After taking time to reflect on Cognitive Behavioral Approach (CBA), it seems as though there are many things to keep in mind when working with them. CBA is very comprehensive, and as such, there are several things involved to successfully implement it (Yell, Meadows, Drasgow, & Shriner, 2013). Teachers need to be sure that they find the correct procedures within CBA model that really meets students’ needs. Moreover, the model selected for this approach needs to be monitored for effectiveness and committed to by everyone involved with the students’ education though out its use (Yell, Meadows, Drasgow, & Shriner, 2013). Correspondingly, teachers should take note of limitations within the model as well. This could help them find alternative methods
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CBI is used to help instruct students through gaining a better understanding of themselves. This is also a way to help students gain a better understanding of their environments as well as individuals around them. If a child becomes upset, they need a teacher or other support group member to help them identify why they are upset, by talking about what is going on in the situation. This gives the student a chance to reflect before reacting. Moreover, if an incident has already happened, a member of the group needs to help the student figure out why what happened turned out the way it did, and develop alternative options or behaviors for the next time it happens. Group members need to be able to model behaviors and other CBI platforms both verbally (talking it out) or physically (acting it out). This gives students both an auditory and visual aid when learning to develop self-control, self-talk, self-realization and other self-awareness skills. Moreover, everyone in the student success group could model the use of student’s CBI when dealing with their own issues. This helps the student see things from the other person’s perspective and supports the idea that the practice can be used on a variety of different situations. Once the student has caught on to the method, and can apply it to their own behaviors on their own, the student support group needs to let the student work things out by themselves. However, they can …show more content…
Negative thoughts, behaviors, and emotions can have a negative result on student social skills. Likewise, positive thoughts, behaviors and emotions can have a positive effect on social skills. In a way, this suggests that positive people live positive social lives. Feelings, thoughts, and behaviors do have an impact on each other. Students need to be able to realize this in order to help them control themselves in a socially acceptable way. If a student is upset because of something, it can cause them to act out and behave in a negative way, or become overwhelmed by something, even if it is completely different from the original issue. If a student has negative thoughts about their behaviors is can make them feel negatively about themselves or others. Moreover, thoughts also have the ability to effect emotions directly. When a student thinks something negative this can make them feel negative emotions. Correspondingly, if a student has positive thoughts, then they will more than likely experience positive feelings. These can be reflected by the behaviors or attitudes they use to words others and their environments. When students understand this, they can then apply it to how they self-monitor the way they interact with the world around them. However, students need to keep up their efforts of CBA
CBI is used to help instruct students through gaining a better understanding of themselves. This is also a way to help students gain a better understanding of their environments as well as individuals around them. If a child becomes upset, they need a teacher or other support group member to help them identify why they are upset, by talking about what is going on in the situation. This gives the student a chance to reflect before reacting. Moreover, if an incident has already happened, a member of the group needs to help the student figure out why what happened turned out the way it did, and develop alternative options or behaviors for the next time it happens. Group members need to be able to model behaviors and other CBI platforms both verbally (talking it out) or physically (acting it out). This gives students both an auditory and visual aid when learning to develop self-control, self-talk, self-realization and other self-awareness skills. Moreover, everyone in the student success group could model the use of student’s CBI when dealing with their own issues. This helps the student see things from the other person’s perspective and supports the idea that the practice can be used on a variety of different situations. Once the student has caught on to the method, and can apply it to their own behaviors on their own, the student support group needs to let the student work things out by themselves. However, they can …show more content…
Negative thoughts, behaviors, and emotions can have a negative result on student social skills. Likewise, positive thoughts, behaviors and emotions can have a positive effect on social skills. In a way, this suggests that positive people live positive social lives. Feelings, thoughts, and behaviors do have an impact on each other. Students need to be able to realize this in order to help them control themselves in a socially acceptable way. If a student is upset because of something, it can cause them to act out and behave in a negative way, or become overwhelmed by something, even if it is completely different from the original issue. If a student has negative thoughts about their behaviors is can make them feel negatively about themselves or others. Moreover, thoughts also have the ability to effect emotions directly. When a student thinks something negative this can make them feel negative emotions. Correspondingly, if a student has positive thoughts, then they will more than likely experience positive feelings. These can be reflected by the behaviors or attitudes they use to words others and their environments. When students understand this, they can then apply it to how they self-monitor the way they interact with the world around them. However, students need to keep up their efforts of CBA