The idea of Mode Deactivation Therapy (MDT) was derived from Beck (1996) and Alford & Beck (1997) and their decision to expand the tenets of cognitive behavioral therapy into more global constructs they called ‘modes’.
The process of moving MDT from theory to practice included an adaptation of Linehan's (1993) Dialectical Behavioral Therapy (DBT). MDT approaches the child's beliefs and behaviors through techniques similar to Linehan's notion of finding the grain of truth and validating them rather than challenging the cognitive distortions. The other major similarity between DBT and MDT is the use of balancing the dichotomous or dialectical thinking of the client.
Functional Analytic Psychotherapy (FAP) (Kohlenberg & Tsai, 1993) theory states that people act based on reinforcement contingencies. Although FAP takes into consideration that cognitions are involved, the focus is on the deeper unconscious motivations that were formed as a result of past contingencies. Perception is based on past contingencies, therefore reality and the concept of reality reflect what has been experienced in the past. Considering reinforcement history in the context of a person provides the MDT-informed clinician with a more complete assessment of the specific behaviors of that person.
Cognitive Behavioral Therapy (CBT) often fails with these youngsters as it is viewed by “arguing”. They do not respond to being in a perceived one-down position, no matter how aligned they are with their therapist. They perceive the therapist as another person attempting to change them from a system of defenses that has been developed to protect them.
Dialetical Behavioral Therapy is often too unstructured to be developmentally appropriate for younger adolescents, or children and adolescents who have cognitive or neurological impairments. When emotionally activated, the adolescents have difficulty “un-charging” their emotions enough to self-soothe or use distraction.
Acceptance and Commitment Therapy (ACT) is an empirically based intervention that uses acceptance and mindfulness along with commitment and behavior change strategies to help clients learn how to make healthy contacts with thoughts, feelings, memories and physical sensations that caused them fear or discomfort. ACT is based on Relational Frame Theory, which was developed by Steven Hayes and colleagues. ACT techniques such as, acceptance, mindfulness and defusion are cornerstones of current MDT practice.
Clearly an adaptation is necessary. The children we treat have long histories of sexual, physical, and/or emotional abuse. Often they respond in ways that are interpreted as characteristic of personality and/or conduct disorders. These are youngsters that may respond by committing sexual offenses, aggressive acts, and/or other aberrant behaviors. MDT is a methodology that addresses dysfunctional schemas through systematically assessing and restructuring underlying compound core beliefs - beliefs that often found their genesis in trauma experiences.
The theoretical underpinnings of MDT are based on the concept ‘modes’ which specifically suggest people learn from unconscious experiential and cognitive structural processing components. To change behavior of individuals there must be a restructuring of the experiential components and a corresponding cognitive restructuring of the structural components. The dysfunctional experiential and structural learning (conscious and unconscious) develop dysfunctional schemas that generate high levels of anxiety, fear, general irrational thoughts and feelings, as well as aberrant behaviors. This system is self-reinforcing and protected by the development of a conglomerate multiple clustered compound core beliefs - often interpreted as burgeoning personality disorders.
Mode Deactivation Therapy includes centering, imagery and relaxation techniques (mindfulness) to facilitate cognition. This is followed by balance training, which teaches the youngster to balance his perception and interpretation of information and internal stimuli. MDT is built on the mastery system for youngsters. They move through a workbook at the rate of learning that accommodates their individual learning style. The system is designed to allow the youngster to experience success prior to undertaking more difficult materials.
Physicians are on the medical staff of The Apsche Center, but, with limited exceptions, are independent practitioners who are not employees or agents of The Apsche Center. The facility shall not be liable for actions or treatments provided by physicians.
Model representations of real patients are shown. Actual patients cannot be divulged due to HIPAA regulations.
The signing ceremony between APSCO and Northwestern Polytechnical University (NPU) on Agreement for Cooperation on Degree Education Programs
The second Summer Camp of APSCO Student Small Satellite Project held in Ankara, Turkey on July 30, 2018
Following the education and training programme of the APSCO Student Small Satellite (SSS) Project, and capitalizing on the achievements of the First Summer Camp held in Beihang University, Beijing, China, during summer of 2017; the Second Summer Camp, co-organized by APSCO and Middle East Technical University (METU), duly supported by TUBITAK-UZAY, kicked-off on July 30, 2018 in Ankara, Turkey. Over 40 registered participants from all APSCO Member States, and 15 more local students joined the course. Most of the participants were master students pursuing major in aerospace engineering.
At the opening ceremony, welcome speeches were made by Deputy Director of UZAY, Dr. Erdal Yılmaz, Director General of APSCO, Dr. Mohammad Ebrahimi Seyedabadi, Chairperson of Aerospace Engineering Department of METU, Prof. Dr. Ozan Tekinalp and the Vice President of Beihang University, in his capacity as the SSS Project lead, Prof. Dr. Huang Haijun. They all welcomed the student and faculty teams and shared the views of their respective institutions and the contributions made to the summer camp and wished all participants a wonderful and fruitful experience.
The Deputy Director of UZAY, Dr. Erdal Yılmaz, met with APSCO delegation and team leaders of each Member States’ team at UZAY premises, and briefly explained the history of UZAY and the current space projects and activities. He also expressed his high appreciation on the summer camp activity and reiterated the strong support on behalf of Member State Turkey.
The second summer camp of SSS Project was organized for three weeks; concentrating on detailed development of technologies in the micro/nano satellite platform/subsystems including the EPS, OBDH, ADCS, Structure & Mechanism, Thermal Control, etc. Most of the courses were hands-on format and took place in laboratories with testing facilities. Participants were divided into eight groups working under the guidance of mentors. After each course, a presentation on selected topics was made by selected members of each team during the entire program. The relavent technical visit was also arranged by TUBITAK-UZAY during the weekend.
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