1. Skinner: Radical Behaviorism Bandura, Ellis, Beck Meicheanbaum
Behavior and Cognitive Behavior Therapy
Skinner: Radical Behaviorism
Bandura, Ellis, Beck Meicheanbaum

2. Skinner: Radical Behaviorism
Placed primary emphasis in the role of the environment in producing behavior
Applied learning principles to psychology
Developed theory primarily working with rats in an experimental laboratory
Books
1948 Walden Two
1953 Science and Human Behavior
1971 Beyond Freedom and Dignity

3. Behavior/ Cognitive Behavior Theory
Classical Conditioning
Operant Conditioning
Social Learning Approach
Cognitive Interventios

4. Classical Conditioning
If you pair a conditioned stimulus to a natural stimulus, after time, the conditioned stimulus produces the same response as the natural one: Learning by association
Pavlov discovery (1900)
Meat (us) >> Salivation (ur)
Bell (cs)>>Meat (us) >>Salivation (ur)
Bell (cs) >> Salivation (cr)
Bell (cs) >> Extinguished response

5. Wolpe: 1950 Exam (us)>>>Anxiety (ur)
Applied classical conditioning to treat anxiety by pairing stimulus that causes anxiety (taking an exam) with a state of relaxation, to break the connection between the stimulus and the anxious response
Exam (us)>>>Anxiety (ur)
Relaxation> Images Exam>Anxiety>Relaxation
(cs) (us) (ur) (cr)
Images Exam (us)>>> Relaxation (cr)
Real Exam (us)>>> Relaxation (cr)

6. Operant Conditioning
Focuses on actions that operate on the environment to produce consequence
If the environmental change brought about by the behavior is reinforcing, probabilities that the behavior will be repeated increase
If the environmental changes produce no reinforcement or a punishment, probabilities that the behavior will be repeated decrease

7. Environmental Consequences
Reinforcement Increases the behavior
Positive R Adds a pleasant consequence
Negative R Eliminates aversive stimulus
Punishment Decreases the behavior
Adds an aversive consequence
Take away a positive stimulus
Lack of consequence Decreases behavior

8. Bandura: Social Learning Approach
Psychological functions involve a reciprocal interaction between:
Environment <><><> Behavior
<> <>
<> <>
<> Cognitive Process <>

9. Cognitive Behavior Therapy
Emphasizes cognitive processes and private events (such as client’s self-talk) as mediators of behavior change
Rational Emotive Therapy Ellis
Cognitive Therapy Beck
Cognitive Behavior Modification Meichenbaum

10. Behavior Therapy Today 1/2
Person is product and producer of his/her environment
Uses a systematic and structured approach to counseling
Emphasizes changing overt behaviors and solving specific problems versus gaining insight

11. Behavior Therapy Today
Clients are expected to assume an active role in therapy
Emphasizes the assessment of effectiveness of interventions
Applied Behavioral Analyses: assessment of environmental contingencies of behaviors

12. Applied Behavioral Analysis: Functional Assessment Model
Examine the antecedents and consequences of problem behaviors
Conduct a functional assessment using interviews and direct observations (e.g. keeping a diary) to identify the internal\external conditions contributing to the behavior of interest

13. Applied Behavioral Analysis: Functional Assessment Model
Facilitate Behavioral Change
Behavioral treatments are devised to replace problem behavior(s) with more adaptive behavior(s) using reinforcement and extinction strategies

14. Behaviorism: Therapy Techniques 1/3
Systematic Desensitization
Relaxation training
Anxiety hierarchy
Aversive Counter Conditioning
Exposure Techniques
In vivo desensitization
Flooding (in vivo, imaginary)
Modeling

15. Behaviorism: Therapy Techniques 2/3
Assertiveness Training
Information
Examination of beliefs and self-talk
Role playing
Behavioral rehearsal

16. Behaviorism: Therapy Techniques 3/3
Behavioral Modification Programs
Reinforcement Token economy
Extinction Time out, loose privileges, punishment
Stimulus control Changing environmental antecedents

17. Behaviorism: Therapy Techniques 3/3
Self Management Programs – active coping behaviors
Identify goal
Express goal in behavioral terms
Self Monitoring- Behavioral assessment
Develop plan for change that includes Self-Reinforcements
Evaluation of action plan - results

18. Cognitive Behavior Theory
Distressing emotions are typically the result of maladaptive thinking
Mental disorder seen as a disorder of thinking in which a client distorts reality, including:
Specific misconceptions
Unrealistic expectations
Maladaptive attributes

19. Cognitive Behavior Theory
Therapy’ aims are to identify and change
Faulty patterns of thinking
Faulty premises and attitudes

20. Rational Emotive Behavior Therapy: (REBT) Albert Ellis
Stresses thinking, judging, deciding, analyzing, and doing
Cognitions <> Emotions <>Behaviors
have a reciprocal cause-and-effect relationship
Teaches that our emotions stem mainly from our beliefs, evaluations, interpretations, and reactions to life situations

21. RET: Human Nature
We are born with a potential for both rational and irrational thinking
We have the biological and cultural tendency to think crookedly and to needlessly disturb ourselves
We learn and invent disturbing beliefs and keep ourselves disturbed through our self-talk
We have the capacity to change our cognitive, emotive, and behavioral processes

22. RET: The ABC Theory

23. RET: Therapy Process Therapy is seen as an educational process
Clients learn
To identify and dispute irrational beliefs that are maintained by self-indoctrination
To replace ineffective ways of thinking with effective and rational cognitions
To stop absolutistic thinking, blaming, and repeating false beliefs

24. Aaron Beck’s Cognitive Therapy (CT)
Insight-focused therapy
Emphasizes changing negative thoughts and maladaptive beliefs

25. Aaron Beck’s Cognitive Therapy (CT)
Theoretical Assumptions
People’s internal communications are accessible to introspection
Clients’ beliefs have highly personal meanings
These meanings can be discovered by the client rather than being taught or interpreted by the therapist

26. Beck’s Cognitive Therapy 1/2
Basic theory:
To understand the nature of an emotional episode or disturbance it is essential to focus on the cognitive content of an individual’s reaction to the upsetting event or stream of thoughts
Automatic thoughts: personalized notions that are triggered by particular stimuli that lead to emotional responses

27. Beck’s Cognitive Therapy 2/2
Goals:
To change the way clients think
Identify clients’ automatic thoughts
Reach the core schemata and
Schema restructuring

28. CT: Human Nature Cognitive structures or schemas Confirmatory bias
function as implicit assumptions or premises that influence what one attends to and how one interprets events
Confirmatory bias
Selectively attend to events that confirm our own initial beliefs
Schemas and Disorders
Anxiety Threat and danger
Depression Social rejection and failure

29. CT’s Cognitive Distortions
Arbitrary inferences
Selective abstraction
Overgeneralization
Magnification and minimization
Personalization
Labeling and mislabeling
Polarized thinking

30. Ct’s Therapy Process
Socratic dialogue collaborative an interactive process to:
Teach clients to recognize, observe and monitor "automatic" thoughts and assumptions
Subject their automatic thoughts to reality testing
Substitute realistic and accurate interpretations for the biased cognitions

31. Beck’s Approach to Depression: Cognitive Triad
Have a negative view of themselves and attribute setbacks to themselves w/o looking at the environment
Interpret experiences in a negative manner, screening out positives
Have a gloomy vision and projections about the future

32. Ellis Vs. Beck
Ellis is more directional and confrontational in pointing out and refuting irrational thoughts
Beck helps clients discover their distorted patterns of thinking
Collaborative empiricism
Guided discovery
client and therapist examine and evaluate beliefs and modify and correct client’s misconceptions

33. Meichenbaum: Cognitive Behavior Modification
Is primarily a self-instructional therapy that focuses on helping clients
become aware of their self-talk, and
acquire practical coping skills to deal with problematic situations
Process of Change
Self Observation
Starting a new internal dialogue
Learning new skills

34. Coping Skills Program: Stress Inoculation
Teaches clients stress management techniques to be applied to present and future problems
Consists of three phases
Conceptual Phase
Skills acquisition and rehearsal
Application and follow-through

35. Conceptual Phase Collaborative relationship
Didactic presentation of role that cognitions and emotions play in stress
Guided discovery to identify their own self-talk and how it creates stress
Systematic observation and monitoring of maladaptive behaviors and their related self-talk

36. Skills Acquisition and Rehearsal
Giving clients behavioral and cognitive coping techniques to apply to stressful situations
Rehearsing new self-statements
Relaxation training
Social skills training
Time management instruction
Making changes in their everyday lives

37. Application and Follow-Through Phase
Arranging for transfer and maintenance of change from therapy to the real world
Clients practice in homework assignments of increasing complexity
Results of these assignments are carefully evaluated
Follow-up and booster sessions are scheduled in 3-, 6-, and 12 months intervals

38. Contributions and Limitations
Focus on short-term behavioral goals
Emphasis on evaluation of therapy outcomes
Empirical evidence of positive results
May lead to symptom substitution because underneath causes are not addressed
Too much power and control from therapist
Lack of attention to relationship issues
No processing of emotions and feelings
Focus only on cognitive issues

39. Multimodal Therapy Comprehensive approach to behavior modification
Developed by Arnold Lazarus
Technical eclecticism
Based on social learning theory
Therapy is guided by what is best for the client

40. Basic Concepts
Experience includes: moving, feeling, sensing, imagining, thinking, and relating to one another
Humans are the product of: genetic endowment, physical environment, and social learning history
People vary in the aspects of experience they emphasize

41. Framework for assessment and therapy
Dimensions of human experience
B – behavior
A – affective processes
S – sensation
I – imagery
C – cognition
I – interpersonal relations
D – physiological aspects

42. Behavior Change Most problems arise from faulty social learning
Therapist-client relationship similar to a trainer-trainee relationship
Homework assignments to facilitate transfer of learning
Therapy starts with comprehensive assessment of BASIC ID dimensions

43. Interventions Behavior Affective processes Sensation
Extinction, counter-conditioning, reinforcement; behavioral assessment
Affective processes
Owning and accepting feelings; catharsis
Sensation
Tension release, relaxation exercises

44. Interventions Imagery Cognition Interpersonal relation
Systematic desensitization; coping imagery
Cognition
Cognitive restructuring; irrational thoughts;
Interpersonal relation
Social skills, assertive training; modeling; role playing;
Physiological aspects
Referrals; addiction treatment

45. Cognitive/Behavioral vs Psychodynamic vs Existential
Richard’s recounting of the loneliness in his childhood Therapists possible responses?
Talks at length about his loneliness; when questioned about evidence, states he is not lonely at all Possible meaning?

46. Cognitive/Behavioral vs Psychodynamic vs Existential
Feels lonely on Saturday – call the list of friends – is this a good solution?
“Wife took everything from me” Beck – “lets check the evidence to see if it is true” – Other possible responses?
Need a woman to be happy- Beck –disputed the belief