Neurocognitive learning therapy theory and practice
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[2017]
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| 653 | |a Reward recognition | ||
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Datensatz im Suchindex
| _version_ | 1819781136636706816 |
|---|---|
| adam_text | Contents
Part I NCLT Theory
1 Introduction to Neurocognitive Learning Therapy................ 3
NCLT Is a Unique, Integrative System........................... 3
Common Core........................................................ 4
The Process of Therapy............................................. 5
NCLT Is a Model Based on Teaching.............................. 6
NCLT Respects What Is Known About the Conduct of a Therapist... 6
The Core Principles of NCLT........................................ 7
Semantics........................................................ 7
New Information Must Be at Odds with Existing Information...... 8
New Information Can’t Be Too Challenging or It Will Be Rejected . . . . 8
New Information Is Appended onto Existing Information.............. 9
Automaticity ...................................................... 10
Therapists Knowingly or Unknowingly Provide
Encouragement, Direction, and Support............................ 12
Is There an “Aha” Moment in Therapy?.......................... . 17
Reward Recognition and Motivation.................................. 19
Reward Recognition Circuitry....................................... 19
References........................................................ 22
2 The Theoretical Basis for Neurocognitive Learning Therapy...... 25
Learning Theory and NCLT.......................................... 25
What Is the Unified Learning Model?.............................. 25
Knowledge......................................................... 2b
Motivation...................................................... 26
General Rules of Learning in NCLT................................. 27
The Goal of Therapy Is Also Competence......................... 28
Knowledge Acquisition and Working Memory in Therapy................ 29
Core Flexible Networks............................................ 30
The Connectome and NCLT............................................ 30
The Development of the Connectome and Psychopathology........ 31
XV
XVI
Contents
Small World Hubs.................................................. 32
Is There Evidence that the Connectome Organizes
Itself in Response to Learning?................................. 32
Algorithms, Practice, Automatization, and NCLT.................... 33
The Implications of Algorithmic Models for Clinical Practice...... 34
Therapy Process in General NCLT in Specific....................... 35
NCLT and Epigenetics................................................. 36
References........................................................... 36
3 Eclecticism Redefined................................................ 39
Why Eclecticism...................................................... 40
The Problems with Eclecticism...................................... 40
Integrative Approaches............................................. 40
Integrating Psychotherapy Techniques............................... 41
Elements of Another Way: Memory Reconsolidation
at the Level of the Synapse.................................. 41
Requirements for De-consolidation: Reactivation Plus Mismatch.... 42
NCLT and Memory Reconciliation..................................... 43
NCLT Is an Integrative Therapeutic Model.......................... 43
NCLT Integrates All Other Models................................... 44
References. ......................................................... 45
4 NCLT and Life Course Theory.......................................... 47
Life Course Theory................................................... 47
Life Course Theory and Mental Health................................. 49
NCLT and Life Course Theory.......................................... 50
Therapy as a Turning Point.......................................... 50
Examples of the Interplay Between Life Course Theory
and NCLT Treatment................................................. 51
Depression......................................................... 51
Attention Deficit Hyperactivity Disorder........................... 52
Anxiety-Based Disorders.................. ...................... . 52
References......................................................... 53
5 Reward Recognition in NCLT Practice.................................. 55
Canon-Bard Theory of Emotion and NCLT................................ 56
Decision-Making Models, the Importance of Reward, and NCLT........ 57
Cue Competition, Blocking, and NCLT.................................. 58
The Relationship of Rewards and Decision Making...................... 59
A Brief Detour to the Neuroanatomy of Reward Representation....... 59
Decision Making...................................................... 59
Reward and Decision-Making Network................................... 60
Deciding About Reward in the Future.................................. 61
The Relationship of Reward Decision Making and Emotion............... 62
Putting Theory into Practice......................................... 62
NCLT and Dialectical Behavior Therapy................................ 65
References........................................................... 66
Contents xvii
6 Memory Reconsolidation and NCLT Practice........................... 69
Memory Consolidation.................................................. 70
Memory Reconsolidation................................................ 70
The Linkages Between All Aspects of Memory......................... 72
How Is Memory Reconsolidation Used in Therapy?..................... 72
NCLT and Memory Reconsolidation....................................... 73
How Do You Know That the New Learning Has Been Consolidated?
(How Do You Know When You Have Been Successful?)................. 74
Generalization Is Essential........................................... 74
The Glass Shattering: An Example...................................... 75
Therapeutic Practice and the NCLT System........................... 75
References............................................................ 76
7 Automaticity.......................................................... 77
Why Automaticity?..................................................... 77
The Role of Automaticity in NCLT Practice.......................... 78
The Use of Automization in Therapy..................................... 78
Automaticity, Learning Theory, and Therapy............................ 78
Triggers and Their Role in Therapy..................................... 79
Automatization and the Unconscious.................................... 80
Questions About the Role of Automatization in Therapy................. 80
NCLT Answers to Questions Concerning the Role of Automaticity .... 81
Automaticity, Learning, and Disease................................... 81
A Note About Journaling............................................... 82
Automaticity and Small World Hub Algorithms........................... 82
Algorithmic Efficiency Theories....................................... 82
The Act Principle..................................................... 83
Vertical Brain Implications of Automaticity........................... 83
References............................................................ 84
Part II The Clinical Practice of Neurocognitive Learning Therapy
8 How to Be an NCLT Therapist........................................... 89
NCLT Is Not Eclecticism............................................... 89
NCLT Practice Is About the Model...................................... 90
A Word About Disease and Disorder..................................... 90
Adaptation............................................................ 91
NCLT Practice Teaches the Model....................................... 92
NCLT Practice Is Eclectic in Tool Selection and Specific in Model .... 92
The Practice of Therapy .............................................. 93
How Does an NCLT Therapist Select to What They Will Attend?.... 93
What Meaning Does the Client Give to the Therapists’ Selection? ... 94
What Are the Characteristics of a Good Therapist in General
and Which of Them Describes the Strength
of NCLT in Specific?.............................................. 94
xviii
Contents
Insight Is Not Enough............................................. 96
Psychotherapy Integration and NCLT................................ 97
NCLT Therapists Understand that the Therapeutic
Relationship Is Valuable.......................................... 98
How Do You Know When Your Work Is Done?........................... 98
References.......................................................... 99
9 NCLT Therapy: Introductory Considerations.......................... 101
Before the First Session........................................... 101
When the Client First Arrives................................... 102
The Role of History Taking in NCLT Practice..................... 103
Additional Considerations in the First Sessions................... 103
The Need to Diagnose............................................. 103
Creating the Diagnosis Does Not End the Process
of Determining What Your Client Needs.......................... 105
Sometimes Just*the Knowledge Helps............................... 106
Some Initial Considerations About Our Initial Considerations.... 107
An Important Side Note........................................... 107
References......................................................... 119
10 NCLT Clinical Procedures........................................... 121
The Third Wave.................................................... 121
Cognitive Behavioral Techniques.................................... 123
What Is Cognitive Behavior Therapy?.............................. 123
CBT Is Based on the Idea That Cognitions Cause Feelings......... 123
CBT Is Time-Limited............................................. 124
A Sound Therapeutic Relationship Is Necessary
for Effective Therapy, but Is Not the Focus.................... 124
CBT Is a Collaborative Effort Between the Therapist
and the Client................................................. 124
CBT Uses the Socratic Method..................................... 124
CBT Is Structured and Directive.................................. 124
CBT Is Based on an Educational Model............................. 125
CBT/NCLT Similarities and Differences............................ 125
Memory Reconsolidation............................................. 125
Coherence Therapy................................................ 126
Focus on Coherence Therapy....................................... 126
Discovery in Coherence Therapy................................... 127
Integration in Coherence Therapy................................ 127
Real-Time Recognition............................................ 127
A Word About Cognitive Disputation. . ............................. 127
A Case to Consider............................................. 128
Acceptance and Commitment Therapy.................................. 129
Acceptance....................................................... 129
Cognitive Defusion............................................... 129
Being Present.................................................... 130
Self as Context.................................................... 130
Contents
XIX
Values........................................................... . 131
Committed Action................................................. 131
Other Third Wave Methodologies and Models
and Their Relationship to NCLT.................................... 131
Dialectical Behavior Therapy........................................ 132
The Fourth Wave?.................................................... 132
References.......................................................... 133
11 Parables and Paradigms.............................................. 135
Why Stories Are Important........................................... 135
Introducing a Patient to NCLT . . ................................ 136
The Bear in the Woods Scenario..................... 137
Introducing NCLT Principles......................................... 137
Using the Bear in the Woods Scenario to Begin
the Therapeutic Discussion........................................ 138
Emotional Primacy................................................. 138
Cognitive Primacy................................................. 139
Why a Bear in the Woods?............................................ 139
John and the Bear .................................................. 140
A Sample Worksheet for the Bear in the Woods...................... 141
The Bear in the Woods Worksheet................................... 141
Using the Template Later On in Therapy.............................. 142
Therapy Parables.................................................... 142
A Parable for the Principle That You Can’t Please Everyone........ 143
The Man, the Boy, and the Donkey. ............................... 143
The Principle That You Can’t Please Everyone So You Might
As Well Please Yourself........................................... 144
Teaching the Principle of Probabilistic Reward Valuation............ 144
The Fact That Words Do Not Have the Power to Hurt You.
It Is What You Decide About the Words Being Said That Hurts You. . 145
The Wisdom of Practicing Something Before
You Are in a Stressful Situation Having to Implement It......... 146
References.......................................................... 147
12 Treating Children with NCLT......................................... 149
Perspective Taking Is Different in Children......................... 149
Executive Control Matures........................................... 150
Intuition and Its Power over Decision Making Develops over Time .... 150
Working with Children Means Working with Their Families............. 151
Mike................................................................ 152
Parents and Teachers Are Effective Adjuncts for Therapy............. 154
Building Resilience................................................. 155
Of Slot Machines and Brett: Answering the Question
How Did My Child Get This Way?.................................... 157
A Word About Teenagers.............................................. 160
Margaret.......................................................... 161
References. ...................................................... 166
XX Contents!
13 Future Directions.................................................. 1691
Flexibility Is Problematic as Regards Empirical Validation...... 170|
Problems with a Flexible Battery in Forensic Context............ 1711
References.......................................................... ml
14 Endnote: How We Got Here......................................... 173 J
References...................................................... 1761
Appendices: Practice Handouts and Forms.............................. 177 I
Appendix A: Teacher Orientation to Neurocognitive
Learning Therapy.............................................. Ml
What Is Neurocognitive Learning Therapy?...................... 177
What Is the Neurophysiological Basis of NCLT?.............. *7**
NCLT Is a Unique System.................................... *7**
The Basics of NCLT......................................... 179
The Role of the Educator................................... 1^1
What Happens in Therapy?................................... 1^^
The Core Principles of NCLT............................. 183
. 1QK
Automaticity............................................... 1
1 Q1
The Goal of Therapy Is Also Competence..................... 1 ^1
Summary.................................................... 19
Appendix B: Parent Orientation to Neurocognitive
Learning Therapy.............................................. *9*
What Is Neurocognitive Learning Therapy?...................... 192
What Is the Neurophysiological Basis of NCLT?................. 1
NCLT Is a Unique System . .................................... 193
The Basics of NCLT............................................ 193
Reward Recognition............................................ l9^
The Role of the Parent........................................ l9^
What Happens in Therapy?. .................................... 19~*
The Core Principles of NCLT................................... I97
Automaticity..................................................
New Behaviors Are Unstable....................................
The Goal of Therapy Is Also Competence........................
The Fourth Wave?..............................................
Index................................................................ ^®7
Theodore Wasserman · Lori Drucker Wasserman
Neurocognitive Learning Therapy: Theory and Practice
This groundbreaking volume introduces the theoretical base and clinical methods of
Neurocognitive Learning Therapy, an integrative framework for client-centered inter-
vention. The model unifies psychology and neuroscience in revisiting the connections
between brain and behavior, replacing the cognitive-versus-affectivc binary traditional
to clinical thinking with a scenario of the cognitive and emotional learning processes
that work together to shape adaptive and pathological behavior. This foundation in
learning theory illuminates the therapeutic relationship, synching how therapists
teach with how clients learn, with guidelines for educating to encourage change. The
unique flexibility of the NCLT model allows practitioners across clinical orientations
the freedom to apply eclectic intervention strategies that fit clients’ learning styles and
therapeutic needs.
Included in the coverage:
• Neurocognitive Learning Therapy and Life Course Theory.
• Reward recognition in Neurocognitive Learning Therapy.
• Memory reconsolidation and Neurocognitive Learning Therapy.
• How to be an NCLT therapist.
• Neurocognitive Learning Therapy clinical procedures.
• Treating children with Neurocognitive Learning Therapy.
• Plus practice handouts and forms tor therapists and patients.
Neuropsychologists, child and school psychologists, and social workers will welcome
Neurocognitive Learning Therapy not only as a source of theoretical insight into the
brain and behavior, but also as an innovative system for enhancing their capacity for
therapeutic teaching and their clients’ capacity for learning.
|
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| author | Wasserman, Theodore Wasserman, Lori Drucker |
| author_facet | Wasserman, Theodore Wasserman, Lori Drucker |
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| dewey-ones | 610 - Medicine and health |
| dewey-raw | 610 |
| dewey-search | 610 |
| dewey-sort | 3610 |
| dewey-tens | 610 - Medicine and health |
| discipline | Psychologie Medizin |
| format | Book |
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| id | DE-604.BV044475956 |
| illustrated | Illustrated |
| indexdate | 2024-12-24T06:09:14Z |
| institution | BVB |
| institution_GND | (DE-588)1064344704 |
| isbn | 9783319608488 3319608487 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029876256 |
| oclc_num | 1003298111 |
| open_access_boolean | |
| owner | DE-384 |
| owner_facet | DE-384 |
| physical | 208 Seiten 1 Illustration 23.5 cm x 15.5 cm |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | Springer |
| record_format | marc |
| spellingShingle | Wasserman, Theodore Wasserman, Lori Drucker Neurocognitive learning therapy theory and practice Kinderpsychologie (DE-588)4073410-9 gnd Kognitive Lerntheorie (DE-588)4164469-4 gnd Psychologie (DE-588)4047704-6 gnd Lerntherapie (DE-588)4694839-9 gnd Neuropsychologie (DE-588)4135740-1 gnd Psychiatrie (DE-588)4047667-4 gnd |
| subject_GND | (DE-588)4073410-9 (DE-588)4164469-4 (DE-588)4047704-6 (DE-588)4694839-9 (DE-588)4135740-1 (DE-588)4047667-4 |
| title | Neurocognitive learning therapy theory and practice |
| title_auth | Neurocognitive learning therapy theory and practice |
| title_exact_search | Neurocognitive learning therapy theory and practice |
| title_full | Neurocognitive learning therapy theory and practice Theodore Wasserman, Lori Drucker Wasserman |
| title_fullStr | Neurocognitive learning therapy theory and practice Theodore Wasserman, Lori Drucker Wasserman |
| title_full_unstemmed | Neurocognitive learning therapy theory and practice Theodore Wasserman, Lori Drucker Wasserman |
| title_short | Neurocognitive learning therapy |
| title_sort | neurocognitive learning therapy theory and practice |
| title_sub | theory and practice |
| topic | Kinderpsychologie (DE-588)4073410-9 gnd Kognitive Lerntheorie (DE-588)4164469-4 gnd Psychologie (DE-588)4047704-6 gnd Lerntherapie (DE-588)4694839-9 gnd Neuropsychologie (DE-588)4135740-1 gnd Psychiatrie (DE-588)4047667-4 gnd |
| topic_facet | Kinderpsychologie Kognitive Lerntheorie Psychologie Lerntherapie Neuropsychologie Psychiatrie |
| url | http://deposit.dnb.de/cgi-bin/dokserv?id=e9fbea6fee30411885b906722c2d149f&prov=M&dok_var=1&dok_ext=htm http://www.springer.com/ http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029876256&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029876256&sequence=000002&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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