Metacognitive Reflection

2021 ◽  
pp. 350-387
Author(s):  
Claire Howell Major ◽  
Michael S. Harris ◽  
Todd D. Zakrajsek
Keyword(s):  
Metacognitive Reflection

Elements that enhance therapeutic alliance and short-term outcomes in metacognitive reflection and insight therapy: A session-by-session assessment.

2020 ◽  
Vol 43 (4) ◽  
pp. 318-326 ◽  
Author(s):  
Adi Lavi-Rotenberg ◽  
Eran Bar-Kalifa ◽  
Steven de Jong ◽  
Libby Igra ◽  
Paul H. Lysaker ◽  
...  
Keyword(s):  
Therapeutic Alliance ◽  
Short Term ◽  
Metacognitive Reflection

A Disorder by Any Other Name: Metacognition, Schizophrenia, and Diagnostic Practice

2018 ◽  
Vol 59 (1) ◽  
pp. 26-47 ◽  
Author(s):  
Paul H. Lysaker ◽  
Aieyat B. Zalzala ◽  
Nicolai Ladegaard ◽  
Benjamin Buck ◽  
Bethany L. Leonhardt ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Theoretical Models ◽  
Integrated Model ◽  
Humanistic Psychology ◽  
Evidence Based ◽  
Psychological Processes ◽  
Diagnostic Practice ◽  
Making Sense ◽  
Metacognitive Reflection ◽  
Diagnostic Label

Humanistic psychology has made us aware that any understanding of schizophrenia must see persons diagnosed with this condition as whole persons who are making sense of what wellness and recovery mean to them. This has raised questions about what the diagnosis of schizophrenia means and whether the diagnostic label of schizophrenia is helpful when we try to conceptualize the actions and aims of treatment. To examine this issue we propose it is essential to consider what is systematically occuring psychologicaly in recovery when persons experience, interpret and agentically respond to emerging challenges. We then review how the integrated model of metacognition provides a systematic, person-centered, evidence-based approach to understanding psychological processes which impact recovery, and discuss how this guides a form of psychotherapy, metacognitive reflection and insight therapy, which promotes metacognitive abilities and support recovery. We suggest this work indicates that metacognitive capacity is something that can be diagnosed without stigmatizing persons. It can be used to meaningfully inform clinical practice across various theoretical models and offers concrete implications for rehabilitation.

scholarly journals Metacognitive Reflection and Insight Therapy (MERIT) Among People With Schizophrenia: Lessons From Two Case Studies

2018 ◽  
Vol 71 (4) ◽  
pp. 175-185 ◽  
Author(s):  
Nitzan Arnon-Ribenfeld ◽  
Rachel Bloom ◽  
Dana Atzil-Slonim ◽  
Tuvia Peri ◽  
Steven de Jong ◽  
...  
Keyword(s):  
Case Studies ◽  
Metacognitive Reflection

scholarly journals Using scaffold innovation-thinking frameworks to integrate food science and technology into the transdisciplinary engineering design classroom

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Lisa Bosman ◽  
Sangjun Eom
Keyword(s):  
New Product Development ◽  
Communication Technology ◽  
Science And Technology ◽  
New Product ◽  
Food Science ◽  
Value Proposition ◽  
Technology And Innovation ◽  
Self Regulated Learning ◽  
Engineering And Technology ◽  
Metacognitive Reflection

Abstract Technology and innovation are essential for students to not only learn and understand the technical skills, but also identify a problem, discover a solution, and communicate the value proposition. In this study, innovation-thinking frameworks were integrated into undergraduate transdisciplinary engineering and technology classrooms with a topic of food science and technology, exploring design within the area of new product development. The qualitative analysis, conducted using NVivo, indicated that the food science and technology focused educational experiences had the potential of transforming student self-reported perspectives related to metacognitive reflection, connecting the topics to the real-world and communicating. The findings offer exciting insights into the benefit of integrating self-regulated learning, visualization, and communication technology into future food-related education programs.

Divergierende Geschichtsbilder? Das (Spät-)Mittelalter im Dialog zwischen Universität und Geschichtsunterricht

2017 ◽  
Vol 22 (1) ◽  
Author(s):  
Meike Hensel-Grobe
Keyword(s):  
Historical Thinking ◽  
German History ◽  
Medieval History ◽  
History Teachers ◽  
Difficult Time ◽  
Metacognitive Reflection ◽  
German School ◽  
University Lecturers ◽  
Historical Methods ◽  
School Curricula

AbstractTeaching medieval history in school is difficult. Time is short and establishing significance is a complex challenge when an era is concerned that is often dismissed as ‘Dark Ages’. This article examines the potential of medieval topics for developing historical thinking in the classroom. First, the concept of historical thinking is described and applied to medieval themes. German history curricula are competence-based. Historical learning is defined as a process of historical orientation based on other competencies (e.g. of inquiring, of applying historical methods). Second, German school curricula in history are analysed to point out common medieval topics, their aims and significance. Conceptual change (or elaboration) theories help to define the process of historical thinking about medieval societies. Third, three examples are discussed that might help students to question their prejudices against medieval societies and develop their historical skills and metacognitive reflection. These examples show how important the dialogue between history teachers and university lecturers in medieval history and history didactics is to enhance historical thinking in the classroom.

Targeting Insight in First Episode Psychosis: A Case Study of Metacognitive Reflection Insight Therapy (MERIT)

2016 ◽  
Vol 46 (4) ◽  
pp. 207-216 ◽  
Author(s):  
Bethany L. Leonhardt ◽  
Kelsey Benson ◽  
Sunita George ◽  
Kelly D. Buck ◽  
Rheannan Shaieb ◽  
...  
Keyword(s):  
First Episode Psychosis ◽  
First Episode ◽  
Episode Psychosis ◽  
Metacognitive Reflection
Sign in / Sign up

Export Citation Format

Share Document