This chapter presents a case study on performance dysfunction in the case of a 21-year-old African American female basketball player entering her senior year at a major Division I-level university. She described regret about not working out harder during the off-season, which she blamed for a poor start to her current season. In addition, she also reported feeling a great deal of worry over the possibility that she may have a poor season and ruin her chance to be drafted in the first round of the WNBA entry draft. According to the case formulation model, there are 10 elements that are necessary to consider prior to making an intervention decision contextual performance demands; skill level; situational demands; transitional and developmental issues; psychological characteristics/performance and nonperformance schemas; attentional focus; cognitive responses; affective responses; behavioral responses; and readiness for change and level of reactance.
Your search for all content returned 28 results
This chapter presents a case study on performance development with the case of a man who reported that he had been “ultra successful” in every facet of his business life and was happily married and living with his wife of three years in a large suburban home. He described himself as “feeling stuck”, which he described as the belief that he had gone as far as he could go without improving in fundamental areas in his life. The consequences of the avoidant behaviors led him to feel quite overwhelmed. Preintervention psychological functioning was assessed with a standard semi-structured interview and three self-report measures selected based on specific processes that appeared most likely to be relevant to the performer’s referral issue. The measures utilized included the Young Schema Questionnaire-Short Form, the Acceptance and Action Questionnaire-Revised, and the Profile of Mood States.
Over the past 25 years there has been a growing recognition of the importance of working with families of persons with severe mental illnesses such as schizophrenia, bipolar disorder, and treatment-refractory depression. Family intervention can be provided by a wide range of professionals, including social workers, psychologists, nurses, psychiatrists, and counselors. This chapter provides an overview of two empirically supported family intervention models for major mental illness: behavioral family therapy (BFT) and multifamily groups (MFGs), both of which employ a combination of education and cognitive behavior techniques such as problem solving training. Some families have excellent communication skills and need only a brief review, as provided in the psychoeductional stage in the handout “Keys to Good Communication”. One of the main goals of BFT is to teach families a systematic method of solving their own problems.
This chapter offers a brief and focused review of human development, with specific emphasis on cognition and emotion. It is essential that the reader distinguishes between cognitive development, cognitive psychology, and cognitive therapy. Both short-term and long-term memory improve, partly as a result of other cognitive developments such as learning strategies. Adolescents have the cognitive ability to develop hypotheses, or guesses, about how to solve problems. The pattern of cognitive decline varies widely and the differences can be related to environmental factors, lifestyle factors, and heredity. Wisdom is a hypothesized cognitive characteristic of older adults that includes accumulated knowledge and the ability to apply that knowledge to practical problems of living. Cognitive style and format make the mysterious understandable for the individual. Equally, an understanding of an individual’s cognitive style and content help the clinician better understand the client and structure therapeutic experiences that have the greatest likelihood of success.
- Go to chapter: Understanding Functional and Dysfunctional Human Performance: The Integrative Model of Human Performance
Understanding Functional and Dysfunctional Human Performance: The Integrative Model of Human Performance
This chapter and the intervention protocol that follows seek to better understand and ultimately influence human performance through understanding how internal processes interact with external demands. Many factors determine the effectiveness of human performance. The myriad of factors contributing to functional as well as dysfunctional human performance can be summarized as follows: instrumental competencies, environmental stimuli and performance demands, dispositional characteristics, and behavioral self-regulation. The chapter presents the model of functional and dysfunctional human performance that involves three broad yet interactive phases, namely performance phase, postperformance response, and competitive performance. The professional literature in both clinical and cognitive psychology suggests that individuals develop an interactive pattern of self and other mental schemas. The accumulated empirical evidence has led to similar findings in studies across many forms of human performance. Chronic performance dysfunction is much more likely to be associated with an avoidant coping style.
This book intentionally approaches positive psychology from two perspectives: One is the application of specific positive psychology constructs, such as strengths or the broaden-and-build model, to supervision and training. The second perspective, which is probably more pervasive throughout the book and provides the underlying conceptual framework, is to operate from the definition of positive psychology as simply “the study and science of what works”. The book provides a broad overview of some of the most influential supervision theories and perspectives and introduces the key research findings and constructs from positive psychology. The rest of the book focuses on the factors and practical applications that will have the most impact on providing supervision from a positive psychology framework, ranging from ways supervisors can help ensure that the supervisory relationship begins well to identifying and developing our supervisees’ strengths and fostering the development of expertise and lifelong learning. The book also presents several models for approaching the problems that can occur during supervision and offers practical suggestions to help your challenging situations lead to supervisee growth and a stronger supervisee-supervisory relationship. Problems are inevitable, but unlike customer service at a bank, there is not an outside department charged with solving them; however, successfully resolving problems can lead to more growth and development than a smooth journey ever could. The book finally examines ways to facilitate ethical “resiliency” to help us and our supervisees more effectively address the human tendencies that can land even the most well-intended supervisee or clinician into ethical quicksand.
Positive psychology has received a lot of popular press and media attention in the past several years. A core assumption of positive psychology is that people want to live lives of meaning and purpose, beyond simply avoiding hassles or correcting problems. Positive psychology arose from within the context of the mental health profession, having been heavily influenced by the medical model and the corresponding emphases on pathology, illnesses, and weaknesses, with “scant knowledge of what makes life worth living”. One of the goals of positive psychology was “to begin to catalyze a change in the focus of psychology from preoccupation only with repairing the worst things in life to also building positive qualities”. Much of psychology has been built upon the premise that improving deficits will help us lead fuller and more productive lives. The broaden-and-build theory of positive emotions illustrates the adaptive value of positive affect.
This chapter describes the various roles and functions of the treatment program or clinical management staff in the residential facility. It characterizes the roles of support staff and agency personnel. Teachers, physicians, nurses, psychologists, social workers, lawyers, and accountants in the TC ply their professions in the usual way. The relationship between staff and peer roles is rooted in the evolution of the Therapeutic Community (TC). In the TC approach, the role of staff is complex and can be contrasted with that of mental health and human service providers in other settings. An array of staff activities underscores the distinctively humanistic focus of the TC. The chapter describes how primary clinical staff in the treatment program supervise the daily activities of the peer community through their interrelated roles of facilitator, counselor, community manager, and rational authority. Other staff provide educational, vocational, legal, medical, and facility support services.
The therapeutic community (TC) for addictions descends from historical prototypes found in all forms of communal healing. A hybrid, spawned from the union of self-help and public support, the TC is an experiment in progress, reconfiguring the vital healing and teaching ingredients of self-help communities into a systematic methodology for transforming lives. Part I of this book outlines the current issues in the evolution of the TC that compel the need for a comprehensive formulation of its perspective and approach. It traces the essential elements of the TC and organizes these into the social and psychological framework, detailed throughout the volume as theory, model, and method. Part II discusses the TC treatment approach, which is grounded in an explicit perspective that consists of four interrelated views: the drug use disorder, the person, recovery, and right living. The view of right living emphasizes explicit beliefs and values essential to recovery. Part III details how the physical, social organizational, and work components foster a culture of therapeutic change. It also outlines how the program stages convey the process of change in terms of individual movement within the organizational structure and planned activities of the model. Part IV talks about community enhancement activities, therapeutic-educational activities, privileges and sanctions, and surveillance. The groups that are TC-oriented, such as encounters, probes, and marathons, retain distinctive self-help elements of the TC approach. Part V depicts how individuals change through their interaction with the community, provides an integrative social and psychological framework of the TC treatment process, and outlines how the basic theory, method, and model can be adapted to retain the unique identity of contemporary TCs.
This chapter presents the formulation of the therapeutic community (TC) as theory, model, and method. The TC has proven to be a powerful treatment approach for substance abuse and related problems in living. The TC is fundamentally a self-help approach, evolved primarily outside of mainstream psychiatry, psychology, and medicine. The TC’s basic approach of treating the whole person through the use of the peer community, which was initially developed to address substance abuse, has been amplified with a variety of additional services related to family, education, vocational training, and medical and mental health. The evolution of the TC reveals the vigor, resourcefulness, and flexibility of the TC modality to expand and adapt to change. The sophistication of the TC is evident in the fact that Therapeutic Communities of America (TCA) has established criteria and procedures for evaluating counselors and certifying their competency.