© 2011 Brooks/Cole, A Division of Cengage Learning Chapter 8 Behavioral Counseling When all else fails, I become a behaviorist. Howard Gardner

© 2011 Brooks/Cole, A Division of Cengage Learning Chapter Objectives After reading this chapter, you should be able to: Outline the development of behavioral theory Explain the theory of behavioral counseling Discuss the counseling relationship and goals in behavioral counseling Describe assessment, process, and techniques Demonstrate some therapeutic techniques Clarify the effectiveness of behavioral counseling

© 2011 Brooks/Cole, A Division of Cengage Learning B.F. Skinner Academic background: studied literature at Hamilton College (considered himself a failure) entered Harvard to study psychology master’s in 1930 and PhD in experimental psychology in 1931

© 2011 Brooks/Cole, A Division of Cengage Learning B.F. Skinner Professor at Harvard from 1948 until his death Contributed in the laboratory and in solving educational problems He developed and advanced concepts of programmed instruction, operant condition, and the teaching machine (first developed by Pressey 1923)

© 2011 Brooks/Cole, A Division of Cengage Learning B.F. Skinner He summed his work by saying that the point he tried to make is that it can be demonstrated that people choose behavior based on anticipated consequences.

© 2011 Brooks/Cole, A Division of Cengage Learning Nature of People People are essentially born neutral with equal potential for good or evil and for rationality or irrationality Behaviorists view people as responders and products of conditioning Things that happen to children influence and change them as biological beings

© 2011 Brooks/Cole, A Division of Cengage Learning Nature of People Stimulus-response paradigm: people react in predictable ways to any given stimulus according to what they have learned through experience Behavior is learned and can be unlearned Behavioral counselor concerned with this unlearning or re-education process.

© 2011 Brooks/Cole, A Division of Cengage Learning Theory of Counseling Action therapy Clients do something, rather than just talking about behavior Clients learn to monitor their behavior, practice coping skills, and complete counseling homework to help reach their goals.

© 2011 Brooks/Cole, A Division of Cengage Learning Theory of Counseling Positive stimuli Praise Tangible rewards Positive reinforcement Extinction Negative stimuli Criticism Unpleasant consequences and tasks Punishment Negative reinforcement

© 2011 Brooks/Cole, A Division of Cengage Learning Definitions Operant behavior – behavior that operates on and changes the environment Positive reinforcement – a rewarding reinforcement Negative reinforcement – reinforcing by stopping an aversive stimulus Punishment – a negative stimuli decreasing behavior Extinction – process of eliminating a behavior by ignoring it or withholding reward.

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling In short, help clients determine ways to modify problems in living. Focus is on the present and the future. Complaints translated into goals of behavioral changes Behavior is broken into its parts Treatment tailored to the problem of this individual.

© 2011 Brooks/Cole, A Division of Cengage Learning Behavior Analysis A - Antecedent (stimulus) B - Behavior (what is said or done) C - Consequence (result of behavior)

© 2011 Brooks/Cole, A Division of Cengage Learning Behavior Analysis 1.Identify problem category Performing a task or dealing with people 2.Identify problem type Being unable or being unwilling 3.Determine cause of problem Lack of knowledge, obstacle or refusal 4.Select appropriate solution

© 2011 Brooks/Cole, A Division of Cengage Learning Schedules of Reinforcement Continuous reinforcement Reinforce each successful response Best when first learning a new behavior Switch to one of four intermittent schedules

© 2011 Brooks/Cole, A Division of Cengage Learning Schedules of Reinforcement Fixed ratio schedule o Reinforcement rate is fixed at the same rate o Piecework in a factory an example Variable ratio schedule o Schedule of reinforcement varies o Playing slot machines an example

© 2011 Brooks/Cole, A Division of Cengage Learning Schedules of Reinforcement Fixed interval o reinforce after first response and fixed time elapsed Variable interval o reinforce after first response after an average time period o example: pop quiz

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling Goals Ultimate goal is to teach clients to be own counselors by changing their behavior to better meet their needs After the problem has been identified and change agreed on, variety of procedures help client acquire the behaviors necessary to solve the problem Goal = overt change

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling Methods Match reinforcement to development and reward preference Set up a contract with child Contract language must be simplified for understanding and the goals should be clear with few steps

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling Methods Contingency Contract 1.Counselor and client identify problem 2.Counselor collects baseline data 3.Counselor and client set mutually acceptable goals

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling Methods Contingency Contract 4.Counselor develops plan for target behavior and reinforcement 5.Counselor evaluates plan for changes in behavior 6.If plan is not effective, repeat #4

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling Methods Self-Management Take responsibility for own behavior Follow step-by-step process: define problem, collect data, introduce treatment, evaluate effectiveness, change program if not working

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling Methods Shaping Induce new behaviors by reinforcing behaviors that are approximations of the desired behavior Counselor looks for desired behavior, waits until it occurs, and reinforces it when it does occur

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling Methods Behavioral Momentum Make easy requests with high compliance possibility Work up to more difficult, low- compliance tasks

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling Methods Biofeedback A machine reads body temperature, brain waves, heart rate, blood pressure, etc. Machine: looks-waits-reinforces Small changes in behavior (like tension decrease) can be fed back to the client by auditory and visual means

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling Methods Modeling Expose client to individuals exhibiting the target behavior Teaching children voluntary behaviors through observation and replication of desired behaviors Modeling and shaping could be done in combination for younger children

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling Methods Token Economy Used on a group basis, as in a classroom Children earn points for target behaviors that are on task or socially appropriate Children lose points for inappropriate behavior

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling Methods Behavior-Practice Groups Groups provide a safe setting to practice new behavior before trying it out in reality Groups also useful in supporting and reinforcing children as they attempt new behaviors and reach goals Three teaching strategies: 1.tell me 2.show me 3.let me try

© 2011 Brooks/Cole, A Division of Cengage Learning Counseling Methods Role-playing Assertiveness Training encourage to recognize own rights and those of other individuals Homework Assignments

© 2011 Brooks/Cole, A Division of Cengage Learning Classical Conditioning Methods 1.Neutral stimulus is paired with another stimulus 2.After repeated pairing of stimuli 3.Then neutral stimulus elicits same response as other stimulus

© 2011 Brooks/Cole, A Division of Cengage Learning Classical Conditioning Methods Systematic Desensitization A response incompatible with anxiety and/or fear is paired with weak and then progressively stronger anxiety-provoking stimuli Reciprocal inhibition – an organism cannot make two contradictory responses at the same time Based on counter-conditioning Relaxation exercises may be a part of this method

© 2011 Brooks/Cole, A Division of Cengage Learning Classical Conditioning Methods Flooding (reactive or internal inhibition) Opposite of desensitization Begin with most feared stimulus and work down towards weakest (least feared) Constant, concentrated approach has the effect of wearing out the stimulus

© 2011 Brooks/Cole, A Division of Cengage Learning Classical Conditioning Methods Hypnosis deeper forms of relaxation use with caution and only after appropriate training Counter conditioning stronger, pleasant stimulus is paired with weaker, aversive stimulus to overcome aversive stimulus Aversive Conditioning application of noxious stimulus in response to maladaptive behaviors