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A Cognitive-Behavior Modification Approach to Assessment
Abstract
Although one may disagree with Shapiro and Ravenette’s evaluation of the various tests cited, their quote does sensitize us to the need to develop more explicit ways of assessing our client’s affects, cognitions, and volitions. The present chapter conveys some preliminary attempts at developing this assessment armamentarium, which follow from a cognitive-behavioral treatment approach. Specifically, the present chapter has two purposes. The first is to examine various assessment strategies that have been employed to study psychological deficits. This analysis indicates some shortcomings and an alternative, namely a cognitive-functional analysis approach. The second purpose of the chapter is to describe specific techniques that can be employed to assess more directly the client’s cognitions. Let’s begin with an examination of the current assessment and research strategies.
... The behavioral modification applies to humans, the learning process, or psychological concepts derived from the experiment's findings. According to (6), behavioral modification is the systematic application of conditioning to human conditionsioning in order to induce changes in the frequency of behavior or activities that affect the environment of such behavior. From this perspective, the eTeknikoperand movement may be used to reconstruct behavior or modify behavior. ...
... Ellis's technique is built on diminishing irrational thought by reinforcing logical self-statements(2). Cognitive treatments, also known as Term behavibehavior, and actual Cognitive Therapy, are ways of detecting maladaptive behaviors and changing them with adaptive behaviors; dysfunctional thinking may lead to depression and other difficulties (6,8,16). Cognitive Behavioral therapy is not only beneficial for training a child's habits or overcoming a person's phobias, but it can also be used to treat issues such as lack of self-confidence, depression, lack of learning motivation, learning disorder, and improvement of creative thinking and other abilities (16). ...
... Cognitive behavior enables people to adapt and modify their behavior independently. There are three main methods of cognitive behavior therapy: REBT (Albert Ellis), cognitive behavior therapy (Beck), and a change of cognitive behavior (6,17). ...
This research illustrates how Conley, who has poor learning motivation symptoms, was helped by his counselor to improve his crcreativethinking. The technique used is a natural experiment in which experimental groups employ the Cognitive approach to Counseling Behavior and control groups employ interactive learning. The use of cognitive counseling behaviors aims to encourage counseling by manipulating, managing, and converting information in their memory so that counselors can quickly and rapidly produce ideas and reasoned and critical thinking, enabling them to approach the problem imaginatively. This research focuses on practicing counselors who have mastered cognitive-behavioral treatment concepts and techniques. This research issue will be investigated using the author's proposed four-round behavioral modification strategy. First, behavior reduction and deletion; Second, behavior enhancement via positive and conditioned reward; Third, the construction of new behaviors; and fourth, the development of behavior resilience through the reinforcement of schedules. The desire to comprehend symptoms to improve his creative thinking. The technique used is a simple experiment, with experimental groups using the Cognitive approach to Counseling Behavior and control groups employing interactive learning. Cognitive therapy techniques are meant to promote cons Conleymanipulating, regulating, and modifying facts in their memory so that counselors may rapidly and easily generate concepts and apply logical and critical thinking to creatively solve issues. This study focuses on licensed counselors who have mastered cognitive-behavioral therapy ideas and practices. Within the author's suggested paradigm for behavioral change framework, this research issue will be explored in four rounds. First, behavior reduction and elimination; Second, behavior enhancement via positive and conditioned reinforcement; Third, the construction of new behaviors; and fourth, the establishment of behavior resilience through the support of routines.
... In turn, Beck also increased the behavioral components in its model . Therefore, a standard CT clinical model was born that has the basic principle that emotional disorders depend on biased automatic cognitive processes that can be changed through verbal reattribution in therapy Dobson and Dozois 2001;Kazdin 1978;Meichenbaum 1977;Rachman 1977). It was a sort of psychotherapeutic counterpart of the anthropological reflections about the executive brain and of the civilized mind (Goldberg 2001). ...
... In addition, the CBT case formulation includes not only a model of emotional disorders but also a rationale for the CBT treatment. Aaron T. Beck provided this when he hypothesized that the therapeutic mechanism depends on the exploration and change of cognitive content (Lyddon 1990;Wells and Mathews 1994, p. 2) and that negative conscious patterns can be altered through verbal reattribution into therapy (Beck 1996;Dobson and Khatri 2000;Meichenbaum 1977;Rachman 1977). It should be noted that constructivist models also have emphasized the organizational role played by conscious thoughts related to personal meanings ). ...
This afterword briefly discusses how the core assumptions of this book can be influenced by and profit from the observations and criticisms presented in the commentaries. It is true—as criticized—that sharing the formulation of the case as content is not always possible from the beginning; this can be redefined as sharing the patient’s functioning and the treatment’s process. From our point of view, the distinction between therapies that share the formulation at the beginning or at the end of the therapeutic process resists criticism. The theoretical contribution of the nonspecific factors model can be accepted in CBT approaches, but the shared formulation of the case allows definition in specific CBT terms of the nonspecific factors of alliance and therapeutic relationships.
... In turn, Beck also increased the behavioral components in its model . Therefore, a standard CT clinical model was born that has the basic principle that emotional disorders depend on biased automatic cognitive processes that can be changed through verbal reattribution in therapy Dobson and Dozois 2001;Kazdin 1978;Meichenbaum 1977;Rachman 1977). It was a sort of psychotherapeutic counterpart of the anthropological reflections about the executive brain and of the civilized mind (Goldberg 2001). ...
... In addition, the CBT case formulation includes not only a model of emotional disorders but also a rationale for the CBT treatment. Aaron T. Beck provided this when he hypothesized that the therapeutic mechanism depends on the exploration and change of cognitive content (Lyddon 1990;Wells and Mathews 1994, p. 2) and that negative conscious patterns can be altered through verbal reattribution into therapy (Beck 1996;Dobson and Khatri 2000;Meichenbaum 1977;Rachman 1977). It should be noted that constructivist models also have emphasized the organizational role played by conscious thoughts related to personal meanings ). ...
Third wave cognitive psychotherapy process models suggest that emotional disorders do not depend on biased mental representations, but rather on the dysfunctional interaction between voluntary and regulatory processes and emotionally charged, automatic associative processes. From a clinical viewpoint, while traditional cognitive behavioral therapy (CBT)-based treatments have focused on change, third wave process approaches recommend flexibility in balancing acceptance and change. Among process approaches, the chapter explores in details the use of case formulation in acceptance and commitment therapy, process-based CBT, schema therapy and metacognitive therapy.
... In turn, Beck also increased the behavioral components in its model . Therefore, a standard CT clinical model was born that has the basic principle that emotional disorders depend on biased automatic cognitive processes that can be changed through verbal reattribution in therapy Dobson and Dozois 2001;Kazdin 1978;Meichenbaum 1977;Rachman 1977). It was a sort of psychotherapeutic counterpart of the anthropological reflections about the executive brain and of the civilized mind (Goldberg 2001). ...
... In addition, the CBT case formulation includes not only a model of emotional disorders but also a rationale for the CBT treatment. Aaron T. Beck provided this when he hypothesized that the therapeutic mechanism depends on the exploration and change of cognitive content (Lyddon 1990;Wells and Mathews 1994, p. 2) and that negative conscious patterns can be altered through verbal reattribution into therapy (Beck 1996;Dobson and Khatri 2000;Meichenbaum 1977;Rachman 1977). It should be noted that constructivist models also have emphasized the organizational role played by conscious thoughts related to personal meanings ). ...
This first chapter introduces the core assumption discussed in the book: sharing case formulation is the initial move and main operational tool of a significant number of cognitive behavioral therapy (CBT) approaches. This aspect is increasingly becoming the hallmark of many of these approaches because it is in line with the CBT principle of clinical change: The assumption that conscious cognition is the cardinal mediator of emotional suffering and the main target of therapeutic intervention. Another core assumption of the book is that the process of shared case formulation procedures in CBT approaches allows the therapist to manage both CBT-specific and non-specific features of the therapeutic process. Last, the book explores similarities and differences in the use of case formulation between CBT and some relational and psychodynamic approaches. The case formulation in these non-CBT models is not completely shared from the beginning of treatment, being rather the final result of an explorative path and an outcome of the therapeutic process. This first chapter explains the plan of the book, showing how some chapters concern case formulation in either CBT or non-CBT therapeutic orientations while other chapters, written by experts in specific therapeutic orientations, are critical comments of the core assumptions of the book.
... Bandura (1971Bandura ( , 1977Bandura ( , 1986Bandura ( , 2011) and others have primarily focused on the primacy of thoughts, and their interrelationships with beliefs, emotions and behaviours. Meichenbaum (1977), Agarwal and Karahanna (2000), Lewis et al. (2003) and others have primarily focused on beliefs and their inter-relationships with thoughts, emotions and behaviours. James suggests that 'beliefs are really rules for action and the whole function of thinking is but one step in the production of habits of action' (James, 1904, p. 673). ...
... Beck, 1963Beck, , 1964Beck, , 1976Beck et al., 1979) -to the cognitive revolution. He was followed by others including A. Lazarus (1976), Mahoney (1974;1991, b, 2003, Meichenbaum (1977), Goldfried and Davison (1976) and many others. He eventually developed the Generic Cognitive Model, and is followed by his granddaughter Judith who reutilised the GCM with the 'Thought Record" of cognition in CT (J.J. S. Beck, 2011). ...
Individuals are complex bundles of thoughts, beliefs, emotions, and behaviours. For a digital transformation (DT) to be successful, it is necessary to understand how these bundles impact individuals’ reactions to an impending change to then intervene to increase the likelihood of its success. Cognition is the mental action or process of acquiring understanding through thoughts, beliefs and emotions. Cognitive Models (CMs) describing these thoughts, beliefs, emotions and behaviours are applied and researched in psychology. On the other hand, the Information Systems (IS) domain is dominated by a behaviourist rather than a cognitivist approach. In this paper, we investigate what we can learn from these other sciences. By combining the research from the IS domain with that from the psychology domain, this paper presents a theoretical Cognitive Model for Digital Transformation (CMDT) that is a move towards explaining individual cognitive predispositions to DT and change decision making.
... Self-control scale. The Self-Control Scale (Rosenbaum, 1980) was included as a measure of learned resourcefulness (Meichenbaum, 1977;Rosenbaum, 1980). Learned resourcefulness refers to the repertoire of cognitive and behavioral skills used to regulate one's thoughts and feelings. ...
The purpose of this study was to identify characteristics of individuals before and after their first depressive episode. Subjects were 49 older persons assessed before and after their first depressive episode on depression-related psychosocial variables. The control group consisted of 351 never-depressed individuals. Consistent with previous findings, patients were more likely to be younger, female, and mildly depressed both before and after the episode. In addition, they were more likely to be employed. Following an episode of depression, the recovered patients described their social skills and health as poorer and their interpersonal dependency as greater than the controls. However, on an experiment-wise basis, the number of significant differences were no greater than expected by chance. The stress activation model was examined but did not appreciably enhance the results. Results suggest that most of the psychosocial variables associated with depression are state dependent.
... They tend to dwell on their coping deficiencies and view many aspects of their environment as hazardous. Through such inefficacious thought they distress themselves and constrain and impair their level of functioning (Beck, Emery, & Greenberg, 1985;Lazarus & Folkman, 1984;Meichenbaum, 1977;Sarason, 1975). ...
This experiment tested the hypotheses that perceived coping and cognitive control self-efficacy govern the effects of personal empowerment over physical threats. Women participated in a mastery modeling program in which they mastered the physical skills to defend themselves successfully against unarmed sexual assailants. Multifaceted measures of theoretically relevant variables were administered within a staggered intragroup control design to test the immediate and long-term effects of the empowerment program and the mechanisms through which it produced its effects. Mastery modeling enhanced perceived coping and cognitive control efficacy, decreased perceived vulnerability to assault, and reduced the incidence of intrusive negative thinking and anxiety arousal. These changes were accompanied by increased freedom of action and decreased avoidant behavior. Path analyses of causal structures revealed a dual path of regulation of behavior by perceived coping self-efficacy, one mediated through perceived vulnerability and risk discernment and the other through perceived cognitive control self-efficacy and intrusive negative thinking.
... Others (e.g., Labouvie-Vief & Gonda, 1976;Roberts & Labouvie, 1980), however, who have attempted to improve Gf performance via cognitive skill training, suggest that practice, anxiety reduction, or confusion between self-versus experimenter-generated task solutions may also help explain Gf training gains. Kooken and Hayslip (1984) found that stress inoculation (Meichenbaum, 1977) enhanced by muscle relaxation was only mildly effective in reducing test or trait anxiety. However, although induction gain scores were negatively related to both fear of negative evaluation and state-trait anxiety in the treatment group, the opposite was true in the attention placebo and waiting-list control groups. ...
To cross-validate and extend previous work regarding fluid ability training, I randomly assigned 256 community-living older participants to either induction training, stress inoculation training, or no-contact control groups. Practice effects were common to almost all of the ability measures, whereas training effects were specific to measures of inductive reasoning. Both training groups demonstrated greater immediate posttest gains in Letter Sets performance relative to control groups, which were maintained to the greatest extent one month later for the induction training group. The control and stress inoculation groups experienced slight declines one month later, although performance differences still favored the latter. For Letter Series, one week follow-up findings favored both induction and stress inoculation conditions, whereas only the stress inoculation group demonstrated gains at one month follow-up. No differential pattern of training transfer to other components of Gf-Gc was observed. These data suggest alternative means by which the facilitation of intellectual competence in older adults may be accomplished.
... Such approaches suggest a return to a normal balance of positive and negative cognition (see Evans & Hollon, 1988). In addition, some treatments may work by replacing negative thoughts with more positive thoughts (see Meichenbaum, 1977;Steinbrueck, Maxwell, & Howard, 1983). Without a measure of positive thinking that is comparable and complementary to negative thought measures, however, it is difficult to assess which (if any) of these effects might occur. ...
Although measures of negative thinking in depression such as the Automatic Thoughts Questionnaire have been widely used, comparable measures of positive thinking have not been developed. The lack of such measures has made it difficult to examine both negative and positive change processes as a function of therapeutic interventions. The present article reports two studies designed to develop and evaluate a measure of positive automatic thinking that is complementary to the Automatic Thoughts Questionnaire. The first study examined 30 items that discriminated between groups of subjects with and without elevated depressive affect. The second study examined the relation of these items to several kinds of negative affect. The results of these studies suggest that this scale is a reliable and valid measure of positive thinking that may prove useful in testing theory-based predictions about the role of positive and negative thoughts in dysfunction and in the alleviation of dysfunction.
... 824). One style of CBT, such as that espoused by Maultsby (1975) and Meichenbaum (1977), uses a good deal of what might well be called positive thinking; but the highly popular style of Beck (1976) and Ellis (1973Ellis ( , 1979 eschews and at times vigorously opposes positive thinking. 11. "Where the behavioral approach, consonant with the comic view, leads to action, the psychoanalytic approach, following the tragic view, leads to reflection and inquiry" (p. ...
Discusses S. B. Messer and M. Winokur's article on some limitations to the integration of psychoanalytic and behavior therapies. Although the present author generally agrees with their thesis, their misrepresentation of behavior therapy and cognitive behavior therapy is vigorously protested. 12 misrepresentations are cited. (19 ref)
... Also, negative thinking could actually interfere with effective coping when stressors occur (cf. Meichenbaum, 1977) and thereby lead to poorer resolutions of events, that in turn could generate an ongoing state of stress, and correspondingly lead subjects to report lower well-being. ...
This study investigated psychological effects associated with tendencies to focus one's thinking on positive versus negative outcomes of concluded stressful events, called respectively, positive and negative thinking. Four questions were addressed: (a) whether positive and negative thinking benefit or reduce psychological well-being, (b) whether these effects are transitory or enduring, (c) whether they are limited to thoughts about an event's impact on oneself or generalize to thoughts about an event's external consequences, and (d) whether tendencies to think positively or negatively about prior stressors influence psychological vulnerability to the impact of future ones. College students completed an event-outcome appraisal questionnaire designed to make salient positive and negative thoughts about the outcomes of recent stressful events. Subjects' well-being was then assessed both immediately after the salience manipulation and again 8 weeks later. Positive thinking increased the well-being that subjects reported immediately after their thoughts were assessed, but was unrelated to the well-being they reported after an 8-week delay. This suggests that although thinking positively about past event outcomes may temporarily lead to perceptions of increased well-being while the thoughts are salient, it has no enduring influence. In contrast, negative thinking was associated with lower reported well-being not only when the thoughts were salient but after a delay as well. Psychological effects associated with both types of thinking were due mostly to self-relevant thoughts rather than to externally relevant ones. Negative thinking about prior stressor outcomes appeared to increase vulnerability to the impact of later ones on several aspects of well-being. Overall, results for negative thinking are consistent with evidence reported after an 8-week delay. This suggests that although thinking positively effects that persist over time. However, positive thinking does not seem to have beneficial effects that continue once these thoughts are no longer salient.
... Reachable goals must be set, i.e., goal setting, for example, the "objective (the ultimate aim of an action or series of actions), deadline (a time limit for completing a task), and budget (a spending goal or limit)" (Locke, Shaw, et al. 1981) must be set and communicated for theories of motivation and cognitive behavior modification to prevail (Meichenbaum 1977). Also, goal setting and the goal-setting framework are important parts of social learning theory (Locke & Latham 2002, Bandura 1977, Locke 1977. ...
A strategic alliance (SA) is a mutually beneficial long-term formal relationship formed
between two or more parties to pursue a set of agreed upon goals to meet a critical business need while remaining independent organizations. It is a synergistic arrangement whereby two or more organizations agree to cooperate in the carrying out of a business activity where each brings different strengths and capabilities to the arrangement. The partner firms capitalize on efficiencies (bettering transaction costs), reduce the need for expertise or resources (reducing dependencies) and gain in the isomorphic way of doing business (mimetic following). A SA can be viewed as the “seller” of its products or services. The customer of a SA can be considered the “purchaser” of the alliance’s products or services. It is hypothesized that the seller dyad could deem its activity successful if the relational cohesion between partners in the dyad is strong. It is also hypothesized that the customer of the SA has certain needs to satisfy to deem the goals of the alliance are achieved. Thus, there are two (2) independent variables to consider: 1) cohesion and 2) goal achievement. These independent variables will influence a hypothesized dependent
variable, which is called “alliance renewal.” The author hypothesizes that alliance renewal is dependent not only on 1) cohesion of the alliance partners, which has been written on before, but also on 2) goal achievement of the customer of the alliance. From this dual-axis, from low to high, dichotomous set-up the results fall into four quadrants of a matrix from the “most-likely sustainable alliance” to the “least-likely sustainable alliance,” with the two other quadrants posing trade-offs between the cohesion and goal achievement (Appendix). Future research is discussed.
... Jika melihat hasil temuan data ini jelas bahwa kondisi yang heterogen, dengan multibudaya yang sangat beragam dan tinggi, mahasiswa pascasarjana UPI bisa menyesuaikan diri dan mampu tetap berinteraksi secara sosial dan baik. Dalam pandangan modifikasi perilaku, hal ini tidak jauh berbeda dengan kapabilitas modifikasi dan perilaku manusia yang dikedepankan oleh Meichenbaum (1979) bahwa manusia memiliki potensi untuk memikirkan dan memproyeksikan dengan self statement bahwa dia bisa mensugesti kognitifnya dan melahirkan ide untuk memodifiaksi perilaku (Alfaiz, et al. 2019), sejalan dengan pandangan bahwa kemampuan agar bisa terbebas dari akulturation stress itu adalah ketika manusia memiliki kekuatan agentik hal ini seperti intentional yang bagus, pemikiran antisipatif yang positif dan konsisten hingga realisasi perilaku yang tidak mengganggu harmonisasi budaya dan juga tidak mengubah nilai pribadi mereka hingga kemampuan mengevaluasi perilaku dan yang akan dilakukan (Bandura, 1986;Alfaiz, et al. 2019Alfaiz, et al. , 2021. ...
Penelitian ini bertujuan untuk menggambarkan profil empati multibudaya pada mahasiswa pascasarjana program studi bimbingan dan konseling di Universitas Pendidikan Indonesia, melibatkan 24 responden mahasiswa semester 1 program magister program studi bimbingan dan konseling di Universitas Pendidikan Indonesia tahun ajaran 2021-2022. empati adalah prasyarat untuk keefektifan proses konseling secara keseluruhan sehingga riset ini penting dilakukan apalagi empati multibudaya sangat sesuai dengan kondisi kebhinekanaan di Indonesia, tidak jarang variabilitas budaya menjadi isu dalam keefektifan proses konseling karena konseli-konselor membawa budaya yang berbeda. Penelitian ini merupakan penelitian survey deskriptif kuantitatif, menggunakan Skala Empati Budaya (SEB) dengan sampel 24 mahasiswa diambil secara purposive sampling. Temuan riset yang dianalisis melalui analisis deskriptif menunjukan bahwa profil empati multibudaya mahasiswa pascasarjana program studi bimbingan dan konseling berada pada tingkat sangat tinggi berada pada angka diatas 4, sejalan dengan asumsi penelitian bahwa mahasiswa pascasarjana telah menyelesaikan studi dan setidaknya sudah memiliki pemahaman pada proses konseling yang penuh empatik dan menghormati keragaman budaya konseli
... Along the way, contributions from cognitive psychologists, behavioral therapists, and other clinicians have been incorporated into the cognitive model (Meichenbaum, 1977;Nelson & Craighead, 1977;Hollon & Kendall, 1980;Lewinsohn et al., 1982;Clark, 1986;Dobson & Shaw, 1986;Barlow & Cerny, 1988;Wright & Thase, 1992). Behavioral theories were particularly influential in clarifying the roles of behavior and learning processes in this model (Thoma et al., 2015). ...
... EW facilitates this process in the absence of a clinician, making it a more accessible therapeutic process. As a result of this cognitive reappraisal, the memory loses its anomalous nature and instead becomes familiar, understood, and integrated (Meichenbaum, 1977). ...
... Pendekatan Kognitif yang digunakan Latham dan Baldes (1975) mengacu pada kinerja pekerja yang diatur oleh tujuan atau standar yang mereka coba capai. Tujuan spesifik yang sulit mengarahkan pada kinerja yang lebih tinggi daripada tujuan yang mudah atau tujuan yang tidak spesifik (Latham & Yukl, 1975;Locke, 1968 (Bandura, 1977;Locke, 1977;Meichenbaum, 1977). ...
ABSTRAK Salah satu hal penting yang menjadi tujuan penelitian selain mengatasi masalah adalah melakukan revisi terhadap teori ataupun ilmu. Seiring dengan perkembangan waktu, maka harus diakui bahwa para teoritikus yang lahir membawa cara pandang dengan beraneka ragam dan warna. Hal tersebut tentu saja tidak lepas dari latar belakang para tokoh ataupun filosofis aliran yang mereka yakini, sehingga dampak yang paling ekstrim dari perbedaan-perbedaan tersebut adalah terjadinya pertentangan/ perdebatan antar teori. Dan untuk selanjutnya, perbedaan teori ataupun perspektif yang digunakanpun pada akhirnya mampu menstimulasi para ahli lainnya untuk terus menguji ataupun mengkritisi teori-teori yang hadir dengan tujuan memenuhi kebutuhan manusia sesuai dengan masanya. Berdasarkan hal tersebut, maka tujuan dari penulisan artikel ini adalah untuk menyikapi pertentangan yang terjadi antara teori penetapan tujuan (goal setting) yang berangkat dari pendekatan kognitif dan teori penguatan (reinforcement) yang berangkat dari pendekatan behaviorisme. Oleh karena itu, penulis tertarik untuk terlibat dalam mengkaji dan membahas pertentangan tersebut dengan menggunakan teori RUH dari Riyono (2012) dengan asumsi bahwa teori RUH dapat menjadi jembatan bagi pertentangan kedua teori ini. ABSTRACT One of the important things that is the purpose of research in addition to solving problems is to revise theories or science. Along with the development of time, it must be admitted that the theorists who were born brought different perspectives and colors. Of course, this cannot be separated from the backgrounds of the figures or the philosophical schools they believe in, so that the most extreme impact of these differences is the occurrence of conflicts / debates between theories. And furthermore, differences in theories or perspectives used in the end are able to stimulate other experts to continue to test or criticize existing theories with the aim of meeting human needs according to their time. Based on this, the purpose of writing this article is to address the conflict that occurs between goal setting theory which departs from a cognitive approach and reinforcement theory which departs from the behaviorism approach. Therefore, the author is interested in being involved in studying and discussing this conflict by using Riyono's (2012) RUH theory with the assumption that the RUH theory can be a bridge for the contradiction of these two theories.
... Neuere Ansätze der behavioristischen Lerntheorie betonen die Notwendigkeit, die Fremdkontrolle des Verhaltens zunehmend durch Selbstkontrolle der Schüler*innen zu ersetzen (Werner & Trunk, 2017). Inspiriert von der sozialen Lerntheorie (Bandura, 1977) kombinieren Programme zur kognitiven Verhaltensmodifikation (Meichenbaum, 1977), die auf einen Aufbau von Kapazitäten der Selbstregulation des Verhaltens setzen, Modelling-Techniken mit Verfahren der Selbsti nstruktion und Selbstverstärkung. ...
... We could add that science gives them the external authority (Smail 1978 years too l a t e : -"But before describin g the s p e c ific assessment procedures, it is f i r s t necessary to present a framework o f the conceptual a lte rn a tiv e s a v a ila b le to the c lin ic ia n as he s it s in h is chair liste n in g to h is c lie n t " . (Meichenbaum 1976) We may wonder why a theory is not adopted which s ta rts irom meaning and commonsense, rather than allow in g these to "creep in through the back door" and then apologizing fo r them. Construct theory includes a l l the advantages (h e u r is t ic , systematic, stre ss on liming (Locke 1971) , importance of antecedents and consequents e t c .) ...
The aim of this dissertation is to begin the development of an alternative approach which will be suitable for understanding the family. Kelly's personal construct theory is used as the basis of such an approach. The philosophical and historical roots of personal construct theory are examined and then an exposition of the theory as a psychology is made. Comparisons are made between personal construct theory and other major approaches to the family in psychology and sociology. After reviewing the theories and findings of the family research literature, with special reference to schizophrenia, construct theory's advantages and limitations as a psychology of the family are examined. Detailed analyses of its application to three families, containing a member diagnosed as schizophrenic, are presented in order to demonstrate the method in action. General issues and problems associated with research on psychiatric patients families are discussed. Finally it is concluded that the method and the theory from which it was derived offer promise for an integrated approach to family diagnosis, research and therapy.
... What Ellis, Beck, Meichenbaum and others added to behavior therapy was an emphasis on the role of cognition, on irrational beliefs, negative automatic thoughts, and information processing biases in psychological problems. From their cognitive models, therapy adopted a focus on the detection and correction of these through such methods as thought records, self-statement analysis, cognitive restructuring and behavioral experiments (e.g., Beck, 1976;Ellis, 1962;Meichenbaum, 1977; see also Longmore & Worrell, 2007). Simply stated, with the advent of the second wave, a focus on changing particularly the content of pathological thoughts and beliefs became important for achieving improvements in the participant's problems in therapy. ...
This chapter is meant to define the third wave of behavior therapy. This is a difficult task as it can only be done coherently be laying out at the same time what were the first and second waves – no easy task in itself. It is also difficult because there is, in a sense, no such thing as the third wave. There are many constituent therapies, each unique and different from the others in key ways, and to speak of them all as a whole will never be uniformly true of them all. One is left off where we began, more or less, the third wave is the expansion of CBT into historically neglected psychological processes applied to an increasing diverse and often complex set of human behavior problems, including a focus on acceptance, mindfulness, spirituality, intimacy, values, emotional depth, and the like. With six decades of perspective on behavior therapy, and if one drops some of the particular therapy types, there is some order to it. One could look at the evolution of behavior therapy as a path through the first behavior therapy, then CBT, Contextual CBT, and now possibly the cusp of what comes next, perhaps process-based therapy (PBT). What one sees here up to the current day is truly an “expansion of the cognitive behavioral tradition,” and an expansion with an important opportunity built into it, that being the opportunity for integration, particularly around processes of change, and perhaps away from divisive specific therapy types. The start to this seems to be found in how selected approaches within the third wave produce the outcome they do, largely by adopting a focus on establishing greater psychological openness, attention and awareness skills, and motivation, behavior change, and engagement.KeywordsCognitive behavioral therapyBehavior therapyCognitive therapyThird waveThird-wave behavior therapyProcess-based therapy
... According to Meichenbaum (1977) the procedure of the individual administration of selfinstructional cognitive training is as follows; ...
The current study aimed at finding out the effectiveness of self-instruction program in improving attention among girls pupils with emotional and behavioral disorder in primary schools in Rafha Province in the Kingdom of Saudi Arabia,The research design was quasi-experimental with pretest-posttest and follow-up test. The total number of the sample was (20) students aged between (6-8) years put into two groups the control group (10) students and the experimental group (10) students. Twenty two-sessions program was implemented, and a prior, post, and follow-up assessment was conducted.The findings of the study emphasized the effectiveness of the program of self-instruction based on improving attention among pupils with emotional and behavioral disorder. There were statistically significant differences between the mean scores of the members of the experimental group and the control group on the scale of impaired attention after application of the program due to the training program (self-instruction).There were no statistically significant differences between the mean scores of the members of the experimental group on the scale of impaired attention in the two dimensional; post and follow-up assessment one month after the end of the program.
... Based on our research model, one of the interventions can be cognitive behavior therapy (CBT), which focuses on changing behavior by identifying and changing irrational thoughts (Meichenbaum, 1977a). Patients are encouraged to replace negative thoughts and explanations with more rational ones (Meichenbaum, 1977b;Salkovskis & Clark, 1991), so they can manage their stress effectively (Beck & Fernandez, 1998). Research has documented that the CBT-based intervention can have considerable success in controlling antagonism (Kendall & Braswell, 1982, Kendall, 1993, anger, and antisocial behavior (Beck & Fernandez, 1998;Lochman et al., 2000;Sukhodolsky et al., 2004). ...
Road safety issue is an urgent problem that needs to be addressed and has been a growing public health concern worldwide. Previous research has investigated the risk factors associated with dangerous driving behavior. So far, however, little research has explored the potential influence of social exclusion on dangerous driving behavior, and little is known about the mechanisms underlying this relationship. The current study aims to empirically explore how and when social exclusion impacts dangerous driving behavior based on the Multimotive Model of social exclusion, and the effects of driving anger and cognitive reappraisal. A total of 240 Chinese drivers (Mean age = 26.07, SD = 7.68) completed anonymous questionnaires regarding social exclusion, driving anger, dangerous driving behavior, and cognitive reappraisal. The findings indicated that (1) social exclusion positively predicted dangerous driving behavior; (2) driving anger fully mediated this association; (3) cognitive reappraisal respectively moderated the effect of social exclusion on dangerous driving behavior and driving anger. When cognitive reappraisal was low, social exclusion had a stronger positive effect on dangerous driving behavior. These findings highlight the significance of identifying the mechanisms underlying the effect of social exclusion on driving behavior. Certain implications can be provided for promoting drivers’ safe driving behavior and reducing the negative effect of social exclusion.
... SRSD is a criterion-based teaching approach incorporating explicit and systematic instruction of writing strategies, knowledge or skills, and self-regulation procedures into writing (Graham & Harris, 1993). SRSD integrates four theoretical sources as its foundation: cognitive-behavioral intervention model (Meichenbaum, 1977), social origins of self-control (Vygotsky, 1978), learning strategy model (Deshlar et al., 1981), and development of self-control, metacognition, and the critical components of strategies instruction (Brown et al., 1981). Harris et al. (2012) traced three underlying premises of SRSD. ...
Self-Regulated Strategy Development (SRSD) is a criterion-based teaching approach incorporating explicit and systematic instruction of writing strategies, knowledge or skills, and self-regulation procedures into writing. This study aims to estimate the overall average effect of SRSD on English writing outcomes and to examine the extent to which the effect was moderated by outcome features (writing outcome, genre, measure type), methodological features (assignment, duration of intervention, and methodological quality), learner features (educational level and country), and publication features (publication type). A total of 43 effect sizes were extracted from 22 primary studies that were published or written in the past decade. Results suggested that SRSD had a positively large effect on writing outcomes. Writing outcome type was found to moderate effect size estimates. SRSD had a statistically smaller effect on writing length than on quality and elements. In addition, published journal articles had significantly larger effect size estimates than dissertations. The current meta-analysis informs practitioners, classroom teachers, and program designers of the overall effect of SRSD on English writing and factors related to the effectiveness of SRSD interventions.
... Meichenbaum and Goodman (1971) designed a self-instructional training procedure aimed at developing inner speech use and showed a reduction of impulsive behavior in children. The authors of the target article ignore the vast research tradition of cognitive-behavioral therapy which firmly established its effectiveness in altering/replacing dysfunctional self-talk and improving multiple psychological outcomes (see Meichenbaum, 1977). Duncan and Cheyne (2001) observed more private speech produced by young adults when working on a difficult task as opposed to an easy one; note that problem-solving also represents an important part of self-regulation. ...
Using correlations and hierarchical regression analysis, Verhaeghen and Mirabito (2021) found that while self-awareness was associated with self-regulation, inner speech was not, suggesting that the latter does not play a causal role in either self-awareness nor self-regulation. This motivated the authors to claim that "inner speech is easiest understood as an epiphenomenon" (p. 8). In this Commentary, I suggest that the authors conceptualized and measured inner speech, self-regulation, and self-awareness in inappropriate ways. The two measures chosen to assess inner speech likely do not relate to either self-regulation (VISQ) or self-awareness (SVQ). Self-awareness was measured using composites of various scales assessing mindfulness (a related, yet different construct) which contains multiple items not representative of a typical self-awareness process. The self-regulation measure was also produced using various sub-scales assessing self-preoccupation and self-compassion-two self-processes very loosely associated with the target construct. Different results would have been obtained if the authors had used established measures. Their results contradict what has been consistently reported in the literature and do not cast doubt on the recognized fact that inner speech plays a significant, and often causal, role in self-awareness and self-regulation.
... Attempting to understand how language through self-instruction can help self-regulation, Luria (1969) argued that inner speech assists the identification of action goals and the organisation of temporal relations between stimuli and subsequent motor responses. Meichenbaum (1977) in his seminal approach to cognitive behaviour modification, suggested that self-instructions influence individuals' attentional processes, thus regulating behavioural performance. Considering the attentional role of self-talk, Moran (2009) argued that self-statements may enhance attentional skills by reminding individuals on what to focus on in a given situation. ...
In the sport psychology literature, the use of self-talk strategies has proven effective for enhancing task performance, and preliminary evidence suggests that the effectiveness of self-talk can be partly attributed to attentional mechanisms. The purpose of the present investigation was to examine the effects of self-talk strategies on different attention functions, namely, alertness, vigilance, focused, selective, divided, and spatial attention. A between-subjects experimental design was adopted. Six experiments were conducted involving 255 (130 males and 125 females) participants (mean age 21.17 ± 2.31), assigned into experimental and control groups. A five-session protocol was implemented including baseline testing, training intervention, and final assessment. The Test Battery for Perception and Attention Functions from the Vienna Test System was used to assess attention functions. The analysis showed that in all experiments, in 14 out of 17 tests, the experimental groups had faster reaction times than the control groups, and a meta-analytic synthesis of the results showed a large effect size (d = 0.75). The findings suggest that self-talk benefit the attention functions and support postulations for an attentional interpretation of the facilitating effects of self-talk strategies on task performance.
... Applying these principles, Meichenbaum and Goodman's procedure entailed having an experimenter model overt behavior and associated selfstatements for the impulsive youth. The success of this early trial of self-instruction training has led to its application in a wide variety of other youth and some adult psychopathology fields (e.g., Craighead et al., 1978;Kendall and Williams, 1981;Meichenbaum, 1977). ...
Cognitive-behavioral therapy is an empirically supported treatment for youth with a range of disorders (e.g., anxiety, depression, trauma, chronic pain) and is widely practiced and taught in training programs. Cognitive-behavioral therapy is an integration of multiple theoretical approaches, including behavioral, cognitive, and developmental, that targets potential areas of vulnerability in each domain. Existing research has established its efficacy and supports its effectiveness, yet future research must further these gains through treatment personalization and implementation research.
... When we moved to Purdue University in 1982, we considered how to bring our two areas of academic interest together. She was an avowed "theory junky", especially interested at that time in the work of Donald Meichenbaum (1977). Don had developed an instructional approach based on both cognitive and behavioral theories. ...
The Acquired Knowledge series provides veteran academics, like myself, a soapbox from which to brandish their accomplishments, failures, and lessons they presumably learned. It can be foolish and maybe a tad dangerous to offer an old dog a platform from which to bark. But here we are. I will try my best not to be dangerous. I make no promises about folly and banality.Start at the BeginningIn the 1951 movie, Alice in Wonderland, the March Hare and the Mad Hatter give advice about how to tell a story – simply put: “Start at the beginning.” So here we go. (Hopefully the folly meter is not ticking upward yet.)
... Studies of covert behavior modification have long highlighted the processes by which repeated self-verbalizations (e.g. 'slower', 'faster') impact tapping speeds (Elson, 1975;Meichenbaum, 1977). The association between cognition and simple motor control, more generally, is gaining increased attention, including regarding dual-tasking and demands on working memory (Gidley Larson & Suchy, 2015). ...
A growing literature is emerging on the believability and spread of disinformation, such as fake news, over social networks. However, little is known about the degree to which malicious actors can use social media to covertly affect behavior with disinformation. A lab-based randomized controlled experiment was conducted with 233 undergraduate students to investigate the behavioral effects of fake news. It was found that even short (under 5-min) exposure to fake news was able to significantly modify the unconscious behavior of individuals. This paper provides initial evidence that fake news can be used to covertly modify behavior, it argues that current approaches to mitigating fake news, and disinformation in general, are insufficient to protect social media users from this threat, and it highlights the implications of this for democracy. It raises the need for an urgent cross-sectoral effort to investigate, protect against, and mitigate the risks of covert, widespread and decentralized behavior modification over online social networks.
... B. Beck, 1976;Ellis & Dryden, 1997), die in der Sportpsychologie eine immer größere Beliebtheit erfahren (Turner, 2016). Mit Relevanz für das Thema Self-talk wurde von Meichenbaum (1977) betont, dass die Verwendung von Selbstinstruktionen ein geeignetes Mittel zur Beeinflussung von Bewertungs-und Aufmerksamkeitsprozessen ist und somit letztendlich zur Verhaltensregulation im klinischen Kontext eingesetzt werden kann. Ein zentrales Ziel von reflexiven Self-talk Interventionen ist es, das metakognitive Wissen der Sporttreibenden über die Ursachen und Wirkungen ihres organischen Self-talks zu erhöhen und sie darauf aufbauend in ihrem inneren Dialog zu unterstützen, der leistungsförderlich im sportlichen Wettbewerb ist (Latinjak, Hernando-Gimeno, Lorido-Méndez & Hardy, 2019). ...
Zusammenfassung. In diesem theoretischen Artikel zum Thema Self-talk wird zunächst ein kurzer historischer Abriss gegeben, in dem auf verschiedene für das Thema relevante psychologische Theorien eingegangen wird. Darauf aufbauend wird die Unterscheidung von strategischem und organischem Self-talk, die sich in zwei verschiedenen Forschungsbereichen in der sportpsychologischen Literatur widerspiegelt, dargestellt. Im Zusammenhang mit organischem Self-talk als der Forschungsbereich, der die Messung von Self-talk während der sportlichen Aktivität beinhaltet, werden auf Zwei-Prozess-Ansätze basierende Self-talk Klassifikationen vorgestellt. Dabei wird anhand des Zusammenhanges von Self-talk und Emotionen gezeigt, dass sich die Forschung vor allem auf spontanen und zielgerichteten Self-talk als zwei Unterformen des organischen Self-talks konzentriert hat. Hinsichtlich des Forschungsfelds des strategischen Self-talks, welches Self-talk im Rahmen von geplanten Selbstinstruktionen zur Verbesserung der sportlichen Leistung untersucht, wird auf mögliche Wirkmechanismen eingegangen. Zuletzt wird die Relevanz von Self-talk in der angewandten Sportpsychologie aufgezeigt und dabei reflexive Self-talk Interventionen als eine innovative Methode beschrieben.
... The effects of self-control techniques to handle dysfunctional patterns of behavior or to enhance performance by directing one's attention have been viewed as critical in cognitive-behavioral methods of clinical and experimental interventions (e.g., Meichenbaum, 1977;Kanfer & Stevenson, 1985). In sport psychology, a selfcontrol technique that has been found to improve task performance in sport (Mallett & Hanrahan, 1997;Landin & Hebert, 1999) and physical education (e.g., Anderson, Vogel, & Albrecht, 1999;Kolovelonis, Goudas, & Dermitzaki, 2011) is self-talk. ...
Background: 85% of multiple sclerosis patients suffer from impaired motor function and 65% from cognitive impairment. Therefore The main purpose of this study is to improve the cognitive and motor function of patients using dual tasks.
Methods: The study samples were 60 women with MS (20-50 years) with an Expanded Disability Status Scale 2-4 and the duration of the period (10-14 years) who were divided into 4 groups and for eight weeks each week including two sessions 45 They practiced dual cognitive, motor, and individual training for 45 to 60 minutes. Data were analyzed by composite variance analysis at significance level of P <0.05.
Results: The results of compound analysis analysis showed that the training of cognitive-motor tasks improved the significance of motor function (p = 0.0005) and cognitive performance (p = 0.0001) compared to the other three groups.
Conclusion: The results of this study suggest that the physical benefits of training are always superior to cognitive changes. Dual-task training can be considered a good way to improve cognitive and cognitive function.
Trial registration: This study was registered in the Iranian Clinical Trial Center with the number IRCT20200812048384N1, http://www.irct.ir/trial/50300, registered 26 August 2020.
... The global cognitive strategy used in CO-OP is Goal-Plan-Do-Check (GPDC) (Meichenbaum, 1977). It provides structure to the deliberate use of problem-solving strategies and self-evaluation to support goal-directed learning of a wide variety of general or specific skills. ...
Background
Best evidence suggests incorporating task-specific training, aerobics, and strengthening to improve mobility and gait in persons with stroke (PWS). Related research suggests incorporating cognitive problem-solving strategy training may lead to better skill maintenance and transfer. The present study examined the feasibility and preliminary outcomes of an evidence-based cognitive augmented mobility program (CAMP) for PWS.
Methods
A single-arm pre-post and follow-up design was conducted, in two blocks (NCT03683160). Participants completed an exercise intervention with an integrated cognitive strategy component and had weekly 1:1 sessions with a physiotherapist trained in Cognitive Orientation to daily Occupational Performance (CO-OP), focusing on goal practice and cognitive strategy use. CAMP consisted of a pre-intervention education and goal-setting session and 16 90-minute sessions held in a group format, 2x/wk for 8 weeks. Assessments were conducted 1 week prior to beginning the intervention, 1 week post-intervention, and at a 4–5 week follow-up.
Results
CAMP was found to be feasible with 96% session attendance and strong participant satisfaction. Pre to post-CAMP intervention, a large effect was found for endurance (r = 0.53), balance (r = 0.59), mobility (r = 0.63) and goal attainment (r = 0.63) indicators, and large effects were maintained at follow-up for balance, mobility, and goal attainment. A medium effect was found for functional independence (r = 0.38), gait speed (r = 0.39), and balance confidence (r = 0.38). A small effect was found for participation (r = 0.27) and overall stroke recovery (r = 0.25).
Conclusions
Preliminary results suggest CAMP is feasible; there may be a beneficial effect of combining best evidence for mobility and fitness with cognitive strategy training. The positive results for skill maintenance and transfer suggest further investigation is warranted.
... Psychological literature refers to stress as interpretation by an individual (Lazurus, 1966(Lazurus, , 1991Lazarus & Folkman, 1984;Meichenbaum, 1977). Everly and Lating (2002, p. 9) state that 'the greater part of excessive stress is self-initiated and self-propagated . . . the individual reacts to the environment in accordance with his or her interpretation of the environmental stimuli'. ...
Studies of human decision making demonstrate that stress exacerbates risk-taking and impacts decision quality. Since most managerial decisions involve some element of stress, decision aids such as decision support systems (DSS) have been proposed to mitigate its effects. However, existing research has largely attended to two key stressors, time pressure and information overload. In this research, we propose that for a holistic understanding of decision making under stress (DMUS) and to improve decision support, a more inclusive set of stressors and psychological experiences underlying stressful decisions must be examined. This article focuses on one class of stressors (of two identified) that we call ‘Decision Stressors’ and define as specific to the decision problem at hand, temporal, and moderated by individual differences. Based on a comprehensive literature review of foundational literature, we identify four Decision Stressors that affect decision quality: information overload, time pressure, complexity and uncertainty.
This article presents data on the use of some psychotherapy methods in the correction of hypoactive sexual desire. Brief office counseling using the PLISSIT model includes four levels of exposure: 1) permission, in which sexologists allow clients to feel comfortable during discussing a topic, to change lifestyle, and to receive medical care; 2) limited information; 3) specific suggestions; and 4) intensive therapy. However, it is not always necessary to use all of these levels of exposure. In addition, an extended version of this model (EXPLISSIT) is presented. Also experiences are presented with the use of classical cognitive and cognitive-behavioral therapy (CBT) and psychotherapy methods that belong to the third wave of cognitive (cognitive-behavioral) therapy: mindfulness-based cognitive therapy; acceptance and responsibility therapy; schema therapy; and metacognitive therapy. Mindfulness-based CBT can help patients increase awareness of the present moment, minimize cognitive distractions during sexual activity, and increase awareness of pleasurable sensations. In acceptance and responsibility therapy, no attempts are made to reduce, alter, avoid, suppress, or control subjective experiences. Patients learn to reduce the influence of unwanted thoughts and feelings through the effective use of mindfulness, to stop feuding with their experiences, to open up to them, to give them space, and to allow them to come and to go without struggle. Six principles of this therapy are emphasized: 1) separation (non-alienation); 2) acceptance; 3) contact with the present; 4) the position of observer; 5) values; 6) proactivity. Schema therapy aims to break maladaptive schemas (“life traps”) that form as a result of unmet basic emotional needs during childhood or adolescence. These patterns subsequently prevent basic emotional needs from being met in adulthood. In metacognitive therapy, as opposed to classical cognitive therapy, the attitude is that it is not about the content of the thoughts, because both sick and healthy people can have negative thoughts, but healthy people get along quite well with them. It is all about the attitude towards these thoughts. The therapy in this approach is to change the way patients respond to negative thoughts. Sex therapy for diminished sexual desire is also presented, in particular the approach used at the Masters and Johnson Institute (USA).
Cognition is mediated and combined by mental processes formed by inner speech and cognitive processes play a key role in generalized anxiety disorders and obsessive-compulsive disorder. The aim of this study was to compare the frequency and content of inner speech in people with generalized anxiety disorder traits, obsessive-compulsive disorder traits and normal. 348 (boys: 203, girls: 145) students of Shahid Beheshti University were selected by convenience sampling method and participants answered the 7-item Generalized Anxiety Scale (Spitzer et al., 2006), the Self-talk Scale (Brinthaupt et al.., 2009) and the Padua Inventory–Washington State University Revision (Burns et al.., 1996). Findings were analyzed using one-way analysis of variance and multivariate analysis of variance. The results showed a significant difference in frequency between the normal group and clinical groups. Also, the research findings showed a significant difference between the normal group and clinical groups in the negative subscales of inner speech content (self-criticism and social assessment) and not the positive subscales (self-regulation and self-reinforcement).
In this chapter, we provide an overview of what has been described as the second wave of behavior therapy: cognitive therapy or cognitive behavioral therapy (CBT). These therapies are well-supported and increasingly widely practiced. We provide an overview of the origins and defining features of these approaches. Following early work establishing cognitive behavioral therapies, cognitive behavioral models of many specific disorders have been developed and tested. Key to the success of cognitive behavioral treatments has been the commitment to empirical evaluation. Randomized clinical trials have established cognitive behavioral treatments as among the best supported of all psychosocial interventions.
The purpose of this chapter is to provide an overview of what you might expect to find in a CBT program for insomnia. That is, what would comprise the standard treatment protocol . I have taken the perspective that the published literature provides us with the greatest confidence in knowing what is effective, and so have included, as standard, those elements of CBT that have the strongest evidence base. That said, a feature of the insomnia trials literature is that CBT has typically been evaluated as a multicomponent therapy, so discrete elements have not necessarily been investigated as fully as one might wish, and the contribution of those elements to the overall treatment effect remains largely unknown. Consequently, where a given intervention has been a common component in trials demonstrating the effectiveness of CBT, I have taken the view that there are good grounds for thinking of that intervention as part of the standard protocol. In other words, it is at the very core of CBT for insomnia. Inevitably, I have had to make some choices and some judgements in proposing this standard protocol, and I recognise that others may take a different view. My intention is that the chapter is practical, in keeping with the purpose of this book, rather than heavily referenced to source materials, so I have relied mainly on clinical guidelines, practice parameters and systematic reviews when citing evidence. It is important to note, however, that clinical trials, of which there are many, are readily accessible through these overviews and I would recommend that you look at some of those to see just how varied CBT for insomnia can be, in content, content ordering, in treatment duration and in format of delivery. There are situations, however, where I have felt it helpful, and interesting perhaps, to provide more referencing; for example, to the scientific and historical roots of CBT. I often feel that these are overlooked. It is very important to appreciate the strength, depth and longevity of our field, even if the terminology we use (and sometimes re‐brand) appears as if it is novel! Our confidence that CBT works is also based on this provenance, and the diligent work of countless clinicians and researchers over many decades. Finally, this chapter is provided as a platform upon which other chapters may build. By presenting this standard protocol, focussed primarily in relation to adults with insomnia, applications of CBT to other populations, age groups and circumstances, protocol variations, and emerging approaches to therapeutics can compare, contrast and evolve through the course of the textbook. I have also tried to write as much as possible in plain language, and to share personal accounts of how I would deliver CBT, to make this chapter as clinically informative as possible. If you would like further insight into my approach to the actual delivery of CBT‐I, I would refer you to two recent books, one for patients (Espie, 2021) and the other for clinicians (Espie, 2022).
One of the factors that influence achievement is the level of intelligence. From this background, this research formulates research objectives, namely to determine the implementation, teacher and student responses and the constraints experienced by students when implementing group guidance services with self-instruction techniques to increase adversity. quotient in underachiever students. The method used in this research is descriptive method with a qualitative approach. The subjects in this study were 32 underachiever students in class XI MIPA at SMA Negeri 1 Garut for the academic year 2019 - 2020. The results of the study were obtained group guidance services with self-instruction techniques can be used to improve adversity quotient for underachiever students in class XI MIPA SMA Negeri 1 Garut. The response of most underachiever students with low adversity quotient felt very happy with the implementation of group guidance services with self-instruction techniques and most of them became better and more knowledgeable about self-instruction technique group guidance services in increasing adversity quotient. The constraints faced by students are that not all students are motivated to take group guidance services with self-instruction techniques, because there are still some who don't, so that students still find it difficult to express their opinions in group discussions.Keywords: : Self Instruction Technique, underachiever students, Adversity quotient
Language Anxiety is acknowledged as an impediment in second language learning. In addressing the issue, this study aimed to explore the English language Apprehension among Education Students. This study utilized qualitative design using a phenomenological method involving one focus group discussion with 10 participants and in-depth interviews with eight informants from the College of Teacher Education at the University of Mindanao. The results of this study reveal that the apprehensions experienced by the participants are caused by being measured against a standard, being a laughingstock or a sorry spectacle, being unable to deliver the required performance, and dealing with their insecurities and self-doubt. In coping with the challenges, the participants engage in activities that provide needed exposure, reinforcement through reading and listening to exercises, and being open and positive. Also, they resort to withdrawal and disengagement. The implications of this study must be a well-established intervention program; also, students should improve their skills through constant practice and exposure to the language.
Introduction. Irrational beliefs are unrealistic reasoning processes by which external events are interpreted and through which emotional distress is mediated. Self-esteem is known as the evaluative dimension of the self that includes the feelings of worthiness, pride and encouragement. Rational emotive education (REE) is a preventive-intervention mental health program through which children and adolescents can learn positive mental health concept. The present research has focused on decreasing irrational beliefs and improving self-esteem with help of intervention of REE, and also finding relation of irrational beliefs with self-esteem. Method. Shortened General Attitude and Belief Scale (SGABS; Lindner, Kirkby, Wertheim, & Birch, 1999) and Self-Esteem Inventory (SEI; Coopersmith, 2002) were used for administration purpose. Initially 300 participants were taken and 100 participants were screen out who were high on irrational beliefs and low on self-esteem, and futher intervention was applied on them. Results. Repeated measure ANOVA and correlation was computed. Results have shown significant negative correlation of irrational beliefs with self-esteem. ANOVA results also shown positive effect of REE on boosting self-esteem and brought decline in irrational beliefs. The findings of the present research have significant implications in the area of counseling of adolescent students.
هدف البحث الى التعرف على استخدام مدرسي الفيزياء للتدريس الواقعي والتوجهات المعرفية لمدرسي الفيزياء والعلاقة الارتباطية بينهما ، وتكون مجتمع البحث من جميع مدرسي الفيزياء في محافظة الديوانية البالغ عددهم 184 مدرسا وقد مثلوا بعددهم هذا عينة البحث ، اعد الباحث اداتين الاولى للتعرف على استخدام المدرسين للتدريس الواقعي مكونة من ثلاثة مجالات ( تحليل محتوى التعلم ، التخطيط ، تنفيذ التدريس ) لكل مجال منها 11 فقرة ، اما الاداة الثانية كانت مقياس التوجهات المعرفية المكون من أَربعة أَبعاد هي( التوجه الى ان المعرفة ثابتة ، الاعتقاد في المعرفة بسيطة، الاعتقاد في التعلم السريع ،الاعتقاد في المعرفة المؤكدة ) وتكون المقياس من (42) فقرة وأَمام كل فقرة خمسة بدائل هي: (موافق ، غالبا، احيانا، نادرا ، غير موافق) ، واستخدم الباحث عددا من الوسائل الاحصائية لمعالجة النتائج التي اكدت استخدام المدرسين للتدريس الواقعي وتوجهاتهم الايجابية نحو المعرفة ووجود علاقة ارتباطية قوية موجبة بين استخدام مدرسي الفيزياء للتدريس الواقعي وتوجهاتهم المعرفية ، وفي ضوء نتائج البحث استنتج الباحث عددا من الاستنتاجات ووضع عددا من التوصيات والمقترحات.
The centuries-old debate over U.S. immigration policy reflects polarizing beliefs about the extent to which the United States is, and should remain, a White, European, and Christian nation. Those embracing this belief have argued, often by misusing science, that restricting immigration of “undesirables” is essential to preserving the nation’s character; they prevailed regularly over the years as numerous laws were enacted to limit immigration. In actuality, however, immigration, a natural subset of migration, is beneficial in numerous ways to both the host country and the immigrant and is increasing as people move in response to large-scale environmental changes. Current U.S. immigration policy is still framed to restrict rather than encourage immigration. The assumption of power by the Biden administration may open new opportunities for the United States to increase immigration. We propose that culturo-behavior science, unlike racist and culturist science of the past and present, offers a sound mechanism to increase immigration by establishing a new pathway to admission—one based on fostering mutually reinforcing transactional relationships between immigrants and the U.S. host communities. This pathway will require a great deal of research, so we call on culturo-behavior scientists, largely absent from the immigration debate for nearly 100 years, to take up the challenge to apply science in an egalitarian, nonrestrictive, and socially just manner.
In this article I reflect on this special issue of LDRP entitled Using Self-Regulated Strategy Development to Support Students with and At-risk for Learning Disabilities Across the Content Areas. The Editor of LDRP, Dr. Linda Mason, and the Editors of this special issue - Drs. Robin Parks Ennis, Erin FitzPatrick, Debra McKeown, and Sara Sanders - made this special issue possible, and I thank them. This issue represents the first special issue of a journal dedicated to SRSD research - a true landmark for this work. Future needs in SRSD research are discussed.
Introduction
Strategy training, a rehabilitation intervention, reduces disability and improves functional skills associated with goal‐directed behavior. Stroke lesions impacting selected ventromedial regions of interest associated with initiation of goal‐directed behavior may attenuate intervention response. If so, strategy training may not be optimal for people with stroke lesions in these regions.
Objective
To examine whether ventromedial regions of interest attenuate changes in disability status attributed to strategy training.
Design
Secondary analysis of data from two randomized controlled clinical trials.
Setting
Inpatient stroke rehabilitation.
Participants
People with acute stroke diagnosis and available diagnostic studies enrolled in inpatient rehabilitation randomized controlled studies between 2009 and 2017.
Intervention
Participants were randomized to strategy training or a control condition in addition to usual care during inpatient rehabilitation.
Main Outcome Measures
Diagnostic magnetic resonance imaging studies were retrieved from electronic medical records and stroke lesion location was characterized by a neuroradiologist. Intervention response was defined by Functional Independence Measure change scores of 22 points or greater.
Results
Only 186 of 275 participants had diagnostic studies available;13 patients showed no apparent lesion on their diagnostic study. Among 173 cases, 156 had complete data at discharge (strategy training n = 71, control n = 85). Twenty‐five cases had a lesion within a region of interest (strategy training n = 14, control n = 11). Intervention response was attenuated in the strategy training group for those with lesions in regions of interest [χ²(1, n = 71) = 4.60, P = .03], but not for those in the control group [Fisher's exact test, n = 85, P = .19).
Conclusions
Lesions in ventromedial regions of interest may attenuate response to strategy training.
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Mental imagery has a long history in the science and practice of cognitive behaviour therapy (CBT), stemming from both behavioural and cognitive traditions. The past decade or so has seen a marked increase in both scientific and clinical interest in mental imagery, from basic questions about the processes underpinning mental imagery and its roles in everyday healthy functioning, to clinical questions about how dysfunctions in mental imagery can cause distress and impairment, and how mental imagery can be used within CBT to effect therapeutic change. This article reflects on the current state of mental imagery in the science and practice of CBT, in the context of past developments and with a view to future challenges and opportunities. An ongoing interplay between the various strands of imagery research and the many clinical innovations in this area is recommended in order to realise the full therapeutic potential of mental imagery in CBT.
Resourcefulness, a collection of problem‐solving, coping, self‐control, and emotion regulation skills, has been shown to moderate health outcomes in various caregiver populations. Caregivers of children with neurodevelopmental disorders, such as Autism Spectrum Disorder (ASD), report higher levels of stress, anxiety, and depressive symptoms with poorer health‐related quality of life (HRQOL). The current study replicated and extended psychometric research on the Resourcefulness Scale (RS) among caregivers of children with ASD (n = 287) and a comparison group of caregivers of non‐affected children (n = 207). Results suggest acceptable internal consistency and construct validity when using the RS among caregivers of children with and without ASD. The RS demonstrated poor temporal stability over an average of 4‐weeks (r =.087, p =.434). Caregivers of children with ASD report higher levels of general, social, and personal resourcefulness than non‐affected caregivers. Findings validate the use of the RS within caregiving populations with implications for clinical use and future research in the development of interventions to enhance caregiver quality of life.
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El objetivo principal del presente trabajo es el planteamiento de una propuesta práctica de ideas potenciadoras en el deporte. Parte de la base de la Psicología Cognitiva que plantea que existe una interpretación de los acontecimientos que influyen en las emociones y la conducta, y la Psicología Positiva que se centra en lo que se pretende conseguir en lugar de modificar aquello que funciona mal. Se toma como base las teorías cognitivas clásicas y más significativas, junto con diversas estrategias cognitivo-conductuales para aplicar conjuntamente a la implementación de estas ideas en el entorno deportivo. Este tipo de herramientas aplicadas son cada vez más necesarias para profesionales de la psicología del deporte en busca de la optimización del trabajo psicológico en un entorno cada vez más exigente.
ith the aid of Industry 4.0, we might as well adopt it in a new
normal after post-COVID-19. Industry 4.0 is not only about
technological transformation, but It also addresses the continuous and
detailed change of the corporate backbone. Dealing with Industry 4.0, it is
about moving out of their comfort zone and traditional process, it about
encouraging innovative thinking which leads to new business capabilities.,
(Ochs & Riemann 2016). According to Henley Business School, Industry 4.0
will have an edge because It becomes faster and better use of information
which is driven by the digital economy and the adoption of machinery as an
enabler. A modest way to view this, and to knock down the internal silos, is
to describe customer and client passages and their involvements to identify
optimizations and probable for collaboration, (Henley Business School,
2020)
With the aid of Industry 4.0, we might as well adopt it in a new
normal after post-COVID-19. Industry 4.0 is not only about technological
transformation, but It also addresses the continuous and detailed change of
the corporate backbone. Dealing with Industry 4.0, it is about moving out of
their comfort zone and traditional process, it about encouraging innovative
thinking which leads to new business capabilities., (Ochs & Riemann 2016).
After two and half months of waiting for the lifting of the lockdown, we will
now be facing the New Normal in our life so a lot of adjustments will take
place which will be the new start of all the process that will emerge soon as
the opening of other business sectors and even the educational sectors.
There is also a prediction that it will be the start of the era of technological
advancements like using the internet as a source of communication and
transactions.
Understanding the technical requirements which are associated with
the transactions which include e-commerce platforms, collaboration
technologies to support virtual interaction: (1) Business establishment
W
Aim: Past research has shown that imagery can be important in the development (Wells & Hackmann, 1993) and maintenance of anxiety disorders (Hackmann, Surawy & Clark, 1998). Images have also shown to be useful in uncovering core beliefs and memories that occurred around the onset of the disorder (Wells & Hackmann, 1993; Hackmann, Clark & McManus, 2000). Although previous studies have studied imagery in obsessive- compulsive disorder (de Silva, 1986), social anxiety (Wells, Clark & Ahmad, 1998), health anxiety (Wells & Hackmann, 1993) and depression (Beck & Ward, 1961), there has been no published study exploring the imagery specific to those with agoraphobia. This thesis aims to be the first rigorous investigation exploring the imagery in people with agoraphobia, and the content of memories associated with these images. This seems a promising direction given the usefulness of imagery in other anxiety disorders for understanding development, maintenance and onset. Method: Twenty people with agoraphobia and a matched control group were interviewed using a modified imagery questionnaire. The interview enabled the participants to talk about their recurrent images in agoraphobic situations and memories that are associated with these images. Questionnaires measuring anxiety, depression, and agoraphobic symptomology were administered before the interview, and one week after the interview. Results: All the participants with agoraphobia were able to recall and describe recurrent images that occur in agoraphobic situations. All the participants were also able to recall and describe memories associated with these images. Characteristics of the images and the associated memories were analysed using quantitative statistics. The themes in the images and the associated memories were analysed using a content analysis approach (Smith, 2000). Conclusions: People with agoraphobia have recurrent images in agoraphobic situations that are linked to past negative memories. The themes that emerged in the imagery and the associated memories are significantly different to those found in the matched control group. The findings of this study contribute to a fuller understanding of the agoraphobic experience, and the relevance of exploring imagery in those with agoraphobia, and other psychological disorders. Clinical and theoretical implications of the findings in the study are discussed.
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