Deliberate behavioral manifestation of attachment Excessive clinging Reason for treatment and symptoms The mother of five-year-old P. makes an appointment with a child psychiatrist not for her child, but for herself. The reason for the appeal is the boy's refusal to go to kindergarten... She

The work of Seligman, Rotter, and Bandura has had an enormous impact on behavioral therapy. In the early seventies, the above-mentioned "cognitive turn" in behavioral psychotherapy was actively discussed in the professional literature. Scientists have tried to clearly show the analogies already accumulated by practice between the two most important forms of psychotherapy: psychoanalysis and behavioral therapy. The reason for these publications was the following.

The practice of psychotherapy has clearly shown that behavior modification, carried out taking into account cognitive and emotional forms of behavior regulation, is more effective than purely behavioral training. It has been found that for some clients the essence behavioral disorders is reduced exclusively to negative emotional disturbances (fears, anxiety, shyness), disturbances in self-verbalization or self-esteem. The accumulated empirical material clearly testified that in some people a full-fledged behavioral repertoire is not realized in everyday life only due to emotional or cognitive blockage.

Summarizing the accumulated data, psychologists actively published works devoted to the analysis of the common features and differences of these two forms of psychocorrection. In 1973, the American Psychiatric Society published a book "Behavioral Therapy and Psychiatry", where the authors devoted a special chapter to the analysis of the established, in their opinion, "de facto" integration of psychoanalysis and behavioral psychotherapy.

Three years later, a book was published called Psychoanalysis and Behavioral Therapy, in which an attempt was made to prove that the basic ideas of psychoanalysis are virtually identical to the basic ideas of behaviorism, that all the observations from which theorists of psychoanalysis and behavioral psychology proceed are somehow connected with the early the story of a life that flows unconsciously for a child, at a time when he does not yet understand what is happening to him. The early history of life in the framework of both theories is considered the basis of all subsequent achievements and shortcomings of development and socialization.

However, it was this very fact of the "unity" of behavior therapy and psychoanalysis that became the basis for a detailed criticism of both approaches, undertaken by supporters of the so-called "cognitive psychotherapy."

In American psychology, the term "cognitive psychotherapy" is most often associated with the names of Albert Ellis and Aaron Beck.

Both authors are psychoanalysts by training with a classical psychoanalytic education. With a short period of time, Ellis in 1962, Beck in 1970, published works in which they very critically described their own, for them unsatisfactory, experience of using psychoanalysis.

Both argued for the need for a significant expansion of psychoanalytic practice through analysis and therapeutic processing of cognitive impairments. From their point of view, the classical attributes of psychoanalysis, such as the psychoanalytic couch and the method of free association, sometimes act unfavorably on the client, since they make him fixate on his negative thoughts and unpleasant experiences.

Analyzing the practice of behavior therapy, Beck came to the conclusion that any form of behavioral psychotherapy is only one form of cognitive therapy. He completely rejects classical "orthodox" psychoanalysis, as does Ellis, by the way. In criticizing psychoanalysis and behavior therapy, both have chosen very harsh, pointed formulations, trying to present their own point of view in a more contrasting way.

Ellis, for example, characterized the point of view of an orthodox psychoanalyst on the reason for the irrational belief that only someone who earns a lot deserves respect: “So, if you think that you should earn a lot so that people will respect you and you can respect yourself yourself, then various psychoanalysts will explain to you that:

Your mom has given you an enema too often and you are therefore “anally fixed” and obsessed with money;

You unconsciously think that a wallet full of money represents your genitals, and therefore its full of money is actually a sign that you would like to change partners more often in bed;

Your father was strict with you, now you would like to earn his love, and hope that money will contribute to this;

You unconsciously hate your father and want to hurt him that you will earn more than he;

You have too small a penis or breasts, and making a lot of money, you want to compensate for this deficiency;

Your unconscious identifies money with power, and in reality you are absorbed in how to acquire more power ”(A. Ellis, 1989, p. 54).

In reality, Ellis notes, the list is endless. Any psychoanalytic interpretation is possible, but none of them is convincing. Even if these statements were true, how would knowing this help you get rid of your monetary preoccupation?

Alleviating and curing cognitive impairment is not achieved by identifying early trauma, but by acquiring new knowledge through therapeutic learning. It is also necessary to train new patterns of behavior so that new beliefs can be implemented in reality. During therapy, the psychologist works with the patient to create an alternative way of thinking and acting to replace distressing habits. Without such a new course of action, therapy will be insufficient and unsatisfactory for the patient.

The cognitive approach has become a completely new branch of psychotherapy, because, unlike traditional methodssuch as psychoanalysis or client-centered psychotherapy, the therapist actively involved the patient in the treatment process.

Unlike psychoanalysis, cognitive psychotherapy focuses on what the patient thinks and feels during and after therapeutic encounters. The experiences of childhood and the interpretation of unconscious manifestations are of little importance.

Unlike classical behavioral psychotherapy, it focuses more on internal experiences, rather than external behavior. The goal of behavioral psychotherapy is to modify external behavior. The goal of cognitive therapy is to change ineffective ways of thinking. Behavior coaching is used to reinforce cognitive changes.

One way or another, many scientists and practitioners took part in the creation of the cognitive direction in behavioral therapy. Currently, this approach is gaining more and more widespread use, winning more and more new supporters. In our presentation, we will focus on the classical theories of cognitive-behavioral psychotherapy, and, of course, we must begin with the presentation of rational-emotive behavior therapy (RET) by Albert Ellis. The fate of this approach is all the more remarkable because the author originally intended to develop a completely new (primarily different from psychoanalysis) approach and called it (in 1955) rational therapy. In subsequent publications, Ellis began to call his method rational-emotive therapy, but over time he realized that the essence of the method is more consistent with the name rationally - emotive behavior therapy. It is under this name that the Ellis Institute in New York now exists.

Cognitive-behavioral (CBT), or cognitive behavioral therapy— modern method psychotherapy, used in the treatment of various mental disorders.

This method was originally developed to treat depressionthen began to be used to treat anxiety disorders, panic attacks, obsessive compulsive disorderand in last years has been successfully used as an adjunct method in the treatment of almost all mental disorders, including bipolar disorder and schizophrenia... CBT has the most extensive evidence base and is used as the main method in hospitals in the United States and Europe.

One of the most important advantages of this method is its short duration!

Of course, this method is also applicable to helping people who do not suffer from mental disorders, but simply faced difficulties in life, conflicts, health problems. This is due to the fact that the main postulate of CBT is applicable in almost any situation: our emotions, behavior, reactions, bodily sensations depend on how we think, how we evaluate situations, what beliefs we rely on when making decisions.

The aim of the CBTis a reassessment by a person of his own thoughts, attitudes, beliefs about himself, the world, other people, because they often do not correspond to reality, are noticeably distorted and interfere full life... Low-adaptive beliefs change to more consistent with reality, and due to this, the behavior and self-awareness of a person changes. This happens both through communication with a psychologist and through self-observation, as well as through the so-called behavioral experiments: new thoughts are not just taken on faith, but are first applied in a given situation, and the person observes the result of such new behavior.

What happens in a cognitive-behavioral therapy session:

Psychotherapeutic work focuses on what happens to a person at this stage of his life. A psychologist or psychotherapist always strives to first establish what is happening to a person at the present time, and only then proceeds to analyze past experience or build plans for the future.

In KBT, structure is extremely important. Therefore, in a session, the client first often fills out questionnaires, then the client and the psychotherapist agree on what topics need to be discussed in the session and how much time should be spent on each, and only after that work begins.

The CBT psychotherapist sees in the patient not only a person with certain symptoms (anxiety, low mood, anxiety, insomnia, panic attacks, obsessions and rituals, etc.) that prevent him from living fully, but also a person who is able to learn to live like this , so as not to get sick, who will be able to take responsibility for his well-being in the same way as a therapist for his own professionalism.

Therefore, the client always leaves the session with homework and does a huge part of the work to change himself and improve his condition himself, by keeping diaries, self-observation, training new skills, implementing new behavioral strategies in his life.

An individual CBT session lasts from40 up to 50minutes, once or twice a week. Usually, to improve the condition, a course from 10-15 sessions... Sometimes it is necessary to conduct two such courses, and also include group psychotherapy in the program. It is possible to take a break between courses.

Areas of care using IPM methods:

• Individual consultation with a psychologist, psychotherapist
• Group psychotherapy (adults)
• Group therapy (adolescents)
• ABA therapy

Cognitiveness (lat. Cognitio, "cognition, study, awareness") is a term used in several, quite different contexts, denoting the ability to mentally perceive and process external information. In psychology, this concept refers to the mental processes of the individual and especially to the study and understanding of the so-called " mental states"(Ie beliefs, desires and intentions) in terms of information processing. This term is especially often used in the context of the study of so-called "contextual knowledge" (ie, abstraction and concretization), as well as in those areas where concepts such as knowledge, skill or learning are considered.

The term "cognition" is also used in a broader sense, denoting the very "act" of cognition or knowledge itself. In this context, it can be interpreted in a cultural and social sense as denoting the emergence and "formation" of knowledge and concepts associated with this knowledge, expressing themselves both in thought and in action.

Cognitiveness in the mainstream of psychology

Learning types mental processescalled cognitive (actually cognitive processes) is heavily influenced by those studies that have successfully used the paradigm of "cognitive" in the past. The concept of "cognitive processes" has often been applied to such processes as memory, attention, perception, action, decision making, and imagination. Emotions are traditionally not classified as cognitive processes. The above division is now considered largely artificial, and research is being conducted that studies the cognitive component of emotions. Along with this, there is often also a personality ability to “be aware” of cognitive strategies and methods, known as “metacognition”.

Empirical studies of cognition usually use scientific methodology and quantitative methods, sometimes also include the construction of models of a particular type of behavior.

A theoretical school that studies thinking from the perspective of cognition is usually called the "school of cognitivism" (English cognitivism).

The tremendous success of the cognitive approach can be explained, first of all, by its prevalence as fundamental in modern psychology. In this capacity, he replaced the behaviorism that prevailed until the 1950s.

Influences

The success of cognitive theory was reflected in its application in the following disciplines:

• (especially cognitive psychology) and psychophysics
• Cognitive Neurology, Neurology and Neuropsychology
• Cybernetics and the Study of Artificial Intelligence
• Ergonomics and user interface design
• Philosophy of Consciousness
• Linguistics (especially psycholinguistics and cognitive linguistics)
• Economics (especially experimental economics)
• Learning theory

In turn, cognitive theory, while highly eclectic in its most general sense, borrows knowledge from the following areas:

• Computer science and information theory, where attempts to build artificial intelligence and the so-called "collective intelligence" focus on imitating the ability of living beings to recognize (ie, to cognitive processes)
• Philosophy, epistemology and ontology
• Biology and Neurology
• Mathematics and Probability
• Physics, where the observer effect is studied mathematically

Unsolved problems of cognitive theory

How much conscious human intervention is required to carry out the cognitive process?

What influence does personality have on the cognitive process?

Why is it so much more difficult for a computer to recognize a human appearance at the moment than it is for a cat to recognize its owner?

Why is the "concept horizon" wider for some people than others?

Could there be a connection between the speed of the cognitive process and the frequency of blinking?

If so, what is the connection?

Cognitive ontology

At the level of an individual living being, although the issues of ontology are studied by various disciplines, they are united here into one subtype of disciplines - cognitive ontology, which, in many respects, contradicts the previous, linguistically dependent, approach to ontology. In the “linguistic” approach, being, perception and activity are considered without taking into account the natural limitations of a person, human experience and attachments that can make a person “know” (see also qualia) something that is still a big question for others.

At the level of individual consciousness, an unexpectedly arising behavioral reaction "emerging" from under consciousness can serve as an impetus for the formation of a new "concept", an idea leading to "knowledge." The simple explanation for this is that living beings tend to maintain their attention to something, trying to avoid interruption and distraction at each of the levels of perception. This kind of cognitive specialization is exemplified by the inability of human adults to catch by ear the differences in languages \u200b\u200bin which they were not immersed from youth.