Self-Awareness of Thought COGNITIVE TECHNIQUES. Self-Awareness of Thought--the Cognitive Self. Self-Concept a. what is it? differentiation b. how do we improve it c. what are goals for it d. how to encourage child to set reasonable goals. Components: .
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a. what is it? differentiation b. how do we improve it
c. what are goals for it
d. how to encourage child to set reasonable goals
Self-perception shows itself in different domains including:
self-verbalization = private speech
Everyone engages in some negative self-talk
Cognitive-behavioral packages w/ self-talk more than b. mod. increase student's reported self-concept--measured by the Piers-Harris.
(Kendall & Braswell, 1982)
1. Point out negative self-talk and then positive statements that will become part of the student's coping skills.
(Weaver & Cotrell, 1985).
2. Specific statements improve specific tasks; general statement improve performance on general tasks (Grossman Hughes, 1992).
3. More effective w/ children over 13.
4. Beneficial for typically deficient performers (e.g.., mentally retarded, learning disabled, impulsive) (Shunk, 1986).
Rules of Engagement
(1) Problem Recognition:
(2) Solution Generation = Brainstorming:
(3) Decision Making = Selecting a Plan to Enact
(4) Reviewing the Outcome = see if the desired outcome was achieved or if another alternative should be enacted
Repetition of the process until individual learns to apply entire process independently
1. State what you want
2. State how you feel
3. State the reasons underlying your wants and feelings
4. State your understanding of the other’s want, feelings and reasons
5. State 3 potential agreements that will maximize joint gain, and which one you would agree to
6. Formalize the agreement process
Delusional and Jumping To Conclusions (JTC)--grandiosity
Bias of perception based on experience (failure, rejection, hostility)
4. That it’s awful and catastrophic when things are not the way one wants them to be
5. That human unhappiness is externally caused and people have little or no ability to control their sorrows and disturbance
6. That if something is or may be dangerous or fearsome, one should be concerned and dwell on the possibility of its occurrence
7. That it is easier to avoid than face certain life difficulties and self-responsibilities
8. That one should be dependent on others and need someone stronger on whom to rely
9. That one’s past history is an all-important determiner of one’s present behavior
10. That there is invariably a right, precise, and perfect solution to problems
Overall Treatment involves:
(1) the Problem
(My mom and I don’t get along.)
(2) the Antecedent
(My mom and I fight about my schoolwork.)
(3) the Consequence (negative thought- a feeling)
(I get angry. I feel like I hate her!)
(4) the Connected Belief (“I don’t do well at school anyhow, so what does it matter if I do my homework or not? If I can’t be perfect, why bother?)
(5) Dispute the Negative Thought by Analyzing its Validity Based on Logic or Evidence
(Am I really a failure at all schoolwork, or just some of it? Do I think schoolwork should be easy the first time around? Who says I have to be perfect at everything? Is everyone perfect?)
(6) Rebuild/Restructure Thought Processes by Identifying Alternative, Incompatible, But Realistic Thoughts
(Maybe I’ll never be perfect at this particular subject, but I can improve with a little work.)