Get CI3T Self-Monitoring 2015-2024

Self-monitoring can begin with visual cues provided by the teacher and used in conjunction with a checklist of target behaviors. Advanced strategies include frequency counts, where students and teachers monitor the number of times a positive or negative behavior occurs, or a subjective rating scale.

An example of self-monitoring at work could include using a checklist to stay focused on the tasks you need to complete and observing how often you get off task with non-work related activities.

Self-monitoring is a practice in which clients are asked to systematically observe and record specific targets such as thoughts, body feelings, emotions, and behaviors.

Self-monitoring is a cognitive-behavioral counseling strategy in which clients keep records of their progress toward achieving treatment goals over the duration of the counseling intervention process, including when not engaged in counseling sessions (Cormier, Nurius, & Osborn, 2013).

Self-monitoring is a strategy that teaches students to self-assess their behavior and record the results. Though it does not create new skills or knowledge, self-monitoring does increase or decrease the frequency, intensity, or duration of existing behavior.

Self-monitoring is defined as a personality trait that refers to an ability to regulate behavior to accommodate social situations. People concerned with their expressive self-presentation (see impression management) tend to closely monitor their audience in order to ensure appropriate or desired public appearances.

Following an intervention, self-monitoring can be used to track how often a client uses a new strategy or adaptive coping technique, and how often the client now experiences problem symptoms. To understand the full potential of self-monitoring, consider ways in which it facilitates key mechanisms of change in CBT…