Social Learning/Cognitive Family Therapy Emphasis on learning and performance of skills and related belief systems

Promotes Resiliency by Addressing the risk factors related to belief systems, family coping strategies, and family interaction patterns Supporting protective factors by addressing belief systems and organizational patterns, and offering role models

Promotes resiliency con’t Belief systems-replace negative beliefs with a sense of self-efficacy, beliefs that promote use of appropriate coping strategies, promoting hope and courage, addressing negative beliefs from the past, allowing people to access sources of help

Theoretical Background Basic Themes learn new skills, perform more effective behaviors modify beliefs

Major Tenets Behavior is learned People learn from social context how people behave and how others are likely to respond Belief systems influence learning and performance of behavior Individuals behave to maximize rewards The behaviors that people demonstrate are the productss of their learning context People anticipate that the behavior that they demonstrate will accomplish for them—this applies as much to the suicide bomber as to the person who works hard for a raise This anticipation is based on their own experience of those of their models (vicarious reinforcement).Behavior is thus logical within the context Consistent and immediate reinforcement is effective in influencing behavior. Inconsistent reinforcement is effective in maintaining behavior. Educationing clients about the process of learning and performance and the role of belief systems is valuable

Theoretical Background Began with the behaviorist tradition that examined how behavior is promoted through reinforcement system (contingencies) Operant conditioning model of voluntary behavior --positive —increase, negative— increase, punishment-decrease, extinguish— decrease after initial increase Contingency contracting with couples

Theoretical framework con’t Social learning paradigm—examined how behavior is learned as well performed Role of the modeling process as a way of learning behavior, Importance of the thoughts of the individual in terms of the learning and performing process Expectancies influence performance Self-efficacy—belief can carryout behavior

Theoretical Framework con’t Cognitive theory paradigm—examine role of belief systems that influence behavior— shaped by family, culture, individual experiences Social learning-Cognitive inherently a positive model—if a person can learn one behavior, can learn another more positive one

Goals of Treatment promote family functioning by helping members learn appropriate skills, promote a motivation system that encourages members to perform behavior that meets the needs of family members, address the belief systems that foster effective behavior by family members

Parents as teachers for their children –setting patterns for the next generation

Role of the Family Counselor Coach Help learn new behavior, opportunities for practice, offer feedback, and motivates to perform Provides a model of new skills, helps modify cognitions to promote learning and performance

Assessment Identify is issue in the area of Lack of appropriate skills Motivation (why bother?) Signaling system (who me?) Beliefs (not my job) Value of joint effort with family

Treatment Process Build on the identified nature of the problem Identify positive changes Strategize for success Realistic, specific, positive Educate the family about the learning process Help family members develop needed new skills Build on ways to generalize new skills Help families reinforce positive behavior

Social Learning/Cognitive Applications Parent child relationships Parents helped to learn new skills and ways to reinforce them Communication skills –verbal and nonverbal Issue of anger control Problem solving