Gateway THEMEPsychotherapies are based on a common core of .docx

Gateway THEME
Psychotherapies are based on a common core of
therapeutic principles. Medical therapies treat the physical
causes of psychological disorders. In many cases, these
approaches are complementary.
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9781285519517, Introduction to Psychology: Gateways to Mind
and Behavior with Concept Maps and Reviews, Thirteenth
Edition, Coon/Mitterer - © Cengage Learning. All rights
reserved. No distribution allowed without express authorization.
Joe stared at some ducks through the blinds in his psychology

professor’s office. They were quacking as
they explored the campus pond. As psychologists, we meet
many students with personal problems. Still,
Joe’s teacher was surprised to see him at her office door. His
excellent work in class and his healthy, casual
appearance left her unprepared for his first words. “I feel like
I’m losing my mind,” he said. “Can I talk to you?”
Over the next hour, Joe described his own personal hell. In a
sense, he was like the ducks outside,
appearing peaceful on the surface, but madly paddling
underneath. He was working hard to hide a world
of crippling fear, anxiety, and depression. At work, he was
deathly afraid of talking to coworkers and cus-
tomers. His social phobia led to frequent absenteeism and
embarrassing behavior. At school, Joe felt “dif-
ferent” and was sure that other students could tell he was
“weird.” Several disastrous romances had left him
terrified of women. Lately, he had been so depressed that he
thought of suicide.
Joe’s request for help was a turning point. At a time when he
was becoming his own worst enemy, Joe
realized he needed help. In Joe’s case, that person was a
talented clinical psychologist to whom his teacher
referred him. With psychotherapy (and some temporary help
from an antidepression medication), the psy-
chologist was able to help Joe come to grips with his emotions
and regain his balance.
This chapter discusses methods used to alleviate problems like
Joe’s. We will begin with a look at the
origins of modern therapy before describing therapies that
emphasize the value of viewing personal prob-
lems with insight and changing thought patterns. Then, we will
focus on behavior therapies, which directly

change troublesome actions. After that, we will explore medical
therapies, which are based on psychiatric
drugs and other physical treatments. We conclude with a look at
some contemporary issues in therapy.
Gateway QUESTIONS
15.1 How did psychotherapy originate?
15.2 Is Freudian psychoanalysis still used?
15.3 How do psychotherapies differ?
15.4 What are the major humanistic therapies?
15.5 How does cognitive therapy change thoughts
and emotions?
15.6 What is behavior therapy?
15.7 What role do operant principles play in
behavior therapy?
15.8 How do psychiatrists treat psychological
disorders?
15.9 Are various psychotherapies effective, and what
do they have in common?
15.10 What will therapy be like in the future?
15.11 How are behavioral principles applied to
everyday problems and how could a person
find professional help?
511
Therapies

Chapter 15512
Origins of Therapy—
Bored Out of Your Skull
Gateway Question 15.1: How did psychotherapy originate?
Fortunately, the odds are that you will not experience problems
as
serious as those of Joe, the student we just met. But if you did,
what
help is available? In most cases, it would be some form of
psycho-
therapy, a psychological technique that can bring about positive
changes in personality, behavior, or personal adjustment. It
might,
as with Joe, also include a medical therapy. Let’s begin with a
brief
history of mental health care, including a discussion of
psychoanaly-
sis, the first fully developed psychotherapy.
Early treatments for mental problems give good reasons to
appreciate modern therapies (Sharf, 2012). Archaeological find-
ings dating to the Stone Age suggest that most primitive
approaches
were marked by fear and superstitious belief in demons,
witchcraft,
and magic. If Joe were unlucky enough to have been born
several
thousand years ago, his “treatment” might have left him feeling
“bored.” You see, one of the more dramatic “cures” practiced by

primitive “therapists” was a process called trepanning (treh-
PAN-
ing), also sometimes spelled trephining (Terry, 2006). In
modern
usage, trepanning is any surgical procedure in which a hole is
bored
in the skull. In the hands of primitive therapists, it meant
boring,
chipping, or bashing holes in a patient’s head. Presumably, this
was
done to relieve pressure or release evil spirits (• Figure 15.1).
Joe would not have been much better off during the Middle
Ages. Then, treatments for mental illness in Europe focused on
demonology, the study of demons and persons plagued by
spirits.
Medieval “therapists” commonly blamed abnormal behavior on
supernatural forces, such as possession by the devil, or on
curses
from witches and wizards. As a cure, they used exorcism to
“cast
out evil spirits.” For the fortunate, exorcism was a religious
ritual.
More often, physical torture was used to make the body
an inhospitable place for the devil to reside.
One reason for the rise of demonology may lie in ergot-
ism (AIR-got-ism), a psychotic-like condition caused by
ergot poisoning. In the Middle Ages, rye (grain) fields were
often infested with ergot fungus. Ergot, we now know, is a
natural source of LSD and other mind-altering chemicals.
Eating tainted bread could have caused symptoms that
were easily mistaken for bewitchment or madness. Pinch-
ing sensations, muscle twitches, facial spasms, delirium, and
hallucinations are all signs of ergot poisoning (Matossian,
1982). Modern analyses of “demonic possession” suggest

that many victims may have been suffering from epilepsy,
schizophrenia (Mirsky & Duncan, 2005), dissociative dis-
orders (van der Hart, Lierens, & Goodwin, 1996), and
depression (Thase, 2006). Thus, many people “treated” by
demonologists may have been doubly victimized.
Then, in 1793, a French doctor named Philippe Pinel
changed the Bicêtre Asylum in Paris from a squalid “mad-
house” into a mental hospital by unchaining the inmates
(Harris, 2003). Finally, the emotionally disturbed were
regarded as “mentally ill” and given compassionate treatment.
Although it has been more than 200 years since Pinel began
more
humane treatment, the process of improving care continues
today.
When was psychotherapy developed? The first true psychother-
apy was created by Sigmund Freud little more than 100 years
ago
( Jacobs, 2003). As a physician in Vienna, Freud was intrigued
by
cases of hysteria. People suffering from hysteria have physical
symptoms (such as paralysis or numbness) for which no
physical
causes can be found.
Such problems are now called somatoform disorders, as
discussed
in Chapter 14, pages 499–501.
BRIDGES
• Figure 15.1 Primitive “treatment” for mental disorders
sometimes took the
form of boring a hole in the skull. This example shows signs of

healing, which means
the “patient” actually survived the treatment. Many didn’t.
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(left) Many early asylums were no more than prisons with

inmates held in chains. (right) One
late 19th-century “treatment” was based on swinging the patient
in a harness—presumably
to calm the patient’s nerves.
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Therapies 513
Psychotherapy Any psychological technique used to facilitate
positive
changes in a person’s personality, behavior, or adjustment.
Demonology In medieval Europe, the study of demons and the
treatment

of persons “possessed” by demons.
Hysteria (now called somatoform disorders) An outdated term
describing
people with physical symptoms (such as paralysis or numbness)
for
which no physical causes can be found.
Psychoanalysis A Freudian therapy that emphasizes the use of
free
association, dream interpretation, resistances, and transference
to
uncover unconscious conflicts.
Free association In psychoanalysis, the technique of having a
client say
anything that comes to mind, regardless of how embarrassing or
unimportant it may seem.
Resistance A blockage in the flow of free association; topics
the client
resists thinking or talking about.
Slowly, Freud became convinced that hysteria was related to
deeply hidden unconscious conflicts and developed
psychoanalysis
in order to help patients gain insight into those conflicts
(Knafo,
2009). Because it is the “granddaddy” of more modern
therapies,
let’s examine psychoanalysis in some detail.
Psychoanalysis—Expedition
into the Unconscious
Gateway Question 15.2: Is Freudian psychoanalysis

still used?
Isn’t psychoanalysis the therapy for which the patient lies on a
couch?
Freud’s patients usually reclined on a couch during therapy,
while
Freud sat out of sight taking notes and offering interpretations.
This procedure was supposed to encourage a free flow of
thoughts
and images from the unconscious. However, it is the least
impor-
tant element of psychoanalysis, and many modern analysts have
abandoned it.
How did Freud treat emotional problems? Freud’s theory
stressed that “neurosis” and “hysteria” are caused by repressed
memories, motives, and conflicts—particularly those stemming
from instinctual drives for sex and aggression. Although they
are
hidden, these forces remain active in the personality and cause
some people to develop rigid ego defenses and compulsive, self-
defeating behavior. Thus, the main goal of psychoanalysis is to
reduce internal conflicts that lead to emotional suffering
(Fayek,
2010).
Freud developed four basic techniques to uncover the uncon-
scious roots of neurosis (Freud, 1949). These are free
association,
dream analysis, analysis of resistance, and analysis of
transference.
Free Association
The basis for free association is saying whatever comes to mind
without worrying whether ideas are painful, embarrassing, or
illogical. Thoughts are simply allowed to move freely from one
idea

to the next, without self-censorship. The purpose of free
associa-
tion is to lower defenses so that unconscious thoughts and
feelings
can emerge (Hoffer & Youngren, 2004).
Dream Analysis
Freud believed that dreams disguise consciously unacceptable
feel-
ings and forbidden desires in dream form (Rock, 2004). The
psy-
choanalyst can use this “royal road to the unconscious” to help
the
patient work past the obvious, visible meaning of the dream (its
manifest content) to uncover the hidden, symbolic meaning (its
latent content). This is achieved by analyzing dream symbols
(images that have personal or emotional meanings).
Suppose that a young man dreams of pulling a pistol from his
waistband and aiming at a target as his wife watches. The pistol
repeatedly fails to discharge, and the man’s wife laughs at him.
Freud might have seen this as an indication of repressed
feelings
of sexual impotence, with the gun serving as a disguised image
of
the penis.
See Chapter 5, pages 178–179 and 198–199, for more
information of
Freudian dream theory.
BRIDGES
Analysis of Resistance
When free associating or describing dreams, patients may resist
talking about or thinking about certain topics. Such resistances

(blockages in the flow of ideas) reveal particularly important
unconscious conflicts. As analysts become aware of resistances,
they bring them to the patient’s awareness so the patient can
deal
with them realistically. Rather than being roadblocks in therapy,
resistances can be clues and challenges (Engle & Arkowitz,
2006).
Pioneering psychotherapist Sigmund Freud’s famous couch.
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Chapter 15514
Analysis of Transference
Transference is the tendency to “transfer” feelings to a therapist
similar to those the patient had for important persons in his or
her
past. At times, the patient may act as if the analyst is a rejecting
father, an unloving or overprotective mother, or a former lover,
for
example. As the patient re-experiences repressed emotions, the
therapist can help the patient recognize and understand them.
Troubled persons often provoke anger, rejection, boredom, criti-
cism, and other negative reactions from others. Effective
therapists
learn to avoid reacting as others do and playing the patient’s
habit-
ual resistance and transference “games.” This, too, contributes
to
therapeutic change (Fayek, 2010).
Psychoanalysis Today
What is the status of psychoanalysis today? Traditional
psychoanalysis
was open-ended, calling for three to five therapy sessions a
week,
often for many years. Today, most patients are seen only once
or twice
per week, but treatment may still go on for years (Friedman et
al.,
1998). Because of the huge amounts of time and money this
requires,
psychoanalysts have become relatively rare. Nevertheless,
psycho-
analysis made a major contribution to modern therapies by
highlight-

ing the importance of unconscious conflicts (Friedman, 2006).
Many therapists have switched to doing time-limited brief psy-
chodynamic therapy, which uses direct questioning to reveal
unconscious conflicts (Binder, 2004). Modern therapists also
actively provoke emotional reactions that will lower defenses
and
provide insights. Interestingly, brief therapy appears to
accelerate
recovery. Patients seem to realize that they need to get to the
heart
of their problems quickly (Messer & Kaplan, 2004).
Interpersonal Psychotherapy
One example of a brief dynamic therapy is interpersonal
psycho-
therapy (IPT), which was first developed to help depressed
people
improve their relationships with others (Teyber & McClure,
2011). Research has confirmed that IPT is effective for
depressive
disorders, as well as eating disorders, substance abuse, social
pho-
bias, and personality disorders (Fiore et al., 2008; Hoffart,
2005;
Prochaska & Norcross, 2010; Talbot & Gamble, 2008).
Liona’s therapy is a good example of IPT (Brown & Barlow,
2011). Liona was suffering from depression that a therapist
helped
her trace to a conflict with her parents. When her father was
absent,
Liona adopted the role of her mother’s protector and friend.
How-
ever, when her father was home, she was expected to resume her
role

as a daughter. She was angry with her father for frequently
abandon-
ing her mother and upset about having to switch roles so often.
Liona’s IPT sessions (which sometimes included her mother)
focused on clarifying Liona’s family roles. Her mood improved
a lot
after her mother urged her to “stick to being herself.”
Is Traditional Psychoanalysis Effective?
The development of newer, more streamlined dynamic therapies
is
in part due to questions about whether traditional
psychoanalysis
“works.” In a classic criticism, Hans Eysenck (1994) suggested
that
psychoanalysis simply takes so long that patients experience a
spontaneous remission of symptoms (improvement due to the
mere passage of time).
How seriously should the possibility of spontaneous remission
be
taken? It’s true that problems ranging from hyperactivity to
anxiety
do improve with the passage of time. Regardless, researchers
have
confirmed that psychoanalysis does, in fact, produce
improvement
in a majority of patients (Doidge, 1997).
The real value of Eysenck’s critique is that it encouraged psy-
chologists to try new ideas and techniques. Researchers began
to
ask, “When psychoanalysis works, why does it work? Which
parts
of it are essential and which are unnecessary?” Modern

therapists
have given surprisingly varied answers to these questions. Let’s
move on to survey some of the ways modern therapies differ.
Later,
we will acquaint you with some of the therapies currently in
use.
Dimensions of Therapy—
Let Me Count the Ways
Gateway Question 15.3: How do psychotherapies differ?
In contrast to medical therapies, which are physical in nature,
psychotherapy refers to any psychological technique that can
bring
about positive changes in personality, behavior, or personal
adjustment. Psychotherapy is usually based on a dialogue
between
therapists and their clients, although some therapists also use
learning principles to directly alter troublesome behaviors
(Corsini & Wedding, 2011).
Therapists have many approaches to choose from: psycho-
analysis, which we just discussed, as well as client-centered
ther-
apy, Gestalt therapy, cognitive therapy, and behavior therapy—
to
name but a few. As we will see throughout the chapter, each
therapy emphasizes different concepts and methods. For this
reason, the best approach for a particular person or problem
may
vary (Prochaska & Norcross, 2010).
Dimensions of Psychotherapy
The terms in the list that follows describe some basic aspects of
various psychotherapies (Prochaska & Norcross, 2010; Sharf,
2012). Notice that more than one term may apply to a particular

therapy. For example, it is possible to have a directive, action-
oriented, open-ended group therapy or a nondirective,
individual,
insight-oriented, time-limited therapy:
• Insight vs. action therapy: Does the therapy aim to bring
clients to a deeper understanding of their thoughts, emotions,
and behavior? Or is it designed to bring about direct changes
in troublesome thoughts, habits, feelings, or behavior, without
seeking insight into their origins or meanings?
• Directive vs. nondirective therapy: Does the therapist
provide strong guidance and advice? Or does the therapist
merely assist clients, who are responsible for solving their
own problems?
Therapies 515
Transference The tendency of patients to transfer feelings to a
therapist
that correspond to those the patient had for important persons in
his or
her past.
Brief psychodynamic therapy A modern therapy based on
psychoanalytic theory but designed to produce insights more
quickly.
Interpersonal psychotherapy (IPT) A brief dynamic

psychotherapy
designed to help people by improving their relationships with
other people.
Spontaneous remission Improvement of symptoms due to the
mere
passage of time.
• Individual vs. group therapy: Does the therapy involve one
therapist with one client? Or do several clients participate at
the same time?
• Open-ended vs. time-limited therapy: Is the therapy open-
ended? Or is it begun with the expectation that it will last only
a limited number of sessions?
Myths
Psychotherapy has often been depicted as a complete personal
transformation—a sort of “major overhaul” of the psyche. But
therapy is not equally effective for all problems. Chances of
improvement are fairly good for phobias, low self-esteem, some
sexual problems, and marital conflicts. More complex problems
can be difficult to solve and may, as in Joe’s case, require
medical
treatment as well. The most extreme cases may not respond to
psychotherapy at all, leaving a medical therapy as the only
viable
treatment option.
In short, it is often unrealistic to expect psychotherapy to undo
a person’s entire past. For many people, the major benefit of
psy-
chotherapy is that it provides comfort, support, and a way to
make
constructive changes (Bloch, 2006; Burns, 2010). Yet, even
when

problems are severe, therapy may help a person gain a new
perspec-
tive or learn behaviors to better cope with life. Psychotherapy
can
be hard work for both clients and therapists, but when it
succeeds,
few activities are more worthwhile.
It’s also a mistake to think that psychotherapy is used only to
solve problems or end a crisis. Even if a person is already doing
well,
therapy can be a way to promote personal growth (Bloch, 2006).
Therapists in the positive psychology movement are developing
ways to help people make use of their personal strengths. Rather
than trying to fix what is “wrong” with a person, they seek to
nur-
ture positive traits and actively solve problems (Compton,
2005).
■ Table 15.1 lists some of the elements of positive mental
health
that therapists seek to restore or promote. Before we dig deeper
into some of the different types of psychotherapy, let’s enhance
your positive academic health with a short review.
Elements of Positive Mental Health
• Personal autonomy and independence
• A sense of identity
• Feelings of personal worth
• Skilled interpersonal communication
• Sensitivity, nurturance, and trust

• Genuineness and honesty with self and other
• Self-control and personal responsibility
• Committed and loving personal relationships
• Capacity to forgive others and oneself
• Personal values and a purpose in life
• Self-awareness and motivation for personal growth
• Adaptive coping strategies for managing stresses and crises
• Fulfillment and satisfaction in work
• Good habits of physical health
■ TABLE 15.1
Adapted from Bergin, 1991; Bloch, 2006.
Knowledge
Builder Treating Psychological Distress
RECITE
1. One modern scientific explanation of medieval “possessions”
by
“demons” is related to the effects of
a. ergot poisoning b. trepanning c. exorcism
d. unconscious transference
2. Pinel is famous for his use of exorcism. T or F?
3. In psychoanalysis, an emotional attachment to the therapist
is

called:
a. free association b. manifest association c. resistance
d. transference
Match:
4. _____ Directive therapies A. Change behavior
5. _____ Action therapies B. Place responsibility on the client
6. _____ Insight therapies C. The client is guided strongly
7. _____ Nondirective therapies D. Seek understanding
8. An approach that is incompatible with insight therapy is
a. individual therapy b. action therapy c. nondirective
therapy d. time-limited psychotherapy
REFLECT
Think Critically
9. According to Freud’s concept of transference, patients
“transfer” their
feelings onto the psychoanalyst. In light of this idea, to what
might
the term countertransference refer?
Self-Reflect
The use of trepanning, demonology, and exorcism all implied
that the
mentally ill are “cursed.” To what extent are the mentally ill
rejected and
stigmatized today?
Try to free associate (aloud) for 10 minutes. How difficult was
it? Did

anything interesting surface?
Can you explain, in your own words, the role of dream analysis,
resistances, and transference in psychoanalysis?
Make a list describing what you think it means to be mentally
healthy.
How well does your list match the items in ■ Table 15.1?
Answers: 1. a 2. F 3. d 4. C 5. A 6. D 7. B 8. d 9.
Psychoanalysts (and
therapists in general) are also human. They may transfer their
own
unresolved, unconscious feelings onto their patients. This
sometimes
hampers the effectiveness of therapy (Kim & Gray, 2009).
Chapter 15516
Humanistic Therapies—
Restoring Human Potential
Gateway Question 15.4: What are the major humanistic
therapies?
When most people picture psychotherapists at work, they
imagine
them talking with their clients. Let’s sample a variety of talk-
oriented approaches. Humanistic therapies tend to be insight
thera-

pies intended to help clients gain deeper insight into their
thoughts,
emotions, and behavior. In contrast, cognitive therapies tend to
be
action therapies less concerned with insight than with helping
peo-
ple change harmful thinking patterns. Let’s start with some
insight.
Better self-knowledge was the goal of traditional psychoanaly-
sis. However, Freud claimed that his patients could expect only
to
change their “hysterical misery into common unhappiness”!
Humanistic therapists are more optimistic, believing that
humans
have a natural urge to seek health and self-growth. Most assume
that it is possible for people to use their potentials fully and
live
rich, rewarding lives. In this section, we’ll discuss three of the
most
common humanistic therapies: client-centered therapy,
existential
therapy, and Gestalt therapy.
Client-Centered Therapy
What is client-centered therapy? How is it different from
psychoanaly-
sis? Whereas psychoanalysis is directive and based on insights
from
the unconscious, client-centered therapy (also called person-
centered therapy) is nondirective and based on insights from
con-
scious thoughts and feelings (Brodley, 2006; Wampold, 2007).
The
psychoanalyst tends to take a position of authority, stating what
dreams, thoughts, or memories “mean.” In contrast, Carl Rogers

(1902–1987), who originated client-centered therapy, believed
that
what is right or valuable for the therapist may be wrong for the
cli-
ent. (Rogers preferred the term “client” to “patient” because
“patient”
implies that a person is “sick” and needs to be “cured.”) Conse-
quently, in client-centered therapy, the client determines what
will
be discussed during each session.
If the client runs things, what does the therapist do? The
therapist
cannot “fix” the client. Instead, the client must actively seek to
solve his or her problems (Whitton, 2003). The therapist’s job is
to
create a safe “atmosphere of growth” by providing opportunities
for
change.
How do therapists create such an atmosphere? Rogers believed
that effective therapists maintain four basic conditions. First,
the
therapist offers the client unconditional positive regard (unshak-
able personal acceptance). The therapist refuses to react with
shock, dismay, or disapproval to anything the client says or
feels.
Total acceptance by the therapist is the first step to self-
acceptance
by the client.
Second, the therapist attempts to achieve genuine empathy by
trying to see the world through the client’s eyes and feeling
some
part of what the client is feeling.

As a third essential condition, the therapist strives to be authen-
tic (genuine and honest). The therapist must not hide behind a
professional role. Rogers believed that phony fronts destroy the
growth atmosphere sought in client-centered therapy.
Fourth, the therapist does not make interpretations, propose
solutions, or offer advice. Instead, the therapist reflects
(rephrases,
summarizes, or repeats) the client’s thoughts and feelings. This
enables the therapist to act as a psychological “mirror” so
clients
can see themselves more clearly. Rogers theorized that a person
armed with a realistic self-image and greater self-acceptance
will
gradually discover solutions to life’s problems.
Existential Therapy
According to the existentialists, “being in the world”
(existence)
creates deep anxiety. Each of us must deal with the realities of
death. We must face the fact that we create our private world by
making choices. We must overcome isolation on a vast and
indif-
ferent planet. Most of all, we must confront feelings of
meaning-
lessness (Schneider, Galvin, & Serlin, 2009).
What do these concerns have to do with psychotherapy?
Existen-
tial therapy focuses on the problems of existence, such as
meaning,
choice, and responsibility. Like client-centered therapy, it pro-
motes self-knowledge. However, there are important
differences.
Client-centered therapy seeks to uncover a “true self ” hidden
behind a screen of defenses. In contrast, existential therapy

empha-
sizes free will, the human ability to make choices. Accordingly,
existential therapists believe you can choose to become the
person
you want to be.
Existential therapists try to give clients the courage to make
rewarding and socially constructive choices. Typically, therapy
focuses on death, freedom, isolation, and meaninglessness, the
“ulti-
mate concerns” of existence (van Deurzen & Kenward, 2005).
These universal human challenges include an awareness of
one’s
mortality, the responsibility that comes with freedom to choose,
being alone in your own private world, and the need to create
meaning in your life.
One example of existential therapy is Victor Frankl’s logother-
apy, which emphasizes the need to find and maintain meaning in
Psychotherapist Carl Rogers,
who originated client-
centered therapy.
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Therapies 517
Client-centered (or person-centered) therapy A nondirective
therapy
based on insights gained from conscious thoughts and feelings;
emphasizes accepting one’s true self.
Unconditional positive regard An unqualified, unshakable
acceptance
of another person.
Empathy A capacity for taking another’s point of view; the
ability to feel
what another is feeling.
Authenticity In Carl Rogers’s terms, the ability of a therapist to
be genuine
and honest about his or her own feelings.

Reflection In client-centered therapy, the process of rephrasing
or
repeating thoughts and feelings expressed by clients so they can
become aware of what they are saying.
Existential therapy An insight therapy that focuses on the
elemental
problems of existence, such as death, meaning, choice, and
responsibility; emphasizes making courageous life choices.
Gestalt therapy An approach that focuses on immediate
experience and
awareness to help clients rebuild thinking, feeling, and acting
into
connected wholes; emphasizes the integration of fragmented
experiences.
Cognitive therapy A therapy directed at changing the
maladaptive
thoughts, beliefs, and feelings that underlie emotional and
behavioral
problems.
life. Frankl (1904–1997) based his approach on experiences he
had as a prisoner in a Nazi concentration camp. In the camp,
Frankl saw countless prisoners break down as they were
stripped
of all hope and human dignity (Frankl, 1955). Those who sur-
vived with their sanity did so because they managed to hang on
to a sense of meaning (logos). Even in less dire circumstances, a
sense of purpose in life adds greatly to psychological well-being
(Prochaska & Norcross, 2010).
What does the existential therapist do? The therapist helps
clients

discover self-imposed limitations in personal identity. To be
suc-
cessful, the client must fully accept the challenge of changing
his or
her life (Bretherton & Orner, 2004). Interestingly, Buddhists
seek
a similar state that they call “radical acceptance” (Brach, 2003).
A key aspect of existential therapy is confrontation, in which
clients are challenged to be mindful of their values and choices
and to take responsibility for the quality of their existence
(Claessens, 2009). An important part of confrontation is the
unique, intense, here-and-now encounter between two human
beings. When existential therapy is successful, it brings about a
renewed sense of purpose and a reappraisal of what’s important
in life. Some clients even experience an emotional rebirth, as if
they had survived a close brush with death. As Marcel Proust
wrote, “The real voyage of discovery consists not in seeing new
landscapes but in having new eyes.”
Gestalt Therapy
Gestalt therapy is based on the idea that perception, or
awareness,
is disjointed and incomplete in maladjusted persons. The
German
word Gestalt means “whole,” or “complete.” Gestalt therapy
helps
people rebuild thinking, feeling, and acting into connected
wholes.
This is achieved by expanding personal awareness; by accepting
responsibility for one’s thoughts, feelings, and actions; and by
fill-
ing in gaps in experience (Masquelier, 2006).
What are “gaps in experience”? Gestalt therapists believe that
we

often shy away from expressing or “owning” upsetting feelings.
This creates a gap in self-awareness that may become a barrier
to
personal growth. For example, a person who feels anger after
the
death of a parent might go for years without fully expressing it.
This and similar threatening gaps may impair emotional health.
The Gestalt approach is more directive than client-centered or
existential therapy, and it is less insight-oriented and instead
emphasizes immediate experience. Working either one-to-one or
in a group setting, the Gestalt therapist encourages clients to
become more aware of their moment-to-moment thoughts, per-
ceptions, and emotions (Staemmler, 2004). Rather than
discussing
why clients feel guilt, anger, fear, or boredom, the therapist
encour-
ages them to have these feelings in the “here and now” and
become
fully aware of them. The therapist promotes awareness by
drawing
attention to a client’s posture, voice, eye movements, and hand
gestures. Clients may also be asked to exaggerate vague
feelings
until they become clear. Gestalt therapists believe that
expressing
such feelings allows people to “take care of unfinished
business”
and break through emotional impasses (O’Leary, 2006).
Gestalt therapy is often associated with the work of Fritz Perls
(1969). According to Perls, emotional health comes from
knowing
what you want to do, not dwelling on what you should do, ought
to
do, or should want to do (Brownell, 2010). In other words, emo-

tional health comes from taking full responsibility for one’s
feel-
ings and actions. For example, it means changing “I can’t” to “I
won’t,” or “I must” to “I choose to.”
How does Gestalt therapy help people discover their real wants?
Above all else, Gestalt therapy emphasizes present experience
(Yontef, 2007). Clients are urged to stop intellectualizing and
talking about feelings. Instead, they learn to live now; live here;
stop imagining; experience the real; stop unnecessary thinking;
taste and see; express rather than explain, justify, or judge; give
in to unpleasantness and pain just as to pleasure; and surrender
to being as you are. Gestalt therapists believe that,
paradoxically,
the best way to change is to become who you really are
(Brownell,
2010).
Cognitive Therapy—Think
Positive!
Gateway Question 15.5: How does cognitive therapy
change thoughts and emotions?
Whereas humanistic therapies usually seek to foster insight,
cogni-
tive therapies usually try to directly change what people think,
believe, and feel, and, as a consequence, how they act. In
general,
cognitive therapy helps clients change thinking patterns that
lead
to troublesome emotions or behaviors (Davey, 2008; Power,
2010).
In practice, how does cognitive therapy differ from humanistic
therapy? Janice is a hoarder whose home is crammed full with
things

she has acquired over two decades. If she seeks help from a
therapist
concerned with insight, she will try to better understand why
she
began collecting stuff. In contrast, if she seeks help from a
cognitive
Chapter 15518
therapist, she may spend little time examining her past. Instead,
she
will work to actively change her thoughts and beliefs about
hoard-
ing. With either approach, the goal is to give up hoarding.
Further,
in practice, humanistic therapies often also result in active
change
and cognitive therapies often also yield deeper insight.
Cognitive therapy has been successfully used as a remedy for
many problems, ranging from generalized anxiety disorder and
post-
traumatic stress disorder to marital distress and anger (Butler et
al.,
2006). For example, compulsive hand washing can be greatly
reduced
by changing a client’s thoughts and beliefs about dirt and
contamina-
tion (Jones & Menzies, 1998). Cognitive therapy has been

especially
successful in treating depression (Hollon, Stewart, & Strunk,
2006).
Joe’s clinical psychologist relied on cognitive therapy to help
lift Joe
(who could forget Joe?) out of his depression.
Cognitive Therapy for Depression
As you may recall from Chapter 13, cognitive psychologists
believe that negative, self-defeating thoughts underlie
depression.
According to Aaron Beck (1991), depressed persons see them-
selves, the world, and the future in negative terms because of
major distortions in thinking. The first is selective perception,
which refers to perceiving only certain stimuli in a larger array.
If
five good things and three bad things happen during the day,
depressed people focus only on the bad. A second thinking error
in depression is overgeneralization, the tendency to think that
an
upsetting event applies to other, unrelated situations. An
example
would be Joe’s considering himself a total failure, or
completely
worthless, if he were to lose a part-time job or fail a test. To
com-
plete the picture, depressed persons tend to magnify the impor-
tance of undesirable events by engaging in all-or-nothing think-
ing: they see events as completely good or bad, right or wrong,
and themselves as either successful or failing miserably (Lam &
Mok, 2008).
How do cognitive therapists alter such patterns? Cognitive
thera-
pists make a step-by-step effort to correct negative thoughts that
lead to depression or similar problems. At first, clients are

taught to
recognize and keep track of their own thoughts. The client and
therapist then look for ideas and beliefs that cause depression,
anger, and avoidance. For example, here’s how Joe’s therapist
began
to challenge his all-or-nothing thinking:
Joe: I’m feeling really depressed today. No one wants to hire
me, and I can’t
even get a date. I feel completely incompetent!
Therapist: I see. The fact that you are currently unemployed and
don’t have
a girlfriend proves that you are completely and utterly
incompetent?
Joe: Well…I can see that doesn’t add up.
Next, clients are asked to gather information to test their
beliefs.
For instance, a depressed person might list his or her activities
for
a week. The list is then used to challenge all-or-nothing
thoughts,
such as “I had a terrible week” or “I’m a complete failure.”
With
more coaching, clients learn to alter their thoughts in ways that
improve their moods, actions, and relationships.
Cognitive therapy is at least as effective as drugs for treating
many cases of depression (Butler et al., 2006; Eisendrath,
Chartier,
& McLane, 2011). More importantly, people who have adopted
new thinking patterns are less likely to become depressed
again—a
benefit that drugs can’t impart (Dozois & Dobson, 2004;

Hollon,
Stewart, & Strunk, 2006).
In an alternate approach, cognitive therapists look for an
absence of effective coping skills and thinking patterns, not for
the
presence of self-defeating thoughts (Dobson, Backs-Dermott, &
Dozois, 2000). The aim is to teach clients how to cope with
anger,
depression, shyness, stress, and similar problems. Stress
inocula-
tion, which was described in Chapter 13, is a good example of
this
approach. Joe used it to weaken his social phobia.
Cognitive therapy is a rapidly expanding specialty. Before we
leave the topic, let’s explore another widely used cognitive
therapy.
Rational-Emotive Behavior Therapy
Rational-emotive behavior therapy (REBT) attempts to change
irrational beliefs that cause emotional problems. According to
Albert Ellis (1913–2007), the basic idea of REBT is as easy as
A-B-C (Ellis, 1995, Ellis & Ellis, 2011). Ellis assumes that
people
become unhappy and develop self-defeating habits because they
have unrealistic or faulty beliefs.
How are beliefs important? Ellis analyzes problems in this way:
The letter A stands for an activating experience, which the
person
assumes to be the cause of C, an emotional consequence. For
instance, a person who is rejected (the activating experience)
feels
depressed, threatened, or hurt (the consequence). Rational-
emotive

behavior therapy shows the client that the real problem is what
comes between A and C: In between is B, the client’s irrational
and
unrealistic beliefs. In this example, an unrealistic belief leading
to
unnecessary suffering is, “I must be loved and approved by
every-
one at all times.” REBT holds that events do not cause us to
have
feelings. We feel as we do because of our beliefs (Dryden,
2011;
Kottler & Shepard, 2011). (For some examples, see “Ten
Irrational
Beliefs—Which Do You Hold?”)
The REBT explanation of emotional distress is related to the
effects of
emotional appraisals. See Chapter 10, pages 359–360.
BRIDGES
Ellis (1979, Ellis & Ellis, 2011) says that most irrational beliefs
come from three core ideas, each of which is unrealistic:
1. I must perform well and be approved of by significant
others.
If I don’t, then it is awful, I cannot stand it, and I am a rotten
person.
2. You must treat me fairly. When you don’t, it is horrible, and
I
cannot bear it.
3. Conditions must be the way I want them to be. It is terrible
when they are not, and I cannot stand living in such an awful
world.

Therapies 519
Selective perception Perceiving only certain stimuli among a
larger array
of possibilities.
Overgeneralization Blowing a single event out of proportion by
extending it to a large number of unrelated situations.
All-or-nothing thinking Classifying objects or events as
absolutely right
or wrong, good or bad, acceptable or unacceptable, and so forth.
Rational-emotive behavior therapy (REBT) An approach that
states
that irrational beliefs cause many emotional problems and that
such
beliefs must be changed or abandoned.
It’s easy to see that such beliefs can lead to much grief and
needless suffering in a less than perfect world. Rational-emotive
behavior therapists are very directive in their attempts to change
a
client’s irrational beliefs and “self-talk.” The therapist may
directly
attack clients’ logic, challenge their thinking, confront them
with
evidence contrary to their beliefs, and even assign “homework.”

Here, for instance, are some examples of statements that dispute
irrational beliefs (adapted from Dryden, 2011; Ellis & Ellis,
2011;
Kottler & Shepard, 2011):
• “Where is the evidence that you are a loser just because you
didn’t do well
this one time?”
• “Who said the world should be fair? That’s your rule.”
• “What are you telling yourself to make yourself feel so
upset?”
• “Is it really terrible that things aren’t working out as you
would like? Or is
it just inconvenient?”
Many of us would probably do well to give up our irrational
beliefs. Improved self-acceptance and a better tolerance of daily
annoyances are the benefits of doing so (see “Overcoming the
Gambler’s Fallacy”).
The value of cognitive approaches is further illustrated by three
techniques (covert sensitization, thought stopping, and covert
rein-
forcement) described in this chapter’s Psychology in Action
section.
A little later you can see what you think of them.
Ten Irrational Beliefs—Which Do You Hold?Discovering
Psychology
Rational-emotive behavior therapists
have identified numerous beliefs that com-
monly lead to emotional upsets and con-
flicts. See if you recognize any of the

following irrational beliefs:
1. I must be loved and approved by almost
every significant person in my life or it’s
awful and I’m worthless.
Example: “One of my classmates doesn’t
seem to like me. I must be a big loser.”
2. I should be completely competent and
achieving in all ways to be a worthwhile
person.
Example: “I don’t understand my physics
class. I guess I really am just stupid.”
3. It’s terribly upsetting when things don’t
go my way.
Example: “I should have gotten a B
in that class. The teacher is a total
creep.”
4. It’s not my fault I’m unhappy; I can’t
control my emotional reactions.
Example: “You make me feel awful. I
would be happy if it weren’t for you.”
5. I should never forget it if something un-
pleasant happens.
Example: “I’ll never forget the time my
boss insulted me. I think about it every
day at work.”

6. It is easier to avoid difficulties and re-
sponsibilities than to face them.
Example: “I don’t know why my girl-
friend is angry. Maybe it will just pass if I
ignore it.”
7. A lot of people I have to deal with are
bad. I should severely punish them for
it.
Example: “The students renting next
door are such a pain. I’m going to play
my stereo even louder the next time
they complain.”
8. I should depend on others who are
stronger than me.
Example: “I couldn’t survive if she left
me.”
9. Because something once strongly af-
fected me, it will do so forever.
Example: “My girlfriend dumped me
during my junior year in college. I can
never trust a woman again.”
10. There is always a perfectly obvious solu-
tion to human problems, and it is im-
moral if this solution is not put into
practice.
Example: “I’m so depressed about poli-
tics in this country. It all seems

hopeless.”*
If any of the listed beliefs sound familiar,
you may be creating unnecessary emotional
distress for yourself by holding on to unreal-
istic expectations.
*Adapted from Dryden, 2011; Ellis & Ellis, 2011; Teyber &
McClure, 2011).
Knowledge
Builder Humanistic and Cognitive Therapies
RECITE
Match:
1. _____ Client-centered therapy A. Changing thought patterns
2. _____ Gestalt therapy B. Unconditional positive regard
3. _____ Existential therapy C. Gaps in awareness
4. _____ REBT D. Choice and becoming
5. The Gestalt therapist tries to reflect a client’s thoughts and
feelings.
T or F?
6. Confrontation and encounter are concepts of existential
therapy.
T or F?
7. According to Beck, selective perception, overgeneralization,
and
_________________________ thinking are cognitive habits that
underlie depression.
Continued

Chapter 15520
Therapies Based on Classical
Conditioning—Healing
by Learning
Gateway Question 15.6: What is behavior therapy?
Jay repeatedly and vividly imagined himself going into a store
to
steal something. He then pictured himself being caught and
turned
over to the police, who handcuffed him and hauled him off to
jail.
Once there, he imagined calling his wife to tell her he had been
arrested for shoplifting. He became very distressed as he faced
her
anger and his son’s disappointment (Kohn & Antonuccio, 2002).
Why would anyone imagine such a thing? Jay’s behavior is not
as
strange as it may seem. His goal was self-control: Jay is a
kleptoma-
niac (a compulsive thief ). The method he chose (called covert
sensitization) is a form of behavior therapy (Prochaska &
Norcross,
2010).
In general, how does behavior therapy work? A breakthrough
occurred when psychologists realized they could use learning
principles to solve human problems. Behavior therapy is an

action therapy that uses learning principles to make constructive
changes in behavior. Behavior therapists believe that deep
insight
into one’s problems is often unnecessary for improvement.
Instead,
they try to directly alter troublesome actions and thoughts. Jay
Overcoming the Gambler’s FallacyThe Clinical File
Seventeen-year-old Jonathan just lost
his shirt again. This time, he did it playing on-
line Blackjack. Jonathan started out making
$5 bets and then doubled his bet over and
over. Surely, he thought, his luck would
eventually change. However, he ran out of
money after just eight straight hands, having
lost more than $1000. Last week, he lost a
lot of money playing Texas Hold ‘Em. Now
Jonathan is in tears—he has lost most of his
summer earnings, and he is worried about
having to drop out of school and tell his par-
ents about his losses. Jonathan has had to
admit that he is part of the growing ranks of
underage gambling addicts (LaBrie & Shaf-
fer, 2007; Wilber & Potenza, 2006).
Like many problem gamblers, Jonathan
suffers from several cognitive distortions re-
lated to gambling. Here are some of his mis-
taken beliefs (adapted from adapted from
Toneatto, 2002; Wickwire, Whelan, & Meyers,
2010):
Magnified gambling skill: Your self-
confidence is exaggerated, despite the
fact that you lose persistently.

Attribution errors: You ascribe your wins to
skill but blame losses on bad luck.
Gambler’s fallacy: You believe that a string
of losses soon must be followed by wins.
Selective memory: You remember your
wins but forget your losses.
Overinterpretation of cues: You put too
much faith in irrelevant cues such as
bodily sensations or a feeling that your
next bet will be a winner.
Luck as a trait: You believe that you are a
“lucky” person in general.
Probability biases: You have incorrect beliefs
about randomness and chance events.
Do you have any of these mistaken beliefs?
Taken together, Jonathan’s cognitive distor-
tions created an illusion of control. That is, he
believed that if he worked hard enough, he
could figure out how to win. Fortunately, a cog-
nitive therapist helped Jonathan cognitively
restructure his beliefs. He now no longer be-
lieves he can control chance events. Jonathan
still gambles a bit, but he does so only recre-
ationally, keeping his losses within his budget
and enjoying himself in the process.
Gambling addiction is a growing problem among
young people (LaBrie & Shaffer, 2007).

8. The B in the A-B-C of REBT stands for
a. behavior b. belief c. being d. Beck
REFLECT
Think Critically
9. How might using the term patient affect the relationship
between
an individual and a therapist?
1 0. In Aaron Beck’s terms, a belief such as “I must perform
well or I am a
rotten person” involves two thinking errors. What are they?
Self-Reflect
You are going to play the role of a therapist for a classroom
demonstration. How would you act if you were a client-centered
therapist? An existential therapist? A Gestalt therapist?
What would an existential therapist say about the choices you
have
made so far in your life? Should you be choosing more
“courageously”?
We all occasionally engage in negative thinking. Can you
remember a
time recently when you engaged in selective perception?
Overgeneralization? All-or-nothing thinking?
Answers: 1. B 2. C 3. D 4. A 5. F 6. T 7. all-or-nothing 8. b 9.
The terms
doctor and patient imply a large gap in status and authority
between the
individual and his or her therapist. Client-centered therapy
attempts to

narrow this gap by making the person the final authority
concerning
solutions to his or her problems. Also, the word patient implies
that
a person is “sick” and needs to be “cured.” Many regard this as
an
inappropriate way to think about human problems. 10.
Overgeneralization
and all-or-nothing thinking.
©
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Therapies 521
Behavior therapy Any therapy designed to actively change
behavior.
Behavior modification The application of learning principles to
change

human behavior, especially maladaptive behavior.
Aversion therapy Suppressing an undesirable response by
associating it
with aversive (painful or uncomfortable) stimuli.
didn’t need to probe into his past or his emotions and conflicts;
he
simply wanted to break his shoplifting habit. This and the next
section describe some innovative—and very successful—behav-
ioral therapies.
Behavior therapists assume that people have learned to be the
way they are. If they have learned responses that cause
problems,
then they can change them by relearning more appropriate
behav-
iors. Broadly speaking, behavior modification refers to any use
of classical or operant conditioning to directly alter human
behavior (Miltenberger, 2011; Spiegler & Guevremont, 2010).
(Some therapists prefer to call this approach applied behavior
analysis.) Behavioral approaches include aversion therapy,
desen-
sitization, token economies, and other techniques (Forsyth &
Savsevitz, 2002).
How does classical conditioning work? I’m not sure I
remember.
Perhaps a brief review would be helpful. Classical conditioning
is a
form of learning in which simple responses (especially reflexes)
are
associated with new stimuli. In classical conditioning, a neutral
stimulus is followed by an unconditioned stimulus (US) that
consis-
tently produces an unlearned reaction, called the unconditioned

response (UR). Eventually, the previously neutral stimulus
begins to
produce this response directly. The response is then called a
condi-
tioned response (CR), and the stimulus becomes a conditioned
stimulus (CS). Thus, for a child the sight of a hypodermic
needle
(CS) is followed by an injection (US), which causes anxiety or
fear
(UR). Eventually, the sight of a hypodermic (the conditioned
stimulus) may produce anxiety or fear (a conditioned response)
before the child gets an injection.
For a more thorough review of classical conditioning, return to
Chapter 6, pages 207–212.
BRIDGES
What does classical conditioning have to do with behavior
modi-
fication? Classical conditioning can be used to associate
discom-
fort with a bad habit, as Jay did to deal with his kleptomania.
More powerful versions of this approach are called aversion
therapy.
Aversion Therapy
Imagine that you are eating an apple. Suddenly, you discover
that
you just bit a large green worm in half. You vomit. Months
later,
you cannot eat an apple again without feeling ill. It’s apparent
that
you have developed a conditioned aversion to apples. (A condi-
tioned aversion is a learned dislike or negative emotional
response

to some stimulus.)
How are conditioned aversions used in therapy? In aversion
therapy, an individual learns to associate a strong aversion to an
undesirable habit such as smoking, drinking, or gambling. Aver-
sion therapy has been used to cure hiccups, sneezing, stuttering,
vomiting, nail-biting, bed-wetting, compulsive hair-pulling,
alco-
holism, and the smoking of tobacco, marijuana, or crack
cocaine.
Actually, aversive conditioning happens every day. For
example,
not many physicians who treat lung cancer patients are smokers,
nor do many emergency room doctors drive without using their
seat belts (Eifert & Lejuez, 2000).
Puffing Up an Aversion
The fact that nicotine is toxic makes it easy to create an
aversion
that helps people give up smoking. Behavior therapists have
found
that electric shock, nauseating drugs, and similar aversive
stimuli
are not required to make smokers uncomfortable. All that is
needed is for the smoker to smoke—rapidly, for a long time, at
a
forced pace. During rapid smoking, clients are told to smoke
con-
tinuously, taking a puff every 6 to 8 seconds. Rapid smoking
con-
tinues until the smoker is miserable and can stand it no more.
By
then, most people are thinking, “I never want to see another
ciga-
rette for the rest of my life.”

Rapid smoking has long been known as an effective behavior
therapy for smoking (McRobbie & Hajek, 2007). Nevertheless,
anyone tempted to try rapid smoking should realize that it is
very
unpleasant. Without the help of a therapist, most people quit too
soon for the procedure to succeed. In addition, rapid smoking
can
be dangerous. It should be done only with professional supervi-
sion. (An alternative method that is more practical is described
in
the Psychology in Action section of this chapter.)
Aversive Therapy for Drinking
Another excellent example of aversion therapy was pioneered
by
Roger Vogler and his associates (1977). Vogler worked with
alco-
holics who were unable to stop drinking and for whom aversion
therapy was a last chance. While drinking an alcoholic
beverage,
clients receive a painful (although not injurious) electric shock
to
the hand. Most of the time, these shocks occur as the client is
beginning to take a drink of alcohol.
These response-contingent shocks (shocks that are linked to a
response) obviously take the pleasure out of drinking. Shocks
also
©
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Chapter 15522
cause the alcohol abuser to develop a conditioned aversion to
drinking. Normally, the misery caused by alcohol abuse comes
long
after the act of drinking—too late to have much effect. But if

alco-
hol can be linked with immediate discomfort, then drinking will
begin to make the individual very uncomfortable.
Is it really acceptable to treat clients this way? People are often
disturbed (shocked?) by such methods. However, clients usually
volunteer for aversion therapy because it helps them overcome a
destructive habit. Indeed, commercial aversion programs for
over-
eating, smoking, and alcohol abuse have attracted many willing
customers. More important, aversion therapy can be justified by
its
long-term benefits. As behaviorist Donald Baer put it, “A small
number of brief, painful experiences are a reasonable exchange
for
the interminable pain of a lifelong maladjustment.”
Desensitization
How is behavior therapy used to treat phobias, fears, and
anxieties?
Suppose you want to help Curtis overcome fear of the high
diving
board. How might you proceed? Directly forcing Curtis off the
high board could be a psychological disaster. A better approach
would be to begin by teaching him to dive off the edge of the
pool.
Then he could be taught to dive off the low board, followed by
a
platform 6 feet above the water and then an 8-foot platform. As
a
last step, Curtis could try the high board.
Who’s Afraid of a Hierarchy?
This rank-ordered series of steps (called a hierarchy) allows
Curtis
to undergo adaptation. Gradually, he adapts to the high dive and

overcomes his fear. When Curtis has conquered his fear, we can
say
that desensitization (dee-SEN-sih-tih-ZAY-shun) has occurred
(Spiegler & Guevremont, 2010).
Desensitization is also based on reciprocal inhibition (using
one emotional state to block another) (Heriot & Pritchard,
2004).
For instance, it is impossible to be anxious and relaxed at the
same
time. If we can get Curtis onto the high board in a relaxed state,
his
anxiety and fear will be inhibited. Repeated visits to the high
board
should cause fear to disappear in this situation. Again, we
would
say that Curtis has been desensitized. Typically, systematic
desen-
sitization (a guided reduction in fear, anxiety, or aversion) is
attained by gradually approaching a feared stimulus while main-
taining relaxation.
What is desensitization used for? Desensitization is used
primar-
ily to help people unlearn phobias (intense, unrealistic fears) or
strong anxieties. For example, each of these people might be a
can-
didate for desensitization: a teacher with stage fright; a student
with test anxiety; a salesperson who fears people; or a
newlywed
with an aversion to sexual intimacy.
Feeling a Little Tense? Relax!Discovering Psychology
The key to desensitization is relaxation.

To inhibit fear, you must learn to relax. One
way to voluntarily relax is by using the
tension-release method. To achieve deep
muscle relaxation, try the following exercise:
Tense the muscles in your right arm until they
tremble. Hold them tight as you slowly count
to ten and then let go. Allow your hand and
arm to go limp and to relax completely. Repeat
the procedure. Releasing tension two or three
times will allow you to feel whether your arm
muscles have relaxed. Repeat the tension–
release procedure with your left arm. Compare
it with your right arm. Repeat until the left arm
is equally relaxed. Apply the tension–release
technique to your right leg; to your left leg; to
your abdomen; to your chest and shoulders.
Clench and release your chin, neck, and throat.
Wrinkle and release your forehead and scalp.
Tighten and release your mouth and face mus-
cles. As a last step, curl your toes and tense
your feet. Then release.
If you carried out these instructions, you
should be noticeably more relaxed than you
were before you began. Practice the tension-
release method until you can achieve com-
plete relaxation quickly (5 to 10 minutes).
After you have practiced relaxation once a
day for a week or two, you will begin to be
able to tell when your body (or a group of
muscles) is tense. Also, you will begin to be
able to relax on command. This is a valuable
skill that you can apply in any situation that
makes you feel tense or anxious.

Programs for treating fears of flying combine relaxation,
systematic desensitiza-
tion, group support, and lots of direct and indirect exposure to
airliners. Many
such programs conclude with a brief flight, so that participants
can “test
their wings.”
©
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Therapies 523
Hierarchy A rank-ordered series of higher and lower amounts,
levels,
degrees, or steps.
Reciprocal inhibition The presence of one emotional state can
inhibit
the occurrence of another, such as joy preventing fear or anxiety
inhibiting pleasure.
Systematic desensitization A reduction in fear, anxiety, or
aversion
brought about by planned exposure to aversive stimuli.
Tension-release method A procedure for systematically
achieving deep
relaxation of the body.
Vicarious desensitization A reduction in fear or anxiety that

takes place
vicariously (“secondhand”) when a client watches models
perform the
feared behavior.
Virtual reality exposure Use of computer-generated images to
present
fear stimuli. The virtual environment responds to a viewer’s
head
movements and other inputs.
Eye movement desensitization and reprocessing (EMDR) A
technique
for reducing fear or anxiety; based on holding upsetting
thoughts in
mind while rapidly moving the eyes from side to side.
Performing Desensitization
How is desensitization done? First, the client and the
therapist construct a hierarchy. This is a list of fear-
provoking situations, arranged from least disturbing
to most frightening. Second, the client is taught exer-
cises that produce deep relaxation (see “Feeling a Little
Tense? Relax!”). Third, once the client is relaxed, she
or he tries to perform the least disturbing item on the
list. For a fear of heights (acrophobia), this might
be: “(1) Stand on a chair.” The first item is repeated
until no anxiety is felt. Any change from complete
relaxation is a signal that clients must relax again
before continuing. Slowly, clients move up the hierar-
chy: “(2) Climb to the top of a small stepladder”;
“(3) Look down a flight of stairs”; and so on, until the
last item is performed without fear: “(20) Fly in an
airplane.”
For many phobias, desensitization works best when

people are directly exposed to the stimuli and situa-
tions they fear (Bourne, 2010; Miltenberger, 2011).
For something like a simple spider phobia, this expo-
sure can even be done in groups. Also, for some fears
(such as fear of riding an elevator, or fear of spiders)
desensitiza-
tion may be completed in a single session (Müller et al., 2011;
Sturges & Sturges, 1998).
Vicarious Desensitization
What if it’s not practical to directly act out the steps of a
hierarchy?
For a fear of heights, the steps of the hierarchy might be acted
out.
However, if this is impractical, as it might be in the case of a
fear of
flying, the problem can be handled by having clients observe
mod-
els who are performing the feared behavior (Eifert & Lejuez,
2000;
Bourne, 2010; • Figure 15.2). A model is a person (either live or
filmed) who serves as an example for observational learning. If
such vicarious desensitization (secondhand learning) can’t be
used, there is yet another option. Fortunately, desensitization
works almost as well when a person vividly imagines each step
in
the hierarchy (Yahnke, Sheikh, & Beckman, 2003). If the steps
can
be visualized without anxiety, fear in the actual situation is
reduced.
Because imagining feared stimuli can be done at a therapist’s
office,
it is the most common way of doing desensitization.
Virtual Reality Exposure
Desensitization is an exposure therapy. Similar to other such

thera-
pies, it involves exposing people to feared stimuli until their
fears
extinguish. In an important recent development, psychologists
are
now also using virtual reality to treat phobias. Virtual reality is
a
computer-generated, three-dimensional “world” that viewers
enter
by wearing a head-mounted video display. Virtual reality expo-
sure presents computerized fear stimuli to clients in a realistic,
yet
carefully controlled fashion (Wiederhold & Wiederhold, 2005;
Riva, 2009). It has already been used to treat fears of flying,
driv-
ing, and public speaking as well as acrophobia (fear of heights),
claustrophobia, and spider phobias (Arbona et al., 2004;
Giuseppe,
2005; Lee et al., 2002; Meyerbröker & Emmelkamp, 2010;
Müller
et al., 2011; see • Figure 15.3.). Virtual reality exposure has
also
been used to create immersive distracting environments for help
patients reduce the experience of pain (Malloy & Milling,
2010).
Desensitization has been one of the most successful behavior
therapies. A relatively new technique may provide yet another
way
to lower fears, anxieties, and psychological pain.
Eye Movement Desensitization
Traumatic events produce painful memories. Disturbing flash-
backs often haunt victims of accidents, disasters, molestations,
muggings, rapes, or emotional abuse. To help ease traumatic

mem-
ories and post-traumatic stress, Dr. Francine Shapiro developed
eye
movement desensitization and reprocessing (EMDR).
• Figure 15.2 Treatment of a snake phobia by vicarious
desensitization. These classic photo-
graphs show models interacting with snakes. To overcome their
own fears, phobic subjects
observed the models (Bandura, Blanchard, & Ritter, 1969).
Ph
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Chapter 15524
In a typical EMDR session, the client is asked to visualize the
images that most upset her or him. At the same time, a pencil
(or
other object) is moved rapidly from side to side in front of the
person’s eyes. Watching the moving object causes the person’s
eyes
to dart swiftly back and forth. After about 30 seconds, clients
describe any memories, feelings, and thoughts that emerged and
discuss them with the therapist. These steps are repeated until
troubling thoughts and emotions no longer surface (Shapiro,
2001;
Shapiro & Forrest, 2004).
A number of studies suggest that EMDR lowers anxieties and
takes the pain out of traumatic memories (Seidler & Wagner,
2006). However, EMDR is highly controversial (Albright &
Thyer,
2010). Some studies, for example, have found that eye
movements
add nothing to the treatment. The apparent success of EMDR
may
simply be based on gradual exposure to upsetting stimuli, as in
other forms of desensitization (Davidson & Parker, 2001). On
the other hand, some researchers continue to find that EMDR is
superior to traditional therapies (Greenwald, 2006; Solomon,
Solomon, & Heide, 2009).

Is EMDR a breakthrough? Given the frequency of traumas in
modern society, it shouldn’t be long before we find out.
Operant Therapies—All the
World Is a Skinner Box?
Gateway Question 15.7: What role do operant principles
play in behavior therapy?
Aversion therapy and desensitization are based on classical
condition-
ing. Where does operant conditioning fit in? As you may recall,
oper-
ant conditioning refers to learning based on the consequences of
making a response. The operant principles most often used by
behavior therapists to deal with human behavior are:
1. Positive reinforcement. Responses that are followed by re-
inforcement tend to occur more frequently. If children whine
and get attention, they will whine more frequently. If you get
A’s in your psychology class, you may become a psychology
major.
2. Nonreinforcement and Extinction. A response that is not
followed by reinforcement will occur less frequently. If a
response is not followed by reward after it has been repeated
many times, it will extinguish entirely. After winning three
times, you pull the handle on a slot machine 30 times more
without a payoff. What do you do? You go away. So does the
response of handle pulling (for that particular machine, at
any rate).
3. Punishment. If a response is followed by discomfort or an
undesirable effect, the response will be suppressed (but
not necessarily extinguished).
4. Shaping. Shaping means reinforcing actions that are closer

and closer approximations to a desired response. For
example, to reward an intellectually disabled child for
saying “ball,” you might begin by reinforcing the child for
saying anything that starts with a b sound.
5. Stimulus control. Responses tend to come under the control
of the situation in which they occur. If you set your clock
10 minutes fast, it may be easier to leave the house on time in
the morning. Your departure is under the stimulus control of
the clock, even though you know it is fast.
6. Time out. A time-out procedure usually involves removing
the individual from a situation in which reinforcement
occurs. Time out is a variation of response cost: It pre-
vents reward from following an undesirable response. For
example, children who fight with each other can be sent to
separate rooms and allowed out only when they are able to
behave more calmly.
• Figure 15.3 (top) Dr. Larry Hodges (in the head-mounted
display) and Dr. Page
Anderson show how a virtual reality system is used to expose
people to feared
stimuli. (bottom) A computer image from a virtual Iraq or
Afghanistan. Veterans suf-
fering from post-traumatic stress disorder (PTSD) can re-
experience their traumas. For
example, someone whose Humvee was destroyed by an
improvised explosive device
can relive that moment complete with sights, sounds, vibrations,
and even smells.
Successive exposures result in a reduction of PTSD symptoms
(Gerardi et al., 2008).
Im
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Therapies 525
Token economy A therapeutic program in which desirable
behaviors are reinforced with tokens that can be
exchanged for goods, services, activities, and privileges.
For a more thorough review of operant learning, return to

Chapter 6,
pages 212–229.
BRIDGES
As simple as these principles may seem, they have been used
very effectively to overcome difficulties in work, home, school,
and
industrial settings. Let’s see how.
Nonreinforcement and Extinction
An extremely overweight mental patient had a persistent and
dis-
turbing habit: She stole food from other patients. No one could
persuade her to stop stealing or to diet. For the sake of her
health, a
behavior therapist assigned her a special table in the ward
dining
room. If she approached any other table, she was immediately
removed from the dining room. Any attempt to steal from others
caused the patient to miss her own meal (Ayllon, 1963).
Because her
attempts to steal food went unrewarded, they rapidly
disappeared.
What operant principles did the therapist in this example use?
The
therapist used nonreward to produce extinction. The most
frequently
occurring human behaviors lead to some form of reward. An
unde-
sirable response can be eliminated by identifying and removing
the
rewards that maintain it. But people don’t always do things for
food,
money, or other obvious rewards. Most of the rewards

maintaining
human behavior are subtler. Attention, approval, and concern
are
common yet powerful reinforcers for humans (• Figure 15.4).
Nonreward and extinction can eliminate many problem behav-
iors, especially in schools, hospitals, and institutions. Often,
diffi-
culties center on a limited number of particularly disturbing
responses. Time out is a good way to remove such responses,
usu-
ally by refusing to pay attention to a person who is
misbehaving.
For example, 14-year-old Terrel periodically appeared in the
nude
in the activity room of a training center for disturbed
adolescents.
This behavior always generated a great deal of attention from
staff
and other patients. As an experiment, the next time he appeared
nude, counselors and other staff members greeted him normally
and then ignored him. Attention from other patients rapidly sub-
sided. Sheepishly, he returned to his room and dressed.
Reinforcement and Token Economies
A distressing problem therapists sometimes face is how to break
through to severely disturbed patients who won’t talk. Conven-
tional psychotherapy offers little hope of improvement for such
patients.
What can be done for them? One widely used approach is based
on tokens (symbolic rewards that can be exchanged for real
rewards). Tokens may be printed slips of paper, check marks,
points, or gold stars. Whatever form they take, tokens serve as
rewards because they may be exchanged for candy, food,

cigarettes,
recreation, or privileges, such as private time with a therapist,
out-
ings, or watching television. Tokens are used in mental
hospitals,
halfway houses, schools for the intellectually disabled,
programs
for delinquents, and ordinary classrooms. They usually produce
improvements in behavior (Dickerson, Tenhula, & Green-Paden,
2005; Matson & Boisjoli, 2009).
Tokens provide an effective way to change behavior
because they are secondary reinforcers. See Chapter 6,
pages 218–220.
BRIDGES
By using tokens, a therapist can immediately reward
positive responses. For maximum impact, therapists
select specific target behaviors (actions or other behav-
iors the therapist seeks to modify). Target behaviors
are then reinforced with tokens. For example, a mute
mental patient might first be given a token each time
he or she says a word. Next, tokens may be given for
speaking a complete sentence. Later, the patient could
gradually be required to speak more often, then to
answer questions, and eventually to carry on a short
conversation in order to receive tokens. In this way,
deeply withdrawn patients have been returned to the
world of normal communication.
The full-scale use of tokens in an institutional set-
ting produces a token economy. In a token economy,
500

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10 18 26 34 42 50 58
1000
1500

2000
2500
3000
John
Gregg
• Figure 15.4 This graph shows extinction of self-destructive
behavior in two autistic boys.
Before extinction began, the boys received attention and
concern from adults for injuring them-
selves. During extinction, the adults were taught to ignore the
boys’ self-damaging behavior. As you
can see, the number of times that the boys tried to injure
themselves declined rapidly. (Adapted from
Lovaas & Simmons, 1969.)
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Chapter 15526
patients are rewarded with tokens for a wide
range of socially desirable or productive
activities (Spiegler & Guevremont, 2010).
They must pay tokens for privileges and
when they engage in problem behaviors
(• Figure 15.5). For example, tokens are
given to patients who dress themselves, take
required medication, arrive for meals on
time, and so on. Constructive activities,
such as gardening, cooking, or cleaning,
may also earn tokens. Patients must exchange
tokens for meals and private rooms, movies,
passes, off-ward activities, and other privi-
leges. They are charged tokens for disrobing
in public, talking to themselves, fighting,
crying, and similar target behaviors (Morisse
et al., 1996; Spiegler & Guevremont, 2010).

Token economies can radically change a
patient’s overall adjustment and morale.
Patients are given an incentive to change,
and they are held responsible for their
actions. The use of tokens may seem manip-
ulative, but it actually empowers patients.
Many “hopelessly” intellectually disabled,
mentally ill, and delinquent people have
been returned to productive lives by means of token economies
(Field et al., 2004).
By the time they are ready to leave, patients may be earning
tokens on a weekly basis for maintaining sane, responsible, and
productive behavior (Miltenberger, 2011). Typically, the most
effective token economies are those that gradually switch from
tokens to social rewards such as praise, recognition, and
approval.
Such rewards are what patients will receive when they return to
family, friends, and community.
OXNARD DAY TREATMENT CENTER
CREDIT INCENTIVE SYSTEM
EARN CREDITS BY SPEND CREDITS FOR
MONITOR DAILY
MENU PLANNING CHAIRMAN
PARTICIPATE
BUY FOOD AT STORE
COOK FOR/PREPARE LUNCH
WIPE OFF KITCHEN TABLE
WASH DISHES
DRY AND PUT AWAY DISHES
MAKE COFFEE AND CLEAN URN
CLEAN REFRIGERATOR

ATTEND PLANNING CONFERENCE
OT PREPARATION
COMPLETE OT PROJECT
RETURN OT PROJECT
DUST AND POLISH TABLES
PUT AWAY GROCERIES
CLEAN TABLE
CLEAN 6 ASH TRAYS
CLEAN SINK
CARRY OUT CUPS & BOTTLES
CLEAN CHAIRS
CLEAN KITCHEN CUPBOARDS
ASSIST STAFF
ARRANGE MAGAZINES NEATLY
BEING ON TIME
MONITOR-ANN
15
50
5
10
5
3
5-10
5
15
20
1
1-5
5

2
5
3
5
2
5
5
5
5
5
3
5
COFFEE
LUNCH
EXCEPT THURSDAY
BUS TRIP
BOWLING
GROUP THERAPY
PRIVATE STAFF TIME
DAY OFF
WINDOW SHOPPING
REVIEW WITH DR.
DOING OWN THING
LATE 1 PER EVERY 10 MIN
PRESCRIPTION FROM DR.
5
10
15
5
8

5
5
5-20
5
10
1
10
N
am
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D
ate:
Earned:
Spent:
1 1 1 1 1 1 1 2
2
2
2
2
2
2
2
21 1 1 1 1 1 1

10 10 10 10 10
10 10 10
5
5
5
5
5
5
5
5
5
5
5
5
5
5
Other Tasks
Workshops
Credit Card
• Figure 15.5 Shown here is a token used in one token economy
system. In this instance, the token is a card
that records the number of credits earned by a patient. Also
pictured is a list of credit values for various activities.

Tokens may be exchanged for items or for privileges listed on
the board. (After photographs by Robert P. Liberman.)
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Knowledge
Builder Behavior Therapies
RECITE
1. What two types of conditioning are used in behavior
modification?
______________________ and ______________________

2. Shock, pain, and discomfort play what role in conditioning
an
aversion?
a. conditioned stimulus b. unconditioned response
c. unconditioned stimulus d. conditioned response
3. If shock is used to control drinking, it must be
___________________
contingent.
4. When desensitization is carried out through the use of live or
filmed
models, it is called
a. cognitive therapy b. flooding c. covert desensitization
d. vicarious desensitization
5. The three basic steps in systematic desensitization are:
constructing
a hierarchy, flooding the person with anxiety, and imagining
relaxation. T or F?
6. In EMDR therapy, computer-generated virtual reality images
are
used to expose clients to fear-provoking stimuli. T or F?
7. Behavior modification programs aimed at extinction of an
undesirable behavior typically make use of what operant
principles?
a. punishment and stimulus control b. punishment and shaping
c. nonreinforcement and time out d. stimulus control and
time out

8. Attention can be a powerful ______________________ for
humans.
9. Tokens basically allow the operant shaping of desired
responses or
“target behaviors.” T or F?
REFLECT
Think Critically
1 0. Alcoholics who take a drug called Antabuse become ill
after drinking
alcohol. Why, then, don’t they develop an aversion to drinking?
1 1. A natural form of desensitization often takes place in
hospitals.
Can you guess what it is?
Self-Reflect
Can you describe three problems for which you think behavior
therapy
would be an appropriate treatment?
A friend of yours has a dog that goes berserk during
thunderstorms.
You own a CD of a thunderstorm. How could you use the CD to
desensitize the dog? (Hint: The CD player has a volume
control.)
Have you ever become naturally desensitized to a stimulus or
situation
that at first made you anxious (for instance, heights, public
speaking, or
driving on freeways)? How would you explain your reduced
fear?

See if you can give a personal example of how the following
principles have affected your behavior: positive reinforcement,
extinction, punishment, shaping, stimulus control, and time out.
Answers: 1. classical (or respondent), operant 2. c 3. response
4. d 5. F
6. F 7. C 8. reinforcer 9. T 10. Committed alcoholics may
actually “drink
through it” and learn to tolerate the nauseating effects. 11.
Doctors and
nurses learn to relax and remain calm at the sight of blood and
other
bodily fluids because of their frequent exposure to them.
Therapies 527
Somatic therapy Any bodily therapy, such as drug therapy,
electroconvulsive therapy, or psychosurgery.
Pharmacotherapy The use of drugs to treat psychopathology.
Anxiolytics Drugs (such as Valium) that produce relaxation or
reduce
anxiety.
Antidepressants Mood-elevating drugs.
Antipsychotics (major tranquilizers) Drugs that, in addition to
having

tranquilizing effects, also tend to reduce hallucinations and
delusional
thinking.
Medical Therapies—
Psychiatric Care
Gateway Question 15.8: How do psychiatrists treat
psychological disorders?
Psychotherapy may be applied to anything from a brief crisis to
a
full-scale psychosis. However, most psychotherapists do not
treat
patients with major depressive disorders, schizophrenia, or
other
severe conditions. Major mental disorders are more often
treated
medically, although combinations of medication and
psychother-
apy are also often helpful (Beck, et al., 2009).
Three main types of somatic (bodily) therapy are pharmaco-
therapy, electrical stimulation therapy, and psychosurgery.
Somatic
therapy is often done in the context of psychiatric
hospitalization.
All the somatic approaches have a strong medical slant and are
typically administered by psychiatrists, who are trained as
medical
doctors.
Drug Therapies
The atmosphere in psychiatric wards and mental hospitals
changed radically in the mid-1950s with the widespread
adoption

of pharmacotherapy (FAR-meh-koe-THER-eh-pea), the use of
drugs to treat psychopathology. Drugs may relieve the anxiety
attacks and other discomforts of milder psychological disorders.
More often, however, they are used to combat schizophrenia and
major mood disorders ( Julien, 2008).
What sort of drugs are used in pharmacotherapy? Three major
types of drugs are used. All achieve their effects by influencing
the activity of different brain neurotransmitters (Freberg, 2010).
Anxiolytics (ANG-zee-eh LIT-iks), such as Valium, produce
relaxation or reduce anxiety. Antidepressants, such as Prozac,
are mood-elevating drugs that combat depression. Antipsychot-
ics (also called major tranquilizers), such as Risperdal, have
tranquilizing effects and reduce hallucinations and delusions.
See
■ Table 15.2 for examples of each class of drugs.
Are drugs a valid approach to treatment? Yes. Drugs have short-
ened hospital stays, and they have greatly improved the chances
that people will recover from major psychological disorders.
Drug
therapy has also made it possible for many people to return to
the
community, where they can be treated on an outpatient basis.
Limitations of Drug Therapy
Regardless of their benefits, all drugs involve risks as well. For
example, 15 percent of patients taking major tranquilizers for
long
periods develop a neurological disorder that causes rhythmic
facial
Commonly Prescribed Psychiatric Drugs
Class Examples (Trade Names) Effects Main Mode of Action

Anxiolytics (minor
tranquilizers)
Ativan, Halcion, Librium, Restoril,
Valium, Xanax
Reduce anxiety, tension, fear Enhance effects of GABA
Antidepressants Anafranil, Elavil, Nardil, Norpramin,
Parnate, Paxil, Prozac, Tofranil, Zoloft
Counteract depression Enhance effects of sero-
tonin or dopamine
Antipsychotics (major
tranquilizers)
Clozaril, Haldol, Mellaril, Navane,
Risperdal, Thorazine
Reduce agitation, delusions, hallucinations,
thought disorders
Reduce effects of dopamine
■ TABLE 15.2
Source: Adapted from Freberg, 2010; Julien, 2008; Kalat, 2009.
The work of artist Rodger Casier illustrates the value of
psychiatric care. Despite
having a form of schizophrenia, Casier produces artwork that
has received public
acclaim and has been featured in professional journals.
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Chapter 15528
and mouth movements (Chakos et al., 1996). Similarly, although
the drug clozapine (Clozaril) can relieve the symptoms of
schizo-
phrenia, 2 out of 100 patients taking the drug suffer from a
poten-
tially fatal blood disease (Ginsberg, 2006).
Is the risk worth it? Many experts think it is, because chronic
schizophrenia robs people of almost everything that makes life
worth living. It’s possible, of course, that newer drugs will

improve
the risk/benefit ratio in the treatment of severe problems like
schizophrenia. For example, the drug risperidone (Risperdal)
appears to be as effective as Clozaril, without the same degree
of
lethal risk.
But even the best new drugs are not cure-alls. They help some
people and relieve some problems, but not all. It is noteworthy
that for serious mental disorders a combination of medication
and psychotherapy almost always works better than drugs alone
(Manber et al., 2008). Nevertheless, when schizophrenia and
major mood disorders are concerned, drugs will undoubtedly
remain the primary mode of treatment (Vasa, Carlino, & Pine,
2006; Walker et al., 2004).
Electrical Stimulation Therapy
In contrast to drug therapies, electrical stimulation therapies
achieve their effects by altering the electrical activity of the
brain.
Electroconvulsive therapy is the first, and most dramatic, of
these
therapies. Widely used since the 1940s, it remains controversial
to
this day (Hirshbein & Sarvananda, 2008).
Electroshock
In electroconvulsive therapy (ECT), a 150-volt electrical
current
is passed through the brain for slightly less than a second. This
rather drastic medical treatment for depression triggers a
convul-
sion and causes the patient to lose consciousness for a short
time.
Muscle relaxants and sedative drugs are given before ECT to
soften

its impact. Treatments are given in a series of sessions spread
over
several weeks or months.
How does shock help? Actually, it is the seizure activity that is
believed to be helpful. Proponents of ECT claim that shock-
induced seizures alter or “reset” the biochemical and hormonal
balance in the brain and body, bringing an end to severe
depression
and suicidal behavior (Medda et al., 2009) as well as improving
long-term quality of life (McCall et al., 2006). Others have
charged
that ECT works only by confusing patients so they can’t
remember
why they were depressed.
Not all professionals support the use of ECT. However, most
experts seem to agree on the following: (1) At best, ECT
produces
only temporary improvement—it gets the patient out of a bad
spot, but it must be combined with other treatments; (2) ECT
can
cause memory loss in some patients (Sienaert et al., 2010); (3)
ECT
should be used only after other treatments have failed; and (4)
to
lower the chance of a relapse, ECT should be followed by
antide-
pressant drugs (Sackeim et al., 2001). All told, ECT is
considered
by many to be a valid treatment for selected cases of
depression—
especially when it rapidly ends wildly self-destructive or
suicidal
behavior (Medda et al., 2009; Pagnin et al., 2004). It’s
interesting

to note that most ECT patients feel that the treatment helped
them. Most, in fact, would have it done again (Bernstein et al.,
1998; Smith et al., 2009).
Implanted Electrodes
Unlike ECT, implanting electrodes requires surgery but allows
for
electrical stimulation of precisely targeted brain regions. In
some
studies, depressed patients who hadn’t benefited from drug
therapy
and ECT improved when a specific brain region was stimulated
(Mayberg et al., 2005; Sartorius et al., 2010). Stimulating
pleasure
centers in the brains of another group of patients also relieved
depression (Schlaepfer et al., 2008). Also, unlike ECT,
implanted
electrodes can be used to treat disorders other than depression,
such as obsessive-compulsive disorder (Haq et al., 2010).
Electrical stimulation of the brain is one of several methods
used to
investigate the brain’s inner workings. For more information,
see
BRIDGES
Psychosurgery
Psychosurgery (any surgical alteration of the brain) is the most
extreme medical treatment. The oldest and most radical psycho-
surgery is the lobotomy. In prefrontal lobotomy, the frontal
lobes are
surgically disconnected from other brain areas. This procedure
was
supposed to calm persons who didn’t respond to any other type

of
treatment.
When the lobotomy was first introduced in the 1940s, there
were enthusiastic claims for its success. But later studies
suggested
that some patients were calmed, some showed no change, and
some
became mental “vegetables.” Lobotomies also produced a high
rate
of undesirable side effects, such as seizures, blunted emotions,
major personality changes, and stupor. At about the same time
that
In electroconvulsive therapy,
electrodes are attached to the
head and a brief electrical
current is passed through the
brain. ECT is used in the treat-
ment of severe depression.
W
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&
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c.
Therapies 529
Electroconvulsive therapy (ECT) A treatment for severe
depression,
consisting of an electric shock passed directly through the
brain, which
induces a convulsion.
Psychosurgery Any surgical alteration of the brain designed to
bring
about desirable behavioral or emotional changes.

Mental hospitalization Placing a person in a protected,
therapeutic
environment staffed by mental health professionals.
Partial hospitalization An approach in which patients receive
treatment
at a hospital during the day, but return home at night.
Deinstitutionalization Reduced use of full-time commitment to
mental
institutions to treat mental disorders.
such problems became apparent, the first antipsychotic drugs
became available. Soon after, the lobotomy was abandoned
(Mashour, Walker, & Martuza, 2005).
To what extent is psychosurgery used now? Psychosurgery is
still
considered valid by many neurosurgeons. However, most now
use
deep lesioning, in which small target areas are destroyed in the
brain’s interior. The appeal of deep lesioning is that it can have
value as a remedy for some very specific disorders (Mashour,
Walker, & Martuza, 2005). For instance, patients suffering from
a
severe type of obsessive-compulsive disorder may be helped by
psychosurgery (Dougherty et al., 2002).
Deep lesioning is another method used to study the brain. See
BRIDGES
It is worth remembering that psychosurgery cannot be reversed.
Whereas a drug can be given or taken away and electrical
stimula-

tion can be turned off, you can’t take back psychosurgery.
Critics
argue that psychosurgery should be banned altogether; others
con-
tinue to report success with brain surgery. Nevertheless, it may
have
value as a remedy for some very specific disorders (Mashour,
Walker, & Martuza, 2005; Sachdev & Chen, 2009).
Hospitalization
In 2008, about 3 million Americans received inpatient treat-
ment for a mental health problem (National Institute of Mental
Health, 2011a). Mental hospitalization involves placing a per-
son in a protected setting where medical therapy is provided.
Hospitalization, by itself, can be a form of treatment. Staying in
a hospital takes patients out of situations that may be sustaining
their problems. For example, people with drug addictions may
find it nearly impossible to resist the temptations for drug abuse
in their daily lives. Hospitalization can help them make a clean
break from their self-destructive behavior patterns (André et al.,
2003).
At their best, hospitals are sanctuaries that provide diagnosis,
support, refuge, and therapy. This is frequently true of psychiat-
ric units in general hospitals and private psychiatric hospitals.
At
worst, confinement to an institution can be a brutal experience
that leaves people less prepared to face the world than when
they
arrived. This is more often the case in large state mental hospi-
tals. In most instances, hospitals are best used as a last resort,
after other forms of treatment within the community have been
exhausted.
Another trend in treatment is partial hospitalization. In this
approach, some patients spend their days in the hospital but go

home at night. Others attend therapy sessions during the eve-
ning. A major advantage of partial hospitalization is that
patients
can go home and practice what they’ve been learning. Overall,
partial hospitalization can be just as effective as full
hospitaliza-
tion (Drymalski & Washburn, 2011; Kiser, Heston, & Paavola,
2006).
Deinstitutionalization
In the last 50 years, the population in large mental hospitals
has
dropped by two thirds. This is largely a result of deinstitutional-
ization, or reduced use of full-time commitment to mental
institu-
tions. Long-term “institutionalization” can lead to dependency,
isolation, and continued emotional disturbance (Novella, 2010).
Deinstitutionalization was meant to remedy this problem
How successful has deinstitutionalization been? In truth, its
suc-
cess has been limited (Talbott, 2004). Many states reduced
mental
hospital populations primarily as a way to save money. The
upset-
ting result is that many chronic patients have been discharged to
hostile communities without adequate care. Many former
patients
have joined the ranks of the homeless. Others are repeatedly
jailed
for minor crimes. Sadly, patients who trade hospitalization for
unemployment, homelessness, and social isolation all too often
end
up rehospitalized or in jail (Markowitz, 2011).
Large mental hospitals may no longer be warehouses for soci-

ety’s unwanted, but many former patients are no better off in
bleak nursing homes, single-room hotels, board-and-care homes,
shelters, or jails. For every mentally ill American in a hospital,
three are trapped in the criminal justice system (National
Institute
of Mental Health, 2010a). These figures suggest that jails are
replacing mental hospitals as our society’s “solution” for mental
illness (Markowitz, 2011). Yet, ironically, high-quality care is
Depending on the quality of the institution, hospitalization may
be a refuge or a
brutalizing experience. Many state “asylums” or mental
hospitals are antiquated
and in need of drastic improvement.
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Chapter 15530
available in almost every community. As much as anything, a
simple lack of money prevents large numbers of people from
get-
ting the help they need (Torrey, 1996).
Halfway houses may be a better way to ease a patient’s return to
the community (Soyez & Broekaert, 2003). Halfway houses are
short-term group living facilities for people making the
transition
from an institution (mental hospital, prison, and so forth) to
inde-
pendent living. Typically, they offer supervision and support,
without being as restricted and medically oriented as hospitals.
They also keep people near their families. Most important, half-
way houses can reduce a person’s chances of being readmitted
to a
hospital (Coursey, Ward-Alexander, & Katz, 1990; Soyez &
Broekaert, 2003).
Community Mental Health Programs
Community mental health centers, which offer a wide range of
mental health services and psychiatric care and are a bright spot
in
the area of mental health care. Such centers try to help people
avoid
hospitalization and find answers to mental health problems
(Burns,
2004; Teed et al., 2007). Typically, they do this by providing
short-
term treatment, counseling, outpatient care, emergency services,
and suicide prevention.

Mental health centers are also concerned with prevention. Con-
sultation, education, and crisis intervention (skilled
management
of a psychological emergency) are used to prevent problems
before they become serious. Also, some centers attempt to raise
the general level of mental health in a community by combating
unemployment, delinquency, and drug abuse (Tausig, Michello,
&
Subedi, 2004).
Have community mental health centers succeeded in meeting
their
goals? In practice, they have concentrated much more on
providing
clinical services than they have on preventing problems. This
appears to be primarily the result of wavering government
support
(translation: money). Overall, community mental health centers
have succeeded in making psychological services more
accessible
than ever before. Many of their programs rely on
paraprofession-
als (individuals who work in a near-professional capacity under
the
supervision of more highly trained staff ). Some
paraprofessionals
are ex-addicts, ex-alcoholics, or ex-patients who have “been
there.”
Many more are persons (paid or volunteer) who have skills in
tutoring, crafts, or counseling or who are simply warm, under-
standing, and skilled at communication. Often,
paraprofessionals
are more approachable than “doctors.” This encourages people
to

seek mental health services that they might otherwise be
reluctant
to use (Everly, 2002).
Therapies—Human to the Core
Gateway Question 15.9: Are various psychotherapies
effective, and what do they have in common?
In this section, let’s ask whether the psychotherapies work and
what, if anything, they have in common. We have put this
section
after the section on medical therapies to stress that human
relations
are at the core of healing. Whether or not a patient under
medical
care is receiving a somatic treatment, that treatment is adminis-
tered in a human context. In that sense, it doesn’t matter if the
healer is a psychotherapist, psychiatrist, social worker, hospital
worker, or whatever. No matter what helping specialty you
might
be considering as a career, information you’ll encounter in this
sec-
tion might prove invaluable.
A well-run halfway house can be a humane and cost-effective
way to ease former
mental patients back into the community (Soyez & Broekaert,
2003).
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Knowledge
Builder Medical Therapies
RECITE
1. Major tranquilizers are also known as
a. anxiolytics b. antipsychotics c. antidepressants d. prefrontal
sedatives
2. ECT is a modern form of pharmacotherapy. T or F?
3. Currently, the frontal lobotomy is the most widely used form
of
psychosurgery. T or F?
4. Deinstitutionalization is an advanced form of partial
hospitalization.
T or F?
REFLECT

Think Critically
5. Residents of Berkeley, California, once voted on a
referendum to ban
the use of ECT within city limits. Do you think that the use of
certain
psychiatric treatments should be controlled by law?
Self-Reflect
Keeping in mind that all therapies, and especially medical
therapies, have
side effects (see, e.g., Casselle, 2009), when is it appropriate to
use a
medical therapy to treat someone with a mental illness? Why
not use
psychotherapy instead?
Why might you choose to combine a medical therapy and
psychotherapy? Can you frame your reasons in terms of the
stress-
vulnerability model introduced in Chapter 14?
Answers: 1. b 2. F 3. F 4. F 5. The question of who can
prescribe drugs,
perform surgery, and administer ECT is controlled by law.
However,
psychiatrists strongly object to residents, city councils, or
government
agencies making medical decisions.

Therapies 531
Halfway house A community-based facility for individuals
making the
transition from an institution (mental hospital, prison, and so
forth) to
independent living.
Community mental health center A facility offering a wide
range of
mental health services, such as prevention, counseling,
consultation, and
crisis intervention.
Crisis intervention Skilled management of a psychological
emergency.
Paraprofessional An individual who works in a near-
professional capacity
under the supervision of a more highly trained person.
Therapeutic alliance A caring relationship that unites a
therapist and a
client in working to solve the client’s problems.
OK. So how effective is psychotherapy? Judging the outcome of
therapy is tricky. In a national survey, 9 out of 10 people who
have
sought mental health care say their lives improved as a result of
the
treatment (Consumer Reports, 2010; Kotkin, Daviet, & Gurin,
1996). Unfortunately you can’t just take people’s word for it
(see
“How Do We Know Therapy Actually Works?”).

Psychologists are making steady progress in identifying
“empiri-
cally supported” (or “evidence-based”) therapies (Westen &
Bradley,
2005). Rather than just relying on intuition, clinicians are
seeking
guidance from research experiments and guidelines developed
through clinical practice (Carroll & Rounsaville, 2007; Miller &
Binder, 2002). The end result is a better understanding of which
therapies “work” best for specific types of problems. This trend
is also
helping to weed out fringe “therapies” that have little or no
value.
Fortunately, there is direct evidence that therapy is beneficial.
Hundreds of studies show a strong pattern of positive effects for
psychotherapy, counseling, and other psychological treatments
(Barlow, 2004; Lambert & Cattani-Thompson, 1996; Moras,
2002).
Of course, results vary in individual cases. For some people,
therapy
is immensely helpful; for others, it is unsuccessful. Overall, it
is effec-
tive for more people than not. Speaking more subjectively, a
real
success, in which a person’s life is changed for the better, can
be
worth the frustration of several cases in which little progress is
made.
Although it is common to think of therapy as a long, slow pro-
cess, this is not normally the case (Shapiro et al., 2003).
Research
shows that about 50 percent of all clients feel better after
between

13 and 18 weekly 1-hour therapy sessions (Howard et al., 1986).
This means that the majority of clients improve after 6 months
of
therapy. Such rapid improvement is impressive in view of the
fact
that people often suffer for several years before seeking help.
Unfortunately, because of high costs and limited insurance
cover-
age, the average client receives only 5 therapy sessions, after
which
only 20 percent of all patients feel better (Hansen, Lambert, &
Forman, 2002).
Core Features of Psychotherapy
What do psychotherapies have in common? We have sampled
only a
few of the many therapies in use today. For a summary of major
differences among psychotherapies, see ■ Table 15.3. To add to
your understanding, let’s briefly summarize what all techniques
have in common.
Psychotherapies of various types share all or most of the
follow-
ing goals: restoring hope, courage, and optimism; gaining
insight;
resolving conflicts; improving one’s sense of self; changing
unac-
ceptable patterns of behavior; finding purpose; mending
interper-
sonal relations; and learning to approach problems rationally
(Frank & Frank, 2004; Seligman, 1998). To accomplish these
goals, psychotherapies offer the following:
1. Effective therapy provides a therapeutic alliance, a caring
relationship that unites the client and therapist as they work
together to solve the client’s problems. The strength of this

alliance has a major impact on whether therapy succeeds
(Kozart, 2002; Meier et al., 2006). The basis for this rela-
tionship is emotional rapport, warmth, friendship, under-
standing, acceptance, and empathy.
How Do We Know Therapy Actually Works?Critical Thinking
Why is it risky to believe people who say
their therapy was effective? An old joke
among doctors is that a cold lasts a week
without treatment and seven days with
it. Perhaps the same is true of therapy. Some-
one who feels better after 6 months of ther-
apy may have experienced a spontaneous
remission—they just feel better because so
much time has passed. Or perhaps the crisis
that triggered the therapy is now nearly for-
gotten. Or maybe some sort of therapy pla-
cebo effect has occurred. Also, it’s possible
that the person has received help from other
people, such as family, friends, or clergy.
To find out if therapy works, we could
randomly place clients in an experimental
group that receives therapy and a control
group that does not. When this is done, the
control group may show some improve-
ment, even without receiving therapy
(Lambert & Ogles, 2002; Schuck, Keijsers, &
Rinck, 2011). Thus, we can conclude that the
therapy is effective only if people in the
experimental group improve more than
those in the control group.
But isn’t it unethical to withhold treatment
from someone who really needs therapy?

That’s right. One way to deal with this is to
use a waiting-list control group. In this case,
people who are waiting to see a therapist are
compared with those who receive therapy.
Later, those on the waiting list will eventually
also receive therapy.
If we combine the results of many exper-
iments, it becomes clear that therapy is
effective (Lipsey & Wilson, 1993). In addi-
tion, studies have revealed that some thera-
pies work best for specif ic problems
(Bradley et al., 2005; Eddy et al., 2004). For
example, behavioral, cognitive, and drug
therapies are most helpful in treating
obsessive-compulsive disorder.
Chapter 15532
2. Therapy offers a protected setting in which emotional
catharsis
(release) can take place. Therapy is a sanctuary in which the
client is free to express fears, anxieties, and personal secrets
without fearing rejection or loss of confidentiality.
3. All therapies to some extent offer an explanation or rationale
for the client’s suffering. Additionally, they propose a line of
action that will end this suffering.

4. Therapy provides clients with a new perspective about them-
selves and their situations and a chance to practice new behav-
iors (Crencavage & Norcross, 1990; Prochaska & Norcross,
2010). Insights gained during therapy can bring about lasting
changes in clients’ lives (Grande et al., 2003).
Master Therapists
Because therapies have much in common, a majority of
psycholo-
gists have become eclectic in their work (Kopta et al., 1999).
Eclec-
tic therapists use whatever methods best fit a particular problem
(Norcross, 2005). In addition, some seek to combine the best
ele-
ments of various therapies to broaden their effectiveness.
What do the most capable therapists have in common? One
study
of master therapists found that they share several characteristics
( Jennings & Skovholt, 1999). The most effective therapists:
• Are enthusiastic learners
• Draw on their experience with similar problems
• Value complexity and ambiguity
• Are emotionally open
• Are mentally healthy and mature
• Nurture their own emotional well-being
• Realize that their emotional health affects their work
• Have strong social skills
• Cultivate a working alliance
• Expertly use their social skills in therapy
Notice that this list also could describe the kind of person most
of
us would want to talk to when facing a life crisis. But what if
some-

one else turns to you for help?
Basic Counseling Skills
If you are ever called upon to comfort a person in distress, such
as
a troubled friend or relative, here are some general helping
skills
that can be distilled from the various approaches to therapy
(Kottler & Shepard, 2011; Sharf, 2012; ■ Table 15.4).
Active Listening
People frequently talk “at” each other without really listening.
A
person with problems needs to be heard. Make a sincere effort
to
listen to and understand the person. Try to accept the person’s
mes-
sage without judging it or leaping to conclusions. Let the person
know you are listening, through eye contact, posture, your tone
of
voice, and your replies (Kottler & Shepard, 2011).
Reflect Thoughts and Feelings
One of the best things you can do when offering support to
another person is to give feedback by simply restating what is
said.
This is also a good way to encourage a person to talk. If your
friend
Comparison of Psychotherapies
Insight
or Action?
Directive
or Nondirective?

Individual
or Group? Therapy’s Strength
Psychoanalysis Insight Directive Individual Searching honesty
Brief psychodynamic therapy Insight Directive Individual
Productive use of conflict
Client-centered therapy Insight Nondirective Both Acceptance,
empathy
Existential therapy Insight Both Individual Personal
empowerment
Gestalt therapy Insight Directive Both Focus on immediate
awareness
Behavior therapy Action Directive Both Observable changes in
behavior
Cognitive therapy Action Directive Individual Constructive
guidance
Rational-emotive behavior therapy Action Directive Individual
Clarity of thinking and goals
Psychodrama Insight Directive Group Constructive re-
enactments
Family therapy Both Directive Group Shared responsibility for
problems
■ TABLE 15.3
Source: Adapted from Corsini & Wedding, 2011; Prochaska &

Norcross, 2010.
Helping Behaviors
To help another person gain insight into a personal problem, it
is valuable
to keep the following comparison in mind:
Behaviors That Help Behaviors That Hinder
Active listening Probing painful topics
Acceptance Judging/moralizing
Reflecting feelings Criticism
Open-ended questioning Threats
Supportive statements Rejection
Respect Ridicule/sarcasm
Patience Impatience
Genuineness Placing blame
Paraphrasing Opinionated statements
■ TABLE 15.4
Adapted from Kottler & Shepard, 2011.

Therapies 533
seems to be at a loss for words, restate or paraphrase his or her
last
sentence. Here’s an example:
Friend: I’m really down about school. I can’t get interested in
any of my
classes. I flunked my Spanish test, and somebody stole my
notebook for
psychology.
You: You’re really upset about school, aren’t you?
Friend: Yeah, and my parents are hassling me about my grades
again.
You: That sucks.
Friend: Yeah.
You: That must make you angry.
As simple as this sounds, it is very helpful to someone trying to
sort out feelings. Try it. If nothing else, you’ll develop a
reputation
as a fantastic conversationalist!
Silence
Counselors tend to wait longer before responding than do
people
in everyday conversations. Pauses of 5 seconds or more are not
unusual, and interrupting is rare. Listening patiently lets the

person
feel unhurried and encourages her or him to speak freely.
Questions
Because your goal is to encourage free expression, open-ended
ques-
tions tend to be the most helpful. A closed question is one that
can
be answered yes or no. Open-ended questions call for an open-
ended reply. Say, for example, that a friend tells you, “I feel
like my
boss has it in for me at work.” A closed question would be, “Oh
yeah? So, are you going to quit?” Open-ended questions such as
“Do you want to talk about it?” or “How do you feel about it?”
are
more likely to be helpful.
Open-ended questions are an effective way to begin and sustain
a
conversation. See Chapter 12, page 436.
BRIDGES
Clarify the Problem
People who have a clear idea of what is wrong in their lives are
more
likely to discover solutions. Try to understand the problem from
the person’s point of view. As you do, check your understanding
often. For example, you might ask, “Are you saying that you
feel
depressed just at school? Or in general?” Remember, a problem
well defined is often half solved.
Focus on Feelings
Feelings are neither right nor wrong. By focusing on feelings,
you

can encourage the outpouring of emotion that is the basis for
catharsis. Passing judgment on what is said just makes people
defensive. For example, a friend confides that he has failed a
test.
Perhaps you know that he studies very little. If you say, “Just
study
more and you will do better,” he will probably become
defensive or
hostile. Much more can be accomplished by saying, “You must
feel
very frustrated” or simply, “How do you feel about it?”
Avoid Giving Advice
Many people mistakenly think that they must solve problems for
others. Remember that your goal is to provide understanding
and
support, not solutions. Of course, it is reasonable to give advice
when you are asked for it, but beware of the trap of the “Why
don’t
you…? Yes, but…” game. According to psychotherapist Eric
Berne
(1964), this “game” follows a pattern: Someone says, “I have
this
problem.” You say, “Why don’t you do thus and so?” The
person
replies, “Yes, but…” and then tells you why your suggestion
won’t
work. If you make a new suggestion, the reply will once again
be,
“Yes, but…” Obviously, the person either knows more about his
or
her personal situation than you do or he or she has reasons for
avoiding your advice. The student described earlier knows he
needs
to study. His problem is to understand why he doesn’t want to
study.

Accept the Person’s Frame of Reference
Because we all live in different psychological worlds, there is
no
“correct” view of a life situation. A person who feels that his or
her
viewpoint has been understood feels freer to examine it
objectively
and to question it. Understanding another person’s perspective
is
especially important when cultural differences may create a
barrier
between a client and therapist (Draguns, Gielen, & Fish, 2004).
(See “Therapy and Culture—A Bad Case of ‘Ifufunyane.’”)
Maintain Confidentiality
Your efforts to help will be wasted if you fail to respect the
privacy
of someone who has confided in you. Put yourself in the
person’s
place. Don’t gossip.
These guidelines are not an invitation to play “junior therapist.”
Professional therapists are trained to approach serious problems
with skills far exceeding those described here. However, the
points
Teams of psychologists and counselors are often assembled to
provide support
to victims of major accidents and natural disasters. Because
their work is
stressful and often heart wrenching, relief workers also benefit
from on-site
counseling. Expressing emotions and talking about feelings are
major elements
of disaster counseling.

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Chapter 15534
made help define the qualities of a therapeutic relationship.
They
also emphasize that each of us can supply two of the greatest
men-
tal health resources available at any cost: friendship and honest
communication.
The Future of Therapy—
Magnets, Groups, and
Smartphones
Gateway Question 15.10: What will therapy be like in the
future?
Therapy has come a long way since the days of trepanning and
demonology. Still, the search for ways to improve therapy

remains
an urgent challenge for those who devote their lives to helping
oth-
ers. Therapy in the future will likely include some things old
and
some things new (Norcross, Hedges, & Prochaska, 2002):
• More therapy provided by lower cost master’s-level practitio-
ners (counselors, social workers, and psychiatric nurses).
• Greater use of short-term therapy and solution-focused,
problem-solving approaches.
• More precisely targeted medical therapies with fewer side
effects.
• Greater reliance on group therapies and self-help groups run
by paraprofessionals.
• Increased use of Internet services and telephone counseling to
distribute mental health services.
As you might imagine, many of these predicted changes are
based on
pressures to reduce the cost of mental health services.
Psychiatrists
and clinical psychologists are expensive to train. There are too
few to
take on primary responsibility in all cases. Similarly, longer-
term
insight-oriented therapies, in particular psychoanalysis, are an
expen-
sive luxury.
New Medical Therapies

Neuroscience research continues to probe the functioning of the
brain and its various parts in ever-greater detail (Freberg,
2010). As
a result, more precisely targeted medical therapies with fewer
side
effects will continue to be discovered (Morgan & Ricke, 2008).
For
example, a new technique called transcranial magnetic stimula-
tion (TMS) uses magnetic pulses to temporarily block activity
in
specific parts of the brain. Unlike surgical lesioning, TMS is
non-
invasive and is reversible (see • Figure 15.6).
By applying TMS to parts of the frontal lobe, Paulo Boggio and
his colleagues (2010) were able to change the way people made
decisions while gambling. It is not a long stretch to imagine that
this technique might become a powerful adjunct therapy
together
with cognitive therapy to treat compulsive gambling
(Ladouceur,
Lachance, & Fournier, 2009). Similarly, patients with
obsessive-
compulsive disorder have shown marked improvement when
TMS
disrupted brain areas involved in compulsive behavior
(Mantovani
et al., 2010).
Group Therapy
Because it is cost-effective, group therapy, psychotherapy done
with more than one person, will become more common in the
future. This is a trend that began some 50 years ago when psy-
chologists first worked with groups because there was a
shortage of

Therapy and Culture—A Bad Case of “Ifufunyane”Human
Diversity
At the age of 23, the patient was clearly suf-
fering from “ifufunyane,” a form of bewitch-
ment common in the Xhosa culture of South
Africa. However, he was treated at a local hos-
pital by psychiatrists, who said he had schizo-
phrenia and gave him antipsychotic drugs.
The drugs helped, but his family shunned his
fancy medical treatment and took him to a
traditional healer who gave him herbs for his
ifufunyane. Unfortunately, he got worse and
was readmitted to the hospital. This time, the
psychiatrists included the patient’s family in
his treatment. Together, they agreed to treat
him with a combination of antipsychotic
drugs and traditional herbs. This time, the pa-
tient got much better and his ifufunyane was
alleviated, too (Niehaus et al., 2005).
As this example illustrates, culturally
skilled therapists are trained to work with
clients from various cultural backgrounds. To
be culturally skilled, a counselor must be
able to do all of the following (American Psy-
chological Association, 2003, 2008; Brammer,
2012; Fowers & Davidov, 2006):
• Adapt traditional theories and tech-
niques to meet the needs of clients from
non-European ethnic or racial groups.
• Be aware of his or her own cultural val-
ues and biases.

• Establish rapport with a person from a
different cultural background.
• Be open to cultural differences without
resorting to stereotypes.
• Treat members of racial or ethnic com-
munities as individuals.
• Be aware of a client’s ethnic identity and
degree of acculturation to the majority
society.
• Use existing helping resources within a
cultural group to support efforts to re-
solve problems.
Cultural awareness has helped broaden
our ideas about mental health and optimal
development (Brammer, 2012). It is also
worth remembering that cultural barriers
apply to communication in all areas of life,
not just therapy. Although such differences
can be challenging, they are also frequently
enriching (Uwe et al., 2006).
Therapies 535
Culturally skilled therapist A therapist who has the awareness,

knowledge, and skills necessary to treat clients from diverse
cultural
backgrounds.
Transcranial magnetic stimulation (TMS) Use of magnetic
pulses to
temporarily block activity in specific parts of the brain.
Group therapy Psychotherapy conducted in a group setting to
make
therapeutic use of group dynamics.
Psychodrama A therapy in which clients act out personal
conflicts and
feelings in the presence of others who play supporting roles.
Role reversal Taking the role of another person to learn how
one’s own
behavior appears from the other person’s perspective.
Mirror technique Observing another person re-enact one’s own
behavior,
like a character in a play; designed to help persons see
themselves more
clearly.
Family therapy Technique in which all family members
participate, both
individually and as a group, to change destructive relationships
and
communication patterns.
therapists. Many of the therapies we have discussed can be
adapted
for use in groups (Corey, 2012). Surprisingly, group therapy has
turned out to be just as effective as individual therapy and has

some
special advantages (Burlingame, Fuhriman, & Mosier, 2003).
What are the advantages? In group therapy, a person can act out
or directly experience problems. Doing so often produces
insights
that might not occur from merely talking about an issue. In
addi-
tion, other group members with similar problems can offer
support
and useful input. Group therapy is especially good for helping
people understand their personal relationships (McCluskey,
2002).
For reasons such as these, a number of specialized groups have
emerged. Because they range from Alcoholics Anonymous to
Mar-
riage Encounter, we will sample only a few examples.
Psychodrama
One of the first group therapies was developed by Jacob L.
Moreno
(1953), who called his technique psychodrama. In psychodrama,
clients act out personal conflicts with others who play
supporting
roles (Blatner, 2006). Through role-playing, the client re-enacts
incidents that cause problems in real life. For example, Don, a
dis-
turbed teenager, might act out a typical family fight, with the
therapist playing his father and with other clients playing his
mother, brothers, and sisters. Moreno believed that insights
gained
in this way transfer to real life situations.
Therapists using psychodrama often find that role reversals
are helpful. A role reversal involves taking the part of another
person to learn how he or she feels. For instance, Don might

role-
play his father or mother, to better understand their feelings. A
related method is the mirror technique, in which clients observe
another person re-enact their behavior. Thus, Don might briefly
join the audience and watch as another group member plays his
role. This would allow him to see himself as others do. Later,
the
group may summarize what happened and reflect on its meaning
(Turner, 1997).
Family and Couples Therapy
Family relationships are the source of great pleasure and, all too
often, of great pain. In family therapy, husband, wife, and chil-
dren work as a group to resolve the problems of each family
mem-
ber. This is also called couples therapy when children are not
involved (Scheinkman, 2008). Family and couples therapy tends
to be time limited and focused on specific problems, such as
fre-
quent fights or a depressed teenager. For some types of
problems,
family therapy may be superior to other approaches (Capuzzi,
2003; Eisler et al., 2007).
Coil
Magnetic field
Brain
Scalp
Electric current
• Figure 15.6 Transcranial magnetic stimulation (TMS) uses a
small coil held

near the surface of the scalp to create magnetic pulses that
induce electrical activity
in the underlying brain tissue. The result is a temporary
blockage of normal brain
activity. TMS can be used to study brain function and has
already been applied as a
medical therapy (Mantovani et al., 2010).
Co
py
rig
ht
©
C
en
ga
ge
L
ea
rn
in
g
20
13
©
C

ul
tu
ra
l C
re
at
iv
e/
Al
am
y
A group therapy session. Group members offer mutual support
while sharing
problems and insights.
Chapter 15536
Family therapists believe that a problem experienced by one
family member is really the whole family’s problem (Teyber &
McClure, 2011). If the entire pattern of behavior in a family
doesn’t change, improvements in any single family member may
not last. Family members, therefore, work together to improve
communication, to change destructive patterns, and to see them-

selves and each other in new ways (Goldenberg & Goldenberg,
2004; Griffin, 2002).
Does the therapist work with the whole family at once? Family
therapists treat the family as a unit, but they may not meet with
the entire family at each session (Eisler et al., 2007). If a family
crisis is at hand, the therapist may first try to identify the most
resourceful family members, who can help solve the immediate
problem. The therapist and family members may then work on
resolving more basic conflicts and on improving family
relation-
ships (Griffin, 2002).
Group Awareness Training
During the 1960s and 1970s, the human potential movement led
many people to seek personal growth experiences. Often, their
interest was expressed by participation in sensitivity training or
encounter groups.
What is the difference between sensitivity groups and encounter
groups? Sensitivity groups tend to be less confrontational than
encounter groups. Participants in sensitivity groups take part in
exercises that gently enlarge self-awareness and sensitivity to
oth-
ers. For example, in a “trust walk,” participants expand their
confi-
dence in others by allowing themselves to be led around while
blindfolded.
Encounter groups are based on an honest expression of feel-
ings, and intensely personal communication may take place.
Typi-
cally, the emphasis is on tearing down defenses and false fronts.
Because there is a danger of hostile confrontation, participation
is
safest when members are carefully screened and a trained leader

guides the group. In business settings, psychologists still use
the
basic principles of sensitivity and encounter groups—truth, self-
awareness, and self-determination—to improve employee
relation-
ships. Specially designed encounter groups for married couples
are
also widely held (Harway, 2004).
There has also been much public interest in various forms of
large group awareness training. Large group awareness training
refers to programs that claim to increase self-awareness and
facili-
tate constructive personal change. The Garden Company,
Lifespring, the Forum, the Hoffman Quadrinity Process, and
simi-
lar commercial programs are examples. Like the smaller groups
that
preceded them, large-group training combines psychological
exer-
cises, confrontation, new viewpoints, and group dynamics to
pro-
mote personal change.
Are sensitivity, encounter, and awareness groups really psycho-
therapies? These experiences tend to be positive, but they
produce
only moderate benefits (Faith, Wong, & Carpenter, 1995).
More-
over, many of the claimed benefits may result simply from a
kind of
therapy placebo effect, in which improvement is based on a cli-
ent’s belief that therapy will help. Positive expectations, a
break in
daily routine, and an excuse to act differently can have quite an

impact. Also, less ambitious goals may be easier to attain. For
example, one program succeeded in teaching stress-management
techniques in a large group setting (Timmerman, Emmelkamp,
&
Sanderman, 1998). Because of their low cost and versatility,
groups
undoubtedly will continue to grow in popularity as tools for
solv-
ing problems and improving lives (Corey, 2012).
Therapy at a Distance
For better or worse, high-tech psychotherapy and counseling are
rapidly becoming commonplace (Ormay, 2006). Today, psycho-
logical services are available through radio, telephone, e-mail,
Internet chat rooms, and videoconferencing (Maheu et al.,
2004).
What are the advantages and disadvantages of getting help at a
distance?
Media Psychologists
By now you have probably heard a phone-in radio psychologist
or
watched one on television. On a typical program, participants
describe problems arising from child abuse, loneliness, love
affairs,
phobias, sexual adjustment, or depression. The media
psychologist
then offers reassurance, advice, or suggestions for getting help.
Such talk-radio and television programs may seem harmless, but
they raise some important questions. For instance, is it
reasonable
to give advice without knowing anything about a person’s back-
ground? Could the advice do harm? What good can a
psychologist
do in 3 minutes or even an hour?

In their own defense, media psychologists point out that listen-
ers and viewers may learn solutions to their problems by
hearing
others talk. Many also stress that their work is educational, not
therapeutic. The well-known media psychologist Dr. Phil
McGraw
Media psychologists have
been urged to educate
without actually doing
therapy. Some overstep this
boundary, however. Do you
think popular TV psycholo-
gist Dr. Phil sometimes goes
too far?
Fr
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Ge
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Im
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es
Therapies 537
Sensitivity group A group experience consisting of exercises
designed to
increase self-awareness and sensitivity to others.
Encounter group A group experience that emphasizes intensely
honest
interchanges among participants regarding feelings and
reactions to
one another.
Large group awareness training Any of a number of programs
(many of
them commercialized) that claim to increase self-awareness and
facilitate
constructive personal change.
Therapy placebo effect Improvement caused not by the actual
process
of therapy but by a client’s expectation that therapy will help.
has even been awarded a President’s Citation from the
American
Psychological Association for his work in publicizing mental
health issues (Meyers, 2006).

Nevertheless, the question arises: When does advice become
therapy? The American Psychological Association urges media
psychologists to discuss problems only of a general nature
instead
of actually counseling anyone. For example, if a caller
complains
about insomnia, the radio psychologist should talk about
insomnia
in general, not probe the caller’s personal life. A good guide for
anyone tempted to call a radio psychologist or accept advice
from
a TV psychologist might be “let the consumer beware.”
Telephone and Internet Therapists
The same caution applies to commercial telephone and Internet
therapists. A key feature of successful face-to-face therapy is
the
establishment of an effective therapeutic alliance, a continuing
relationship between two people. In this regard, distance thera-
pies are more or less limited by a lack of interpersonal cues,
such
as facial expressions and body language. For example, brief e-
mail
messages are no way to make a diagnosis. And forget about
facial
expressions or body language—not even tone of voice reaches
the
e-mail therapist. Typing emotional icons (called emoticons) like
little smiley faces (k) or frowns (m) is a poor substitute for real
human interaction.
Of special concern is the fact that distance therapists may or
may
not be trained professionals (Bloom, 1998). And even if they
are,

questions exist about whether a psychologist licensed in one
state can
legally do therapy in another state via the telephone or the
Internet.
Regardless, distance counseling and therapy services do have
some advantages. For one thing, clients can more easily remain
anonymous. (But beware that e-mail counseling may not be
com-
pletely confidential and could be intercepted and misused.)
Thus,
a person who might hesitate to see a psychologist can seek help
privately, on the phone or online. Likewise, people who live in
rural areas can more easily work with psychologists living in
large
cities. And, compared with traditional office visits, distance
thera-
pies are less expensive.
Under the right circumstances, distance therapies can be suc-
cessful (Day & Schneider, 2002). For example, in one study,
tele-
phone counseling helped improve success rates for smokers who
wanted to quit (Rabius et al., 2004). Other studies have shown
that
depressed people benefit from telephone therapy (Mohr et al.,
2005; Simon et al., 2004). Psychologists have also demonstrated
success in providing therapy over the Internet, at least for
certain
types of problems (Carlbring et al., 2007; Chester & Glass,
2006;
Klein, Richards, & Austin, 2006).
The Ever-Evolving Internet
The Internet continues to provide new communication tools that
blend voice, text, graphics, and video. Widely available and

inex-
pensive technologies, such as Skype, make it easy to create two-
way
audio-video links that allow a client and therapist to see one
another on computer monitors and to talk via speakerphones.
Doing therapy this way still lacks the close personal contact of
face-to-face interaction. However, it does remove many of the
objections to doing therapy at a distance. It’s very likely that
dis-
tance services will continue to evolve (Riva & Wiederhold,
2006)
and become a major source of mental health care in coming
years
(Schopp, Demiris, & Glueckauf, 2006).
Another interesting cost-saving measure is the idea that com-
puter software may be able to treat some relatively minor
problems
(Craske et al., 2009). In one study, clients worked through ten
computer-guided sessions that helped them identify a problem,
form a plan of action, and work through carrying out the plan.
Most
were satisfied with the help they received ( Jacobs et al., 2001).
Implications
As you can see, psychological services that rely on electronic
com-
munication may serve some useful purposes. However, the value
of therapy offered by commercial telephone “counselors” and
Internet “therapists” remains open to question. The very best
advice given by media psychologists, telephone “counselors,” or
Internet “therapists” may be, “If at all possible, you should con-
sider discussing this problem with a psychologist or counselor
in
your own community.”

A Look Ahead
In the Psychology in Action section that follows, we will return
briefly to behavioral approaches. There you will find a number
of
useful techniques that you may be able to apply to your own
behav-
ior. You’ll also find a discussion of when to seek professional
help
and how to find it. Here’s your authors’ professional advice:
This is
information you won’t want to skip.
Knowledge
Builder Contemporary Issues in Therapy
RECITE
1. Emotional rapport, warmth, understanding, acceptance, and
empathy are the core of
a. the therapeutic alliance b. large-group awareness
training c. role reversals d. action therapy
2. Culturally skilled therapists do all but one of the following;
which
does not apply?
a. Are aware of the client’s degree of acculturation b. Use
helping
resources within the client’s cultural group c. Adapt standard
techniques to match cultural stereotypes d. Are aware of their
own cultural values
Continued

Chapter 15538
3. In psychodrama, people attempt to form meaningful wholes
out of
disjointed thoughts, feelings, and actions. T or F?
4. Most large-group awareness trainings make use of Gestalt
therapy.
T or F?
5. The mirror technique is frequently used in
a. exposure therapy b. psychodrama c. family therapy d. ECT
6. To date, the most acceptable type of “distance therapy” is
a. media psychology b. commercial telephone
counseling c. Internet-based cybertherapy d. based on
videoconferencing
REFLECT
Think Critically
7. In your opinion, do psychologists have a duty to protect
others
who may be harmed by their clients? For example, if a patient
has
homicidal fantasies about his ex-wife, should she be informed?
Relate

What lies at the “heart” of psychotherapy? How would you
describe it to a
friend?
Which of the basic counseling skills do you already use? Which
would
improve your ability to help a person in distress (or even just
have an
engaging conversation)?
Would you rather participate in individual therapy or group
therapy?
What advantages and disadvantages do you think each has?
A neighbor of yours is thinking about getting counseling on the
Internet. What would you tell her about the pros and cons of
distance
therapy?
Answers: 1. a 2. c 3. F 4. F 5. b 6. d 7. According to the law,
there is a
duty to protect others when a therapist could, with little effort,
prevent
serious harm. However, this duty can conflict with a client’s
rights to
confidentiality and with client-therapist trust. Therapists often
must make
difficult choices in such situations.
my uncle had died of lung cancer. He smoked
constantly.”
Therapist: “If you have decided to quit ‘several
times,’ I assume you haven’t succeeded.”

Client: “No, the usual pattern is for me to
become upset about smoking and then to cut
down for a day or two.”
Therapist: “You forget the disturbing image of
your uncle’s death, or whatever, and start smok-
ing again.”
Client: “Yes. I suppose if I had an uncle die every
day or so, I might actually quit!”
The use of intensive behavioral princi-
ples, such as electric shock, to condition an
aversion seems remote from everyday prob-
lems. Even naturally aversive actions are dif-
ficult to apply to personal behavior. As men-
tioned earlier, for instance, rapid smoking is
difficult for most smokers to carry out on
their own. And what about a problem like
overeating? Indeed, it would be difficult to
eat enough to create a lasting aversion to
overeating (although it’s sometimes tempt-
ing to try).
In view of such limitations, psychologists
have developed an alternative procedure
that can be used to curb smoking, overeat-
ing, and other habits (Kearney, 2006; Watson
& Tharp, 2007).
Covert Sensitization In covert sensitization,
aversive imagery is used to reduce the occur-
rence of an undesired response. Here’s how it’s
done: Obtain six 3 by 5 cards and on each
write a brief description of a scene related to
the habit you wish to control. The scene

should be so disturbing or disgusting that
Self-Management and Seeking Professional HelpPsychology in
Action
Gateway Question 15.11: How are
behavioral principles applied to everyday
problems and how could a person find
professional help?
As mentioned elsewhere in this book, you
should seek professional help when a signifi-
cant problem exists. For lesser difficulties you
may want to try applying behavioral princi-
ples yourself (Martin & Pear, 2011; Watson &
Tharp, 2007). (See also Chapter 6.)
Covert Reward and
Punishment—Boosting
Your “Willpower”
Behavior therapy is not a cure-all. Its use is
often quite complicated and requires a great
deal of expertise. Still, behavior therapy offers
a straightforward solution to many problems.
Let’s see how this might be done:
Therapist: “Have you ever decided to quit
smoking cigarettes, watching television too
much, eating too much, drinking too much, or
driving too fast?”
Client: “Well, one of those applies. I have
decided several times to quit smoking.”
Therapist: “When have you decided?”

Client: “Usually after I am reminded of how
dangerous smoking is—like when I heard that ©
La
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Therapies 539 Therapies 539
Covert sensitization Use of aversive imagery
to reduce the occurrence of an undesired
response.

Thought stopping Use of aversive stimuli to
interrupt or prevent upsetting thoughts.
Covert reinforcement Using positive imagery
to reinforce desired behavior.
to reinforce desired behavior. For example,
suppose your target behavior is, once again,
not eating dessert. If this were the case,
you could do the following (Kearney, 2006;
Watson & Tharp, 2007):
Imagine that you are standing at the dessert
table with your friends. As dessert is passed, you
politely refuse and feel good about staying on
your diet.
These images would then be followed by
imagining a pleasant, reinforcing scene:
Imagine that you are your ideal weight. You look
really slim in your favorite color and style. Some-
one you really like says to you, “Gee, you’ve lost
weight. I’ve never seen you look so good.”
For many people, of course, actual direct
reinforcement is the best way to alter behav-
ior. Nevertheless, covert or “visualized” re-
inforcement can have similar effects. To make
use of covert reinforcement, choose one or
more target behaviors and rehearse them men-
tally. Then follow each rehearsal with a vivid,
rewarding image.
Direct reinforcement is described in the
Psychology in Action section of Chapter 6,

pages 234–236.
BRIDGES
Self-Directed Desensitization—
Overcoming Common Fears
You have prepared for 2 weeks to give a speech
in a large class. As your turn approaches, your
hands begin to tremble. Your heart pounds
and you find it difficult to breathe. You say to
your body, “Relax!” What happens? Nothing!
That’s why the first step in desensitization is
learning to relax voluntarily by using the
tension-release method described earlier in
this chapter. As an alternative, you might want
to try imagining a very safe, pleasant, and
relaxing scene. Some people find such images
as relaxing as the tension-release method
(Rosenthal, 1993). Another helpful technique
ing as possible, losing your appetite is almost a
certainty. If you want to apply this technique
to other situations, be aware that vomiting
scenes are especially effective. Covert sensiti-
zation may sound as if you are “playing games
with yourself,” but it can be a great help if you
want to cut down on a bad habit (Kearney,
2006). Try it!
Thought Stopping As discussed earlier, behav-
ior therapists accept that thoughts, like visible
responses, can also cause trouble. Think of
times when you have repeatedly “put yourself
down” mentally or when you have been pre-
occupied by needless worries, fears, or other
negative and upsetting thoughts. If you would

like to gain control over such thoughts,
thought stopping may help you do it.
In thought stopping, aversive stimuli are
used to interrupt or prevent upsetting
thoughts (Bakker, 2009). The simplest
thought-stopping technique makes use of
mild punishment to suppress upsetting men-
tal images and internal “talk.” Simply place a
large, flat rubber band around your wrist. As
you go through the day apply this rule: Each
time you catch yourself thinking the upsetting
image or thought, pull the rubber band away
from your wrist and snap it. You need not
make this terribly painful. Its value lies in
drawing your attention to how often you
form negative thoughts and in interrupting
the flow of thoughts.
A second thought-stopping procedure
requires only that you interrupt upsetting
thoughts each time they occur. Begin by set-
ting aside time each day during which you will
deliberately think the unwanted thought. As
you begin to form the thought, shout “Stop!”
aloud, with conviction. (Obviously, you
should choose a private spot for this part of
the procedure!)
Repeat the thought-stopping procedure
10 to 20 times for the first 2 or 3 days. Then
switch to shouting “Stop!” covertly (to your-
self ) rather than aloud. Thereafter, thought
stopping can be carried out throughout the
day, whenever upsetting thoughts occur. After
several days of practice, you should be able to

stop unwanted thoughts whenever they occur.
Covert Reinforcement Earlier we discussed
how punishing images can be used to decrease
undesirable responses, such as smoking or
overeating. Many people also find it helpful to
covertly reinforce desired actions. Covert
reinforcement is the use of positive imagery
thinking about it would temporarily make
you very uncomfortable about indulging in
the habit. For smoking, the cards might read:
• “I am in a doctor’s office. The doctor looks at
some reports and tells me I have lung cancer.
She says a lung will have to be removed and
sets a date for the operation.”
• “I am in bed under an oxygen tent. My chest
feels caved in. There is a tube in my throat. I
can barely breathe.”
• “I wake up in the morning and smoke a ciga-
rette. I begin coughing up blood.”
• “My lover won’t even kiss me because my
breath smells bad.”
Other cards would continue along the
same line.
For overeating the cards might read like this:
• “I am at the beach. I get up to go for a swim
and I overhear people whispering to each
other, ‘Isn’t that fat disgusting?’”

• “I am at a store buying clothes. I try on several
things that are too small. The only things that
fit look like rumpled sacks. Salespeople are
staring at me.”
• “I can’t fit into my seat at the movies.”
The trick is to get yourself to imagine or
picture vividly each of these disturbing scenes
several times a day. Imagining the scenes can
be accomplished by placing them under stim-
ulus control. Simply choose something you do
frequently each day (such as getting a cup of
coffee or getting up from your chair). Next
make a rule: Before you can get a cup of coffee
or get up from your chair, or whatever you
have selected as a cue, you must take out your
cards and vividly picture yourself engaging in
the action you wish to curb (eating or smok-
ing, for example). Then vividly picture the
scene described on the top card. Imagine the
scene for 30 seconds.
After visualizing the top card, move it to
the bottom so the cards are rotated. Make up
new cards each week. The scenes can be made
much more upsetting than the samples given
here, which are toned down to keep you from
being “grossed out.”
Covert sensitization can also be used
directly in situations that test your self-con-
trol. If you are trying to lose weight, for
instance, you might be able to turn down a
tempting dessert in this way: As you look at

the dessert, visualize maggots crawling all over
it. If you make this image as vivid and nauseat-
Chapter 15540 Chapter 15540
Locating a Therapist If I wanted to talk to a
therapist, how would I find one? Here are some
suggestions that could help you get started:
1. Colleges and universities. If you are a
student, don’t overlook counseling ser-
vices offered by a student health center
or special student counseling facilities.
2. Workplaces. If you have a job, check
with your employer. Some employers
have employee assistance programs that
offer confidential free or low-cost
therapy for employees.
3. Community or county mental health
centers. Most counties and many cities
offer public mental health services.
(These are listed in the phone book.)
Public mental health centers usually
provide counseling and therapy services
directly, and they can refer you to
private therapists.

4. Mental health associations. Many cities
have mental health associations orga-
nized by concerned citizens. Groups
such as these usually keep listings of
qualified therapists and other services
and programs in the community.
5. The Yellow Pages. Psychologists are
listed in the telephone book or on the
Internet under “Psychologists,” or in
some cases under “Counseling Services.”
Psychiatrists are generally listed as a sub-
heading under “Physicians.” Counselors
are usually found under the heading
“Marriage and Family Counselors.”
These listings will usually put you in
touch with individuals in private
practice.
6. Crisis hotlines. The typical crisis
hotline is a telephone service staffed by
community volunteers. These people
are trained to provide information con-
cerning a wide range of mental health
problems. They also have lists of organi-
zations, services, and other resources in
the community where you can go for
help.
■ Table 15.5 summarizes all the sources for
psychotherapy, counseling, and referrals we
have discussed, as well as some additional
possibilities.
Options How would I know what kind of a
therapist to see? How would I pick one? The

choice between a psychiatrist and a psycholo-
cards before the one on which you stopped
the previous day. Continue to work with the
cards until you can visualize the last situation
without experiencing tension (techniques are
based on Wolpe, 1974).
By using this approach you should be able
to reduce the fear or anxiety associated with
things such as public speaking, entering
darkened rooms, asking questions in large
classes, heights, talking to members of the
opposite sex, and taking tests (Watson &
Tharp, 2007). Even if you are not always able
to reduce a fear, you will have learned to
place relaxation under voluntary control.
This alone is valuable because controlling
unnecessary tension can increase energy and
efficiency.
Seeking Professional Help—
When, Where, and How?
Chances are good that at some point you
or someone in your family will benefit from
mental health services of one kind or another.
In one survey, 13.4 percent of all Americans
received treatment for a mental health con-
cern during the preceding year (National
Institute of Mental Health, 2011a).
How would I know if I should seek profes-
sional help at some point in my life? Although
there is no simple answer to this question, the
following guidelines may be helpful:

1. If your level of psychological discomfort
(unhappiness, anxiety, or depression, for
example) is comparable to a level of
physical discomfort that would cause
you to see a doctor or dentist, you
should consider seeing a psychologist or
a psychiatrist.
2. Another signal to watch for is significant
changes in behavior, such as the quality
of your work (or schoolwork), your rate
of absenteeism, your use of drugs
(including alcohol), or your relation-
ships with others.
3. Perhaps you have urged a friend or rela-
tive to seek professional help and were
dismayed because he or she refused to
do so. If you find friends or relatives
making a similar suggestion, recognize
that they may be seeing things more
clearly than you are.
4. If you have persistent or disturbing sui-
cidal thoughts or impulses, you should
seek help immediately.
is to do some deep breathing. Typically, a per-
son who is breathing deeply is relaxed. Shal-
low breathing involves little movement of the
diaphragm. If you place your hand on your
abdomen, it will move up and down if you are
breathing deeply.
Once you have learned to relax, the next

step is to identify the fear you would like to
control and construct a hierarchy.
Procedure for Constructing a Hierarchy Make
a list of situations (related to the fear) that
make you anxious. Try to list at least 10 situa-
tions. Some should be very frightening and
others only mildly frightening. Write a short
description of each situation on a separate
3-by-5 card. Place the cards in order from the
least disturbing situation to the most disturb-
ing. Here is a sample hierarchy for a student
afraid of public speaking:
1. Being given an assignment to speak in
class.
2. Thinking about the topic and the date
the speech must be given.
3. Writing the speech; thinking about
delivering the speech.
4. Watching other students speak in class
the week before the speech date.
5. Rehearsing the speech alone; pretending
to give it to the class.
6. Delivering the speech to my roommate;
pretending my roommate is the teacher.
7. Reviewing the speech on the day it is to
be presented.
8. Entering the classroom; waiting and

thinking about the speech.
9. Being called; standing up; facing the
audience.
10. Delivering the speech.
Using the Hierarchy When you have mastered
the relaxation exercises and have the hierarchy
constructed, set aside time each day to work
on reducing your fear. Begin by performing
the relaxation exercises. When you are com-
pletely relaxed, visualize the scene on the first
card (the least frightening scene). If you can
vividly picture and imagine yourself in the
first situation twice without a noticeable
increase in muscle tension, proceed to the next
card. Also, as you progress, relax yourself
between cards.
Each day, stop when you reach a card that
you cannot visualize without becoming tense
in three attempts. Each day, begin one or two
Therapies 541 Therapies 541
Peer counselor A nonprofessional person who
has learned basic counseling skills.

Self-help group A group of people who share
a particular type of problem and provide
mutual support to one another.
As an alternative you might ask the person
teaching this course for a referral.
Evaluating a Therapist How would I know
whether to quit or ignore a therapist? A bal-
anced look at psychotherapies suggests that all
techniques can be equally successful (Wampold
et al., 1997). However, all therapists are not
equally successful. Far more important than
the approach used are the therapist’s personal
qualities (Okiishi et al., 2003; Prochaska &
Norcross, 2010). The most consistently suc-
cessful therapists are those who are willing to
use whatever method seems most helpful for a
client. They are also marked by personal char-
acteristics of warmth, integrity, sincerity, and
empathy. Former clients consistently rate the
person doing the therapy as more important
than the type of therapy used (Elliott &
Williams, 2003).
It is perhaps most accurate to say that at
this stage of development, psychotherapy is an
art, not a science. The relationship between a
client and therapist is the therapist’s most
basic tool (Hubble, Duncan, & Miller, 1999;
Prochaska & Norcross, 2010). This is why you
must trust and easily relate to a therapist for
therapy to be effective. Here are some danger
signals to watch for in psychotherapy:
• Sexual advances by therapist

• Therapist makes repeated verbal threats or
is physically aggressive
• Therapist is excessively blaming, belit-
tling, hostile, or controlling
• Therapist makes excessive small talk; talks
repeatedly about his/her own problems
• Therapist encourages prolonged depen-
dence on him/her
• Therapist demands absolute trust or tells
client not to discuss therapy with anyone
else
Clients who like their therapist are gener-
ally more successful in therapy (Talley, Strupp,
& Morey, 1990). An especially important part
of the therapeutic alliance is agreement about
the goals of therapy (Meier et al., 2006). It is,
therefore, a good idea to think about what you
would like to accomplish by entering therapy.
professional persons who have learned basic
counseling skills. There is a natural tendency,
perhaps, to doubt the abilities of paraprofes-
sionals. However, many studies have shown
that paraprofessional counselors are often
as effective as professionals (Christensen &
Jacobson, 1994).
Also, don’t overlook self-help groups,
which can add valuable support to profes-
sional treatment. Members of a self-help

group typically share a particular type of
problem, such as eating disorders or coping
with an alcoholic parent. Self-help groups
offer members mutual support and a chance
to discuss problems. In many instances, help-
ing others also serves as therapy for those who
give help (Burlingame & Davies, 2002). For
some problems, self-help groups may be the
best choice of all (Fobair, 1997; Galanter et
al., 2005).
Qualifications You can usually find out about
a therapist’s qualifications simply by asking. A
reputable therapist will be glad to reveal his or
her background. If you have any doubts, cre-
dentials may be checked and other helpful
information can be obtained from local
branches of any of the following organiza-
tions. You can also browse the websites listed
here:
American Association for Marriage and
Family Therapy (www.aamft.org)
American Family Therapy Academy
(www.afta.org)
American Psychiatric Association
(www.psych.org)
American Psychological Association
(www.apa.org)
Association of Humanistic Psychology
(www.ahpweb.org)
Canadian Psychiatric Association
(www.cpa-apc.org)
Canadian Psychological Association
(www.cpa.ca)
Mental Health America

(www.nmha.org)
The question of how to pick a particular
therapist remains. The best way is to start
with a short consultation with a respected
psychiatrist, psychologist, or counselor. This
will allow the person you consult to evaluate
your difficulty and recommend a type of ther-
apy or a therapist who is likely to be helpful.
gist is somewhat arbitrary. Both are trained to
do psychotherapy and can be equally effective
as therapists (Seligman, 1995). Although a
psychiatrist can administer somatic therapy
and prescribe drugs, so can psychologists in
New Mexico and Louisiana (Munsey, 2006).
Besides, a psychologist can work in conjunc-
tion with a physician if such services are
needed.
Fees for psychiatrists are usually higher,
averaging about $160 to $200 an hour. Psy-
chologists average about $100 an hour. Coun-
selors and social workers typically charge
about $80 per hour. Group therapy averages
only about $40 an hour because the therapist’s
fee is divided among several people.
Be aware that most health insurance plans
will pay for psychological services. If fees are a
problem, keep in mind that many therapists
charge on a sliding scale, or ability-to-pay
basis, and that community mental health cen-
ters almost always charge on a sliding scale. In
one way or another, help is almost always
available for anyone who needs it.

Some communities and college campuses
have counseling services staffed by sympathetic
paraprofessionals or peer counselors. These
services are free or very low cost. As mentioned
earlier, paraprofessionals are people who work
in a near-professional capacity under profes-
sional supervision. Peer counselors are non-
Mental Health
Resources
• Family doctors (for referrals to mental
health professionals)
• Mental health specialists, such as psychia-
trists, psychologists, social workers, and
mental health counselors
• Religious leaders/counselors
• Health maintenance organizations (HMOs)
• Community mental health centers
• Hospital psychiatry departments and outpa-
tient clinics
• University—or medical school—affiliated
programs
• State hospital outpatient clinics
• Family service/social agencies
• Private clinics and facilities

• Employee assistance programs
• Local medical, psychiatric, or psychological
societies
■ TABLE 15.5
National Institute of Mental Health (2010b).
Chapter 15542 Chapter 15542
It’s always tempting to avoid facing up to
personal problems. With this in mind, you
should give a therapist a fair chance and not
give up too easily. But don’t hesitate to change
therapists or to terminate therapy if you lose
confidence in the therapist or if you don’t
relate well to the therapist as a person.
• What risks do I face if I begin therapy?
• How long do you expect treatment to
last?
• What form of treatment do you expect to
use?
• Are there alternatives to therapy that

might help me as much or more?
Write down your goals and discuss them
with your therapist during the first session.
Your first meeting with a therapist should
also answer all of the following questions
(Somberg, Stone, & Claiborn, 1993):
• Will the information I reveal in therapy
remain completely confidential?
Knowledge
Builder Self-Management and Seeking
Professional Help
RECITE
1. Covert sensitization and thought stopping combine aversion
therapy and cognitive therapy. T or F?
2. Like covert aversion conditioning, covert reinforcement of
desired
responses is also possible. T or F?
3. Exercises that bring about deep-muscle relaxation are an
essential
element in covert sensitization. T or F?
4. Items in a desensitization hierarchy should be placed in
order from
the least disturbing to the most disturbing. T or F?
5. The first step in desensitization is to place the visualization
of
disturbing images under stimulus control. T or F?
6. Persistent emotional discomfort is a clear sign that

professional
psychological counseling should be sought. T or F?
7. Community mental health centers rarely offer counseling or
therapy
themselves; they only do referrals. T or F?
8. In many instances, a therapist’s personal qualities have more
of an
effect on the outcome of therapy than does the type of therapy
used. T or F?
REFLECT
Critical Thinking
9. Would it be acceptable for a therapist to urge a client to
break all ties
with a troublesome family member?
Self-Reflect
How could you use covert sensitization, thought stopping, and
covert
reinforcement to change your behavior? Try to apply each
technique to a
specific example.
Just for practice, make a fear hierarchy for a situation you find
frightening. Does vividly picturing items in the hierarchy make
you tense
or anxious? If so, can you intentionally relax using the tension-
release
method?
Assume that you want to seek help from a psychologist or other

mental health professional. How would you proceed? Take some
time to
actually find out what mental health services are available to
you.
Answers: 1. T 2. T 3. F 4. T 5. F 6. T 7. F 8. T 9. Such
decisions must be
made by clients themselves. Therapists can help clients evaluate
important decisions and feelings about significant persons in
their lives.
However, actively urging a client to sever a relationship borders
on
unethical behavior.
Chapter in Review Gateways to Therapies
15.1 How did psychotherapy originate?
15.1.1 Early approaches to mental illness were dominated by
superstition and moral condemnation.
15.1.2 Demonology attributed mental disturbance to
demonic possession and prescribed exorcism as the cure.
15.1.3 In some instances, the actual cause of bizarre behav-
ior may have been ergot poisoning.
15.1.4 More humane treatment began in 1793 with the
work of Philippe Pinel in Paris.
15.2 Is Freudian psychoanalysis still used?
15.2.1 As the first true psychotherapy, Freud’s psychoanaly-
sis gave rise to modern psychodynamic therapies.
15.2.2 The psychoanalyst uses free association, dream analy-

sis, and analysis of resistance and transference to reveal health-
producing insights.
15.2.3 Some critics argue that traditional psychoanalysis
receives credit for spontaneous remissions of symptoms.
However,
psychoanalysis is successful for many patients.
15.2.4 Psychoanalysts have become relatively rare because
psychoanalysis is expensive and time intensive. Brief psychody-
namic therapy (which relies on psychoanalytic theory but is
brief
and focused) is as effective as other major therapies. One
example
is interpersonal psychotherapy.
Gateway QUESTIONS REVISITED
Therapies 543
15.3 How do psychotherapies differ?
15.3.1 All psychotherapy aims to facilitate positive changes
in personality, behavior, or adjustment.
15.3.2 Psychotherapies may be classified as insight, action,
directive, nondirective, and combinations of these.
15.3.3 Therapies may be conducted either individually or in

groups, and they may be time limited.
15.4 What are the major humanistic therapies?
15.4.1 Client-centered (or person-centered) therapy is non-
directive, based on insights gained from conscious thoughts and
feelings, and dedicated to creating an atmosphere of growth.
15.4.2 Unconditional positive regard, empathy, authenticity,
and reflection are combined to give the client a chance to solve
his
or her own problems.
15.4.3 Existential therapies focus on the end result of the
choices one makes in life. Clients are encouraged through con-
frontation and encounter to exercise free will and to take
responsi-
bility for their choices.
15.4.4 Gestalt therapy emphasizes immediate awareness of
thoughts and feelings. Its goal is to rebuild thinking, feeling,
and
acting into connected wholes and to help clients break through
emotional blockages.
15.5 How does cognitive therapy change thoughts and
emotions?
15.5.1 Cognitive therapy emphasizes changing thought pat-
terns that underlie emotional or behavioral problems. Changing
the thought patterns can have a positive impact on emotions and
behavior.
15.5.2 Aaron Beck’s cognitive therapy focuses on changing
several major distortions in thinking: selective perception, over-
generalization, and all or nothing thinking.

15.5.3 In a variation of cognitive therapy called rational-
emotive behavior therapy (REBT), clients learn to recognize
and
challenge the irrational beliefs that are at the core of their mal-
adaptive thinking patterns.
15.6 What is behavior therapy?
15.6.1 Behavior therapists use the learning principles of clas-
sical or operant conditioning to directly change human
behavior.
15.6.2 In aversion therapy, classical conditioning is used
to associate maladaptive behavior (such as smoking or drinking)
with pain or other aversive events in order to inhibit undesirable
responses.
15.6.3 In desensitization, gradual adaptation and reciprocal
inhibition break the link between fear and particular situations.
15.6.4 Typical steps in desensitization are: Construct a fear
hierarchy; learn to produce total relaxation; and perform items
on
the hierarchy (from least to most disturbing).
15.6.5 Desensitization may be carried out with real settings
or it may be done by vividly imagining the fear hierarchy or by
watching models perform the feared responses.
15.6.6 In some cases, virtual reality exposure can be used to
present fear stimuli in a controlled manner.
15.6.7 A newer technique called eye movement desensitiza-
tion and reprocessing (EMDR) shows promise as a treatment for
traumatic memories and stress disorders. At present, however,

EMDR is highly controversial.
15.7 What role do operant principles play in behavior therapy?
15.7.1 Operant principles, such as positive reinforcement,
nonreinforcement, extinction, punishment, shaping, stimulus
control, and time out, are used to extinguish undesirable
responses
and to promote constructive behavior.
15.7.2 Nonreward can extinguish troublesome behaviors.
Often this is done by simply identifying and eliminating
reinforc-
ers, particularly attention and social approval.
15.7.3 To apply positive reinforcement and operant shaping,
tokens are often used to reinforce selected target behaviors.
15.7.4 Full-scale use of tokens in an institutional setting
produces a token economy. Toward the end of a token economy
program, patients are shifted to social rewards such as
recognition
and approval.
15.8 How do psychiatrists treat psychological disorders?
15.8.1 Medical approaches to mental disorders, such as
drugs, surgery, and hospitalization, are similar to medical treat-
ments for physical ailments. All medical treatments for psycho-
logical disorders have pros and cons. Overall, however, their
effectiveness is improving.
15.8.2 Three medical, or somatic, approaches to
treatment are pharmacotherapy, electrical stimulation
therapy (including electroconvulsive therapy [ECT]), and
psychosurgery.

15.8.3 Community mental health centers seek to avoid or
minimize mental hospitalization. They also seek to prevent
men-
tal health problems through education, consultation, and crisis
intervention.
15.9 Are various psychotherapies effective, and what do they
have in common?
15.9.1 Effective psychotherapies are based on the therapeu-
tic alliance, a protected setting, catharsis, insights, new
perspec-
tives, and a chance to practice new behaviors.
15.9.2 Psychotherapy is generally effective, although no
single form of therapy is superior to others.
15.9.3 All of the following are helping skills that can be
learned: active listening, acceptance, reflection, open-ended
questioning, support, respect, patience, genuineness, and
paraphrasing.
15.9.4 The culturally skilled counselor must be able
to establish rapport with a person from a different cultural
background and adapt traditional theories and techniques
to meet the needs of clients from non-European ethnic
groups.

Chapter 15544
15.10 What will therapy be like in the future?
15.10.1 Therapy can be done with groups of people based
on a simple extension of individual methods or based on tech-
niques developed specifically for groups.
15.10.2 In psychodrama, individuals enact roles and inci-
dents resembling their real-life problems. In family therapy, the
family group is treated as a unit.
15.10.3 Sensitivity and encounter groups encourage positive
personality change. Large-group awareness training attempts to
do
the same, but the benefits of such programs are questionable.
15.10.4 Media psychologists, telephone counselors, and
cybertherapists may, on occasion, do some good. However, each
has drawbacks, and the effectiveness of telephone counseling
and
cybertherapy has not been established.
15.10.5 Therapy by videoconferencing shows more promise
as a way to provide mental health services at a distance.
15.11 How are behavioral principles applied to everyday prob-
lems and how could a person find professional help?
15.11.1 Some personal problems can be successfully treated
using self-management techniques, such as covert reinforce-
ment, covert sensitization, thought stopping, and self-directed
desensitization.
15.11.2 In covert sensitization, aversive images are used to
discourage unwanted behavior. Thought stopping uses mild pun-

ishment to prevent upsetting thoughts. Covert reinforcement is a
way to encourage desired responses by mental rehearsal.
15.11.3 Desensitization pairs relaxation with a hierarchy of
upsetting images in order to lessen fears.
15.11.4 In most communities, a competent and reputable
therapist can be located with public sources of information or
through a referral.
15.11.5 Practical considerations such as cost and qualifica-
tions enter into choosing a therapist. However, the therapist’s
per-
sonal characteristics are of equal importance.
Token Economies Read about the use of token economies with
autistic children.
Medications for Mental Illness Explore some information about
dif-
ferent drugs used to treat mental illness.
ECT Read more about the pros and cons of ECT.
Lobotomy Read a case study of lobotomy and the history of the
transorbital lobotomy procedure.
American Association for Marriage and Family Therapy Visit
the
website of the AAMFT.
American Self-Help Group Clearinghouse Explore this database
of
over 1,000 self-help groups.
Dr. Phil See for yourself how Dr. Phil publicizes mental health

issues.
Therapy Effectiveness Read an article about the effectiveness of
therapy.
Finding a Therapist in Your Hometown Use the Internet to
locate a
local therapist.
Find a Therapist Another Internet tool to help you locate a
therapist.
Web Resources
Internet addresses frequently change. To find an up-to-date list
of
URLs for the sites listed here, visit your Psychology
CourseMate.
Pre-Columbian Trephination Read about the first psychosurgery
as
a treatment for mental illness.
Philippe Pinel Read about Pinel’s contribution to the history of
the
treatment of mental illness.
Freud and Psychoanalysis Read about the history of
psychoanalysis.
Existential Therapy Explore this extensive website about
existential
therapy.
The Beck Institute Read about cognitive therapy and visit the
rest of
the Beck Institute website.

Albert Ellis Institute Read about Albert Ellis and his Rational-
Emotive Behavior Therapy.
Systematic Desensitization Explore this self-administered
procedure.
Virtual Reality Therapy Learn more about VR therapy.
MEDIA RESOURCES
Therapies 545
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