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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.
Sommario
NCLT Theory and Background.- Inroduction to neurocognitive learning theory.- The theoretical basis for NCLT.- Eclecticism redefined.- The Clinical Practice of NCLT.- Clinical procedures.- The role of reward recognition in therapy.- Disorders of Arousal and Their Treatment.- Arousal and motivation.- Clinical implications of hypo-arousal and hyper-arousal.- The poorly motivated patient.- Disorders of Engagement and Their Treatment.- Clinical implications of hypo-engagement and hyper-engagement.- Obsessive compulsive disorder.- Disorders of Inhibition and Modulation.- Clinical implications of hypo-inhibition and hyper-inhibition.- Clinical implications of failure to acclimate.- Disorders of Initiation and Impulsivity.- Clinical implications of failure to initiate.- Examples of initiation disorders and their treatment.- NCLT Future Directions.- Summary and conclusions.- NCLT forms and practice organizers.
Info autore
Ted Wasserman is a pediatric neuropsychologist specializing in the treatment of neurodevelopmental disorders, currently in private practice. From 2008 through 2013 he was associate professor of psychology at the Institute for Achievement and Learning at Lynn University. He received his PhD in clinical psychology from Hofstra University and completed his post-doctoral fellowship in cognitive behavioral psychotherapy at the Institute for Advanced Study of Rational Psychotherapy. He is a member of APA Divisions 40 and 12, National Academy of Neuropsychology, and International Neuropsychological Society. He is the founder and past president of the American Board of Pediatric Neuropsychology and is board-certified in clinical psychology by the American Board of Professional Psychology. Lori Wasserman is a pediatric neuropsychologist who is currently in private practice. She received her PhD in clinical and school psychology from Hofstra University and is a member of APA Division 40 and theNational Academy of Neuropsychology. She is board-certified in pediatric neuropsychology by the American Academy of Pediatric Neuropsychology.
Riassunto
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.
