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008			170802s2017 sz | s |||| 0|eng d
020			_a9783319608495
024	7		_a10.1007/978-3-319-60849-5 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aRC489 .C63 _b2017 EB
100	1		_aWasserman, Theodore _9674367
245	1	0	_aNeurocognitive Learning Therapy: Theory and Practice _cby Theodore Wasserman, Lori Drucker Wasserman
250			_a1st edition 2017
264		1	_aCham _bSpringer International Publishing, _c2017
300			_a1 recurso en línea (XX, 208 páginas) _b2 ilustraciones a color
505	0		_aNCLT Theory and Background -- Inroduction to neurocognitive learning theory -- The theoretical basis for NCLT -- Eclecticism redefined -- The Clinical Practice of NCLT -- Clinical procedures -- The role of reward recognition in therapy -- Disorders of Arousal and Their Treatment -- Arousal and motivation -- Clinical implications of hypo-arousal and hyper-arousal -- The poorly motivated patient -- Disorders of Engagement and Their Treatment -- Clinical implications of hypo-engagement and hyper-engagement -- Obsessive compulsive disorder -- Disorders of Inhibition and Modulation -- Clinical implications of hypo-inhibition and hyper-inhibition -- Clinical implications of failure to acclimate -- Disorders of Initiation and Impulsivity -- Clinical implications of failure to initiate -- Examples of initiation disorders and their treatment -- NCLT Future Directions -- Summary and conclusions -- NCLT forms and practice organizers.
520			_aThis groundbreaking volume introduces the theoretical base and clinical methods of Neurocognitive Learning Therapy, an integrative framework for client-centered intervention. The model unifies psychology and neuroscience in revisiting the connections between brain and behavior, replacing the cognitive-versus-affective binary traditional to clinical thinking with a scenario of the cognitive and emotional learning processes that work together to shape adaptive and pathological behavior. This foundation in learning theory illuminates the therapeutic relationship, synching how therapists teach with how clients learn, with guidelines for educating to encourage change. The unique flexibility of the NCLT model allows practitioners across clinical orientations the freedom to apply eclectic intervention strategies that fit clients' learning styles and therapeutic needs. Included in the coverage: Neurocognitive Learning Therapy and Life Course Theory. Reward recognition in Neurocognitive Learning Therapy. Memory reconsolidation and Neurocognitive Learning Therapy. How to be an NCLT therapist. Neurocognitive Learning Therapy clinical procedures. Treating children with Neurocognitive Learning Therapy. Plus practice handouts and forms for therapists and patients. Neuropsychologists, child and school psychologists, and social workers will welcome Neurocognitive Learning Therapy not only as a source of theoretical insight into the brain and behavior, but also as an innovative system for enhancing their capacity for therapeutic teaching and their clients' capacity for learning.
988			_aSpringer_Psychology_2017
650		7	_2embne _9150474 _aTerapia cognitiva
700	1		_aWasserman, Lori Drucker _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut
773	0		_tSpringer Nature eBook
776	0	8	_iPrinted edition: _z9783319608488
776	0	8	_iPrinted edition: _z9783319608501
776	0	8	_iPrinted edition: _z9783319869421
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-319-60849-5 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b11/2022 _dz _eh _zSI