Neurocognitive Learning Therapy: Theory and Practice

ISBN-13: 9783319869421 / Angielski / Miękka / 2018 / 208 str.

Theodore Wasserman; Lori Drucker Wasserman

Spis treści

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.

O autorze

Dr. Ted Wasserman is board certified in clinical psychology by the American Board of Professional Psychology and board certified in pediatric neuropsychology by the American Board of Pediatric Neuropsychology. Dr. Wasserman, a licensed psychologist in the State of Florida, completed his doctorate at Hofstra University in 1974. He completed a one-year internship in pediatric neuropsychology at North Shore University Medical Center. Postdoctoral training was completed in cognitive behavior therapy at the Institute for Advanced Study of Rational Psychotherapy under the supervision of Albert Ellis. Dr. Wasserman holds memberships in the National Academy of Neuropsychology, the International Neuropsychological Society, the American Academy of Pediatric Neuropsychology, and the American Psychological Association. He is a founding member and past president of American Board of Pediatric Neuropsychology.

Dr. Lori Drucker Wasserman has been in clinical practice since 1982. Dr. Wasserman received both her Masters and her Ph.D. in clinical psychology at Hofstra University. Dr. Wasserman is a licensed psychologist and is board certified in pediatric neuropsychology by the American Board of Pediatric Neuropsychology. She is also a certified school psychologist. Dr. Wasserman is certified as a trained examiner for the Brazelton Neonatal Behavioral Assessment Scale.

Blurb

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.