Beltrán-Gabrie, A., Lira, D., Quezada-Scholz, V.E., Arriaza, T. (2021). Theory and Interventions in Cognitive Behavioral Therapy for Depression. In J.P. Jiménez, A. Botto, & P. Fonagy (Eds), Etiopathogenic Theories and Models in Depression. Springer. doi:10.1007/978-3-030-77329-8_6
[Abstract]The purpose of this chapter is to discuss how the cognitive-behavioral model understands the phenomenon of depression, and how this understanding translates into the development of clinically effective interventions. Cognitive behavior therapy (CBT) understands the psychological suffering of depression as part of an interactive process between behavior, thought, emotion, and context. Depending on the role that each of these dimensions plays in the expression of the problem, different techniques could be used, which can be focused on all or each of these components. We describe the etiopathogenesis of depression and its treatment. We review theories and basic research in the field of CBT and depression, as well as applied research that accounts for the efficacy of a wide range of CBT techniques in the treatment of depression, and an emerging field of research that is the search for mechanisms that explain change. The evidence is critically reviewed, advancing toward an integrative proposal of greater clinical utility.
[Citing Place (1988b)]  

Fargas-Malet, M., & Dillenburger, K. (2016). Intergenerational transmission of conflict-related trauma in Northern Ireland: A behaviour analytic approach. Journal of Aggression, Maltreatment & Trauma, 25(4), 436-454. doi:10.1080/10926771.2015.1107172
[Abstract]Intergenerational transmission of trauma describes the impact that traumatic events experienced by one generation have for the subsequent generation. In Northern Ireland, violent conflict raged between 1969 and 1998, when a peace process begun. This study explored to what extent (if any) parents’ experiences of the conflict influenced how children perceived life in this society. Parents completed a questionnaire, and their children drew 2 pictures, depicting Northern Ireland now and before they were born. Children’s behaviors and awareness of the conflict were influenced by their parents’ experiences and narratives, their age, gender, and school. Parental narrative about the violence was influenced by individual learning history, the child’s age and gender, and present circumstances. A behavior analytic approach is offered.
[Citing Place (1988b) in context]  

Lea, S. E., Wills, A. J., Leaver, L. A., Ryan, C. M., Bryant, C. M., & Millar, L. (2009). A comparative analysis of the categorization of multidimensional stimuli: II. Strategic information search in humans (Homo sapiens) but not in pigeons (Columba livia). Journal of Comparative Psychology, 123(4), 406. doi:10.1037/a0016851
[Abstract]Pigeons and undergraduates learned conditional discriminations involving multiple spatially separated stimulus dimensions. Under some conditions, the dimensions were made available sequentially. In 3 experiments, the dimensions were all perfectly valid predictors of the response that would be reinforced and mutually redundant; in 2 others, they varied in validity. In tests with stimuli in which 1 of the 3 dimensions took an anomalous value, most but not all individuals of both species categorized them in terms of single dimensions. When information was delivered as a function of the passage of time, some students, but no pigeons, waited for the most useful information, especially when the cues differed in objective validity. When the subjects could control information delivery, both species obtained information selectively. When cue validities varied, almost all students tended to choose the most valid cues, and when all cues were valid, some chose the cues by which they classified test stimuli. Only a few pigeons chose the most useful information in either situation. Despite their tendency to unidimensional categorization, the pigeons showed no evidence of rule-governed behavior, but students followed a simple “take-the-best” rule.
[Citing Place (1988b) in context]  

Reynhout, G., & Carter, M. (2011). Social Stories™: a possible theoretical rationale, European Journal of Special Needs Education, 26(3), 367-378. doi:10.1080/08856257.2011.595172
[Abstract]Social Stories™ are an intervention widely used with individuals with autism spectrum disorders (ASD). This paper discusses a possible theoretical rationale that might account for the purported efficacy of Social Stories™. Attributes of individuals with ASD in relation to Social Story intervention including difficulties with theory of mind (involving perspective taking and emotion perception), weak central coherence, visual learning style, intellectual ability and comprehension, and stimulus overselectivity are considered. In addition, behavioural explanations are explored. Probably the most parsimonious explanation is that Social Stories may be viewed as loose contingency contracts, which highlight natural reinforcers. It is noted however, that the possible underlying mechanisms remain speculative and that there may be many factors involved.
[Citing Place (1988b)]  

Thompson, T. (2017). Fort Skinner in the Desert: The Emergence and Dissolution of Arizona State University’s Behavior Analysis Program 1955–1970. Behavior and Social Issues, 26, 27–50. doi:10.5210/bsi.v26i0.7107
[Abstract]An innovative behavior analysis program was created, developed and matured, then unexpectedly imploded at Arizona State University between 1955 and 1970. The program included many who later became leaders in behavior analysis, and trained distinguished doctoral students. The conditions giving rise to the program in the first instance, and what caused the abrupt dissolution of the program in 1970 is the subject of this historical investigation. Consideration is given to more general implications of this series of events with possible lessons learned.
[Citing Place (1988b)]