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Two people enter an elevator. They do not look at each other and they do not talk. Do they communicate? Sure they do. Each is appraising the nuances of body language of the other – they may attempt to give meaning to the lack of eye contact and talk based on the other messages on the nuances of posture and behavior. If this is true, communication between parent [or any other significant adult] and child is of major importance. This discussion concerns forms of communication and way to improve social competence outcomes in children.
What exactly is cognitive behavior management and how does it compare to biomedical-psychiatric practice? This discussion is concerned with the mode of practice and the science behind it.
It should be clear that psychiatrists consistently use the term [psychiatric] inappropriately. The question is what is the purpose? Any reasonable reader should be able to sense the self-promotion that occurs in writing by psychiatrist. By attaching the psychiatric label to things, they try to indicate ownership, however inappropriately. My favorite is psychiatric rehabilitation. While I certainly agree that most psychiatrists need to be rehabilitated, I don’t think this was the intent.
In creating a behavior plan, it is not sufficient to simply construct appropriate goals and expect that the child will even attempt to accomplish them; even when the child expresses a desire to reach the goals. Even providing reinforcements may not be sufficient to overcome what might appear to be impulsive or willful behavior, but may be neither.
While fully supporting the construct of positive behavior systems and the corollary functional behavior assessment, the author demonstrates the continued failure of all child-serving systems to address the behavior issues of children whose distorted way of thinking interferes with competent social performance. In order to address this class of children, they suggest that positive behavior systems be enhanced to positive cognitive behavior systems, indicating the social learning roots and scientific step-by-step approaches continue, while a new area of assessment and consequent intervention becomes available.
Much of Neuro-Linguistic Programming [NLP] operates on the cognitive level, i.e. by manipulating images, words, and feelings through an organized process. However, NLP also purports to utilize neurological approaches. According to Lee Lady, the neurological approaches...
What is the message that we want to send to our children? Behave in ways that maximize opportunities for mutually satisfying relationships Take personal responsibility for behavior Give effort to mastery [personal growth and development] A curriculum is essentially a...
INTRODUCTION Meaning: No meaning exists in any experience. The individual gives meaning to the experience. Attribution: indicates the process of giving meaning. Because people must explain, it opens some interesting possibilities for influence. We attribute a cause to...
Cognitive Behavior Management provides ways to help people make informed decisions in regard to self, others and future prospects and provides the skills for doing that. There are three practical modes of intervention 1) Cognitive Rehabilitation, which includes restructuring and cognitive error correction, 2) Cognitive Skills Development, and development of a 3) Cognitive Culture. Into these three, all the techniques and procedures fit.