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| A) | Clients will end therapy early. | ||
| B) | Clients may experience shame or self-criticism. | ||
| C) | Clients may feel increased motivation. | ||
| D) | Clients will become overly dependent on therapists. |
| A) | increase defensive reactions. | ||
| B) | eliminate emotional reactions. | ||
| C) | reduce engagement with tasks. | ||
| D) | increase openness to learning and exploration. |
| A) | become more curious about their experiences. | ||
| B) | seek more feedback from therapists. | ||
| C) | withdraw or hide perceived failures. | ||
| D) | increase emotional vulnerability. |
| A) | Complete the intervention exactly as instructed. | ||
| B) | Evaluate whether the intervention worked or failed. | ||
| C) | Approach the intervention with curiosity and observe what they learn. | ||
| D) | Demonstrate commitment to therapy. |
| A) | Compliance with therapist recommendations | ||
| B) | Achieving a specific behavioral outcome | ||
| C) | Learning from the results of trying something new | ||
| D) | Avoiding therapeutic structure |
| A) | Evaluation of client performance | ||
| B) | Curiosity and collaborative exploration | ||
| C) | Strict behavioral monitoring | ||
| D) | Directive instruction |
| A) | allows the therapist to determine which partner is more motivated. | ||
| B) | requires both partners to complete the task in order for therapy to continue. | ||
| C) | ensures that couples will communicate more effectively immediately. | ||
| D) | encourages partners to focus on what they can learn rather than blaming each other for outcomes. |
| A) | hide unsuccessful attempts. | ||
| B) | provide honest feedback about their experiences. | ||
| C) | avoid discussing outcomes. | ||
| D) | focus on pleasing the therapist. |
| A) | Partners blaming each other for lack of follow-through | ||
| B) | Increased empathy between partners | ||
| C) | Reduced conflict between partners | ||
| D) | Improved communication automatically |
| A) | personal failures. | ||
| B) | proof of resistance. | ||
| C) | information for learning. | ||
| D) | evidence of therapist effectiveness. |
| A) | evaluating client performance. | ||
| B) | creating a safe relational environment for exploration. | ||
| C) | avoiding emotional discussion. | ||
| D) | focusing only on symptom reduction. |
| A) | Interest | ||
| B) | Safety | ||
| C) | Shame | ||
| D) | Compassion |
| A) | avoid discussing outcomes. | ||
| B) | eliminate client resistance. | ||
| C) | shorten therapy duration. | ||
| D) | gather meaningful information about client patterns. |
| A) | "It's important that you complete the assignment so therapy can work." | ||
| B) | "What got in the way of trying the experiment this week, and what might that tell us?" | ||
| C) | "Let's try the same assignment again and see if you can do it this time." | ||
| D) | "You may not be ready to change if you didn't attempt the exercise." |
| A) | ensure clients complete assignments. | ||
| B) | create a collaborative learning process. | ||
| C) | test client motivation. | ||
| D) | evaluate therapy success. |