Socratic Questions With Children: Recommendations and Cautionary Tales

2016 ◽  
Vol 30 (2) ◽  
pp. 105-119 ◽  
Author(s):  
Niel Hugo McLachlan ◽  
Lynne Eastwood ◽  
Robert D. Friedberg
Keyword(s):  
Therapeutic Relationship ◽  
Automatic Thoughts ◽  
Socratic Method ◽  
Behavioral Experiments ◽  
Case Examples ◽  
Cognitive Specificity ◽  
New Knowledge ◽  
Problem Solving Strategies ◽  
Cautionary Tales ◽  
Downward Arrow

This clinically focused article offers cognitive behavior therapists recommendations and cautionary tales for using the Socratic method when working with children. The importance of the therapeutic relationship in combination with developmental considerations is discussed. The use of Socratic method in various cognitive behavioral modules is illustrated by means of case examples. Dialogues provide examples of how the cognitive specificity hypothesis and downward arrow technique can be used to support young clients in eliciting negative automatic thoughts. The importance of pacing, the mixing of closed and open-ended questions, and behavioral experiments to aid cognitive restructuring are also highlighted through extracts from clinical conversations. Finally, the article emphasizes that the purpose of the Socratic method is to broaden thinking and to access new knowledge rather than just giving young clients new thoughts and problem solving strategies.

Therapist Materials for Core Beliefs

2021 ◽  
pp. 181-192
Author(s):  
Heather Thompson-Brenner ◽  
Melanie Smith ◽  
Gayle Brooks ◽  
Rebecca Berman ◽  
Angela Kaloudis ◽  
...  
Keyword(s):  
Automatic Thoughts ◽  
Core Beliefs ◽  
Core Belief ◽  
Negative Automatic Thoughts ◽  
Different Types ◽  
Downward Arrow ◽  
Over Time

The session in this chapter looks at the concept of core beliefs and how negative automatic thoughts are related to negative core beliefs. Negative core beliefs are the roots from which different types of related automatic thoughts grow. Core beliefs arise from repeated similar experiences and powerful single experiences. Clients learn to identify their personal core beliefs (such as I am worthless, I am unlovable, I will go crazy) by using the downward arrow technique. Although arriving at a core belief and saying it out loud is an emotionally evocative experience, it’s a necessary part of the client’s work. It is also an opportunity for the therapist to hear the client and empathize with the client’s experience. Over time, the client builds a repertoire of experiences that allow for new core beliefs to form, making their original core beliefs less valid.

Core Beliefs

2021 ◽  
pp. 137-144
Author(s):  
Heather Thompson-Brenner ◽  
Melanie Smith ◽  
Gayle Brooks ◽  
Dee Ross Franklin ◽  
Hallie Espel-Huynh ◽  
...  
Keyword(s):  
Emotional Experience ◽  
Automatic Thoughts ◽  
Core Beliefs ◽  
The Core ◽  
Early Experiences ◽  
Negative Automatic Thoughts ◽  
The Relationship ◽  
Downward Arrow

During this session, clients learn about core beliefs, which are powerful beliefs that exist deep within our brains and influence how we think. They are at the root, or the core, of our automatic thoughts about ourselves, and they can be positive or negative. In this chapter, clients learn what core beliefs are and where they come from—specifically, they can come from repetitive early experiences, or from a single formative, highly emotional experience. They will also learn about the relationship between negative core beliefs and negative automatic thoughts—specifically, that negative core beliefs, though usually outside of awareness, influence or shape automatic thoughts. Clients are taught the downward arrow technique to identify their own negative core beliefs.

An Integrative Approach to Psychotherapy: A Case Study of Ms. B

2018 ◽  
Vol 46 (2) ◽  
pp. 127-132
Author(s):  
Leah S. Fortson
Keyword(s):  
Therapeutic Relationship ◽  
Symptom Relief ◽  
Integrative Approach ◽  
Critical Approach ◽  
Dynamic Psychotherapy ◽  
New Knowledge ◽  
Perceptions Of God ◽  
Treatment Gains

In the case of Ms. B, the integration of faith and psychology was a critical approach facilitating the achievement of several treatment gains. This article provides a glimpse into a therapeutic relationship that acknowledged and provided space for the faith life and experience of the client, which proved to be the gateway that led her to symptom relief. Utilizing time-limited dynamic psychotherapy, Ms. B was able to attain new knowledge and have new experiences that had implications for her perceptions of God and her perceptions of herself.

Enhancing Student's Higher Order Thinking Skills (HOTS) through the Socratic Method Approach with Technology

2021 ◽  
pp. 1399-1412
Author(s):  
Salihuddin Md Suhadi ◽  
Hasnah Mohamed ◽  
Zaleha Abdullah ◽  
Norasykin Mohd Zaid ◽  
Baharuddin Aris ◽  
...  
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Socratic Method ◽  
Higher Order Thinking Skills ◽  
Online Technologies ◽  
New Knowledge ◽  
Level Of Thinking ◽  
High Level ◽  
Meaningful Interaction ◽  
Method Approach

Technologies have a potential to make learning more dynamic and capable of going conventional learning limits. With the utilization of online technologies for example, students can interact with teachers and other students, regardless of time and distance. The learning process can likewise happen in synchronize or asynchronies. Meaningful interaction is required in the Socratic method of learning because this is the concept of learning through question after question to build knowledge. The dialog collaboration, inquiries are either verbal or non-verbal. So this is where online innovation comes into the picture and allows students to always dialogue with certain individuals to construct new knowledge. Next, by using the Socratic method of learning, the high level of thinking can be increased which is emphasized in the field of education in Malaysia nowadays. This paper will discuss previous studies about the potential of technology in Socratic Methods to improve student's level of thinking.

Enhancing Student's Higher Order Thinking Skills (HOTS) through the Socratic Method Approach with Technology

2016 ◽  
Vol 6 (4) ◽  
pp. 14-27 ◽  
Author(s):  
Salihuddin Md Suhadi ◽  
Hasnah Mohamed ◽  
Zaleha Abdullah ◽  
Norasykin Mohd Zaid ◽  
Baharuddin Aris ◽  
...  
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Socratic Method ◽  
Higher Order Thinking Skills ◽  
Online Technologies ◽  
New Knowledge ◽  
Level Of Thinking ◽  
High Level ◽  
Meaningful Interaction ◽  
Method Approach

Technologies have a potential to make learning more dynamic and capable of going conventional learning limits. With the utilization of online technologies for example, students can interact with teachers and other students, regardless of time and distance. The learning process can likewise happen in synchronize or asynchronies. Meaningful interaction is required in the Socratic method of learning because this is the concept of learning through question after question to build knowledge. The dialog collaboration, inquiries are either verbal or non-verbal. So this is where online innovation comes into the picture and allows students to always dialogue with certain individuals to construct new knowledge. Next, by using the Socratic method of learning, the high level of thinking can be increased which is emphasized in the field of education in Malaysia nowadays. This paper will discuss previous studies about the potential of technology in Socratic Methods to improve student's level of thinking.

scholarly journals Rising to the occasion: New persons for new times

2017 ◽  
Vol 34 (4) ◽  
pp. 454-466 ◽  
Author(s):  
Maureen O’HARA
Keyword(s):  
21St Century ◽  
Social Practices ◽  
New Paradigm ◽  
Carl Rogers ◽  
Non Profit ◽  
Case Examples ◽  
Psychological Science ◽  
New Knowledge ◽  
Global Problems ◽  
The 1960S

Abstract Global problems are accelerating to the point where they are challenging civilization. The author reflects on how early mentors in Biological and Psychological science modeled a new paradigm for their inquiry that included subject-subject participation, qualitative methods, a wider range of accepted evidence and the ability to indwell in a state of “not knowing” and letting coherence emerge. Such an approach not only leads to new knowledge but also develops capacities and competencies in the researcher that are more adequate for understanding complex and seemingly intractable crises of global the 21st century. The author identifies three levels of crisis occurring simultaneously: conceptual, cultural and existential which undermine coherence at personal and societal levels. When societies destabilize doubt and uncertainty rise producing the possible responses of defensiveness, anarchy and transformation. To optimize the possibility of transformation a new kind of psychology is needed that is better adapted to current conditions. Persons of Tomorrow, a term coined by humanistic psychologist Carl Rogers during the upheavals of the 1960s, have the consciousness and capacities to address these crises in creative and transformative ways. The non-profit International Futures Forum has developed theory, pedagogy and social practices to facilitate transformative innovation. Case examples of its and others’ transformative projects are described and linked to the urgent need to develop and to practice as Persons of Tomorrow.

scholarly journals Learning Objects and Their Implications on Learning: A Case of Developing the Foundation for a New Knowledge Infrastructure

10.28945/2907 ◽  
2005 ◽  
Author(s):  
Peter Bednar ◽  
Christine Welch ◽  
Almerindo Graziano
Keyword(s):  
Lifelong Learning ◽  
Learning Objects ◽  
Full Potential ◽  
Socratic Method ◽  
Discovery Process ◽  
Problem Space ◽  
Knowledge Infrastructure ◽  
New Knowledge ◽  
Advanced Stages ◽  
And Control

In an era of lifelong learning, empowerment of the learner becomes fundamental. Therefore exploitation of the full potential of learning objects depends upon creation of an appropriate infrastructure to promote symmetrical control of inquiry. The learner needs to be empowered because learning is a discovery process and thus must be under his or her own control. In early stages of education it is often assumed that choice of material is to be decided by experts. At the more advanced stages, however, any subject problem space becomes more complex, and thus any decision related to relevance of inquiry properly rests with the learner. However without access to relevant contextual material (in addition to content) the learner will not be in a position to make responsible judgments. Two problems are to be adduced. First, current attempts to contextualise content, such as those based on the use of Metadata etc, have been shown to be insufficient. Secondly, current developments in infrastructure assume that access and control of inquiry rests with the provider and fail to accommodate support of symmetrical dialogue. Many strategies for the use of Learning Objects assume that a learner wishes to be led through the material and precludes the possibility of an educational experience which promotes critical thinking (such as that inspired by Socratic method). We would argue that an infrastructure is needed which is capable of supporting both types of learning practice.

The Affects and Emotions in the Therapeutic Relationship

2022 ◽  
pp. 273-293
Author(s):  
Patrícia Dias Ribeiro do Carmo Ribe Martins ◽  
Lina Maria Guarda
Keyword(s):  
Health Literacy ◽  
Therapeutic Relationship ◽  
Health Professionals ◽  
Questionnaire Survey ◽  
Community Intervention ◽  
Daily Life ◽  
Participant Observation ◽  
First Year ◽  
New Knowledge ◽  
The Relationship

The research is based on a community intervention project—Living More With Knowledge: Health Literacy—with a qualitative and quantitative approach, with ethnographic aspects through participant observation by one of the researchers. At the end of the first year of the project, a qualitative study was carried out, with the application of a questionnaire survey to a sample of 143 participants from different groups aged between 50 and 90 years old. The questionnaire survey aimed to assess the participants perception of the activities developed. To the questions regarding the usefulness of the topics addressed for daily life, the acquisition of new knowledge, the way the topics are addressed, the relationship and interaction of health professionals with the participants (cognitive and emotional), 99% of the respondents considered it very good and good. All respondents expressed interest in continuing to participate in the activities. The number of participants doubled, as well as the request of institutions to collaborate in the project.

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