Alle Publikationen
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2016
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(2016): Teilhabe als Befähigung? Der Capabilities Approach als Rahmentheorie der Sozialpsychiatrie?. In: Verhaltenstherapie und psychosoziale Praxis 48 (2), S. 327-335
Abstract: Mit dem Capabilities Approach (CA) wird eine sozialphilosophische Theorie vorgestellt und hinsichtlich ihrer Stärke als Rahmentheorie der Sozialpsychiatrie diskutiert. In einem Einblick in die Komponenten des Modells, das individuelle Handlungsspielräume und Gestaltungsspielräume konkretisiert, werden Einflussfaktoren auf reale Teilhabe im Gegensatz zu gegebenen Teilhabechancen illustriert. Auf der Grundlage des Modells werden Anknüpfungspunkte für sozialpsychiatrische Interventionen zur Stärkung der individuellen und gesellschaftlichen Potentiale und der individuellen Umsetzung von Teilhabe und Entscheidungsfreiheit verdeutlicht. Abschließend werden moralphilosophische Implikationen der CA-Theorie für die Sozialpsychiatrie diskutiert.
2015
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Lindner, Reinhard; Hummel, Jana (Hg.) (2015): Psychotherapie in der Geriatrie. Aktuelle psychodynamische und verhaltenstherapeutische Ansätze. 1. Aufl.. Stuttgart: Kohlhammer
2009
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(2009) : Proactive instructional strategies for classroom management In: Akin-Little, Angeleque; Little, Steven G.; Bray, Melissa A.; Kehle, Thomas J.; Akin-Little, Angeleque (Ed); Little, Steven G. (Ed); Bray, Melissa A. (Ed); Kehle, Thomas J. (Ed) (Hg.): Behavioral interventions in schools: Evidence-based positive strategies: Washington, DC, US: American Psychological Association (School Psychology), S. 141-156
Abstract: In this chapter, we do not attempt to reiterate the well-established literature on classroom structure. Instead, we introduce four proactive strategies teachers can implement during academic instruction to facilitate appropriate decorum and help a classroom run smoothly. Each strategy is an antecedent-based approach to preventing problems from occurring. Whereas consequent-based interventions require the problem behavior to occur before invoking the strategy (e.g., verbal redirect, time-out), antecedent-based approaches can be introduced without waiting for the problems to occur. The most common strategies include (a) proximity, (b) high rates of opportunities to respond, (c) high-probability requests (behavioral momentum), and (d) choice making. In the sections that follow, we define each of these strategies and document the effects of these interventions when used with students with or at risk for learning and behavior problems. While research has focused mostly on elementary school students, these techniques, with some possible modifications, should be appropriate for all grade levels and students in regular and special education classes. Finally, we conclude with a brief summary and discussion of the educational implications associated with employing antecedent-based, teacher-focused strategies for preventing problems from occurring. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
1997
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(1997): Maintaining professionalism in the face of emotional abuse from clients. In: Cognitive and Behavioral Practice 4 (1), S. 1-29
Abstract: Examines the characteristics of emotional abuse as experienced by therapists and presents methods by which clinicians can best maintain their professional decorum, responsibilities, objectivity, conceptual skills, and overall effectiveness. Therapists can facilitate their own staying on task, and reduce subjective levels of stress, by utilizing such self-help techniques as cognitive rehearsal, rational responding, assertiveness, and the use of social supports. These strategies help therapists to deal with patterns of hostile outbursts and boundary infringements from clients without feeling helpless and burned out and without terminating their clients prematurely out of desperation. Therapists can remain professional in managing emotionally abusive clients by making judicious use of documentation and supervisory consultations. Issues regarding appropriate termination of emotionally abusive clients are discussed in light of the ethical obligation not to abandon clients. The principle of 'therapist self-preservation,' which takes into account the therapist's need to consider his or her own well-being, along with the client's, is addressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Client Characteristics, decorum, Emotional Abuse, Emotionsforschung, Kognitionswissenschaften, Missbrauch, Professional Standards, Professionalism, science direct, self-help strategies & techniques for maintaining professionalism & issues regarding appropriate termination of emotionally abusive clients, Self-Help Techniques, Therapeutic Processes, therapists, Treatment Termination, Verhaltenstherapie 1974
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(1974): Behavioral appropriateness and situational constraint as dimensions of social behavior. In: Journal of Personality and Social Psychology 30 (4), S. 579-586. DOI: 10.1037/h0037037
Abstract: In the 1st of 2 studies, 52 undergraduates were required to judge the appropriateness of 15 behaviors in each of 15 situations in a behavior-situation matrix. Differences among behaviors, situations, and Behavior Situation interactions contributed substantial proportions of the total variance in judgments. The concepts of behavioral appropriateness and situational constraint were offered to account for the differences obtained among behaviors and situations, respectively. A 2nd study, using a new sample of 42 Ss and different methods of measurement, provided initial construct validity evidence for the concepts. Implications of these results for the construction of situational response hierarchies, the development of behavior and situation taxonomies, and causal attribution are discussed. (35 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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