Therapists’ attitudes about and preferences to use Relationship Focused Interventions: New tools to measure a critical component of Functional Analytic Psychotherapy (FAP).

2012 ◽  
Vol 7 (2-3) ◽  
pp. 138-146
Author(s):  
Christeine M. Terry ◽  
Robert J. Kohlenberg
Keyword(s):  
Critical Component ◽  
Functional Analytic Psychotherapy

The Unique Contribution of Positive Orientation to Optimal Functioning

2012 ◽  
Vol 17 (1) ◽  
pp. 44-54 ◽  
Author(s):  
Guido Alessandri ◽  
Gian Vittorio Caprara ◽  
John Tisak
Keyword(s):  
Psychological Functioning ◽  
Well Being ◽  
Unique Contribution ◽  
Critical Component ◽  
Positive Orientation ◽  
Cross Sectional ◽  
Common Mode ◽  
Optimal Functioning

Literature documents that the judgments people hold about themselves, their life, and their future are important ingredients of their psychological functioning and well-being, and are commonly related to each other. In this paper, results from a large cross-sectional sample (N = 1,331, 48% males) are presented attesting to the hypothesis that evaluations about oneself, one’s life, and one’s future rest on a common mode of viewing experiences named “Positive Orientation.” These results corroborate the utility of the new construct as a critical component of individuals’ well functioning.

Conscious and Unconscious Reward Cues Can Affect a Critical Component of Executive Control

2011 ◽  
Vol 58 (5) ◽  
pp. 370-375 ◽  
Author(s):  
Rémi L. Capa ◽  
Gaëlle M. Bustin ◽  
Axel Cleeremans ◽  
Michel Hansenne
Keyword(s):  
Correct Response ◽  
Executive Control ◽  
Critical Component ◽  
Arithmetic Operations ◽  
Component Process

The present study investigates whether updating an important function of executive control can be driven by unconscious reward cues. Participants had to memorize several numbers and update those numbers independently according to a sequence of arithmetic operations. At the beginning of each trial, a reward (1 euro or 5 cents) was presented, either subliminally or supraliminally. Participants could earn the reward if they found the correct response on the updating task. Results showed better performance when a high (conscious or unconscious) reward was at stake compared to a low reward. This suggests that subliminal information can influence a component process of executive control traditionally thought to require consciousness.

The client-coach relationship: Examining a critical component of successful coaching

2009 ◽  
Author(s):  
Lisa A. Boyce ◽  
Gina R. Hernez-Broome ◽  
Stephen J. Zaccaro
Keyword(s):  
Critical Component

Treatment of a disorder of self through Functional Analytic Psychotherapy.

2012 ◽  
Vol 7 (2-3) ◽  
pp. 45-51 ◽  
Author(s):  
Rafael Ferro-Garcia ◽  
Miguel Angel Lopez-Bermudez ◽  
Luis Valero-Aguayo
Keyword(s):  
Functional Analytic Psychotherapy

Neurocognitive Bases of Crossmodal Integration Deficit in Dyslexia

2019 ◽  
Author(s):  
Margaret Gullick ◽  
James R. Booth
Keyword(s):  
Reading Interventions ◽  
Training Programs ◽  
Reading Difficulties ◽  
Visual Representations ◽  
Future Research ◽  
Typically Developing ◽  
Critical Component ◽  
Crossmodal Integration ◽  
Phonological Deficits ◽  
And Training

Crossmodal integration is a critical component of successful reading, and yet it has been less studied than reading’s unimodal subskills. Proficiency with the sounds of a language (i.e., the phonemes) and with the visual representations of these sounds (graphemes) are both important and necessary precursors for reading, but the formation of a stable integrated representation that combines and links these aspects, and subsequent fluent and automatic access to this crossmodal representation, is unique to reading and is required for its success. Indeed, individuals with specific difficulties in reading, as in dyslexia, demonstrate impairments not only in phonology and orthography but also in integration. Impairments in only crossmodal integration could result in disordered reading via disrupted formation of or access to phoneme–grapheme associations. Alternately, the phonological deficits noted in many individuals with dyslexia may lead to reading difficulties via issues with integration: children who cannot consistently identify and manipulate the sounds of their language will also have trouble matching these sounds to their visual representations, resulting in the manifested deficiencies. We here discuss the importance of crossmodal integration in reading, both generally and as a potential specific causal deficit in the case of dyslexia. We examine the behavioral, functional, and structural neural evidence for a crossmodal, as compared to unimodal, processing issue in individuals with dyslexia in comparison to typically developing controls. We then present an initial review of work using crossmodal- versus unimodal-based reading interventions and training programs aimed at the amelioration of reading difficulties. Finally, we present some remaining questions reflecting potential areas for future research into this topic.

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