Lifestyle change demands an understanding of the stages of change. Not only the person need to understand the stages of change but also the coach need to be fully aware of these stages in order for them to be effective. The resistance to change is sure a real stumbling block to our new evolution toward our journey
CBT is a for of psychological therapy used to alter subjects thoughts to improve behaviors and or feelings. it is great tool to be used for psychological disease or chronic diseases. this presentation cover the basics aspects of CBT with some studies about use of CBT in pulmonary diseases.
Holistic Counseling is an approach that helps clients to heal by taking the entire human being and their life experiences into consideration for assessment and treatment purposes.
Traditional vs Positive Psychology
Positive Psychology 1 – Aims and Scope (Martin Seligman)
Positive Psychology 2 – Aims and Scope (Paul T. Wong)
Comparison of the Two Visions/Waves of Positive Psychology
The Concept of Well-being
Descriptions of Well-being
Definitions of Well-being
Historical Perspectives on Positive Psychology
Positive Psychology and Other Social Sciences
GDP to GNHI - Towards “Holistic Approach to Human Development”
Value Crisis
Positive Psychology and Other Areas of Psychology
Health Psychology
Clinical Psychology
Developmental Psychology
Personality Psychology
Social Psychology
The Psychology of Religion
Applied Positive Psychology
Research in Psychology: Meaning
Research in Psychology: Goals
Types of Research
Based on Application
Pure Theoretical Research
Applied Research
Based on Objectives
Descriptive
Correctional
Explanatory
Exploratory
Based on Enquiry Mode
Quantitative
Qualitative
Mixed Method
Process of Research
Research Methods in Positive Psychology
Assessment in Positive Psychology
Ethical Guidelines in Research
Distinction between Western and Indian Psychological Perspectives
Implications of Culture for Positive Psychology
Positive Psychology and Indian Psychological Perspectives
Religious and Spiritual Practices for Enhancing Well-Being
Yoga and well-being
Self-Mastery
Development of Virtues
Vipasana Mediation
Pranayama
Mediation
Gunas and Svabhava
The Challenge of Sustainable Happiness
Concept of Character Strengths
Significance of Character Strengths
Measurement of Strengths
VIA Classification of Strengths and Virtues
Clifton’s StrengthsFinder
The Search Institute’s 40 Developmental Assets
Interpersonal Strengths and Well-being
Forgiveness
Gratitude
Kindness
Compassion and Altruism
Empathy
Interpersonal Strength
Mindset - Fixed, Growth and Multicultural
Fixed Versus Growth Mindset
Multicultural / Global Mindset
Grit and Determination
Self-Compassion
Self-Forgiveness
Introduction
Positive vs Negative Emotions
Theory of Positive Emotions
Positive Emotions and Well-being
Managing Emotions Effectively
Adaptive Potential of Emotion-Focused Coping
Enhancing one’s Emotional Intelligence
Socioemotional Selectivity Theory
Emotional Storytelling
Developing Emotional Skills
Cultivating Positive Emotions
Collaborative for academic social and emotional learning CASEL
The RULER Techniques
Concept of Happiness
Hedonic and Eudaimonic Perspective
Models of Happiness
Carol Ryff’s Six-Factor Model of Psychological Well-Being
Corey Keyes’ Dual Continuum Model of Mental Health
PERMA Model of Seligman
Self-Determination Theory of Ryan and Deci
Indian Perspectives on Happiness
The Panch Kosha Model of Well-being
Factors affecting Happiness
Concept of Self
Different Aspects of Self
Self-Concept
Real Self and Ideal Self
Self-Esteem
Self esteem vs self concept
Self-efficacy
Self-Regulation
Self control
Self regulation vs self control
Introduction
Resilience: Background and Early Research
Four Waves of Resilience Research
Methodologica
Cbt workshop for internationally trained health professionalsMatt Stan
Cognitive therapy is an active, directed, time-limited, structured approach, used to treat a variety of psychiatric disorders (depression, anxiety, phobias, chronic pain and others)
Lifestyle change demands an understanding of the stages of change. Not only the person need to understand the stages of change but also the coach need to be fully aware of these stages in order for them to be effective. The resistance to change is sure a real stumbling block to our new evolution toward our journey
CBT is a for of psychological therapy used to alter subjects thoughts to improve behaviors and or feelings. it is great tool to be used for psychological disease or chronic diseases. this presentation cover the basics aspects of CBT with some studies about use of CBT in pulmonary diseases.
Holistic Counseling is an approach that helps clients to heal by taking the entire human being and their life experiences into consideration for assessment and treatment purposes.
Traditional vs Positive Psychology
Positive Psychology 1 – Aims and Scope (Martin Seligman)
Positive Psychology 2 – Aims and Scope (Paul T. Wong)
Comparison of the Two Visions/Waves of Positive Psychology
The Concept of Well-being
Descriptions of Well-being
Definitions of Well-being
Historical Perspectives on Positive Psychology
Positive Psychology and Other Social Sciences
GDP to GNHI - Towards “Holistic Approach to Human Development”
Value Crisis
Positive Psychology and Other Areas of Psychology
Health Psychology
Clinical Psychology
Developmental Psychology
Personality Psychology
Social Psychology
The Psychology of Religion
Applied Positive Psychology
Research in Psychology: Meaning
Research in Psychology: Goals
Types of Research
Based on Application
Pure Theoretical Research
Applied Research
Based on Objectives
Descriptive
Correctional
Explanatory
Exploratory
Based on Enquiry Mode
Quantitative
Qualitative
Mixed Method
Process of Research
Research Methods in Positive Psychology
Assessment in Positive Psychology
Ethical Guidelines in Research
Distinction between Western and Indian Psychological Perspectives
Implications of Culture for Positive Psychology
Positive Psychology and Indian Psychological Perspectives
Religious and Spiritual Practices for Enhancing Well-Being
Yoga and well-being
Self-Mastery
Development of Virtues
Vipasana Mediation
Pranayama
Mediation
Gunas and Svabhava
The Challenge of Sustainable Happiness
Concept of Character Strengths
Significance of Character Strengths
Measurement of Strengths
VIA Classification of Strengths and Virtues
Clifton’s StrengthsFinder
The Search Institute’s 40 Developmental Assets
Interpersonal Strengths and Well-being
Forgiveness
Gratitude
Kindness
Compassion and Altruism
Empathy
Interpersonal Strength
Mindset - Fixed, Growth and Multicultural
Fixed Versus Growth Mindset
Multicultural / Global Mindset
Grit and Determination
Self-Compassion
Self-Forgiveness
Introduction
Positive vs Negative Emotions
Theory of Positive Emotions
Positive Emotions and Well-being
Managing Emotions Effectively
Adaptive Potential of Emotion-Focused Coping
Enhancing one’s Emotional Intelligence
Socioemotional Selectivity Theory
Emotional Storytelling
Developing Emotional Skills
Cultivating Positive Emotions
Collaborative for academic social and emotional learning CASEL
The RULER Techniques
Concept of Happiness
Hedonic and Eudaimonic Perspective
Models of Happiness
Carol Ryff’s Six-Factor Model of Psychological Well-Being
Corey Keyes’ Dual Continuum Model of Mental Health
PERMA Model of Seligman
Self-Determination Theory of Ryan and Deci
Indian Perspectives on Happiness
The Panch Kosha Model of Well-being
Factors affecting Happiness
Concept of Self
Different Aspects of Self
Self-Concept
Real Self and Ideal Self
Self-Esteem
Self esteem vs self concept
Self-efficacy
Self-Regulation
Self control
Self regulation vs self control
Introduction
Resilience: Background and Early Research
Four Waves of Resilience Research
Methodologica
Cbt workshop for internationally trained health professionalsMatt Stan
Cognitive therapy is an active, directed, time-limited, structured approach, used to treat a variety of psychiatric disorders (depression, anxiety, phobias, chronic pain and others)
Mind body relationship: Historical perspective|Health psychology|aboutpsy.comAboutPsy
The mind and body
The mind is about mental processes, thought and consciousness. The body is about the physical aspects of the brain-neurons and how the brain is structured.
Dualism and Monism
Prehistoric times
Ancient greeks
Middle Ages
Modern age and present
.............aboutpsy.com
Management of Learning Disability in children is to be made a priority in all our educational endeavours. Children achieving academical performance matching to their intellectual capacities are sometimes thwarted by LD. Find out the cause for every undesired behaviour of our children and we have to help them overcome it. It's our duty. It's required to build up a satisfied society.
Assertiveness is about standing up for yourself, but also wabout respecting the opinions and needs of others.
When e communicate assertively, we are clear about our opinions and wishes, but we are also open to others’.
Transtheoretical Model (Stages of Change Model)Rozanne Clarke
The Transtheoretical Model (TTM) speaks on suggested strategies for public health interventions to address people at various stages of the decision-making process. Acknowledgements of this and other behavioural change models will resulting in social marketing campaigns being implemented as they're tailored to suit the target audience.
Mind body relationship: Historical perspective|Health psychology|aboutpsy.comAboutPsy
The mind and body
The mind is about mental processes, thought and consciousness. The body is about the physical aspects of the brain-neurons and how the brain is structured.
Dualism and Monism
Prehistoric times
Ancient greeks
Middle Ages
Modern age and present
.............aboutpsy.com
Management of Learning Disability in children is to be made a priority in all our educational endeavours. Children achieving academical performance matching to their intellectual capacities are sometimes thwarted by LD. Find out the cause for every undesired behaviour of our children and we have to help them overcome it. It's our duty. It's required to build up a satisfied society.
Assertiveness is about standing up for yourself, but also wabout respecting the opinions and needs of others.
When e communicate assertively, we are clear about our opinions and wishes, but we are also open to others’.
Transtheoretical Model (Stages of Change Model)Rozanne Clarke
The Transtheoretical Model (TTM) speaks on suggested strategies for public health interventions to address people at various stages of the decision-making process. Acknowledgements of this and other behavioural change models will resulting in social marketing campaigns being implemented as they're tailored to suit the target audience.
Pamela Slim from Escape from Cubicle Nation explains Martha Beck's Change Cycle and how it relates to corporate employees transitioning into entrepreneurship. It answers the question: "Am I flipping crazy?" Short answer: No.
Behaviour_change_reference_report_tcm6-9697
Author: Andrew Darnton, Centre for Sustainable
Development, University of Westminster
July 2008
Original Source:
http://www.civilservice.gov.uk/Assets/Behaviour_change_reference_report_tcm6-9697.pdf
The Stages of Change The stages of change are Preconte.docxjoshua2345678
The Stages of Change
The stages of change are:
Precontemplation (Not yet acknowledging that there is a problem behavior that needs to
be changed)
Contemplation (Acknowledging that there is a problem but not yet ready or sure of
wanting to make a change)
Preparation/Determination (Getting ready to change)
Action/Willpower (Changing behavior)
Maintenance (Maintaining the behavior change) and
Relapse (Returning to older behaviors and abandoning the new changes)
Stage One: Precontemplation
In the precontemplation stage, people are not thinking seriously about changing and are not
interested in any kind of help. People in this stage tend to defend their current bad habit(s) and do
not feel it is a problem. They may be defensive in the face of other people’s efforts to pressure
them to quit.
They do not focus their attention on quitting and tend not to discuss their bad habit with others. In
AA, this stage is called “denial,” but at Addiction Alternatives, we do not like to use that term.
Rather, we like to think that in this stage people just do not yet see themselves as having a
problem.
Are you in the precontemplation stage? No, because the fact that you are reading this shows that
you are already ready to consider that you may have a problem with one or more bad habits.
(Of course, you may be reading this because you have a loved one who is still in the pre-
contemplation stage. If this is the case, keep reading for suggestions about how you can help
others progress through their stages of change)
Stage Two: Contemplation
In the contemplation stage people are more aware of the personal consequences of their bad
habit and they spend time thinking about their problem. Although they are able to consider the
possibility of changing, they tend to be ambivalent about it.
In this stage, people are on a teeter-totter, weighing the pros and cons of quitting or modifying
their behavior. Although they think about the negative aspects of their bad habit and the positives
associated with giving it up (or reducing), they may doubt that the long-term benefits associated
with quitting will outweigh the short-term costs.
It might take as little as a couple weeks or as long as a lifetime to get through the contemplation
stage. (In fact, some people think and think and think about giving up their bad habit and may die
never having gotten beyond this stage)
On the plus side, people are more open to receiving information about their bad habit, and more
likely to actually use educational interventions and reflect on their own feelings and thoughts
concerning their bad habit.
Stage Three: Preparation/Determination
In the preparation/determination stage, people have made a commitment to make a change.
Their motivation for changing is reflected by statements such as: “I’ve got to do something about
this — this is serious. Something has to change. What can I do?”
This is sort of a .
Social Cognitive TheoryThis theory was introduced by Albert Band.docxpbilly1
Social Cognitive Theory
This theory was introduced by Albert Bandura, which stated that individuals could learn positively by using interactive behavior, human dialogue, direct experiences, and common observations. The sole purpose of the theory is to comprehend and predict the individual or group behavior and to identify methods by which change or modification can be achieved. The major changes include the promotion of health activities, change in behavior, and improved personality. It is also indicated in the theory that environmental variations, behavior changes, and individual personal factors are the real causes to affect one’s behavior (White et al., 2019). Social cognitive theory is predominantly helpful when collaborated with educational institutions to improve behavior changes like introducing advanced knowledge into practice. Prochaska and DiClementi’s Model of Behavior Change is one of the most beneficial and productive models for health behavior changes.
Stages of Change Theory
Prochaska and DiClementi’s Model of Behavior Change was initially established to target the customers that need a change in health behavior, especially smokers under therapy treatment. There were four stages of this theory at the start, but now it has five different stages along with additional consideration of multiple audiences rather than individual cases. These stages of change theory are as follows:
Precontemplation
refers to the condition in which an individual does not understand and unaware consciously or unconsciously of the fact that change is a necessity for him/her.
Contemplation
indicates the situation of the person who is well aware of the problem and started to think about changing his or her attitude.
Preparation for action
indicates whenever the individual is ready to accept the challenge to change the attitude and start preparing to change is considered as “the act of preparation.” This stage may be clear within 02 weeks after making the decision to change. The
action
starts with the engagement of an individual into the change activities and understands how to cope with the behavioral change.
Maintenance
is considered as the final stage, which varies with individuals, but normally it may take up to six months. Any change in behavior must be strengthened in order to sustain the change.
Appraisal of evidence
There is a lot of evidence that proved that this model or theory could create a difference in the health behavior of an individual. Prochaska, DiClemente, and Norcross defined ten procedures that can evaluate and inspire the movement across the stages, which include Re-evaluation of environmental activities, Individual self-freedom, Social freedom, Sense of dramatic relief, Awareness levitation, Re-evaluation of self-esteem, Improvement in the relationships, Strengthening of management, Incitement control and Counter conditioning. These are some of the processes that can be achieved through this model or theory. The evide.
Motivational Interviewing 2015: Empowering Patients in Self-careDr. Umi Adzlin Silim
Motivational Interviewing for Behavioural Changes. Presented at Seminar Clinical Dietetic Updates in Cardiovascular Disease & Hypertension, Kementerian Kesihatan Malaysia. 17-18 August 2015.
ACKNOWLEDGMENTS This publication contains information .docxbartholomeocoombs
ACKNOWLEDGMENTS
This publication contains information on various drug abuse counseling approaches, written by
representatives of many well-known treatment programs. Although the counseling approaches
included are used in some of the best known and most respected treatment programs in this
country, it has not been determined whether all of these counseling models are equally effective.
These various approaches are presented in an identical outline form so that the reader can compare
and contrast the many treatment models described and learn more about the roles of the counselor
and subject in a particular model.
COPYRIGHT STATUS
All material in this volume is in the public domain and may be used or reproduced without
permission from the National Institute on Drug Abuse (NIDA) or the authors. Citation of the
source is appreciated.
DISCLAIMER
Opinions expressed in this volume are those of the authors and do not necessarily reflect the
opinions or official policy of NIDA or any other part of the U.S. Department of Health and Human
Services.
The U.S. Government does not endorse or favor any specific commercial product or company.
Trade, proprietary, or company names appearing in this publication are used only because they are
considered essential in the context of the models reported herein.
PUBLIC DOMAIN NOTICE
All material appearing in this report is in the public domain and may be reproduced without
permission from the National Institute on Drug Abuse or the authors. Citation of the source is
appreciated.
National Institute on Drug Abuse
NIH Publication No. 00-4151
Printed July 2000
CONTENTS
Introduction and Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
John J. Boren, Lisa Simon Onken, and Kathleen M. Carroll
Dual Disorders Recovery Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Dennis C. Daley
The CENAPS® Model of Relapse Prevention Therapy (CMRPT®) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Terence T. Gorski
The Living In Balance Counseling Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Jeffrey A. Hoffman, Ben Jones, Barry D. Caudill, Dale W. Mayo, and Kathleen A. Mack
Treatment of Dually Diagnosed Adolescents: The Individual Therapeutic Alliance Within a Day
Treatment Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Elizabeth Driscoll Jorgensen and Richard Salwen
Description of an Addiction Counseling Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Delinda Mercer
Description of the
Solution
-Focused Brief Therapy Approach to Problem Drinking . . . . . . . . . . . . . . . . . 91
Scott D. Miller
Motivational Enhancement Thera.
4 clinical assessment and diagnosislearning objectives 4.docxtroutmanboris
4 clinical assessment and diagnosis
learning objectives 4
· 4.1 What are the basic elements in assessment?
· 4.2 What is involved in the assessment of the physical organism?
· 4.3 What is psychosocial assessment?
· 4.4 How do practitioners integrate assessment data?
· 4.5 What is the process for classifying abnormal behavior?
The assessment of the personality and motivation of others has been of interest to people since antiquity. Early records show that some individuals used assessment methods to evaluate potential personality problems or behaviors. There are documented attempts at understanding personality characteristics in ancient civilizations. Hathaway (1965) points out that one of the earliest descriptions of using behavioral observation in assessing personality can be found in the Old Testament. Gideon relied upon observations of his men who trembled with fear to consider them fit for duty; Gideon also observed how soldiers chose to drink water from a stream as a means of selecting effective soldiers for battle. In ancient Rome, Tacitus provided examples in which the appraisal of a person’s personality entered into their leader’s judgments about them. Tacitus (translated by Grant, 1956, p. 36) points out that Emperor Tiberius evaluated his subordinates in his meetings by often pretending to be hesitant in order to detect what the leading men were thinking.
Psychological assessment is one of the oldest and most widely developed branches of contemporary psychology, dating back to the work of Galton (1879) in the nineteenth century (Butcher, 2010; Weiner & Greene, 2008). We will focus in this chapter on the initial clinical assessment and on arriving at a clinical diagnosis according to DSM-5. Psychological assessment refers to a procedure by which clinicians, using psychological tests, observation, and interviews, develop a summary of the client’s symptoms and problems. Clinical diagnosis is the process through which a clinician arrives at a general “summary classification” of the patient’s symptoms by following a clearly defined system such as DSM-5 or ICD-10 (International Classification of Diseases), the latter published by the World Health Organization.
Assessment is an ongoing process and may be important at various points during treatment, not just at the beginning—for example, to examine the client’s progress in treatment or to evaluate outcome. In the initial clinical assessment, an attempt is usually made to identify the main dimensions of a client’s problem and to predict the probable course of events under various conditions. It is at this initial stage that crucial decisions have to be made—such as what (if any) treatment approach is to be offered, whether the problem will require hospitalization, to what extent family members will need to be included as coclients, and so on. Sometimes these decisions must be made quickly, as in emergency conditions, and without critical information. As will be seen, various psycho.
Practical hints and tips for assessing readiness to change - Dr Bronwen BonfieldMS Trust
Aims:
To have increased awareness of the factors that affect an individuals readiness to change.
To explore the theoretical models that underpin change behaviour
To develop awareness of skills and strategies to support individuals and their families.
Generalist Practice A Presentation on Steps of The Problem-SolvMatthewTennant613
Generalist Practice: A Presentation on Steps of The Problem-Solving Process
Name:
Date: May 5th, 2021
Pamela Easter !!!
1
Problem Identification or Engagement
Identify the type of problem – drug addiction and its effects on Family members.(Janice Walker is at the center of problem)
Identify how the problem has affected the rest of the community- substance abuse effects cost in the community in measurable ways including loss of productivity and unemployability; impairment in physical and mental health; reduced quality of life; increase violence; and Crime; abuse and neglect of children.
The community's general perception of the problem- the economic consequences of drug abuse severely burden federal , State, and local government resources, and the taxpayer.
The root cause of the problem- most often the cause of addiction is chronic stress, a history of trauma (PTSD), mental illness, lastly family history with addiction
Problem Identification/Engagement. The first step is to identify the type of problem the researcher is dealing with. Identify how the problem has affected the rest of the community and the community's general perception of the problem. The next step is to evaluate how the problem has affected the community or a client. Lastly, identify the root cause of the problem; where did the problem come from, or how did the victim get the problem they are facing.
2
Data Collection
Three major ways of collecting data from Clients are Interviews, Observation, and surveys
Interviews:
Engaging with the client one-on-one. Listening to client’s perspective of the problem
This method has ability to untangle the individual's problem, emotions, background, and the general social context, The Advocate can get the client's perception of the treatment
Observation:
It obtains data from clients by assessing the reaction to their respective environments
The researcher can identify factors contributing to the Client's condition
Data collection. There are many ways to collect data from a client. Three major ways of collecting data from a client are Interviews, Observation, and First Extraction.
Interviews: The researcher can speak with the patient on a one-on-one basis. A researcher or a nurse can use this method because of its ability to untangle the individual's problem, emotions, background, and the general social context, which in this paper largely revolves around the family relationship (Cohen et al., 2017). This data collection method paves the way for a nurse to get the patient's perception of the treatment and some of the elements that motivated them to embrace treatment.
Observation: it is used to obtain data from clients by assessing the reaction to their respective environments. Observation methods allow the researcher to identify social dimensions and family background factors contributing to the patient's condition.
3
Data Collection cont’d
Surveys : Can discover the problem
Clients Family History background details o ...
Powerpoint accompanying workshop session from the Homeless and Housing Coalition of Kentucky's 2013 conference. Presented by Patrick McKiernan
Motivational interviewing is a technique that uses a dialogue between a counselor and a client who needs to
change behaviors in his or her life. The purpose of this technique is to be non-confrontational, non-adversarial and
non-judgmental, and uses open-ended questions and reflective listening to forge a relationship between counselor
and client built on trust and empathy. This session will present basic information on how to help increase motivation
to change with individuals considering but uncommitted to change. The discussion will include background, theory,
and techniques related to the change process.
The Partners for Change Outcome Management System: Duncan & Reese, 2015Barry Duncan
Despite overall psychotherapy efficacy (Lambert, 2013), many clients do not benefit (Reese, Duncan, Bohanske, Owen, & Minami, 2014), dropouts are a problem (Swift & Greenberg, 2012), and therapists vary significantly in success rates (Baldwin & Imel, 2013), are poor judges of negative outcomes (Chapman et al., 2012), and grossly overestimate their effectiveness (Walfish, McAlister, O'Donnell, & Lambert, 2012). Systematic client feedback offers one solution (Duncan, 2014). Several feedback systems have emerged (Castonguay, Barkham, Lutz, & McAleavey, 2013), but only two have randomized clinical trial support and are included in the Substance Abuse and Mental Health Administration’s National Registry of Evidence based Programs and Practices: The Outcome Questionnaire-45.2 System (Lambert, 2010) and the Partners for Change Outcome Management System (PCOMS; Duncan, 2012). This article presents the current status of the Partners for Change Outcome Management System, the psychometrics of the PCOMS measures, its empirical support, and its clinical and training applications. Future directions and implications of PCOMS research, training, and practice are detailed. Finally, we propose that systematic feedback offers a way, via large scale data collection, to re-prioritize what matters to psychotherapy outcome, reclaim our empirically validated core values and identity, and change the conversation from a medical model dominated discourse to a more scientific, relational perspective.
Motivating Clients to Develop Positive Financial Behaviorsmilfamln
One of the biggest challenges for financial educators and counselors is encouraging their students and/or clients to adopt positive financial behaviors that can enhance their financial security. This 90-minute webinar will describe ways to prompt positive behavior change in others. The webinar will begin with a discussion of three leading behavior change theories and the concepts of locus of control and time preference. It will then discuss 20 specific financial behavior change strategies, relevant concepts from the field of behavioral finance, and implications for financial practitioners. This presentation is the first of 3 presentations in the 3-day Personal Finance Virtual Learning Event.
Review of a recent article on the importance of the therapeutic alliance. This empirical study on the therapeutic relationship examines the its effect in both a CBT and Psychodynamic setting.
Review of the alcohol use disorders identification testJohn G. Kuna, PsyD
A brief review of the AUDIT (Alcohol Use Disorders Identification Test). Includes administration procedures, scoring, target population usage, validity and reliability
Presentation on the epistemological crisis in psychology. A brief history of the issue is presented, followed by an investigation into the nature of scientific endeavors, and finally a solution based on the work of the philosopher Bernard Lonergan is offered.
Welcome to the Program Your Destiny course. In this course, we will be learning the technology of personal transformation, neuroassociative conditioning (NAC) as pioneered by Tony Robbins. NAC is used to deprogram negative neuroassociations that are causing approach avoidance and instead reprogram yourself with positive neuroassociations that lead to being approach automatic. In doing so, you change your destiny, moving towards unlocking the hypersocial self within, the true self free from fear and operating from a place of personal power and love.
Collocation thường gặp trong đề thi THPT Quốc gia.pdf
Stages of change
1. John G Kuna, PsyD and Associates
Applications of Stages of Change Theory
2. Abstract
Arguably the core of CBT, and perhaps of all therapeutic counseling, is assisting the patient in
replacing negative behaviors with positive behaviors. The following will present two theoretical
systems for describing and aiding patients in the replacement of dysfunctional behaviors with
healthy ones. The Transtheoretical Stages of Change (SOC) model as originally proposed by
Prochaska and DiClemente (1983), and later revised by Arthur Freeman and Michael Dolan
(2001) will be presented.
3. Table 1: Prochaska and DiClemente’s Stages of Change Model
Stages of Change Characteristics Techniques
Pre-Contemplation Not currently considering
change: Ignorance is bliss!
Validate lack of readniess
Reinforce personal agency
Encourage self-exploration,
not change
Explain risks vs. rewards
Contemplation Ambivalent about change: On
the fence. Not considering
change within the next month
Validate lack of readniess
Reinforce personal agency
Encourage evaluation of pros
and cons of change
Identify and promote new
postive outcomes
Preparation Some experience with change
Plan to change within one
month
“Testing the waters”
Identify and assist in
evaluating obstacles
Help identify social support
structures
Verify individual skills for
change
Encourage small, initial steps
Action Practicing new behavior for 3-
6 months
Focus on restructring cues and
social support
Bolster self-efficacy for
dealing with obstacles
Combat feelings of loss and
reiterate long term benefits
4. Dolan-Freeman Revised Stages of Change
“As practitioners, planning for the change process with clients is the single most important skill
counselors bring to the therapeutic table” (Dolan, 2001).
Table 2: Comparison of the Prochaska/DiClemente and Freeman/Dolan Models
Prochaska /DiClemente Freeman/Dolan
****************** 1.Non-contemplation
****************** 2. Anti-contemplation
1. Pre-contemplation 3. Pre-contemplation
2. Contemplation 4. Contemplation
3. Preparation 5. Action Planning
4. Action 6. Action
****************** 7. Pre-lapse
****************** 8. Lapse
****************** 9. Relapse
5. Maintenance 10. Maintenance
Analysis
The Dolan-Freeman model takes into account that some people may be unaware of the
existence of a problem or the need to change (Non-contemplation).
The first two stages offer recognition that some patients are required to enter treatment
(ie, courts).
In some instances they may oppose violently (Anti-contemplation) the whole therapeutic
process (Dolan, 2004).
5. Pre-contemplation and Contemplation: are not tied to commitment as described in
Prochaska/DiClemente (1982). Rather, they are understood as cognitive functions of the
change process.
For Freeman/ Dolan, the Pre-contemplation stage occurs when the client begins to
consider the consequences, purpose,and the possibility of change.
The Contemplation stage indicates that the client is actively considering and is ready to
engage change
The Preparation stage of Prochaska/DiClemente is timed (within the next month) and
requires an unsuccessful attempt at change within the past year.
In the Freeman/Dolan model, Action Planning replaces Prochaska/DiClemente’s
Preparation stage and is designed as an interactive collaborative process between the
counselor and the client.
The Freeman/Dolan Action stage requires a treatment focus that initiates active treatment
planning. The Action stage is the same for both models and is analogous to going from
neutral to drive
The next three stages are completely new and reflect the complex cognitive processes of
upsetting the homeostasis of a person through the change process.
The first of these stages is Pre-lapse, in which the client is evaluating whether the change
made in the Action stage is beneficial or even needed. This is a cognitive process with no
behavioral components. The concept of Pre-lapse is needed to explain that once changes
are made the client initially goes through a rejection process similar to a body going
through the rejection of transplanted parts.
The Lapse stage is the behavioral manifestation of the unsuccessful resolution of the Pre-
lapse stage. This is usually characterized by a single behavioral event, and if therapeutic
redirection occurs, the client returns to the change state. If the resolution of the Pre-lapse
stage is unsuccessful or if redirection is ineffective, then the process will move to Re-
lapse.
Relapse includes a reemergence of the behavioral problems, and the cognitive patterns
that induce or reinforce the problem behavior.
The lack of these additional stages in the Prochaska/DiClemente model prevents accurate
identification and the interventions necessary for the resolution of problems unique to
these stages.
6. The Maintenance stage in both models is conceptually similar; however, the focus in
Freeman/Dolan is to continually assess and fine tune the changes until they become
habitual, and to generalize to other problem areas throughout a person’s life.
The Freeman/Dolan model seeks to provide the counselor with a tool that is more
efficient and clinically relevant.
The model allows the counselor to more accurately determine where his or her client is
on the continuum of change and to factor into the change process any special conditions
or circumstances such as cultural differences.
Empirical basis: In a recent study (Dolan, 2003), the Freeman/Dolan model was found to
offer counselors greater ability to accurately identify the stages their clients were in than
was true of the Prochaska/DiClemente model. In addition, the participants preferred the
Freeman/Dolan model to the original model three to one.
Change and Treatment Planning
Three components of Treatment planning:
(1) Stage or Diagnosis and Assessment;
(2) Level or Problem Identification; and
(3) Treatment or Strategy Implementation.
SLT model refers to a Stage by Level by Treatment interaction of creating change.
The Stage component acknowledges when to change or the current stage of change for
the client.
Stage is established using questionnaires, and/or formal and informal counselor
assessment.
Methodology may include assessments such as psychosocial history, mental status, risk
assessment, presenting problem, and strengths and weaknesses.
Level of the change process refers to what change is required and is determined through
some form of problem list and/or clinical interview. Most theoretical models for
conducting counseling contain the “what” of change within the model.
Included in the Level of change are:
(1) Cognitive or the mental process of knowing;
(2) Affective or raw visceral experiences interpreted as emotions and feelings (cognitive labels);
(3) Behavior or the actions or reactions of persons in response to external or internal; and
(4) Environment or the context for clients’ living.
7. Treatment refers to how clients change and is composed of the strategies and techniques
that are most effective for dealing with specific problems at a certain stage and level of
change.
Example: the counselor might use the strategy of refutation for a client’s cognitive
distortions when the client is in the Contemplation stage and is ready to change.
8. References (and Recommended Readings)
Freeman, A., & Dolan, M. (2001).Revisiting Prochaska and DiClemente’s Stages of
Change theory: An expansion and specification to aid in treatment planning and outcome
evaluation. Cognitive and Behavioral Practice, 8, 224–234.
Kazdin, A. E. (2000). Psychotherapy for children and adolescents: Directions for research
and practice.New York: Oxford University Press.
Kendall, P. C., &Chambless, D. L. (Eds.). (1998).Empirically supported psychological
therapies [Special section]. Journal of Counseling and Clinical Psychology, 66, 3–167
Nathan, P. E., & Gorman, J. M. (Eds.).(1998). Treatments that work. New York: Oxford
University Press.
Norcross, J. C., Krebs, P. M., &Prochaska, J. O. (2011).Stages of change.Journal Of
Clinical Psychology, 67(2), 143-154. doi:10.1002/jclp.20758
Prochaska, J. O., &DeClemente, C. C. (1982).Transtheoretical therapy: Toward a more
integrative model of change. Psychotherapy: Theory, Research, and Practice, 20, 161–173.
Prochaska, J.O., DiClemente, C.C. & Norcross, J.C. (1992). In search of how people
change: Applications to addictive behaviors. American Psychologist, 47(9), 1102-1114.
Prochaska, J.O., Velicer, W.F., Rossi, J.S., Goldstein, M.G., Marcus, B.H., Rakowski,
W., Fiore, C., Harlow, L.L., Redding, C.A., Rosenbloom, D., & Rossi, S.R. (1994). Stages of
change and decisional balance for twelve problem behaviors.Health Psychology, 13(1), 39-46.
9. Appendix A
Expansion of Prochaska and DiClemente’s Stages of Change Model
I. Pre-contemplation Stage
"Ignorance is bliss"
"Weight is not a concern for me"
Goals:
1. Help patient develop a reason for changing
2. Validate the patient’s experience
3. Encourage further self-exploration
4. Leave the door open for future conversations
1. Validate the patient’s experience:
"I can understand why you feel that way"
2. Acknowledge the patient’s control of the decision:
"I don’t want to preach to you; I know that you’re an adult and you will be the one
to decide if and when you are ready to lose weight."
3. Repeat a simple, direct statement about your stand on the medical benefits of weight
loss for this patient:
"I believe, based upon my training and experience, that this extra weight is putting you at serious
risk for heart disease, and that losing 10 pounds is the most important thing you could do for
your health."
4. Explore potential concerns:
"Has your weight ever caused you a problem?" "Can you imagine how your weight might cause
problems in the future?"
5. Acknowledge possible feelings of being pressured:
"I know that it might feel as though I’ve been pressuring you, and I want to thank you for talking
with me anyway."
6. Validate that they are not ready:
"I hear you saying that you are nowhere near ready to lose weight right now."
7. Restate your position that it is up to them:
"It’s totally up to you to decide if this is right for you right now."
8. Encourage reframing of current state of change - the potential beginning of a change
rather than a decision never to change:
"Everyone who’s ever lost weight starts right where you are now; they start by seeing the reasons
where they might want to lose weight. And that’s what I’ve been talking to you about."
10. II. Contemplation Stage
"Sitting on the fence"
"Yes my weight is a concern for me, but I’m not willing or able to begin losing weight within the
next month."
Goals:
1. Validate the patient’s experience
2. Clarify the patient’s perceptions of the pros and cons of attempted weight loss
3. Encourage further self-exploration
4. Leave the door open for moving to preparation
1. Validate the patient’s experience:
"I’m hearing that you are thinking about losing weight but you’re definitely not ready to take
action
right now."
2. Acknowledge patient’s control of the decision:
"I don’t want to preach to you; I know that you’re an adult and you will be the one to decide if
and when you are ready to lose weight."
3. Clarify patient’s perceptions of the pros and cons of attempted weight loss:
"Using this worksheet, what is one benefit of losing weight? What is one drawback of losing
weight?"
4. Encourage further self-exploration:
"These questions are very important to beginning a successful weight loss program. Would you
be willing to finish this at home and talk to me about it at our next visit?"
5. Restate your position that it is up to them:
"It’s totally up to you to decide if this is right for you right now. Whatever you choose, I’m here
to support you."
6. Leave the door open for moving to preparation:
"After talking about this, and doing the exercise, if you feel you would like to make some
changes, the next step won’t be jumping into action - we can begin with some preparation work."
III. Preparation Stage
"Testing the Waters"
"My weight is a concern for me; I’m clear that the benefits of attempting weight loss outweigh
the drawbacks, and I’m planning to start within the next month."
Goals:
1. Praise the decision to change behavior
2. Prioritize behavior change opportunities
3. Identify and assist in problem solving re: obstacles
11. 4. Encourage small initial steps
5. Encourage identification of social supports
1. Praise the decision to change behavior:
"It’s great that you feel good about your weight loss decision; you are doing something important
to decrease your risk for heart disease."
2. Prioritize behavior change opportunities:
"Looking at your eating habits, I think the biggest benefits would come from switching from
whole milk dairy products to fat-free dairy products. What do you think?"
3. Identify and assist in problem solving re: obstacles:
"Have you ever attempted weight loss before? What was helpful? What kinds of problems would
you expect in making those changes now? How do you think you could deal with them?"
4. Encourage small, initial steps:
"So, the initial goal is to try nonfat milk instead of whole milk every time you have cereal this
week."
5. Assist patient in identifying social support:
"Which family members or friends could support you as you make this change? How could they
support you? Is there anything else I can do to help?"
Prepared by Phillip J. Kuna for John G. Kuna, PsyD and Associates
http://johngkunapsydandassociates.com/
https://www.facebook.com/JohnGKuna.PsyD.Associates
(570)961-336