In Vivo Exposure and Flooding

In Vivo Exposure and Flooding

1. Submitted to:
Prof. Agnes Montalbo
Rizal Technological University
Submitted by:
Bea Leonida

2. anxiety-induction therapies for phobias
that:
expose the individual to the feared
object without chance of escape
designed to extinguish the response

3. the therapist exposes the person to a
highly feared situation and prevents
escape or avoidance
the person should not be exposed to
further CS-US pairings that would
serve to strengthen the fear

4. anxiety is encouraged
relaxation training is not a part of the
procedure
phobias with a more focused CS may
be extinguished in one training
session

5. phobias with more diffuse or multi-
element CSs may require many
sessions

6. the fear-arousing situation can be
introduced gradually when it produces
an intolerable fear
high anxiety may lead to avoidance of
treatment

7. the therapist may consider
accompany the client during the most
feared encounters
flooding appears to be relatively safe

9. in vivo and imaginal flooding are
equally effective
in vivo procedures may be difficult to
apply
flooding is about as effective as
desensitization

10. imaginal flooding is more effective
than imaginal desensitization
flooding may be more effective than
drug therapies

11. implosive therapy requires the person
to imagine unrealistic, exaggerated,
or unlikely harmful events that are
associated with the fear

12. exaggeration does not seem to make
implosion more effective than flooding

13. videotapes are often used to train
skills
videotapes may lose their
effectiveness if the trainee is
distracted by an interesting story line

14. observing a video may be more
effective than role playing

15. assertiveness training
involves teaching how to express
feelings and beliefs in a direct and
honest and socially appropriate
manner

16. treatment might increase or
decrease assertiveness
assertion training may not
generalize to all types of
assertiveness

17. interviews allow the individual to
describe problems with their
assertiveness
excesses and deficits of
assertiveness can be observed in
role playing of an assertive act

18. assertiveness questionnaires ask
the person to select descriptions of
how they would behave in assertion
situations

20. overt modeling techniques have
been used effectively to train
assertion skills
◦clients are shown examples of
appropriate assertive behavior

21. ◦Clients are then asked to imitate the
behavior (behavioral rehearsal)
covert modeling requires the person
to imagine making assertive
responses

22. ◦the therapist provides suggestions
about what to include in the scene

23. ◦the individual creates a clear image
of the situation
◦the person is instructed to
incorporate into the scene a positive
outcome

24. videotaped modeling is effective for
reducing anxiety associated with
medical treatment
videos should show the procedures
and a calm but realistic emotional
response by the model

25. studies evaluating videotaped
modeling show decreases in
anxiety and faster recovery

26. aversion therapy introduces a
noxious stimulus in association with
an unwanted behavior
aversive stimuli have included:
◦electric shock & nausea
◦paralysis & humiliation

27. smoking and associated activities
have been paired with electric shock
rapid smoking uses the smoke as
an aversive stimulus by requiring very
high rates of smoking

28. overindulgence in smoke seems to
serve as a more effective aversive
stimulus than shock or imagined
scenes
imagined negative scenes can serve
as the aversive stimulus

29. shock and nausea have been used
as aversive stimuli to stop excessive
drinking
shock seems relatively ineffective

30. more effective treatments use drugs
such as emetine to associate the
taste of alcohol with nausea

31. aversion therapy has not had
widespread application with alcohol
abuse for several reasons:
questions have been raised about
the ethics of the treatment

32. the treatment requires close
supervision by a therapist and is
expensive
clients tend to circumvent the
aversive contingencies