A good educational background provides a strong foundation for students to lead a successful life. Active learning in a classroom environment requires one to have adequate decision making and critical thinking skills. The skills mentioned above are highly influenced by the individual's ability to make choices. As Steffen (2013a) stated, not all options require advanced critical thinking, but when faced with such decisions, an individual may feel more confident if they trust their ability to make the right choices. Thus, learning guided through Cognitions of Choice (COC) is a viable way of enhancing productivity in the classroom through increased decision making. Moreover, people are not only faced with choices while learning but also in their day to day lives. The ability to make healthy choices can thus be an essential tool for career development.
Cognitions of Choice in a Learning Environment
Currently, the education system is programmed to focus on the content as opposed to advocating the need for understanding the meaning. Learners have become accustomed to focusing on their test results performances as opposed to enjoying the learning process for the joy it brings to personal development (Steffen, 2013b). However, "learning is a relational and integrative process and learning the skills to select and prioritize choices allows the learner to develop independence in learning and social functioning" (Steffen, 2013b, p. 1). Therefore, equipping students with the ability to make appropriate choices is one way to enhance their independence and social skills.
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COC uses a network of neural programming to enable people to achieve automatic thinking, mindfulness, critical thinking, and integrated life choices (Steffen, 2013a). Cognitions, in this case, are not only thoughts but also an individual's actions based on their pattern of thinking. According to Steffen (2013b), cognitions control our habits and, eventually, our life philosophy. Thus, COC for students could enable them to develop critical thinking and effective decision making in their studies, which ultimately promotes better understanding.
Developing choice-making skills through COC is a hierarchical process that involves three major stages. Steffen (2013b) proposed a COC paradigm which she believed would be useful in a classroom environment. The first level is the awareness mnemonic, that involves choices that trigger specific cognitive skills (Steffen, 2013b). Students tend to undergo various physical, emotional, and social changes as they grow. Consequently, it is essential to aid them in understanding the process of change for them to become more resilient learners.
The objective is to train them to avoid fear-driven response patterns and acquire positive engagement that results from congruency between thoughts, behaviors, feelings, and beliefs (Steffen, 2013a). Steffen (2013b) observed that COC offers a model for corrective training to help students develop better interactions with themselves and others while avoiding negative thoughts that may inhibit their emotional and intellectual growth. Level two of Steffen's paradigm is the application or action phase. It is a common phenomenon that being overwhelmed or stressed out may inhibit one's critical thinking. Choices are useful in enhancing creative thinking, which can equip one with a happy attitude as they learn.
As Steffen (2013a) noted, "the goal in this level is to develop an optimistic viewpoint and see oneself as having options that create desirable outcomes" (p. 3). Level three is the integrative phase that aims at instilling the student with conscious level thinking. That is, one goes beyond the basics to seek out a learning experience that enhances all aspects of intelligence. Notably, it is vital to ensure the students grasps the lower levels of choice-making, level one and two, before embarking on the final phase. The COC paradigm will ensure a student develops better choice-making habits that are essential to their learning.
Self-Reflection on Cognitions of Choice
As an individual, one has to make personal and professional choices daily. Understanding how to make appropriate choices during decision making can prevent unprecedented life experiences (Steffen, 2013a). Knowing the right timing for a specific action could be the difference between achieving or missing the desired goal. For instance, as a psychologist, it is crucial to understand the appropriate time to recommend a specific treatment for a patient. Exposure to information that guides one's choice-making is an essential tool for building a successful career.
Moreover, assisting patients in developing healthier choices impacts how they adapt and think (Steffen, 2017). The changes influence emotional functioning resulting in cognitive flexibility and emotional resilience, which increase the chances of recovery from treatment. As Steffen (2017) noted, "the remedy to despair and hopelessness is choice" (2017). Hence, equipping clients with healthy choice-making skills enhances their self-empowerment and their experience of freedom. Thus, COC is vital for a psychologist to improve their own decision making and to increase the chances of their patients' and clients' self-empowerment.
Relation with the Psychology Mission Statement
As a psychologist, it is vital to make choices that are neutral without any form of judgment. While practicing, a psychologist understands that when a client or patient seeks treatment, they are not aware of the options or ability to make choices (Steffen, 2013a). Thus, some of their mental issues or behaviors may be a result of poor decision making as a result of making the wrong choices. More importantly, one understands that unhealthy behaviors and thoughts are learned, so they can also be unlearned (Steffen, 2017). As a result, it is easier to view a client or patient as an outcome of their life choices as opposed to victims of a bad personality. In that case, a psychologist is in a position to assume a healthy neutral ground during counseling or treatment.
References
Steffen, C. E. (2013a). Building a Foundation for Confidence Thinking in the Acquisition and Development of New Choices. Faculty Scholarship (COE). https://commons.pacificu.edu/work/a5627a24-7615-40a8-9b97-011a827e4ef9
Steffen, C. E. (2013b). Universal Design of Instruction and Cognitions of Choice: An Integrated Approach to Learning. Faculty Scholarship (COE). https://commons.pacificu.edu/work/271f5b41-de33-40e6-bd3f-0f62a66abc26
Steffen, C. E. (2017) Integrative-Sustainability: A New Model for Wellness Psychology. DOI:10.13140/RG.2.2.33669.76006
