Cognitive Triangle-MOdule 4 [Autosaved].ppt
- 2. Success Criteria Aim • Statement 1 Lorem ipsum dolor sit amet, consectetur adipiscing elit. • Statement 2 • Sub statement Success Criteria Learning Objective • Analyze the meaning of thoughts, feelings and behaviour. (Cognitive) • Illustrate and share the connection between thoughts, feelings and behaviour. (Affective) • I can discuss and describe a range of thoughts, feelings and behaviours. • I can discuss the impact negative thoughts can have on ourselves and others. • I can turn negative thoughts into positive thoughts. This resource is fully in line with the Learning Outcomes and Core Themes outlined in the PSHE Association.
- 3. What are thoughts, feelings and behaviours? How do thoughts, feelings and behaviours influence each other?
- 4. Thoughts Thoughts are ideas, attitudes or perception about things The act of thinking about something to form ideas and opinions, or an idea or opinion produced by thinking
- 5. Feelings Feelings are emotions such as happy, sad, mad, frustrated, surprised, anxious, etc. They can be experienced in varying degrees of intensity and usually have a physical sensation attached. For instance, people will describe anxiety as having butterflies in their stomach. If someone is angry they may feel tightness in their chest.
- 6. Behavior As it's defined in psychology, behavior is the way a living organism externally reacts in response to its environment. To manage the actions of (oneself) in a particular way Is the range of actions and mannerisms made by individuals, "behavior is the internally coordinated responses (actions or inactions) of whole living organisms (individuals or groups) to internal and/or external stimuli"
- 7. The Skinner Box Do you remember receiving gold stars for good behavior as a child? Receiving praise and treats may have encouraged you to adjust or maintain your behavior to increase your chances of earning more rewards. This type of behavior modification was famously studied in B.F. Skinner's Skinner Box experiments. In these experiments, the behavior of a rodent, usually a lab rat, is modified by controlling the consequences elicited by each behavior. For example, a rat may be rewarded with food every time it presses a lever. This will result in the rat pressing the lever more frequently. Alternatively, a behavior could be punished by administering a shock or loud noise to the rat. This punishment would result in the rat's behavior being reduced.
- 8. Situation No.1 A YOUNG GIRL IS WALKING DOWN THE HALLWAY AT SCHOOL WHEN SHE NOTICES A GROUP OF GIRLS GLANCE AT HER AND START LAUGHING. WORRIED THEY ARE MAKING FUN OF HER SHE STARTS TO FEEL TEARS IN HER EYES AND DASHES AWAY. Using the model we’re discussing here, this is one way we could break this situation down: Thoughts: “They are making fun of me,” “They don’t like me.” Feelings: Ashamed, upset, hurt Behaviors: Dashing away and crying
- 9. Let’s look at an example of a negative thought someone might have and how that thought might make them feel. Oh no, it’s our class assembly today. I hate speaking in front of people. How do you think this thought will make the person thinking it feel? What emotion will they experience, connected to this thought? Thoughts, Feelings and Behaviours
- 10. Thoughts, Feelings and Behaviours Think about the negative thoughts that you have just written and look at the feelings words below. Think carefully about one of the negative thoughts and decide which feelings word best describes how you would feel if you had that negative thought. Write the word next to the thought. angry nervous worried frightened overwhelmed tearful jealous stressed embarrassed Different thoughts we have can trigger a range of emotions.
- 11. Positive and Negative Thoughts Task 1 You will need a sheet of paper, folded in half. On one side, you are going to write as many positive thoughts as you can that someone might have in the morning, before school. On the other side, you are going to write as many negative thoughts as you can that a person might have in the morning, before school. For now, just focus on the thought, rather than how the person might be feeling, or what they might do.
- 12. The thoughts we have can make us feel a certain way. And the way we feel can affect our actions (what we decide to do). The child who is not looking forward to speaking in the class assembly is probably feeling nervous, worried, anxious and even frightened. How might these feelings affect their actions? What might they do? Why might they behave in this way? Thoughts, Feelings and Behaviours
- 13. There are lots of things that might happen when someone is feeling nervous or anxious. Something that often happens is that the person avoids doing the things that make them feel that way. The child in our example might decide they simply cannot speak in the class assembly, so they don’t participate. This is called avoidance and it doesn’t help in the long run. If we keep avoiding things that make us feel bad, then we never get better at doing them and we don’t allow ourselves the chance to build confidence. The way we feel can influence our behaviour. Thoughts, Feelings and Behaviours
- 14. The Cognitive Triangle What does cognitive mean? The word cognitive means to do with the process of thinking and other mental processes – that means things we do with our minds. Our cognitive functioning includes memory, judgement, reasoning and emotional responses.
- 15. The Cognitive Triangle Our thoughts, feelings and behaviours are all closely linked and each one affects the other two. It can be shown in a diagram using a triangle. Thoughts Behaviours Feelings
- 16. Human Brain Anatomy and Functions
- 17. The Cognitive Triangle Let’s look at the example of the child and the class assembly. I really can’t speak in the class assembly today. I won’t join in with the assembly today. I feel nervous and sick. I’ve never done this before, so I can’t do it. What if I am sick on stage? I never want to feel like this again, so I won’t ever do it.
- 18. The Cognitive Triangle • What impact has this negative thought had on the child and their behaviour? • Will anyone else be affected by this child’s behaviour? • Will it help the child next time they are faced with a similar situation? Impact on self Impact on others
- 19. The Cognitive Triangle This cognitive triangle can be positive or negative. If it is negative, it can be hard to break the cycle. Recognising that we are having negative thoughts and how they are impacting on our feelings and behaviour is the first step to changing it into a positive triangle. Negative thoughts, feelings and behaviour Positive thoughts, feelings and behaviour
- 20. The Cognitive Triangle You are all now going to have a go at fitting a scenario into the cognitive triangle – thinking about how our thoughts, feelings and behaviours can all be linked and can affect each other. Choose a scenario Use the sheet to write down the thoughts, feelings and behaviours that the person in the scenario might experience.
- 21. Scenarios
- 22. Scenarios
- 23. Scenarios
- 24. Scenarios
- 25. Reflection Think of a scenario in your own life. It might be happening now or it could have happened in the past. How did you react? Can you construct a cognitive triangle for this? How would your understanding of the cognitive triangle help you in this or a similar situation?