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Commentary
Published in Mary Nolan, Shona Gore, Contemporary Issues in Perinatal Education, 2023
Kathleen Hodkinson, Tara Acevedo, Katrin Kristjansdottir
The reality is that there has never been, nor is there currently, a consensus on exactly ‘how to parent’, even within the scientific community. At present, two very different theoretical approaches are prominent both within scientific discourse and the wider media: Behaviorism and attachment parenting (Troutman, 2015). These approaches can seem to generate opposite recommendations about how best to parent. Simply put, behaviorism focuses mainly on strengthening certain behaviors through reinforcements (rewards) and reducing others through extinction (ignoring) (e.g. Skinner, 1953, 1974). Over the last 50 years, behaviorism has led the field of parenting research and currently forms the basis of the majority of evidence-based parenting intervention programs (e.g. Sanders, 1999; Webster-Stratton, 2005). By contrast, attachment parenting (Sears, 1982; Sears & Sears, 2001) is a somewhat more recent parenting philosophy that has become increasingly popular. The focus of attachment parenting approaches is usually on the development of a secure parent–child relationship and emotion-regulation skills in children. This is achieved through the presence of sensitive responsiveness on the part of the parent and respecting children’s choices (Miller & Commons, 2010).
Major Schools of Psychology
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
Behaviorism emphasizes the role of learning in explaining behavior; behaviorists believed that human behavior can be understood by examining the relationship between stimuli (events in the environment) and responses (observable behavior). They saw no need to employ subjective techniques, such as introspection, to infer mental processes over which even trained subjects and researchers could not agree. Watson found that systematically exposing a child to fearful stimuli in the presence of innocent objects (that did not themselves elicit fear) could lead the child to develop a fearful behavior in the presence of those innocent objects.
Cognitive-Behavioral Interventions for Chronic Pain
Published in Andrea Kohn Maikovich-Fong, Handbook of Psychosocial Interventions for Chronic Pain, 2019
Emily Cox-Martin, Lisa H. Trahan, Diane M. Novy
The term cognitive-behavioral therapy (CBT) refers to a group of evidence-based psychological treatments used for a multitude of conditions (e.g., depression, anxiety, eating disorders, insomnia). This type of therapy, which is considered post-Freudian, was developed in the mid- to late 1900s. CBT combines theoretical and applied elements of behaviorism (popular in the mid-twentieth century) and cognitive therapy (pioneered by Aaron Beck in the 1960s). Behaviorism is based upon observable and measurable behaviors, whereas internal processes such as thoughts and emotions were the focus of Beck’s original cognitive theories. CBT was established with the coalescence of these two theoretical arms.
Drug dependence as a split object: Trajectories of neuroscientification and behavioralization at the Max Planck Institute of Psychiatry
Published in Journal of the History of the Neurosciences, 2023
In the book, Feuerlein wrote in a positive tone about the fact that the WHO renamed drug addiction as dependence and, in particular, its “dual nature” in terms of both the physical and psychological forms of dependence. Among the psychological factors, he cited a wide range of both psychodynamic and learning-theory models, as well as neurophysiological aspects. In terms of neurophysiology, he referred to experiments in brain stimulation in laboratory animals using implanted electrodes. Under certain conditions, the animals would even apply electrical stimuli to the brain themselves by pressing a lever to “attain a high level of pleasure,” corroborating the neurophysiological model of substance dependence (Feuerlein 1974, 6). Thus, he referred to a growing approach in addiction research based on animal experimentation, which had begun in 1940 with the publications of Sidney Spragg (1909–1995) at Yale University on drug addiction in dogs and monkeys (Ahmed 2019). Spragg’s conclusion that people as well as animals could become addicted further strengthened the biological causal model of drug dependence. It, in turn, encouraged and advanced brain research in this area and led to the intracranial stimulation experiments in rats by James Olds (1922–1976) and Peter Milner (1919–2018) at McGill University. In their study, Olds and Milner used the behaviorist term “positive reinforcement” and operant conditioning; they also conceived of addiction as a neuronal stimulation of the pleasure center or reward circuit (Olds and Milner 1954).
An investigation of instructional practices which promote occupational safety and health
Published in International Journal of Occupational Safety and Ergonomics, 2021
Mark D. Threeton, Kibum Kwon, Joey A. Fleck, R. Brian Ketchem, Leila Farzam
Despite the widely acknowledged importance of CTE programs on OSH, there are limited systematic approaches related to the instructional design perspective of CTE programs [11]. Many studies identified that well-developed CTE programs for entry-level workers have a positive impact on knowledge and skill acquisition about OSH, safety work behaviors, safety workplace culture and an actual decrease in industrial accidents [12–14]. However, most previous studies demonstrated the effect of CTE programs while not considering how such CTE programs are designed and implemented in order to achieve learning objectives based on learning theories. In this study, we explored three major learning theories that can be applied to CTE programs for OSH as a framework to guide instructional design: (a) behaviorism; (b) cognitivism; (c) social learning theory. The theoretical frameworks enabled us to discuss how each learning theory is applied when designing CTE programs and improving students’ safety performance in school and on the job.
Hubbly Bubbly: The Use of a Waterpipe as a Gateway to Other Substance Misuse
Published in Journal of Social Work Practice in the Addictions, 2020
Gifty Nyarko, Francine Julia Masson
Participants clearly felt that being part of the hubbly bubbly smoking culture had helped them to socially integrate into university. This pattern is explained by Barlow and Durand (2009) as they argue that from a behaviorist perspective, individuals often engage in activities such as drug use due to the pleasurable experiences that they associate with it (positive reinforcement), or the ability to reduce anxiety by using that substance (negative reinforcement). Similarly, all participants who completed the structured questionnaire indicated that they always smoked hubbly bubbly with other people. Sixteen participants reported that they usually smoked hubbly bubbly with six to eight people while, 14 participants indicated that they usually smoked with more than eight people. Nine out of the 50 participants stated that they sometimes smoked alone as well. While participants emphasized that they were aware of the risks involved with smoking hubbly bubbly, particularly in large groups, this awareness did not prevent them from smoking hubbly bubbly in a group. The following quotation shows how one participant who knew of the consequences was still not perturbed by the consequences, I personally get really bad headaches from smoking pipe all day. Sometimes I even get blocked ears and I get so dizzy I wanna puke, but it’s what the group does, so I do it. I always recover anyway.