> Okay. >> Felt a little different. >> Okay. Now would you be willing to try something out? How about if I become you for a moment? Case of Stan: Behavior Therapy >> Okay. >> I want to demonstrate something and->> Okay. >> you become the professor. >> Okay. >> Okay and I'll start off the way you did. Excuse me, could you spare a moment or two? >> Well I'm kind of busy. >> Yeah I know, I appreciate that. But you did tell us the first day of class that you really want us to use your office hour and I've been thinking about that so I'd just like a few moments. >> Wow, you did that really good. >> Oh okay. What did I do that was good? >> You kind of said what she had said before and brought it up and kind of said what you needed. >> Yeah. >> And it makes, I mean you seem like you did it a lot better than I could. I just can't think that quickly off, on my toes. >> Okay well that's why I want to practice it in these sessions behaviorally. >> Okay. >> You know very specific. So let's try it again. >> Okay. Which one am I? Me or the teacher? >> Okay good. Let's see, how about you being Stan again? >> Okay. >> And I'll be the teacher. >> Okay. >> Start again with the first line asking for time. >> Excuse me I'd like a minute of your time to talk about some things. >> Okay. How did that opening line sound to your ears? >> A little bit better than before. >> Yeah it sounded a little bit stronger. Let's redo it one more time. Okay. >> Excuse me, I'd like a few moments to talk about some things that are related to the class. >> How was that? >> Better. >> Yeah. Sounds a little more, more direct. A little more of yourself in there. >> Okay. Let's take it a little bit longer and I'll be that professor, okay? >> Okay. >> And, you know, I teach too so I can get into that. >> Okay. >> Alrighty? >> Let's see, okay. Excuse me Professor, can I have a couple minutes of your time just to talk about some things that are related to the class? >> Oh gosh, how much time do you need? >> Just a couple of minutes. Actually I'd like to make an appointment with you if I could. >> Oh, okay. Well go ahead and talk. >> Well I was thinking that maybe-- Case of Stan: Behavior Therapy >> Yeah I'm doing several things but I'm listening to you. >> Okay. >> I'm aware of class coming up in a second too. >> Maybe we could meet sometime during your office hours->> Yeah that's now. >> To talk about the->> that's now. We're having, this is office time. >> Oh. Well maybe there's another time we could talk. >> Oh it never gets any better than this. I'm always way behind. I've always got 10 things to do and only time to do three of them. But go ahead. I'm->> Okay well->> [Inaudible] another minute and a half. >> I'm kind of concerned about the midterm. >> Oh yeah. A lot of students are. Don't worry about it. Don't sweat it. >> Okay then. Thanks. I don't know what else I would say. I don't->> Okay. >> That's kind of what I think would happen. >> Let's freeze the action. How was that to do that? >> I felt like it started off good and then I, then I kind of crashed. >> Okay. What did you think of your professor? Is that the way she might've done it? >> I think so. I mean perhaps. Maybe not as busy as you. >> Okay. >> But she seems->> preoccupied? >> pretty preoccupied, yeah. >> Yeah. So do you want me to model it, and again I'm not->> Yeah, how you would be able to do it? >> I'm not telling you I'd do it perfectly. >> Okay. >> But I'm just giving you another version. >> Okay. >> And maybe you could be this difficult to reach professor. >> Okay. I think I can do that. >> Yeah. Hi there. >> Hello. >> You told us to use your office time and I'm finally doing it. >> Oh okay well, you know I only have a few minutes because I've got all these papers to grade. >> Yeah, well I wasn't thinking we'd do everything today but at least I want to take the first step of talking to you about how it is for me to be in your class. >> Okay well perhaps I can grade the papers and you can talk to me while I'm grading the papers. >> Yeah, okay. But I want to just tell you I want to participate a lot more than I do, but sometimes I just get stuck because I'm concerned what you might think about me. Case of Stan: Behavior Therapy >> Okay well that's good. I think a lot of people have that problem and you should be able to do that just fine. >> Yeah, well I know, you know I look at others and they all look like they're smooth like they have the answers, and that you favor them. You know and I just don't want to let that stop me. I really want to get in, get a lot more active in the class. >> I see so, you want me to call on me more or what do you want me->> No, I think that would be too easy. I'm going to, I just want you to know that I like your class, I want to learn and I'm going to push myself to ask a few more questions. >> That sounds good. >> Okay. >> Okay. [Inaudible] >> All right. >> I don't know, how did you do that? >> You look surprised. >> Well yeah. It's hard--I was trying to be the busy professor but the way you were talking I was, I got distracted. It was, you know? >> You got drawn in? >> Well yeah, drawn in. >> Okay. Well, you know I hope you're not going to try doing it my way. All I'm trying to do is, it's important that you find your own voice and your own words. I was just kind of maybe giving you another way of being a little more persistent. >> Right. >> And maybe you, even two minutes is a good start because at least you're not letting yourself get deterred by two people in line. And I think you're making a statement. You're saying I'm worth at least two minutes of your time. >> I guess I never thought of it that way. >> Yeah. And did you hear I was just saying even in the brief time I had I said, you know I really want to do well in your class, I like your class and I want to push myself to get more active. So any of that that you think you might take home and think about and maybe try again? >> Yes. >> Okay. >> Especially just kind of re-saying or reiterating that you just want a brief period time just kind of stating it over again. >> Right. So before we end today and we're approaching the ending of this session->> Um hum. >> I'd just like to more collaboratively work this out. >> Okay. >> I really want to find out if this is homework and something that you want to do. Is this moving you in the direction of meeting your goals? >> Oh yeah. I, yeah I really do want to do it and I think the thing that gets in my way of doing it is getting just right there and then getting too nervous and kind of backing out. >> Yeah. And what do you think would help you when you get right there and then get nervous? Case of Stan: Behavior Therapy >> I don't know. Maybe taking a deep breath and just kind of maybe staying with it. Just telling myself something. >> Right. >> Like it's going to be okay or. >> Right, right, right. >> I am worth two minutes, something like that. >> Both of those sound good. First of all we've done some relaxation exercises in here like deep breathing. >> Yeah I could do that. >> And closing your eyes and being aware of your breathing. Just getting centered a bit. >> Um hum. >> You just said I am worth it. Maybe just tell yourself I'm worth at least two minutes. >> Okay. >> How's that? >> I can do that. >> Okay. Now when will you do this? >> Well I have class on Wednesday. >> Okay. >> She has her office hours right after class, so I can approach her, maybe even if I'm there a little early and she comes in I can ask her if she has a minute for me after class. Kind of set it up a little bit. >> Good. >> And then I'm, then if I do that then I have to do it. >> I like your energy. As you're talking you seem a lot more animated. >> Yeah I feel like I could do it. I just need a little, a little kick in the pants a little bit. >> Okay can you imagine me kicking you in the pants when you're there? >> [laughs] Yes. I can do that. >> In a sort of a gentle, loving sort of way? >> I can do that. >> Okay, let's do that. >> Okay. >> And don't worry if you don't, I'm not going to grade you on this performance. >> Okay good. >> If you don't do it the way you like it, that's all right, we can talk about it. >> Okay. >> I just think it's so important that you're willing to take what we're talking about in here and put it into action out there in the real world. >> Yes. >> So, it may not sound like a big deal but it, I think it is very important. >> Okay. >> That you're willing to try something out there. >> Oh yes. >> Okay. Good luck. >> Thanks. Case of Stan: Behavior Therapy >> In this behavior therapy session with Stan I think the salient piece here is that Stan didn't do his homework and I think we always want to follow up on homework when we give homework and say how did it go. And regardless, whether he did or didn't do it, less important, I want to find out why and what happened. What got in your way? Or what was helpful? How did that go? What did you learn from that? Now Stan came in and said there was a line and you know I just lost my oomph to follow through with this. So it occurred to me okay, let's give it another try. Let's practice it. And I think assertion training is very helpful where we actually practice specific behaviors. And here I'm not after a full role play with emotions and all of that. All I am after is just that Stan has an opportunity to demonstrate what would he want to say by way of opening contact to make the initial contact. And you could see he did it somewhat apologetically and you know I wanted to give him an opportunity to keep working on it so we could refine it so he becomes a little more assertive. It occurred to me it might be useful to role reverse, so I said you know you be the professor and let me show you one other way-- not the right way necessarily, but another way-- of approaching your professor. So the key piece here is homework is very helpful if it's behavioral in nature if it's done collaboratively and if the client really buys into it and it's not my homework for the client. And again I would like to encourage you in these short sessions and process commentaries to flesh them out by reading the chapter carefully and you'll get a lot more of what we just did in this particular session. Case of Stan-Using Cognitive Behavioral approach >> This is the eighth session of cognitive behavior therapy with Stan. And what you need to know is that in the past sessions, Stan has been identifying what we call some of his faulty beliefs or self-talk that doesn't always get him where he wants to go. And so in this particular session, we're going to be looking at some of the beliefs that he's already recognized and that he's done work on in his journal at home. [ Pause ] >> You are not going to believe what happened this time. I finally get up the courage to ask somebody out. We get out on the date. Of course, I'm a little bit late when I show up so that didn't start off so good for us. And we get out there, and I'm getting ready just to say something really nice, and I turn, and I knock this drink right on her dress, and it's, like, oh, my, you know. Clumsy strikes again. It was just, it was classic. I mean, it was just the story of my life right there in that one little moment. >> So what did you do when you spilled this drink on her dress? >> Oh, I apologized, and I got the, you know, the napkins, was trying to dry her off. I even, I offered to pay, I offered to, you know, to pay for the dry cleaning on her dress. I sent her roses the next day, and I just haven't heard from her since >> Right. OK. So what did you tell yourself? What was going on in your head when you spilled the drink? >> Oh, just, oh, crap. Here we go again. [crosstalk] It was just, just, you know, I'm never going to, I'm never going to get this right. And I took everything I had to, you know, get her to go out on a date with me, and then I, you know, I blow it by doing this. It's just, it's just par for the course for me. >> Yeah. And, again, you notice we've been focusing a lot of your thoughts and beliefs, and you've been writing them down, too, in your journal. What kind of beliefs you think surrounded that episode? >> Oh, it just, I'm never going to get this right. I'm, I am destined to be alone. I'm not going to ever be able to be with a woman without screwing it up somehow. >> Do you think that might be a little extreme, your thinking? A little catastrophic? I spill a drink on her, and, therefore, this proves I'll never do it right. >> Well, I, I don't know. I mean, I haven't heard back from her. It doesn't seem, I don't know, it doesn't too good for me. I just, you know, I married a great woman, and I messed that up. >> OK. You said you married a great woman, you mess that up - Case of Stan-Using Cognitive Behavioral approach >> Right >> How did you mess it up? >> Well, she divorced me >> OK. And that was because of you? >> Yeah. >> You're complete >> Well, I think so. I mean, pretty much. I mean, I wasn't making a whole lot of money. I wasn't, you know, doing very well. I was maybe drinking a little bit more than I should have, and I wasn't, you know, I wasn't a good husband. >> And what do you think her leaving you and the divorce meant? What did you tell yourself about that? >> Well, the same, the same thing >> The same thing. >> Yeah. It's just, clearly that didn't work. It's not going to work >> OK. So nothing I'll do will ever work. >> Yeah >> So you're taking that event, the divorce and her not wanting to continue living with you anymore as proof that basically you're not worthy. Is that it? I don't know. I'm trying >> Well, yeah. I mean, it, does seem like pretty good evidence >> OK. Well, tell me about that evidence. Where's the evidence? That because she didn't like you or like certain things about you that, therefore, she was right. >> What do you mean, therefore, she was >> Well, it sounds like her judgment of you is truth. You're not even willing to question that. >> Well. >> You're kind of thinking - Case of Stan-Using Cognitive Behavioral approach >> Yeah. I. Well, I've always just assumed that, that it was right, that that's the way it was. >> Yeah. You make a lot of assumptions, you know, it seems like to me, and sometimes those assumptions seem like a big leap, you know, that she left me, therefore, this proves that no other woman could find me worthwhile. You didn't say that exactly, but >> Right, and I thought I was getting through that by going out and asking this woman out >> Right. >> And I actually felt great that she said yes >> OK. >> And then I screw, I screw it up. It's, like, [laughs] I don't know. I can't win >> Yeah. And you're certain that because you haven't heard from her is because she never wants to speak to you again. >> Well >> Is that true or false? >> Well, I thought that. I don't know. When you put it that way, I don't know how certain I am. >> Yeah. I'm getting in a, I hope, kind of look at, you know, some of your beliefs that you have about what happened this to you in life, and see is that really the way it is in reality. You know, it seems like a lot of your thoughts get you into trouble. Like when you spilled the drink, what did you tell yourself? Oh, I'm clumsy >> Right. Well, I think I even said that. I think I even said it out loud, and >> Yeah. And is it OK to be clumsy once in a while? No. >> Well. [Laughs] Not when it means spilling a drink on somebody. But, yeah, I mean, yes, it is OK to be clumsy once in a while >> Yeah. But you see, again, I want you to get to be thinking about your thoughts and your selftalk. You all, you came in yourself and said what a clumsy, you know, person you were, and you'll never get it right. She'll never want to talk to you. You didn't quite say it yet, but >> Well, I don't feel like I say that stuff to my, I don't say that to myself, but it's the way I feel. It's kind of what it feels like to me - Case of Stan-Using Cognitive Behavioral approach >> Right. Right. Well, I want you to, we've talked about, you know, looking at events that happen and then looking at the consequences, the consequences of you winding up feeling miserable and like you really blew it and down because >> Right. >> Of what happened >> I have been down, yes >> Right, and I want you to see that it's not the event, namely spilling the drink on her that leads you to that, but what you believe, what you were thinking, and what you were telling yourself. See, so what did you tell yourself at that moment? >> Well, this is terrible. Oh, my God, this is terrible. >> Yeah, terrible. >> Embarrassing. It's >> And is there another thing you could think about telling yourself that wouldn't be quite so critical? What's another way you could talk to yourself? [ Pause ] >> It's funny. I don't know. [laughs] >> OK. >> [laughs] I guess it could be funny in a way. I mean, stepping back from it a little bit, it's kind of, it is kind of funny. >> Well, it didn't seem to funny to me. It seemed very painful. >> Well, yeah >> Because you talk about this >> It kind of reminds me of, like, the Three Stooges or something. It's kind of [laughs] >> Yeah. But you're >> Funny in a way - Case of Stan-Using Cognitive Behavioral approach >> You're the Stooge. >> [Laughs] Yeah >> Right. >> [Laughs] Yeah. [crosstalk] Feels like that, yeah >> I wonder if you'll try something with me because I'm trying to teach you how to dispute and debate some of these beliefs that get in your way at times >> OK. >> Maybe you can be the tough critic that you typically are. Like just hang in there with that belief about how terrible you are >> OK >> And I'll be another side of that. Another belief system, OK. >> OK. >> So give me a line. >> Well, there you go again. You spilled the drink. You blew the whole night. >> Yeah. It's embarrassing. I did spill the drink, and I am apologetic for it, but I don't know that I had to blow the whole evening and the whole rest of my career with her >> Well, but look. I mean, clearly she's upset. You spilled the drink all over her, and there's nothing you can do about it. You have to take her home now because she's all messed up. It's a disaster. >> Yeah. No, it's not a disaster. It's uncomfortable for her and for me, for both of us, but it's not the end of the Earth. I can stand it, and I think she can stand it. Go on. >> [laughs] OK. Yeah, but it took you so long to get up the courage to ask her out again, and if you're going to do this every time, then how are you ever going to get anybody to go out with you again >> But there you go again saying you're going to do it every time. Maybe you won't do it again. You're not destined that [inaudible] spill drinks on her every time you see her. Case of Stan-Using Cognitive Behavioral approach >> Well, there's no way she's going to go out with you again because you're clearly a klutz, and nobody wants to go out with a klutz >> OK, let's stop. How was that to engage in that? >> Sometimes it got hard to kind of come up something new to say about, you know, why it was bad that I did that >> You know, you said, and I want to challenge on this, you said, "I'm sure. I haven't heard from her, and that means she never wants to talk to me again. I'm condemned to eternal klutzhood, and I'll always be this way." How do you know? Where's the evidence? How did you come to that conclusion that she'd never want anything to do with you anymore because you're so despicable? >> Well, I guess I don't really know. I haven't heard from her yet so I don't know for sure >> Well, you haven't, she hasn't heard from you either, has she? >> Well, no. I mean, all I did, I did send her the roses. That's all >> OK. Well, maybe she's waiting for you to say something. You ever thought of that? >> No, not really >> See, you're saying I haven't heard from her. That must mean she never wants to talk to me again. >> OK. I get your point. I see what you're saying. I'm a little embarrassed, though, to call her or, you know >> Yeah. Well maybe, you know, I'm asking you to kind of test out your beliefs rather than just assuming that she wants nothing >> Sure >> More to do with you. You might just see what it would be like to call her and say, you know, I've been thinking about our last date, and I feel clumsy, but I just wanted to call again and say I'm sorry if caused any hard feelings, and, you know, I'd sure like an opportunity to see you again. >> I could try that. >> OK. So I hope you could see a little more clearly some of your thoughts and how your thoughts sometimes really get you stuck. Case of Stan-Using Cognitive Behavioral approach >> Especially the part about, you know, kind of not knowing what she's thinking >> Right [crosstalk]. You do a lot of assuming. >> Yeah. >> And you're willing, then, to kind of keep a record of things you do and what you tell yourself, and bring that in >> OK. >> Yeah. I hope you will. Good. [crosstalk] >> I'm sure I'll have plenty to write about. >> [Laughs] That's good. >> OK. [ Pause ] >> In this cognitive behavior therapy session, we focused mainly on Stan's beliefs and how his beliefs sometimes get him into trouble. Now he comes in, and he reports about an event that happened, and I didn't get so caught into the event. I want him to explore more what he told himself at that event. Now the reason I have for that is I think I want him to catch himself with his self-talk that sometimes is self-destructive or at least it's not helping him. The other thing is I want him to consider another alternative. For example, this woman that doesn't call him back, has he ever thought that maybe she's waiting for him to call, do you see? So mainly what I'm trying to do in this session is get him to think about his thinking, and to see how some of his beliefs might be modified, and how he can do that with active disputation, and that was the reason for my brief, you know, back and forth where I asked him to be the critical part of himself with his harsh beliefs, and I came on with a different side of beliefs. More to get him to kind of think of alternatives. So we're engaging in cognitive restructuring here. And also I want him to keep writing about this. Writing about what happens and what he tells himself, and he'll do a lot of work outside of the sessions as much as he's doing in the sessions itself.
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Behavioral and Cognitive Therapies: Stan’s Case Study
Behavioral Interventions
In the behavioral therapy it is clear that the therapist is focused on the homework issue.
There is the focus provided by the fact Stan was assigned homework in the previous session, to
talk to the teacher. He tried but he failed. This is something that the therapist focuses on. The
therapist is not concerned over whether he did it, but is trying to analyze the behavioral traits that
makes Stan fail to carry out the therapy. He designs questions that are directed towards testing
three things. First, he te...


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