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Cognitive Behavior Frame of Reference

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on 24 November 2015

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Transcript of Cognitive Behavior Frame of Reference

Cognitive Behavior Frame of Reference
Function and Disability
Change and Motivation

Processing Abilites
Cognitive Abilities

Social Interaction Skills
Stress Management
Self Regulation/ Awareness
1. Thinking influences behavior

2. Thinking can be self-regulated

3. Desired behavior change may occur throught structured learning and aquired skills
Having the ability to process, respond, and react appropriately in social situations and everyday events
Cognitive impairments consistently influencing social participation in many aspects
Cognitive Theory
Developed by Jean Piaget
Consists of Schemas, Adaptation, Processing, and Stages of Development
Human genetic and developmental disorders: fetal alcohol syndrome, learning disabilities
Neurologic Diseases: HIV/AIDS, Alzheimer's, Stroke, TBI, Parkinson's
Mental Illness: Schizophrenia, Major Depressive Disorder, Bipolar Disorder, Substance Abuse
Continual Life Stresses and Changes:
Stress-Related Disorder, Anxiety Disorders, Grief and Loss
Behavior Theory
Cognitive-Behavioral Frame of Reference
Builds on beahvior priciples that were made by individuals from the past
Adds the idea that thoughts are behaviors that can be modified.
Puts an emphasis on the interaction between an individuals processing abilities and appropriately reacting to situations
Developing successful coping skills, changing the way an individuals think about challenging situations, and being able to take in correct behavior and process it correctly
Overall Focus:
Theory that is focused on
1. Operant and Classical Conditioning

2. Connectionsim

3. Behaviorism

4. Learning Theory
Core Principles
The main thing changed in this frame of reference is the way the client is thinking while going through different situations in life
Positive/Negative Reinforcement

Role of the practitioner:
Work to improve the level of cogitive processing and correct behaviors
Improve independence from medications that are prescribed
Act as a teacher/educator to the clients peers

Behavioral (socially):
i.e. becoming too anxious to complete daily tasks, unable to cope with social situations surrounding them, being unable to process what the correct action would be in certain situations
"Stress Test"
Hamilton Anxiety Scale
Self-rating State Trait Anxiety Scale
Social Dysfunction Scale
Stress management
Coping Skills
Critical Thinking Skills
Family Training
Works Cited
Connectionism: teaching relaxation excersices and applying them to a stressful situation to lessen feelings of anxiety
Punishment: response to unwanted behavior and shapes wanted behavior
Constructive Criticism
Token Reinforcemnt
Environmental Feedback
Types of Outcome Measures
Occupational Performance Outcome
Performance Component Areas
Environmental Component Areas

Pearson, B. (2008). Assesments in occupational therapy mental health: An intergrative approach (2nd ed.). Thorofare, NJ. SLACK.
Sladyk, K. (n.d.). Ryan's occupational therapy assistant: Principles, practice issues, and techniques (Fifth ed.).
Sladyk,K. (2010). Occupational they essential for clical competence. Thorofare, NJ.
SLACKIkiugu, M., & Ciaravino, E. (2007). Psychosocial conceptual practice models in occupational therapy: Building adaptive capability. St. Louis, Mo.: Mosby Elsevier.
http:/ www.occupational-therapy.advanceweb.com/Article/Strengthening-and-Cultivating-Motivation.aspx
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