Complete and submit your graphic organizer on marriages.To com.docx

Complete and submit your graphic organizer on marriages.
To complete this assignment, review the Graphic Organizer on
Marriages Guidelines and Rubric document.
SCS 100 Theme 2: Marriage Graphic Organizer
Using the three different representations of marriage presented
in the learning block (polyandry, arranged marriages, and
walking marriages), fill in the graphic organizer below. In Part
A, you will have to first identify the biases you have regarding
marriage and their influence on your perspective of marriage. In
Part B, you will then take an objective stance and discuss the
advantages and disadvantages of these types of marriage. In
Part C, you will create a question a social scientist might ask to
further the investigation of marriage.
· In this first step, do your best to identify three of your biases
on marriage due to your culture and religion. The American
culture and legal system generally allow only one type of
marriage. What type of bias does this embed in us? The
religions that people belong to and practice can also impact
their biases toward marriage, depending on how their chosen
religion defines marriage. How does this influence your
perspective of marriage in general? How does this bias
influence your perspective on these specific types of marriage?
Biases
Bias 1:
Bias 2:

Bias 3:
Influence of the Biases
· While it is impossible to “check our culture and biases at the
door” and become totally objective, we can identify our biases
(as you have already done above) and try to ignore them in
order to consider other points of view. In this next step, take a
culturally relativistic standpoint (in other words, try to
overcome your biases) and consider the tenets of each type of
marriage. Why might these other forms of marriage be more
successful or advantageous in certain contexts than the Western
concept of marriage (based on love and monogamy)? Then, from
that same culturally relativistic standpoint, also consider some
possible drawbacks to these forms of marriage.
Type of Marriage
Advantages
Drawbacks
Polyandry

Arranged Marriages
Walking Marriages
· Create a question: In this learning block, you were given a lot
of information about marriage and what marriage means in
different cultures. You were also asked to think about what
marriage means to you. The next step is to take the information
you have been given and create a question a social scientist
might ask to further the investigation of marriage. For example,

after reading about arranged marriages, you might ask: Are
rates of depression higher in women in arranged marriages?
Social scientists use existing information to come up with new
questions. This is the iterative process of social science
research.
Theory and Practice of Counseling and Psychotherapy
TENTH EDITION
Gerald Corey
Cengage Learning

Copyright © 2017 Cengage Learning
1
Chapter 11
Choice Theory/Reality Therapy
2
Basic Assumptions (slide 1 of 2)
Symptoms are the result of choices we’ve made
We can choose to think, feel and behave differently
Reality therapy is based on Choice Theory
Emphasis is on personal responsibility
Therapist’s function is to keep therapy focused on the present
and not on symptoms
Theory and Practice of Counseling and Psychotherapy - Chapter
11 (1)
3
Basic Assumptions (slide 2 of 2)
We often mistakenly choose misery in our best attempt to meet
our needs

We act responsibly when we meet our needs without keeping
others from meeting their needs
The notion of transference is rejected by reality therapists
11 (2)
4
Basic Human Needs
All internally motivated behavior is geared toward meeting one
or more of our basic genetically encoded needs:
Love and belonging
Power
Freedom
Fun
Survival (physiological needs)
11 (3)
5
Our Quality World
Our quality world consists of our visions of specific people,
activities, events, beliefs, and situations that will fulfill our
needs
Our quality world is like a picture album of specific wants as
well as precise ways to satisfy these wants

Getting into the clients’ quality world is the art of therapy
11 (4)
6
11 (5)
Total Behavior
Doing – active behaviors
Thinking – thoughts, self-statements
Feelings – anger, joy, pain, anxiety
Physiology – bodily reactions
7
11 (6)
Cycle of Counseling
Two major components:
Creating the counseling environment
Supportive, challenging, and noncoercive
Implementing specific procedures that lead to changes in
behavior
WDEP

8
The “WDEP” System
Procedures That Lead to Change:
W Wants - What do you want to be and do?
D Doing and Direction - What are you doing?
Where do you want to go?
E Evaluation - Does your present behavior have a
reasonable chance of getting you what you want?
P Planning – “SAMIC3”
11 (7)
9
Planning For Change
S Simple
A Attainable
M Measurable
I Immediate and involved
C Controlled by the planner, committed to, and
consistently done
11 (8)
10

Application to Group Counseling
(slide 1 of 2)
Group leaders and members jointly determine goals and plans of
action
Members explore new courses of behavior that will bring them
closer to getting what they want out of life
Leaders challenge members to evaluate for themselves if what
they are currently doing is working for them
11 (9)
11
Application to Group Counseling
(slide 2 of 2)
Feedback from leaders and members can help individuals design
realistic and attainable plans
Group setting encourages members to take an active stance in
attaining change in their lives
11 (10)
12
Strengths from a Diversity Perspective (slide 1 of 2)

Therapists demonstrate their respect for their clients’ cultural
values by helping them explore how satisfying their current
behavior is to themselves and others
It is a sign of respect that the reality therapist refrains from
deciding what behaviors should be changed
With a focus on thinking and acting rather than on feelings,
many clients are less likely to display resistance
11 (11)
13
Strengths from a Diversity Perspective (slide 2 of 2)
The principles underlying choice theory are universal, which
makes choice theory applicable to all people
Reality therapy is an open system that allows for flexibility in
application based on the needs of culturally diverse individuals
11 (12)
14
Limitations from a Diversity Perspective
Reality therapy gives only limited attention to helping people
address environmental and social problems

Some reality therapists may not pay enough attention to
systemic and environmental factors that can limit the potential
for choice
Some clients are very reluctant to directly verbally express what
they need
11 (13)
15
Contributions of Reality Therapy (slide 1 of 2)
RT has a relatively short-term focus and deals with conscious
behavioral problems
The existential underpinnings of choice theory are a major
strength of this approach, which accentuates taking
responsibility for what we are doing
11 (14)
16
Contributions of Reality Therapy (slide 2 of 2)
With the emphasis on responsibility and choice, individuals can
acquire a sense of self-direction and empowerment
RT can be effectively used with individuals who manifest
reluctance and who are highly resistant

RT has been effectively used in addiction treatment and
recovery programs for over 30 years
11 (15)
17
Limitations of Reality Therapy
(slide 1 of 2)
Some feel RT does not adequately address important
psychological concepts such as insight, the unconscious, dreams
and transference
Clinicians may have trouble viewing all psychological disorders
(including serious mental illness) as behavioral choices
More empirical support of RT is needed
11 (16)
18
Limitations of Reality Therapy
(slide 2 of 2)
Some therapists may impose personal views on clients by
deciding for them what constitutes responsible behavior
RT is often construed as simple and easy to master when in fact
it requires much training to implement properly

11 (17)
19
TENTH EDITION
Gerald Corey
Cengage Learning
1
Chapter 10
Cognitive Behavior Therapy
2
Cognitive Behavioral Approaches (slide 1 of 2)
The various cognitive behavioral approaches share the
following attributes:

A collaborative relationship between client and therapist
The premise that psychological distress is often maintained by
cognitive processes
A focus on changing cognitions to produce desired changes in
affect and behavior
10 (1)
3
Cognitive Behavioral Approaches (slide 2 of 2)
The various cognitive behavioral approaches share the
following attributes:
A present-centered, time-limited focus
An active and directive stance by the therapist
An educational treatment focusing on specific and structured
target problems
10 (2)
4
Albert Ellis’s REBT
Rational Emotive Behavior Therapy (REBT)

Assumes that cognitions, emotions, and behaviors interact and
have a reciprocal cause-and-effect relationship
Is highly didactic and directive
Teaches that our emotions stem mainly from our beliefs,
evaluations, interpretations, and reactions to life situations
10 (3)
5
REBT: An Educational Process
Clients learn to identify the interplay of their thoughts, feelings,
and behaviors and to identify and dispute irrational beliefs
maintained by self-indoctrination
Clients learn to stop absolutistic thinking, blaming, and
repeating false beliefs and replace ineffective ways of thinking
with effective and rational cognitions
10 (4)
6
The A-B-C Theory of Personality
A
Activating
event

B
Belief
D
Disputing intervention
E
Effective philosophy
F
New feeling
C
Consequence
10 (5)
7
Irrational Beliefs
Three basics MUSTS we internalize that inevitably lead to self-
defeat:

“I MUST do well and be loved and approved by others.”
“Other people MUST treat me fairly, kindly, and well.”
“The world and my living conditions MUST be comfortable,
gratifying, and just, providing me with all that I want in life.”
10 (6)
8
Therapeutic Goals
To help clients differentiate between realistic and unrealistic
goals and between self-defeating and life-enhancing goals
To assist clients in the process of achieving:
Unconditional self-acceptance (USA)
Unconditional other-acceptance (UOA)
Unconditional life-acceptance (ULA)
10 (7)
9
Therapeutic Techniques
(slide 1 of 2)
Therapists practicing REBT use the following techniques:
Disputing irrational beliefs
Doing cognitive homework
Bibliotherapy
Changing one’s language

Psychoeducational methods
10 (8)
10
Therapeutic Techniques
(slide 2 of 2)
Therapists practicing REBT use the following techniques:
Rational emotive imagery
Using humor
Role playing
Shame-attacking exercises
Standard behavior therapy procedures
10 (9)
11
Application of REBT to
Group Counseling (slide 1 of 2)
Tailored for specific diagnoses such as anxiety, panic, eating
disorders, and phobias
Treatments are standardized and based on empirical evidence
Use of homework allows lessons learned in group to generalize
to the client’s daily environment
10 (10)

12
Application of REBT to
Group REBT affords many opportunities to
Practice assertiveness skills
Take risks by practicing different behaviors
Challenge self-defeating thinking
Learn from the experiences of others
Interact therapeutically and socially with each other in after-
group sessions
10 (11)
13
Aaron Beck’s Cognitive Therapy (slide 1 of 2)
Insight-focused therapy with an emphasis on changing negative
thoughts and maladaptive beliefs
Clients’ distorted beliefs are the result of cognitive errors
Psychological problems are an exaggeration of adaptive
responses resulting from commonplace cognitive distortions
10 (12)
14

Aaron Beck’s Cognitive Therapy (slide 2 of 2)
Through Socratic dialogue/reflective questioning, clients test
the validity of their cognitions (collaborative empiricism)
Change results from reevaluating faulty beliefs based on
contradictory evidence that clients have gathered
Hundreds of studies have confirmed the theoretical
underpinnings of CT and established its efficacy for a wide
range of psychiatric disorders
10 (13)
15
Theoretical Assumptions
People’s internal communication is accessible to introspection
Clients’ beliefs have highly personal meanings
These meanings can be discovered by the client rather than
being taught or interpreted by the therapist
10 (14)
16
CT’s Cognitive Distortions

Arbitrary inferences
Selective abstraction
Overgeneralization
Magnification and minimization
Personalization
Labeling and mislabeling
Dichotomous thinking
10 (15)
17
Negative Cognitive Triad
Pattern that triggers depression:
Clients hold negative views of themselves
“I am a lousy person”
Selective abstraction
Client interprets life events through a negative filter
“The world is a negative place where bad things are bound to
happen to me”
Client holds a gloomy vision of the future
“The world is bleak and it isn’t going to improve”
10 (16)

18
Applications of Cognitive Therapy
The length and course of CT varies greatly and is determined by
the therapy protocols used for specific diagnoses
Examples:
CT for depression: lasts 16 to 20 sessions and begins with
behavioral activation
CT for panic disorder: lasts 6 to 12 sessions and targets
catastrophic beliefs about internal physical and mental
sensations
10 (17)
19
Strengths-Based Cognitive Behavioral Therapy
Developed by Christine Padesky and Kathleen Mooney,
S-B CBT is a variant of Aaron Beck’s cognitive therapy
Involves identifying and integrating client strengths at each
phase of therapy
Active incorporation of client strengths encourages clients to
engage more fully in therapy and often provides avenues for
change that otherwise would be missed
10 (18)
20

Applications for
Strengths-Based CBT
An add-on for classic CBT
A four-step model to build resilience and other positive
qualities
The NEW paradigm for chronic difficulties and personality
disorders
10 (19)
21
Donald Meichenbaum’s
Cognitive Behavior Modification
Focus:
Client’s self-statements or self-talk
Premise:
As a prerequisite to behavior change, clients must notice how
they think, feel, and behave, and what impact they have on
others
Basic assumption:
Distressing emotions are typically the result of maladaptive
thoughts
10 (20)
22

Meichenbaum’s CBM
Self-instructional therapy focus:
Trains clients to modify the instructions they give to themselves
so that they can cope more effectively
Emphasis is on acquiring practical coping skills
Cognitive structure:
The organizing aspect of thinking, which seems to monitor and
direct the choice of thoughts
The “executive processor”
10 (21)
23
Behavior Change in CBM
Three phases of behavior change
1. Self-observation
Starting a new internal dialogue
Learning new skills
10 (22)
24
Meichenbaum’s Stress Inoculation training

SIT is a three-phase coping skills program
1. The conceptual-educational phase
2. Skills acquisition and skills consolidation phase
3. Application and follow-through phase
10 (23)
25
Cognitive Narrative Approach
to CBT
Focuses on the plots, characters, and themes in the stories
people tell about themselves and others
Meichenbaum claims that we are all “story tellers”
In therapy, clients learn how they construct reality, examine the
implications and conclusions they draw from their stories, and
develop resilient-engendering behaviors
10 (24)
26
Strengths from a Diversity Perspective
CBT uses the individual’s belief system, or worldview, as part
of the method of self-exploration
Emphasis on cognition and action, and on relationship issues

appeals to clients from diverse backgrounds
CBT and multicultural therapy share common assumptions that
make integration possible
10 (25)
27
Limitations from a Diversity Perspective (slide 1 of 2)
REBT’s negative view of dependency clashes with the view of
interdependence as necessary to good mental health
The “rapid-fire active approach,” used by some clinicians may
alienate those who value being reflective
Terms such as “irrational” or “maladaptive” may seem
disrespectful and insensitive to clients who have felt
marginalized in society
10 (26)
28
Limitations from a Diversity Perspective (slide 2 of 2)
The emphasis on assertiveness, independence, verbal ability,
rationality, cognition, and behavioral change may limit CBT’s
use in cultures that hold different values

Inexperienced therapists may overemphasize cognitive
restructuring to the neglect of environmental interventions
10 (27)
29
Contributions of CBT
(slide 1 of 2)
Both Ellis’s REBT and Beck’s CT represent the most systematic
applications of CBT
The approaches are relatively brief and structured treatments
that are cost effective
The cognitive behavioral theorists have demystified the therapy
process
10 (28)
30
Contributions of CBT
(slide 2 of 2)

The credibility of this model grows out of the fact that many of
its propositions have been empirically tested
All cognitive behavioral approaches place emphasis on
practicing new skills both in therapy and in daily life, and
homework is a key part of the learning process
10 (29)
31
Limitations of CBT
Extensive training is required to practice CBT
Therapists may misuse power by imposing their ideas of what
constitutes “rational” thinking on a client
The strong confrontational style of Ellis’s REBT may
overwhelm some clients
Some clinicians think CBT interventions overlook the value of
exploring a client’s past experiences
10 (30)
32

TENTH EDITION
Gerald Corey
Cengage Learning
1
Chapter 9
Behavior Therapy
2
Four Areas of Development
(slide 1 of 2)
1. Classical (or Respondent) Conditioning
Refers to what happens prior to learning that creates a response
through pairing
2. Operant Conditioning
Focuses on a type of learning in which behaviors are influenced
mainly by the consequences that follow them
9 (1)
3

Four Areas of Development
(slide 2 of 2)
3. Social-Learning (or Social-Cognitive) Approach
Gives prominence to the triadic reciprocal interaction between
an individual’s behavior, personal factors, and the environment
4. Cognitive Behavior Therapy
Social skills training, cognitive therapy, stress management
training, mindfulness, and acceptance-based practices all
represent the cognitive behavioral tradition
9 (2)
4
Behavior Therapy (slide 1 of 3)
A set of clinical procedures relying on experimental findings of
psychological research
Based on principles of learning that are systematically applied
Focus is on the client’s current problems and on assessing
behavior through observation or self-monitoring
9 (3)
5

Largely action-oriented and educational – therapist teaches
clients skills of self-management
Behavior is something that can be operationally defined; it
includes overt actions as well as internal processes
Change can take place without insight into underlying dynamics
and the origins of a psychological problem
9 (4)
6
Behaviorists ask: “What treatment, by whom, is the most
effective for this individual with that specific problem and
under which set of circumstances?”
The general goals of behavior therapy are to increase personal
choice and to create new conditions for learning
9 (5)
7
Functional Assessment of Behavior
A-B-C model
Antecedent(s)
Behavior(s)

Consequence(s)
BehaBvior
Consequence
9 (6)
A
B
C
8
Operant Conditioning
Positive and negative reinforcement
Goal: to increase target behavior
Extinction
Goal: to decrease or eliminate a behavior by withholding
reinforcement from a previously reinforced response
Positive and negative punishment
Goal: to decrease target behavior
9 (7)
9

Progressive Muscle Relaxation
Progressive muscle relaxation is a popular method of teaching
people to cope with the stresses produced by daily living
Relaxation becomes a well-learned response, which can become
a habitual pattern if practiced daily
Relaxation procedures have been applied to a variety of clinical
problems ranging from chronic pain to panic disorder
9 (8)
10
Systematic Desensitization
Based on classical conditioning, SD was developed by Joseph
Wolpe
SD is effective in reducing maladaptive anxiety and treating
anxiety-related disorders, particularly specific phobias
SD entails relaxation training, development of a graduated
anxiety hierarchy, and presentation of hierarchy items while
client is deeply relaxed
9 (9)
11

Exposure Therapies (slide 1 of 2)
In Vivo Desensitization
Involves client exposure to the actual anxiety-evoking events
rather than simply imagining these situations
Flooding
In vivo or imaginal exposure to anxiety-evoking stimuli for a
prolonged period of time without the feared consequences
9 (10)
12
Exposure Therapies (slide 2 of 2)
Eye Movement Desensitization and Reprocessing (EMDR)
An exposure-based therapy
Involves imaginal flooding, cognitive restructuring, and the use
of rhythmic eye movements and other bilateral stimulation to
treat traumatic stress disorders
Extensive research has validated EMDR
9 (11)
13
Social Skills Training
Helps clients develop and achieve skills in interpersonal
competence

May involve behavioral procedures (e.g., psychoeducation,
modeling, behavior rehearsal, and feedback)
If clients can correct their problematic behaviors in practice
situations, they can then apply these new skills in daily life
9 (12)
14
Self-Management Programs
In S-M programs people make decisions concerning specific
behaviors they want to control or change
The process includes selecting goals, translating goals into
target behaviors, self-monitoring, working out a plan for
change, and evaluating an action plan
S-M strategies have been successfully applied to many
populations and problems
9 (13)
15
Multimodal Therapy
A comprehensive, systematic, holistic approach to behavior
therapy developed by Arnold Lazarus

Grounded in social-cognitive theory
Applies diverse behavioral techniques to a wide range of
problems; it encourages technical eclecticism
9 (14)
16
Multimodal Therapy: BASIC ID
The complex personality of human beings can be divided into
seven major areas of functioning:
B = behavior
A = affective responses
S = sensations
I = images
C = cognitions
I = interpersonal relationships
D = drugs, biological functions, nutrition, and exercise
9 (15)
17
Dialectical Behavior Therapy
A promising blend of behavioral and psychoanalytic techniques
for treating borderline personality disorders and other issues
Includes both acceptance-oriented and change-oriented
strategies

Skills are taught in four modules: mindfulness, interpersonal
effectiveness, emotional regulation, and distress tolerance
9 (16)
18
Mindfulness-Based Stress Reduction
Assists people in learning to live more fully in the present
The skills taught in MBSR include sitting meditation and
mindful yoga, aimed at cultivating mindfulness
Didactic instruction is minimized and experiential learning and
self-discovery are emphasized
MBSR is not a form of psychotherapy per se, but it can be an
adjunct to therapy
9 (17)
19
Mindfulness-Based Cognitive Therapy
An 8-week group treatment program adapted from MBSR that
includes components of CBT
Clients learn to respond in skillful and intentional ways to their
automatic negative thought patterns
Kindness and self-compassion are essential components of
MBCT

9 (18)
20
Acceptance and Commitment Therapy
ACT involves fully accepting present experience and mindfully
letting go of obstacles
There is little emphasis on changing the content of a client’s
thoughts. Instead, the emphasis is on acceptance
(nonjudgmental awareness) of cognitions
The goal of ACT is to allow for increased psychological
flexibility
9 (19)
21
Application to
Treatments
Rely on empirical support and tend to be brief
Emphasize self-management skills and thought restructuring
Leaders
Use a brief, directive, psychoeducational approach
Conduct behavioral assessments

9 (20)
22
Application to
Leaders and members
Create collaborative, precise treatment goals
Devise a specific treatment plan to help each member meet
goals
Objectively measure treatment outcome
9 (21)
23
Strengths from a Diversity Perspective
Behavior therapy may appeal to culturally diverse clients for
many reasons (e.g., it emphasizes objectivity, tasks, cognition,
behavior, action, coping, problem-solving, etc.)
Behavior therapy focuses on environmental, social, and political
conditions that contribute to a client’s problems
9 (22)
24

Limitations from a Diversity Perspective
Some counselors may use a variety of techniques in narrowly
treating specific behavioral problems
Therapists who do not assess the interpersonal and cultural
dimensions of the client’s problem may not adequately prepare
him/her for the consequences of newly acquired social skills
9 (23)
25
Contributions of Behavior Therapy
The specificity of the behavioral approaches helps clients
translate unclear goals into concrete plans of action
A wide variety of specific behavioral techniques have been
developed
Behavioral interventions have been subjected to more rigorous
evaluation than other approaches
Behavior therapy emphasizes ethical accountability
9 (24)
26

Limitations of Behavior Therapy (slide 1 of 2)
Heavy focus on behavioral change may detract from client’s
experience of emotions
Some counselors believe the therapist’s role as a teacher
deemphasizes the important relational factors in the client-
therapist relationship
Behavior therapy does not place emphasis on insight
9 (25)
27
Limitations of Behavior Therapy (slide 2 of 2)
Behavior therapy tends to focus on symptoms rather than
underlying causes of maladaptive behaviors
There is potential for the therapist to manipulate the client
using this approach
Some clients may find the directive approach imposing or too
mechanistic
9 (26)
28

SCS 100 Learning Block 3-4 Marriage Graphic Organizer
Rubric
Prompt: Complete and submit your Marriage Graphic Organizer.
Instructor Feedback: This activity uses an integrated rubric in
Blackboard. Students can view instructor feedback in the Grade
Center. For more information,
review these instructions.
Critical Elements Proficient (100%) Needs Improvement (85%)
Not Evident (0%) Value
Engagement of
Response
Provides a response to parts a,
b, and c in the graphic organizer
Provides a response to parts a,
b, or c but not to all three
Does not provide a response to
any parts of the organizer
30

Topical Response Provides responses that relate
to personal biases, advantages
and drawbacks of the three
types of marriages presented
Responses are only partially
related to personal biases,
advantages, and drawbacks of
the three types of marriages
presented
Responses are not provided 30
Question Develops a question that social
scientists might ask to further
the investigation of marriage
Develops a question, but the
question is not relevant to
content provided
A question is not provided 30
Communicates
Clearly
Clearly communicates ideas and
thoughts in graphic organizer
Responses in graphic organizer
needs clarification in order to
support ideas presented
Responses in graphic organizer
are not legible and key ideas are
not understandable

10
Total 100%
http://snhu-
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0/Theme2/scs100_theme2_marriage_graphic_organizer.docx
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media.snhu.edu/files/production_documentation/formatting/rubr
ic_feedback_instructions_student.pdf

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