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. Do not add any spaces.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.
Questions:
1.
What are the common consequences of self-criticism?
2.
What are the common consequences of self-degradation ceremonies?
3.
What are the criteria for determining if self-criticism is destructive self-degradation or constructive recognition of personal limits?
4.
What are the perfectionist standards that depressed or dysthymic clients who self-criticize may use?
5.
What are the common consequences of perfectionism?
6.
What are the common characteristics of a depressed or dysthymic client with the hanging judge syndrome?
7.
What causes a depressed or dysthymic client to engage in Eternal Penance?
8.
What are the common reasons addicts engage in self-critical behaviors?
9.
What are goals that depressed and dysthymic clients are trying to achieve through their pathological self-criticism?
10.
What are different types of resistance to treatment of self-destructive criticism in depressed and dysthymic clients?
11.
What are steps for minimizing resistance to the therapeutic directive?
12.
What are situational triggers for self-critical depressed and dysthymic clients?
13.
What are principles behind this method of non-resistant change in regards to self-critical depressive clients?
14.
What are image techniques to help self-critical clients become more receptive to constructive criticism? |
Answers:
A. Realism versus lack of realism, wider implications of worth, and degree of self-punitiveness present.
B. Being Number One, Being God, Better Way, and Ceaseless Productivity.
C. self-improvement; avoiding egotism; and reducing expectations.
D. An inability to forgive him or herself.
E. appeal to what matters; the "positive" connotation; and speaking to the client’s positive.
F. Behavioral Restriction, Emotional Distress, and an
Inability to be the Final Arbiter of One’s Own Status.
G. belief in the truth of the criticisms; settling for
mediocrity; morally wrong; and disbelief in efficacy
H. Damaged Self-Esteem, Personal Ineligibility, Vulnerability to Other’s Criticisms, Dismissal of
Positives, and the Inability to Change.
I. Self-hatred, injustice, and lack of compassion for
oneself.
J. To achieve self-improvement, to avoid egotism, to
protect themselves from dangers, to atone for past sins, to maintain a needed sense of superiority, to secure reassurance and sympathy, to express hostility, and to reduce the demands and expectations of others
K. Constant Failure, Demotivation, Disillusionment, Failure to Achieve the Safety of Being Beyond
Reproach, Loss of Satisfactions Inherent in Participation, and Negative Focus
L. criticism from others; certain individuals; and loss of control.
M. parent; boss; and nasty thermostat.
N. position of control; neutralization of unhelpful self-coercion; and the dynamics of ambivalence. |
Course Content Manual Questions The Answer to Question 15 is found in Section 15 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.
Questions:
15.
What do self-critics require from others?
16.
According to both Blatt’s vulnerability factors, and Bowlby’s attachment theory, what two major types of experiences lead to depression?
17.
In children, it was found that parental shaming, and depression and anxiety was mediated by which of the child’s behaviors?
18.
How does CMT approach coping with self-critical thoughts?
19.
How does out-performing a close friend or romantic partner affect dependent individuals?
20.
What is one drawback to expanding the conventional vulnerability model to include behavioral strategies mentioned in this article?
21.
What are three of the reactions that a maladjusted perfectionist may exhibit after a less-than-perfect classroom participation?
22.
What are facets of self-criticism that are maladaptive, and can be harmful to students?
23.
What are the NICE guidelines, as they relate to depression?
24.
Based on the data, what was suggested regarding the usefulness of family educational interventions?
25.
How does chronic MDD differ from dysthymia?
26.
What approaches does the "effective new approach" for treating chronic depression combine?
|
Answers:
A. they may react
with feelings of extreme sadness, disappointment, and/or anger at themselves, at their peers, or at teachers.
B. Whereas chronic MDD is characterized by consistently
low mood, dysthymia is more sporadic and changeable in nature, tending to have an earlier onset and concomitantly longer periods of illness duration
C. Self-critics have a need for admiration and status.
D. The disruptions of gratifying interpersonal relationships
(e.g., loss) and the disruptions of an effective, essentially positive, sense of self.
E. Patients with mild to moderate depression should be treated in primary care, moderate to severe depression can be treated by therapist-delivered CBT, interpersonal
psychotherapy (IPT) and couple-focused therapy, and chronic or severe depression can be dealt with by a combination of antidepressant medication and CBT.
F. Research indicated self-criticism fully mediate or acts as the go-between in the relationship between parental
shaming for example verbal abuse and depression and anxiety.
G. the predictive value of the expanded vulnerability model
may be more difficult to verify.
H. Harsh self-criticism and fear of mistakes
I. The effective new approach combines psychotherapy and antidepressants.
J. looks at defensive strategies, seeks to explore the fears that fuel them(e.g., of rejection or harm from others) and to work with those fears compassionately.
K. that families see brief family educational interventions as helpful; there are no data indicating that these interventions are detrimental.
L. can precipitate appeasement behavior |
If you have problems with scoring or placing an order please contact us at [email protected].
|
|
|
