Each Discussion Needs Its Own Reference List And Should Be S

Each Discussion Needs Its Own Reference List And Should Be Separated B

Each Discussion Needs Its Own Reference List And Should Be Separated B

EACH DISCUSSION NEEDS ITS OWN REFERENCE LIST AND SHOULD BE SEPARATED BY TITLE. DISCUSSION 1: The Cognitivist Movement Prior to engaging in this discussion, read Chapter 2: The Emergence of Cognitive Research, from your text, watch the video, TEDTalks: Peter Doolittle—How Your “Working Memory†Makes Sense of the World (Links to an external site.) , and the Instructor Guidance. For this discussion, you will be considering the variables that differentiate cognitivism from behaviorism and how this area of understanding ‘how we learn,’ affects our own ability to effectively acquire new knowledge and apply to our personal and professional goals. As you have read this week, cognitivism is a theory that addresses the mind’s contribution to how we learn.

The cognitive revolution (although considered by some as an overly stated fact) is suggested to have been a response to the behaviorist movement that rejected introspection (anti-mentalism), and controversially lead to, what some consider, a dissolvement of the behaviorist movement. Consider the following questions about cognitivism and discuss each, basing your posture on this week’s readings, your past experiences, and your past knowledge. Why is it suggested that cognitivists disagree with the behaviorist view that learning only occurs if there is an outward manifestation? What other notable differences do these two theories suggest? Do you agree with the cognitivist view that learning is a change in one’s schemata? (Support with citations.) How have your personal schemata changed throughout your life? (Could be about learning, but also about other domains such as love, honesty, hard work, loyalty, etc.) List an example of a schema that has changed, in your own knowledge development. involving the field of psychology.

Based on cognitivism, what implications does it suggest is a potential concern for effectively processing information when cognitive load is not effectually considered? Do you recall a time where learning was difficult because there were too many components all at once? What strategy(ies) did you use to work through this situation?

Paper For Above instruction

The cognitive revolution emerged as a pivotal response within psychological science, shifting focus from observable behavior to the internal processes of the mind, such as memory, perception, and problem-solving. This shift challenged the behaviorist paradigm that posited that learning occurred solely through external stimuli and responses. Cognitivism asserts that mental functions significantly influence learning and that understanding these processes is essential for a comprehensive grasp of human cognition (Eysenck, 2012). The disagreement with behaviorism primarily hinges on the latter’s neglect of internal mental states, which cognitivists argue are vital for understanding learning beyond mere outward actions. Unlike behaviorism, which emphasizes observable behavior as a measure of learning, cognitivism posits that learning involves the internal restructuring of knowledge, often described through the concept of schemata—organized packets of information that help individuals interpret new experiences (Rumelhart & Norman, 1981). Specifically, cognitivists believe that learning is fundamentally about the modification of schemata, which are dynamic mental frameworks that evolve with new information. Throughout life, my personal schemata have evolved significantly, particularly in understanding cultural norms and my perceptions of success. For example, earlier in life, I believed that success was primarily defined by material wealth, but over time I have come to see success as a combination of personal growth, relationships, and contribution to community. This shift exemplifies how my schemata about success have expanded, allowing me to interpret experiences through a broader, more holistic lens. From a cognitive load perspective, the theory emphasizes that our working memory has limited capacity, which can hinder learning if overwhelmed (Sweller, 1988). For instance, when faced with too many new concepts simultaneously, I found it challenging to assimilate information effectively. To mitigate this, I employed strategies such as chunking—breaking information into manageable segments—and focusing on key ideas, which aligns with cognitive load theory principles. Thus, cognitivism highlights the importance of managing cognitive load to facilitate effective learning, emphasizing that instruction should be designed to minimize unnecessary mental effort to prevent overload and enhance comprehension (Chandler & Sweller, 1991). In conclusion, cognitivism offers critical insights into the internal processes that underpin learning, advocating for an acknowledgment of mental states and the importance of schema development. Recognizing the limitations of working memory underscores the need for strategies that improve information processing, ultimately enhancing both educational and personal learning experiences.

References

• Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Educational Psychology Review, 3(4), 319-332.
• Eysenck, M. W. (2012). Cognitive psychology: A student's handbook. Psychology Press.
• Rumelhart, D. E., & Norman, D. A. (1981). Representation of knowledge. In J. R. Anderson (Ed.), Cognitive psychology and its implications (pp. 35–76). W.H. Freeman.
• Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.

Discussion 2: Vulnerability, Dependency, and Resistance

When examining vulnerability, dependency, and resistance within client contexts, each presents unique challenges for helping professionals. Of these, vulnerability often emerges as the most difficult to navigate because it exposes clients to emotional risks and potential further distress. Helping professionals can fall victim to these issues when they either overly protect clients, thus impeding genuine growth, or inadvertently reinforce dependency patterns that hinder autonomous development. Dependency is particularly insidious because it can undermine a client’s self-efficacy, leading to reliance on the helper rather than fostering independence (Miller & Rollnick, 2013). Conversely, resistance, though challenging, can sometimes serve as a natural part of the change process, signaling areas where clients feel misunderstood or unsafe (Miller & Rollnick, 2013). Helping professionals are vulnerable to these dynamics themselves, especially when their interventions trigger emotional reactions—such as frustration or guilt—that impair their objectivity and effectiveness. The most common vulnerability for practitioners is emotional burnout, resulting from constant exposure to clients’ difficulties without adequate self-care and professional boundaries. Among these, vulnerability often presents the greatest challenge as it relates to both client progress and practitioner well-being. Overcoming vulnerability involves cultivating self-awareness, emotional resilience, and boundary-setting skills. In my experience, maintaining a reflective practice and seeking supervision are crucial in managing these issues effectively. Recognizing that vulnerability can be a double-edged sword is essential for facilitating authentic client engagement without compromising the helper’s own mental health (Norcross & Guy, 2011). In conclusion, while vulnerability, dependency, and resistance are interconnected, vulnerability poses a profound challenge due to its emotional exposure for both clients and practitioners. Effective management requires ongoing self-awareness, emotional resilience, and professional support systems.

Discussion 3: Stress Management

The International Stress Management Association UK emphasizes various strategies for managing stress, including relaxation techniques, time management, physical activity, and cognitive restructuring. Reflecting on my own strengths and limitations identified through the Coping and Stress Management Skills Test, I recognize that I excel in engaging in physical activity and practicing mindfulness, but I often struggle with time management during high-stress periods. To address stress effectively as a helping professional, techniques such as progressive muscle relaxation, mindfulness meditation, and cognitive-behavioral approaches can be highly beneficial. These methods can help in reducing physiological arousal and altering negative thought patterns that exacerbate stress (Lazarus & Folkman, 1984). Additionally, maintaining a supportive social network provides emotional validation and practical assistance, which are vital when facing emotionally demanding situations. A key aspect of professional practice involves remaining empathetic without slipping into excessive sympathy, which can lead to emotional exhaustion. To preserve empathy without becoming overly sympathetic, I believe that setting healthy boundaries, engaging in regular self-care, and practicing reflective listening are essential. These approaches allow for genuine compassion while safeguarding the helper’s emotional well-being (Figley, 2002). In summary, adopting a combination of stress reduction techniques tailored to individual needs, along with self-awareness and boundary management, can help helping professionals sustain their effectiveness and emotional health over time.

References

• Figley, C. R. (2002). Compassion fatigue: Psychotherapists' chronically vicarious traumatization. The Clinical Supervisor, 21(2), 81-92.
• Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.
• Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change. Guilford Press.
• International Stress Management Association UK. (n.d.). Stress management techniques.https://www.ismauk.org.uk