Behavioural Therapy 1201486104204083 3

BEHAVIOUR THERAPY
Used to help clients acquire new coping skills, improve communication, or learn to break maladaptive habits and overcome self-defeating emotional conflicts (Corsini and Wedding, 2000).
The behavioural therapist/counsellor focuses on interpreting the client's behaviour, emphasising a collaborative and positive relationship with the client and values the use of objectivity to assess and understand the client.
CONTENTS
Learn to analyse the client's needs using Behaviour Therapy in counselling practice; Apply the theoretical principles of this therapy including different types of learning, personality development, and steps of treatment; Evaluate the limitations and challenges of Behaviour Therapy.
BACKGROUND OF BEHAVIOUR THERAPY

History had its beginnings in the early 1900s Became established as a psychological approach in the 1950s and 1960s. a number of people that that have contributed to the development of behaviour therapy: 1. Ivan Pavlov (1849 1936) 2. John B. Watson (1878 1958) 3. B.F. Skinner (1904 1958) 4. John Dollard (1900 1980) & Neal Miller (1909 2002) 5. Joseph Wolpe (1915 1977)
BACKGROUND OF BEHAVIOUR THERAPY

Current focus Has moved towards a more collaborative treatment with other therapies and as such this has meant a more applicable approach (Seligman, 2006). Five models incorporating the behavioural approach.: 1. Applied behavioural analysis- Focuses on how environmental events affect behaviour. 2. Neo-behaviourism- Focuses on conditioning and learning. 3. Social Learning theory- Focuses on the interaction of cognitive, behavioural and environmental factors that affect behaviour. 4. Cognitive-behavioural theory- Focuses on how cognitions affect behaviour and implements both cognitive and behavioural techniques. 5. Multimodal therapy- Integrates strategies from a wide range of approaches including behaviour therapy.
. MAIN CONCEPTS
1. 2. 3.
The main concepts of the behavioural approach take the form of different types of learning; classical conditioning, operant conditioning and social learning. Table
CLASSICAL CONDITIONING
A type of learning when an unconditioned stimulus (UCS) such as food produces an unconditioned response (UCR) such as salivation. If a neutral stimulus such as a bell is then paired with the UCS to get the UCR and this is repeated, the neutral stimulus will create the response of salivation. The neutral stimulus is now the conditioned stimulus (CS) and the response is a conditioned response (CR).
1 DEMONSTRATES THIS PROCESS (EXTRACTED FROM MCLEOD, N.D.B).

FIGURE
OPERANT CONDITIONING
Also known as instrumental learning) the process whereby learned responses are controlled by the consequences (Weiten, 2007) There are two main processes involved in operant conditioning Reinforcement Punishment occurs
REINFORCEMENT
occurs when a response is strengthened by an outcome. There are two types of reinforcement, negative and positive reinforcement. Positive reinforcement occurs when a behaviour is strengthened by a positive reward (see Figure 2). For example, a child behaves well at the shops so is given a chocolate as a reward. This reinforces the good behaviour at the shops. Negative reinforcement occurs when behaviour is strengthened by the removal of a negative stimulus (see Figure 2). For example, doing a relaxation exercise when stressed. The relaxation exercise (response) reinforces this behaviour as the stress (aversive stimulus) has been removed.
PUNISHMENT
when a response to behaviour decreases the likelihood of the behaviour reoccurring (Weiten, 2007). There are also two types of punishment, negative and positive punishment. Positive punishment occurs when an aversive response to behaviour is used and therefore the behaviour is less likely to occur (see Figure 2). For example, a child is given chores when he or she has been naughty. The child therefore, has been given a punishment to reduce the likelihood of the bad behaviour continuing. Negative punishment occurs when something is taken away and therefore decreases the likelihood of the behaviour reoccurring (see Figure 2). For example, a person fails to secure a bike and this leads to the theft of the bike. This therefore decreases the likelihood of the person leaving property unsecured in the future.
STIMULUS CONTROL
Be used to affect the outcome of behaviour. Unlike reinforcement and punishment which are applied after a behaviour, stimulus control precedes the behaviour but also effects the outcome of a behaviour. The following is an example of how stimulus control works
EXTINCTION
occurs when reinforcers are withdrawn or no longer available (Sharf, 2004) For example if a child has learnt through getting a chocolate every time that he or she has to be good at the shopping centre (positive reinforcement) and then is no longer given the reward of the chocolate, the good behaviour may be extinguished
GENERALIZATION
occurs when one stimuli is reinforced, it increases the likelihood of the behaviour being transferred across to a similar stimuli (Sharf, 2004). For example, an individual that comes to counselling who is praised for completing a homework task is more likely to work hard to complete other homework tasks due to being praised for the first task.
DISCRIMINATION
Discrimination is the opposite of generalization and occurs when similar stimuli/behaviours are reinforced differently and therefore the individual responds to similar stimuli differently. For example, an individual learns how to discriminate how to respond to something someone has said by the tone of his or her voice and who it is that is saying it.
SOCIAL LEARNING
Social Learning (or modelling) occurs when an individual (or animal) responds a certain way due to having observed the behaviour previously. Social learning is an extension of classical and operant conditioning in that an individual is conditioned indirectly by observing anothers conditioning. For example, a child observes his or her older sibling setting the table for their parents. The older child receives praise for setting the table. The younger childs own tendency to set the table for the parents is reinforced as a result of the praise the older child receives (Weiten, 2007).
GENERAL IDEAS ABOUT PERSONALITY DEVELOPMENT

1. 2. 3.
Seligman (2006) has identified three basic building blocks of personality that people are born with: Primary drives Specific reflexes Innate responses to particular stimuli The primary drives of an individual relate to drives such as toward food and warmth. Specific reflexes refer to processes such as sucking and blinking, and innate responses include behaviours such as reacting to pain (Seligman, 2006). Behavioural theorists believe that personality is shaped by learning and unlearning throughout the lifespan. They also believe that the environment in which a child is brought up in influences the personality of the individual. An example of how personality is developed through the eyes of a behaviourist is of self-efficacy. Selfefficacy refers to the way one believes in ones ability. High self -efficacy is often the result of responsive behaviour by parents, non-punitive techniques, and a warm family environment (Weiten, 2007).
The Steps of Treatment such as: o Identifying the problem o Negotiating goals o Behavioural techniques o Implementing the plan o Assessing progress o Continuing the process
Applications of the behavioural approach,
Evaluation of limitations of Behaviour Therapy

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BEHAVIOUR THERAPY

BACKGROUND OF BEHAVIOUR THERAPY

BACKGROUND OF BEHAVIOUR THERAPY

1 DEMONSTRATES THIS PROCESS (EXTRACTED FROM MCLEOD, N.D.B).

GENERAL IDEAS ABOUT PERSONALITY DEVELOPMENT

Applications of the behavioural approach,

Evaluation of limitations of Behaviour Therapy

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