Neurocognitive Learning Therapy: Theory and Practice / by Theodore Wasserman, Lori Drucker Wasserman.
Wasserman, Theodore, author.; Wasserman, Lori Drucker, author.
2017
QP360-360.7
Available Online

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Title Neurocognitive Learning Therapy: Theory and Practice / by Theodore Wasserman, Lori Drucker Wasserman.
Author Wasserman, Theodore, author.
ISBN 9783319608495
3319608495
9783319608488
DOI https://doi.org/10.1007/978-3-319-60849-5
Published Cham : Springer International Publishing : Imprint : Springer, 2017.
Language English
Description 1 online resource (XX, 208 pages 2 illustrations in color.) : online resource
Item Number 10.1007/978-3-319-60849-5 doi
Call Number QP360-360.7
Dewey Decimal Classification 612.8
Summary 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.
Access Note Access limited to authorized users.
Digital File Characteristics text file PDF
Added Author Wasserman, Lori Drucker, author.
Available in Other Form Print version: 9783319608488
Linked Resources Online Access
Record Appears in Online Resources > Ebooks
All Resources
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.

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