The era of cognitive technologies. Cognitive technologies in education

Cognitive therapy - what is it?

Aaron Beck, an American psychotherapist, one of the founders of the movement in 1954, while studying depression within the framework of psychoanalysis, did not receive any encouraging reliable results. This is how a new direction of psychotherapeutic assistance for panic attacks, depression, and various addictions appeared. Cognitive therapy is a short-term method aimed at recognizing negative thought patterns that lead a person to suffering and replacing them with constructive thoughts. The client learns new perceptions, begins to believe in himself and think positively.

What are cognitive technologies: general concepts

In general, there is no need to be afraid of this term. It is purely scientific and, so to speak, fictional. In fact, the same cognitive-communicative technology, as well as all other areas in this area, can be considered from the point of view of the Latin term “cognitio”, meaning the functioning of human cognition, more precisely, the ability to understand the ongoing process. But the human brain plays a secondary role here, since the subconscious is dominant.

In other words, even information-cognitive technologies are essentially aimed at giving a person some knowledge of a certain level, perhaps even at a subconscious level, and pushing him to perform certain actions. It is not surprising that everyone and everything is trying to influence the consciousness of the modern individual. Just remember the forbidden effect of the 25th frame.

However, this also has its advantages, especially if we take into account the educational processes associated with mastering complex material taught by one or another teacher.

Methods of cognitive psychotherapy

The psychotherapist initially negotiates and establishes a collaborative relationship with the patient. A list of target problems is formed in the order of importance of elaboration for the patient, and automatic negative thoughts are identified. Cognitive behavioral therapy methods that produce positive changes at a fairly deep level include:

struggle with negative thoughts (“this is pointless”, “this is useless”, “nothing good will come of this”, “I don’t deserve to be happy”);
alternative ways of perceiving the problem;
rethinking or living through a traumatic experience from the past, which affects the present and does not allow the patient to adequately assess reality.

Cognitive technologies in education

But these are all general examples. Now a few words about how cognitive technologies are used in education.

With their advent, the student became not a subject of learning, into whom the teacher hammers this or that subject into his head, but a participant in the entire process. The student-teacher relationship is reaching a new level.

However, in this situation, so-called cognitive schemas are used. This may be experience laid down before, presented or distorted information. In general, a certain template on the basis of which the active subject is trained, who necessarily becomes a participant in the process.

Cognitive psychotherapy techniques

The psychotherapist encourages the patient to actively participate fully in therapy. The therapist’s goal is to convey to the client that he is unhappy with his old beliefs; there is an alternative to start thinking in a new way, to take responsibility for his thoughts, state, and behavior. Homework is required. Cognitive therapy for personality disorders contains a number of techniques:

Tracking and recording negative thoughts, attitudes
, when you need to take some important action. The patient writes down on paper in order of priority the thoughts that come to him while making a decision.
Keeping a diary
. During the day, the thoughts that arise most often in the patient are recorded. A diary helps you track thoughts that affect your well-being.
Testing a negative attitude in action
. If the patient claims that “he is not capable of anything,” the therapist encourages him to first take small successful actions, then complicates the tasks.
Catharsis
. A technique for experiencing emotions from a state. If the patient is sad or in self-disagreement, the therapist suggests expressing sadness, for example, by crying.
Imagination
. The patient is afraid or unsure of his abilities to take action. The therapist encourages you to imagine and try.
Three Column Method
. The patient writes in the columns: situation-negative thought-corrective (positive) thought. The technique is useful for learning the skill of replacing a negative thought with a positive one.
Record the events of the day
. The patient may believe that people are aggressive towards him. The therapist suggests keeping a list of observations, where to put “+” “-”, throughout the day with each interaction with people.

Stages of cognitive correction work. Technicians.

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Stages of cognitive correction work

1. Reducing problems —

identification of problems that have the same causes and their grouping. This applies to both symptoms (somatic, psychological, pathopsychological) and emotional problems themselves. In this case, strengthening of the targets of corrective action is achieved. Another option for reducing problems is to identify the first link in the chain, which starts the entire chain of symbols.

2. Awareness and verbalization of maladaptive cognitions that distort the perception of reality.

Maladaptive cognition

is any thought that evokes inappropriate or painful emotions and makes it difficult to solve a problem. Maladaptive cognitions are of the nature of “automatic thoughts”: they arise without any preliminary reasoning, reflexively. For the client, they are plausible, well-founded, and beyond doubt. “Automatic thoughts” are involuntary and do not attract the client’s attention, although they direct his actions.

To recognize maladaptive cognitions, the technique of “collecting automatic thoughts” is used.

The client is asked to focus on thoughts or images that cause discomfort in a problem situation (or similar to it). By focusing on automatic thoughts, the client can recognize them and record them. Usually, outside of a problem situation, these thoughts are difficult to recognize, for example, in people suffering from phobias. Their identification becomes easier when actually approaching such a situation. Repeated approach or immersion in a situation allows you to first realize, “collect” them, and then, instead of an abbreviated version (as in a telegram), present it in a more expanded form.

3. Distancing is a process of objective consideration of thoughts, in which the client views his maladaptive cognitions as psychological phenomena isolated from reality.

After the client has learned to identify his maladaptive cognitions, he needs to learn to look at them objectively, i.e. distance yourself from them.

Distancing increases the client's ability to differentiate between an opinion that needs to be justified (“I believe that ...”) and an irrefutable fact (“I know that ...”). Distancing develops the ability to differentiate between the external world and one’s relationship to it. By substantiating and proving the reality of his automatic thoughts by the client, the psychologist makes it easier for the client to distance himself from them and develops in him the skill of seeing hypotheses in them rather than facts. In the process of distancing, the way of distorting the perception of the event becomes clearer to the client.

4. Changing the rules governing the rules of conduct.

To regulate their lives and the behavior of other people, clients use rules (prescriptions, formulas). These systems of rules largely determine the designation, interpretation and evaluation of events. Those rules for regulating behavior that are absolute in nature entail regulation of behavior that does not take into account the real situation and therefore creates problems for the client.

In order for the client not to have such problems, he needs to modify them, make them less generalized, less personalized, more flexible, more taking into account reality.

The content of the rules for regulating behavior is centered around two main parameters: danger - safety and pain - pleasure. The danger-safety axis includes events associated with physical, psychological or psychosocial risk. A well-adapted person has a fairly flexible set of precise rules that allows them

with the situation, interpret and assess the existing degree of risk. In situations of physical risk, the indicators of the latter can be sufficiently verified by one or more characteristics. In situations of psychological or psychosocial threat, verification of such indicators is difficult. For example, a person who is guided by the rule “It will be terrible if I am not at my best” experiences difficulties in communication due to an unclear definition of the concept of “being at my best,” and his assessment of the effectiveness of his interactions with his partner is associated with the same uncertainty. The client projects his assumptions about failure onto others’ perceptions of him.

All methods of changing rules related to the danger-safety axis come down to restoring the client’s contact with the avoided situation. Such contact can be restored by immersing oneself in the situation in the imagination, at the level of real action with a clear verbalization of new rules of regulation, allowing one to experience a moderate level of emotions.

Rules centered around the pain-pleasure axis lead to an exaggerated pursuit of certain goals to the detriment of others. For example, a person who follows the rule “I will never be happy unless I am famous” condemns himself to ignoring other areas of his relationships in favor of slavishly following this rule. After identifying such positions, the psychologist helps the client realize the flawed nature of such rules, their self-destructive nature, and explains that the client would be happier and suffer less if he were guided by more realistic rules.

5. Changing attitudes towards the rules of self-regulation.

6. Checking the truth of the rules, replacing them with new, more flexible ones. Initially, it is desirable to use the client’s productive problem-solving skills in a non-problematic area, and then generalize these skills to the emotional-problematic area.

Correction goals. Primary goal -

correction of inadequate cognitions, awareness of the rules of inadequate information processing and replacing them with correct ones.

The tasks of a psychologist.

Teach the client to recognize connections between cognitive schemas, affect, and behavior. Learn to replace dysfunctional thoughts with more realistic interpretations.

Identify and change beliefs that predispose you to distort your experience.

Psychologist's position. Since A. Beck believes that the psychologist and the client are collaborators in the study of facts that support or refute the client’s cognitive schemes, this is a two-way process and it is a partnership. Therefore, a partnership must develop between the client and the psychologist.

TECHNIQUES

1. “Socratic dialogue.” Conversation is the main therapeutic tool in cognitive psychocorrection. The psychologist carefully designs questions to ensure new learning. The purpose of asking these questions is as follows:

.clarify or identify client problems;

.help the client identify thoughts, images, assumptions;

.study the meaning of events for the client;

.assess the consequences of maintaining maladaptive thoughts and behaviors.

Based on the answers to the constructed questions, the client comes to certain logical conclusions. Questions are posed in such a way as to lead him to the inevitable conclusion without the client resorting to psychological defenses. That is, so that the client can look at his assumptions from a different point of view in such a way that psychological defenses do not interfere with the awareness of this different position.

2. “Filling the void.” The method is used when the level of emotions experienced is moderate and the cognitions accompanying them are unclear and insufficiently formalized.

To identify the patient’s unconscious thoughts, the client is asked to fill out the following sequence: A → B → C.

A → - some event.

C → — the client’s emotional reaction to the event.

B → - the client’s thoughts connecting these two events.

The client is taught to observe a sequence of external events (A)

and reactions to them
(C).
The client needs to fill the void in his consciousness
(B),
which is the connecting link between A and
C. B
are thoughts or images that arose during this period and make the connection between
A
and
C
.

For example, seeing an old acquaintance on the street, the client felt sadness and sadness. A

- meeting a person;
S -
sadness;
B is
a cognition that links these two events. The client further explains: “When I saw this person, I thought that maybe he wouldn’t recognize me or would say that I looked bad or would be rude and would upset me. After that there was a feeling of sadness.” After the connection between an event and an emotional reaction has been revealed by the client, the psychologist can, based on the data obtained, put forward a hypothesis and present it to the client for discussion (confirmation).

The client has the right to agree or disagree with the psychologist and find more precise formulations of his beliefs. Once a belief is identified, it is open to modification. Belief modification is carried out in the following ways:

.the psychologist may ask the client whether the belief is reasonable;

· may ask the client to give reasons for and against maintaining this belief;

· the psychologist can ask the client to provide evidence, facts that contradict this belief (i.e., refute it).

3. Decatastrophization ("what... if" technique). The technique is designed to explore actual factual events and consequences that, in the client's mind, cause him psychological harm and cause feelings of anxiety. This technique helps clients cope with the aftermath of a fearful event.

In a conversation with a psychologist, a situation is considered that frightens the client and is perceived by him as catastrophic. The psychologist asks the client the question: “What will happen if this situation occurs?” The client lists the possible consequences of this situation. The psychologist repeats the question: “What will happen if...?” When considering all the consequences of the situation, the client comes to the conclusion that the situation is not as significant as it seemed to him at the very beginning of the conversation.

4. Cognitive reattribution. The technique is a sequence of actions with the goal of changing the automated (skills) “chains of thoughts” that pathologize the client and is aimed at verifying the correctness of the client’s beliefs. The psychologist and client consider alternative causes of events. The reattribution technique involves checking reality and examining all the facts that influenced the occurrence of the situation. It includes the following techniques:

1. Checking the completeness of the client’s cognitions with real content. There is a transition to a more meaningful and multifaceted understanding of the object of the client’s pathologizing chain of judgments (one’s “I”, field of activity, relationship with another person, etc.).

2. Revealing the inconsistency of the client’s ideas about the causes of the chain of judgments that pathologizes him. The object of influence at this stage is sound judgments with which the client habitually substantiates his feelings of guilt, anxiety, inferiority, and manifestations of aggressiveness.

3. Consolidation of new attributions (in discussion, role-play, in everyday life).

In correctional practice, the technique is used for depressive neuroses, reactive depression, phobias, hysterical reactions, addictions (drugs, alcohol). Contraindicated for use in psychotic disorders.

5. Reframing. A technique designed to mobilize a person who feels that a problem is out of their control. The client is invited to formulate the problem in a new way, so that it receives a concrete and specific sound. For example, a person who believes: “Nobody pays attention to me” is asked to reformulate the problem: “I need emotional warmth. I don't receive it. So I need to reach out to other people so that they can take care of me.”

6. Decentralization. A method of freeing the client from the ability to see himself as the point of concentration of all events. To test the client's distorted beliefs, he is asked to conduct behavioral experiments.

For example, one client believed that during a meeting everyone was watching him and noticed his uncertainty, so he preferred to remain silent and not speak out. Because of this, he had problems with management. The client was encouraged to observe those around him instead of focusing on his discomfort. When he observed the employees, he saw that some people were listening to the speaker, others were writing something, and others were dreaming. He came to the conclusion that others were concerned with their own affairs and not with their attitude towards him. And his attitude towards himself changed.

7. Hypothesis testing. A client who is in an emotionally unstable state has his own hypothesis that explains his condition. The psychologist asks for specific facts that explain this hypothesis. In this case, one should not use generalizing labels, unclear terms and vague concepts.

For example, a client claims that he is a bad teacher. The psychologist asks to provide facts and arguments in favor of such a conclusion. When considering these arguments, it may become clear that some aspects of the activity are not taken into account. After this, the client is asked to provide feedback facts: the opinions of parents, judgments, reviews of students, work colleagues, which the client himself must obtain. After considering all the facts together, the client comes to the conclusion that in fact he is not as bad as he thought and his opinion about himself is wrong.

8. Activity planning. This procedure boils down to the fact that the client is asked to create a daily routine, outline a plan for one or another activity, and rate the degree of satisfaction from this activity using a scale from 0 to 10 points. Filling out such daily routines and then reviewing them with a psychologist leads to the client becoming convinced that he is able to control his behavior. And his emotional assessment of this activity depends on a number of factors, which leads to a change in his emotional attitude towards himself and the activity in which he is engaged.

For example, those clients who believe that they are constantly in a state of anxiety, seeing their assessment of different types of activities, are convinced that the intensity of emotional stress varies depending on the time of day or the job performed and that in fact their feelings are not so deep , as they imagined before filling out this schedule.

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Cognitive therapy - exercises

Lasting results and success in therapy are ensured by the consolidation of new constructive attitudes and thoughts. The client completes homework and exercises that the therapist will prescribe: relaxation, tracking pleasant events, learning new behavior and self-change skills. Cognitive psychotherapy and self-confidence exercises are necessary for patients with high anxiety and depression from dissatisfaction with themselves. In the course of developing the desired “image of oneself,” a person tries on and tries different behavior options.

Cognitive therapy for addictions

Alcoholism and drug addiction are diseases caused by a genetic factor; sometimes it is a pattern of behavior of people who do not know how to solve problems and see stress relief in the use of psychoactive substances without solving the problems themselves. Cognitive behavioral psychotherapy for addictions is aimed at identifying triggers (situations, people, thoughts) that trigger the mechanism of use. Cognitive therapy successfully helps a person cope with addictions through awareness of thoughts, working through situations and changing behavior.

How is all this perceived?

Cognitive technologies themselves are aimed at understanding how a person perceives the information received (most often just suggestion).

For example, recent presentations of the latest MSI GT72S G Tobii laptops, which allow you to control characters in computer games, showed that they have special sensors that monitor the pupils of the user's eyes. It turns out that the player, at the moment of performing some action, can simply look to the side, and his character in the game will move in the same direction.

But this is only a direct process. Who thought otherwise? In fact, computer terminals are also capable of influencing a person’s subconscious. Not everyone knows this, but the same stationary units (especially when the fan turns on) direct low-frequency infrared radiation towards the user. Naturally, we do not perceive this with our senses, but the feeling of wariness, fear or something else remains. It's easier with laptops. In them the noise level is kept to a minimum.

Cognitive behavioral therapy - the best books

People cannot always turn to a specialist for help. Techniques and methods of well-known psychotherapists can help you independently move towards solving some problems, but they will not replace the psychotherapist himself. Cognitive behavioral therapy books:

“Cognitive therapy for depression” A. Beck, Arthur Freeman.
“Cognitive psychotherapy for personality disorders” A. Beck.
“Psychotraining according to the Albert Ellis method” A. Ellis.
“The practice of rational-emotional behavioral psychotherapy” A. Ellis.
“Methods of behavioral therapy” V. Meyer, E. Chesser.
“Guide to cognitive behavioral therapy” by S. Kharitonov.

Often we do not realize that we are controlled by stereotypical thinking, alien attitudes imposed from outside, spontaneous emotions, anxiety and even phobias. When making decisions, do you constantly get results that are not what you expected? Do you think according to a template or independently, do you manage your life yourself or act under the guidance of something unconscious? Cognitive behavioral therapy can help answer these difficult questions.

History of cognitive behavioral psychotherapy

The method arose in the second half of the last century on the basis of D. Watson's earlier works on behaviorism, or behavioral psychology. In the sixties of the 20th century, US psychologist A. Ellis substantiated the connection between erroneous cognitions (attitudes) and human behavior. Ellis's compatriot, psychotherapist A. Beck, came to similar conclusions in the course of his own research, independently of his colleague. He went further than the behaviorists, who put only human behavior at the forefront, and created a theory according to which our thoughts, attitudes, and ideas directly influence actions and choices.

The method, revolutionary for therapists of that time, arose in opposition to the dominant psychoanalysis of that time, but quickly won its fans and was introduced into work practice.

Basic principles of CBT

10 fundamental principles have been developed on which the work of a therapist is based:

Constant updating of the problem being studied within the framework of CBT. The patient changes and develops during the sessions. His situation is a dynamic indicator, not a static one. With each new step of self-awareness, his situation changes and requires fixation by a specialist leading the process. The therapist must constantly update his understanding of the patient during sessions.
The “researched-therapist” connection must be strong and durable, nothing should interfere with the therapeutic connection. Only in conditions of complete trust and emotional acceptance of the other side can a person not only open up, but dive into himself, understand his deepest thoughts and feelings, and share them with another person.
Interconnected active work of two. The treatment process in this case is exclusively teamwork. The emphasis during the sessions may shift slightly from one side to the other, but in any case it should be an equal partnership, cooperation.
The goal should never be out of sight. Formulating, assessing and gradually solving the main problem is the road to achieving the initially set goal. Each step taken jointly by the patient and the therapist during cognitive behavioral psychotherapy must certainly lead to the planned result.
The problem exists here and now, and only in the present it must be eliminated. The past and future are viewed only through the prism of the present. Any appeal to something other than the present state must be justified by the purpose and necessity of deviating from the course.
The main task of the doctor is not only to reveal the essence of the problem and work through it with the patient, but also to teach this process. The subject must become his own object of study, learn to see negative aspects in himself, record and predict or eliminate them.
The therapy process is not endless. It must fit into a certain number of sessions, the maximum number usually does not exceed 14. The frequency can be different, it is determined by the therapist and depends on the current situation.
During each individual meeting, the therapist acts strictly according to plan, creating a clear structure for the session. This allows you to spend time and effort as efficiently as possible and achieve your goal faster. Also, sessions quickly become understandable and familiar to the patient. Subsequently, he will be able to use the already familiar rhythm and sequence of stages in independent work on himself.
CBT, using various techniques, teaches a person to find dysfunctional thoughts, decisions, conclusions, attitudes in his stream of thinking and react to them differently.
The methods are used with the goal of changing a person’s habitual (destructive) attitudes, behavior and mood, which prevent him from functioning efficiently, to productive ones.

My own emotional reaction to childhood helplessness was only the first impetus that prompted me to begin researching the cognitive causes of learning difficulties.
The longer I worked as a physics teacher at school, the more confident I became that the central problem of teaching is the search for methods, forms and techniques of teaching that are, first of all, aimed at achieving a student’s understanding of the educational material he is studying. Without understanding, the assimilation of any knowledge and methods of activity represents almost no value either for the children themselves or for society, in which after some time they will be the main carriers of culture, ensuring its development. Without understanding, the educational process is devoid of any meaning and only leads to cluttering the memory with factual information, which serves its bearer as faithfully as the rubbish accumulated by Plyushkin served its owner. At best, such training will allow the child to adapt to some of the simplest life situations, repeating with literal accuracy the actions in the situation of primary assimilation. Further research only convinced me of the validity of this point of view, as a number of compelling reasons were discovered for creating cognitive technology that ensures children's understanding of educational information. They are mainly related to the changes taking place in the modern high-tech and rapidly changing world, and with attempts to move from an intuitive response to a changing pedagogical situation to a meaningful design of the educational process based on the study of students’ cognitive capabilities.

The current stage in the development of civilization is characterized not only by an avalanche-like increase in the volume of information, but also by the desire to speed up the processes of information exchange. Possession of information is a necessary condition for choosing adequate current behavior and successfully predicting future events, which makes a person more successful and creates a sense of security.

Currently, the leading role of information in the life of each individual and society as a whole is an indisputable fact, which forced experts of the Council of Europe to come to the following conclusion: “A feature of the current stage of development of education in the world is the leading role of mental activity, the transition to a cognitive society, endogenous processes that predetermine new discoveries and their use in various areas of human activity, both in the field of health and environmental protection, and the production of goods and services.” . It follows that the leading goal of modern education should be the formation of information competence of students. Is Russian school education capable of achieving this goal and preparing students for life in a cognitive society? Unfortunately, I have to give a negative answer to this question.

In the last quarter of the last century G.P. Shchedrovitsky wrote: “It is known that the rapid and lasting assimilation of knowledge, the ability to quickly find the right solution in a new production or life situation largely depend on the correct education of attention, memory, and especially the thinking of students. But existing teaching methods almost do not ensure the teacher’s conscious and systematic work on the formation of these mental activities. With existing teaching practices, they usually develop spontaneously. The teacher, in essence, does not know what he is teaching - what types and types of knowledge and activities... How the student acts, how he grasps it, remains outside the control of the teacher. How a student should grasp it is something the teacher doesn’t know either... Is it any wonder that 15-20% of students “fail to keep up” with such teaching methods?

Alas, over the past 30 years the situation has practically not changed. As before, the current level of cognitive development, which differs significantly among different students, is not taken into account in any way when organizing the educational process. In my opinion, this is the main cause of learning difficulties. Human interaction with information is very different from complete objective recording of perceived data. Rather, it resembles observing the world around us with the help of a crooked mirror made up of various fragments of arbitrary shape. A person perceives information using the cognitive schemes available to him; if they are absent, then the information is either not perceived or is partially distorted.

The above is also true for every student who perceives the information coming to him from the teacher and from educational texts, using the cognitive schemes at his disposal. These patterns are individual and differ quite significantly from one child to another. They make available for perception only that part of the information for which the student has suitable cognitive means. The rest of the information is either completely ignored or partially distorted, so the perception of educational information is very similar to a child's game of broken telephone. As a result, for various reasons, the student may not understand some of the educational material.

The teacher is no less selective participant in information exchange. Of course, he realizes that some children do not always understand his explanations or the text of the textbook. However, in his own arsenal there are no cognitive schemas that allow him to accurately identify missing or distorted cognitive schemas in the child's mind. Therefore, the reasons for children’s difficulties remain a “closed secret” for him, and he continues to use concepts, logical connections and procedures, the distorted perception of which is the source of misunderstanding. As a result, information exchange in a lesson very often resembles a conversation between a blind person and a deaf person.

Under these conditions, it makes no sense to talk about the formation of students’ information competence, since the teacher is completely deprived of information about the cognitive schemes that each student possesses. Therefore, there was a need to develop educational technology that would make it possible to manage the process of developing information competence, adapting the content, methods, organizational forms and teaching aids to the cognitive capabilities of each child.

Effective methods and techniques of therapy

With the development of behaviorism, a number of methods were identified and tested that work most productively for the awareness and correction of the thoughts and behavior of the person being studied.

Cognitive behavioral therapy was born out of two popular methods in psychotherapy in the second half of the 20th century. These are cognitive (thinking change) and behavioral (behavior correction) therapy. Today, CBT is one of the most studied treatment methods in this field of medicine, has undergone many formal trials and is actively used by doctors around the world.

Beliefs

People's ideas about themselves, other people and the world are formed from childhood. The most important core beliefs

- these are certain interpretations that are so fundamental and deep that people cannot clearly formulate them even for themselves. A person treats these ideas as the ultimate truth—they describe how things “really are” (Beck, 1987).

Deep Beliefs

- the most fundamental form of belief; they are global, rigid and overgeneralized.

Automatic thoughts

, directly the words and images that come to a person’s mind are always related to the situation;
they can be considered the most superficial cognitions. There is also a class of intermediate beliefs
.

Cognitive behavioral therapy

Cognitive behavioral therapy is a popular method of treatment in psychotherapy, based on the correction of thoughts, feelings, emotions and behavior, designed to improve the patient's quality of life and relieve him of addictions or psychological disorders.

In modern psychotherapy, CBT is used to treat neuroses, phobias, depression and other mental problems. And also for getting rid of any type of addiction, including drugs.

CBT is based on a simple principle. Any situation first forms a thought, then comes an emotional experience, which results in specific behavior. If the behavior is negative (for example, taking psychotropic drugs), then it can be changed if you change the person’s way of thinking and emotional attitude towards the situation that caused such a harmful reaction.

The essence of the method

From a CBT perspective, drug addiction consists of a number of specific behaviors:

imitation (“friends smoked/sniffed/injected themselves, and I want to”) – actual modeling;
based on personal positive experience from taking drugs (euphoria, relief from pain, increased self-esteem, etc.) - operant conditioning;
coming from the desire to experience pleasant sensations and emotions again - classical conditioning.

Scheme of influence on the patient during treatment

In addition, a person’s thoughts and emotions can be influenced by a number of prerequisites that “perpetuate” the addiction:

social (conflicts with parents, friends, etc.);
environmental influences (TV, books, etc.);
emotional (depression, neurosis, desire to relieve stress);
cognitive (the desire to get rid of negative thoughts, etc.);
physiological (unbearable pain, withdrawal, etc.).

CBT always begins with establishing contact between the doctor and the patient and a functional analysis of the addiction. The doctor must determine what exactly makes a person turn to drugs in order to work with these reasons in the future.

Then you need to establish triggers - these are conditioned signals that a person associates with drugs. They can be external (friends, dealers, a specific place where the use occurs, time - Friday evening to relieve stress, etc.). And also internal (anger, boredom, excitement, fatigue).

To identify them, a special exercise is used - the patient must, for several days, indicate the date and date, write down his thoughts and emotions in the following table:

In the future, various methods of developing personal skills and interpersonal relationships are used. The first include techniques for managing stress and anger, various ways to occupy leisure time, etc. Training in interpersonal relationships helps to resist pressure from acquaintances (an offer to use drugs), teaches you to deal with criticism, interact with people again, etc.

Also used is a technique for understanding and overcoming drug hunger, practicing drug refusal skills and preventing relapse.

Type

Cognitive learning technology is a process with continuous feedback and has a pattern that is characteristic of all algorithmic technologies. This teaching principle is based on a certain algorithm, the first part of which is the diagnosis of the student’s initial level. After conducting a diagnosis, the teacher identifies gaps in his student’s knowledge, identifying criteria for designing an individual training program. Creating a personalized plan is the next step in the cognitive learning process.

After the student has completed a training course designed specifically for him, a secondary diagnosis of the student’s knowledge is carried out. Based on the diagnostic results, the curriculum is adjusted, after which diagnostics are carried out again, etc. This is how the learning process takes place. This happens until the student has mastered all planned aspects of the subject being studied.

Indications and stages of CBT

Cognitive behavioral therapy has been successfully used all over the world for a long time and is an almost universal technique that can help in overcoming various life difficulties. Therefore, most psychotherapists are convinced that such treatment is suitable for absolutely everyone.

However, for treatment with CBT there is a crucial condition - the patient himself must realize that he is suffering from addiction and decide to independently fight drug addiction. For people prone to introspection, accustomed to monitoring their thoughts and feelings, such therapy will have the greatest effect.

In some cases, before starting CBT, it is necessary to develop skills and techniques for overcoming difficult life situations (if the person is not used to coping with difficulties on his own). This will improve the quality of future treatment.

There are many different techniques within cognitive behavioral therapy - different clinics may use specific techniques.

Any CBT always consists of three successive stages:

Logical analysis. Here the patient analyzes his own thoughts and feelings, identifying errors that lead to an incorrect assessment of the situation and incorrect behavior. That is, the use of illegal drugs.
Empirical analysis. The patient learns to distinguish objective reality from perceived reality, analyzes his own thoughts and behavior patterns in accordance with objective reality.
Pragmatic analysis. The patient determines alternative ways of responding to the situation, learns to form new attitudes and use them in life.

Principles of implementation of the cognitive approach in the educational process of primary school

The article discusses the main provisions of the cognitive approach, which determine the content, organizational forms and methods of the educational process in accordance with its general goals and patterns when teaching schoolchildren in primary school. The relevance of the study is substantiated. It has been proven that the principles of the cognitive approach are related to the level of development of linguistics, psycholinguistics and sociolinguistics. Domestic and foreign literature on the problem is analyzed. The scientific novelty of the research is substantiated, which consists of the following: for the first time, indicators of the rationality of implementing the principle of the cognitive approach in teaching schoolchildren in primary school have been identified. It has been determined that the cognitive approach allows students to ensure effective understanding of the real world, intellectual development, and successful adaptation to the educational conditions of the school.

Key words: cognitive approach, primary school, learning.

Introduction. The relevance of the study is that the modernization of primary general education in accordance with the federal state educational standard (FSES NEO) has led to an intensification of the scientific search for effective ways to teach schoolchildren using innovative educational technologies. The problem associated with finding ways to improve the quality of education is not new. There are many dissertation studies, monographs, and articles devoted to this problem. Some of them: M. A. Akopova, 2003, S. B. Veledinskaya, 2008; G. A. Krasnoshchekova, 2010; G. A. Petrova, 2008; L. V. Yarotskaya, 2013, etc.

The mental activity of a child is carried out in the interrelation and mutual influence of all cognitive functions. In our opinion, a comprehensive analysis of the level of cognitive functions of primary schoolchildren will give a more complete picture of the student’s mental development and will help to identify teaching methods that will give good results.

The principles of the cognitive approach are associated with the level of development of mental cognitive processes that influence success in school learning. Studies by famous teachers and psychologists are devoted to the problems of school performance: Yu. K. Babansky, N. A. Menchinskaya, N. I. Murachkovsky, JI. S. Slavina, etc., pointing out the need to form cognitive processes: speech, memory, thinking, perception, attention. The dependence of school performance on cognitive development has been identified in the works of domestic and foreign psychologists. According to the findings of JI. S. Vygotsky, V.V. Davydov, A.R. Luria, N.V. Bordovskaya, A.A. Rean and others, the teacher’s activities should be focused on the development of higher mental functions of schoolchildren.

In the actual practice of educational organizations, the choice of innovative, effective methods of teaching children is complicated by the fact that the teacher cannot diagnose or track at what stage of the mental process the greatest difficulties are encountered in each child. As a result, he cannot find the internal cause, and hence the methods of correction.

An analysis of scientific and scientific-methodological literature has shown that the cognitive approach is effective in teaching schoolchildren.

In this connection, the purpose of the study was to search and substantiate the principles for implementing the cognitive approach when teaching schoolchildren in primary school.

Problems solved:

- justify the principles of the cognitive approach as a methodological basis;

- analyze scientific and educational literature on the research problem;

‒ argue the theoretical and practical grounds for implementing the principle of the cognitive approach when teaching schoolchildren in primary school;

‒ to formulate the principles of implementing the cognitive approach when teaching schoolchildren in primary school.

The scientific novelty of the study is as follows: for the first time, indicators of the rationality of implementing the principles of the cognitive approach when teaching schoolchildren in primary school have been identified.

A. A. Shakirova identifies the following cognitive principles: the principle of using internal motivation; principle of automation of speech units; the principle of using the student’s personal contribution [5].

A characteristic feature of the implementation of cognitive principles is an adequate system of controls: primary, current, final. In this case, we mean control of knowledge in all subjects.

The implementation of the principles of the cognitive approach when teaching students in primary school is based on teaching methods.

Let's consider examples of the implementation of the cognitive approach when teaching schoolchildren in primary school. The concept of a cognitive approach to learning is based on the use of emotions, movement and special neuroeducation tools that contribute to the development of the cognitive abilities of each child. Neuropsychology and sociolinguistics are part of human cognitive development.

Cognitive learning is the acquisition of knowledge through study or experience. The concept of cognitive learning refers to the processes occurring in the body when receiving new information, starting in the senses, going through the cognitive system and ending with a response to the effect produced by the information [6].

Methods for implementing the cognitive approach and participants in the experiment

Primary school students from the Vorontsovskaya secondary school in the Voronezh region took part in the experiment.

Cognitive approach methods: matrix method, as a result of which the child’s brain is structured to search for the necessary information.

A communicative method, as a result of which skills are developed in the process of live communication during the lesson.

Method using electronic educational resources: listening and repeating, solving problematic issues, problematic tasks and problematic situations, and a computer program to correctly complete tasks.

Method of immersion in the studied environment or practical exercises outside the classroom. Most often this is the subject “The World Around You”, “Physical Education”, and “Technology” lessons.

The natural method, related to the cognitive approach, is aimed at developing oral and written language. This method can be effective if time is allocated during lessons for independently searching for solutions and pronouncing the final result. The child draws his own conclusion; the whole class can join in the discussion.

Pedagogical coaching is about developing skills to interact with each other. Exercises of this level are used during extracurricular hours, during classroom hours, in preparation for Olympiads, in project and research activities.

The discussion of the results

The study began in September 2020 in first grade and continues in this grade in 2020. From September 2020, the first class recruited for training from September 2020 was connected to the experiment. That is, now it takes place simultaneously in the first and second grades.

What attracts students to the cognitive approach was revealed during a survey of parents and their children, during the game “What is the highest value for me?”, in the process of participant, scientific and non-participant observation. Teachers received some assistance in the study from an educational psychologist when individual study of a particular student was required.

Over a year and a half of experimentation with the implementation of a cognitive approach to learning in primary school, the following was revealed:

‒ the motivational-need sphere of students is characterized by conscious study of subjects, a desire to learn, teach, and research;

‒ formation of a picture of the world and development of cognitive activity purposefully;

‒ the connection between the stimulus and learning behavior is associated with the motive for achieving success;

‒ learning is effective through the discovery method, in which the child studies, becomes interested, remembers, relates various concepts and adapts them to his cognitive scheme;

‒ imitation, as a tool of the cognitive approach, gives powerful potential to students, since mirror neurons are involved in the cognitive process;

- the educational activities of younger schoolchildren are characterized by sthenic emotions that stimulate and activate cognitive activity;

‒ metacognitive strategies in the cognitive approach enable the student to know himself, his abilities and skills in order to understand how best to learn depending on the situation.

Conclusions. The implementation of a cognitive approach to learning in primary school makes it possible to create conditions for each student to understand information on subjects.

The cognitive approach is aimed at developing critical thinking, substantive thinking, imaginative thinking, sign and symbolic thinking. During the lessons, groups of skills necessary for the perception and processing of educational information are practiced.

The cognitive approach to teaching involves the development of students’ mental activity.

Conclusion.

The undertaken research is aimed at solving the problem of rationalizing the learning process by implementing the principles of the cognitive approach.

New times put forward new requirements for the training of schoolchildren at all levels of schooling, providing them with academic mobility and practical skills.

The article substantiates the principles of implementing the cognitive approach when teaching schoolchildren in primary school.

Cognitiveness ensures the implementation of cognitive-cognitive mechanisms and allows you to update conscious forms and methods of organizing educational activities.

Literature:

Current problems of childhood neuropsychology / Ed. Tsvetkova L.S.M.: MPSI; Voronezh: MO DEK, 2001. - 272 pp. - ISBN 589502–217–0 (MPSI).
Arzhakaeva, T.A., Vachkov, I.V., Popova, A. Kh. Psychological ABC. Primary school (Second year of study)./ Ed. I. V. Vachkova M.: Publishing house “Os-89”, 2004.-168 p. — ISBN 5–86894–853-Х.
Luria, A. R. Modern neuropsychology. M.: Publishing house of Moscow State University., - 1982–465 p.
Osipova, V.V. Program for the cognitive development of junior schoolchildren “Umka”. Educational and methodological manual. Bryansk: Ladomir, 2008. - 112 p. — ISBN 978–5-91516–004–9.
Shakirova A. A. Principles of teaching a foreign language // Modern problems of science and education. — 2020. — No. 1–1.; URL: https://www.science-education.ru/ru/article/view?id=18324 (access date: 11/17/2018).
Typical Day of a UCLA Medical Student // Prospective doctor. . — Mode of access: https://prospectivedoctor.com/articles/item/290-typical-day-of-a-uclamedical-student. — Date of access: 11/17/2018.

Efficiency

The uniqueness of cognitive behavioral therapy methods is that they require the most active participation of the patient himself, continuous self-analysis, and his own (and not imposed from outside) work on mistakes. CBT can take place in different forms - individual, alone with a doctor, and group - and is perfectly combined with the use of medications.

In the process of working to get rid of drug addiction, CBT leads to the following effects:

provides a stable psychological state;
eliminates (or significantly reduces) signs of psychological disorder;
significantly increases the benefit of drug treatment;
improves the social adaptation of a former drug addict;
reduces the risk of future breakdowns.

CBT techniques are used in a variety of clinics - both specialized drug treatment and psychiatric ones. The technique is also used by individual psychotherapists. All experts are unanimous - CBT shows excellent results in the treatment of addiction, provided that the patient is ready to cooperate and has independently come to the decision to start a new life without addiction.

It is much more difficult to obtain patient opinions about CBT - perhaps the reason is that the technique is quite short in terms of time of use. Almost always, cognitive behavioral therapy is combined with other methods of a treatment and rehabilitation program.

But all drug addicts who managed to overcome a terrible addiction admit: the main thing is to recognize the problem and understand that a different choice can be made. Cognitive behavioral therapy helps you see this choice and take a step into a drug-free future. The video shows the basics of cognitive behavioral therapy:

Cognitive behavioral therapy is the gold standard treatment for obsessive-compulsive disorder. The main techniques of cognitive behavioral therapy for OCD are cognitive restructuring, exposure with response prevention (ERP) and metacognitive approach.

Exposure with response prevention (EPR) involves gradually confronting situations that trigger obsessions (obsessive thoughts) and compulsions (compulsive actions), coordinated with the patient, and initially accompanied by the therapist. During this exercise, the patient learns not to allow obsessions to arise in these situations. The exercise is initially accompanied by anxiety, but it is always kept at a level that is tolerable for the patient. As a rule, EPR is difficult to perform at the beginning of treatment, but then patients find that it is not as difficult and worrying as they thought. This gives confidence and allows you to gradually move on to more and more difficult situations.

Before starting EPR, the therapist and the patient make a list of his obsessions, ranking them from the least disturbing to the most difficult. Starting with simple obsessions, the patient learns anxiety control skills - he is convinced that anxiety gradually decreases and goes away, even if he does not perform rituals.

Cognitive restructuring can help identify persistent beliefs (“thinking errors”) (link) that underlie anxiety. These errors can be learned to recognize and correct without resorting to compulsions (obsessive actions). For example, a new mother might think, “Should I stab my baby?” Most people can easily dismiss this thought in the spirit of “what a strange thought that just pops into my head.” However, if a person has the belief that one should attach great importance to one's own thoughts, or that thinking about something bad is as immoral as doing it, the reaction may be much more alarming: “If I think that way, I’m terrible.” mother! There's something wrong with me! However, research shows that trying to control or get rid of your own thoughts only leads to an increase in the frequency of fearful, shameful, or unpleasant thoughts. In this case, the following, carried out together with a psychotherapist, help:

realistic assessment of the chances of a frightening event occurring,
separation of self and painful thoughts,
reference to previous experience “I have never hurt anyone before;

"Research shows that patients with obsessive-compulsive disorder never commit violent acts that frighten them."

About the thinking errors underlying obsessive-compulsive disorder:

Merger of thought and fact (event)

The belief that thinking about a certain event can cause that event and that it now needs to be prevented (example)

Merging thought and action

The belief that the thought of an action can cause a person to perform that action (“If I thought about it, I can do it”)
The belief that having a thought about a certain action increases the likelihood of doing it (example)
The belief that only bad people who are capable of such actions can have bad thoughts
The belief that thinking bad thoughts is as bad as doing them

Thought-object fusion - the belief that thoughts and feelings can be transmitted to inanimate objects (making them more “real”, more capable of causing harm) or damage objects

The belief that feelings of anxiety can be transferred to books, contaminating them. Now, when using books, the feeling of anxiety cannot be avoided.
The belief that the thought of his pedophilia while shaving has the power to be transmitted to the razor, so that the next act of shaving will increase the risk of becoming a pedophile.
digital superstitions (example)
belief in "unlucky" things

Metacognitive approach. As part of cognitive-behavioral psychotherapy for obsessive-compulsive disorder, so-called metacognitive techniques are also actively used, with the help of which the patient learns to emotionally distance himself from obsessions (obsessive thoughts) and observe them non-judgmentally. Therapeutic work focuses on changing the subjective perception of the significance of obsessions and the need to respond to them.

In most cases, the frequency of cognitive behavioral therapy for OCD is 1 session per week, with specific tasks to be completed between sessions.

Some complex cases may require more frequent appointments or shorter hospital stays. Psychotherapy for OCD is long-term, but the first results can be noticeable after 3-5 sessions.

Most patients with obsessive-compulsive disorder have already tried to overcome compulsions on their own without success, and they find it difficult to imagine that cognitive behavioral therapy for OCD can help. However, studies show that with sufficient duration of a course of cognitive behavioral psychotherapy for OCD and regular homework, 85% of patients can completely control their symptoms. Dreams of what their life would be like without anxiety, with the free time now taken up by rituals, motivate many OCD patients to go through the difficult stages of treatment. During therapy, the patient and therapist not only get rid of obsessions, but also work to resume an active social life, find new hobbies, improve relationships with loved ones, return to work, and start their own family.

Cognitive behavioral therapy was developed in the 60s of the 20th century by American psychiatrist Aaron Beck. The basic idea behind this form of therapeutic treatment is the belief that a person's thoughts, emotions and behaviors influence each other, creating patterns of behavior that are not always appropriate.

A person, under the influence of emotions, reinforces certain forms of behavior in certain situations. Sometimes copies the behavior of others. Reacts to various phenomena and situations in the way he is used to, often without realizing that he is harming others or himself.

Therapy is needed when behavior or beliefs are not objective and can create problems for normal life. Cognitive behavioral psychotherapy allows you to detect this distorted perception of reality and replace it with the right one.

Cognitive training

Cognitive learning is learning that is based on the principles of consciousness and active learning and consists of developing the thinking abilities and intelligence of students. As E. Loarer and M. Yuto note, “the theoretical foundations of cognitive learning are poorly developed” [1]. Some authors associate cognitive training with the use of cognitive teaching methods, others with the formation of a special training system

Cognitive educational technology is a general pedagogical, subject-independent, individually oriented educational technology that ensures a child’s understanding of the world around him by forming a system of cognitive schemes necessary for successful adaptation to life in a modern information society. (M.E. Bershadsky).

Goals of using Cognitive Educational Technology

Cognitive learning technology has a modular structure. The module is a system of lessons united by a common didactic goal. The system-forming factor on the basis of which the module is formed is the procedural information underlying the particular or general method of scientific knowledge. The module has a block structure and consists of the following three blocks of lessons, each of which solves a separate didactic task:

input monitoring unit;
theoretical block – study of declarative information (facts, concepts, definitions, laws, dates, etc.);
procedural block – study of procedural information (methods, techniques, methods, rules, etc.).

The sequence of blocks within a module in the educational process is shown in the figure.

Using the concept of a module, you can schematically represent the structure of the educational process (see figure) for studying a specific course topic in the form of a sequence of modules, in each of which students study particular and general methods of cognition used in a given subject area. The study of the topic ends with a standard block for many technologies, including lessons on general repetition, control and correction.

More details

Cognitive teaching methods

The method of empathy (getting used to it) means “feeling” a person into the state of another object. Based on the ancient idea of correspondence between the macro- and microcosm, human cognition of the surrounding world is communication of like with like. Man’s mission here is to move into his home, into the Universe. The empathy method is quite applicable for “inhabiting” students with the objects of the surrounding world being studied. Through sensory-figurative and mental representations, the student tries to “move” into the object being studied, to feel and know it from the inside.

Method of semantic vision. This is a continuation and deepening of the previous method. The simultaneous concentration of students on the educational object of their vision and “inquisitively tuned” mind allows them to understand (see) the root cause of the object, the idea contained in it, the original meaning, that is, the internal essence of the object. Just as in the empathy method, it requires the creation of a certain mood in the student, consisting of active sensory-mental cognitive activity. The teacher can offer students the following questions for semantic “questioning”: What is the reason for this object, its origin? How does it work, what happens inside it? Why is he this way and not another? Exercises on the targeted application of this method lead to the development in students of such qualities as intuition, inspiration, insight.

Method of symbolic vision. A symbol, as a deep image of reality, containing its meaning, can act as a means of observing and understanding this reality. The method of symbolic vision involves the student finding or constructing connections between an object and its symbol. After clarifying the nature of the relationship between a symbol and its object (for example, light is a symbol of goodness, a spiral is a symbol of infinity, a dove is a symbol of peace, a pancake is a symbol of Maslenitsa), the teacher invites students to observe an object in order to see and depict its symbol in a graphic, symbolic , verbal or other form. An important place is occupied by the explanation and interpretation of the created “symbols” by children.

The comparison method is used to compare the versions of different students, their versions with cultural and historical analogues, which were formulated by great scientists, philosophers, theologians, when comparing various analogues with each other. To teach this method, students are asked questions: What does it mean to compare? Is it always possible to compare everything? Indicate what, in your opinion, cannot be compared, and still try to compare the incomparable.

The method of figurative vision is an emotional-imaginative study of an object. It is proposed, for example, when looking at a number, figure, word, sign or real object, to draw the images seen in them, to describe what they look like. The educational product as a result of student observation is expressed in verbal or graphical form, that is, students pronounce, write down or draw the results of their research.

Heuristic observation method. Observation as a student’s purposeful personal perception of various objects is a preparatory stage in the formation of his theoretical knowledge. Observation is the source of the student’s knowledge, a way of obtaining it from the reality of existence, that is, it can be classified as a heuristic teaching method.

Students observing receive their own result, which includes:

information result of observation;
the observation method used;
a complex of personal actions and sensations that accompanied the observation.

The degree of creativity of the student during his observation is determined by the novelty of the results obtained in comparison with those he already had previously.

Simultaneously with receiving the information given by the teacher, many students, during observation, see other features of the observed object, that is, they obtain new information and construct new knowledge. This process is either spontaneous, if the teacher does not organize it, or purposeful, if the teacher uses a special method of teaching observation. The purpose of this method is to teach children to obtain and construct knowledge through observations.

Method of facts. Conscious mastery of physical senses by students requires consistent development in further cognitive activity. First of all, this applies to such a stage of cognition as searching for facts and distinguishing them from non-facts. Experience shows that it is not easy for students to distinguish between what they see, hear, and feel from what they think. The need for natural perception of educational objects with the help of physical senses requires the use of this method of teaching, revision and change in the usual content of education.

Research method. An object of study is selected - natural, cultural, scientific, verbal, symbolic or other: a leaf of a tree, a stone, a drop of water falling, an item of clothing, a poem, a saying, signs, a letter, a number, a sound, an equation, a geometric figure, a ritual. Students are invited to independently explore a given object according to the following plan: research goals - work plan - facts about the object - experiments, drawings of experiments, new facts - questions and problems that have arisen - versions of answers, hypotheses - reflective judgments, conscious methods of activity and results - conclusions. Such algorithmization of students’ activities does not in any way detract from their creativity. On the contrary, having consistently completed all the steps listed above, almost any student inevitably receives his own educational result. The teacher helps children increase the volume and quality of this result. This is achieved by systematically repeating the algorithmic stages of the study.

Method of constructing concepts. The formation of the studied concepts in students begins with the updating of the ideas they already have. For example, primary schoolchildren already know the terms “number”, “word”, “sky”, “winter”, “movement”; for older students – “algorithm”, “quantity”, “molecule”, etc. By comparing and discussing children’s ideas about the concept, the teacher helps to develop them into some cultural forms (not necessarily those found in textbooks!). The result of such work is a collective creative product - a jointly formulated definition of a concept, which is written on the board. At the same time, the teacher invites the children to get acquainted with other formulations of the concept, which are given, for example, by the authors of various textbooks or other books. Various formulations remain in students’ notebooks as a condition for their personal self-determination in relation to the concept being studied.

Rule construction method. The rules studied in general education courses can be created and “discovered” by students. For example, from the text proposed by the teacher, students identify spelling patterns, the rules underlying them, and then create their own texts based on these rules. The research is carried out according to the algorithm specified by the teacher, which depends on the type of text and the task.

For example, for studying epic literature in literature lessons, the activity algorithm has the following form:

formulate the features of the epic style;
discover the spelling, the rule underlying the text;
formulate the linguistic features of the epic.

Hypothesis method. Students are given the task of constructing versions of answers to a question or problem posed by the teacher. The initial task is to select the basis for constructing versions. Students offer initial positions or points of view on a problem, learn a multi-scientific, diverse approach to constructing hypotheses. Then they learn to most fully and clearly formulate the options for their answers to the question, relying on logic and intuition.

The hypothesis method is developed when solving predictive problems such as “what will happen if …”. The method of traveling to the future is effective in any educational field as a way to develop the skills of foresight, forecasting, and hypotheticalness.

The forecasting method differs from the hypothesis method in that it is applied to a real or planned process. For example, students are asked to investigate the dynamics of changes in a pea seed placed in a humid environment. Children make observations and make sketches. The teacher offers the students a task: draw a sprout as it will appear in 3 days, in a week, etc. Students, relying on previous observations, discovered patterns and their own predictive abilities, complete the drawing. After a given time, the forecast is compared with reality, the results are discussed, and conclusions are drawn.

Error method. This method involves changing the established negative attitude towards errors, replacing it with the constructive use of errors (and pseudo-errors) to deepen educational processes. Error is considered as a source of contradictions, phenomena, exceptions to the rules, new knowledge that is born in opposition to the generally accepted. Attention to an error can be not only for the purpose of correcting it, but also to find out its causes and methods of obtaining it. Finding the relationship between error and “correctness” stimulates the heuristic activity of students, leading them to an understanding of the relativity and variability of any knowledge.

Method of constructing theories. Students are asked to perform a theoretical generalization of the work they have done in the following ways: 1) the facts discovered by the students are classified according to the grounds specified by the teacher, for example: facts about the structure of an object, facts about its functions, facts about processes, facts about relationships; 2) the types of positions of observers are determined, for example, chronological position (sequential recording and description of events), mathematical (the quantitative characteristics of the object, its shape and proportions are studied), figurative (expressive verbal characteristics of the object, its symbolic features are found); 3) questions and problems are formulated related to the most remarkable facts, for example: Does the color of wax affect the color of a candle flame? Where does the burnt part of the wick go? Why can't you take the flame in your hands?

Further classes ensure the development of the educational process in the following sequence of theoretical generalizations: facts - questions about them - hypothetical answers - construction of a theoretical model - consequences of the model - evidence of the model (hypothesis) - application of the model - comparison of the model with cultural analogues. The ways in which students construct a theoretical model are established by the teacher depending on the educational field or topic being studied.

Sources:

https://www.science-education.ru/ru/article/view?id=7645
https://www.unn.ru/pages/e-library/vestnik/19931778_2014_-_3-4_unicode/19.pdf
https://grouper.ieee.org/groups/ifets/russian/depository/v15_i2/pdf/17.pdf
https://i-future.livejournal.com/449110.html
https://www.altspu.ru/Journal/pedagog/pedagog_9/stat19.html
https://school19371.ucoz.ru/index/metody_obuchenija/0-16
https://www.schoolnano.ru/node/8962

Cognitive behavioral therapy – for whom

Cognitive behavioral therapy is best suited for treating anxiety and depression based disorders. This therapy is very effective and is therefore most often used in the treatment of patients with phobias, fears, epilepsy, neuroses, depression, bulimia, compulsive disorders, schizophrenia and post-traumatic stress.

This type of therapy has also proven itself in the treatment of postpartum depression or as a method of dealing with stress. Sometimes also used in the rehabilitation of prisoners.

Psychotherapy is the most commonly used treatment for mental disorders. It may be the only form of work on the patient’s psyche or complement drug treatment. A feature of all types of psychotherapy is personal contact between the doctor and the patient. Various approaches are used in psychotherapy, in particular, psychoanalysis, humanistic-existential therapy, and cognitive behavioral approach. Cognitive behavioral therapy is considered one of the most clinically studied forms of therapy. Its effectiveness has been proven by many studies, so doctors often use this proven method of psychotherapy.

Cognitive behavioral therapy course

Cognitive behavioral therapy focuses on current problems - the here and now. In treatment, most often, they do not turn to the past, although there are exceptional situations when this is inevitable.

The duration of therapy is about twenty sessions, once or twice a week. The session itself usually does not last more than one hour.

One of the most important elements of successful treatment is the collaboration between the therapist and the patient.

Thanks to cognitive behavioral therapy, it is possible to identify factors and situations that give the effect of distorted perception. In this process it is necessary to highlight:

stimulus, that is, a specific situation that causes the patient to act
a patient's specific way of thinking in a particular situation
feelings and physical sensations that result from specific thinking
behavior (actions) that essentially represent the patient.

In cognitive behavioral therapy, the therapist tries to find connections between the patient's thoughts, emotions, and actions. He must analyze complex situations and find thoughts that lead to an incorrect interpretation of reality. At the same time, it is necessary to instill in the patient the irrationality of his reactions and give hope for the possibility of changing the perception of the world.

Cognitive behavioral therapy - methods

This form of therapy uses many behavioral and cognitive techniques. One of them is the so-called Socratic dialogue. The name comes from the form of communication: the therapist asks questions to the patient. This is done in such a way that the patient himself discovers the source of his beliefs and tendencies in behavior.

The role of the doctor is to ask a question, listen to the patient and pay attention to the contradictions that arise in his statements, but in such a way that the patient himself comes to new conclusions and decisions. In Socratic dialogue, the therapist uses many useful methods, such as paradox, probing, etc. These elements, through appropriate application, effectively influence the change in the patient's thinking.

In addition to Socratic dialogue, the therapist can use other methods of influence, such as shifting attention or distraction. During therapy, the doctor also teaches methods of coping with stress. All this is in order to form in the patient the habit of adequately responding to the conditions of a stressful situation.

The result of cognitive behavioral therapy is not only a change in behavior, but also the patient's awareness of the consequences of introducing these changes. All this is so that he forms new habits and reactions.

The patient must be able to respond appropriately to negative thoughts if they arise. The success of therapy lies in the development in a person of appropriate reactions to these stimuli, which previously led to incorrect interpretation.

Benefits of Cognitive Behavioral Therapy

Cognitive behavioral therapy is supported, first of all, by its high effectiveness, which has already been repeatedly confirmed by clinical studies.

The advantage of this type of treatment is the development of self-awareness of the patient, who after therapy achieves self-control over his behavior.

This potential remains in the patient even after the end of therapy, and allows him to prevent relapses of his disorder.

An additional benefit of therapy is the improvement of the patient's quality of life. He receives an incentive for activity and higher self-esteem.

Homework is very important: the client receives direct help from a psychotherapist for only 1-2 hours a week, and the remaining 166-167 hours a week is left to himself. And at this time, his beliefs and his problems still influence him. The key to success in CBT is doing your homework.

Homework helps the client be his or her own therapist. If a client conscientiously approaches homework, he speeds up the process of psychotherapy, achieves the desired changes faster, and also saves his money and time :).

In this matter, the main thing is the process, not the result. There may not be a result (that is, the exercise may not work out) - and this is still wonderful! Because, once again, the main thing is to try to do at least something.

What is this post even for? Yes, because not everyone has the opportunity to see a psychotherapist, but everyone can, if they wish, do some real psychotherapeutic exercises at home. You will surely find something interesting for yourself.

Features of homework selection

Homework is selected individually for each client. Of course, there are types of homework, for example, behavioral experiments or collecting opinions, more about them below. How should you select homework assignments?

Tasks must be related to the client's problem. If he is working on social anxiety, for example, or trying to get rid of depression, then giving assignments on a topic about relationships is a pointless waste of time.

The task should include testing one or two hypotheses. For example, there was such a case. The client was convinced that all women who cook well (and also sew, knit, embroider, in a word, are good housewives) are happy in marriage. She herself could not find a soul mate, of course, she was looking for an explanation for this, and one of them was this: “I am not able to build a long-term relationship, because, among other things, I’m a bad cook and I don’t like to do it.” This is the number one hypothesis worth testing. And hypothesis number two is the link between good cooking skills and marital happiness. We tested them with two different homework assignments. Result: none of them were confirmed.