1. Behavior Therapy

2. The History Rooted in Experimental Psychology Based on Pavlovian concept of Classical Conditioning & Skinnerian Operant Conditioning Working only on observable events to work with unobservable events

3. The Experiments Classical Conditioning I.P.Pavlov – Experiments on a Dog John B. Watson – Albert & White Rat Mowrer & Mowrer –Treatment for Bedwetting Operant Conditioning E.L.Thorndike – “law of effect” (consequences that follow behavior help learning) B.F.Skinner – experiment on Pigeon Social Cognitive Theory A. Bandura: - triadic reciprocal: the environment, the person, the behavioral action Individual learns by observing others Self-efficacy Self-awareness, self-inducements, self-reinforcement

4. The Theory of Personality Positive Reinforcement: a positive event presented as a consequence of a person’s performing a behavior Extinction: withdrawn reinforcer terminates behavior Generalization: the reinforced behavior is learned for other situations Discrimination: ability to respond differently depending upon the stimulus condition Shaping: reinforcing behavior approximation from the original to the desired behavior

5. Attentional Processes – seeing is not enough; one must perceive accurately by attending at varying degrees Retention Processes – imaginal & verbal coding (self-talk) describe subvocal events for remembering Motor Reproduction Process – translating observed phenomena into action Motivational Process – The modeled behavior that puts into action will continue if being reinforced Self-Efficacy – individual perception of self-ability to perform in different types of situation; the major source of this includes: Performance accomplishment: successes are likely to create high expectations Vicarious Expectations: expecting able to do similar as the observed model Verbal Persuasion: impact of encouragement/ praise from others Emotional Arousal The Theory of Observational Learning

6. The Goals of Behavior Therapy Changing The Target Behavior Perform Functional Analysis Define clearly & accurately the target behavior Identify possible actions Collaborate with clients on target behavior preference Evaluate/ assess behavior, antecedents &consequence Identify causes & reasons Choose interventions Select Appropriate Goals Identify specific goals Let clients explore the advantage/ disadvantage Measure achievement

7. The Assessment Behavioral Interviews: What, When, Where, How, How Often Behavioral Reports & Ratings: Rating scale on behavior inventory Behavioral Observations: Frequency of performed target behavior Diaries indicating date, time place, & activity of the behavior Naturalistic Observation to eliminate Reactivity Physiological Measurements: Blood pressure, Heart rate, Respiratory functioning, Skin electrical conductivity

8. The Treatment Systematic Desensitization (Joseph Wolpe) Imaginal Flooding Contrast to Gradual Systematic Desensitization, this technique is conducted by exposing the client to a frightening or anxiety provoking images The mental images are indicated in SUD (subjective unit of discomfort) Familiar condition conducted by imagining will reduce anxiety Relaxation procedure may includes prior, during & after therapy A specific form of this therapy: Implosive Therapy (by Thomas Stampfl) In Vivo Procedure is conducted in actual environment 2 types: one similar to SD, another similar to IF Relaxation is conducted whenever client is in a stressful / at tensed Modeling (Bandura) Self Instructional: Cognitive Behavioral (Meichenbaum)

9. Systematic Desensitization Relaxation Twice a day 10-15 minutes Relaxation (by Jacobson, 1938) Clients learn to control muscles into relaxing condition Relaxed state is paired with imagined anxious situation Anxiety Hierarchies Obtain information on specific situation producing anxiety List the situations in order on scale 0-100 (SUD = subj units of discomfort Determine the prioritized condition to treat Desensitization Ask clients about the SUD level Presenting neutral scene Check how vivid the client can imagine/ visualize Rise the SUD level with more intense scene – recheck the response, conduct relaxation continues

10. Modeling Technique 5 Basic Functions of Modeling: TEACHING through demonstration – sometimes therapist perform the behavior repetitiously; the clients observe the model then perform the behavior several times until achieving the expected stage PROMPT through imitation – the therapist prompt the client to imitate the movement such as in sport intruction MOTIVATE by reinforcement – thus the client perceives the enjoyment of behaving in a certain way REDUCE ANXIETY by reinforcement – such as instructing a child to swim, when the model is in the pool, the child feel anxious knowing all right being in the pool DISCOURAGING – watching a film on the impact of smoking onm lung cancer discourage smokers to continue smoking (Albert Bandura)

11. Modeling Technique Live Modeling: Watch live model (sometimes the Therapist) to perform the expected behavior The model repeats the behavior several times Symbolic Modeling: When live model is not present By film/ book including read story/ story telling Indirect modeling Role Playing: Learn to interact in different situations/ posititions – sometimes the therapist role play the client/ someone’s in client’s life Participant Modeling: Therapist model the client’s behavior Therapist guide the client to behave as expected by participating – meanwhile get ready to give help when needed such as in mountain climbing Covert Modeling: Visualizing the model, visualizing the consequences The therapist describes the situation, and let the client consider the impact of the behavior

12. Self Instructional Training A form of self-management A way people teach themselves to deal with previously difficult situations First the client models the behavior Second the client practices the behavior Third the client repeats the instructions to self Sometimes use role play Sometimes use taped instructions (Meichenbaum) A way for people to teach themselves how to deal effectively with situations that had previously caused difficulties – the therapist models the appropriate behavior, the clients models the therapist’s behavior & repeats / practice

13. Stress Inoculation The principle Changing the beliefs and negative inner dialogue to positive & rehearsing the behavior The conceptual phase Gathering the information & see how client develop the inner dialogue Educate the client by pointing out the cognitive & emotional responses Skill Acquisition: Use cognitive behavioral skills: relaxation cognitive restructuring “I’m afraid & can’t do anything” >> “When I am afraid I pause and feel can not do things” problem solving skills “I will change the situation”, “ I make the plan”, “I can walk with others” self-reinforcement “I do better”, “ I feel comfortable” Application Visualize Mentally rehearse Action (Meichenbaum)