POINTS TO REMEMBER 2

Summary of the topics covered in chapter 2

Chapter 2: Cognitive Strategies

Cognitive Behavior Modification
Intense emotions caused by irrational thinking often leads to maladaptive behaviors in children and youth (and adults). Educators can deal solely with the behaviors, using punitive measures that tend to reinforce the irrational thinking and continue the "vicious" cycle, or they can use CBM strategies to deal directly with the irrational thinking.

Cognitive Restructuring
Cognitive restructuring is an effective way to unlearn beliefs that are counterproductive and replace them with productive ones.

The Disputation Process
The disputation process is the most difficult for students (and adults) to learn. There are six core beliefs that can be taught directly to students in the same manner that you might teach them reading, math or other academic content. The words "A frog" serves as a mnemonic for students who otherwise might not be able to remember all of the five questions in the process.

Yeah, But…
Be aware of the student using the "personal fable" (Protinsky, 1976), sometimes seen in adolescents who believe their thoughts and feelings are unique. The personal fable, which says"a certain belief may be true for others but not for me, because I am different,” often prevents adolescents from considering rational ideas. Still another problem that often surfaces with adolescents in a CR program is feeling phony, that somehow their new, rational belief "just isn't me."

Wrapping It Up
For more on cognitive restructuring, refer to: Kaplan, J. S. (1995). (Chapter 11 - pp. 381-421) [see references]. 
Nichols, P. (1999). Clear thinking: Talking back to whispering shadows. A
psychoeducational program for preteens, teens, and young adults. Iowa City, IA: 
River Lights Publishers. 
Zionts, P. (1996). Teaching disturbed and disturbing students: An integrated approach.
(2nd ed.). Austin, TX: PRO-ED.

Self-Instruction Training
Self-Instruction Training suggests three stages by which the initiation and inhibition of voluntary motor behaviors come under verbal control. If you have trouble remembering these steps, simply think of them as: (1) teacher says/teacher does; (2) teacher says/student does; (3) student says/student does; (4) student whispers/student does; and (5) student thinks/student does.

Verbal Mediation
There have been a number of studies comparing the efficacy of verbal mediation and other traditional B-mod approaches such as token reinforcement on a wide range of behaviors and subjects, and the findings suggest verbal mediation is more effective (Blackwood, 1970; Miller, Osborne, & Burt, 1987).

Problem-Solving Skills
Problem-solving skills are valuable to adjustment. Some research suggests that improvement in problem solving can lead to improved classroom behavior. When children are allowed to think of their own solutions, they are less likely to resist than when suggestions are offered or demanded by an adult.

Wrapping It Up
For more on SIT, verbal mediation and problem solving, refer to: Kaplan, J. S. (1995). (Chapter 12 - More Cognitive Strategies, pp. 425-447) [see references]. Meichenbaum, D. (1977) [see references].