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Neurocognitive Learning Therapy: Theory and Practice

  • Theodore Wasserman
  • Lori Drucker Wasserman

Table of contents

  1. Front Matter
    Pages i-xx
  2. NCLT Theory

    1. Front Matter
      Pages 1-1
    2. Theodore Wasserman, Lori Drucker Wasserman
      Pages 3-24
    3. Theodore Wasserman, Lori Drucker Wasserman
      Pages 25-37
    4. Theodore Wasserman, Lori Drucker Wasserman
      Pages 39-45
    5. Theodore Wasserman, Lori Drucker Wasserman
      Pages 47-53
    6. Theodore Wasserman, Lori Drucker Wasserman
      Pages 55-67
    7. Theodore Wasserman, Lori Drucker Wasserman
      Pages 69-76
    8. Theodore Wasserman, Lori Drucker Wasserman
      Pages 77-85
  3. The Clinical Practice of Neurocognitive Learning Therapy

    1. Front Matter
      Pages 87-87
    2. Theodore Wasserman, Lori Drucker Wasserman
      Pages 89-100
    3. Theodore Wasserman, Lori Drucker Wasserman
      Pages 101-120
    4. Theodore Wasserman, Lori Drucker Wasserman
      Pages 121-133
    5. Theodore Wasserman, Lori Drucker Wasserman
      Pages 135-148
    6. Theodore Wasserman, Lori Drucker Wasserman
      Pages 149-167
    7. Theodore Wasserman, Lori Drucker Wasserman
      Pages 169-171
    8. Theodore Wasserman, Lori Drucker Wasserman
      Pages 173-176
  4. Back Matter
    Pages 177-208

About this book

Introduction

This 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.

Keywords

Neurocognitive learning therapy Cognitive behavior therapy Learning theory Neuropsychology of mental health Attention deficit hyperactivity disorder Obsessive compulsive disorder Motivation disorder Treatment engagement Disorders of arousal Disorders of motivation Disorders of engagement Disorders of inhibition and modulation Disorders of initiation and impulsivity Problems with using the DSM in the diagnosis of mental illness. NIMH Research Domain Initiative (RDoC) Psychological effects of dyspraxia Evidence-Based mental health treatments Reward recognition Causes of mental illness Treatments for mental illness

Authors and affiliations

  • Theodore Wasserman
    • 1
  • Lori Drucker Wasserman
    • 2
  1. 1.Wasserman and Drucker PABoca RatonUSA
  2. 2.Wasserman and Drucker PABoca RatonUSA

Bibliographic information

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