Review And Reinforce: Fill & Download for Free

“Not allowed to talk to you for 24 hours?”First, before I rant about this craziness, a quick review of the psychology of behavior modification involving punishment.Negative punishment is the removal of a positive stimulus following an unwanted behavior, like losing the use of your phone (or in an extremely punitive case, emotional abandonment). Positive punishment involves the delivery of a negative stimulus, such as an electric shock or a spanking following the behavior.Both are somewhat effective, especially in animal training, but with too many side-effects to be very useful with humans.When the person punishing you is your therapist, who complicates things tremendously by saying some outside authority had decided she “wasn’t allowed to talk to you for 24 hours?” Wow.You simply do not create a healing environment for self-harming persons that way. The patient hurts themselves? Hurt them back. That’ll show them! Stop crying or I’ll give you something to cry about!Many people who self-harm are products of an emotionally invalidating environment involving abuse or abandonment or both. Intentional punitive abandonment by a therapist just piles it on.I know it may work, and the patient may reduce or even stop the self harming temporarily because the horror of abandonment is even worse than missing the relief the self-harm produces, but so what?The disorder isn’t self harm. That’s a symptom of something a lot deeper, and punitive abandonment, however time-limited and decreed by some outside authority, does not address underlying dynamics.It might “work.” Probably will, short term.I watched a master therapist working with a seriously self-harming patient. She was slightly cool and distant and very matter of fact about it all, until the patient started to ask for help to stop. At that point the master therapist leaned forward genuinely pleased, engaged with the client, and reinforced like crazy. In a sense it’s the same principle, but it’s treating the patient like a human, not a lab rat. People tend to respond well to positive reinforcement.

In my view, exam grades often come from a few significant variables:- your tackling or answering of the exam questions;- the specificity of your errors, if any;- your exam prep, and- even your study habits;To me, study habits account for the biggest chunk of all the variables.At the core, study habits also have a set of variables to contend with, notwithstanding the use of proven study tools like SQ5R and Cornell Notes, and even Index Card Strategy as ancillary strategy:- preview new lesson the night before class on the next day, with preliminary notes;- pay attention in class;- ask questions if in doubt;- take notes/make notes, and fill in the blanks of preliminary notes; upon completion, this initiative serves as class notes, probably incorporating lecture handouts, if any, as well as lab and field notes;- participate in class discussions and/or group-work;- recap, review and reinforce upon exit from class before the next class;- recap, review and reinforce at home within 24 hours;- institute lesson revision/rehearsal based on spaced and distributed practice of next 7 days/next 30 days/next 60 days/next 90 days/next 180 days until exam time;- prepare consolidated and summarised study notes for exam prep;- understand the Question Dissection Protocol [Please check out the Quora archives];I trust the foregoing scenario gives you a pretty good picture about what are the important contributory factors to exam grades!

After reviewing and reinforcing the basic Mathematical operations and the mechanics of stepwise solutions from Algebra I, the first semester of Alg II is generally devoted to functions, their behaviors, their graphic appearance, and how they can be used to model and solve real life problems.