Emotion-focused therapy: A brief overview of theory and practice.

2022 ◽  
pp. 33-56
Author(s):  
Ladislav Timulak ◽  
Daragh Keogh
Keyword(s):  
Theory And Practice ◽  
Emotion Focused Therapy

Emotion-Focused Therapy

2020 ◽  
pp. 215-244 ◽  
Author(s):  
Antonio Pascual-Leone ◽  
Leslie Greenberg
Keyword(s):  
Clinical Practice ◽  
Emotional Processing ◽  
Process Research ◽  
Theory And Practice ◽  
Memory Reconsolidation ◽  
Emotion Focused Therapy ◽  
Treatment Principles ◽  
The Past ◽  
Fundamental Part ◽  
Emotion Theory

This chapter provides an overview of the theory and practice of emotion-focused therapy (EFT), while giving special attention to the neuropsychological perspectives that help explain this approach to treatment. The authors elaborate how emotion theory is a fundamental part of the approach and discuss how this theory informs the treatment principles or ways of understanding emotional processing. They discuss how EFT focuses on accessing and utilizing adaptive emotions to promote transformation of maladaptive emotion structures and show how this promotes changing painful memories from the past by a process of memory reconsolidation. In addition, they refer to the outcome and process research of this approach and outline the principles of clinical practice.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

The Measurement Invariance of the Short Dark Triad

2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Mihaela Grigoraș ◽  
Andreea Butucescu ◽  
Amalia Miulescu ◽  
Cristian Opariuc-Dan ◽  
Dragoș Iliescu
Keyword(s):  
Structural Equation Modeling ◽  
Item Response ◽  
Structural Equation ◽  
Dark Triad ◽  
Theory And Practice ◽  
Equation Modeling ◽  
Scale Level ◽  
High Stake ◽  
Differential Functioning ◽  
Item Functioning

Abstract. Given the fact that most of the dark personality measures are developed based on data collected in low-stake settings, the present study addresses the appropriateness of their use in high-stake contexts. Specifically, we examined item- and scale-level differential functioning of the Short Dark Triad (SD3; Paulhus & Jones, 2011 ) measure across testing contexts. The Short Dark Triad was administered to applicant ( N = 457) and non-applicant ( N = 592) samples. Item- and scale-level invariances were tested using an Item Response Theory (IRT)-based approach and a Structural Equation Modeling (SEM) approach, respectively. Results show that more than half of the SD3 items were flagged for Differential Item Functioning (DIF), and Exploratory Structural Equation Modeling (ESEM) results supported configural, but not metric invariance. Implications for theory and practice are discussed.

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