Psych 205 1st Edition Lecture 24 Outline of Last Lecture I. The Cognitive Approach: Theory, Application, and Assessment: Part 1Outline of Current Lecture II. The Cognitive Approach: Theory, Application, and Assessment: Part 1 continuedIII. Cognitions and aggressionIV. Gender, memory, and self-construalV. Assessment: Repertory Grid TechniqueCurrent LectureIn todays lecture, we talked more about the Cognitive Approach and Cognitive Behavioral Psychotherapy (CBT). We were introduced to new terms such as Rational Emotive Therapy and assessing the Repertory Grid Technique. We talked a little about what the General Aggression Model is.Application: Cognitive (Behavioral) Psychotherapy (CBT)-One of the most popular approaches today-identifies inappropriate thoughts as the cause of mood disorders and self-defeating behavior-Goal is to help client recognize inappropriate thoughts and replace them with appropriate ones-role of the therapist is activeApplication: CBT-cognitive psychologists teach clients how to deal with future and recurring problems-one common cause of recurring issues is self-defeating thinking- entering into a situation and expecting it to go a certain way creates a self-fulfilling prophecy-can compare this process to “inoculation” against illness with a vaccineThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.-Not for everyone or every issue-most helpful for psychological problems that are based in irrational and self-defeating thinking-especially effective for treating generalized anxiety and mild to moderate depression-provides symptom relief and reduces likelihood of recurrenceRational Emotive (Behavior) Therapy-Developed by Albert Ellis-Early advocate of cognitive therapy-People become depressed, anxious, and upset due to faulty reasoning and reliance on irrational beliefs-A-B-C process-Activating experience-Irrational belief-Emotional consequence -Activating experience-something that happens-Emotional consequence-feelings/emotions-anger, guilt, anxiety-Ellis said we all have many irrational beliefs-some are obvious (“I must do everything perfectly all of the time.”)-Others are more subtle-harder to see and harder to change-Two goals of rational emotive therapy-clients must identify the fault in their reasoning-Clients must replace irrational beliefs with rational onesAssessment: Repertory Grid Technique-How do you measure personal experience?-George Kelly and his followers developed a technique-Procedure: test take creates a list of elements -consists of specific people the test taker knows-Test taker compares and contrast various elements on the list-Role of construct repertory test-referred as the “rep test”-most common version of the grid technique-procedure-ask clients to make list of 24 people-Present 3 names from the list at a time and ask, “What way are tow of these people alike but different from the third?” -Kelly suggested about 20 different sorts would provide a useful list of personal constructs-allows the therapist and client to look for patterns across a broad set of information-Therapist can also replace one of the 3 names with the client’s name to get at self-conceptsUses of the Repertory Grid Technique-Therapists use to understand how those with various disorders view the world-Researchers employ grid techniques to study:-communication within organizations-teaching effectiveness-profiles if specific criminal type-career counselingAssessment: Repertory Grid Technique-Limitations-Does not generate a simple test score-Allows for large degree of interpretation-how do we know that your aggression and mine are the same?-Several assumptions underlying the test-constructs clients provide would apply to new people and situations, not just existing ones-constructs elicited during test have some degree of permanence-People on the list are representative of those the client is likely to deal with in daily life-People can describe the constructs they useStrengths of the Cognitive Approach-ideas developed through empirical findings-subjected to extensive investigation in controlled laboratory experiments-modified as we learn more from research-fits well with the current mood of psychology-therapists from other approaches incorporate aspects of cognitive therapyCriticisms of the Cognitive Approach-concepts are too abstract for empirical research-do we need to introduce cognitive concepts to account for individual differences in behavior? Behaviorists would say no.-no single model to organize and guide theory and researchGeneral Aggression Model-Aggression is likely when a situation includes provocation, frustration, or encouragement at act violently-Acts of violence can occur when aggressive thoughts enter people’s awareness and remain easily accessible-Aggressive behavior scripts-represent ways to act that people have learned and practiced-we often learn these by watching other people-a person’s aggressiveness depends on the accessibility d2l*-helps understand why certain conditions and experiences make a person more prone toacting violently-aggressive cognitions-trigger aggressive behavior scripts-affect the ways people interpret situationsReactive Aggression in Boys-some boy’s respond in angry and aggressive ways to even mild frustrations or provocations-Possess chronically accessible hostile thoughts that lead them to interpret harmless acts as