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<v Speaker 1>Welcome back. We continue on this time we're switching categories

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<v Speaker 1>into our thoughts and emotions and how they shape how

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<v Speaker 1>we experience the world and make decisions. So we're gonna

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<v Speaker 1>be looking at cognitive affective basis of behavior. This makes

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<v Speaker 1>up about anywhere between twelve to thirteen percent of the

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<v Speaker 1>E triple P. There's about six categories overall, and this

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<v Speaker 1>is one of the larger ones, not by much, but

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<v Speaker 1>it is a little bit larger than some of the

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<v Speaker 1>other ones. So you want again focus on connecting theoretical

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<v Speaker 1>models to real world applications because the exam will emphasize

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<v Speaker 1>how cognitive emotional processes influence behavior in various contexts rather

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<v Speaker 1>than abstract theoretical detail. It's all about application, folks, and

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<v Speaker 1>how you use this. So let's get right into our

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<v Speaker 1>first one and things you're going to need to pay

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<v Speaker 1>attention to that we're going to cover today the major

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<v Speaker 1>information processing components, which include attention. Actually we're not going

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<v Speaker 1>to cover it today, We're going to cover it throughout.

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<v Speaker 1>But if we're going to cover attention and coding, storage

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<v Speaker 1>and retrieval, and how disruptions in each component manifests in

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<v Speaker 1>psychological functioning, we're going to look at memory systems, short

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<v Speaker 1>term sensory, long term working memory, explicit versus implicit. We

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<v Speaker 1>look at the three major theories of emotion, cognitive developed theories,

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<v Speaker 1>the difference between intrinsic and extrinsic motivation, common cognitive biases,

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<v Speaker 1>and emotion regulation strategies. So today we're gonna be looking

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<v Speaker 1>at cognitive theories and clinical applications. So let's go ahead

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<v Speaker 1>and do that. The other part I was summarizing with

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<v Speaker 1>what we're going to be looking at in the next

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<v Speaker 1>few podcasts. So first thing is you definitely need to

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<v Speaker 1>know is PHA four stages. We'll be looking at those

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<v Speaker 1>more in depth. Map how thinking evolves from sensation to

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<v Speaker 1>abstract reasoning. Information processing models. They break down cognition into

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<v Speaker 1>input storage and then retrieval. Schema. Mo mental models and

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<v Speaker 1>scripts shape how we interpret and predict the world. Heuristics

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<v Speaker 1>which they help with simplify decisions but of course have

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<v Speaker 1>a higher percentage of errors. Cognitive biases also affect our

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<v Speaker 1>decision making and therapeutic accuracy, and cognitive disortions comes from

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<v Speaker 1>the world with CBT, their maladaptive maladaptive thought patterns. Cognition

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<v Speaker 1>doesn't just explain how we think. It defines how we

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<v Speaker 1>interpret everything, from the way child selves a puzzle to

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<v Speaker 1>how a clinician mistreads a client's body language. Cognitive theories

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<v Speaker 1>help the code to mental machinery behind learning, perception, judgment,

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<v Speaker 1>and memory. So let's take a look at first at

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<v Speaker 1>pha's four stages, going back to old school and undergrads

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<v Speaker 1>if you remember learning this and bobbing grad school again.

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<v Speaker 1>But we're going to look at it a little differently today.

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<v Speaker 1>We're not just going to describe the stages. We're going

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<v Speaker 1>to look to see how they re present qualitative shift

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<v Speaker 1>in our thinking and how we can apply it in

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<v Speaker 1>our work. Sensory motor stage birth to two years and

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<v Speaker 1>this is where attachment theory starts its development right right

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<v Speaker 1>and around that time, infants learn through direct interaction with

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<v Speaker 1>the world, grasping and touching and banging. Object permanence is

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<v Speaker 1>a big part of this emerges near the end of

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<v Speaker 1>this stage, which means they learned that objects still exist

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<v Speaker 1>even when out a site. Object permanence is in the

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<v Speaker 1>sensory motor stage of birth to two years of age,

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<v Speaker 1>and it's kind of interesting as if we go to

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<v Speaker 1>the psychodynamic world, you have a concept called object constancy,

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<v Speaker 1>which is associated with things like fear of abandonment. If

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<v Speaker 1>you don't have good object constancy, you're afraid if somebody

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<v Speaker 1>leaves or they're hanging out with their friends, they may

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<v Speaker 1>not come back to you. So it's like a cousin

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<v Speaker 1>of object permanence. But object permanence is in sensory motor

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<v Speaker 1>stage preoperational stage. Language explodes, the logic is still limited.

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<v Speaker 1>The left side of the brain is what they theorize

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<v Speaker 1>kicks in. Children show egocentrism, difficulty seeing others perspectives. At

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<v Speaker 1>this stage, remember pre operational is two to seven, they

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<v Speaker 1>believe inanimate objects are still alive, a lot of these

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<v Speaker 1>dolls that they have or stuffed animals. And they struggle

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<v Speaker 1>with conservation volume, which doesn't change just because shape does.

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<v Speaker 1>Remember that old experiment with the long glass and the

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<v Speaker 1>short ones. They both the equals volume, but they move

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<v Speaker 1>the water from one to another. They can't figure that

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<v Speaker 1>out quite yet, maybe towards the later stages close to seven.

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<v Speaker 1>Next we go into what they call concrete operational stage,

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<v Speaker 1>and this is where logic improves, but it is tied

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<v Speaker 1>to tangible and visible things. In seven to eleven, you're

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<v Speaker 1>looking right around first grade. Towards fifth grade, children master conservation,

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<v Speaker 1>so now they know volume doesn't change just because the

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<v Speaker 1>shape does. They know classification and reversibility, but abstract ideas

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<v Speaker 1>like justice or algebra are still difficult to try to comprehend.

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<v Speaker 1>And this is where they start introducing basic algebra. Around

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<v Speaker 1>the fifth grade former operational stage. Simply twelve and up,

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<v Speaker 1>abstract reasoning kicks in. Teenagers can now think hypothetically, reason deductively,

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<v Speaker 1>and explore future possibilities. And it's kind of interesting if

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<v Speaker 1>you look at these ages and relations to neuroscience. Twelveing

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<v Speaker 1>up is usually when we start hitting puberty, and this

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<v Speaker 1>is another hormonal flush that starts finishing off pruning a

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<v Speaker 1>lot of the neurons we don't use, strengthening other ones.

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<v Speaker 1>It's really another reorganizing of the brain and strengthening certain

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<v Speaker 1>aspects of it. So it's kind of fascinating that this

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<v Speaker 1>is where abstract reasoning kicks in. All right, so now

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<v Speaker 1>we had to potential. Here's an example. Actually, if you're

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<v Speaker 1>looking at an eight year old, he can explain why

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<v Speaker 1>pouring the same amount of water into a taller glass

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<v Speaker 1>doesn't change the amount if it's the same, that places

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<v Speaker 1>him in the com create operational stage because he understands masters,

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<v Speaker 1>he understands conversation conservation. He's also able to reason logically

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<v Speaker 1>but not abstractly at the moment. So you'll get questions

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<v Speaker 1>like that where they're going to challenge you, Well, if

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<v Speaker 1>this child knows this, what stage are they in? If

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<v Speaker 1>this person knows this, what stage are they in? This

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<v Speaker 1>is why you need to know them and understand them,

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<v Speaker 1>especially in practicality for as a therapist. Well, now we're

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<v Speaker 1>heading over to information processing theory. While PHA did focus

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<v Speaker 1>on the stages, information processing theory is different. It focuses

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<v Speaker 1>on the mechanics of cognition, the mechanisms, so they kind

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<v Speaker 1>of look at the mind like a computer. They have

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<v Speaker 1>an input which is a tension and perception. They have

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<v Speaker 1>a storage which is encoding in memory, and then they

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<v Speaker 1>have retrieval, recall, a decision making. Some of the key

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<v Speaker 1>concepts include working memory, which is a short term processing

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<v Speaker 1>space traditionally estimated to be limited in capacity seven plus

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<v Speaker 1>or minus two other items. This is a lot of

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<v Speaker 1>reasons why you have seven digit phone numbers, but you

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<v Speaker 1>can go up to as high as ten even though

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<v Speaker 1>everybody remembers the area code because we do clustering. Right,

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<v Speaker 1>duration is about fifteen to thirty seconds with our rehearsal.

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<v Speaker 1>So if you ask for somebody's phone number and somebody

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<v Speaker 1>else interrupts you and they take up your time more

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<v Speaker 1>than thirty seconds, you're gonna forget that phone number if

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<v Speaker 1>you don't write it down or put it in your

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<v Speaker 1>phone some research. Recent research suggests that the capacity may

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<v Speaker 1>be closer to four chunks. The traditional estimate, though, is

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<v Speaker 1>generally using the E triple P. Long term memory divide

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<v Speaker 1>into explicit memory like facts and events. Implicit memory or

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<v Speaker 1>skills in priming attention acts as a filter what isn't

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<v Speaker 1>intended two may never be encoded. So this is what

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<v Speaker 1>this model explains why clients with ADHD struggle to retain directions.

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<v Speaker 1>They may never fully encode them due to poor selective attention. Right,

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<v Speaker 1>if they don't attend to it, they won't encode it.

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<v Speaker 1>We also see this with people who drink a lot

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<v Speaker 1>of alcohol. Right, if you've been drinking a lot, you're

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<v Speaker 1>starting to get inebriated. It starts affecting your prefunnel cortex

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<v Speaker 1>as well as your hippocampus. It can it affect your

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<v Speaker 1>encoding component, so some of the stuff never got encoded.

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<v Speaker 1>That's why you can't remember. Some things do, but it

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<v Speaker 1>makes it a lot harder to retrieve. Next, we go

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<v Speaker 1>to schemas, mental models, and script A schema is a

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<v Speaker 1>mental framework that helps us organize and interpret information. It

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<v Speaker 1>shapes what we notice, what we remember, and how we respond.

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<v Speaker 1>For instance, schemas can be about the self, I'm unlovable,

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<v Speaker 1>I'm worthless, whatever it may be, others people can't be trusted,

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<v Speaker 1>or the world everything has to be perfect. We also

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<v Speaker 1>know this in the world of CBT is the cognitive

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<v Speaker 1>triad when you have those three components self, others, and

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<v Speaker 1>the world. Mental models are more dynamic and internal representations

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<v Speaker 1>of how systems work, how traffic patterns change in a

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<v Speaker 1>rush hour. For instance, I think of mental models the

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<v Speaker 1>interesting to think about internal representations of how systems work.

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<v Speaker 1>We can even view this in the concept of object

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<v Speaker 1>relations that looks at how intel representations of our relationships

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<v Speaker 1>early on map out o our adult relationships will be

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<v Speaker 1>the ones we have when we're children. So cognitive scripts

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<v Speaker 1>are behavioral routines like what to expect in a restaurant

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<v Speaker 1>of therapy session. These constructs explain automatic thoughts, biases, and

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<v Speaker 1>cognitive distortions. If you think of a client with depression,

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<v Speaker 1>they might view a neutral comment through a schema of

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<v Speaker 1>unworthiness right to self, reinforcing the cycle of hopelessness. These

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<v Speaker 1>are the three core beliefs of CBT, worthlessness, helplessness, and hopelessness.

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<v Speaker 1>Heuristics and cognitive shortcuts. You'll see a lot of this

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<v Speaker 1>and behavioral finance, but we'll go here. Humans rely on

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<v Speaker 1>heuristics mental shortcuts that simplify decision making. They're efficient but

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<v Speaker 1>often inaccurate. Three of the ones that you can pay

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<v Speaker 1>attention to is availability. Here heuristic judging probability based on

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<v Speaker 1>how easily examples come to mind. The clinician might overestimate

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<v Speaker 1>how common PTSD is after hearing multiple trauma disclosures that week.

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<v Speaker 1>A representative heuristic judging based on similarity to a prototype.

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<v Speaker 1>A client who looks anxious might be assumed to have

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<v Speaker 1>GAD even if symptoms don't fit. This is why it's important. Also,

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<v Speaker 1>by the way, folks to have a good case formulation.

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<v Speaker 1>Really understand the history, the background, the symptoms of your client.

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<v Speaker 1>So we're looking at the biology of the client. We're

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<v Speaker 1>looking at the course of illness, we're looking at the

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<v Speaker 1>history of the family, we're looking at treatment outcomes. Those

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<v Speaker 1>are some of the things you want to pay attention to.

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<v Speaker 1>Back to this, so we talked about availability by a

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<v Speaker 1>heuristic representative heuristic, and how we're going to talk about anchoring.

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<v Speaker 1>It's relying too heavily on the first piece of information

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<v Speaker 1>the client's intake form mentions anger. The therapist might overemphasize

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<v Speaker 1>that even when sadness dominates sessions, heuristics do say that's

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<v Speaker 1>why they're there, but to lead to a lot of

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<v Speaker 1>clinical errors. Another example is of availability heuristic. You might

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<v Speaker 1>be seeing certain clients or reading about a certain disorder,

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<v Speaker 1>maybe borderline personality disorder or bipolar and you start seeing

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<v Speaker 1>symptoms that aren't really there for the client, or you

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<v Speaker 1>start immediately jumping into one of those disorders. To just

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<v Speaker 1>catch yourself on that. The next one is cognitive biases,

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<v Speaker 1>and these affect our clinical judgment as well. So the

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<v Speaker 1>three flab we should pay attention to is confirmation bias,

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<v Speaker 1>which a lot of people know now is favoring information

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<v Speaker 1>that supports an existing belief. A therapist who believes the

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<v Speaker 1>client is malingering, may ignore genuine symptoms, may not even

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<v Speaker 1>want to look at other things. Hindsight bias is believing

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<v Speaker 1>an outcome was predictable after occurs. This kind of goes

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<v Speaker 1>like the backseat drive at the backseat driver or the

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<v Speaker 1>Monday morning quarterback concept. So believing an outcome was predictable

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<v Speaker 1>after it occurs, so the client relapses. As a supervisor

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<v Speaker 1>might say, it was obvious this was going to happen,

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<v Speaker 1>which underminds learning and remember you have supervisory stuff on

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<v Speaker 1>the example, fundamental attributionaire overestimating personality and underestimating context. We

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<v Speaker 1>all do this to some degree. A therapist may view

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<v Speaker 1>a late client as unmotivated rather than considering transportation issues.

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<v Speaker 1>Awareness of these biases is critical and ethical decision making

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<v Speaker 1>and supervision. They just don't affect what we see, They

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<v Speaker 1>affect what we miss. Cognitive distortions and clinical interventions and CBT.

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<v Speaker 1>Cognitive distortions are automatic, distorted ways of thinking. They're reinforce

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<v Speaker 1>emotional suffering. This is why CBT tries to challenge those

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<v Speaker 1>and change those thoughts. Some examples are all or nothing thinking.

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<v Speaker 1>If I don't succeed completely, I'm a failure in the

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<v Speaker 1>psychodynamic world's called splitting. Back to CBT, over generalization, I

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<v Speaker 1>messed up one relationship, so I'll always be alone. So

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<v Speaker 1>they apply it one incident to everything else, catastrophizing. If

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<v Speaker 1>I lose this job, I'll never recover mind reading. She

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<v Speaker 1>didn't smile at me, she must hate me. This is

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<v Speaker 1>a big one. I see A lot in relationships is

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<v Speaker 1>mind reading. A lot of times we tend to think

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<v Speaker 1>the other person has bad intentions or is doing something

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<v Speaker 1>deliberately to hurt us. These distortions don't emerge randomly. They

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<v Speaker 1>grow from maladaptive schemas, remember those they formed early in life.

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<v Speaker 1>CBT teaches clients to identify, challenge, and restructure these thoughts

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<v Speaker 1>using Socratic questioning and other techniques, evidence evaluation, and behavioral experiments.

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<v Speaker 1>If you kind of get a little bit of a

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<v Speaker 1>feeling that this is psychodynamically inclined, you're right, believe it

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<v Speaker 1>or not. Aaron Beck started off as a psychoanalyst. This

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<v Speaker 1>is why if you look at core beliefs and CBT,

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<v Speaker 1>you'll see it there. Even here. The concept of maladaptive

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<v Speaker 1>schemas they were formed early in life. A lot of them,

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<v Speaker 1>the majority, according to him are core beliefs that we

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<v Speaker 1>mentioned some already. Hopelessness, worthlessness, and helplessness are kind of

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<v Speaker 1>psychodynamically inclined. Let me give you an example. Let's say

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<v Speaker 1>a client says, I know my partner will leave me.

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<v Speaker 1>It always happens. A therapist here might explore the schema

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<v Speaker 1>of abandonment. The cognitive distortion will be of overgeneralization and

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<v Speaker 1>develop a reality based thought, right that the relationship is

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<v Speaker 1>different in several ways. This particular one is different in

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<v Speaker 1>several ways. I haven't seen any signs of detachment. That'll

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<v Speaker 1>be the reality based thought. This relationship is different in

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<v Speaker 1>several ways. I haven't seen any signs of detachment. A

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<v Speaker 1>lot of times these are defense mechanisms, right, We're trying

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<v Speaker 1>to protect ourselves when the client says, I know my

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<v Speaker 1>partner will leave me, it always happens. This is an overgeneralization,

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<v Speaker 1>but in reality is protecting themselves from pain. So remember,

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<v Speaker 1>clientic reasoning is shape, but how we think, not just

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<v Speaker 1>what we know. Whether you're assuming a child's reasoning and

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<v Speaker 1>challenging a client self talk, or even checking your own

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<v Speaker 1>assumptions and supervision, cognitive theory gives you the tools to

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<v Speaker 1>see the mechanics beneath the message. This is what the

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<v Speaker 1>interesting thing is about the cognitive component of this exam.

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<v Speaker 1>So remember again, heuristics is what you want to keep

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<v Speaker 1>paying attention to. They're cognitive shortcuts, cognitive biases, and cognitive distortions,

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<v Speaker 1>so we want to make sure we know those three.

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<v Speaker 1>You also got pha's four stages sensor, remoter, pre operational, concrete, operational,

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<v Speaker 1>and formal operational stage since remoter is birth to two,

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<v Speaker 1>pre operational two to seven, concrete seven to eleven, Formal

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<v Speaker 1>is twelve and up. I would think of winter formal

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<v Speaker 1>if you have a child who's an adolescent to remember

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<v Speaker 1>that one. Information processing theory, input, storage and retrieval schemas,

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<v Speaker 1>mental models and scripts. You want to know those. And finally, heuristics, availability,

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<v Speaker 1>representative and anchoring. Cognitive biases, confirmation, hindsight and fundamental attribution, error,

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<v Speaker 1>cognitive distortions all are nothing over general a catastrophizing and

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<v Speaker 1>mind reading. I really thank everybody for listening. I'm really

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<v Speaker 1>surprised how fast this puffect cast is picking up. I

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<v Speaker 1>thought it'd be a great way for me to refresh

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<v Speaker 1>my memory on all these topics that I had to

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<v Speaker 1>learn and hopefully this is a great way for you

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<v Speaker 1>to study for your exam as well, So good luck

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<v Speaker 1>out there. We'll continue on our journey. Next time we

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<v Speaker 1>will cover motivation theories. I believe it is. Let me check.

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<v Speaker 1>Next time we cover yes, emotion, Oh no, emotion and

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<v Speaker 1>emotion regulation theories. So we're going to find out a

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<v Speaker 1>lot about emotions next time