DIVORCE OR MARRIAGE IN CLINICAL PSYCHOLOGY

AND EXPERIMENTAL PSYCHOLOGY

Importance of knowing the details of experimental investigations of classical conditioning and
operating to properly conduct a psychological treatment.
Their ignorance entails the risk of a mechanical application of the techniques. Risk of loss of effectiveness.
(for the omission of details). E.g.: apply DS without knowing classical conditioning.

Examples of classical conditioning applied to psychology

Spontaneous recovery of the conditioned response: increases the magnitude of the behavior later
of a time interval without stimuli that provoke it. E.g.: experiencing more anxiety on Mondays than on Fridays,
because during the weekend there are no stressful stimuli.
* Surprise of the stimulus: the surprise of the panic attack is what most affects the magnitude.
of emotional response. It is suggested to reduce its surprise by preparing the patient for when
come.
Exposure to the stimulus, latency period, and extinction. E.g.: smoking. In the prevention stage.
relapses the psychologist will explain that at first the latency period (between the presence of the cigarette and the desire to
Smoking) will be minimal and the conditioned response of great magnitude. Over time, extinction will occur.
* Contingency between E and R. Ex: erectile dysfunction. First, the condom is an inhibitory EC of the
erection It is sought to associate the erect response (RI) with the condom (EC-) through various associative trials.
continuously.

Examples of operant conditioning applied to psychology

* Fixed interval program: reinforcement is provided when a response is executed, then
after a fixed interval of time or reason. E.g.: salary, keeps the work behavior consistent.
* Deprivation of reinforcers to reduce procrastination behaviors: PREMACK'S PRINCIPLE
For example: one takes advantage of an R (listening to music) and only allows the emission of the high-probability behavior afterwards.
of low probability of occurrence behavior (e.g., walking).
* Differential reinforcement of behavior components: for depression ACTIVATION
BEHAVIORAL programming, assignment, and execution of activities. A graduated activities plan is designed.
they highlight and reinforce small achievements (simple behaviors) it is a gradual and differential reinforcement.
Shaping by successive approximations: the psychologist reinforces but also seeks the
environmental reinforcement.

Reestructuración cognitva: ventajas de su integración con procedimientos conductuales.

The 'cognitive discussion' is a clear example of how procedures of cognitive origin are intertwined.
strongly with behavior. For example, when writing self-records (the record involves a motor behavior),
self-observation (which is a behavior that accounts for other behaviors), behavioral experiments.

3 WAVES
1. Behavioral therapy (50`)
• Ideographic Emphasis
• Environmentalist vocation and contextual
• Focused on first-order changes focuses on specific behaviors and direct management of
contingencies.
• 2 tendencias / áreas de estudio:
Behavior Analysis and Modification (Pavlov). Type E. E R. Classical conditioning.
Applied Behavior Analysis (Skinner). R Type. R E. Operant conditioning.
• In the ABC: A Discriminatory stimulus + Establishment operations
B verbal and non-verbal behavior
C behaviors or emotions Centered on C
 Cognitive therapy
• Nomothetic emphasis X usually does Y That's why they use protocols.
• Internalist, mechanistic vocation
• First order changes
• Information processing The mind as a computer Base metaphor
• Cognitive Primacy Thought as a cause of behavior One interprets reality and based on
that acts and feels If I change the interpretation (way of processing information), I change behaviors and emotions.
• What generates discomfort must be eliminated.
• I-O Schema (Input - Output / E-R).
• Cognitive Behavioral Therapy (Beck)
• Rational Emotive Behavioral Therapy (Ellis)
• In the ABC: A vital events
B beliefs or thoughts Centered on B
C behaviors or emotions

The Cognitive Revolution

Failure and progressive abandonment of the behavioral paradigm
2. Substitution of these models for the 'superior' cognitive models
3. "Rupturista" stance which implies that the behavioral stance is a previous stage to the cognitive stance, which
surpasses the behavioral ones
The term cognitive revolution has been coined by cognitive authors parallel to scientific production.
on the topic (hindsight bias).

The Behavioral Response

1. Continuist Stance: Revolution is a valid historical concept, but it generates a simplifying view in the
case of the history of CBT. It is necessary to relativize the scope of such a revolution (Minici, Dahab, and Rivadeneira, 2012)
2. Scientific production in conductism has been continuous and there have been continuous advances in the field of
behavior modification that has not been overshadowed by cognitive approaches

3. Contextual behavioral therapy

- Ideographic emphasis.
- Second order changes. Emphasis on the modification at a 'secondary' level, processes and repertoires of
broad skills (Functional response classes). Many of them use basic principles or obtain
based on Radical Behaviorism (Contingencies, Functions, Functional Classes Rules vs Contingencies,
Discrimination.
- Assumption of Normality: The problem is not found 'within' the person but in the relationships that
this maintains with its "circumstances".
- Contextualist World Hypothesis
- Dialectic Acceptance/Change
- Three Great Therapeutic Principles Values + Mindfulness + Acceptance (as relinquishing control -
different from the cognitive - it involves making room for emotions and taking perspective.
- Emphasis on the modification of clinical behavior, in the context of the therapeutic relationship. Analysis and
Modification of Clinical Behavior The problems of the client (and the therapist) occur in
sesión =Equivalencia funcional
- Emphasis on function over form and the promotion of flexible behavior patterns.
- Use of 'experiential' methods over didactic methods.
- Promote the expansion of behavioral repertoire even in the presence of aversives.
- Use of 'experiential' methods over didactic methods.
- Analysis and modification of behavior/Cognitive Behavioral Therapy + Acceptance + Mindfulness + Values = Therapies
Contextual Behavioral.
Skills of the contextual behavioral therapist:
- Theoretical Principles (Therapist as Behavior Analyst)
- Skills Training (Therapist as therapist)
- Experiential Training (Therapist as Client)

Assumptions of our work

- The behaviors (adaptive or not) are - Problematic behaviors are
learned influenced by both antecedent variables
- The contexts of influence del as for its consequences
behavior is multiple y the - The learning history is the context of
treatments are multidimensional our behaviors. If it exists in the
- The approach must be broad and repertoire is because it served a purpose.
contemplate the different contexts that
influence behavior

What is the role of Epistemology in our therapeutic practice?

What is true and what is not? What is the objective of knowledge?
Ontological Position and Unit of Analysis
Take responsibility for the assumptions we make and the practical implications of them.

Functional Contextualism
- Root metaphor Act or behavior in context
- Criterion of truth Efficient work or utility
- Object predict and influence events through the manipulation of context.

BEHAVIOR way of relating to the context

CONTEXT everything that can influence behavior (environmental, interpersonal, intrapersonal)
HYPOTHESIS OF THE CONTEXTUALIST WORLD What works and in what contexts

Functional Contextualism Descriptive contextualism

Predicting influences events. Understand the complexity and richness of a
event
["Seeks to build general, abstract knowledge","Seeks to build specific, personal knowledge"]
unrestricted space-time, as a scientific principle. restricted in space and time, as a narrative.
Works with history but as historical history.
learning.
Strong adherence to the criterion of truth Work - Strong adherence to the fundamental metaphoract
efficient in context
Radical Constructvista

WHAT DO THE THREE WAVES HAVE IN COMMON?

All of them emphasize flexibility, but the 3rd formalizes it and gives it greater importance.
They work on structures of meaning and their change.
They coincide with the 'circular causality' (behavior - emotion - thought)
They have explanatory models on which they base their interventions.
They consider the therapeutic alliance and empathy as the axes of the work.
They carry out some type of analysis of the background and consequences of the symptoms.
They conceptualize problems as a result of learning and not as a result of certain traits.
permanents. This gives rise to HOPE.
They involve a process of resolving interpersonal problems that requires greater flexibility in
identification of new ways to respond to the background.
They seek changes in the ways of conceptualizing problems and the ways of thinking about responses to A.
 They use essays and coaching to practice new responses.
The new repertoires are less rigid, critical, and generalized, and they provide greater hope.
They promote different behaviors in relation to past events.
They promote commitment in some activities that represent successive approaches to the objectives of
treatment (often between sessions)
They use some form of exposure (imagined or in vivo, gradual or flooding).

VALIDATION
ES
• It is a behavior and an intervention strategy.
• It involves empathizing and understanding the patient's perspective from their history and EXPRESSING that understanding.
• Find the grain of truth in the perspective or situation of the other person.
• Recognizing emotions, thoughts, or behaviors has its reason for being.
• Show that you care and understand the circumstances or the relevance of the other person.
• COMPONENTS: ties + transmission. It decreases behavioral activation and this allows for it to be able to
expand the repertoire of responses.

WHAT TO VALIDATE
• The facts of a situation HOW TO VALIDATE
• The person's experience • Seek the valid
• Feelings and emotions • Get to know your customer (their history - Vº4-5)
• Authenticity of wanting (or not wanting) something • Validate the valid and invalidate the invalid
• Beliefs, opinions, and thoughts • Valida al máximo nivel posible
• Suffering and difficulties • Validates a lot at the beginning and less at the end.

REMEMBER
- Invalidating reactions make sense in some way.
- Validating is not necessarily agreeing.
- Only validate what is valid

INVALIDATION TOOLS
Try to convince your client that the point of view I underestimate what the other thinks or feels.
your therapy is the best point of view React with defensiveness.
Don't listen, interrupt. Ignore the emotions of the other.
Do not ask for permission
Advise.
Try to calm your client Change of topic without paying attention to the functions
Request evidence of the behavior.

SELF-VALIDATION:
1. Verify all the facts (with someone you can trust) to see if your reaction is valid or not.
2. Recognize when your reaction is valid or not in a given situation.
3. Recognize when your reaction does not make sense or is not valid. Remember that all behavior has a
it's a valid reason and you're doing the best you can. Try to correct invalidating thoughts like that.
as comments or actions.
4. Remember that being invalidated even when your reaction is valid is rarely a catastrophe.

Radical acceptance practice of yourself:

- Admitting to being invalidated by others hurts, no matter how right they are.
- Be compassionate with yourself, use words that comfort you.
 - Practice radical acceptance of the people who invalidate you.

VALIDATION LEVELS (from DBT)

Level HH Resources
Listen completely Listen with all our senses. Show *Silence
awareness interest and not boredom. Not doing several things at once.
mismotempo. Make eye contact. Stay
present. Use silence.
Express in form Repeat what was said or done to be sure of having paraphrased the content.
needs it understood exactly. Use non-language*Summary: summarize the content +
understood valoratvo = talks about behaviors. reflection of feelings
Reflects the unspoken Pay attention to what the other person is not saying. *Reflection: they show
Observe their body language. Verify and make sure to observable behaviors
be correct, if not let it go, release it. that allow inferring the state
Pay attention to facial language, what is emotional of the other person.
happening and what you know in advance about the
person. Show that you understand it through the
language or your actions.
Validate the Verify what you feel (mood or physical state), *Express understanding
behavior with think or make yourself feel according to them
based on the story of past experiences. Everything that happens to us
learning a sufficient cause for what is happening to us.
Validate the Express understanding of their feelings, thoughts or emotions
behavior with they fit with the current facts and are a response
based on the logic to your reality.
circumstances
current
It is radically Be yourself and do not underestimate or overestimate *6 breaths
genuine and proves to the other person. Treat the other person like a
equality similar, not as someone fragile or incompetent.
Trust in the abilities of the other person.

SKILL TO STRENGTHEN THE THERAPEUTIC RELATIONSHIP: GIVE

G Kindness: be polite in your approaches, do not attack, do not judge.
I Interest: listen and be interested in the other person's point of view, opinions. Don't interrupt. Be
Patient. Two ears one mouth.
V Validation: be wise out loud.
E Expansion: use a little humor. Smile. Calm the person down.