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Acceptance and Commitment Therapy (ACT) After Brain Injury
Published in Giles N. Yeates, Fiona Ashworth, Psychological Therapies in Acquired Brain Injury, 2019
Acceptance and Commitment Therapy (ACT) is a third-wave cognitive behavioural therapy that is rooted in both pragmatic philosophical traditions and radical behaviourism. A large body of empirical research has been undertaken over the last 30 years that supports Relational Frame Theory (RFT – which emerged from radical behaviourism), the theory that underpins ACT. Consideration of RFT is beyond the scope of this chapter, but interested readers are encouraged to consult Törneke (2010). During the last 15 years ACT has been used increasingly in populations with neurological conditions, including traumatic brain injury (e.g., Myles, 2004; Whiting, Deane, Simpson, McLeod, & Ciarrochi, 2017).
An old debate
Published in John Skelton, Language and Clinical Communication, 2017
Radical behaviourism, to give this branch of the movement its more descriptive title, is most commonly associated with the name of Skinner, who among other things over a long and productive career, wrote explicitly about communication - or, as he called it in the title of his book, Verbal Behaviour.15 When the book was published, Skinner was already in his fifties, although as it turned out he still had many active years before him, and to an extent it was seen as a culmination of many aspects of his thinking. And it was almost immediately demolished in a review16 by Noam Chomsky, at that time a young man, just turned 30, but with one discipline-changing book already under his belt, who went on to become certainly the most influential linguist of his generation, and perhaps the most influential of all time. (He has also had a substantial influence on education, although he has not necessarily welcomed it. And in recent years a version of some of his ideas has reappeared in neuro-linguistic programming.17)
Questions and Answers
Published in David Browne, Brenda Wright, Guy Molyneux, Mohamed Ahmed, Ijaz Hussain, Bangaru Raju, Michael Reilly, MRCPsych Paper I One-Best-Item MCQs, 2017
David Browne, Brenda Wright, Guy Molyneux, Mohamed Ahmed, Ijaz Hussain, Bangaru Raju, Michael Reilly
Answer: C. Skinner’s ideas of radical behaviourism made the effects of the environment a central feature of learning. Operant conditioning is a form of learning in which behavioural frequency is altered through the application of positive and negative consequences. Thorndike preceded Skinner in identifying the relationship between appropriate behaviour and experiences of success and failure. Pavlov and Watson are associated with classical conditioning, the association of a neutral stimulus with an unconditioned stimulus such that the neutral stimulus comes to bring about a response similar to that originally elicited by the unconditioned stimulus. Pavlov performed experiments examining the idea that learning occurs when two events occur closely together. Watson demonstrated classical conditioning can give rise to phobia-like behaviour in a famous experiment involving an 11-month-old infant in which he paired a loud noise with the sight of a white rat, leading the child to fear the rat and also similar objects, an example of stimulus generalisation. Bandura advocated social cognitive learning theory, which argues that the influence of environmental events on the acquisition and the regulation of behaviour is primarily a function of cognitive processes. [E. pp. 417–20]
On Terms within Organizational Behavior Management
Published in Journal of Organizational Behavior Management, 2023
Douglas A. Johnson, Rachael Ferguson
We hope this overview of terminology serves as an entry point for neophytes looking to connect behavioral concepts and principles to workplace practices as well as remind seasoned professionals about points sometimes forgotten. In conclusion, we return to the question that opened this paper: In short, what makes OBM different? At the core of this question is an attempt to define and differentiate the field from its competitors and complementary professions. By describing the terminology of the field, several themes are noted and worth making explicit. OBM professionals investigate and intervene upon workplace phenomena using a paradigm founded upon a natural science and selectionist account. This account emphasizes empirical data based upon actual performance and eschews hypothetical constructs or explanatory variables that take place at levels or dimensions different than our observations (e.g., training outcomes explained by schemas, success of incentives explained by expectancies or drives, leadership decisions explained by neurotransmitters or brain structures). We reject mentalistic approaches rooted in non-behavioral phenomena, but that should not be taken as a rejection of biological, cognitive, or internal events (as illustrated by our consideration of physiological stimulation, feelings, perceptions, and private verbal behaviors). This framework lies at the heart of a radical behaviorism position (Skinner, 1945, 1950), from which behavioral technologies developed.