A Relational Frame Theory Analysis of Coercive Family Process
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Deeply Felt Affect: the Emergence of Valence in Deep Active Inference
Deeply Felt Affect: The Emergence of Valence in Deep Active Inference Casper Hesp†*1,2,3,4, Ryan Smith†5, Thomas Parr4, Micah Allen6,7,8, Karl J. Friston4, Maxwell J. D. Ramstead4,9,10 *Corresponding author (email: [email protected], twitter: @casper_hesp) †Shared first-authorship. These authors made equal contributions and are designated co-first authors. 1. Department of Psychology, University of Amsterdam, Science Park 904, 1098 XH Amsterdam, Netherlands. 2. Amsterdam Brain and Cognition Centre, University of Amsterdam, Science Park 904, 1098 XH Amsterdam, Netherlands. 3. Institute for Advanced Study, University of Amsterdam, Oude Turfmarkt 147, 1012 GC Amsterdam, Netherlands. 4. Wellcome Centre for Human Neuroimaging, University College London, London, UK, WC1N 3BG. 5. Laureate Institute for Brain Research. 6655 South Yale Avenue, Tulsa, OK 74136. 6. Aarhus Institute of Advanced Studies, Aarhus University, Aarhus, Denmark 7. Centre of Functionally Integrative Neuroscience, Aarhus University Hospital, Aarhus, Denmark 8. Cambridge Psychiatry, Cambridge University, 18b Trumpington Road, Cambridge, CB2 8AH 1 9. Division of Social and Transcultural Psychiatry, Department of Psychiatry, McGill University, 1033 Pine Avenue, Montreal, QC, Canada. 10. Culture, Mind, and Brain Program, McGill University, 1033 Pine Avenue, Montreal, QC, Canada. 2 Abstract The positive-negative axis of emotional valence has long been recognised as fundamental to adaptive behaviour, but its origin and underlying function has largely eluded formal theorising and computational modelling. Using deep active inference – a hierarchical inference scheme that rests upon inverting a model of how sensory data are generated – we develop a principled Bayesian model of emotional valence. This formulation asserts that agents infer their valence state based on the expected precision of their action model – an internal estimate of overall model fitness (“subjective fitness”). -
Redalyc.Introductory Comments to the Serie on Relational Frame Theory
International Journal of Psychology and Psychological Therapy ISSN: 1577-7057 [email protected] Universidad de Almería España Barnes Holmes, Dermot; Luciano, M. Carmen; Barnes Holmes, Yvonne Introductory comments to the serie on relational frame theory International Journal of Psychology and Psychological Therapy, vol. 4, núm. 2, july, 2004, pp. 177-179 Universidad de Almería Almería, España Available in: http://www.redalyc.org/articulo.oa?id=56040201 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative International Journal of Psychology and Psychological Therapy 2004, Vol. 4, Nº 2, 177-179 Introductory Comments to the Serie on Relational Frame Theory Dermot Barnes-Holmes1, M. Carmen Luciano2 and Yvonne Barnes-Holmes1 1 2 National University of Ireland, Maynooth, Ireland Universidad de Almería, España The Special Serie of the International Journal of Psychology and Psychological Therapy is comprised of two editions dedicated specifically to Relational Frame Theory (RFT) that cover the key concepts, controversies, and applications associated with this approach. The first and present issue consists of articles covering a range of conceptual aspects of the theory and some new empirical evidence generated by it. The second issue, available in November of 2004, will be more concerned with research investigating applications of the account. Why this Special Serie? Relational Frame Theory is a modern behavioral account of human language and cognition that emerged in early work by Steven C. Hayes in 1991, and was thereafter more formally articulated in 2001 by the same author, along with Dermot Barnes-Holmes, and Bryan Roche. -
Understanding Metaphor: a Relational Frame Perspective Ian Stewart and Dermot Barnes-Holmes National University of Ireland, Maynooth
The Behavior Analyst 2001, 24, 191-199 No. 2 (Fall) Understanding Metaphor: A Relational Frame Perspective Ian Stewart and Dermot Barnes-Holmes National University of Ireland, Maynooth The current article presents a basic functional-analytic interpretation of metaphor. This work in- volves an extension of Skinner's (1957) interpretation of metaphor using relational frame theory (RFT). A basic RFI' interpretation of a particular metaphor is outlined, according to which the metaphor acquires its psychological effects when formal stimulus dimensions are contacted via the derivation of arbitrary stimulus relations. This interpretation sees the metaphor as involving four elements: (a) establishing two separate equivalence relations, (b) deriving an equivalence relation between these relations, (c) discriminating a formal relation via this equivalence-equivalence rela- tion, and (d) a transformation of functions on the basis of the formal relation discriminated in the third element. In the second half of the paper, a number of important issues with regard to the RFT interpretation of metaphor are addressed. Key words: metaphor, relational frame theory, equivalence-equivalence, transformation of func- tions, nonarbitrary relations In psychology, especially cognitive psychology, of an object or event" (pp. 81-82). The characterizing the processes involved in the comprehension of metaphor is not only an in- extended tact is a feature of more com- teresting challenge in its own right, but the spec- plex verbal behavior that occurs when ification of those processes also constitutes a a response is evoked by a novel stim- good test of the power of theories of language ulus that resembles a stimulus previ- comprehension in general. -
Relational Frame Theory
Cognitive and behavioral therapies (CBT) Relational Frame Theory Basic concepts and clinical implications A psychological treatment which is based on talking but that lacks a scientific theory of this very phenomena (talking) Niklas Törneke Jason Luoma Törneke/Luoma 2 2 Historical overview Behavioral tradition: Skinner and verbal behavior What is RFT about? Two problems: • Noam Chomsky • A lack of an extensive research program Cognitive tradition: Mental representations, schema Arbitrary applicable relational responding Two problems: (AARR) • Central phenomena cannot be manipulated A particular kind of behavior • Analysis of talking dissappeared when thinking was made the central issue Törneke/Luoma 3 Törneke/Luoma 4 Three questions to answer today Important concepts in behavior analysis 1. If languaging is behavior, what kind of behavior is it? •Stimulus Or: what are we doing? Stimulus and response are one unit 2. How does this kind of behavior interact with, or contribute to, our • Stimulus function behavior as a whole? Light as an example 3. What controls this kind of behavior? • Functional classes • Contingencies Törneke/Luoma 55 Törneke/Luoma 6 1 Stimulus function is transformed (changed, Stimulus relations which are not altered) as a result of the relation between directly trained stimuli • Sidmans experiments with language training Unconditioned stimulus Unconditioned response Train some relations between words/objects/sounds and get others ”for free” (without specific training) Condtioned stimulus Conditioned response • Example: -
Interfacing Relational Frame Theory with Cognitive Neuroscience: Semantic Priming, the Implicit Association Test, and Event Related Potentials
International Journal of Psychology and Psychological Therapy 2004, Vol. 4, Nº 2, pp. 215-240 Interfacing Relational Frame Theory with Cognitive Neuroscience: Semantic Priming, The Implicit Association Test, and Event Related Potentials Dermot Barnes-Holmes*1, Carmel Staunton1, Yvonne Barnes-Holmes1, Robert Whelan*, Ian Stewart2, Sean Commins1, Derek Walsh1, Paul M. Smeets3, and Simon Dymond4 1National University of Ireland, Maynooth, Ireland, 2National University of Ireland, Galway, Ireland, 3Leiden University, The Netherlands, 4Anglia Polytechnic University, United Kingdom ABSTRACT The current article argues that an important component of the research agenda for Relational Frame Theory will involve studying the functional relations that obtain between environmental events and the physiological activity that takes place inside the brain and central nervous system, with a particular focus on human language and cognition. In support of this view, five separate experiments are outlined. The first three experiments replicate and extend previous research reported by Hayes and Bisset (1998). Specifically, the research, using both reaction time and neurophysiological measures, supports the argument that there is a clear functional overlap between semantic and derived stimulus relations. Specifically, an evoked potential waveform typically associated with semantic processing (N400) is shown to be sensitive to equivalence versus non-equivalence relations. Experiments 4 and 5 indicate that these reaction time and evoked potential effects are not -
Relational Frame Theory Relational Frame Theory a Post-Skinnerian Account of Human Language and Cognition
RELATIONAL FRAME THEORY RELATIONAL FRAME THEORY A POST-SKINNERIAN ACCOUNT OF HUMAN LANGUAGE AND COGNITION Edited by Steven C. Hayes University of Nevada, Reno Reno, Nevada and Dermot Barnes-Holmes Bryan Roche National University of Ireland Maynooth, Ireland KLUWER ACADEMIC PUBLISHERS NEW YORK, BOSTON, DORDRECHT, LONDON, MOSCOW eBook ISBN: 0-306-47638-X Print ISBN: 0-306-46600-7 ©2002 Kluwer Academic Publishers New York, Boston, Dordrecht, London, Moscow Print ©2001 Kluwer Academic/Plenum Publishers New York All rights reserved No part of this eBook may be reproduced or transmitted in any form or by any means, electronic, mechanical, recording, or otherwise, without written consent from the Publisher Created in the United States of America Visit Kluwer Online at: http://kluweronline.com and Kluwer's eBookstore at: http://ebooks.kluweronline.com To the memory of B. F. Skinner and J. R. Kantor They forged the way toward a naturalistic approach to human language and cognition A PERSONAL PROLOGUE Steven C. Hayes University of Nevada, Reno I have been asked by my coauthors to write a personal prologue to this volume. I am a bit embarrassed to do so, because it seems entirely too self-conscious, but I have agreed because it gives me a chance both to acknowledge a number of debts and to help reduce the harmful and false perception that RFT is a foreign intrusion into behavioral psychology. I would like first to acknowledge the debt RFT owes to Willard Day. I heard Willard speak in 1972 or 1973 as a beginning graduate student. His call to understand language as it is actually used became a lifelong commitment. -
Deeply Felt Affect: the Emergence of Valence in Deep Active Inference
LETTER Communicated by Ian Robertson Deeply Felt Affect: The Emergence of Valence in Deep Active Inference Casper Hesp* [email protected] Downloaded from http://direct.mit.edu/neco/article-pdf/33/2/398/1896849/neco_a_01341.pdf by guest on 01 October 2021 Department of Psychology and Amsterdam Brain and Cognition Centre, University of Amsterdam, 1098 XH Amsterdam, Netherlands; Institute for Advanced Study, University of Amsterdam, 1012 GC Amsterdam, Netherlands; and Wellcome Centre for Human Neuroimaging, University College London, London WC1N 3BG, U.K. Ryan Smith* [email protected] Laureate Institute for Brain Research, Tulsa, OK 74136, U.S.A. Thomas Parr [email protected] Wellcome Centre for Human Neuroimaging, University College London, London WC1N 3BG, U.K. Micah Allen [email protected] Aarhus Institute of Advanced Studies, Aarhus University, Aarhus 8000, Denmark; Centre of Functionally Integrative Neuroscience, Aarhus University Hospital, Aarhus 8200, Denmark; and Cambridge Psychiatry, Cambridge University, Cambridge CB2 8AH. U.K. Karl J. Friston [email protected] Wellcome Centre for Human Neuroimaging, University College London, London WC1N 3BG, U.K. Maxwell J. D. Ramstead [email protected] Wellcome Centre for Human Neuroimaging, University College London, London WC1N 3BG, U.K.; Division of Social and Transcultural Psychiatry, Department of Psychiatry and Culture, Mind, and Brain Program, McGill University, Montreal H3A 0G4, QC, Canada *C.H. and R.S. made equal contributions and are designated co–first authors. Neural Computation 33, 398–446 (2021) © 2020 Massachusetts Institute of Technology. https://doi.org/10.1162/neco_a_01341 Published under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. -
Using Relational Frame Theory to Teach Prepositions to Children with Autism
Northern Michigan University NMU Commons All NMU Master's Theses Student Works 4-2020 Using Relational Frame Theory to Teach Prepositions to Children with Autism Alexandra Vacha [email protected] Follow this and additional works at: https://commons.nmu.edu/theses Part of the Social and Behavioral Sciences Commons Recommended Citation Vacha, Alexandra, "Using Relational Frame Theory to Teach Prepositions to Children with Autism" (2020). All NMU Master's Theses. 626. https://commons.nmu.edu/theses/626 This Open Access is brought to you for free and open access by the Student Works at NMU Commons. It has been accepted for inclusion in All NMU Master's Theses by an authorized administrator of NMU Commons. For more information, please contact [email protected],[email protected]. USING RELATIONAL FRAME THEORY TO TEACH PREPOSITIONS TO CHILDREN WITH AUTISM By Alexandra Helen Vacha THESIS Submitted to Northern Michigan University In partial fulfillment of the requirements For the degree of MASTER OF SCIENCE Office of Graduate Education and Research April 2020 SIGNATURE APPROVAL FORM USING RELATIONAL FRAME THEORY TO TEACH PREPOSITIONS TO CHILDREN WITH AUTISM This thesis by Alexandra H. Vacha is recommended for approval by the student’s Thesis Committee and Department Head in the Department of Psychological Science and by the Dean of Graduate Education and Research. __________________________________________________________ Committee Chair: Dr. Jacob Daar Date __________________________________________________________ First Reader: Ashley Shayter Date __________________________________________________________ Second Reader: Dr. Seth Whiting Date __________________________________________________________ Department Head: Dr. Adam Prus Date _________________________________________________________ Dr. Lisa Schade Eckert Date Dean of Graduate Education and Research ABSTRACT USING RELATIONAL FRAME THEORY TO TEACH PREPOSITIONS TO CHILDREN WITH AUTISM By Alexandra Helen Vacha Children with autism often demonstrate deficits with the use of pragmatic language, including prepositions. -
The Relation Between Components of Naming and Conditioned Seeing
The Relation Between Components of Naming and Conditioned Seeing Derek Shanman Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2013 © 2013 Derek Shanman All rights reserved ABSTRACT The Relation Between Components of Naming and Conditioned Seeing Derek Shanman In two experiments, I tested for the presence of conditioned seeing as a measureable behavior, which was measured by participants’ accuracy in drawing a stimulus, and how this behavior was related to the demonstration of the naming capability. In Experiment 1, participants demonstrated a correlation between drawing responses and speaker responses in a test for naming (i.e., incidental learning of language) (r(10) = .702, p <.02) . In Experiment 2, I tested for the effects of using a delayed phonemic response teaching intervention on the acquisition of the drawing responses. There were twelve participants in Experiment 1, six of whom then continued on to Experiment 2. In Experiment 2, I used a non-concurrent multiple probe across participants to test the effects of the phonemic response intervention on the numbers of correct listener, speaker, and drawing responses. The independent variable was the delayed phonemic response intervention to control for the presence of the names of the stimuli, which would be necessary for the demonstration of the speaker component of naming. Four of the six participants in Experiment 2 demonstrated both the acquisition of the speaker component of naming as well as the drawing responses as a function of the delayed phonemic response teaching intervention. -
The ACT Two-Day Workshop Slides
~-~ Daniel J. Moran, Ph.D., BCBA-D An Intro to the Intro to ACT Acceptance and Commitment Therapy is …built on empirically based principles …aimed to increase psychological flexibility …using a mindfulness-based approach …with behavior change strategies …built on empirically based principles Severe substance abuse Social phobia Depression Smoking Obsessive-compulsive disorder Chronic pain Panic disorder Medical problems Generalized anxiety disorder Psychosis Post-traumatic stress disorder Workplace stress Trichotillomania and more... 1 ~-~ …built on empirically based principles Test Anxiety Mathematics Anxiety Public Speaking Anxiety in College Students Enhancing Psychological Health of Students Abroad Eating & Weight Concerns Smoking Substance Abuse …aimed at increasing psychological flexibility Psychological flexibility is: …contacting the present moment fully …as a conscious, historical human being, …and based on what the situation affords …changing or persisting in behavior …in the service of chosen values 2 ~-~ …using a mindfulness-based approach Mindfulness: …is much easier learned by experience …involves: paying attention in a particular way; on purpose, in the present moment, and nonjudgmentally -Jon Kabat-Zinn …with behavior change strategies Behavior change strategies include: Applied Behavior Analysis strategies Ø Contingency management Ø Level systems Traditional Behavior Therapy strategies Ø Flooding Ø Exposure & ritual prevention Ø Social skills training Ø Behavior activation Eysenck defined behavior therapy as “the attempt to alter human behavior and emotion in a beneficial manner according to the laws of modern learning theory” (1964, p. 1). 3 ~-~ What is ACT? ACT is a functional contextual therapy approach based on Relational Frame Theory which views human psychological problems dominantly as problems of psychological inflexibility fostered by cognitive fusion and experiential avoidance. -
Relational Frame Theory: Some Implications for Understanding and Treating Human Psychopathology
International Journal of Psychology and Psychological Therapy 2004, Vol. 4, Nº 2, pp. 355-375 Relational Frame Theory: Some Implications for Understanding and Treating Human Psychopathology Yvonne Barnes-Holmes*1, Dermot Barnes-Holmes1, Louise McHugh1, and Steven C. Hayes2 1 2 National University of Ireland, Maynooth, Ireland, University of Nevada, Reno, USA ABSTRACT In the current paper, we attempt to show how both the basic and applied sciences of behavior analysis have been transformed by the modern research agenda in human language and cognition, known as Relational Frame Theory (RFT). At the level of basic process, the paper argues that the burgeoning literature on derived stimulus relations calls for a reinterpretation of complex human behavior that extends beyond a purely contingency- based analysis. Specifically, the paper aims to show how a more complete account of complex human behavior includes an analysis of relational frames, relational networks, relating relations, rules, perspective-taking, and the concept of self. According to the theory, this analysis gives rise to a new interpretation of human psychopathology that necessarily transforms the applied science of behavior therapy. The current paper is divided into three parts. In Part 1, we provide a brief summary of the integrated history of behavioral psychology and behavior therapy, including their emphases on the principles of classical and operant conditioning as the basis for an account of human psychopathology. In Part 2, the core features of RFT are presented, including the three concepts of bidirectional stimulus relations, relating relations, and rule-governance that constitute critical components of the RFT approach to human psychopathology. -
*Relational Frame Theory: Description, Evidence, and Clinical Applications Yvonne Barnes-Holmes, Dermot Barnes-Holmes, & Ciara Mcenteggart Ghent University, Belgium
2 *Relational Frame Theory: Description, Evidence, and Clinical Applications Yvonne Barnes-Holmes, Dermot Barnes-Holmes, & Ciara McEnteggart Ghent University, Belgium *The current manuscript will be printed in Spanish Acknowledgements The current chapter was prepared with the support of the FWO Type I Odysseus Programme at Ghent University, Belgium. 1 From the perspective of contextual behavioral science (CBS), psychological therapists face the overarching conundrum of trying to alleviate the psychological problems inherent in human language, by using assessments and interventions based on language (Zettle, 2015). Whilst offering a useful description of the core related challenges of psychological assessment and intervention, this dilemma requires further clarification if we are to try to solve it. We list below some basic CBS assumptions in this regard that are entirely consistent with Relational Frame Theory (RFT; Hayes, Barnes-Holmes, & Roche, 2001), and which point to some of the key links between RFT and Acceptance and Commitment Therapy (ACT; Hayes, Strosahl, & Wilson, 1999). • First, we are not arguing that language causes a separate set of events which we refer to as psychological problems or abnormalities (i.e., no additional or “new” processes need to be defined). • Rather, we believe that these problems occur as part of the natural processes of language (i.e., they arise through the emergence of language skills). • Given the first two points above, we must be clear that we adhere to the pragmatic assumption (it is not a scientific fact and is not readily testable) that when you become language-able, you will inevitably experience psychological distress at some point(s) in your life and that you will react or struggle in an “unhealthy” manner (i.e., narrow and inflexible responding that limits access to reinforcers) toward some aspect of this distress.