Chestnut Health Systems' Bloomington Outpatient and Intensive Outpatient Program for Adolescent Substance Abusers
Sally J. Stevens, Andrew R. Morral in Adolescent Substance Abuse Treatment in the United States, 2014
As is typical of community-based treatment programs that have developed over a number of years with the input of various professionals, the program is based on a blended therapeutic approach. It draws upon four theories of behavioral and emotional change (Rogerian, behavioral, cognitive, and reality therapy) and includes twelve-step concepts and approaches. Rogerian concepts include unconditional positive regard, acceptance, building rapport, and empowering the client (Rogers, 1951, 1959). Behavioral approaches include focusing on skills building/learning, behavior modification techniques, and habit control (Chiauzzi, 1991; Hester and Miller, 1989; Kazdin, 2000). Cognitive theory emphasizes evaluating perceptions and thoughts, and changing thinking patterns by reframing and cognitive restructuring (Ellis et al., 1988; Walen, DiGiuseppe, and Dryden, 1992; Yankura and Dryden, 1990). Reality therapy focuses on choices and their consequences, emphasizing that experiencing the consequences of their actions will help teach clients about responsibilities, and that their life problems are directly related to the choices they make (Glasser, 1976, 1992). There is also a strong emphasis on the early detection of substance use, the identification of attention deficit and hyperactivity disorder (ADHD) and conduct disorder (Adams and Wallace, 1994; Risberg, Stevens, and Graybill, 1995), and family involvement (Risberg and Funk, 2000). These principles and consideration of development issues associated with adolescence shape and guide all treatment interventions for clients and their families.
A brief history of dreams
Josie Malinowski in The Psychology of Dreaming, 2020
From the turn of the 21st century onwards, the cognitive theory became the neurocognitive theory (Domhoff, 2001). This theory emphasised that not only are dreams a form of cognition which embody our concerns from waking life, but that they are only able to form in minds that are mature enough (i.e. the brain has developed enough in childhood to be able to produce dreams), in the absence of brain damage that may affect dreaming (see next section), in the absence of stimuli (i.e. the mind is not engaged with anything else at the time), and with the correct activation of certain brain regions. Dreaming, in this formulation, draws on our memories, our understandings of ourselves and our world, and our imaginations, to create simulations of our reality that depict things we are thinking about and doing in waking life. This theory is the first we have considered so far to place dreams firmly in the physical stuff of the brain (as opposed to the abstract, formless ‘mind’), and it’s to this that we turn in the next section.
Art-Making as a Cognitive-Constructivist Process
Marcia L. Rosal in Cognitive-Behavioral Art Therapy, 2018
The purpose of this chapter is to explore some of the cognitive aspects of art-making. An exploration of cognitive-constructivism will lay the philosophical foundation for art as cognition. Therefore the first part of this chapter outlines the aspects of constructivist philosophy that influenced cognitive psychology and the cognitive development theories of Piaget, Vygotsky, and Bruner. The link of cognitive development and constructivism with cognitive-behavioral therapy (CBT) and cognitive-behavioral art therapy (CBAT) is explored as a means of anchoring art-making in this cognitive realm. The second section of the chapter will focus specifically on the cognitive-constructivist aspects of art-making. This second part of the chapter will explore the specific cognitive features of art and art-making that are essential for understanding CBAT.
The effects of the triple P-positive parenting programme on parenting, family functioning and symptoms of attention-deficit/hyperactivity disorder. A randomized controlled trial
Published in Psychiatry and Clinical Psychopharmacology, 2019
Öztürk Yusuf, Özyurt Gonka, Akay Pekcanlar Aynur
Parent training programmes are examined in two groups as relationship-based and behavioural approach-based programmes. Relationship-based programmes are based on psychodynamic, humanistic, and family system theory. The aim of the programmes is to understand the emotions and thoughts under the problematic behaviours of children, learn their way of thinking, and evaluate parents’ responses to their children. The programmes include communication skills (active listening, language, feedback, conflict resolution), and approaches how parents should communicate with their children; the focus of the programme is the child [6–9]. Behavioural approach-based parent training programmes are based on social cognitive theory [8,9]. Social cognitive theory is based on learning being a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the observation of behaviour, learning also occurs through experience of rewards and punishments, a process known as vicarious reinforcement [10–12].
Contributions of neurological psychology and social theory to facilitate the learning of children with autistic spectrum disorders through a specific program of development of conceptual categories
Published in International Journal of Developmental Disabilities, 2018
The interpretation of these data has a twofold consequence since, as has been pointed out, the program applied for EG1 is characterized by a construction that is adapted to the previously evaluated needs and competences of its participants, leading to an ad hoc program design. This, in turn, is based, on the one hand, on the basic assumptions of the conceptual topography (cognitive) theory, elaborated using the research on the neuropsychology of information processing, and, on the other hand, on the socio-contextual fact, based on sociocultural theories explaining psychological development. It can then be concluded that effective educational programs that facilitate the integrated and continuing development for people with ASD must include the two dimensions that have been included in the intervention provided to EG1, that is, the individual (neuropsychological) factor and the social and cultural dimension, based on a previous and precise evaluation of the specific needs and the acquired competences of the participants.
Posttraumatic stress disorder and eating disorders: maintaining mechanisms and treatment targets
Published in Eating Disorders, 2021
Karen S. Mitchell, Erica R. Scioli, Tara Galovski, Perry L. Belfer, Zafra Cooper
The specific cognitive behavioral model underpinning CPT is heavily influenced by both information processing theory and cognitive theory. According to cognitive theory, individuals’ interpretations of their traumatic experiences influence their emotional and behavioral responses to the trauma. Distorted beliefs cause distress; correcting these automatic thoughts to more accurately reflect reality leads to decreased distress and improved functioning (Beck, 1976). While a range of natural emotions (such as fear, anger, sadness) occur directly in response to the trauma, non-intrinsic emotions such as shame and guilt may also develop as a result of inaccurate beliefs about why the traumatic event occurred (Resick et al., 2017). The goal of CPT is arriving at balanced, accurate conclusions about why the trauma happened (e.g., “It was my perpetrator’s fault”) and balanced current and future beliefs about oneself, the world and others (e.g., “Not all men are dangerous”). Accessing and expressing the natural affect associated with the trauma allows the emotions to dissipate naturally, and challenging inaccurate beliefs decreases the non-intrinsic emotions and intrusive reminders (Resick et al., 2017).
Related Knowledge Centers
- Attention
- Behaviorism
- Cognition
- Creativity
- Expressive Aphasia
- Memory
- Perception
- Receptive Aphasia
- Mind–Body Dualism
- Psychological Nativism