STOP! THINK!! ACT!!!
Improving Behavior Through Cognitive Intervention. FACILITATOR'S MANUAL
by
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The concept of Cognitive Intervention teaches the participant to notice and observe their own thoughts as they think them. The emphasis is on cognitive patterns (thoughts, rather than feelings or perceptions), not because feelings and patterns of perception are unimportant, but because thoughts are most directly within the participant’s immediate control. By changing their patterns of thinking, participants can indirectly control their patterns of perception and feeling.
The basic idea is that some individuals have developed set patterns of thinking, feeling, and perceiving that support their behavior. These patterns serve to justify misbehavior in the minds of certain individuals and make future misconduct practically inevitable.
The process of self-change is based on this cognitive concept of misbehavior. Habitual patterns of thinking, feeling, and perceiving form a large part of a person’s immediate experience of the world, and these patterns are to a large extent within their ability to control. People can change their behavior by changing their patterns of thinking, feeling and perceiving. As simple as this may sound its effect is far reaching.
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About the Book
The Facilitator's Manual is a unique book as it focuses on the type of individual that will make "STOP, THINK, ACT" program a success.
It is very important to develop this key element, the facilitator, since no matter how good the program is, it will fail if the facilitator is not credible and the only goal he has is to make the participants happy becoming their victim.
The manual models the type of person needed for such an ambitious but achievable task of improving behavior through cognitive intervention.
He is guided step by step to deal with different types of participants, to be aware of their reality, their emotions, their feelings.
The book also identifies problems and obstacles that might hamper the group dynamics and how to deal with those hurdles.
The facilitator develops positive self-concepts, tools for problem solving, creative abilities and acceptable alternatives for the interaction with participants.
As a result, the facilitator should be able to explain a wide range of behaviors in cognitive terms and to understand the process of cognitive change.
The facilitator would have applied the techniques of cognitive change on himself, targeting some of his own behaviors, identifying his own thinking patterns, and applying his own cognitive intervention.
About the Author
Norma I. Grisoni was born in
She has been a school principal for 10 years and a training analyst for Ford Motor Company for 12 years.
She worked as a probation officer
for
She has developed 2 workbooks on cognitive intervention for both youth and adults and a manual for the facilitator.
Norma has facilitated cognitive
intervention groups for four years and has graduated over 700 students involved
in her program through
She has attended cognitive
intervention trainings at Nic in