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Prasko, Jan, Petr Mozny, Miroslav Novotny, Milos Slepecky, and Jana Vyskocilova. "Self-reflection in cognitive behavioural therapy and supervision." Biomedical Papers 156, no. 4 (December 12, 2012): 377–84. http://dx.doi.org/10.5507/bp.2012.027.
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Thompson, Hayley, and Jennie Lonsdale. "Adapting the manual: Reflections on modifying standardised group materials." Clinical Psychology Forum 1, no. 188 (August 2008): 21–24. http://dx.doi.org/10.53841/bpscpf.2008.1.188.21.
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Sterelny, Kim. "From hominins to humans: how sapiens became behaviourally modern." Philosophical Transactions of the Royal Society B: Biological Sciences 366, no. 1566 (March 27, 2011): 809–22. http://dx.doi.org/10.1098/rstb.2010.0301.
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This paper contributes to a debate in the palaeoarchaeological community about the major time-lag between the origin of anatomically modern humans and the appearance of typically human cultural behaviour. Why did humans take so long—at least 100 000 years—to become ‘behaviourally modern’? The transition is often explained as a change in the intrinsic cognitive competence of modern humans: often in terms of a new capacity for symbolic thought, or the final perfection of language. These cognitive breakthrough models are not satisfactory, for they fail to explain the uneven palaeoanthropological record of human competence. Many supposed signature capacities appear (and then disappear) before the supposed cognitive breakthrough; many of the signature capacities disappear again after the breakthrough. So, instead of seeing behavioural modernity as a simple reflection of a new kind of mind, this paper presents a niche construction conceptual model of behavioural modernity. Humans became behaviourally modern when they could reliably transmit accumulated informational capital to the next generation, and transmit it with sufficient precision for innovations to be preserved and accumulated. In turn, the reliable accumulation of culture depends on the construction of learning environments, not just intrinsic cognitive machinery. I argue that the model is (i) evolutionarily plausible: the elements of the model can be assembled incrementally, without implausible selective scenarios; (ii) the model coheres with the broad palaeoarchaeological record; (iii) the model is anthropologically and ethnographically plausible; and (iv) the model is testable, though only in coarse, preliminary ways.
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Miler, Krzysztof, Karolina Kuszewska, and Michał Woyciechowski. "Larval antlions with more pronounced behavioural asymmetry show enhanced cognitive skills." Biology Letters 13, no. 2 (February 2017): 20160786. http://dx.doi.org/10.1098/rsbl.2016.0786.
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Brain lateralization is hypothesized to improve the efficiency of information processing. Here, we found that some Myrmeleon bore antlion larvae showed individual asymmetry in righting from a supine to normal position over one side of their body, which can be considered a reflection of greater brain lateralization. We demonstrated that these behaviourally asymmetrical individuals showed improved learning abilities, providing novel evidence that brain lateralization leads to beneficial effects on cognitive functions.
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Sauter, Floor M., David Heyne, Anke W. Blöte, Brigit M. van Widenfelt, and P. Michiel Westenberg. "Assessing Therapy-Relevant Cognitive Capacities in Young People: Development and Psychometric Evaluation of the Self-Reflection and Insight Scale for Youth." Behavioural and Cognitive Psychotherapy 38, no. 3 (April 12, 2010): 303–17. http://dx.doi.org/10.1017/s1352465810000020.
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Background: The effectiveness of cognitive-behaviour therapy with young people may be influenced by a young person's capacity for self-reflection and insight. Clinicians who assess clients' proficiencies in these cognitive capacities can better tailor cognitive and behavioural techniques to the client, facilitating engagement and enhancing treatment outcome. It is therefore important that sound instruments for assessing self-reflection and insight in young people are available. Aims: The aim of the current study was to translate and adapt the Self-Reflection and Insight Scale (SRIS) for use with a child and adolescent population (Study 1), and to evaluate the psychometric properties of the resulting measure, the Self-Reflection and Insight Scale for Youth (SRIS-Y; Study 2). Method: In Study 1 (n = 145), the comprehensibility of the SRIS-Y was assessed in a community sample of children and adolescents. Study 2 (n = 215) then explored the reliability and structural, convergent, and divergent validity of the SRIS-Y. Results: The SRIS-Y was found to be comprehensible to young people, and had good reliability and structural validity. Conclusions: It appears that the SRIS-Y is a sound instrument for assessing therapy-relevant cognitive capacities in young people, of potential benefit in both research and clinical contexts. Future research foci include the predictive validity of the instrument.
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John, Peter, and Gerry Stoker. "Rethinking the Role of Experts and Expertise in Behavioural Public Policy." Policy & Politics 47, no. 2 (April 26, 2019): 209–26. http://dx.doi.org/10.1332/030557319x15526371698257.
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Nudge and behavioural public policy tools have won support from governments across the world for improving the effectiveness of public interventions. Yet nudge still attracts strong criticisms for promoting paternalism and manipulation as legitimate government actions. To move beyond this divide, this paper offers a comprehensive reorientation, which is necessary because the intellectual foundations of the policy are at fault. A more secure foundation can be achieved by expanding the cognitive scope of behavioural policy, and ensuring that it does not rely on the narrow assumption that intuitive reasoning is flawed and that expert advice is always preferable. This shift in the cognitive range of nudge moves behavioural policy toward citizen reflection and initiative, pointing away from expert-led interventions. It amounts to more than incremental advances in nudge practice. As a result, nudge can escape the charge of not respecting individual autonomy. What we call 'nudge plus' would link more closely with other types of governmental intervention that embrace citizen involvement.
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Zhe, Guo. "A Case Study of Critical Thinking Cultivation Based on Social Cognitive Theory." Journal of English Language and Literature 9, no. 3 (June 30, 2018): 895–900. http://dx.doi.org/10.17722/jell.v9i3.373.
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How to cultivate critical thinking (CT) is considered as one of the most important goals of Chinese higher education over the years. However, many Chinese scholars have shown their concern on "CT Deficiency" after assessing CT skills of English majors in many universities. Thus, the affecting factors of CT development has been investigated from the perspective of the social cognitive theory by a detailed analysis of an English major with comparatively strong CT ability, attempting to find approaches to CT cultivation. After the qualitative analysis of reflection diaries and several interviews, the findings indicate that CT is shaped by the interaction of the environmental, individual and behavioural factors. Leaners can employ the strategies as interpretation, planning and implementation, self-regulation and adjustment, and reflection to facilitate the interaction
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Spaten, Ole Michael, and Tia G. B. Hansen. "Should learning to coach be integrated in a graduate psychology programme? Denmark’s first try." Coaching Psychologist 5, no. 2 (December 2009): 104–9. http://dx.doi.org/10.53841/bpstcp.2009.5.2.104.
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For the first time coaching was embedded in a psychology graduate programme in Denmark. In the programme at Aalborg University the students concurrently followed cognitive-behavioural therapy courses and cognitive coaching modules. Spanning 1.5 academic years (16 full days) the coaching modules include 104 hours of lectures and action-reflection-workshops. Students’ coaching competences were measured pre-, mid-term and end course. The results show significant growth on the coaching competence scale and we propose that coaching should be included in upcoming psychology students’ graduate training.
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Fernández-Álvarez, Héctor, Claudia Castañeiras, and Gertrudis Wyss. "Commentary on Three Articles on Self-practice/Self-reflection in Cognitive-Behavioural Therapy." Australian Psychologist 50, no. 5 (September 7, 2015): 335–39. http://dx.doi.org/10.1111/ap.12156.
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Mazepa-Domagała, Beata. "Around Art Reception. A Model of Empirical Cognition of Early School Education Teachers’Attitudes to Modern Art - A Project Study." New Educational Review 1, no. 67 (March 31, 2022): 117–31. http://dx.doi.org/10.15804/tner.22.67.1.09.
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The paper results from considerations on art reception and reflection on the current position of art recipients, their dispositions, and behaviours towards modern artistic activity, including the emotional, cognitive and behavioural orientation of early school education teachers in modern art. It begins with reflections on modern art understood as artistic activity created based on various means of expression and avant-garde and neo-avant-garde artistic solutions, which reacts to the huge potential, possibilities, threats of the surrounding world, and the situation of the recipient of modern artistic activity. The study’s further part presents the basic findings on the theoretical and conceptual framework of the phenomenon and a model of empirical cognition of early school education teachers’attitudes towards modern art. The study is addressed to researchers of the subject area and pedagogues. Even though it can hardly be regarded as a handy compendium, it provides a theoretical base and a research perspective. Therefore, it can serve as a guideline for future research explorations.
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Quach, Sara, Scott Weaven, Park Thaichon, Debra Grace, and Lorelle Frazer. "A model of entrepreneurship education in franchising – application of outside-in marketing with a behavioural focus." Journal of Business & Industrial Marketing 35, no. 1 (January 6, 2020): 116–33. http://dx.doi.org/10.1108/jbim-07-2018-0210.
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Purpose Drawing on an outside-in marketing perspective, this paper aims to outline the development, implementation, evaluation and reflection of a real-world entrepreneurship education (EE) intervention with cognitive, affective and ultimately behavioural objectives. Design/methodology/approach A specific and uniform EE program specifically targeted to current “would be” entrepreneurs who were investigating the franchising business model was developed, focusing on the behavioural outcomes. The effectiveness of the EE intervention was evaluated using a quasi-experimental research design, which involved franchisees who had not participated in the EE intervention (control group) and franchisees who had participated in the EE intervention (experimental group). The administration of the national on-line survey yielded a total of 520 responses (194 in the experimental group and 326 in the control group). Findings The planning process in the pre-intervention stage included situation analysis, objective setting and decisions in relation to the communication strategy, i.e. content and mode. The effectiveness of the EE intervention was evaluated in the post-intervention stage. The findings indicate that EE intervention resulted in participants’ positive cognitive, affective and behavioural outcomes such as performance and relationship management. Finally, following a reflection process, additional elements covering topics related to work-life balance were incorporated into the module pertaining to an individual’s suitability to become a franchisee. Originality/value This paper proposes a conceptual framework that represents an outside-in EE approach whereby problems, audiences, objectives and communication strategies (content and method) are strategically intertwined to produce relevant, measurable and diagnostic behavioural outcomes. The EE intervention can also improve the B2B relationship between actors in a business network.
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Milne, Derek L., Caroline Leck, and Nasim Z. Choudhri. "Collusion in clinical supervision: literature review and case study in self-reflection." Cognitive Behaviour Therapist 2, no. 2 (June 2009): 106–14. http://dx.doi.org/10.1017/s1754470x0900018x.
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AbstractInterpersonal dynamics are a recurring impediment to effective clinical supervision and can lead to phenomena like collusion between the supervisor and supervisee. Collusion involves both supervisor and supervisee engaging in safety behaviours that serve to conveniently avoid and escape from difficult topics and challenging methods. Whilst minimizing the short-term threat to supervisor and supervisee, collusion will tend to undermine the effectiveness of supervision and limit significantly its long-term value to patients. In order to consider how best to address collusion, we review the cognitive-behavioural therapy (CBT) and related literature on collusion, focusing on how it has been formulated and managed. We then provide a case study featuring a supervisor who was colluding with the supervisee's avoidance behaviours (i.e. filling supervision sessions with superficial reflections on his casework) by not challenging these reflections or moving to another learning mode (e.g. experimenting). We develop a CBT formulation of this pattern of supervision as part of the self-reflection process, led by a consultant. Self-reflection appeared to be a useful tool for improving the supervisor's understanding of this dysfunctional process, and strengthened the supervisor's confidence in utilizing relevant skills in the future.
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Marcus, Valerie Bukas, Noor Azean Atan, Sanitah Mohd Yusof, and Lokman Tahir. "Exploring Cognitive Engagement in Extreme e-Service Learning for Multimedia Creative Course During the COVID-19 Pandemic." Innovative Teaching and Learning Journal 8, no. 1 (July 25, 2024): 24–40. http://dx.doi.org/10.11113/itlj.v8.154.
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The COVID-19 pandemic prompted a global shift towards online learning, necessitated by restrictions on physical interaction. Consequently, Multimedia Creative Courses incorporating Service Learning were transformed into Extreme e-Service Learning (Xe-SL), conducted entirely online. In the realm of online e-Service Learning, ensuring student engagement and knowledge retention are crucial to successful course completion. While behavioural engagement can be easily observed, assessing cognitive engagement presents a challenge. Cognitive engagement involves the learner's psychological investment in the learning process, their willingness to comprehend the material, and their drive to attain the highest levels of understanding.This study explores the cognitive engagement of students in Extreme e-Service Learning (Xe-SL), an online learning approach implemented during the COVID-19 pandemic. A case study was conducted involving 27 undergraduate students undertaking a Multimedia Creative project within Xe-SL. Thematic analysis of collected reflections revealed distinct patterns of cognitive engagement across different phases. Prior to Xe-SL, students demonstrated cognitive engagement through understanding concepts, problem solving, critical thinking, self-reflection, and self-improvement. During Xe-SL, cognitive engagement was evident in the acquisition of new skills and tools, overcoming challenges, reflection, and recognizing the impact and benefits of their work. Post-Xe-SL, students exhibited increased skills and knowledge, engaged in teaching and mentorship, fostered collaboration and teamwork, applied problem-solving skills, and retained and applied their knowledge.These findings provide insights into the cognitive engagement processes within Xe-SL and offer practical guidance for designing effective online learning activities. Furthermore, the study highlights the enduring impact of Xe-SL on students' skills, collaboration abilities, problem-solving proficiency, and knowledge application. This research contributes to the understanding of effective online pedagogy and underscores the benefits of Xe-SL. Educators, instructional designers, and policymakers can leverage these findings to enhance student engagement and promote meaningful learning experiences in online service learning environments.
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Siddiqui, Siddiqui. "How does a second-wave cognitive behavioural practitioner manage a transition to third-wave practice?" Counselling Psychology Review 27, no. 2 (June 2012): 36–51. http://dx.doi.org/10.53841/bpscpr.2011.27.2.36.
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BackgroundCounselling psychology involves self-awareness, practice-based learning, knowledge and reflection in action. These ingredients are essential if one is to integrate theory and practice and problem solve difficulties in therapy and are contained in Schön’s (1987) reflective practitioner model. This paper asks the question how does a counsellor know when to introduce new therapeutic practices to the counselling process, and how is that change managed?MethodA single case study design using a video and transcript were used to assess adherence to standard second–wave cognitive behavioural therapy (CBT) practice. Uncomfortable bodily and emotional sensations during this procedure were identified and subjected to analysis by Gendlin’s (2003) process of focusing.ResultsThe therapy was found to be a competent piece of second-wave CBT, as assessed by a condensed cognitive therapy rating scale. The focusing self-reflection resulted in 16 blocks of uncomfortable felt–senses. The strongest felt–senses were found not to be linked to the actual conduct of standard second–wave CBT, but to the emergent knowledge that alternative methodological approaches to a presenting problem may be applicable. Focusing resulted in themes emerging around old ways of working being not necessarily the only way of approaching therapy.ConclusionsThe conclusions reached were that practitioners, as normal practice, need to be prepared to monitor how they react bodily as well as cognitively, in order to assess if transitions in therapeutic practice are desirable to reduce ruptures in therapy. How these transitions in methods of working can be incorporated was discussed in terms of case–conceptualisation.
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Siddiqui, Nadim I. "How does a second-wave cognitive behavioural practitioner manage a transition to third-wave practice?" Counselling Psychology Review 27, no. 2 (June 2012): 36–51. http://dx.doi.org/10.53841/bpscpr.2012.27.2.36.
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BackgroundCounselling psychology involves self-awareness, practice-based learning, knowledge and reflection in action. These ingredients are essential if one is to integrate theory and practice and problem solve difficulties in therapy and are contained in Schön’s (1987) reflective practitioner model. This paper asks the question how does a counsellor know when to introduce new therapeutic practices to the counselling process, and how is that change managed?MethodA single case study design using a video and transcript were used to assess adherence to standard second–wave cognitive behavioural therapy (CBT) practice. Uncomfortable bodily and emotional sensations during this procedure were identified and subjected to analysis by Gendlin’s (2003) process of focusing.ResultsThe therapy was found to be a competent piece of second-wave CBT, as assessed by a condensed cognitive therapy rating scale. The focusing self-reflection resulted in 16 blocks of uncomfortable felt–senses. The strongest felt–senses were found not to be linked to the actual conduct of standard second–wave CBT, but to the emergent knowledge that alternative methodological approaches to a presenting problem may be applicable. Focusing resulted in themes emerging around old ways of working being not necessarily the only way of approaching therapy.ConclusionsThe conclusions reached were that practitioners, as normal practice, need to be prepared to monitor how they react bodily as well as cognitively, in order to assess if transitions in therapeutic practice are desirable to reduce ruptures in therapy. How these transitions in methods of working can be incorporated was discussed in terms of case–conceptualisation.
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Cole, James. "Examining the Presence of Symmetry within Acheulean Handaxes: A Case Study in the British Palaeolithic." Cambridge Archaeological Journal 25, no. 4 (October 15, 2015): 713–32. http://dx.doi.org/10.1017/s0959774315000141.
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This paper examines the relationship between the presence of symmetry and the Acheulean biface within a predominantly British Lower Palaeolithic context. There has been a long-standing notion within Palaeolithic studies that Acheulean handaxes are symmetrical and become increasingly so as time progress as a reflection of increasing hominin cognitive and behavioural complexity. Specifically, the presence of symmetry within Acheulean handaxes is often seen as one of the first examples of material culture being used to mediate social relationships. However, this notion has never been satisfactorily tested against a large data set. This paper seeks to address the issue by conducting an analysis of some 2680 bifaces across a chronological and geographical span. The results from the sample presented here are that symmetrical bifaces do not appear to have a particularly strong presence in any assemblage and do not appear to increase as time progress. These results have significant implications for modern researchers assessing the cognitive and behavioural complexities of Acheulean hominins.
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Cabanis, M., A. Krug, M. Pyka, H. Walter, G. Winterer, B. Müller, J. Herrlich, et al. "Neural correlates of cognitive behavioural therapy in patients with schizophrenia." European Psychiatry 26, S2 (March 2011): 916. http://dx.doi.org/10.1016/s0924-9338(11)72621-9.
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There is evidence that patients with persecutory delusions tend to attribute excessively hypothetical positive events to internal causes and hypothetical negative events to external causes, arrive at hasty conclusions and fail in gathering and assessing adequate feedback, particularly when emotionally salient material is involved. Research on the neural correlates of the corresponding neural correlates and even more so on the potential effects of cognitive behavioral therapy (CBT) on the associated cerebral networks is almost unavailable.The first and preliminary results of a multicentre fMRI study will be presented.In this study eighty schizophrenia patients from the POSITIVE clinical trial and eighty healthy subjects were recruited at six German university hospitals (Bonn, Duisburg-Essen, Düsseldorf, Frankfurt, Cologne, Tubingen). After nine months of therapy (either with CBT or Supportive Therapy) patients and controls were re-examined enabling the study correlates of cerebral reorganization processes.We found reliable differences in brain activation relating to phenomena of decision making under uncertainty, and biased attribution (self- vs. external reference of emotional events).The comparison of both groups revealed significant decreased activation in key areas for decision making, self-reflection, self-relevance and agency attribution of patients with schizophrenia.The preliminary data analysis of the still blinded treatment arms shows significantly increased activations in these areas after nine months of CBT. This suggest neuroplasitic changes according to relearning strategies in psychotic patients with schizophrenia and will hopefully give rise to a more widespread application of CBT in treatment of schizophrenia.
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Ribeirinha, Teresa, and Bento Silva. "Student engagement in the Flipped Classroom model implemented in online learning." Revista Latinoamericana de Tecnología Educativa - RELATEC 23, no. 1 (January 3, 2024): 43–59. http://dx.doi.org/10.17398/1695-288x.23.1.43.
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Student engagement is a determinant factor of students' academic success, with added relevance for online learning. The aim of this study was to analyse students' cognitive, affective, and behavioural engagement in a pedagogical proposal based on the Flipped Classroom model, with Portuguese secondary school students. The study, conducted during the COVID-19 pandemic, combined asynchronous and synchronous lessons divided into learning episodes (Summary, Quiz and Rooms). Mixed methods were used to analyse students' discourses, behaviours, perceptions of the experience and academic performance. The results showed that the proposal enhanced a high level of behavioural engagement in the students as expressed by the indicators of task completion, peer interaction and participation. Students showed higher levels of cognitive engagement in the Rooms episodes as they were conducive to peer interaction, explicitness of knowledge and reflection facilitated by interaction with the teacher. Satisfaction was the most prominent indicator of student affective engagement. This study offers a better understanding of the factors that influence student engagement in the Flipped Classroom model and suggests practical implications for enhancing it in online learning.
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Binnie, James. "Do you want therapy with that? A critical account of working within IAPT." Mental Health Review Journal 20, no. 2 (June 8, 2015): 79–83. http://dx.doi.org/10.1108/mhrj-11-2014-0044.
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Purpose – The IAPT programme has been rolled out across England in the last ten years. Although undoubtedly many people have benefited from having greater access to psychological therapy there are several issues with the practicalities of Improving Access to Psychological Therapies (IAPT) and also with its ideology. The paper aims to discuss these issues. Design/methodology/approach – This is a personal reflection of working within the IAPT system for several years. Significant statements heard or interpretations of what has been said are presented alongside an analysis of the implications. Findings – A number of important concerns are presented. The overarching concept of the “McDonaldization” process is discussed as a way of encapsulating the IAPT experience; with its theoretical reliance on the medical model and the real world impact of tendering for services in the modern NHS. The impact of IAPT on cognitive behavioural psychotherapy is also highlighted. Originality/value – A lot has been written in the press and online about IAPT. Many of the criticisms seem to derive from people outside of the IAPT system, many of whom have their own personal or professional agenda for attacking IAPT and Cognitive Behavioural Therapy (CBT); often the criticisms are uninformed. This paper is a reflection of working within the IAPT system and not just an uninformed critique of CBT. Several concerns are raised that without remedy may seriously hold back the progress that psychological therapy has made in recent years.
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Artiran, Murat, Omer Faruk Şimşek, and Martin Turner. "Mediational role of rumination and reflection on irrational beliefs and distress." Behavioural and Cognitive Psychotherapy 47, no. 6 (April 14, 2019): 659–71. http://dx.doi.org/10.1017/s1352465819000031.
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AbstractBackground:The cognitive restructuring of maladaptive beliefs within many cognitive behavioural psychotherapies typically encourages the client to undertake self-reflection. However, whilst self-consciousness can aid self-regulation, it is also implicated in a broad Grange of psychopathologies. The extent to which self-consciousness is associated with psychological distress is yet to be fully determined, but recent literature suggests that irrational beliefs, as proposed within rational emotive behaviour theory (REBT) may play an important role.Aims:The aim of the study was to test the mediational effects of self-consciousness, specifically reflection and rumination, on the relationship between irrational beliefs and psychological distress. Based on past research, it was hypothesized that reflection and rumination would mediate the positive relationship between irrational beliefs and psychological distress. We expected irrational beliefs to interact with rumination to positively predict psychological distress, and irrational beliefs to interact with reflection to negatively predict psychological distress.Method:The present research tested a structural equation model (SEM) in which rumination and reflection mediated the relationship between irrational beliefs and psychological distress.Results:Results indicated that rumination mediates the positive relationship between irrational beliefs and psychological distress. However, in contrast to our hypotheses, significant mediation did not emerge for reflection.Conclusions:This study is the first to show how irrational beliefs and rumination interact to predict psychopathology using advanced statistical techniques. However, future research is needed to determine whether similar mediational effects are evident with rational beliefs as opposed to irrational beliefs.
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Barker, Jamie B., Paul J. McCarthy, and Chris G. Harwood. "Reflections on consulting in elite youth male English cricket and soccer academies." Sport & Exercise Psychology Review 7, no. 2 (September 2011): 58–72. http://dx.doi.org/10.53841/bpssepr.2011.7.2.58.
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This article shares a joint reflection of two psychoeducation programmes delivered to athletes aged 13 to 18 years at two professional academies – cricket and soccer. These season-long programmes followed a cognitive-developmental framework, changing and adapting cognitive-behavioural techniques to benefit elite youth athletes. Initial elements of the programme focused on the 5C’s: commitment, communication, concentration, control, and confidence (Harwood, 2008) which also included team building sessions and one-to-one consultations. Feedback from players and academy directors revealed that the work was suitable and effective for their needs. We have reflected on the delivery of the programme and the challenges encountered, especially: time, funding, specific youth sport psychological intervention frameworks, credibility, confidentiality, determining effectiveness, professional boundaries, and relationships. Finally, we offer future directions on how to integrate psychoeducation programmes for professional sport academies.
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Ament Giuliani Franco, Camila, Renato Soleiman Franco, Dario Cecilio-Fernandes, Milton Severo, Maria Amélia Ferreira, and Marco Antonio de Carvalho-Filho. "Added value of assessing medical students’ reflective writings in communication skills training: a longitudinal study in four academic centres." BMJ Open 10, no. 11 (November 2020): e038898. http://dx.doi.org/10.1136/bmjopen-2020-038898.
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ObjectivesThis study describes the development and implementation of a model to assess students’ communication skills highlighting the use of reflective writing. We aimed to evaluate the usefulness of the students’ reflections in the assessment of communication skills.DesignThird-year and fourth-year medical students enrolled in an elective course on clinical communication skills development were assessed using different assessment methods.Setting and participantsThe communication skills course was offered at four universities (three in Brazil and one in Portugal) and included 69 students.Outcome measuresThe students were assessed by a Multiple-Choice Questionnaire (MCQ), an objective structured clinical examination (OSCE) and reflective writing narratives. The Cronbach’s alpha, dimensionality and the person’s correlation were applied to evaluate the reliability of the assessment methods and their correlations. Reflective witting was assessed by applying the Reflection Evaluation for Enhanced Competencies Tool Rubric (Reflect Score (RS)) to measure reflections’ depth, and the Thematic Score (TS) to map and grade reflections’ themes.ResultsThe Cronbach alpha for the MCQ, OSCE global score, TS and RS were, respectively, 0.697, 0.633, 0.784 and 0.850. The interobserver correlation for the TS and RS were, respectively, 0.907 and 0.816. The assessment of reflection using the TS was significantly correlated with the MCQ (r=0.412; p=0.019), OSCE (0.439; p=0.012) and RS (0.410; p=0.020). The RS did not correlate with the MCQ and OSCE.ConclusionsAssessing reflection through mapping the themes and analysing the depth of reflective writing expands the assessment of communication skills. While the assessment of reflective themes is related to the cognitive and behavioural domains of learning, the reflective depth seems to be a specific competence, not correlated with other assessment methods—possibly a metacognitive domain.
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Gale, Corinne, and Thomas Schröder. "Experiences of self-practice/self-reflection in cognitive behavioural therapy: A meta-synthesis of qualitative studies." Psychology and Psychotherapy: Theory, Research and Practice 87, no. 4 (March 28, 2014): 373–92. http://dx.doi.org/10.1111/papt.12026.
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Borecka-Biernat, Danuta. "Cognitive Evaluation of Conflict and Emotional Dimension of Adolescents’ Strategies for Coping With Social Conflict." Roczniki Psychologiczne 25, no. 1 (April 25, 2022): 47–66. http://dx.doi.org/10.18290/rpsych2022.0003.
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The aim of the research was to cognitively appraise a conflict and provide an emotional reflection on the significance of the situation in triggering destructive and constructive coping strategies used by adolescents in a social conflict situation. The study used the Stress Assessment Questionnaire (SAQ) by Włodarczyk and Wrześniewski, the Three-Factor Inventory of Personality States and Traits (TIPST) by Spielberger and Wrześniewski and the Questionnaire to study adolescents’ strategies of coping in a situation of social conflict (KSMK) by Borecka-Biernat. Empirical research was conducted in secondary schools and included 893 adolescents (468 girls and 425 boys) aged 13–15 years. Analysis of the research results shows that the situational appraisal of a conflict as a threat or the dispositional appraisal of a conflict as a harm/loss, as well as reacting to it with anger or fear, perceived as a temporary emotional state and as a learnt behavioural disposition, co-occurs with the tendency to react destructively to a conflict in adolescents.The research has also shown that an adolescent facing a conflict situation—but not appraising the situation dispositionally as a threat/loss and reacting to it with a learnt behavioural disposition to react with curiosity—will apply a constructive strategy to cope with the situation.
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Borecka-Biernat, Danuta. "Cognitive Evaluation of Conflict and Emotional Dimension of Adolescents’ Strategies for Coping With Social Conflict." Roczniki Psychologiczne 25, no. 1 (April 25, 2022): 47–66. http://dx.doi.org/10.18290/rpsych2022.0003.
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The aim of the research was to cognitively appraise a conflict and provide an emotional reflection on the significance of the situation in triggering destructive and constructive coping strategies used by adolescents in a social conflict situation. The study used the Stress Assessment Questionnaire (SAQ) by Włodarczyk and Wrześniewski, the Three-Factor Inventory of Personality States and Traits (TIPST) by Spielberger and Wrześniewski and the Questionnaire to study adolescents’ strategies of coping in a situation of social conflict (KSMK) by Borecka-Biernat. Empirical research was conducted in secondary schools and included 893 adolescents (468 girls and 425 boys) aged 13–15 years. Analysis of the research results shows that the situational appraisal of a conflict as a threat or the dispositional appraisal of a conflict as a harm/loss, as well as reacting to it with anger or fear, perceived as a temporary emotional state and as a learnt behavioural disposition, co-occurs with the tendency to react destructively to a conflict in adolescents.The research has also shown that an adolescent facing a conflict situation—but not appraising the situation dispositionally as a threat/loss and reacting to it with a learnt behavioural disposition to react with curiosity—will apply a constructive strategy to cope with the situation.
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Esposito, Dario, Stefania Santoro, and Domenico Camarda. "Agent-Based Analysis of Urban Spaces Using Space Syntax and Spatial Cognition Approaches: A Case Study in Bari, Italy." Sustainability 12, no. 11 (June 5, 2020): 4625. http://dx.doi.org/10.3390/su12114625.
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The present study provides a reflection on the agent-based intelligence of urban spatial environments through the comparison of a formal quantitative approach, i.e., space syntax, and a qualitative experimentation based on the spatial cognition approach. Until recently, space syntax was adopted by urban planners and designers to support urban design and planning decisions, based on an analysis of the urban physical environment. Researchers in the cognitive science field have increased their attempts to address space syntax techniques to better understand the relationships of cognitive spatial agents with the spatial features of urban environments. In this context, the experimental approach focuses on the qualities of the environment as interacted, perceived and interpreted by cognitive agents and reflects on the role which it plays in affecting spatial decisions and route choices. The present paper aimed to explore the extent to which possible integration between the different approaches can provide insights on agent-based decisions in actions and behavioural processes in space for useful perspectives in urban analysis and planning. Findings suggest relevant correlations between the experimentation results and space syntax predictions when a correspondence of some aspects can be found. Conversely, interesting qualitative insights from the spatial cognition approach are pointed out to enrich the configurational analysis. The potential and constraints of each approach and the ways of combining these are presented. Evidence supports the suitability of the proposal outlined in the present paper within the framework of urban planning practice.
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Bogatyńska-Kucharska, Anna, Jarosław Kucharski, and Marcin J. Jabłoński. "Paternalism and autonomy: psychotherapists’ choices in dilemmas and their justifications as ethical aspects of the therapeutic relationship." Psychiatria i Psychologia Kliniczna 23, no. 1 (June 13, 2023): 3–11. http://dx.doi.org/10.15557/pipk.2023.0001.
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Aim: The aim of the study was to analyse solutions to ethical dilemmas based on the criterion of “paternalism-autonomism” in the context of psychotherapists’ professional experience and therapeutic modality. Another aim was to review the sources of choices of ethical decisions from the perspective of the “intuitiveness – ethical reflection” dichotomy, and to assess the percentage of ethical, ambiguous, and non-ethical justifications of solutions preferred in those ethical dilemmas. Method: It was a cross-sectional qualitative study. An original questionnaire describing three exemplary clinical and ethical dilemmas combined with a multiplechoice questionnaire containing recommended solutions to the presented dilemmas was employed in the study. The responses were correlated with the modality of psychotherapy (cognitive-behavioural, psychoanalytic-psychodynamic, psychodynamic-systemic, systemic, integrated) and the professional experience of therapists. The statistical analysis included questionnaires obtained from 191 respondents. Results: Statistical data indicate the general advantage of autonomous decisions in the entire group of therapists, regardless of their professional experience. A significant advantage of autonomic solutions over paternalistic solutions was demonstrated in all analysed therapeutic approaches with the exception of the cognitive-behavioural approach. Moreover, a statistically significant majority of psychotherapists reported the use of ethical reflection when choosing the solutions to the discussed dilemmas. A comparison of the total number of selected justifications revealed a significant advantage of ethical justifications over ambiguous and non-ethical ones, regardless of the professional experience of therapists and in all modalities except the psychoanalytic-psychodynamic and psychodynamic-systemic types. Conclusions: The principle of respect for autonomy plays an important role in the professional ethics of psychotherapists, and the preference for ethical considerations and justifications when choosing solutions to practical ethical dilemmas indicates a potential benefit of incorporating ethics into the professional training of therapists.
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Gomes, Ana Allen. "A Course on Cognitive and Behavioural Interventions for Sleep Disorders within a Master Degree Programme in Clinical and Health Psychology." Psychologica 63, no. 2 (December 28, 2020): 159–77. http://dx.doi.org/10.14195/1647-8606_63-2_8.
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Given the prevalence of sleep disorders, the efficacy and effectiveness of behavioural/cognitive interventions, mainly CBT for insomnia, we consider that a course on the topic should be introduced within the psychology master degree programmes. Since 2017/18 we are offering the optional course: Psychological Interventions on Sleep Disorders. The present work summarizes the course syllabus and analyses the students' perceptions regarding the first three editions. One hundred and twenty psychology master degree students have voluntarily registered at the course. End-of-semester online institutional anonymous questionnaires were voluntarily completed. Participants were asked to rate the course in a variety of parameters using a 5-point scale (1=minimum; 5=maximum). Ninety questionnaires were completed. Mean scores on each item (addressing: bibliography/other learning materials; quality of learnings; learning results; non-redundancy concerning other courses; theoretical-practical articulation; students’ active participation in the learning processes; development of analytical and critical reflection/thinking skills; overall self-assessment) ranged between 4.23 and 4.46, items’ mean score = 4.35. Students' perceptions on the first three semesters of the course were clearly encouraging. By offering a course on behavioural interventions for sleep disorders at master degree level, we hope to contribute to increase its delivery in health contexts in the near future.
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Grassi, Giacomo, Martijn Figee, Pieter Ooms, Lorenzo Righi, Takashi Nakamae, Stefano Pallanti, Rick Schuurman, and Damiaan Denys. "Impulsivity and decision-making in obsessive-compulsive disorder after effective deep brain stimulation or treatment as usual." CNS Spectrums 23, no. 5 (April 6, 2018): 333–39. http://dx.doi.org/10.1017/s1092852918000846.
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ObjectiveImpulsivity and impaired decision-making have been proposed as obsessive-compulsive disorder (OCD) endophenotypes, running in OCD and their healthy relatives independently of symptom severity and medication status. Deep brain stimulation (DBS) targeting the ventral limb of the internal capsule (vALIC) and the nucleus accumbens (Nacc) is an effective treatment strategy for treatment-refractory OCD. The effectiveness of vALIC-DBS for OCD has been linked to its effects on a frontostriatal network that is also implicated in reward, impulse control, and decision-making. While vALIC-DBS has been shown to restore reward dysfunction in OCD patients, little is known about the effects of vALIC-DBS on impulsivity and decision-making. The aim of the study was to compare cognitive impulsivity and decision-making between OCD patients undergoing effective vALIC-DBS or treatment as usual (TAU), and healthy controls.MethodsWe used decision-making performances under ambiguity on the Iowa Gambling Task and reflection impulsivity on the Beads Task to compare 20 OCD patients effectively treated with vALIC-DBS, 40 matched OCD patients undergoing effective TAU (medication and/or cognitive behavioural therapy), and 40 healthy subjects. Effective treatment was defined as at least 35% improvement of OCD symptoms.ResultsOCD patients, irrespective of treatment modality (DBS or TAU), showed increased reflection impulsivity and impaired decision-making compared to healthy controls. No differences were observed between OCD patients treated with DBS or TAU.ConclusionOCD patients effectively treated with vALIC-DBS or TAU display increased reflection impulsivity and impaired decision-making independent of the type of treatment.
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Chumiran, Mohd Hasni, Shahriman Zainal Abidin, Wan Nuraini Rahim, and Verly Veto Vermol. "Cognitive Ergonomics of Formgiving as Unstructured Approaches in Furniture Design Practice." Environment-Behaviour Proceedings Journal 6, SI5 (August 29, 2021): 27–32. http://dx.doi.org/10.21834/ebpj.v6isi5.2927.
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This paper discusses how designers formulate ideas through unstructured approaches in furniture design. The problem arose from a logical analysis of the strategies, methods, and hermeneutics in designing within the state-of-the-art interpretation principle. The goal is to understand how designers interpret the visual concept of subjectivity. In the designers’ cognitive ergonomics, verbal protocol analysis approaches methodologically analyzed. The 15-minute memorizing-based videotapes observe the designer reflection using several form properties, namely a characteristic of the uncertain objects has practiced. The findings showed the embodiment of metaphorical forms for designers to visualize unstructured visual forms as significant tangible forms. Keywords: Cognitive ergonomics; formgiving; furniture design; visual protocol eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI5.2927
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Spendelow, Jason S., and Lisa J. Butler. "Reported positive and negative outcomes associated with a self-practice/self-reflection cognitive-behavioural therapy exercise for CBT trainees." Psychotherapy Research 26, no. 5 (July 10, 2015): 602–11. http://dx.doi.org/10.1080/10503307.2015.1058983.
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Davis, Melanie L., Richard Thwaites, Mark H. Freeston, and James Bennett-Levy. "A Measurable Impact of a Self-Practice/Self-Reflection Programme on the Therapeutic Skills of Experienced Cognitive-Behavioural Therapists." Clinical Psychology & Psychotherapy 22, no. 2 (January 26, 2014): 176–84. http://dx.doi.org/10.1002/cpp.1884.
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Chigwedere, Craig, Richard Thwaites, Brian Fitzmaurice, and Gary Donohoe. "Self-practice/self-reflection as an alternative to personal training-therapy in cognitive behavioural therapy training: A qualitative analysis." Clinical Psychology & Psychotherapy 26, no. 1 (October 16, 2018): 74–83. http://dx.doi.org/10.1002/cpp.2331.
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Reilly, Elizabeth A. "Special Section: From Calorie-Counting to Relationships." Group Analysis 39, no. 3 (September 2006): 375–89. http://dx.doi.org/10.1177/0533316406066603.
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Beginning with the notion that eating disorders have become the typical ailment of our generation, the author discusses key developments within the contemporary multi-theoretical literature leading to an emerging focus on the role of inter-personal relationships within the psychopathology. Within this, attention is narrowed to a restricted obsessional and concretized repertoire of food which severely limits inter-personal functioning and the capacity for reflection on the same, producing a quasi-symbiotic picture. Following Foulkes’s ideas on open communication, the author details her work with this client group in a short-term group-analytic group and how this relates to multi-disciplinary work that itself derived principally from cognitive behavioural methodologies. The value of such short-term interventions is stressed with this client group, as is its place within the wider organizational context.
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McArdle, Gerard, and Jamie B. Barker. "A reflection on using a cognitive behavioural approach to performance enhancement with a junior golfer and basketball player: A trainee’s case study." Sport & Exercise Psychology Review 12, no. 1 (March 2016): 81–91. http://dx.doi.org/10.53841/bpssepr.2016.12.1.81.
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This case study report describes the application of a cognitive behavioural approach to the delivery of a sport psychology service to an individual sports person – Edward – from a trainee sport and exercise psychologist’s perspective. The delivery of service was across the client’s two sport areas – golf and basketball. The client was pro-active in seeking sport psychology support to enhancing performance and enjoyment rather than seeking help with a performance deficit. The report outlines the consultation context and various ethical issues associated with delivery of service in this context. The theoretical and philosophical frameworks which guided the consultancy are described and justified with regard to the client and the context. It is explained how these factors guided the development of the programme for service delivery. The report also offers an evaluation of the work and reflections on the process of service delivery from a trainee’s perspective.
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Ferguson, Emma. "‘I know it, but I don’t feel it’: Reflections on using compassion focused therapy (CFT) to tackle the limitations of traditional cognitive behavioural therapy (CBT) after acquired brain injury (ABI)." Neuropsychologist 1, no. 9 (April 2020): 30–36. http://dx.doi.org/10.53841/bpsneur.2020.1.9.30.
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After ABI, CBT is often recommended for clients with psychological distress, but clients commonly report dissonance between their cognitive understanding of therapy and their emotions – the ‘head–heart lag’. CFT may help shift this ‘knowing/feeling’ disconnect, particularly for those with high self-criticism and shame (which often present after ABI). A case reflection is presented where CFT had a successful outcome after traditional CBT had not been sufficiently effective in shifting the client’s emotional state.
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Vukić, Tijana, Marijana Zelenik, and Tatjana Welzer. "Developing Intercultural Communication Competencies Using Various Learning Methods at a Media Communications Study Programme." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, no. 6 (2019): 15–28. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.46.3002.
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Various previous researchers of journalism and media communication education demonstrated the necessity and importance for media workers to be competent in intercultural communication (IC). Slovenian researchers do not discuss these topics, and IC themes are withal mostly part of a non- obligatory courses where usual teaching and learning methods are applied. To examine the effectiveness and usefulness of different teaching/learning methods in developing students’ intercultural communication competencies, an educational intervention research was suitable, as the method is being useful mostly to solve pragmatic issues. Additionally, the study aimed at determining outgoing students’ intercultural communication competencies (ICC) – knowledge, skills, attitudes, and awareness through their cognitive, affective and behavioural dimensions. Two theoretical approaches were used – one stating that ICC are developed by learning on the ground of our innate predispositions and character and the behavioural perspective. This qualitative-evaluative research was conducted within the International and Intercultural Communication course at the first year of Graduate Study of Media Communications at the University of Maribor. It was a trilingual intercultural situation where learning activities such as role-playing, pantomime, case studies, simulations, individual exploration, and reflection were implemented, since students were not used to them. Participatory observation, semi-structured interviews, qualitative questionnaires, evaluation of class activities and a final exam were used as main research methods. Even though the group adapted very soon, the nonverbal activities were most demanding, and individual activities at home the least accomplished. Although they had theoretical knowledge, experience in public speaking, proactivity and self-reflection skills at basic level, their abstract thinking skills, self-awareness and adaptation were medium. However, they showed a great deal of persistence and creativity as a part of a collaborative and cooperative activities. Therefore, focusing on the learning activities stimulating students’ ICC as a part of a real intercultural situation in journalism and mass communication (JMC) education is recommended.
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Luwangula, Ronald, Paul Bukuluki, and Justus Twesigye. "Psychosocial Problems among Survivors and Suggested Interventions for Coping with Child Sacrifice in Uganda." International Letters of Social and Humanistic Sciences 41 (September 2014): 66–77. http://dx.doi.org/10.18052/www.scipress.com/ilshs.41.66.
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Child sacrifice remains a profound challenge to human socio-cultural rights. The increasing problem manifests in several dimensions. It results to death of some children, disappearance of others, children with life-time deformations and/or irreversible disabilities, to the detriment of the child and his/her immediate and extended families. Each child and family victim faces unique and diverse traumatic experiences and peculiar challenges, so are the coping mechanisms, where coping ever occurs. This paper identifies some of the challenges contingent upon cases illustrated. Analysis of the challenges faced and possible coping is guided by a framework of theories that underpin coping with traumatic experiences. These include; the play therapy for children, cognitive-behavioural therapy, the stage specific model, narrative coping mechanisms, and support and self-help groups therapy. Hence, a reflection on how the victims, survivors and their families/caregivers actually cope in practice, based on documented cases is made.
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O’Donovan, Hugh. "CRAIC – A model suitable for Irish coaching psychology." Coaching Psychologist 5, no. 2 (December 2009): 90–96. http://dx.doi.org/10.53841/bpstcp.2009.5.2.90.
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This paper introduces CRAIC which is an acronym for Control, Responsibility, Awareness, Impetus and Confidence. It provides a broad theoretical and unitary psychological framework for developing a practice based understanding, of how coachees uniquely explain and deal with their world, along with, providing the necessary context to build the rapport required to develop, a mindful and productive coaching conversation and relationship. It also potentially serves, to scaffold whatever change is considered necessary and appropriate for the coachee. In the authors practice, it is used within a Cognitive Behavioural Coaching approach, across a range of contexts from Business to Life Coaching. CRAIC provides the basis for generating the insight necessary, to facilitate self-directed learning, personal growth, and improved performance and well-being in the coachee. Additionally, it provides an interesting framework for self-reflection on the part of the Coach in developing his or her own practice.
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PICKUP, GRAHAM J., and CHRISTOPHER D. FRITH. "Theory of mind impairments in schizophrenia: symptomatology, severity and specificity." Psychological Medicine 31, no. 2 (February 2001): 207–20. http://dx.doi.org/10.1017/s0033291701003385.
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Background. Several studies have examined the ability of schizophrenic patients to represent mental states (‘theory of mind'; ToM). There is consensus that some patients have impaired ToM, but there is disagreement about the relation between ToM and symptomatology, and about the severity and specificity of the deficit.Methods. Two first-order and one second-order false belief tests of ToM were given to groups of schizophrenic patients and psychiatric and normal controls. The relation between ToM and symptomatology was explored using regression and symptom subgroup analyses. Severity was investigated by using the same task methodology as in autism research, to enable direct comparison with that disorder. Specificity was investigated using matched control tasks which were as difficult as the ToM tasks, but did not require ToM.Results. Symptom subgroup analysis showed that schizophrenic patients with behavioural signs were impaired relative to controls on ToM, and that remitted patients and a single case with passivity symptoms performed as well as controls. Regression analysis showed that ratings of behavioural signs predicted impaired ToM in schizophrenia. There was weak evidence that a subgroup with paranoid symptoms had ToM impairments, although these were associated with low IQ. Schizophrenic patients only showed ToM deficits on the second-order task. No impairments appeared on the matched control tasks which did not require ToM.Conclusions. There is a clear association between ToM impairment and behavioural signs in schizophrenia. Deficits in paranoid patients are harder to detect with current tasks and may be compensated for by IQ-dependent problem-solving skills. ToM impairments in schizophrenia are less severe than in autism, but are specific and not a reflection of general cognitive deficits.
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Batterbee, Robert A. "Current teaching of psychology in undergraduate adult and comprehensive nursing curricula." British Journal of Nursing 28, no. 13 (July 11, 2019): 848–56. http://dx.doi.org/10.12968/bjon.2019.28.13.848.
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The need for nurses to understand human behaviour in the context of effective caring has long been established; however, there is no consensus over the teaching and learning of psychology. Recent reported failures in compassionate care have prompted academics and clinicians to revisit this discussion and examine the challenges this poses to education. The author therefore recognises the need to take stock to see if we are any closer to answering the critical question of how to help students use psychology to understand themselves and the people they will be caring for. A literature review was conducted to examine current research and texts that address the teaching of psychology to undergraduate adult nursing students. The aim was to frame recent discussion in the context of current pre-registration education, rather than revisit the historic argument. Three common themes emerged from the review: the content of psychology taught; the methods of teaching psychology to nurses; and the application of psychological theory to nursing practice. These themes became the focus of further content analysis. A consensus is emerging from the traditionally opposed skills and theory camps that psychological literacy is essential to caring. Psychological content must not be diluted, neglected or eroded, and the essentials of this need to be defined and taught in a manner that is simple to understand and can be applied to real people. In undergraduate education, there is an increasing emphasis on structured reflection, which is used to forge links between student cognition, emotion and behaviour to reinforce theoretical psychological concepts. The similarities between models of reflection and cognitive behavioural psychological conceptualisation are a possible area for future investigation.
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Gheorghe, Mihaela Brebinaru. "Prince Charming and the problem of morality from a pragmatic point of view. A reflection on the imaginary born of truth." Theatrical Colloquia 11, no. 2 (November 26, 2021): 124–34. http://dx.doi.org/10.2478/tco-2021-0025.
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Abstract Fairy tale characters have a special status for children, as they become the bearers of values and emotions with a major impact on the development of the young viewer in whose universe anything is possible. Children often place the action at a subordinate level of their brain and the text loses its value to the character construction, which they remember at the expense of the actions the characters perform. Young audiences’ conclusions about a character can boil down to two simple characterizations: GOOD or BAD, but their subconscious picks up complex information that can affect the core values and influence future decisions or actions. This assessment of the moral character that a fairy tale character has is only valid because the fairy tale is used for an educational purpose and is supposed to contribute to the development of cognitive and affective processes in the formation of fundamental character traits. The aim of the critical approach of this research is to identify the real values of a character through behavioural analysis in order to render it scenically.
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McGinn, Lata K. "Enhancing Cognitive-Behavioural Therapy (CBT) Skill Acquisition Through Experiential and Reflective Learning: A Commentary on Studies Examining the Impact of Self-Practice and Self-Reflection in CBT." Australian Psychologist 50, no. 5 (September 7, 2015): 340–43. http://dx.doi.org/10.1111/ap.12153.
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Dlouhá, Heras, Mulà, Salgado, and Henderson. "Competences to Address SDGs in Higher Education—A Reflection on the Equilibrium between Systemic and Personal Approaches to Achieve Transformative Action." Sustainability 11, no. 13 (July 3, 2019): 3664. http://dx.doi.org/10.3390/su11133664.
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Competence-oriented teaching that leads to the sustainable transformation of both the individual and society requires a holistic learning process that addresses the cognitive, socio-emotional and behavioural domains of learning in a balanced way. This article questions whether a personal dimension of competences (addressing the individual’s values, attitudes, and lived experiences) is relevant for higher education in addition to the systemic dimension (learning objectives emphasizing cognitive processes). A theoretical concept for analysing competence frameworks from this point of view was developed in a multi-step qualitative research process: two existing competence frameworks underpinning international ESD policies were compared and, based on the findings, an analytical tool to analyse competence dimensions was drafted as a two-dimensional matrix. This tool was tested on competence frameworks reported in the literature and on examples from practice in confrontation with related academic discussion. The analysis of sustainability competences with this tool illustrates the transformative dimension on a scale from holistic thinking through future orientation to achieving transformation, and the normative dimension that indicates the complementarity of the personal and systemic character of competences. The analysed competence frameworks include competences more or less evenly distributed in both dimensions; the competences in the socio-emotional learning domain were often associated with envisioning change and achieving sustainable transformation. As anticipating the future in an active way is relevant for sustainability-oriented HE programs, not only should this dimension of competences be afforded greater consideration, but pedagogies addressing the personal level should also be further investigated and implemented in HE.
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Parker, Gordon, and Kay Roy. "Adolescent Depression: A Review." Australian & New Zealand Journal of Psychiatry 35, no. 5 (October 2001): 572–80. http://dx.doi.org/10.1080/0004867010060504.
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Objective: To review the characteristic clinical, illness course and risk factors to adolescent depression. Method: A literature review is provided with interpretive comments. Results: The clinical feature profile is likely to reflect the rarity of melancholic depression, while the non-melancholic ‘irritable hostile’ pattern appears distinctly increased. A ‘reactive depressive disorder’ is rare in those who get to psychiatric assessment, while comorbidity (e.g. anxiety and personality disorders, illicit drug use) is the rule. Aetiological determinants and the prognosis generally more relate to comorbid factors than to depression per se. Predisposing and precipitating psychological and social determinants are considered, while the efficacies of varying antidepressant strategies remain unclear apart from those withan ‘anxious’ or ‘irritable’ depression where selective serotonin re-uptake inhibitor medication has shown utility and where cognitive–behavioural therapy may be relevant. Conclusions: For the majority who develop adolescent depression, its expression and outcome appear more a reflection of the propagating determinants, most commonly anxiety and personality style. The clinician should determine a treatment plan that not only addresses the depression but which identifies and addresses the contributing features.
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Thwaites, Richard, Laura Cairns, James Bennett-Levy, Laura Johnston, Ria Lowrie, Andrea Robinson, Melanie Turner, Beverly Haarhoff, and Helen Perry. "Developing Metacompetence in Low Intensity Cognitive-Behavioural Therapy (CBT) Interventions: Evaluating a Self-Practice/Self-Reflection Programme for Experienced Low Intensity CBT Practitioners." Australian Psychologist 50, no. 5 (September 7, 2015): 311–21. http://dx.doi.org/10.1111/ap.12151.
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Sankarasubramanyan, R. "‘Preparation’ and ‘Readiness’: The Education Paradigm for the Organisation Development Certificate Programme." NHRD Network Journal 13, no. 3 (July 2020): 296–310. http://dx.doi.org/10.1177/2631454120951882.
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The organisation development certificate programme (ODCP) offered by the Indian Society for Applied Behavioural Science—ISABS ( www.isabs.org ) is a unique blend of learning about organisations, the process of OD with deep awareness about self as an instrument of change. ISABS as an institution has been engaged with T-groups for the past 50 years, having learnt the same from National Training Laboratories (NTL) Institute for Applied Behavioural Science ( www.ntl.org ). The focus of ISABS has been on discovering oneself through the process of engagement in small groups. ISABS pedagogy has evolved over years after initial learning from NTL This pedagogy distinguishes itself from any typical university education by stressing on experiencing and reflection of the learning process held together by a process facilitator. The expectation is that the participants will conceptualise and apply their learning through their own volition. However, this needed to change for the ODCP programme. This article unfolds the process for the reader. The process of OD is based on the quality of the interaction/engagement between the client system and the OD practitioner. Hence, the quality of the ‘preparedness’ and ‘readiness’ of the OD practitioner plays a big role in the ‘process of OD’. ISABS addresses the twin issues of ‘preparedness’ and ‘readiness’ of participants to enter the field of OD through a pedagogy that is a combination of experiential, cognitive, reflective and peer learning. In addition, OD competencies and values are internalised through a learner-centred approach to teaching, classroom as organisation simulations and support systems provided through coaching and learning facilitation.
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Soroka, Iryna, and Iryna Synhaivska. "MANAGEMENT OF INTERPERSONAL CONFLICTS IN THE STUDENT ENVIRONMENT: THE RESULTS OF IMPLEMENTING THE TRAINING COURSE." PSYCHOLOGICAL JOURNAL 8, no. 1 (57) (January 30, 2022): 18–31. http://dx.doi.org/10.31108/1.2022.8.1.2.
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The topic of interpersonal conflicts in the student environment is relevant, as evidenced by the observation and the results of the experiment. Conducting surveys and applying psychological tests in the experiment revealed a negative perception of conflicts by students, low and medium levels of emotional intelligence, and the use of avoidance and competition styles of behaviour in a conflict. To achieve the goal of the pilot experiment, a questionnaire developed by the authors was used: "The perception of conflicts by students". The obtained results formed the basis of the training course "Management of interpersonal conflicts in the student environment." The purpose of the formative experiment was to develop, organize and evaluate the effectiveness of the course implementation. The methods of empirical research (survey, testing, observation, active learning methods) were used in the work and methods of mathematical statistics (Student’s t-distribution). The total sample size was 214 university students (aged 18–22). At the formative stage, 40 students were involved (experimental group – 20 students who did the course on managing interpersonal conflicts in the student environment; and a control group – 20 people who were not involved in the course). The design and content of the training course are based on the structure of the conflict management model, which includes the following components: 1) cognitive; 2) emotional; 3) behavioural (Mayer, 2012). A set of psychological methods was selected to study interpersonal conflicts in the student environment at the cognitive, emotional, and behavioural levels. To determine the students’ perception of the conflict, an Express exercise on associations was used for each letter of the word Conflict. The “Know your EQ” test was used to measure the emotional intelligence quotient. In our work, we also used the Thomas-Kilmann Conflict Mode Instrument (TKI test), a description of behaviour in conflict situations. Measuring the effectiveness of the implementation of the training course "Management of interpersonal conflicts in the student environment" was carried out through the repeated application of methods and the feedback from the course participants. The duration of the course is 70 academic hours: 14 lessons (56 academic hours), an exam – 4 hours, and 10 academic hours of extracurricular work (preparing a project, journaling, etc.). The following interactive techniques were used: the method of incomplete sentences, pair and group work, brainstorming, case studies, role-plays, interviews, miming, retrospective, mini-lectures, reflection sessions. Improvement of the test results at the cognitive, emotional and behavioural levels and positive feedback from the students confirm the effectiveness of the course "Management of interpersonal conflicts in a student environment". Our study, despite its detailed theoretical analysis, valuable results of the experiment, does not reveal all aspects of the problem of interpersonal conflicts in the student environment of higher educational institutions. This work can serve as a basis for further cross-cultural research.
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Hadjistavropoulos, H. D., V. Peynenburg, D. L. Thiessen, M. Nugent, K. Adlam, K. M. B. Owens, E. Karin, B. F. Dear, and N. Titov. "A pragmatic factorial randomized controlled trial of transdiagnostic internet-delivered cognitive behavioural therapy: Exploring benefits of homework reflection questionnaires and twice-weekly therapist support." Internet Interventions 22 (December 2020): 100357. http://dx.doi.org/10.1016/j.invent.2020.100357.
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Li, Xue, Lucy Gongtao Chen, and Jian Chen. "Individual and cultural differences in newsvendor decision making." International Journal of Operations & Production Management 39, no. 1 (January 7, 2019): 164–86. http://dx.doi.org/10.1108/ijopm-01-2018-0042.
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PurposeThe purpose of this paper is to investigate cultural and individual differences in newsvendor decision making.Design/methodology/approachThe online experiment, programmed in the PHP scripting language, had 107 participants: local managers of four large, well-known and supply chain–intensive firms in China (Lenovo, Shenhua, CMST and GM).FindingsThe authors find that, as compared with American subjects, Chinese subjects engage in more demand chasing, order quantities that are closer to the mean demand, have a lower expected profit and exhibit greater variance in order quantities. However, these observations may not hold when the cross-cultural comparison is conducted for each pair of ethnic subgroups whose members have the same cognitive reflection test score, a measure of individual differences. Moreover, cultural differences also affect how individual differences manifest in newsvendor decisions.Practical implicationsThe authors findings have important implications for employee selection, training and management in any cross-cultural business environment.Originality/valueLittle attention has been paid, in the behavioural operations literature, to individual differences and how they interact with culture. This paper is the first to examine the interaction effects of cultural and individual differences in newsvendor decisions, and it highlights an important research area that is currently understudied in operations management.