Module 4: Praise and Changing Your Thinking to Feel Better

During Module 4, parents learn to praise their child to increase appropriate and desirable behaviors. They also learn that their own automatic thoughts about their child, parenting, and self can influence how they feel and behave. By learning common thinking errors and how to challenge them, parents develop an important skill that can help them with emotion regulation and improved mood, which can in turn affect their parenting. Parents will also be able to increase their sense of control by learning the thoughts-feelings-behaviors connection. Although parents cannot always control a situation, they can learn to respond in new ways. Toward this end, specific strategies for increasing helpful and constructive thinking and decreasing negative or unhelpful thinking (particularly in relation to their parenting and child) will be taught in this module. As parents establish new ways of thinking, different feelings and actions will follow.

[ MANTIQ AND CONTEMPORARY FAITH ISSUES] ILMU MANTIK DAN ISU AKIDAH KONTEMPORARI

Logic is the knowledge related to the methods of logical thinking in dealing with thinking errors. It sets out the systematic steps that need to be taken to reach a decision and avoid getting caught up in thinking mistakes. Scholars of the past have used the methods of Mantik knowledge to repel attacks of thought that try to confuse the beliefs and beliefs of Muslims. The Islamic faith remains strong and intact to this day, despite being threatened by various deviant thoughts of Jews, Christians, Atheists and others. Therefore, based on the rules set by Mantik scholars in the discussion of definitions, this paper tries to apply a selected contemporary issue, which is related to the use of the word Allah swt by non-Muslims. Through the method of content analysis, the study found that the truth of the use of the word Allah swt by non-Muslims will create confusion in endless thoughts and polemics. In fact, it does not coincide with the rules of Mantik knowledge that have been agreed upon by the scholars. Mantik merupakan ilmu yang berkaitan kaedah-kaedah pemikiran logik dalam menangani kesalahan berfikir. Ia menetapkan langkah-langkah sistematik yang perlu diambil bagi mencapai sesuatu keputusan dan mengelak daripada terjebak ke dalam kesalahan berfikir. Ulama silam telah menggunakan kaedah-kaedah ilmu Mantik untuk menolak serangan-serangan pemikiran yang cuba mengelirukan akidah dan pegangan umat Islam. Akidah Islam tetap kukuh dan utuh sehingga hari ini, walaupun diancam oleh pelbagai pemikiran menyeleweng Yahudi, Kristian, Ateis dan lain-lain. Oleh itu, berdasarkan kaedah-kaedah yang ditetapkan oleh ulama Mantik dalam perbincangan takrif, makalah ini cuba mengaplikasikan satu isu kontemporari terpilih, iaitu berkaitan penggunaan kalimah Allah swt oleh bukan Islam. Menerusi kaedah analisis kandungan, kajian mendapati bahawa kebenaran penggunaan kalimah Allah swt oleh bukan Islam akan melahirkan kecelaruan dalam pemikiran dan polemik yang tiada kesudahan. Malah ia tidak bertepatan dengan kaedah-kaedah ilmu Mantik yang telah disepakati oleh para ulama.

The Pseudo Thinking Profile of Senior High School Students In Solving Mathematical Problems Reviewed from Mathematical Ability

In solving problems, students often experience thinking errors, one of which is pseudo thinking. Pseudo thinking is errors of thinking, wherein the individual process of solving a problem it is not the result of real thinking. Mistakes of thinking like this need attention and must be immediately addressed so as not to impact on students' understanding of the next mathematical concept. This study is a descriptive exploratory with a qualitative approach, aims to describe and explore the pseudo thinking profile of high school students with different mathematical abilities. The subjects in this study consisted of, one with high mathematical ability, one with moderate mathematical ability, and one with low mathematical ability. Data collection techniques were carry out by giving mathematics ability tests (TKM) and interviews. Data analysis was perform based on pseudo-thinking indicators (pseudo-right thinking and pseudo-wrong thinking). It was found that, subjects with high mathematical ability tend to be able to experience pseudo-right thinking and pseudo-wrong thinking. Subjects with moderate mathematical ability tend to be able to experience pseudo-right thinking, while subjects with low mathematical ability tend to be able to experience pseudo-wrong thinking.aKeywords: thinking mistakes, pseudo thinking, problem-solving, mathematical ability

Session 8: Thinking, Feeling, and Acting

This chapter provides information about the cognitive component of the Cognitive Behavioral Therapy Model of attention-deficit/hyperactivity disorder (ADHD). The identification of automatic thoughts and the relationship between thoughts, behaviors, and feelings is outlined. Information about various types of thinking errors/thinking traps is provided as well as instructions about how to begin to self-monitor thoughts and identify different types of thinking errors/thinking traps using a thought record.

Session 8: Thinking, Feeling, and Acting

This chapter provides information about the cognitive component of the cognitive behavioral therapy (CBT) model of attention-deficit/hyperactivity disorder (ADHD). The identification of automatic thoughts and the relationship between thoughts, behaviors, and feelings is outlined. Information about various types of thinking errors/thinking traps is provided, as well as instructions about how to begin to self-monitor thoughts and identify different types of thinking errors/thinking traps using a thought record.

Session 4: Thought-Challenging and Thought-Changing Skills

Session 4 builds on “Managing the Impact” coping skills by helping you learn to apply “Challenging Your Thoughts” skills to the stressful situations identified earlier and recorded on the “Thought-Changing Skills” Worksheet from the previous session. The goal of this session is to assist you in more accurately identifying those distortions in your assumptions, beliefs and thinking that underly distressful and uncomfortable emotions/feelings, which in turn can amplify unpleasant symptoms such as energy level and pain intensity. Common thinking errors such as hopelessness, catastrophic thinking, and mind reading are introduced and applied to your own identified automatic thoughts. This is followed by introducing strategies for challenging those often unsubstantiated and disabling thoughts that serve as barriers to setting goals, expectations, and motivation, which make it difficult to get your coping and lifestyle back on track.

Restrukturisasi Berpikir Siswa Melalui Pemunculan Skema dalam Menyelesaikan Soal Ujian Nasional Mata Pelajaran Matematika

Defragmentation of student’s thinking structures through scheme appearance to fix pseudo thinking student’s in solving problems HOTS test type for mathematics in the National Exam 2018. Pseudo Thinking happened because students did not reflect before answering, so students give the wrong answer. Pseudo thinking divided into false-pseudo thinking and true-pseudo-thinking. Hence, in this research to describe student’s structural thinking errors and the process of defragmentation of student’s thinking structures through scheme appearance to fix student’s pseudo thinking in solving problems of HOTS test type for mathematics in the National Exam 2018. This research is qualitative research with descriptive type. Researchers used three subjects to describe the defragmentation process of scheme appearance. The result of this research, all subjects experienced false-pseudo thinking and true-pseudo thinking. From the research, subjects can reveals that the process of scheme appearance that has been previously. So subjects can solve problems.

Cognitive Psychotherapy Techniques as a Means of Overcoming Negative Experiences of Students

Introduction. Today, cognitive therapy is one of the main methods of the cognitive-behavioral approach in psychotherapy, which is one of the leading areas of psychotherapy in the world. Cognitive psychotherapy effectively fights patients’ emotional and personal problems based on the assumption that the causes of a person’s psychological problems lie in thinking errors. Students and young people in general are one of those age groups that, due to a number of objective and subjective reasons experiences special internal conflicts and difficulties. The purpose of the article is to identify the negative experiences of students and the use of cognitive psychotherapy techniques when working with them. Materials and Methods. The solution of research problems was provided by a set of complementary theoretical (analysis of scientific, methodological literature on the studied problem, comparative analysis, comparison, generalization) and empirical (testing, forming an experiment, calculation of rank correlation coefficient) methods. Results. The following problems were identified that are sources of negative experiences among students: problems associated with professional identification; problems associated with disappointment in the chosen specialty; problems in interpersonal relationships associated with avoiding intimacy; problems in interpersonal relationships associated with a strong sense of jealousy; a number of specific problems associated with specific irrational ideas or cognitive distortions. The developed training of rational thinking and recommendations for improving the processes of psychotherapy, psycho correction and psychological counseling, which can be used by the psychological services of universities, are presented. Discussion and Conclusions. The expected effect of the implementation of psycho-therapeutic work based on cognitive therapy techniques is to reduce the level of anxiety, negative feelings of students, increase their self-esteem, which creates a favorable psychological basis for educational activities. The provisions and conclusions create the prerequisites for further studying the potential of cognitive psychotherapy in the practical aspects of normalizing the psychological health of various social and age groups.

Kesalahan Konstruksi Konsep Mahasiswa pada Materi Himpunan dan Defragmentasi Struktur Berpikirnya

This research was conducted to identify errors in the construction of concepts and to know the form of defragmentation of students’ thinking structures on set material. Data collection was done by asking students to answer on the main test questions. Data were analyzed by data reduction, data presentation, and conclusion. The results of the research indicate that the errors in the construction of mathematical concepts of students on set material were: 1) pseudo-constructions in the form of true pseudo and false pseudo, 2) misconstruction, 3) misconnection, and 4) logical thinking errors. The forms of defragmentation or the process of rearranging the thinking structures of students who experience concept construction errors in the set were conducted by giving scaffolding and cognitive conflict.

Tools to Challenge Your Automatic Thoughts

This chapter covers the two remaining major steps in cognitive restructuring. The first of these is questioning whether automatic thoughts are really true. A list of all-purpose questions called “disputing questions” is presented. Some of these questions are particularly appropriate for automatic thoughts (ATs) with certain thinking errors, and others work for a variety of thoughts. The next step in the cognitive restructuring procedure is to develop a rational response, which is a statement that summarizes or highlights the key points a client has discovered working through the Anxious Self/Coping Self dialogue. Often the rational response is a shorthand reminder to stay focused and think more rationally. When people are in a situation that makes them anxious, they can repeat the rational response in their head as ATs arise.