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Series I - Systems of Psychotherapy, Engaging and Retaining Clients in Psychotherapy
presented by Joshua K. Swift, fl. 2007; produced by American Psychological Association, in Series I - Systems of Psychotherapy (District of Columbia: American Psychological Association, 2019), 1 hour 22 mins
In Engaging and Retaining Clients in Psychotherapy, Dr. Joshua K. Swift demonstrates his approach to encouraging clients to attend, engage in, and complete psychotherapy treatment. This approach includes strategies that assist in incorporating preferences into the treatment decision-making process and assisting th...
Sample
presented by Joshua K. Swift, fl. 2007; produced by American Psychological Association, in Series I - Systems of Psychotherapy (District of Columbia: American Psychological Association, 2019), 1 hour 22 mins
Description
In Engaging and Retaining Clients in Psychotherapy, Dr. Joshua K. Swift demonstrates his approach to encouraging clients to attend, engage in, and complete psychotherapy treatment. This approach includes strategies that assist in incorporating preferences into the treatment decision-making process and assisting the client in planning for appropriate termination. In this video program, Dr. Swift provides education about patterns of change in psych...
In Engaging and Retaining Clients in Psychotherapy, Dr. Joshua K. Swift demonstrates his approach to encouraging clients to attend, engage in, and complete psychotherapy treatment. This approach includes strategies that assist in incorporating preferences into the treatment decision-making process and assisting the client in planning for appropriate termination. In this video program, Dr. Swift provides education about patterns of change in psychotherapy with an older female client who is grieving from several losses in her family. Topics such as the importance of strengthening hope, enhancing motivation, and fostering the therapeutic alliance are discussed in comprehensive detail.
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Field of Study
Counseling & Therapy
Content Type
Counseling session, Instructional material
Contributor
American Psychological Association
Author / Creator
Joshua K. Swift, fl. 2007
Date Published / Released
2019
Publisher
American Psychological Association
Series
Series I - Systems of Psychotherapy
Topic / Theme
Role-taking, Decision-making skills, Loss
Copyright Message
Copyright © 2019 American Psychological Association
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Series I - Systems of Psychotherapy, The Dynamics of Power and Privilege in Psychotherapy
directed by Jon Mark Tullos, fl. 1997; presented by Katherine Helm and Malin Fors, fl. 2009; produced by Jon Mark Tullos, fl. 1997, Governors State University. Division of Digital Learning and Media Design, in Series I - Systems of Psychotherapy (District of Columbia: American Psychological Association, 2019), 1 hour 39 mins
In this program, Malin Fors demonstrates and discusses clinical topics associated with the model, such as voluntary and involuntary self-disclosure, similarities between patient and therapist, and internalized oppression, and then highlights specific moments in the demonstration session where client–therapist po...
Sample
directed by Jon Mark Tullos, fl. 1997; presented by Katherine Helm and Malin Fors, fl. 2009; produced by Jon Mark Tullos, fl. 1997, Governors State University. Division of Digital Learning and Media Design, in Series I - Systems of Psychotherapy (District of Columbia: American Psychological Association, 2019), 1 hour 39 mins
Description
In this program, Malin Fors demonstrates and discusses clinical topics associated with the model, such as voluntary and involuntary self-disclosure, similarities between patient and therapist, and internalized oppression, and then highlights specific moments in the demonstration session where client–therapist power dynamics come into play.
Field of Study
Counseling & Therapy
Content Type
Instructional material, Counseling session
Contributor
Jon Mark Tullos, fl. 1997, Governors State University. Division of Digital Learning and Media Design
Author / Creator
Jon Mark Tullos, fl. 1997, Katherine Helm, Malin Fors, fl. 2009
Date Published / Released
2019
Publisher
American Psychological Association
Series
Series I - Systems of Psychotherapy
Topic / Theme
Self-disclosure, Psychodynamic approaches, Discrimination (behavioral), Gender roles, Person-centered therapy
Copyright Message
Copyright © 2019 American Psychological Association
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Series II - Specific Treatments for Specific Populations, Cognitive-Behavioral Psychoeducation for Clinical Anxiety
directed by Jon Mark Tullos, fl. 1997; presented by Jonathan S. Abramowitz, fl. 2000; produced by Jon Mark Tullos, fl. 1997, Governors State University. Division of Digital Learning and Media Design, in Series II - Specific Treatments for Specific Populations (District of Columbia: American Psychological Association, 2019), 1 hour 25 mins
Helping clients understand the cognitive and behavioral processes involved in their clinical anxiety is important for getting the most out of cognitive-behavioral therapy. Dr. Jonathan S. Abramowitz’ cognitive-behavioral psychoeducation approach provides an explanation of techniques and how they work, so that th...
Sample
directed by Jon Mark Tullos, fl. 1997; presented by Jonathan S. Abramowitz, fl. 2000; produced by Jon Mark Tullos, fl. 1997, Governors State University. Division of Digital Learning and Media Design, in Series II - Specific Treatments for Specific Populations (District of Columbia: American Psychological Association, 2019), 1 hour 25 mins
Description
Helping clients understand the cognitive and behavioral processes involved in their clinical anxiety is important for getting the most out of cognitive-behavioral therapy. Dr. Jonathan S. Abramowitz’ cognitive-behavioral psychoeducation approach provides an explanation of techniques and how they work, so that the client has a sense of agency and responsibility in their progress. This educational approach focuses on helping clients understand th...
Helping clients understand the cognitive and behavioral processes involved in their clinical anxiety is important for getting the most out of cognitive-behavioral therapy. Dr. Jonathan S. Abramowitz’ cognitive-behavioral psychoeducation approach provides an explanation of techniques and how they work, so that the client has a sense of agency and responsibility in their progress. This educational approach focuses on helping clients understand the psychological processes that are involved in the maintenance of clinical anxiety and related problems. In this video program, Dr. Abramowitz demonstrates this approach by helping the patient learn to think of the anxiety response as a normal and adaptive response to the perception of threat that does not have to be resisted. In the demonstration, the approach is applied with a client who is suffering from panic and generalized anxiety.
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Field of Study
Counseling & Therapy
Content Type
Counseling session, Instructional material
Contributor
Jon Mark Tullos, fl. 1997, Governors State University. Division of Digital Learning and Media Design
Author / Creator
Jon Mark Tullos, fl. 1997, Jonathan S. Abramowitz, fl. 2000
Date Published / Released
2019
Publisher
American Psychological Association
Series
Series II - Specific Treatments for Specific Populations
Topic / Theme
Anxiety disorders, Anxiety, Panic, Cognitive behavioral therapy
Copyright Message
Copyright © 2019 American Psychological Association
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Series II - Specific Treatments for Specific Populations, Emotion-Centered Problem-Solving Therapy: Working With Clients With Suicidal Ideat...
directed by Jon Mark Tullos, fl. 1997; presented by Christine Maguth Nezu and Arthur M. Nezu, fl. 1979; produced by Jon Mark Tullos, fl. 1997, Governors State University. Division of Digital Learning and Media Design, in Series II - Specific Treatments for Specific Populations (District of Columbia: American Psychological Association, 2019), 1 hour 46 mins
Emotion-centered problem-solving therapy is a transdiagnostic approach that teaches individuals, via an experiential learning framework, a series of skills geared to foster their flexibility and resilience when coping with major life stressors. Emotion-centered problem-solving therapy is the updated version of pro...
Sample
directed by Jon Mark Tullos, fl. 1997; presented by Christine Maguth Nezu and Arthur M. Nezu, fl. 1979; produced by Jon Mark Tullos, fl. 1997, Governors State University. Division of Digital Learning and Media Design, in Series II - Specific Treatments for Specific Populations (District of Columbia: American Psychological Association, 2019), 1 hour 46 mins
Description
Emotion-centered problem-solving therapy is a transdiagnostic approach that teaches individuals, via an experiential learning framework, a series of skills geared to foster their flexibility and resilience when coping with major life stressors. Emotion-centered problem-solving therapy is the updated version of problem-solving therapy, which has over thirty years of demonstrated efficacy regarding multiple clinical disorders, particularly depressi...
Emotion-centered problem-solving therapy is a transdiagnostic approach that teaches individuals, via an experiential learning framework, a series of skills geared to foster their flexibility and resilience when coping with major life stressors. Emotion-centered problem-solving therapy is the updated version of problem-solving therapy, which has over thirty years of demonstrated efficacy regarding multiple clinical disorders, particularly depression. This newer version provides additional tools to help people better understand and regulate negative emotionality in order to more successfully problem solve stressful difficulties. In this video program, Dr. Arthur M. Nezu works with a client who is dealing with substantial life setbacks with the goal of enhancing his ability to both learn and apply the problem-solving skills, whereas Dr. Christine Maguth Nezu discusses various teaching moments identified within this clinical demonstration that illustrate the four major toolkits that embody emotion-centered problem-solving therapy.
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Field of Study
Counseling & Therapy
Content Type
Counseling session
Contributor
Jon Mark Tullos, fl. 1997, Governors State University. Division of Digital Learning and Media Design
Author / Creator
Jon Mark Tullos, fl. 1997, Christine Maguth Nezu, Arthur M. Nezu, fl. 1979
Date Published / Released
2019
Publisher
American Psychological Association
Series
Series II - Specific Treatments for Specific Populations
Topic / Theme
Disorders, Psychological issues, Problem-solving skills, Stress, Depressive disorder, Suicide, Emotion-Focused Therapy, Low self-esteem, Suicidal ideation, Depression (emotion), Emotion-focused therapy
Copyright Message
Copyright © 2019 American Psychological Association
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Series III - Behavioral Health and Health Counseling, Cognitive Behavioral Therapy for Chronic Pain
directed by Jon Mark Tullos, fl. 1997; presented by Beth Darnall, fl. 2013; produced by Jon Mark Tullos, fl. 1997, Governors State University. Division of Digital Learning and Media Design, in Series III - Behavioral Health and Health Counseling (District of Columbia: American Psychological Association, 2019), 1 hour 19 mins
A common misconception about pain is that it is best treated with a purely biomedical approach. In fact, the biopsychosocial model of pain treatment comprehensively addresses the psychosocial factors that are integral to the experience of pain and profoundly influence need for-- and response to-- medical treatment...
Sample
directed by Jon Mark Tullos, fl. 1997; presented by Beth Darnall, fl. 2013; produced by Jon Mark Tullos, fl. 1997, Governors State University. Division of Digital Learning and Media Design, in Series III - Behavioral Health and Health Counseling (District of Columbia: American Psychological Association, 2019), 1 hour 19 mins
Description
A common misconception about pain is that it is best treated with a purely biomedical approach. In fact, the biopsychosocial model of pain treatment comprehensively addresses the psychosocial factors that are integral to the experience of pain and profoundly influence need for-- and response to-- medical treatments. Despite the critical role of psychology in pain, psychologists and mental health professionals commonly receive little or no pain tr...
A common misconception about pain is that it is best treated with a purely biomedical approach. In fact, the biopsychosocial model of pain treatment comprehensively addresses the psychosocial factors that are integral to the experience of pain and profoundly influence need for-- and response to-- medical treatments. Despite the critical role of psychology in pain, psychologists and mental health professionals commonly receive little or no pain training. In this program, Dr. Beth Darnall works with a woman suffering from debilitating pain and posttraumatic stress disorder caused by injuries sustained in an auto collision. During the session, Dr. Darnall uses cognitive behavioral therapy for chronic pain (pain-CBT) and teaches the patient several key pain psychology concepts as well as patient-centered and values-based chronic pain self-management techniques. Also included in this program are teaching moments that emphasize the importance of establishing the pain treatment rationale with basic pain neuroscience education that any therapist can, and should, use.
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Field of Study
Counseling & Therapy
Content Type
Counseling session
Contributor
Jon Mark Tullos, fl. 1997, Governors State University. Division of Digital Learning and Media Design
Author / Creator
Jon Mark Tullos, fl. 1997, Beth Darnall, fl. 2013
Date Published / Released
2019
Publisher
American Psychological Association
Series
Series III - Behavioral Health and Health Counseling
Topic / Theme
Disorders, Psychological issues, Pain disorder, Posttraumatic stress disorder, Chronic pain, Self help, Cognitive behavioral therapy
Copyright Message
Copyright © 2019 American Psychological Association
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Series IX - Children and Adolescents, Children Experiencing Fear and Anxiety
presented by Bonnie Zucker, fl. 2016; produced by American Psychological Association, in Series IX - Children and Adolescents (District of Columbia: American Psychological Association, 2019), 1 hour 3 mins
It is common for children to experience fear and anxiety throughout the course of their young lives, which is why it is important to equip children in therapy with tools and strategies to effectively handle stressful situations. Cognitive–behavioral therapy is the most empirically supported approach to treating...
Sample
presented by Bonnie Zucker, fl. 2016; produced by American Psychological Association, in Series IX - Children and Adolescents (District of Columbia: American Psychological Association, 2019), 1 hour 3 mins
Description
It is common for children to experience fear and anxiety throughout the course of their young lives, which is why it is important to equip children in therapy with tools and strategies to effectively handle stressful situations. Cognitive–behavioral therapy is the most empirically supported approach to treating anxiety disorders, in both children and adults, for several reasons: The approach provides an opportunity for the client to take owners...
It is common for children to experience fear and anxiety throughout the course of their young lives, which is why it is important to equip children in therapy with tools and strategies to effectively handle stressful situations. Cognitive–behavioral therapy is the most empirically supported approach to treating anxiety disorders, in both children and adults, for several reasons: The approach provides an opportunity for the client to take ownership in the treatment process, fosters social and cognitive learning, and encourages self-regulation and problem-solving skills. Although therapy may handle any of the three primary components to anxiety — physiological (body), cognitive (thoughts), and behavioral — the successful treatment of childhood anxiety requires that each component be addressed systematically. In this video, Dr. Bonnie Zucker works with a young female client to demonstrate specific cognitive–behavioral therapy techniques and strategies such as identifying and replacing cognitive distortions, stopping worry loop recordings, and showing how to construct a hierarchy used to help the child-client face her fears in a gradual, step-by-step fashion.
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Field of Study
Counseling & Therapy
Content Type
Instructional material, Counseling session
Contributor
American Psychological Association
Author / Creator
Bonnie Zucker, fl. 2016
Date Published / Released
2019
Publisher
American Psychological Association
Series
Series IX - Children and Adolescents
Topic / Theme
Empirically supported treatment, Cognitive development, Adolescent psychology, Child psychology, Fearfulness, Anxiety, Cognitive behavioral therapy
Copyright Message
Copyright © 2019 American Psychological Association
×
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Autism Spectrum Disorder Series, Autism Spectrum Disorder
produced by Symptom Media, in Autism Spectrum Disorder Series (Carlsbad, CA: Symptom Media, 2018), 11 mins
Daniel talks to Dr. Lindsey about school, his excellent grades, his friend Justin, his interest in Legos and how he's currently feeling: mad. When questioned as to why he's mad, Daniel answers that it is because kids are mean. As the therapist progresses through the interview we learn of an incident at school wh...
Sample
produced by Symptom Media, in Autism Spectrum Disorder Series (Carlsbad, CA: Symptom Media, 2018), 11 mins
Description
Daniel talks to Dr. Lindsey about school, his excellent grades, his friend Justin, his interest in Legos and how he's currently feeling: mad. When questioned as to why he's mad, Daniel answers that it is because kids are mean. As the therapist progresses through the interview we learn of an incident at school where Daniel became angry and yelled at another classmate who was bullying him at the time of the outburst. Daniel makes little eye cont...
Daniel talks to Dr. Lindsey about school, his excellent grades, his friend Justin, his interest in Legos and how he's currently feeling: mad. When questioned as to why he's mad, Daniel answers that it is because kids are mean. As the therapist progresses through the interview we learn of an incident at school where Daniel became angry and yelled at another classmate who was bullying him at the time of the outburst. Daniel makes little eye contact, engages in self-stimulatory behavior, struggles to answer more open-ended or abstract questions, speaks in a pressured manner and often provides answers that feel scripted. Daniel says that he has one friend at school and that his brother sits with him on the bus. When questioned about a toy Daniel brought with him, he becomes more visibly engaged in speaking about his passion for trains and begins detailing all the types of trains that he's brought into Dr. Lindsey's office.
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Field of Study
Counseling & Therapy
Content Type
Counseling session
Contributor
Symptom Media
Date Published / Released
2018
Publisher
Symptom Media
Series
Autism Spectrum Disorder Series
Topic / Theme
Disorders, Psychological issues, Autistic disorder, Sadness, Anger, Cognitive behavioral therapy
Copyright Message
Copyright © 2018 Symptom Media
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Autism Spectrum Disorder Series, Autism Spectrum Disorder, Mild
produced by Symptom Media, in Autism Spectrum Disorder Series (Carlsbad, CA: Symptom Media, 2018), 4 mins
Daniel talks to Dr. Lindsey about school, his excellent grades, his friend Justin, his interest in Legos and how he's currently feeling: mad. When questioned as to why he's mad, Daniel answers that it is because kids are mean. As the therapist progresses through the interview we learn of an incident at school wh...
Sample
produced by Symptom Media, in Autism Spectrum Disorder Series (Carlsbad, CA: Symptom Media, 2018), 4 mins
Description
Daniel talks to Dr. Lindsey about school, his excellent grades, his friend Justin, his interest in Legos and how he's currently feeling: mad. When questioned as to why he's mad, Daniel answers that it is because kids are mean. As the therapist progresses through the interview we learn of an incident at school where Daniel became angry and yelled at another classmate who was bullying him at the time of the outburst. Daniel makes little eye cont...
Daniel talks to Dr. Lindsey about school, his excellent grades, his friend Justin, his interest in Legos and how he's currently feeling: mad. When questioned as to why he's mad, Daniel answers that it is because kids are mean. As the therapist progresses through the interview we learn of an incident at school where Daniel became angry and yelled at another classmate who was bullying him at the time of the outburst. Daniel makes little eye contact, engages in self-stimulatory behavior, struggles to answer more open-ended or abstract questions, speaks in a pressured manner and often provides answers that feel scripted. Daniel says that he has one friend at school and that his brother sits with him on the bus. When questioned about a toy Daniel brought with him, he becomes more visibly engaged in speaking about his passion for trains and begins detailing all the types of trains that he's brought into Dr. Lindsey's office.
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Show less
Field of Study
Counseling & Therapy
Content Type
Counseling session
Contributor
Symptom Media
Date Published / Released
2018
Publisher
Symptom Media
Series
Autism Spectrum Disorder Series
Topic / Theme
Psychological issues, Disorders, Developmental disabilities, Autistic disorder, Irritability, Anger, Social inhibition, Cognitive behavioral therapy
Copyright Message
Copyright © 2018 Symptom Media
×
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Autism Spectrum Disorder Series, Autism Spectrum Disorder, Moderate
produced by Symptom Media, in Autism Spectrum Disorder Series (Carlsbad, CA: Symptom Media, 2018), 6 mins
In this variation, Daniel presents with a moderate case of Autism. Daniel was brought in to speak with the therapist because of an outburst at school following an incident of bullying by his classmate Ryan Fields. When Ryan scooted his desk over to Daniel and whispered something in Daniel's ear, Daniel got mad a...
Sample
produced by Symptom Media, in Autism Spectrum Disorder Series (Carlsbad, CA: Symptom Media, 2018), 6 mins
Description
In this variation, Daniel presents with a moderate case of Autism. Daniel was brought in to speak with the therapist because of an outburst at school following an incident of bullying by his classmate Ryan Fields. When Ryan scooted his desk over to Daniel and whispered something in Daniel's ear, Daniel got mad and threw an eraser. Daniel’s ability to recount the entire ordeal and go back and forth with the interviewer is indicative of the fa...
In this variation, Daniel presents with a moderate case of Autism. Daniel was brought in to speak with the therapist because of an outburst at school following an incident of bullying by his classmate Ryan Fields. When Ryan scooted his desk over to Daniel and whispered something in Daniel's ear, Daniel got mad and threw an eraser. Daniel’s ability to recount the entire ordeal and go back and forth with the interviewer is indicative of the fact that it’s not as severe. Daniel’s speech is still pressured but he’s able to stop for a moment and think and then respond. In this case, asking a question doesn't necessarily paralyze Daniel and he doesn't dismiss it, ignore it or change the subject. Daniel does avoid eye contact but still appears to be comfortable in the room, he’s not rocking and there’s no echolalia.
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Field of Study
Counseling & Therapy
Content Type
Counseling session
Contributor
Symptom Media
Date Published / Released
2018
Publisher
Symptom Media
Series
Autism Spectrum Disorder Series
Topic / Theme
Disorders, Psychological issues, Autistic disorder, Social inhibition
Copyright Message
Copyright © 2018 Symptom Media
×
See details
Autism Spectrum Disorder Series, Autism Spectrum Disorder, Moderate-Severe
produced by Symptom Media, in Autism Spectrum Disorder Series (Carlsbad, CA: Symptom Media, 2018), 8 mins
Daniel was brought in to visit the therapist after an incident that took place at school with a classmate named Ryan Fields. Daniel displays more moderate severe symptoms such as echolalia, is unable to demonstrate many social skills or answer abstract questions, maintains little eye contact, and gives abbreviate...
Sample
produced by Symptom Media, in Autism Spectrum Disorder Series (Carlsbad, CA: Symptom Media, 2018), 8 mins
Description
Daniel was brought in to visit the therapist after an incident that took place at school with a classmate named Ryan Fields. Daniel displays more moderate severe symptoms such as echolalia, is unable to demonstrate many social skills or answer abstract questions, maintains little eye contact, and gives abbreviated answers. When asked about his toy train, Daniel quickly deviates into discussing his passion of trains.
Field of Study
Counseling & Therapy
Content Type
Counseling session
Contributor
Symptom Media
Date Published / Released
2018
Publisher
Symptom Media
Series
Autism Spectrum Disorder Series
Topic / Theme
Psychological issues, Disorders, Developmental disabilities, Autistic disorder, Irritability, Anger, Social inhibition, Cognitive behavioral therapy
Copyright Message
Copyright © 2018 Symptom Media
×
