000			04149nam a2200421 i 4500
999			_c374523 _d374523 _x1
001			374523
003			ES-MaUEC
005			20230508163545.0
006			a||||fo|||| 00| 0
007			cr nn 008mamaa
008			160714s2016 sz a s |||| 0|eng d
020			_a9783319309101
024	7		_a10.1007/978-3-319-30910-1 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC _d
050		4	_aRC454 _b2016 EB
100	1		_aWasserman, Theodore _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut
245	1	0	_aDepathologizing Psychopathology . _bThe Neuroscience of Mental Illness and Its Treatment _cby Theodore Wasserman, Lori Drucker Wasserman
250			_aFirst edition 2016
264		1	_aCham _bSpringer International Publishing _c2016
300			_a1 recurso en línea (IX, 181 páginas) _bilustraciones
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_aarchivo de texto _bPDF
505	0		_aPrinciples of Learning -- Therapy versus education--why education is better -- Automaticity -- How we learn -- Mental illness as a white matter connectivity problem -- What Is Cognitive Learning Therapy? -- Introduction to cognitive learning therapy -- Key concepts in cognitive learning therapy -- The relationship between therapist and client in cognitive learning therapy -- Applications of Cognitive Learning Therapy -- Cognitive learning therapy for depression -- Cognitive learning therapy for obsessive thinking and compulsive behavior -- Cognitive learning therapy for anxiety and other regulatory disorders -- Cognitive learning therapy and educating parents on how to manage their children -- Summary and concluding remarks: where do we go from here?
520			_aThis brief, accessible treatise harnesses the neurophysiological processes of learning to create an innovative and powerful approach to therapy. It sets out a non-pathologizing alternative not only to the current medicalized conception of diagnosis and treatment but also to the labeling of relatively normal reactions to stressors and upsets as illnesses. Rooted in the neurobiology of human learning, the book's approach to treatment, Neuro-Cognitive Learning Therapy, characterizes maladaptive behavior patterns as learned responses to upsetting conditions-processes which can be unlearned. In addition, the coverage includes a clinical teaching guide for bringing NCLT theory and methods into the training curriculum. This groundbreaking volume: Proposes a non-stigmatizing learning model for therapy, Neuro-Cognitive Learning Therapy. Introduces the concept of the connectome and explains its critical role in mental health and illness. Differentiates between the unconscious and automaticity in cognition and behavior. Addresses the applicability of NCLT to biologically-based mental disorders. Offers case studies illustrating NCLT in contrast with commonly-used approaches. Includes a chapter-by-chapter clinical teaching guide with therapeutic principles and discussion questions. Provides a comprehensive therapeutic framework for practitioners of all orientations. Depathologizing Psychopathology gives neuropsychologists, psychiatrists, clinical social workers, and child and school psychologists new ways of thinking about mental illness and learning about learning for a bold new step in the evolution of mind/brain knowledge.
988			_aSpringer_Psychology_2016
650		7	_2embne _9139041 _aPsiquiatría
700	1		_aWasserman, Lori Drucker _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9674368
776	0	8	_iPrinted edition: _z9783319309088
776	0	8	_iPrinted edition: _z9783319309095
776	0	8	_iPrinted edition: _z9783319809137
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-319-30910-1 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b05/2022 _dz _ek _zSI