Definition suicide characteristic style--dichotomous thinking (either or choice; see no other alternative); constrictive thinking (magical solution) - struggles

with intellectual functioning - struggles with memory - struggles with adaptive skills low self-esteem grandiose thoughts blackouts (alcohol) confabulation paranoid thinking general decline in cognitive ability use of defense mechanisms cognitive errors characteristics: internal, spontaneous negative, distorted self-talk learned automatic thinking since childhood (influenced by experience, significant others)...can be changed abbreviated, almost always believed often framed with: "should", "musts", "ought-to" statements learned self-beliefs/messages --> persistent-self-perpetuating, repeat habitual themes 'selective abstraction' (tunnel vision) based on deep-seated beliefs and assumptions or interpretations of the world... from past experience you cannot alter these memory, learning rate, attention, generalization and maintenance, motivation - large # erros - attention to every detail - unable to screen out irrelevant info - inconsistent -slow, jery, uncoordinated 11) difficulty understanding / producing figurative language. (similes, metaphors, analogies) 12) difficulty with fluency (not just stuttering), confrontational naming & word finding. 1) inappropriate pragmatic and social behaviors 2) impulsivity and inflexibility with language & behavior 3) poor social problem solving 1. imaginary audience 2. personal fable: everyone knows this, i must live up to my reputation 3. idealism 4. indecision word finding difficulties disorganized communication difficulty talking to more than one person at a time failure to understand abstract language rigidity of though poor integration/synthesis of auditory or written material pragmatic violations of rules governing cooperative conversation intellectual rather than physical--the ability to think, learn and remember--and include mental processes such as comprehension, reasoning, perception, and decision making - attention - memory - reasoning and problem solving -knowledge -comprehension -application -analysis -synthesis -evaluation -they have average or above intellegence . - they have weaknesses in one or more areas .*attention, perception, memory, or thinking/ processing intellectual capability tends not to slow down(speed of processing and reaction time does), disruptions in memory, and

active minds maintain mental capabilities 1. large amount of errors 2. inconsistent attempts 3. repetition of effort allows for improvement strategies. 4. inconsistent performance 5. high degree of cognitive work, listening, observing, and processing feedback slow development trajectory, uneven profile with more deficits in executive functioning and working memory remarkable expand and improve average to above average intelligence, moderate to high levels of functional distress, able to identify thoughts and feelings, are not psychotic or disabled by present problems, willing and able to do homework, process information on a visual and auditory level, have inhibited mental functioning such as depression -may be gifted or have an intellectual disability -most have iqs in the low-average range -1% intellectual disabilities 2.5% gifted -22% held back -2/3 expressive/receptive language disorders -dropout rate 52% developmental delays reduced opportunity for incidental learning working memory, self- direct speech,and brain works fine. 9) difficulty identifying main ideas 10) difficulty with organizing information in spoken and written form 7) difficulty expressing complex thoughts 8) disruptions of recently learned linguistic skills due to memory deficit knowledge/available attention automatic vs. controlled mental processes mental interpretations of our experience delayed or uneven skills, difficulty structuring behavior, lack of sustained attention leading to limited/inflexible play repertoires, preference for structured materials, decreased imagination, decreased symbolic play and social interaction, decreased language, and increased observer play (will need more structure and external cues to develop play skills) 1) autistic 2) delusions affective deficits; face, sustained attention, energy, interest, visuospatial neglect, arousal mentally visualize what they seen imitates reality thought( magical thinking and pre-logical) directive, faulty thought processes, functional analysis (stimuli precedes and follows behavior) -over-reliance on rote memory -problems with theory of mind -problem solving challenges -most have iq in the low average range. -low self-control social skills -may have low reading skills - difficulties in math expressive and receptive language disorders -attention (orienting to a task, selective attention, sustained attention) -memory (difficulty remembering, generating and using strategies) -generalization

1) denial 2) rationalization 3) decreased self esteem 4) decreased self judgment 1) see it as a solution to their problems 2) poor problem solving skills 3) cry for help according to the transfer-appropriate processing theory, the type of practice that is best when a person is learning a skill is practice that requires the same type of cognitive processing activity that will be required in the test, regardless of the physical similarity between the practice and test 6-9 months emphasizes intellectual abilities, including learning, memory, language development, problem solving, and intelligence 5) difficulty with verbal abstraction and drawing conclusions 6) difficulty with sound productions related to dysarthria or apraxia of speech or both. often confuse reality, preschooler's often attribute human or life like qualities to intimate objects, concept of size and relationship are just developing, relationship between cause and effect is not yet well developed changes beliefs, attitudes, and automatic thoughts in order to change behavior promotes adaptive behavior uncover client's core beliefs that are overly rigid, concrete, or inappropriate to reduce client symptoms of dysfunction relatively short-term (8-16 sessions) problem-focused and therapist directed chang the way clients think infant (taste and touch) young child (unaware of consequences) magical thinking adolescent (invulnerable - peer approval) focuses on thinking. humans are designed to think and act because they think. reacts to their own perceived reality. limited realities are transcended by new ways of thinking. people are responsible for their choices through their own mental "programs". inspired by computer processing to simulate human processing.

Academic skills are learning is about

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strategies,

and time often

managementtools that help students learn and absorb school lessons. For most students, much access information. Teachers include academic skills in their lessons in order for students to really master certain concepts. These skills not only benefit the students when it comes time to take tests, but can also help in the future: solid study skills are essential for college success, for instance, and learning to balance multiple demands at once is valuable to many different career paths. Core Skill Areas Education around the world tends to focus on five primary areas: language arts, including reading and writing; mathematics; science; history; and technological literacy. Academicskills go

hand in hand with these core subjects, giving students the tools they need to deeply learn the key lessons of each discipline. Importance to Early Schooling Students are typically exposed to academic skills from a very early age, often without even realizing it. The practice of daily homework, for instance, helps elementary students learn how to manage their time. Reading and discussing a book chapter by chapter emphasizes the importance of breaking large assignments into smaller, more digestible chunks, and keeping a daily journal of thoughts or a lab notebook during a semester of chemistry reinforces the notion of note taking and self-review.

Social Competence Social competence refers to the skills necessary to be accepted and fulfilled socially. There is considerable evidence that social competence may present problems for some children with learning disabilities. Some aspects of social competence include:

peer relations: Peer relations is the extent to which same-age peers accept or reject other students; some students with learning disabilities have difficulties in relating well with their peers. self concept: Students with learning disabilities seem to have different levels of self-concept, or feelings of self-worth and -esteem in different areas. Their academic self-concept is often lower then their general or social self-concept. This fits with the characteristics of LD; individuals with LD have disparities between their general ability and their performance in academics; if they see themselves as O.K. in general but weak in academics, that is a pretty accurate self-evaluation. social skills: Social skills includes the skills to interact with others such as outgoing, initiating, and cooperating behavior. adult relations: Learning disabilities may effect a child's relationship with adults, most significantly teachers and parents. social perceptions: Children with learning disabilities may overlook or misinterpret social cues from others, causing them to display inappropriate or unexpected behavior. attributions: Attributions refers to people's ideas concerning the cause of events. These ideas influence social behavior. Students with learning disabilities may often attribute their successes and failures to factors such as luck or others' efforts rather than to their own efforts (e.g., working hard).

Motivation the energy or drive that gives behavior direction and focuscan be understood in a variety of ways, each of which has implications for teaching. Since modern education is compulsory, teachers cannot take students motivation for granted, and they have a responsibility to ensure students motivation to learn. Somehow or other, teachers must persuade students to want to do what students have to do anyway. This taskunderstanding and therefore influencing students motivations

to learnis the focus of this chapter. Fortunately, as you will see, there are ways of accomplishing this task that respect students choices, desires, and attitudes. Like motivation itself, theories of it are full of diversity. One perspective on motivation comes from behaviorism, and equates underlying drives or motives with their outward, visible expression in behavior. Most others, however, come from cognitive theories of learning and development. Motives are affected by the kind of goals set by students whether they are oriented to mastery, performance, failure avoidance, or social contact. They are also affected by students interests, both personal and situational. And they are affected by students attributions about the causes of success and failurewhether they perceive the causes are due to ability, effort, task difficulty, or luck. A major current perspective about motivation is based on self-efficacy theory, which focuses on a persons belief that he or she is capable of carrying out or mastering a task. High self-efficacy affects students choice of tasks, their persistence at tasks, and their resilience in the face of failure. It helps to prevent learned helplessness, a perception of complete lack of control over mastery or success. Teachers can encourage high self-efficacy beliefs by providing students with experiences of mastery and opportunities to see others experiences of mastery, by offering well-timed messages persuading them of their capacity for success, and by interpreting students emotional reactions to success, failure and stress. An extension of self-efficacy theory is expectancy-value theory, which posits that our motivation for a specific task is a combination of our expectation of success and how important or valuable the task is to us. Yet another related idea is self-determination theory, which is based on the concept that everyone has basic needs for autonomy, competence, and relatedness to others. According to the theory, students will be motivated more intrinsically if these three needs are met as much as possible. A variety of strategies can assist teachers in meeting these needs. Motives related to attributions Attributions are perceptions about the causes of success and failure. Suppose that you get a low mark on a test and are wondering what caused the low mark. You can construct various explanations for make various attributions aboutthis failure. Maybe you did not study very hard; maybe the test itself was difficult; maybe you were unlucky; maybe you just are not smart enough. Each explanation attributes the failure to a different factor. The explanations that you settle upon may reflect the truth accuratelyor then again, they may not. What is important about attributions is that they reflect personal beliefs about the sources or causes of success and failure. As such, they tend to affect motivation in various ways, depending on the nature of the attribution (Weiner, 2005). Locus, stability, and controllability Attributions vary in three underlying ways: locus, stability, and controllability. Locus of an attribution is the location (figuratively speaking) of the source of success or failure. If you attribute a top score on a test to your ability or to having studied hard, then the locus is internal; that is, being smart and studying are factors within you. If you attribute the score to the tests having easy questions, then the locus is external; in other words, your success is due to something outside of you. The stability of an attribution is its relative permanence. If you attribute the score to your ability, then the source of success is relatively stable by definition, ability is a relatively lasting quality. If you attribute a top score to the effort you put in to studying, then the source of success is unstable effort can vary and has to be renewed on each occasion or else it disappears. The controllability of an attribution is the extent to which the individual can influence it. If you attribute a top score to your effort at studying, then the

source of success is relatively controllable you can influence effort simply by deciding how much to study. But if you attribute the score to simple luck, then the source of the success is uncontrollable there is nothing that can influence random chance. Dr. Howard Gardner, a psychologist and professor of neuroscience from Harvard University, developed the theory of Multiple Intelligences (MI) in 1983. The theory challenged traditional beliefs in the fields of education and cognitive science. Unlike the established understanding of intelligence -- people are born with a uniform cognitive capacity that can be easily measured by short-answer tests -- MI reconsiders our educational practice of the last century and provides an alternative. According to Howard Gardner, human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. Each person has a unique combination, or profile. Although we each have all nine intelligences, no two individuals have them in the same exact configuration -similar to our fingerprints. To read about the benefits of MI and for tips on implementing MI in your classroom, visit the Tipssection. For additional MI resources, visit the Resources section. For Gardner, intelligence is:

the ability to create an effective product or offer a service that is valued in a culture; a set of skills that make it possible for a person to solve problems in life; the potential for finding or creating solutions for problems, which involves gathering new knowledge.

HOWARD GARDNER'S NINE MULTIPLE INTELLIGENCES: 1. Linguistic Intelligence: the capacity to use language to express what's on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence. 2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does. 3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don't just remember music easily, they can't get it out of their minds, it's so omnipresent. 4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting.

5. Spatial Intelligence: the ability to represent the spatial world internally in your mind -- the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences. 6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. 7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can't do, and to know where to go if they need help. 8. Interpersonal Intelligence: the ability to understand other people. It's an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other people. 9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.

Learning styles are different ways that a person can learn. It's commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Psychologists have proposed several complementary taxonomies of learning styles. But other psychologists and neuroscientists have questioned the scientific basis for some learning style theories. A major report published in 2004 cast doubt on most of the main tests used to identify an individual's learning style.

Types of Learning Styles Types of Learning Styles: The Three Main Types There are three main types of learning styles: auditory, visual, and kinesthetic. Most people learn best through a combination of the three types of learning styles, but everybody is different. Auditory Learners: Hear Auditory learners would rather listen to things being explained than read about them. Reciting information out loud and having music in the background may be a common study method. Other noises may become a distraction resulting in a need for a relatively quiet place.

Visual Learners: See Visual learners learn best by looking at graphics, watching a demonstration, or reading. For them, it's easy to look at charts and graphs, but they may have difficulty focusing while listening to an explanation. Kinesthetic Learners: Touch Kinesthetic learners process information best through a "hands-on" experience. Actually doing an activity can be the easiest way for them to learn. Sitting still while studying may be difficult, but writing things down makes it easier to understand.

9 Learning Style Myths Debunked by Gali Finkel, Mind360.com Thursday, October 14, 2010 In recent years, cognitive scientists have shown that a few simple techniques can reliably increase the benefits of studying. Gali Finkel, a product manager atMind360.com compiled a series of cognitive techniques that can give students, young and old, something many did not have before: a study plan based on evidence, instead of schoolyard folk wisdom. The series of 9 learning style myth-busters below is based on a recent review of a research about different learning styles, published in the journal Psychological Science in the Public Interest.

Myth 1: Hold to one study location. The right way: Change the room where you study, it improves retention. When the outside context is varied, the information is enriched and this reduces forgetting.

Myth 2: You cant improve your brain capacity for learning new things. The right way: By training your brain you can improve your attention, working memory and other cognitive skills, critical for learning (Brain Training Science for learning). Myth 3: Concentrate on developing just one skill at a time.

The right way: Vary the type of material studied in a single session - alternating, for example, among vocabulary, reading and speaking in a new language. Musicians practice sessions often include a mix of scales, and many athletes, too, routinely mix their workouts with strength, speed and skill drills. Myth 4: Children have specific learning styles The right way: Change the room where you study and improve retention. It is wrong to say that some are visual learners auditory learners, left-brain students, or right-brain ones. (Daniel T. Willingham, a psychologist at the University of Virginia). Myth 5: Study the same material twice, in back-to-back sessions. The right way: Study the material just once and do a practice test in the second session. Testing is a powerful tool of learning, rather than merely assessment. The process of retrieving an idea is not like pulling a book from a shelf; alter the way the information is stored - making it more accessible in the future (a study by Dr. Roediger and J. Karpicke). Myth 6: Focus intensely on a single thing. The right way: Study distinct but related skills or concepts in one session. Myth 7: Study math in repeating examples of one equation. The right way: Practice mixed problem sets, which includes examples of several types of calculations grouped together. When students face a list of problems, all of the same kind, they know the strategy to use before they even read the problem. With mixed practice, each problem is unique, which means kids must learn how to choose the appropriate method (published on the journal Applied Cognitive Psychology). Myth 8: Intensive immersion is the best way to master a new genre or creative work. The right way: Our brain picks up deeper patterns when seeing assorted material; it picks up whats similar and whats different about them, often subconsciously (experiment published in the Journal Psychology and Aging). Myth 9: Cramming leads to a better grade on a given exam. The right way: Study an hour of tonight, an hour on the weekend and another session a week from now: such so-called spacing improves later recall. When the neural suitcase is packed carefully and gradually, it holds its contents for far, far longer.