Schema-focused model

In summary, there is a wide range of treatment interventions which aim to change the dysfunctional cognitions and behaviours associated with the patterns of over-commitment, which can lead to the individual becoming burned out. However, while these standard CBT interventions have been found to be helpful when the dysfunctional beliefs and behaviours associated with bum-out are flexible and of moderate severity, they have not been found to be effective with more extreme, rigid and inflexible beliefs and behavioural patterns. Unfortunately, the patterns of over-commitment described in this section are often chronic and entrenched. Where this is the case, the use of a more in-depth schema-focused approach to therapy is recommended (as outlined in Part 3 of this book). In particular, a schema-focused model of burnout and a case study illustrating the use of schema therapy to treat burnout can be found in Chapter 15. 

The model presented in Figure 12.2 integrates the dynamic schema model developed by Price (2002) with the traditional Beckian model of stress (Beck 1987 Beck et al. 1985) outlined in Chapter 1 and Young s schema-focused model (Young et al. 2003) presented earlier in this chapter. The model places particular emphasis on the re-enactment of early maladaptive schemata (EMS) and behavioural coping strategies in the context of the workplace in the causation and maintenance of occupational stress. 

Figure 12.2 A schema-focused model of occupational stress.

The remainder of this book focuses on these critical issues. In the chapters that follow, I explain the theory and model of schema development that have guided my research, and I describe a number of experimental studies designed to test specific aspects of the theory in the domain of arithmetic story problems. Underlying these chapters are two important premises First, the study of the schema will yield theoretical findings of value to the study of cognition, and second, the schema is the means by which theory can guide practice. With respect to the latter premise, the schema has the potential of being a theoretical construct with practical appli-... 

In several different ways, we can look at competency. On the one hand, we might try to evaluate the competency with which an individual applies any one of the four schema knowledge components. Thus, we might focus on rapid and accurate recognition, efficient use of mental models, and suitable goal setting. On the... 

Relatively few attempts have been made to model schema acquisition and use. To be sure, the interpretation of a number of models depends upon the concept of a schema, but the structure of the schema itself is not part of the model. Consequently, to look at existing models of schemas we must broaden our view so that it encompasses not only explicit schema models but also models that are similar to those presented in the next few chapters but that are not focused on schemas. These latter models are models of learning, performance, and recognition. They tend to be either production system models or connectionist models. 

Rumelhart et al. posit that the appropriate level of PDP modeling is lower than the level of schemas. Thus, they focus on the microlevel and examine features much smaller than the schema. They define schemas as generalized concepts and stress that schemas must have great flexibility. They argue that a dilemma exists between the need for schemas to be structures of the mind and the need for them to be malleable (Rumelhart, Smolensky, et al., 1986, p. 20). In their view these two needs are nearly irreconcilable. 

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