The key to helping any person is to be able to relate to them in a manner that is satisfying and gratifying. This is an enormous task for not only must you have some basic understanding of their worldview (their beliefs about themselves, of other people including what they believe other people believe about them, and their expectations for the future; you must also know thyself. People perceive what they expect to perceive: angry people expect to see offense, etc. Too often we supply the very fodder to assure people with problems in living that they are right to be angry, anxious, or sad. Use these concepts as a means of expanding your own thinking: develop a ‘beginner’s mind’. Nothing is quite as it seems – can you allow the process of change to develop?
Adaptational difficulties that lead to referral frequently reflect developmentally and/or situationally inappropriate or exaggerated expressions of behavior that may at times also occur in children who are not referred (Achenbach & Edelbrock, 1981). As a result,...
OPTIONS: A Cognitive Change Program Prepared by John M. Bush and Brian Bilodeau under an Interagency Agreement with the U.S. Navy and the National Institute of Corrections in June of 1993 has as a target population criminal offenders and the specific behavioral goal...
Thinking is a complex system, perhaps chaotic and controlled by strange attractors or epigenetic rules which allow certain pattern formations, analogies and submodalities. This is an overview of the deep thinking about thought.
While the primary function of the school is to educate, the school also provides a common and important social environment for all children. Perhaps, more importantly, the school is often the first formal opportunity for a conflict with values, attitudes and practices...
Assignment of a cause; philosophy of causation. If we become who we are through learning, it is fair to ask, how such learning takes place and to identify the origins for positive social adjustment. But before outlining personal growth and development phases, it is important to disclaim any single factor or system of learning through social experience.
Everyone knows what it is like to feel anxious. Anxiety arouses you to action, It gears you up to face threatening situations. The “butterflies” focus you for better response. Anxiety in children is normal at specific times in development. Healthy youngsters may show intense distress [anxiety] at time of separation from their parents. Young children may have short-lived fears such as fear of the dark, thunder, animals or strangers. Yet when anxiety becomes severe either exaggerated or chronic in duration, it can disrupt daily life and the ability to cope.
Educators, researchers and policymakers have been discussing constructivism and a constructivist approach to learning [and therefore teaching]. During the past few years, this orientation has become de rigueur in educational circles.
This article attempts to define the generic aspects to Awareness, Attendance, Analysis, Alternatives and Adaption and connect these to the goal seeking aspects of the individual.
The understanding of what to change, how to change, and the motivation to change will lead to the ultimate goal of the program: reduction of antisocial behavior.