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Artigos de revistas sobre o assunto "Cognitive Behavioural Reflection"
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Prasko, Jan, Petr Mozny, Miroslav Novotny, Milos Slepecky e Jana Vyskocilova. "Self-reflection in cognitive behavioural therapy and supervision". Biomedical Papers 156, n.º 4 (12 de dezembro de 2012): 377–84. http://dx.doi.org/10.5507/bp.2012.027.
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Thompson, Hayley, e Jennie Lonsdale. "Adapting the manual: Reflections on modifying standardised group materials". Clinical Psychology Forum 1, n.º 188 (agosto de 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, n.º 1566 (27 de março de 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 e Michał Woyciechowski. "Larval antlions with more pronounced behavioural asymmetry show enhanced cognitive skills". Biology Letters 13, n.º 2 (fevereiro de 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 e 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, n.º 3 (12 de abril de 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, e Gerry Stoker. "Rethinking the Role of Experts and Expertise in Behavioural Public Policy". Policy & Politics 47, n.º 2 (26 de abril de 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, n.º 3 (30 de junho de 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, e Tia G. B. Hansen. "Should learning to coach be integrated in a graduate psychology programme? Denmark’s first try". Coaching Psychologist 5, n.º 2 (dezembro de 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 e Gertrudis Wyss. "Commentary on Three Articles on Self-practice/Self-reflection in Cognitive-Behavioural Therapy". Australian Psychologist 50, n.º 5 (7 de setembro de 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, n.º 67 (31 de março de 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.
Teses / dissertações sobre o assunto "Cognitive Behavioural Reflection"
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Haarhoff, Beverly Ann. ""The map, the navigator, and the explorer": evaluating the content and quality of CBT case conceptualization and the role of self-practice/self-reflection as a training intervention : a thesis presented in partial fulfillment of the requirements of the Doctor of Philosophy in Psychology at Massey University, Albany, New Zealand". Massey University, 2008. http://hdl.handle.net/10179/1077.
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Cognitive Behaviour Therapy (CBT) leads the way as an evidenced based psychotherapy, and the evaluation of CBT training programs is increasingly seen as important if this position is to be maintained. In this dissertation, CBT case conceptualization, as a core psychotherapeutic competency, acquired in training, is evaluated. Case conceptualization, integrates precipitating, predisposing, maintaining, and protective factors, functioning as an explanatory and prescriptive roadmap for therapy. Gaining self-knowledge through exposure to some form of personal therapy is cited as important in gaining psychotherapeutic competency. Self-practice/ self-reflection, show promise as a form of personal therapy compatible with the principles of CBT. This study evaluates the content and quality of CBT case conceptualizations produced by a sample of 26 participants who have completed the Massey University Post Graduate Diploma, using three case conceptualization rating scales. In addition, the impact of a self-practice/self-reflection manualised training intervention designed to improve the quality of case conceptualization in trainee cognitive behaviour therapists, is explored using thematic analysis. The evaluation of the CBT conceptualizations showed predisposing factors and psychological mechanisms as receiving the most attention from participants. However, the majority of participants failed to pay attention to socio-cultural, biological, protective factors and factors pertaining to the therapeutic relationship. The majority of the participants were able to produce a 'good enough' CBT case conceptualization, however the ‘problem list’ was not well developed, and the conceptually relevant aspects of the therapeutic relationship and protective factors were given less attention. The effect of a self-practice/self-reflection training intervention on the quality of CBT case conceptualizations produced by the intervention group (n = 16) drawn from the main participant sample, was qualitatively evaluated using thematic analysis. Theoretical understanding of the model, self awareness, empathy, conceptualization of the therapeutic relationship, adaptation of clinical interventions, and clinical practice were all subjectively perceived by participants to have increased as a result of the intervention. An inferential analysis compared the performance of the intervention group (n=16) that of a comparison group (n=10), made up of the remainder of the larger sample described in the context of the first question. The comparison group had not been exposed to the manualised intervention. The comparison was both within, and between the two groups. The quality of the intervention group showed an improvement on one of the rating scales, indicating a possible link between the training intervention and case conceptualization competency, however, the improvement was not replicated by the other two rating scales. The findings are discussed in the context of improving CBT training with regard to case conceptualization.
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Rasmus-Vorrath, Jack Kendrick. "The honesty of thinking : reflections on critical thinking in Nietzsche's middle period and the later Heidegger". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:effe66e1-235d-46a9-a570-b42dceb7e92f.
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This dissertation engages with contemporary interpretations of Nietzsche and Heidegger on the issue of self-knowing with respect to the notions of honesty and authenticity. Accounting for the two philosophers' developing conceptions of these notions allows a response to interpreters who conceive the activity of self-knowing as a primarily personal problem. The alternative accounts proposed take as a point of departure transitional texts that reveal both thinkers to be engaged in processes of revision. The reading of honesty in Chapters 1 and 2 revolves around Nietzsche's groundwork on prejudice in Morgenröthe (1880-81), where he first problematizes the moral-historical forces entailed in actuating the 'will to truth'. The reading of authenticity in Chapters 3 and 4 revolves around Heidegger's lectures on what motivates one's thinking in Was heißt Denken? (1951-52). The lectures call into question his previous formal suppositions on what calls forth one's 'will-to-have-a-conscience', in an interpretation of Parmenides on the issue of thought's linguistic determination, discussed further in the context of Unterwegs zur Sprache (1950-59). Chapter 5 shows how Heidegger's confrontation with Nietzsche contributed to his ongoing revisions to the notion of authenticity, and to the attending conceptions of critique and its authority. Particular attention is given to the specific purposes to which distinct Nietzschean foils are put near the confrontation's beginning--in Heidegger's lectures on Nietzsche's second Unzeitgemässe Betrachtung (1938), and in the monograph entitled Besinnung (1939) which they prepare--and near its end, in the interpretation of Also Sprach Zarathustra (1883-85) presented in the first half of Was heißt Denken? Chapter 6 recapitulates the developments traced from the vantage point of the retrospective texts Die Zollikoner Seminare (1959-72) and the fifth Book of Die fröhliche Wissenschaft (1887). Closing remarks are made in relation to recent empirical research on the socio-environmental structures involved in determining self-identity.
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Merrick, Bradley Maxwell School of Music & Music Education UNSW. "The relationship between self-efficacy and self-regulated behaviour within a secondary school music technology based creative learning environment". Awarded by:University of New South Wales. School of Music and Music Education, 2006. http://handle.unsw.edu.au/1959.4/25768.
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This study employed the theoretical framework of Albert Bandura???s social cognitive theory, to investigate how differing levels of self-efficacy impact on both the type and degree of self-regulatory behaviour employed by the students when composing music in a high school music program. The literature review revealed an abundance of related research suggesting a strong relationship between self-efficacy and self-regulated behaviour in the ???core??? academic domains of education. In contrast, there was no specific research found that had examined self-efficacy and self-regulation in the context of students composing music. An independent school in Sydney served as the research site, with sixty-eight students of varied year levels and musical experience participating in the study. Students used stand alone computers, the software ???Cubase??? and MIDI keyboards as they completed a task that involved creating an original piece of music in a genre of their own choice, over a series of four composition sessions. A mixed methodology was employed to determine if the influence of the students??? self-efficacy beliefs upon their self-regulation in a creative activity were consistent with existing research. Data were collected using a mixture of weekly measures and self-report scales, combined with a variety of questionnaires, logs, tally sheets and interviews. Eight variables, including the self-regulatory sub-processes of goal setting-strategic planning, intrinsic motivation, goal orientation, task expectation, time on task, task completion, monitoring were analysed together with an additional variable, defined as creative ability, to determine if evidence could be found of a relationship between self-efficacy and these specific behaviours while composing. The results suggest that the pre-task (Week 1) measure of self-efficacy was closely associated with the students??? use of the eight self-regulatory dimensions as well as their perceived level of creative ability. Weekly self-efficacy measures also suggested that students??? employ self-regulated sub-processes proportionally to their respective levels of self-efficacy. Importantly, the more efficacious students employed a wider and more sophisticated repertoire of self-regulated behaviour when composing in contrast to the less efficacious students. Self-efficacy was also identified as a key factor amongst students who were initially identified as being naive self-regulators, but who through the duration of the task, modified their behaviour to become more skilful self-regulators. Throughout the study, the consistent level of interaction between self-efficacy and the use of self-regulated behaviours were aligned with findings in the core ???academic??? disciplines of education.
Livros sobre o assunto "Cognitive Behavioural Reflection"
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Goswami, Usha. 6. The learning brain. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199646593.003.0007.
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‘The learning brain’ looks at the influence of personal experience on how we apply logical reasoning and how we learn to detach logic from our own experience. Schooling helps children to become ‘reflective learners’. Self-reflective learning behaviour, or meta-cognitive behaviour, refers to the ability to reflect on personal information-processing skills, to monitor personal cognitive performance, and the ability to be aware of demands from different kinds of cognitive tasks. Children also learn ‘executive function’ skills, which are processes that enable a child to gain strategic control over their own mental processes. These sorts of skills have important developmental links to success in school.
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Wong, Agnes M. F. The Art and Science of Compassion, A Primer. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780197551387.001.0001.
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The Art and Science of Compassion, A Primer is designed as a short, “all-in-one,” introductory text that covers the full gamut of compassion, from the evolutional, biological, behavioural, and psychological, to the social, philosophical, and spiritual. Written with busy trainees, clinicians, and educators in mind, it aims to address the following questions: What is compassion? Is it innate or a trainable skill? What do different scientific disciplines, including neuroscience, tell us about compassion? Why is “compassion fatigue” a misnomer? What are the obstacles to compassion? Why are burnout, moral suffering, and bullying so rampant in healthcare? And, finally, what does it take to cultivate compassion? Drawing on her diverse background as a clinician, scientist, educator, and chaplain, Dr. Wong presents a wealth of scientific evidence supporting that compassion is both innate and trainable. By interleaving personal experiences and reflections, she shares her insights on what it takes to cultivate compassion to support the art of medicine and caregiving. The training described draws on both contemplative and scientific disciplines to help clinicians develop cognitive, attentional, affective, and somatic skills that are critical for the cultivation of compassion. Compassion not only benefits the recipients, produces better patient care, and improves the healthcare system, but it is also a boundless source of energy, resilience, and wellness for the givers. With striking illustrations for key concepts and a concise summary for each chapter, this book provides a solid conceptual framework and practical approaches to cultivate compassion. It serves to complement the experiential component of compassion that the readers are strongly encouraged to develop and practise in their daily lives.
Capítulos de livros sobre o assunto "Cognitive Behavioural Reflection"
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McCormick, Iain. "Using Unified Protocol Cognitive Behaviour Therapy Techniques". In Reflective Practice for Coaches, 157–75. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003285144-16.
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Wong, Daniel Fu Keung, Rose Wai Man Yu e Viola Yuk Ching Chan. "Application and reflection". In A Strength-Based Cognitive Behaviour Therapy Approach to Recovery, 130–36. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429200328-10.
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Boucher, Terry. "Cognitive-Behavioural Contributions to Pluralistic Practice: Reflections on an Issue of Some Contention". In Therapy and Beyond, 155–69. Chichester, UK: John Wiley & Sons, Ltd, 2010. http://dx.doi.org/10.1002/9780470667279.ch10.
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Opdenakker, Marie-Christine. "Teacher and Teaching Behaviour and Student Motivational Outcomes: Critical Reflections on the Knowledge Base and on Future Research". In Effective Teaching Around the World, 29–83. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_3.
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AbstractIn this chapter, (a selection of) current conceptualizations, theories, measurements, and instruments of (quality of) teacher and teaching behaviour from a variety of perspectives, namely educational and teacher effectiveness research, learning environments research and research on motivational teaching are discussed. Furthermore, attention is paid to topics such as the dimensionality of teacher and teaching behaviour, and of teaching skills, as well as the existence of teaching styles and stages in teaching skill development. In addition, context, antecedents, informant as well as (in)stability issues concerning teacher and teaching behaviour are addressed. Relevant empirical findings concerning the already mentioned issues as well as empirical findings with regard to teacher and teaching effectiveness in relation to student motivational outcomes are reviewed and discussed. Attention is paid to unique and joint effects of teacher and teaching behaviour dimensions and relative sizes of effects. In addition, differential effectiveness of teacher and teaching behaviour in relation to student background characteristics such as gender, social-economic status, cognitive ability, race and ethnicity, and prior engagement is discussed. The chapter ends with conclusions, reflections, implications and suggestions for future research directions and practice related to effective teacher and teaching behaviour based on the findings discussed before.
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Tseng, Sherry H. Y., James Higham e Craig Lee. "Academic Air Travel Cultures: A Framework for Reducing Academic Flying". In Academic Flying and the Means of Communication, 327–53. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-4911-0_13.
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AbstractAs primary producers of knowledge, academics are required to create and disseminate research. The advent of internationalisation has given great emphasis to the importance of travel as it pertains to the success of an academic career and the international standing of an institution. However, academics who are highly aeromobile—particularly researchers working in the field of climate change—are now facing allegations of hypocrisy that in some cases may compromise the efficacy of their (climate) research. The novelty of this chapter arises from the application of the cultures framework to the study of academic air travel. It highlights three key elements—cognitive norms, practices and material culture. In this chapter, the cultures framework is adopted to provide a structure within which to consider individual and institutional pathways to achieve a reduction in academic flying. By exploring the interplay of cognitive norms, practices, material culture, support and barriers, the gap between academic theory and institutional realities and practices can be systematically explored and fully elaborated. Furthermore, in doing so, academics may be encouraged to engage in critical self-reflection of the cognitive dissonance between personal intentions to reduce air miles and behaviours to the contrary.
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Krawitz, Roy, e Christine Watson. "Cognitive behavioural strategies". In Borderline Personality Disorder, 101–11. Oxford University PressOxford, 2003. http://dx.doi.org/10.1093/oso/9780198520672.003.0021.
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Abstract Work using behavioural chain analysis, cognitive inferences and core beliefs/schemas can be found in standard cognitive behavioural texts, as can information on impulse control, tension/distress reduction and self-soothing. However, it is probably best to use texts which are focused on people meeting diagnostk criteria for borderline personality disorder, because of the modifications required for this group (Beck et al. 1990; Layden, Newman, Freeman and Morse 1993; Linehan 1993a; Linehan 1993b; Young 1994). There are also many popular psychology books available for clients and relatives/friends using these principles. DBT skills training is well manualized for clinicians with many handouts for clients. DBT skills training is divided into two areas: acceptance skills and change skills. The acceptance skills are mindfulness skills and distress tolerance skills. Mindfulness skills (including observing and describing behaviours, thoughts and feelings) develop capacity for concentration and focusing the mind on the task in hand. Observing and describing assists with self reflection and provides important data for chain analysis. Observing distress can decrease impulsivity and invites the concept that distress can pass without action.
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Brüne, Martin. "Psychiatric assessment". In Textbook of Evolutionary Psychiatry and Psychosomatic Medicine, 113–36. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198717942.003.0005.
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Clinical assessment of patients and therapeutic interaction relies on the clinician’s interpersonal skills. The psychiatric interview serves the purposes to understand signs and symptoms in terms of their (maladaptive) meaning, to ascertain a (preliminary) diagnosis, and to initiate therapy. The clinician’s task, therefore, is to simultaneously listen to the patient’s subjective report, observe the patient’s non-verbal and paraverbal behaviour, and be attentive to his or her own emotional reactions (self-reflection). Specifically, sometimes the non-verbal expressions of behaviour tell more about a patient’s inner state than his or her verbal report, simply because the former is less under conscious control. The traditional psychiatric terminology distinguished between cognitive, emotional, and behavioural manifestations of psychopathology. An ethology-based description of non-verbal behaviours according to the meaning of the behavioural unit (eye contact, affiliation, assertiveness, flight, ambivalence, relaxation) is suitable to complement the traditional examination.
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Olalere, Folasayo Enoch. "Experience-Centred Design and the Role of Computer-Aided Tools in the Creative Process". In Advances in Media, Entertainment, and the Arts, 99–113. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5023-5.ch005.
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In this chapter, the author examines the levels of a cognitive process (visceral, behavioural, and reflection design) in experience-centred design and their applicability in developing effective products. The study further explores the role of computer-aided tools (CAD) in engaging users as the fundamental participants in the creative process. This was achieved by developing two products digitally (CAD models) based on Norman's three design levels, and evaluated using a semantic differential scale to test the emotive response towards the designs. The findings show that CAD is a viable tool for gaining insight into users' perceptions towards a design idea. Also, the results revealed that the process of supporting or sustaining cultural values through design also enhances the affective quality (reflective level) of the design.
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Atkinson, Cathy, e Paul Earnshaw. "MI skills – 3. Reflections". In Motivational Cognitive Behavioural Therapy, 124–29. Routledge, 2019. http://dx.doi.org/10.4324/9780429020896-24.
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García-Pastor, María Dolores. "Engagement in Emergency Remote Education". In Research Anthology on Remote Teaching and Learning and the Future of Online Education, 958–78. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7540-9.ch048.
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Digital storytelling (DST) has been effective for student engagement in second language (L2) education. Yet, its impact on engagement has commonly been examined in the classroom through synchronous DST tools and platforms. This study enquires whether DST can be equally engaging in the context of emergency remote education caused by the COVID-19 pandemic. The participants of the study are 42 student-teachers of English who developed an asynchronous online DST project. Data were collected through a DST questionnaire and were analysed using quantitative and qualitative data analysis methods. DST was found to generate mainly cognitive engagement through self-reflection processes and behavioural engagement in the form of effort and time invested in the speaking and writing parts of the project. Emotional engagement was less frequent and emerged through positive emotions. Insufficient technology skills, the wrong timing and duration of the project, negative emotion arousal, and the absence of teacher and peer feedback and support appeared as potentially disengaging factors.
Trabalhos de conferências sobre o assunto "Cognitive Behavioural Reflection"
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Larue, Othalia, Pierre Poirier e Roger Nkambou. "A Multi Scale Cognitive Architecture to Account for the Adaptive and Reflective Nature of Behaviour". In 2012 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies (IAT). IEEE, 2012. http://dx.doi.org/10.1109/wi-iat.2012.255.
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Gürel, Şeref Can. "Empowering Change: Psychosocial Interventions in Alcohol and Substance Use Disorders". In Panel on "Effective Drug Control Strategies in Northern Cyprus: Challenges and Opportunities in 2024". Emanate Publishing House Ltd., 2024. http://dx.doi.org/10.70020/ehass.2024.7.10.
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This paper explores the critical role of psychosocial interventions in treating alcohol and substance use disorders (AUDs and SUDs) which are¬¬¬ conditions with significant health and societal impacts. Psychosocial interventions, including Cognitive-Behavioural Therapy (CBT), Motivational Interviewing (MI), family-based therapies, and various group psychotherapies, are examined for their effectiveness in addressing the multifaceted nature of these disorders. The integration of these psychosocial interventions in holistic treatment plans is emphasized, acknowledging the necessity of a multidimensional approach that combines individual, group, and family therapies, complemented by pharmacotherapy. Contemporary trends point towards personalized care and the integration of digital counselling, reflecting the evolving landscape of addiction treatment. The importance of ongoing research and adaptation of these interventions to enhance their accessibility and effectiveness is highlighted, underscoring their significant contribution to sustained recovery and improved quality of life.
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Isaac, Siara, e Joelyn de Lima. "Effect of a practice-intensive course on doctoral teaching assistants' teaching self-efficacy and priorities". In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1148.
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Doctoral teaching assistants (TAs) provide key support for learning in STEM fields because they are present during exercises, labs and projects when students are actively engaging with course material. While some institutions provide training for TAs, their effect on teaching activities is rarely assessed. We use the lens of Social Cognitive Theory (SCT) to analyse data on the pre and post course teaching priorities of 20 doctoral TAs who followed a 5 day practice-intensive course on STEM HE. Course time was split between instructors modelling interactive teaching strategies to engage TAs in a data-driven reevaluation of their beliefs about teaching and having each TA teach a lesson everyday using a structured feedback loop to promote reflection. TAs reported self efficacy gains for designing instruction, addressing disruptive behaviour and managing student attention spans after the course. Their priorities also appear to shift away from ‘teaching’ and towards ‘learning’. TAs’ affective reactions and utility judgements after the course indicated that they thought the course was useful and they intended to use the strategies that they had learnt. This practice and reflection intensive course model, able to accommodate up to 40 TAs, is relevant for institutions seeking to improve the quality of undergraduate education or doctoral candidates' preparation for academic roles.
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Alonzo, Paola, e Rosalba Roccolini. "EVOLUTION, STRUCTURE AND LEARNING OF HUMAN LANGUAGE". In 10th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscah.2023/fs11.20.
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The conceptual basis of the article includes descriptions, characteristics and relationships between all aspects of reflection. The aim of the work is to present the evolution, structure and learning of language since the evolution of the human species, already of a genetic order, then became cultural, therefore teachable. Culture, through the changes offered by education to intentional learning, is the engine of man's changes and evolution. From language as a biological moment of adaptation we have moved on to an intentional and specific form of language, the structure of which is to be placed in relation to language learning and behaviour. The relationship between language and its physiological bases has been indicated with the support of psycholinguistics: mental, linguistic processes, human cognitive abilities, involved in the conception, elaboration, description and definition of narratives. The investigation of language learning has been referred to classical theories such as the magic number 7 theory (Miller), the universal language theory (Chomsky) and the cognitivist theory (Piaget). The results of the study led to hypothesize and formulate a new teaching/learning model for languages in suitable laboratories and inserted in educational environments. The laboratory is stimulating and is the one generated as CLIL (Content and Language Integrated Learning), to respond to the connotation of multiculturalism and plurilingualism.
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Priedols, Martins, e Girts Dimdins. "Confirmation Bias, Analytical Thinking, and Emotional Intensity in Evaluating News Headlines Online". In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.03.
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This study examines the role of prior beliefs, analytic thinking, and emotional intensity of content in believing that information is truthful or not. Participants (N = 169 Facebook users) were presented with a series of news headlines previously categorised into three specific subgroups – for or against vaccination, true or false, and high or low in emotional intensity. Each participant first answered questions about their attitude and behaviour towards vaccination against COVID-19 based on the theory of planned behaviour (TPB) and filled out a cognitive reflection test (CRT), a measure of analytic thinking, followed by an evaluation of each headline on whether it is truthful or not. The results showed strong evidence of overall confirmation bias in the group that supports vaccination; however, when considering whether the headline is real or false, the most significant differences between the groups were found in the case of trust in fake headlines against vaccination – those against vaccination to a larger extend believed in false headlines confirming their prior beliefs. In contrast, such differences between the groups in case of false headlines supporting vaccination were weak. Further analysis showed that analytic thinking described by the CRT score had a weak yet statistically significant tendency to promote one’s ability to distinguish real from false information. The intensity of headlines had the most significant differences when evaluating real news headlines supporting vaccination with low emotional intensity and false news headlines against vaccination with low emotional intensity. Overall, these findings provide additional insight into the complex nature of information evaluation online and the critical role of one’s prior beliefs and emotional components of the content.
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Cybal-Michalska, Agnieszka. "Globalisation, cultural pluralism - on the need for (meta)analytical assumptions of career theory for cross-cultural career counseling practice". In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003080.
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The qualitative aspects of the evolution of relations between globality and locality, society and the individual, and their links, are not without consequence for the multicontextual changes in the labour market, which present new challenges to employees. This vision implies completely new ways of interpreting the world in which “a career makes a career” – they are problems of „a borderless career”, „a varied career”, „a post-corporate career” as a novum, of sorts, in the planning of a broadly understood career, the rise in importance of having a career and the ability to plan, manage and monitor one’s own career in the perspective of one’s whole life.The consideration discusses the need for (meta)analytical career theory assumptions for the practice of cross-cultural career counseling. The author emphasizes that there is a need to generate new approaches, which will cross the boundaries defined by partial paradigms so that they will be relevant in the 21st century. Moreover, she raises the question of how to "manage" the rich heritage of career theories of the late 20th century, while at the same time increasing their theoretical-cognitive value. Another aspect that justifies the need for critical reflection on the reliability of theoretical perspectives is the study of methodological instrumentation that takes into account culturally shaded social and professional aspects. A special place is given to the constructivist school of thought and theory of career construction by Mark L. Savickas, which is said to focus on the nature of the social world and refer to the domain of life involving career and its proactive construction, by simultaneously presenting a new perspective on the participation in the global changes. Changes in the world of “borderless” careers shine a new light on the problem of individual proactivity – an individual’s proactive behaviours in their career.
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Froes Carvalho, Vera, Miguel Carneiro, Sérgio Esteves, Sandra Torres e Zita Gameiro. "Motivational interview for schizophrenia patients and alcohol abuse". In 22° Congreso de la Sociedad Española de Patología Dual (SEPD) 2020. SEPD, 2020. http://dx.doi.org/10.17579/sepd2020o038.
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The co-occurrence of schizophrenia and alcohol use disorders often leads to poor treatment retention and adherence. There are very few reports of efficient approaches to treat alcohol abuse in patients with schizophrenia. The purpose of this work was to review the benefits of motivational interview (MI) for alcohol disorders in patients with schizophrenia, and if it can be use in default or if there are some adaptations for this specific population. The authors did a non-systematic review of the literature with the words “motivational interview”, “schizophrenia”, “alcohol”. A case report from 2017 shows a 42 years old man in which was valued the patient's narrative and opinions with support and understanding, that lead to a increase in motivation of abstinence. Reflective listening and summarizing were very important to help with the consciousness of the disease. A study from 2007 with 60 patients shows that they tolerate the shorter sessions (20–30 min) better than longer sessions, because of the difficult time focusing for an extended period of time. More sessions are advantageous because it takes some time for patients to learn how to respond. Other study from 2003 with 30 patients shows that subjects randomized to the MI intervention had a significant reduction in drinking days and an increase in abstinence rates when compared to subjects receiving educational treatment. A blind randomised controlled trial from 2010 with 327 patients shows that integrated motivational interviewing and cognitive behavioural therapy for people with psychosis and substance misuse does reduce the amount of substance used for at least one year after completion of therapy. In conclusion there are evidence of the use of motivational interview in patients with schizophrenia. And the improve is bigger if there is an adaptation to this specific population. More studies are still needed in this aera.
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Šūmane, Ilze, e Līga Āboltiņa. "Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3". In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.45.
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The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.