Tag: learning

Cognitive Behavioral Therapy (CBT)

Cognitive Behavioral Therapy is based on the idea that certain situations trigger false core beliefs that negatively impact our thoughts, emotions, behavior, and physical reactions. Once we learn how to identify what situations bring upon such destructive thoughts, we can practice developing new interpretations.

That will then change our pattern of reaction.

The therapy is widely used to help people with phobias, depression, anxieties, or addictions To show how it works.

Let’s look at Lily a teenage girl who hates going to school due to her fear of being judged and humiliated.

In her first session, the therapist tries to build trust and explains how CBT functions since the better Lily understands the process, the more likely it is that the therapy is effective.

The therapist also illustrates how our brain in specific situations follows a fixed path of reason, which gets stronger after years of having the same thought process.

Many of our destructive behaviors are based on false core beliefs, thoughts that objectively don’t make sense.

We acquired these false beliefs when we were too young to interpret others correctly Throughout the therapy.

Lily will try to unlearn these false beliefs and create new mental pathways that will replace the false beliefs she holds of herself with more realistic thoughts Once Lily understands the process.

The counselor begins to ask questions following the Socratic method, a form of argumentative conversation that stimulates critical thinking to draw out false ideas and underlying assumptions. Would you like to tell me why you are here today Start the therapist, Because I think I’m not normal Lily responds Therapist1.

You appear perfectly normal to me.

Can you be more specific Lily1? I think I’m afraid of people Therapist2.

So you are afraid of me: Lily2 No Therapist3.

Do you feel socially insecure Lily3? I’m not sure what you mean Therapist4 Tell me how you feel about school Lily4.

I’m scared of going because they think I’m stupid Throughout the interview.

The counselor takes notes of Lily’s, answers and identifies the signs of social anxiety based on a false core belief.

Lily believes she is stupid For homework.

Lily should practice introspection The goal is to find out which situations trigger her negative thoughts.

She gets a learning journal to keep a record of all triggers and other observations, such as self-talk or interpretations of particular events and people. During the following week.

Lily becomes more aware of her thoughts and the physical reactions they trigger By paying attention to her feelings.

She identifies a specific pattern that occurs every time during math class.

The moment her teacher begins to ask questions.

Her heart starts racing and her palms get sweaty.

She worries about having to answer the question about making a mistake about looking dumb in front of all the others In her second session Lily shares her observations and the therapist helps her realize that her cognitive behavioral patterns are false.

First, her math grades are great, so she should feel anything but stupid.

Second, she explains that there are always more interpretations tofthe same thing.

What to her may look like her stupid face to others.

She may just look unhappy about having to answer The reason she is afraid of what people think is a form of social anxiety, a completely irrational cognitive, behavioral response 5 7. As the sessions continue, the therapist suggests three practical strategies Through Journaling Lily records, her negative beliefs and reformulates them into positive ones.

She can replace them with Constructive Self-talk, which helps her to replace a critical voice with a positive one, she starts exposure exercises, which means Lilly deliberately puts herself in situations where she becomes the center of attention Along the way.

The two set goals that are specific, measurable, achievable, realistic, and time-based SMART goals, give her control over how she progresses, thus helping her to gain confidence in herself Over time and with a lot of practice her brain builds new neural pathways that lead to different more Neutral reactions to the same old triggers And one day Lily may even enjoy the thrill of speaking in front of her class.

Her interpretation of the situation is more realistic and more aligned with those of the others.

CBT was initially developed in 1964 by Aaron Temkin Beck Beck, who hypothesized that people’s feelings are determined by the way they interpret situations rather than by the situations per se About depression.

He once said: If our thinking is bogged down by distorted symbolic meanings, illogical reasoning, and erroneous interpretations, we become in truth blind and deaf.

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That means teachers from all around the world can use them in classrooms.

Online courses or to start projects, and today thousands already do To learn how it works and download this video without ads or background music check out our website or read the description below.

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Pavlov’s Classical Conditioning

 

Classical, conditioning is, a, way of learning where a stimulus that triggers a biological response is paired with a new stimulus that then results in the same, reaction The most famous work in classical conditioning was done by Ivan Pavlov in the 1890s During this time, Pavlov did a lot of research around the digestive processes of dogs One day during his research Pavlov noticed that the dogs began to salivate in the presence of the technician who normally fed them. He wondered if the technician was a trigger that stimulated a response associated with food To find out. He constructed an experiment that would allow him to measure a dog’s, output of saliva. First, he served the dog food. Then he served food while playing the sounds of a metronome and repeated the process a few times. Finally, he removed the food and only played the metronome. The dogs began to salivate in response to the metronome alone, Pavlov concluded that if a new stimulus was present when the dog was given food, then that stimulus became associated with food and caused salivation on its own. When he published his findings, Pavlov called the food, an unconditioned stimulus, because its effects on the dog were not learned. Instead, they triggered an unconditioned response that happened naturally and completely out of the dog’s control. The metronome is at first a neutral stimulus through the process of repetitive pairing with food. The dog learns to connect the two. This means that the neutral stimulus becomes the conditioned stimulus and the response to that is a conditioned response. He also reported that 1 learning occurred most rapidly when the interval between the sound and the appearance of the food was short 2. The saliva produced by the sound differed in composition from that produced by the food, which means that the conditioned response was not a replica of the unconditioned response. 3. While there are several forms of conditioning such as forward and backward conditioning, classical conditioning cannot create new behavior or be used for training, but instead triggers involuntary biological responses. 4. We can almost entirely undo the conditioning This happens through extinction when we repeatedly present the conditioned stimulus in the absence of the unconditioned stimulus. So what occurs inside the brain When a dog sees the food, the signals from the eyes and nose stimulate the brain which activates the salivation glands to secrete saliva to aid the dog with digestion When a dog hears a sound, the ears send a signal to The brain which takes note but has no reason to activate anything When the two different neurological processes are being activated simultaneously. New synaptic connections occur between the auditory stimulus and the behavioral response Over time. These synapses are strengthened so that it only takes the sound to activate the pathway leading to salivation. You can try this popular classroom exercise. Take a friend sit down and relax for two minutes. Then allow your partner to check and record your pulse rate. Your partner will then tap a pencil on the desk five times Right after stand up and hop on one leg for 30 seconds and then check your pulse again Repeat the procedure four times having the partner record, all data After relaxing. For the fifth time, your partner will tap the pencil five times as usual. Now, instead of getting up for your exercise, only check your pulse. If the conditioning is successful, your pulse rate will rise even without engaging in exercise. What do you think does classical conditioning always work? If so, are commercials a form of mental manipulation, and should we limit advertising in public spaces Sprouts videos are published under the Creative Commons license. That means our videos are free and anyone can download edit and play them for personal use and public schools. Governments and nonprofit organizations can also use them for training online courses or designing new curriculums To help us stay independent and support our work. You can join our patrons and contribute just by visiting. Www patreon com sprouts, Even one dollar, can make a difference. If you have deep insights into academic topics and want to help us explain complicated ideas in simple language, please contact us at www, sprouts schools com, you

 

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Societal Expectations and Inner Desires: The Complex Dynamics of Motivation

 

Motivation is the experience of wanting something or wanting to avoid it. When we study
how we get motivated to learn, develop,   and succeed, we can identify two contrary
forces: extrinsic and intrinsic ones On the one hand, we want to belong, desire to
be loved, and seek to get the attention we think we deserve. We are motivated extrinsically
by rewards, to progress socially. On the other hand, we strive to explore
things that are satisfying in themselves,   disregarding rewards. We
are motivated intrinsically,   by a natural curiosity which we follow because it
feels right. The opinions of others don’t matter. To understand why we probably
need a good mix of both,   let’s imagine two four-year-old children. Both
grow up in families that want only the best for their kids but have completely opposing
views on how to motivate them to succeed.

 

Tom’s parents believe that
all their boy needs is love.   To not undermine his intrinsic interests, they
never praise him or use rewards. Eventually, they decide to not give him any feedback at
all, fearing it could corrupt his free mind. Over the years Tom develops an
immense capacity to imagine,   spending most of his time playing by himself.
By being allowed to follow his passions,   he learns what he likes and what he doesn’t.
But Tom doesn’t learn what others expect and gets easily irritated when he’s asked
to do something in a particular way. Mira’s parents believe that their
precious little girl needs clear rules about what’s good and what’s not.
They see it as their duty to help Mira learn by providing precise and actionable
feedback on all aspects of her young life.  Mira spends her days in preschool, music, and ballet lessons. Over the years she gets exceptionally good at the things that please
the adults around her.

 

However, since there is neither time to play nor to relax, she doesn’t
discover her interests. Being alone bores her. At 14, Tom is independent and begins writing
science fiction. He realizes that he isn’t quite like his friends and spends most of his
time at the library. When he shares his writing,   others can’t quite relate. At the same age, Mira
is at the top of her class and has plenty of friends and admirers. She knows what is expected
of her and makes sure to meet those expectations.   Sometimes the pressure becomes
unbearable, although that’s her secret. By the day he turns 21, Tom has a unique
perspective of the world. He is intelligent,   but doesn’t like to work for money and hence is
often broke. He hates the idea of conforming to conventional norms and is annoyed if someone
interferes with his creative expression.

 

At this point, Tom knows a lot about himself
but doesn’t connect well with others.   To him, people seem to follow rules
without questioning them— just like sheep.   Integrating into the society is difficult at
this point and he begins to search for utopia. Mira makes it into a top medical school where she
realizes, she’ll never be top of the class again.   Once that place seems out of reach,
her motivation drops and she wonders if medicine interests
her. Since quitting is no option,   she takes up a second major and
runs for student council president. Soon Mira will know everything about what
others expect, but nothing about what she likes for herself. All her life she has just
listened – driven by external feedback loops.   At this point, she’s also lost the ability to
question the norms of the society she grew up in. Listening to our hearts can tell us who we
are, but not how to be happy among others.   Listening to others can motivate us to be
a part of their world, but doesn’t teach us if that world is ours.

 

This is why it’s
probably good for the two to go together.   Then we can learn what we want, and
get the feedback that we need to stay motivated to explore
new roads into a better society. A large body of research shows that balancing
the two forces is not straightforward. One meta-analysis of 128 studies examined the effects
of extrinsic rewards on intrinsic motivation.   While most rewards significantly
undermine our intrinsic interest,   positive feedback — which is an extrinsic
motivator — inspires us to keep going. Put simply, honest words of
encouragement get us going,   while money or gifts undermine our inner drive.

 

What about you? Do you listen to your
heart or the voices of society?   And from your personal experience, which
of the two eventually takes your decision?   Share your thoughts and check the
description to dive deeper into the topic. Sprouts videos are published under the Creative
Commons License. That means our videos are free and anyone can download, edit, and play them for
personal use. Public schools, governments,   and non-profit organizations can also use them
for training, online courses, or designing new curriculums. To help us stay independent and
support our work, you can join our patrons and contribute. Just visit patreon.com/sprouts.
Even one dollar can make a difference.

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ADHD: Signs, Symptoms, Solutions

 

ADHD stands for attention deficit
hyperactivity disorder and is often described as a mental disorder. children
with ADHD have trouble paying attention are hyperactive and often have
difficulty controlling their behavior. it is estimated that it affects around five
percent of all children aged 3 to 17 globally and that for every girl around
three boys are diagnosed with it. to understand how it affects children in
school let’s look at the story of Leo, a 12-year-old boy who goes to school with
the best intentions but struggles hard to succeed. attention deficit is his biggest problem.
Leo gets distracted so easily it happens even when he tries his hardest to focus.
he often realizes that he has suddenly zoned out and has spent the last 15
minutes thinking about something entirely different. just the tiniest
thing can get him off track. to him it feels like his brain is broken.
he is also forgetful books and homework are often left at home and if he doesn’t
miss an assignment he often loses it somewhere or forgets to turn it in.

 

His
grades are terrible and some teachers are beginning to think that he is a lost
case. then there is his hyperactivity: when
they have to do group work he is restless and has trouble staying focused.
staying calm and listening while others speak can completely drain him, making
any normal conversation a serious challenge. to him it feels like there is
no capacity left in his brain to deal with all the input that needs to be
processed. he then feels angry about not being able
to follow along. to help cope with his hyperactivity he likes to keep his hands
busy all the time. last, there is his impulsive behavior: he
often cannot refrain from saying things that come to his mind. sometimes he tries
hard to control himself but then just blurts out and interrupts others. his
classmates find this annoying. he leader regrets his hot-headed behavior but he
knows that unfortunately, he will do it again and again. it seems to him that he
can’t learn from his mistakes. teachers get frustrated trying to get
him to behave.

 

Others become impatient, give up or distance themselves. after he
is diagnosed and receives support through concrete steps, things begin to
get better: at school, he is seated next to a supportive student in the front row
of the class, he gets a notebook that lists all his assignments to help him
remember and to make homework easier to track he receives it for all subjects
only once a week. to relax he is allowed to use fidget objects during lessons and
take short breaks when needed. after school he practices speaking and
listening routines with the specialist. additionally, his dad bikes with him to
school every morning and in the afternoon he is allowed to play the ball
as long as he wishes. for severe cases of ADHD prescription drugs are often
prescribed. before that happens children like Leo need to undergo a
professional age-appropriate diagnosis by a child psychologist who will try to
look below the surface.

 

ADHD could just be the tip of the
iceberg the root cause might be drama at home, bullying at school, poor sleep or
the wrong diet. Sir Ken Robinson told the story of Gillian Lynne, an 8-year-old
girl that was said to have a learning disorder. she could not concentrate and
never sat still. when she was brought to the specialist who didn’t subscribe any
therapy but instead played music on the radio, the girl started dancing. he then
told her mother: “Gillian isn’t sick, she’s a dancer. take her to a dance school!”
Gillian Lynne later became a famous dancer and then responsible for some of
the most successful musicals in Broadway history. please share your thoughts in
the comments below. if you are hyperactive or if you are diagnosed with
ADHD please tell us about your coping mechanisms so we can learn more about it
from reading your insights. if you want to support our Channel, enabling us
to make more such videos, visit patreon.com/sprouts and check out
what we do.

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Pediatric Anxiety Epidemic: A New Approach to Treatment | Kathryn Boger | TEDxWalthamED

There’s an anxiety epidemic, and increasing numbers of kids are struggling to learn, connect, and thrive. These kids are falling off the developmental curve, and their anxiety is causing them to experiencing losses in relation to their academics, social life, and extracurriculars. While traditional interventions help some, many continue to suffer. We need to think outside the box about how to tackle this problem. One solution is to increase the “dose” of outpatient treatment by delivering it in an intensive format. The goal of this innovative approach is to increase treatment momentum in order to minimize losses and maximize re-engagement in life.

Kathryn Boger is a child and adolescent clinical psychologist, specializing in Cognitive-Behavioral Therapy (CBT) for anxiety, mood, and substance use disorders. She has had extensive training and experience in the delivery of empirically-supported treatments in both outpatient and residential levels of care. Kathryn helped to develop and is the program director for the McLean Anxiety Mastery Program (MAMP). MAMP is an outpatient, group-based program that is recognized as a regional leader in providing empirically-supported intensive treatment for children and adolescents, aged 7-19, with anxiety and Obsessive-Compulsive disorders. Kathryn conceptualized this program with a colleague in order to address the need for intensive, empirically-supported treatments for this age group and to help develop a continuum of care between weekly outpatient therapy and residential levels of care. Her goal is to provide an increased “dosage” of treatment to help kids who are struggling with debilitating anxiety learn to manage their symptoms and regain control of their lives more quickly. Kathryn will be talking about the treatment of pediatric anxiety in her TEDx talk.

This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx

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19. Aggression III

(May 14, 2010) Robert Sapolsky continues his neurobiological exploration of human aggression. He discusses correlations between neurotransmitter prevalence and aggression levels, aggressive activity differences from genetic variance, societal factors and application, amplification from alcohol, and crime and punishment.

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