Williams, Thomas Edwin (1987) a Multimodal Approach to the Assessment and Treatment of Children with Learning Difficulties

Total Page:16

File Type:pdf, Size:1020Kb

Williams, Thomas Edwin (1987) a Multimodal Approach to the Assessment and Treatment of Children with Learning Difficulties Williams, Thomas Edwin (1987) A multimodal approach to the assessment and treatment of children with learning difficulties. PhD thesis. https://theses.gla.ac.uk/662/ Copyright and moral rights for this work are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This work cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Enlighten: Theses https://theses.gla.ac.uk/ [email protected] A MULTIMODAL APPROACH TO THE ASSESSMENT AND TREATMENT OF CHILDREN WITH WITH LEARNING DIFFICULTIES. THOMAS EDWIN WILLIAMS. DEGREE OF Ph.D. UNIVERSITY OF GLASGOW. JANUARY 1987. DEPARTMENT OF PSYCHOLOGY. DEDICATION. I dedicate this work to three marvellous children: EMMA, JENNIFER, & NEIL. ACKNOWLEDGMENTS. The following individuals gave freely and openly of their time and energies throughout the duration of the research project reported in this thesis, a contribution I gratefully acknowledge. Mr. R.Thompson, Kilmarnock Child Guidance Centre. Mr. L. Nicholl, Ayr Child Guidance Centre. Ms. A. Cuthill, Irvine Child Guidance Centre. Ms.J.McPherson, Irvine Child Guidance Centre. Mr. R. Rutherford, Paisley Child Guidance Centre. Mr. H.Cummings, Paisley Child Guidance Centre. Mr.A. Haughey, Govan Child Guidance Centre. Mrs. C. Vassie, Kirkintilloch Child Guidance Centre. Ms. R. Wheeler, Drumchapel Child,Guidance Centre. Mrs. M. Marshall, Ayr Child Guidance Centre. Mr.W. Gilmour, Formerly, Silverwood Primary School, Kilmarnock. Mrs.G. Holmes, Darvel Primary School. Mr. H. Jones, Jordanhill College Of Education. Mrs. M. Browning, H.M.I., Formerly, Jordanhill College Of Education. Dr. H. Turnbull, Craigie College Of Education. Mrs. G. Kamming, Marnock School, Kilmarnock. It is also important to express a debt of gratitude to the schools, and above all, the teachers, who gave so freely of their time and went out of their way to be helpful and cooperative at all stages in the project. Additionally, the children and their parents involved at all stages of this work deserve my deepest thanks and respects. The debt of gratitude I owe to my supervisor — Dr.Ian Wallace, Departent of Psychology, University of Glasgow — is immense. His encouragement and constructive criticisms provided the framework without which I would have gone wildly astray. I must pay particular thanks to him for the manner in which his committment and computing skills extricated me from a very deep hole I had strayed into at one point. Finally, sincere love and thanks to my wife Mary, without whose patience and understanding I could never have completed this work. CONTENTS. 1. CHAPTER ONE: A Multimodal Approach to Psychological Intervention. — A Review of the Literature. Chapter Outline 6 1. Introduction 7 2. The Multimodal Paradigm 8 2.1. Historical Perspectives 8 2.2 Basic Principles Behind The Multimodal Paradigm 13 2.2.1. Comprehensiveness of the BASIC IB 16 2.2.2. Multimodalism and Technical Eclecticism 17 2.2.3. Theoretical Background to the BASIC TB 19 2.2.4. Modality Interaction Across the BASIC 1B 22 2.2.5. The Multimodal Perspective — Summary 24 3. The Multimodal Approach — A Critical Evaluation 25 3.1. Introduction 25 3.2. Fundamental Issues in The Multimodal Perspective 25 3.2.1. The Comprehensiveness Assumption 26 3.2.2. The Separate But Equal Assumption 29 3.2.3. The Theoretical Issue 32 3.2.4. The Therapy/Framework Debate 36 3.2.5. The Effectiveness Debate 38 3.3. The Use of the Multimodal Approach in Other Settings 42 3.3.1. The Multimodal Approach in Institutional Settings 42 3.3.2. The Multimodal Approach With Children 44 3 - 1" LTT2EZ 47 4. The Multimodal Perspective and Educational Psychological Practice 49 4.1. Introduction 49 4.2. Professional Needs of the Educational Psychologist 49 4.3. Advantages of the Multimodal Approach to Educational Psychology in Practice 50 4.3.1. Micro-Analysis - The BASIC /B and Individual Assessment 51 4.3.2. Macro Analysis - The BASIC IB in a Systemic Context 54 4.4. Disadvantages of the Multimodal Approach to Educational Psychology in Practice 55 4.5. Conclusion 57 5. The Multimodal Perspective and the Present Research Issue 59 5.1. Introduction 59 5.2. The Multimodal Approach in this Context 59 5.2.1. Educational Model 60 5.2.2. Individualistic and Comprehensive Model 60 5.2.3. Systematic Model 61 5.2.4. Technical Eclectic 61 5.2.5.;Rcele iultimoa 1 Acnroach - ommunicatini witn tne roressional 62 CHAPTER TWO: Learning Difficulties - A Multimodal Perspective on the Literature Chapter Outline 65 1. Introduction 70 70 1.1. Overview 1.2. Structure of the Review 74 2. Genetic Aspects of Learning Difficulties 76 • 76 2.1. Introduction 76 2.2. Family History Studies 2.3. Twin Studies 79 2.4. Longitudinal Life History 79 Studies 80 2.5. Biochemical Studies 81 2.6. Gender Studies 2.7. Genetic Studies - A Summary 83 2.8. Genetic Factors - A Multimodal View of the Literature 84 3. Gross Physical Impairment and Learning Difficulties 85 3.1. Introduction 85 3.2. Gross Motor Difficulties 85 3.3. Body Concept 86 3.4. Eurythmicy 87 3.5. Gross Physical Impairment - A Summary 87 3.6. Gross Physical Impairment - A Multimodal View of the Literature 87 4. Brain Damage and Learning Difficulties 88 4.1. Introduction 88 4.2. Soft Neurological Signs 89 4.3. Electroencephalographic Studies 92 4.4. Specific Brain Damage - A Summary 94 4.5. Brain Damage and Learning Difficulties - A Multimodal View of the Literature. 95- 5. Psychopharmacological Aspects of Learning Difficulties 96 5.1. Introduction 96 5.2. Biochemical Studies 96 5.3 • PsychopharmazPioga Approaches - A Summary 98 5.4. PsychopharmaclApproaches - A Multimodal View of the Literature 99 6. Vision and Oculomotor Factors and Learning Difficulties 100 6.1. Introduction 100 6.2. Eye Disorders 100 6.3. Oculomotor Control and Eye Movement Studies 101 6.4. Vision and Oculomotor Factors - A Summary 105 6.5. Vision and Oculomotor Factors - A Multimodal View of the Literature 105 7. Maturational Lag and Learning Difficulties 106 7.1. Introduction 106 7.2. Maturational Lag Studies 106 7.3. Maturational Lag Studies - A Summary 110 7.4. Maturational Lag Studies - A Multimodal View of the Literature 110 iv. 8. Hemispheric Functioning in Learning Difficulties 111. 8.1. Introduction 111 8.2. Hemispheric Damage 111 8.3. Hemispheric Specialisation 112 8.4. Cerebral Dominance 114 8.5. Laterality 115 8.6. Theoretical Issues in Hemispheric Functioning and Learning Difficulties 118 8.7. Hemispheric Functioning - A Summary 119 8.8. Hemispheric Functioning - A Multimodal View of the Literature 119 9. Sensory Perception and Learning Difficulties 121 9.1. Introduction 121 9.2. General Perceptual Difficulties 121 9.3. Perception and Maturational Lage 122' 9.4. Visual Perception 123 9.5. Auditory Perception 124 9.5.1. Auditory Discrimination Difficulties 125 9.5.2. Auditory Memory Difficulties 126 9.5.3. Auditory Rythmicity 127 9.5.4. Auditory Perception - A Summary 128 9.6. Sensory Perceptual Integration 128 9.7. Spatial Sensory Perceptual Skills 130 9.8. Perception and Learning Difficulties - A Summary 132 9.9. Perceptual Difficulties - A Multimodal View of the Literature 132 10. Information Processing and Learning Difficulties 133 10.1. Introduction 133 10.2. Sensory Perception and Pattern Recognition 134 10.2.1. Visual Processing 135 10.2.2. Auditory Processing 136 10.2.3. Perceptual Masking 136 10.3. Short Term Memory 137 10.4. Long Term Memory 138 10.4.1. Semantic Memory 139 10.4.2. Sequencing, Orientation and Long Term Memory 141 10.5. Information Processing and Learning Difficutlies - A Summary 143 10.6. Information Processing and Learning Difficulties - A Multimodal View of the Literature 144 V. 11. Behavioural Approaches to Learning Difficulties 145 11.1. Introduction 145 11.2. Attention Span 145 11.2.1. Attention Span - A Multimodal View of the Literature 149 11.3. Behavioural Aspects of Memory 149 11.3.1. Behavioural Aspects of Memory - A Multimodal View of the Literature 151 11.4. Metacognition and Learning Difficulties 151 11.5. Individual Control Variables and Learning Difficulties 153. 11.5.1. Introduction 153 11.5.2. Locus of Control Studies 153 11.5.3. Learned Helplessness Studips 154 11.5.4. Individual Control Variables - A Multimodal View of the Literature 154. 11.6. Cognitive Style and Learning Difficulties 155 11.6.1. Introduction 155 11.6.2. The Research 155 11.6.3. Cognitive Style - A Multimodal View of the Literature 157 12. Emotional Variables and Learning Difficulties 158 12.1. Introduction 158 12.2. The Research 158 12.3. Emotional Variables - A Summary 160 12.4. Emotional Variables - A Multimodal View of the Literature 160 13. Environmental Influences and Learning Difficulties 162 13.1. Introduction 162 13.2. The Research 162 13.3. Environmental Factors - A Summary 166 13.4. Environmental Factors - A Multimodal View of the Literature 166 vi. 14. Intervention and Remediation with Learning Difficulties. 168 14.1. Introduction 168 14.2. Assessment 168 14.3. Effectiveness of Intervention Strategies - Some General Issues 169 14.4.Some Specific Strategies 173 14.4.1. Normal Teaching Methods 173 14.4.2. Behavioural Methods 174 14.4.3. Cognitive Processing Approaches 175 14.4.4. Physiological Approaches 176 14.5. Remediation and Intervention - A Summary 178 14.6 Intervention and Remediation - A Multimodal View of the Literature 178 15. Recent Research - Findings and Implications...180 15.1.
Recommended publications
  • Multimodal Therapy
    DOCUMENT RESUME ED 470 411 CG 032 035 AUTHOR Lazarus, Arnold A. TITLE Multimodal Therapy. PUB DATE 2002-08-00 NOTE 13p.; Paper presented at the Annual Meeting of the American Psychological Association (110th, Chicago, IL, August 22-25, 2002). PUB TYPE Information Analyses (070) Speeches/Meeting Papers (150) EDRS PRICE EDRS Price MFO1 /PCO1 Plus Postage. DESCRIPTORS *Counseling Techniques; *Counseling Theories; *Evaluation Methods; *Intervention; Theory Practice Relationship; *Therapy IDENTIFIERS *Multimodal Counseling .ABSTRACT The multimodal therapy (MMT) approach provides a framework that facilitates systematic treatment selection in a broad-based, comprehensive and yet highly focused manner. It respects science, and data driven findings, and endeavors to use empirically supported methods when possible. Nevertheless, it recognizes that many issues still fall into the gray area in which artistry and subjective judgment are necessary, and tries to fill the void by offering methods that have strong clinical support. This paper provides a brief history of the MMT approach and methods of assessment and intervention. (Contains 26 references.) (GCP) Reproductions supplied by EDRS are the best that can be made from the original document. Multimodal Therapy by Arnold A. Lazarus U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy.
    [Show full text]
  • Hypnosis in the Desensitization of Fears of Dying ABSTRACT 1. CASE CONTEXT and METHOD
    Hypnosis in the Desensitization of Fears of Dying 1 S.R. Hamburg Pragmatic Case Studies in Psychotherapy, http://pcsp.libraries.rutgers.edu Volume 2, Module 2, Article 1, pp. 1-30, 05-11-06 [copyright by author] Hypnosis in the Desensitization of Fears of Dying SAM R. HAMBURG a,b a Independent Practice, University of Chicago’s Pritzer School of Medicine, Family Institute of Northwestern University b Correspondence concerning this article should be addressed to Sam R. Hamburg, Ph.D., P.C., 79 W. Monroe Street, Suite 1311, Chicago, IL 60603 Email: [email protected] _________________________________________________________________________ ABSTRACT This paper describes two cases in which hypnosis was successfully used, in the context of an integrative approach to therapy, to treat pathologically obsessive fears of death. The hypnotic interventions employed in each case are described in detail. The cases illustrate how hypnotherapy can be adapted to clients with widely differing clinical contexts and demographics, with one involving a 40-year-old African-American man (Lawrence), and the other, a 36-year- old white woman (Betty). The latter case illustrates how clinical knowledge, transmitted via a published case of Milton Erickson’s, provided the author the idea for developing a novel solution to the client’s pressing clinical problem. Key words: obsessive fear of death; hypnosis; hypnotherapy; multimodal therapy ________________________________________________________________________ 1. CASE CONTEXT AND METHOD The Cases The two cases presented here have in common their presenting problem: pathological fear of dying. (Note that the names and other identifying characteristics of the clients have been disguised to preserve their anonymity; and both clients gave their permission to have their case written up for publication.) In both cases, hypnosis, within the broader framework of an integrative behavioral/experiential approach to therapy, is the treatment technique that seems to have helped.
    [Show full text]
  • Clinical Use of Hypnosis in Cognitive Behavior Therapy
    The Clinical Use of Hypnosis in Cognitive Behavior Therapy A Practitioner’s Casebook Robin A. Chapman, PsyD, ABPP, is a clinical psychologist at McLean Hospital, Belmont, MA, and North Shore Counsel- ing Center, Beverly, MA, and maintains a private practice. He is currently an in- structor in psychology in the Depart- ment of Psychiatry, Harvard Medical School. Dr. Chapman earned his doctorate from the Illinois School of Professional Psychology in 1990 and earned a certifi- cate in Cognitive Behavioral Therapy from the Adler School of Profes- sional Psychology in 1994. He is board certified in cognitive and behavioral psychology by the American Board of Professional Psy- chology. Additionally, he is an approved consultant in clinical hypno- sis granted by the American Society of Clinical Hypnosis. His teaching experience includes graduate classes at the Illinois School of Professional Psychology and the Chicago School of Professional Psychology. He has taught undergraduate psychology classes at Elmhurst College. The Clinical Use of Hypnosis in Cognitive Behavior Therapy A Practitioner’s Casebook Robin A. Chapman, PsyD, ABPP, Editor Springer Publishing Company Copyright 2006 Springer Publishing Company, Inc. All rights reserved. No part of this publication may be reproduced, stored in a re- trieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, Inc. Springer Publishing Company, Inc. 11 West 42nd Street New York, NY 10036 Acquisitions Editors: Sheri W. Sussman and Lauren Dockett Production Editor: Sara Yoo Cover design by Joanne Honigman Cover background image by Richard A. Chapman Cover foreground image by Noah Chasek 0607080910/54321 Library of Congress Cataloging-in-Publication Data The clinical use of hypnosis in cognitive behavior therapy / [edited by] Robin A.
    [Show full text]
  • Evidence Based Therapeutic Outcome of Multimodal Therapy on Sexual Decisions of Students in River State Remedial Study Centres
    AFRREV, 10 (3), S/NO 42, JUNE, 2016 An International Multi-disciplinary Journal, Ethiopia Vol. 10(3), Serial No.42, June, 2016: 55-71 ISSN 1994-9057 (Print) ISSN 2070-0083 (Online) Doi: http://dx.doi.org/10.4314/afrrev.v10i3.4 Evidence Based Therapeutic Outcome of Multimodal Therapy on Sexual Decisions of Students in River State Remedial Study Centres Ofole, Ndidi M. Department of Guidance and Counselling Faculty of Education University of Ibadan, Nigeria GSM: +2349034729225 E-mail: [email protected]; [email protected] Abstract Previous efforts at remediating sexual decision of adolescents in Nigeria have been based on unimodal therapies. Therefore, this study investigated the effectiveness of Multimodal Therapy (MMT) on sexual decisions of adolescents studying in Remedial Centres in Rivers state, Nigeria. Pre-test post control group quasi experimental design with 2x 2 factorial matrix was adopted to execute the study. One hundred and twenty- eight students consisting 71 males (55.4%) and 57 females (44.5%) with age range of 16-21 years ( x =13.2; SD=3.2) participated in the study. Simple random sampling technique was utilized to draw samples from Remedial Study Centers in River state. Adolescent Decision-Making Questionnaire (r=0.77) was the outcome measure. The experimental group was exposed to nine sessions of MMT (18 hrs) while the control group served as a comparison group. Analysis of Covariance and Multiple Copyright © IAARR, 2007-2016: www.afrrevjo.net Indexed African Journals Online: www.ajol.info 55 AFRREV, 10 (3), S/NO 42, JUNE, 2016 classification analysis were used to test the three hypotheses.
    [Show full text]
  • PCO4930 Fall 2018 Theories of Psychotherapies Turlington L011 (TURL; Wednesdays; 4:05Pm – 7:05Pm)
    PCO 4930 Fall 2018 1 PCO4930 Fall 2018 Theories of Psychotherapies Turlington L011 (TURL; Wednesdays; 4:05pm – 7:05pm) Instructor: Dorothy Espelage, Ph.D.; Professor of Psychology Phone: 217-766-6413 Email: [email protected] twitter: DrDotEspelage Office Hours: Wednesdays 2pm - 3pm, 216 Psychology Building Goals: To familiarize the student with: 1) the basic theoretical assumptions of each of the major psychotherapy models; 2) how change is viewed in each model; 3) how each approach assesses its efficacy and verifies its tenets; 4) the process of therapy in each model (i.e., stages of therapy); 5) some of the more recent developments and refinements in each of these major models. Required Text: Murdock, N.L. (2013). Theories of Counseling & Psychotherapy: A Case Approach (3rd Edition). Pearson: Upper Saddle River, New Jersey. Student Responsibilities and Grading: 25% of grade based on first examination 25% of grade based on second examination 25% of grade based on third examination 25% of grade based on completion of written paper/project Exams: Exams will be predominately brief concept identification questions and two essays. Project: Given different learning styles, there will be several options 1. Read original sources on one (or more) of the following topics and write a paper discussing the theoretical assumptions and specific techniques associated with the theory or theories. You could also apply these therapeutic models to a special population. Art Therapy Play Therapy Music Therapy Drama Therapy PCO 4930 Fall 2018 2 Psychodrama Dance Therapy Logotherapy Writing Therapy Personal Construct Therapy Dialectical Behavior Therapy Feminist Therapy Collaborative Therapy Tele-Health Psychology of Men Schema-focused Cognitive Behavior Therapy 2.
    [Show full text]
  • A Cognitive Behavioral Therapy Model: Integrating Anxiety and Phobia Coping Strategies Into Fundamentals of Public Speaking C
    “A Cognitive Behavioral Therapy Model: Integrating Anxiety and Phobia Coping Strategies into Fundamentals of Public Speaking College Courses” This study was designed to examine the effectiveness of the “Fear and Loathing of Speaking Out in Public” program. The program, a personal initiative, adapts primary features of the treatment offered by Cognitive Behavioral Therapy (CBT) for clients suffering from fears and phobias. CBT strategies include progressive desensitization, identifying and challenging negative thoughts, creating and rehearsing positive replacement thoughts, and structured visualizations) Unlike many programs developed to help students overcome Speech Anxiety in a college classroom, the “Fear and Loathing” program is not an isolated instructional module. It is integrated into a basic public speaking course throughout the semester so that it does not take away time from such content and skills-based instruction as how to create a preparation outline and how to deliver a presentation. In fact, the strategies used in the “Fear and Loathing” program to overcome “stage fright,” (aka communication or public speaking anxiety) also reinforce content and skills acquisition. These strategies for overcoming “stage fright” are introduced progressively in the course, throughout the semester, progressing in the same way a typical course of Cognitive Behavioral Therapy for a single client leads to its goal usually an average time period of sixteen weeks, according to the official website for the National Association of Cognitive Behavioral Therapists (NACBT). This is also the approximate length of time for a college semester. In sum, the “Fear and Loathing” program adapts a typical cognitive behavioral therapeutic experience for a single client - in length of time, progressive use of strategies, and “homework” assignments – to a group, classroom setting.
    [Show full text]
  • Psychotherapy.Pdf
    1.14„tin mite. Symbiosis College of Arts and Commerce lir Tr ws! i (An Autonomous College Affiliated to University of Pune) SYMBIOSIS Subject code Semester I II III IV V VI M.A. II III IV Title of Subject PSYCHOTHERAPIES (For MA. Part-I Las per the approval of SOS) Objectives To acquaint the students with Various Psychotherapies and its basic procedure Effectiveness of specific psychotherapy in solution of particular problem Different psychotherapeutic skills. Detailed syllabus Unit Contents of the syllabus Number of Lectures 1 1. INTRODUCTION TO PSYCHO llik,RAPIES 1.1 Nature and Definition of Psychotherapies 1.2 Psychotherapeutic Basic Skills 10 1.3 Psychoanalytic Therapies: Classical & Modern 1.4 Transactional Analysis 2 2. BEHAVIOR THERAPY 2.1 Basic assumptions & various forms of behavior therapies 2.2 Systematic Desensitization & Flooding, Implosive Therapy, Aversive Therapy 10 2.3 Bio-Feedback Technique 2.4 Assertiveness Training 3 3. COGNITIVE, HUMANISTIC AND EXISTENTIAL THERAPIES 3.1 Cognitive Therapies: A) REBT, B) Mind-fullness & REBT C) Beck's Cognitive Therapy 3.2 Roger's Client Centered Therapy 10 3.3 Gestalt Therapy 3.4 Logo Therapy & Reality Therapy 4 4. MULTIMODAL AND EASTERN THERAPIES 4.1 Lazarus Multimodal Therapy 4.2 Eastern Therapies: A) Vipashyana & Zen Buddhisum, B) Islam & Sufism, C) Yoga Therapy 10 4.3 Art Based Therapies, Narrative, Play, Music & Dance Therapies 4.4 Family Therapy Total Number of Lectures 40 Suggested Reference Books: I. Capuzzi, D., & Gross, D.R. (2008). Counseling and Psychotherapy: theories and interventions 4thEdn. Pearson Education: India. Corey, G. (2008). Theory and practice of group counseling.
    [Show full text]
  • VISTAS Online
    VISTAS Online VISTAS Online is an innovative publication produced for the American Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to provide a means of capturing the ideas, information and experiences generated by the annual ACA Conference and selected ACA Division Conferences. Papers on a program or practice that has been validated through research or experience may also be submitted. This digital collection of peer-reviewed articles is authored by counselors, for counselors. VISTAS Online contains the full text of over 500 proprietary counseling articles published from 2004 to present. VISTAS articles and ACA Digests are located in the ACA Online Library. To access the ACA Online Library, go to http://www.counseling.org/ and scroll down to the LIBRARY tab on the left of the homepage. n Under the Start Your Search Now box, you may search by author, title and key words. n The ACA Online Library is a member’s only benefit. You can join today via the web: counseling.org and via the phone: 800-347-6647 x222. Vistas™ is commissioned by and is property of the American Counseling Association, 5999 Stevenson Avenue, Alexandria, VA 22304. No part of Vistas™ may be reproduced without express permission of the American Counseling Association. All rights reserved. Join ACA at: http://www.counseling.org/ Article 29 Designing an Integrative Approach to Counseling Practice Gerald Corey This article addresses the advantages of developing an integrative approach to counseling practice and deals briefly with some of the potential problems. Also presented is a framework for helping readers begin to integrate concepts and techniques from various approaches.
    [Show full text]
  • From Victim to Victor: the Development of the BASIC PH Model of Coping and Resiliency
    Traumatology © 2016 American Psychological Association 2017, Vol. 23, No. 1, 27–34 1085-9373/17/$12.00 http://dx.doi.org/10.1037/trm0000105 From Victim to Victor: The Development of the BASIC PH Model of Coping and Resiliency Mooli Lahad Tel Hai College Israel This article summarizes my personal journey in the field of trauma starting in 1975 and tries to trace its “origin” in my early life experiences. It mostly focuses on my field experience as a pioneer professional (academician and practitioner) in a rural area of Israel in the late 70s and early 80s. In this personal and professional encounter with the harsh reality of a community living under constant threat of shelling and of terrorists’ infiltration, I realized there was a huge gap between my clinical training and the real life of these people who were forced to cope with this situation for years. This has led to one of the first attempts worldwide to research and develop an integrative model of coping and resiliency. The results yielded a new model: the BASIC Ph Model. This model builds on an understanding of the community impacted and the ability of the inhabitants to withstand disasters and crisis and led to the development of one of the first comprehensive resiliency programs. Among other things, the program using the BASIC Ph Model ensured that there would be a professional role of Emergency Behavioral Officer(s) with the job of enhancing trauma resilience city-wide. A diagram and table are presented and discussed to help to explain the elements and approaches covered in the BASIC Ph Model.
    [Show full text]
  • Behavior Therapy
    CHAPTER NINE k Behavior Therapy k Introduction Multimodal Therapy: Clinical Behavior Historical Background Therapy Four Areas of Development Mindfulness and Acceptance-based k Cognitive Behavior Therapy Key Concepts Integration of Behavioral Techniques View of Human Nature With Contemporary Psychoanalytic Basic Characteristics and Assumptions Approaches k The Therapeutic Process Application to Group Counseling Therapeutic Goals k Behavior Therapy From a Multicul- Therapist’s Function and Role Client’s Experience in Therapy tural Perspective Strengths From a Diversity Perspective Relationship Between Therapist and Client Shortcomings From a Diversity Perspective k Application: Therapeutic Tech- k Behavior Therapy Applied niques and Procedures Applied Behavioral Analysis: Operant to the Case of Stan Conditioning Techniques k Summary and Evaluation Relaxation Training and Related Methods Contributions of Behavior Therapy Systematic Desensitization Limitations and Criticisms of Behavior In Vivo Exposure and Flooding Therapy Eye Movement Desensitization and Reprocessing k Where to Go From Here Social Skills Training Recommended Supplementary Readings Self-Modifi cation Programs and Self- References and Suggested Readings Directed Behavior – 232 – B. F. SKINNER / ALBERT BANDURA B. F. SKINNER (1904–1990) internal states of mind and motives, which cannot be ob- reported that he was brought served and changed directly, and that too little focus had up in a warm, stable fam- been given to environmental factors that can be directly ily environment.* As he was observed and changed. He was extremely interested in growing up, Skinner was the concept of reinforcement, which he applied to his greatly interested in building own life. For example, after working for many hours, he all sorts of things, an interest would go into his constructed cocoon (like a tent), put on that followed him throughout headphones, and listen to classical music (Frank Dattilio, ©Associated Press ©Associated his professional life.
    [Show full text]
  • The Effect of Lazarus Multimodal Therapy on Depression, Anxiety, and Blood Glucose Control in Women with Type 2 Diabetes
    Journal of Fundamentals Mashhad University Psychiatry and Behavioral Sciences of Mental Health of Medical Sciences Research Center lagigirO Article The effect of Lazarus multimodal therapy on depression, anxiety, and blood glucose control in women with type 2 diabetes Hassan Derakhshan Shahrabad1; Mohammad Hossein Bayazi2; Zahra Zafari3; Saeed Teimouri4; *Farzaneh Rajabzadeh5 1M.Sc.in clinical psychology, Mashhad University of Medical Sciences, Mashhad, Iran 2Ph.D.of psychology, Torbat-e-Jam Branch, Islamic Azad University, Torbat-e-Jam, Iran 3Iran 4Iran 5M.Sc.in clinical psychology, Psychiatry and Behavioral Sciences Research Center, Mashhad University of Medical Sciences, Mashhad, Iran Abstract Introduction: Considering the interactions between depression and anxiety on the increase in blood glucose in diabetic patients and the need for intervention to improve these variables, the aim of this study was to investigate the effectiveness of Lazarus multimodal therapy on reducing the symptoms of depression, anxiety and glycemic control in women with type 2 diabetes. Materials and Methods: In this study, which was performed on women with type 2 diabetes with high score in depression and anxiety and glycosylated hemoglobin (HbA1C) level more than 7%, 24 subjects who entered the study were selected by convenient method and they were randomly assigned into two groups of experimental and control (each group included 12 subjects). Research instrument include Beck Depression Inventory-II, Beck Anxiety Inventory and glycosylated hemoglobin. The experimental group was trained at Lazarus multimodal psychotherapy group workshop for three months (12 weekly ninety-minute sessions) in the spring and summer of 2016 at Samen Health Center- Mashhad. The control group was in the waiting list.
    [Show full text]
  • Effectiveness of a Multimodal Intervention for Group Counseling with Children of Divorce in Iran
    Universal Journal of Psychology 5(4): 167-172, 2017 http://www.hrpub.org DOI: 10.13189/ujp.2017.050401 Effectiveness of a Multimodal Intervention for Group Counseling with Children of Divorce in Iran Mehrdad Hajihasani Department of Counseling, Shahrekord University, Iran Copyright©2017 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Parental divorce is the issue of most concern due to divorce, social isolation may happen to all family for children. The purpose of this article is to describe members [2]. And also as a result of divorce and interventions for children from divorced family. Literature consequence of change of family structure, because some review and references look at divorce groups from multiple methods may initially be opposed, custodial parents are perspectives so as to include as many diverse issues as frequently forced to change parenting-related responsibilities possible. Group counseling helps students understand the [3]. wide variety of different issues that arise in the context of The increased rate of divorce has had important groups, helps with universality, and brings support and implications for children of divorce [4]. Psychological healing to the very essence of their life. The overall purpose, well-being of children, whose parents are passing transition to empower students to make healthy adjustments in their periods such as divorce, widely has attracted researchers and lives given the immense life changes, is well served by group mental health professionals [5]. There exist different patterns counseling. Measurable goals and evaluation methods insure of children reaction to parental divorce [6].
    [Show full text]