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Our understanding of how the human brain operates and completes its
essential tasks continues is fundamentally altered from what it was
ten years ago. We have moved from an understanding based on the
modularity of key structural components and their specialized
functions to an almost diametrically opposed, highly integrated
neural network model, based on a vertically organized brain
dependent on small world hub principles. This new understanding
completely changes how we understand essential psychological
constructs such as motivation. Network modeling posits that
motivation is a construct that describes a modified aspect of the
operation of the human learning system that is specifically
designed to cause a person to pursue a goal. Anthropologically and
developmentally, these goals were initially basic, including things
like food, shelter and reproduction. Over the course of time and
development they develop into a complex web of extrinsic and then
intrinsic goals, objectives and values. The core for all of this
development is the inborn flight or fight reaction has been
modified over time by a combination of inborn human temperamental
characteristics and life experiences. This process of modification
is, in part, based on the operation of a network based
error-prediction network working in concert with the reward network
to produce a system of ever evolving valuations of goals and
objectives. These valuations are never truly fixed. They are
constantly evolving, being modified and shaped by experience. The
error prediction network and learning related networks work in
concert with the limbic system to allow affect laden experiences to
inform the process of valuation. These networks, operating in
concert, produce a cognitive process we call motivation. Like most
networks, the motivation system of networks is recruited when the
task demands of the situation require them. Understanding
motivation from this perspective has profound implications for many
scientific disciplines in general and psychology in specific.
Psychologically, this new understanding will alter how we
understand client behavior in therapy and when being evaluated.
This new understanding will provide direction for new therapeutic
intervention for a variety of disorders of mental health. It will
also inform testing practices concerning the evaluation of effort
and malingering. This book is not a project in reductionism. It is
the polar opposite. A neural network understanding of the operation
of the human brain allows for the integration of what has come
before into a comprehensive and integrated model. It will likely
provide the basis for future research for years to come.
This groundbreaking volume introduces the theoretical base and
clinical methods of Neurocognitive Learning Therapy, an integrative
framework for client-centered intervention. The model unifies
psychology and neuroscience in revisiting the connections between
brain and behavior, replacing the cognitive-versus-affective 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 for 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.
This brief, accessible treatise harnesses the neurophysiological
processes of learning to create an innovative and powerful approach
to therapy. It sets out a non-pathologizing alternative not only to
the current medicalized conception of diagnosis and treatment but
also to the labeling of relatively normal reactions to stressors
and upsets as illnesses. Rooted in the neurobiology of human
learning, the book's approach to treatment, Neuro-Cognitive
Learning Therapy, characterizes maladaptive behavior patterns as
learned responses to upsetting conditions-processes which can be
unlearned. In addition, the coverage includes a clinical teaching
guide for bringing NCLT theory and methods into the training
curriculum. This groundbreaking volume: Proposes a non-stigmatizing
learning model for therapy, Neuro-Cognitive Learning Therapy.
Introduces the concept of the connectome and explains its critical
role in mental health and illness. Differentiates between the
unconscious and automaticity in cognition and behavior. Addresses
the applicability of NCLT to biologically-based mental disorders.
Offers case studies illustrating NCLT in contrast with
commonly-used approaches. Includes a chapter-by-chapter clinical
teaching guide with therapeutic principles and discussion
questions. Provides a comprehensive therapeutic framework for
practitioners of all orientations. Depathologizing Psychopathology
gives neuropsychologists, psychiatrists, clinical social workers,
and child and school psychologists new ways of thinking about
mental illness and learning about learning for a bold new step in
the evolution of mind/brain knowledge.
This groundbreaking volume introduces the theoretical base and
clinical methods of Neurocognitive Learning Therapy, an integrative
framework for client-centered intervention. The model unifies
psychology and neuroscience in revisiting the connections between
brain and behavior, replacing the cognitive-versus-affective 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 for 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.
This brief, accessible treatise harnesses the neurophysiological
processes of learning to create an innovative and powerful approach
to therapy. It sets out a non-pathologizing alternative not only to
the current medicalized conception of diagnosis and treatment but
also to the labeling of relatively normal reactions to stressors
and upsets as illnesses. Rooted in the neurobiology of human
learning, the book's approach to treatment, Neuro-Cognitive
Learning Therapy, characterizes maladaptive behavior patterns as
learned responses to upsetting conditions-processes which can be
unlearned. In addition, the coverage includes a clinical teaching
guide for bringing NCLT theory and methods into the training
curriculum. This groundbreaking volume: Proposes a non-stigmatizing
learning model for therapy, Neuro-Cognitive Learning Therapy.
Introduces the concept of the connectome and explains its critical
role in mental health and illness. Differentiates between the
unconscious and automaticity in cognition and behavior. Addresses
the applicability of NCLT to biologically-based mental disorders.
Offers case studies illustrating NCLT in contrast with
commonly-used approaches. Includes a chapter-by-chapter clinical
teaching guide with therapeutic principles and discussion
questions. Provides a comprehensive therapeutic framework for
practitioners of all orientations. Depathologizing Psychopathology
gives neuropsychologists, psychiatrists, clinical social workers,
and child and school psychologists new ways of thinking about
mental illness and learning about learning for a bold new step in
the evolution of mind/brain knowledge.
The work will be a reanalysis and reconceptualization of the
concept of apraxia. Apraxia is currently understood as a motor
speech disorder but an analysis of the neural network properties of
apraxia indicate a more complex and far reaching disorder with
implications for intentionality, motor coordination and motor
control of response inhibition in a variety of human behavioral and
emotional reactions. A thorough redefinition of apraxia will be
provided along with suggestions for diagnoses and treatment. The
primary audience will be diagnostic and treating professionals in a
variety of disciplines (outlined above). Secondarily, the book will
provide an argument and justification for considering developmental
apraxia pf speech to be a separate and discrete white matter based
disorder. Finally, this work will serve as a driver of future
research in the area.
Our understanding of how the human brain operates and completes its
essential tasks continues is fundamentally altered from what it was
ten years ago. We have moved from an understanding based on the
modularity of key structural components and their specialized
functions to an almost diametrically opposed, highly integrated
neural network model, based on a vertically organized brain
dependent on small world hub principles. This new understanding
completely changes how we understand essential psychological
constructs such as motivation. Network modeling posits that
motivation is a construct that describes a modified aspect of the
operation of the human learning system that is specifically
designed to cause a person to pursue a goal. Anthropologically and
developmentally, these goals were initially basic, including things
like food, shelter and reproduction. Over the course of time and
development they develop into a complex web of extrinsic and then
intrinsic goals, objectives and values. The core for all of this
development is the inborn flight or fight reaction has been
modified over time by a combination of inborn human temperamental
characteristics and life experiences. This process of modification
is, in part, based on the operation of a network based
error-prediction network working in concert with the reward network
to produce a system of ever evolving valuations of goals and
objectives. These valuations are never truly fixed. They are
constantly evolving, being modified and shaped by experience. The
error prediction network and learning related networks work in
concert with the limbic system to allow affect laden experiences to
inform the process of valuation. These networks, operating in
concert, produce a cognitive process we call motivation. Like most
networks, the motivation system of networks is recruited when the
task demands of the situation require them. Understanding
motivation from this perspective has profound implications for many
scientific disciplines in general and psychology in specific.
Psychologically, this new understanding will alter how we
understand client behavior in therapy and when being evaluated.
This new understanding will provide direction for new therapeutic
intervention for a variety of disorders of mental health. It will
also inform testing practices concerning the evaluation of effort
and malingering. This book is not a project in reductionism. It is
the polar opposite. A neural network understanding of the operation
of the human brain allows for the integration of what has come
before into a comprehensive and integrated model. It will likely
provide the basis for future research for years to come.
This innovative work explores integrating emerging research into
how the brain processes information in applied therapeutic
interventions. Typically, clinicians select therapeutic
interventions based on their own training, personal experience or
preference. This book aims to provide a new model, based upon the
neural networks, to both understand the development of mental
health issues and their persistence, and how and why to apply
therapeutic interventions to impact the systems which are
maintaining them. This work begins with a short and accessible
overview of the neural network model, and the general aims of
therapy. It elucidates components of the neural network model of
learning such as reward recognition, automaticity, and memory
reconsolidation, and how they apply to both general learning and
new learning through the process in therapy. Next, the authors
explore how the neural network model can be integrated across
existing systems of therapy, including Cognitive Behavior therapy
(CBT), Dialectical Behavior Therapy (DBT), third wave therapies and
analytic therapies. Therapy and the Neural Network Model is an
exciting resource for researchers and practitioners interested in
understanding more about the applications of a neural network model
for therapy and the how and why of building new mentally healthy
cognitions, behaviors and emotions. Therapy and the Neural Network
Model is also an essential theoretical foundation for both
researchers and practitioners who wish to base their therapeutic
practice on neuroscience and integrate their work with related
fields such as behavioral medicine, health psychology, social work
and public health.
This innovative work explores integrating emerging research into
how the brain processes information in applied therapeutic
interventions. Typically, clinicians select therapeutic
interventions based on their own training, personal experience or
preference. This book aims to provide a new model, based upon the
neural networks, to both understand the development of mental
health issues and their persistence, and how and why to apply
therapeutic interventions to impact the systems which are
maintaining them. This work begins with a short and accessible
overview of the neural network model, and the general aims of
therapy. It elucidates components of the neural network model of
learning such as reward recognition, automaticity, and memory
reconsolidation, and how they apply to both general learning and
new learning through the process in therapy. Next, the authors
explore how the neural network model can be integrated across
existing systems of therapy, including Cognitive Behavior therapy
(CBT), Dialectical Behavior Therapy (DBT), third wave therapies and
analytic therapies. Therapy and the Neural Network Model is an
exciting resource for researchers and practitioners interested in
understanding more about the applications of a neural network model
for therapy and the how and why of building new mentally healthy
cognitions, behaviors and emotions. Therapy and the Neural Network
Model is also an essential theoretical foundation for both
researchers and practitioners who wish to base their therapeutic
practice on neuroscience and integrate their work with related
fields such as behavioral medicine, health psychology, social work
and public health.
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