Overview
Provides theoretical and scientific basis for a new practice model
Teaches practitioners to use several approaches in a scientifically verifiable process
Meets the NIH RDoC criteria for advancing research into new conceptualizations of mental health
Includes supplementary material: sn.pub/extras
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Table of contents (14 chapters)
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Front Matter
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The Clinical Practice of Neurocognitive Learning Therapy
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Front Matter
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Back Matter
Keywords
- Neurocognitive learning therapy
- Cognitive behavior therapy
- Learning theory
- Neuropsychology of mental health
- Attention deficit hyperactivity disorder
- Obsessive compulsive disorder
- Motivation disorder
- Treatment engagement
- Disorders of arousal
- Disorders of motivation
- Disorders of engagement
- Disorders of inhibition and modulation
- Disorders of initiation and impulsivity
- Problems with using the DSM in the diagnosis of mental illness.
- NIMH Research Domain Initiative (RDoC)
- Psychological effects of dyspraxia
- Evidence-Based mental health treatments
- Reward recognition
- Causes of mental illness
- Treatments for mental illness
About this book
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.
Authors and Affiliations
About the authors
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.
Bibliographic Information
Book Title: Neurocognitive Learning Therapy: Theory and Practice
Authors: Theodore Wasserman, Lori Drucker Wasserman
DOI: https://doi.org/10.1007/978-3-319-60849-5
Publisher: Springer Cham
eBook Packages: Behavioral Science and Psychology, Behavioral Science and Psychology (R0)
Copyright Information: Springer International Publishing AG 2017
Hardcover ISBN: 978-3-319-60848-8Published: 09 August 2017
Softcover ISBN: 978-3-319-86942-1Published: 09 September 2018
eBook ISBN: 978-3-319-60849-5Published: 01 August 2017
Edition Number: 1
Number of Pages: XX, 208
Number of Illustrations: 2 illustrations in colour
Topics: Neuropsychology, Social Work, Child and School Psychology, Psychiatry