Cognitive

In her the importance of the assertive procedures is indicated to treat psychological disorders of type and people who present/display inhibition, and includes the exercises that must be put in practice in this procedure which is enunciated in brief form next. 1. – The use to express the feelings. 2. – The use of the face expression.

3. – The practice to express an opposite opinion when it is of discord. 4. – The practice of the use of the first person. 5. – The practice to accept praises. – Lauge and Laurubowsvi (1976), Identify four basic elements for the assertive training.

a) To teach to people to differentiate between aggression and assertiveness, and the lack of assertiveness and educated being. b) To help the people to identify and to accept its personal rights as much as the other. c) To reduce the cognitive and affective obstacles, to be able to act assertively. (Ex: Irrational thoughts, feelings of fault, rage or excessive anxiety). d) To develop assertive abilities through active methods of practice. – Rich and Schroeder (1976), raise that diverse forms of training in assertiveness exist, between which they are: Constructive hierarchic presentation of situations of stimuli, moldeamientos, critics, game of rolls, test of rolls, retort of answers, practice of answers, allocation of tasks for the home, training in the vocal and postural analysis, exhortation, exaggeration of rolls, instructions, external reinforcing and autorreforzamiento. – Perez, E. (1985) considered that since does not exist a common package of training and in term of functionality, the training procedures can be classified in some of the following categories: 1. – Operations of acquisition of answers. Following the cause that produces the lack of assertiveness, it is recommended to use the procedure of lack of inhibition of the inhibited assertive answers, training in discrimination or learnings of new answers for intense emotional and cognitive situations, absence of ability to detect situations that respectively require effective answers or deficiency in the individual behavioural repertoire.

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