Behavioral and Cognitive Behavioral Theories
Psychodynamic and Cognitive Behavioral Theories
In this paper, there is going to an examination of Cognitive Behavioral and Psychodynamic theories. This is accomplished by focusing on: the two theories, their theoretical concepts, micro skills / techniques and a summary of these ideas. These elements will show how each one can address issues impacting the patient and the long-term effects upon them.
In the world of psychology, there are different theories which are used to explain how someone reacts to various stimuli. The result is that there has been contrasting ideas about the best way to understand human behavior. Two schools of thought which are very popular are the psychodynamic and cognitive behavioral approaches. (Okun, 2008)
To fully understand them requires examining each one. This will be accomplished by focusing on the two theories, their theoretical concepts, micro skills / techniques and a summary of these ideas. Together, these elements will provide specific insights about how they focus on understanding human behavior and those factors which are influencing it. (Okun, 2008) (Larson, 2012)
Discussion of two preferred theories: a discussion of two preferred theories covered in the textbook, demonstrating your critical thinking about the theories.
Psycho dynamics is focused on comprehending the various factors that will influence someone's feelings, emotions, behavior and how they relate to early experiences in life. This is achieved through the person's conscious and unconscious motivations. Conscious motivations are when an individual will react to the external object based upon subjective variables such as: emotions, feelings and what they want out of their lives. (Okun, 2008) (Larson, 2012)
These insights are from the ideas of Sigmund Freud. He believed that human psychological development will occur because of biological instincts and previous experiences. This is taking place through using looking at different areas. The most notable include: the id, ego and superego. The id is the primitive, animalistic urges of the individual. These feelings and emotions are taking a very selfish perspective with it demanding immediate gratification. (Okun, 2008) (Larson, 2012)
The ego is the realistic portion of the mind that shifts between the desires of the id and superego. This takes a neutral approach in analyzing the situation from different perspectives. The super ego is the morals, societal expectations and how they are interpreted to understand what is happening with the individual. These areas are working together to influence the person's perceptions about various stimuli they are receiving and how they react to it. This is occurs with anxiety developing by repressed emotions being expressed between the id, ego and superego. They are seeking to control the libido. This will decide how the person reacts to various stimuli and the world around them. (Okun, 2008) (Larson, 2012)
As a result, Freud determined that human behavior was influenced by several different areas. The notable include:
Behavior is shaped by unconscious forces such as: biological instinctual and the environment.
Sex drives are the principle determinants of behavior.
Adult behavior is influenced by early childhood experiences. (Okun, 2008) (Larson, 2012)
Conflicts occur between the id, ego and superego. The individual must be able to balance these out in order to live more empowering lives. Those who do not, will experience behaviors and events which are reflecting an over emphasis on these areas. (Okun, 2008) (Larson, 2012)
The cognitive behavioral theory believes that someone's thoughts and feelings will have a direct impact on the way a person reacts. The basic idea is to teach patients, that although they do not have any control of the world around them. They can determine what emotions will be expressed and how they react to different events. (Okun, 2008) (Larson, 2012)
This is accomplished through several different schools of thought in the process. The most notable include: rationale emotional, cognitive and reality therapies. The rational emotional approach is when there is focus on changing someone's behavior through shifting the emotions and feelings associated with specific thoughts. When someone is embracing irrational beliefs, the odds increase that they will exhibit behavior which creates problems in their lives. If they are changed, the person will shift how they react to different events and stimuli. This is when they can exhibit behavior which is more empowering for them. (Okun, 2008) (Larson, 2012)
Cognitive therapy is concerned about dealing with dysfunctional behavior through a process of setting goals and implementing a system. They are focused on slowly changing how the person reacts by having them meet these objectives and following the protocol. It is at this point, when the person will move away...
Series Research Also termed "single-case research" (Sheperis, Young & Daniels, 2017), time series research is "any research that takes place over time, in which different people or cases may be looked at in each time point" (Neuman, 2003, p. 546). A results of a time series study of the behavioral problems of one young learner, Kaya, are presented below, followed by a description of an appropriate behavioral intervention and how
The established pattern of emotional or behavioral responses must adversely affect educational or developmental performance, including intrapersonal, academic, vocational, or social skills; be significantly different from appropriate age, cultural, or ethnic norms; and be more than temporary, expected responses to stressful events in the environment. The emotional or behavioral responses must be consistently exhibited in at least three different settings, two of which must be educational settings, and one
Part One Students with emotional, behavioral, and communication disorders have special needs that instructors can address in the classroom through best practice instructional strategies. Working with a strong, evidence-based definition of terms, instructors can also identify students with emotional, behavioral, and communication disorders by recognizing their core characteristics, even while acknowledging and appreciating their students’ individuality and unique self-expression. Definitions of Terms Emotional and Behavioral Disorders Emotional and behavioral disorders are defined differently at
, 2003). After 2 years of continuous intervention, children in the program showed significant improvements in academic achievement and classroom behavior in comparison to children with behavior disorders who did not take part in the program. Also, severely disruptive children showed marked improvement in self-regulation following participation in the program. Furthermore, parents of children with behavior disorders that took part in the program reported reduced stress and improved parenting practices
Similarly, the staff who conducted the interviews were neither psychologists nor psychiatrists, again leaving room for error. Within the scope of the study's goals, however, the researchers controlled for the majority of the potential drawbacks. This study provides educators with a rough series of guidelines for evaluating at-risk students. It can be used to create a checklist of behaviors and circumstance that can point to children which are at higher
Persons with Emotional Behavior Disorder Importance of assessment of emotional and behavioral disorders in schools Identifying and assessing emotional and behavioral disorders in schools (EBD) helps identify and address a number of risky behaviors among youths in good time. Students suffering from EBD experience difficulties when learning, have challenging social relationships, experience depression and anxious moments as well as exhibit inappropriate behaviors. School, administrators usually know these students, as they need
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