Forget your Password Reset it!
Web Design Coming Soon
Sponsored by the providing Quality Education since 1979
Add to Shopping Cart

PSC - Effectively Treating Pathological Self-Criticism in Depressed & Dysthymic Clients Post Test

Psychologist, Ohio MFT and Counselor Post Test:
Only Psychologists, Ohio MFT's and Ohio Counselors taking this course for credit need to complete these additional questions below to be in compliance with their Boards. requirements. If you are not a psychologist, Ohio MFT or Ohio Counselor please return to the original Answer Booklet. You do not need to complete the additional questions below.

Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Underlined numbers below are links to that Section. If you leave this page, use your "Back" button to return to your answers, rather than clicking on a new "Answer Booklet" link. Or use Ctrl-N to open a new window and use a separate window to review content.

Please note every section does not have an additional question below. Some sections may have more than one question.


1.1 What is the key to the “Just Good News” exercise?
1.2 What are three ways vulnerability occurs in a self-critical depressed or dysthymic client?
2.1 What are the four types of labels depressed clients may use in self-degradation ceremonies to cause emotional distress?
2.2 What can clients not derive, as a result of lacking belief in one’s own competence at seeing the world realistically?
3.1 What will depressed clients, who are simply in destructive self-degrading patterns, often continue doing despite the fact that it accomplishes nothing?
3.2 What exercise/technique requires the clients to cut the number of self-destructive journal entries about themselves every week, and may help them overcome their destructive self-degradation?
4.1 How does the ‘comparison game’ often leave the perfectionist client feeling?
5.1 Why do depressed or dysthmic clients often impose perfectionist standards?
5.2 What does the “Mantras” Technique try to reduce and not encourage?
6.1 What technique may be used to help a client suffering from the “hanging judge” syndrome?
7.1 What might be a helpful technique to develop compassion for clients and others, which can help the client forgive him/herself?
8.1 Under the sixth reason why addicts engage in self-critical behaviors, why do depressed or dysthymic clients criticize themselves?
9.1 Under “Avoiding Egoism” what kind of behaviors are seen by self-critical clients as positively virtuous?
9.2 What exercise/technique is suggested to help clients become more receptive to positive remarks?
10.1 What do clients under “Belief in the Truth of Criticism” see themselves as?
11.1 Under “Speaking to the Client’s Positive”, what are the six positions that the client’s position is comprised of?
12.1 What ways might family members or friends trigger self-criticism?
13.1 Under “Position of Control”, what are three initial positions of the clients?
13.2 Under the “Position of Control”, what are three final (high power) positions of the clients?
14.1 What are two major jobs of parents as critics?
14.2 What are four definitions of ‘exceptional leadership’ to clients who take on the image of the boss?

A. Labels that make the client continually feel unable to succeed at vital tasks, labels that make the client feel that they have socially discrediting and stigmatizing characteristics, labels regarding moral deficiencies, and labels capturing conditions that permanently and hopelessly disqualify the client.
B. First, the client can often immediately ready to concur with the negative judgments others pass. Second, client will generally become dependent on the reception of esteem from others. Third, the client tends to adapt his or her behaviors inappropriately to what he or she perceives to be others' desires.
C. Sound, logical judgments and decisions, including judgments and decisions about their own worth
D. Scathing attacks
E. Counterbalancing the exclusively negative self-critical focus exhibited by most depressed or dysthymic clients
F. Destructive Judgment Journal Technique
G. “Critical List” technique
H. Sporadic outbursts
I. Compassion / meditation
J. Because it is important to them to place themselves beyond others’ criticisms
K. Deficient, inferior, and, as a result, depressed
L. Putting oneself down, refusing to be satisfied, and downgrading one’s strengths and accomplishments
M. To cause their spouses, family, or friends to pay attention to them, console them, and say positive things about them
N. (1) Current view of the problem; (2) characteristic language; (3) favored metaphors; (4) personal characteristics; (5) values; (6)what he or she is seeking from the therapist
O. (1) Knowing what one is doing as a self-critic to create the problem (2) doing this in a conscious, deliberate, and planful way (3) fully appreciating one’s reasons to continue or discontinue these actions
P. “Making Compliments” exercise
Q. Individuals may be highly critical of the client in direct or indirect ways; the other person having certain characteristics that tend to engender strong negative comparisons in the self-critical individual
R. Victims
S. (1) Not realizing how one is functioning as a critic; (2) genuinely conceiving self as victimized and therefore helpless; (3) holding a problem formulation that renders solution impossible
T. (1) Sets high but reachable standards; (2) gives explicit recognition for worker efforts and accomplishments; (3) considers employees’ ideas, needs, and feelings; (4) employs modes of correction that are firm and clear without being overly degrading
U. (1) Recognizing and appreciating what is positive and functional in their children; (2) identifying and of attempting to help their children to alter behaviors and characteristics that are problematic

Course Content Manual Questions The answer to Question 22 is found in Section 22 of the Course Content. The Answer to Question 23 is found in Section 23 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.


15.1 According to Gilbert, what would result in a failure of one party to engage in submissive behaviors?
15.2 According to Allan and Gilbert, what may be more relevant for obtaining rank in humans than intimidation or open conflict?
16.1 According to Bowlby, under what conditions would the attachment system be activated most strongly?
17.1 According to Gilbert, what kind of training evolved from working with high shame and self-critical people?
18.1 What are five formulated ideas where self-criticism arise from?
18.2 What are two types of ‘Basic Fears’?
20.1 What are two reasons why the behavioral strategy may not be successful?
21.1 In a study by LoCicero et al., what scale did the researchers use to discover that gifted middle school children had higher levels of adaptive perfectionism but lower levels of maladaptive perfectionism than a comparison group of nongifted students?
22.1 What kind of perfectionist should concerned adults not intervene with in any way?
23.1 According to the NICE guideline, what does E.C.T. stand for?
24.1 According to Tompson and Asarnow, what are four goals of their intervention?
25.1 What are four main diagnostic types of chronic depression?
26.1 According to Lenhardt, what may be required of patients with chronic and refractory depression?

A. Social attractiveness
B. Compassionate Mind Training (CMT)
C. ‘Ritual agonistic behavior’
D. Distress, such as fatigue, illness or fear
E. Externally focused and internally focused
F. (1) The strategy was unsuccessful in maintaining emotional support or in preserving social; (2) secondary effects that may arise as a result of the behavioural strategy
G. (1) Early trauma; (2) basic fears; (3) basic safety; (4) unintended consequences; (5) self-attacking for unintended consequences
H. One's that predominantly demonstrate the positive aspects of perfectionism
I. Almost Perfect Scale
J. (1) Educating family members about depression, focusing on its interpersonal nature; (2) teaching parents and children skills that will enable them to communicate and solve problems more effectively; (3) improving positive communication that may help family members to provide one another with more effective support; (4) helping families to solve specific family problems
K. Electro-convulsive therapy
L. A more intensive course of psychotherapy than is currently standard
M. (1) MDD, currently in a chronic (defined as 2 years) episode; (2) dysthymic disorder ('pure' dysthymia); (3) dysthymic disorder with MDD ('double depression'); (4) MDD in incomplete remission

Others who bought this Depression Course
also bought…

Scroll DownScroll UpCourse Listing Bottom Cap