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Modeling Therapy and Skills Training

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Title: Modeling Therapy and Skills Training


1
Modeling Therapy and Skills Training
  • Chapter Eleven

2
  • It is safe to say that much of the behavior that
    we exhibit has been learned through modeling, in
    one form or the another.

3
Basics of Modeling
  • Modeling involves the presentation of
    individuals, live or symbolic, who demonstrate
    behaviors to be adopted by another person.
  • The effects can be subtle or quite profound.
  • The observer can be an active or passive
    participant

4
Five functions of modeling
  • Teach Learning a new behavior
  • Prompt Cued to perform a behavior after
    observing the model
  • Motivate Observing model serves as an incentive
    to perform the behavior
  • Reduce anxiety Observing models safe
    performance motivates client
  • Discourage Observing the negative consequences
    discourages performance

5
Three Stages of Observational Learning
Third Stage Acceptance
First StageExposure
Second StageAcquisition
Specific Imitation
General Imitation
Specific Counterimitation
Observation of model
Models behaviors are acquired
General Counterimitation
Nonobservation of model
Models behaviors are not acquired
Nonacceptance
6
Modeled Behavior A parent puts dishes away in
the kitchen cabinet
Acceptance Outcome
Example of childs behavior
Child puts dishes in cabinet Child puts books
on bookshelves Child takes dishes out of
cabinet Child takes books off shelf Child does
nothing with dishes or other objects
SPECIFIC IMITATION GENERAL IMITATION SPECIFIC
COUNTERIMITATION GENERAL COUNTERIMITATION NONA
CCEPTANCE
7
Albert Banduras Four Component Process
  • Attentional
  • Distinctiveness
  • Affective Valence
  • Complexity
  • Prevalence
  • Functional Value

8
  • Retention
  • Symbolic Coding
  • Cognitive Organization
  • Symbolic Rehearsal
  • Motor Rehearsal

9
  • Motor Reproduction
  • Physical Capabilities
  • Availability of Component Responses
  • Self-observation
  • Accuracy of Feedback

10
  • Motivational
  • External Reinforcement
  • Vicarious Reinforcement
  • Self-Reinforcement

This final stage of the modeling process focuses
entirely on output and is based on reinforcement.
It should be noted, B.F. Skinner indicated that
this is the area that we have the greatest
difficulty with.
11
Two Types of Models
  • Coping Model Provides information about how to
    cope with the initial steps in the process. Thus,
    the most information presented here. Good models
    for those who are fearful and incompetent.
  • Mastery Model Demonstrates only the final steps
    in mastering a skill. An expert who shows no
    fear and is competent from the beginning.

12
Professors Note...
  • Problems at any point in the sequence of the
    modeling process, may in fact nullify the effects
    of modeling.

MODELING
13
Skills Training
  • A variety of behavioral approaches maybe employed
    in teaching the client new skills. Although
    modeling is the key component, other techniques
    such as direct instruction, prompting, shaping,
    reinforcement, behavior rehearsal, role playing,
    and corrective feedback may be used.

14
Types of Skills Deficits
Description
Deficit in
Does not know how to perform skill Incompetent
due to inadequate practice Lacks incentive to
perform skill Does not know time/place to perform
skill
KNOWLEDGE PROFICIENCY MOTIVATION DISCRIMINATION
15
Social Skills Training
  • This area of training focuses on teaching
    interpersonal competencies that are essential for
    functioning in a society.
  • Will also encompass Assertiveness Training since
    it has a much broader base.

16
Personal Bill of Human Rights I have the right
to ask for what I want.
.
  • Present day social skills training a.k.a.
    assertiveness training, is base for the most part
    on the work of Joseph Wolpe.
  • However, Andrew Salter had the first major
    publication written in 1948 Conditioned Reflex
    Therapy.
  • The concepts presented by Salter had considerable
    merit then and today...

17
I have the right toexpect honestly from others
  • Use of feeling talk, expressing literally any
    feeling.
  • Use of facial talk facial expressions for
    different emotions
  • Expressing contradictory opinions
  • Use of I statements
  • Practice in accepting compliments
  • Practice in improvising

18
Differences between Wolpe and Salter
  • For Wolpe not every client needed assertiveness
    training
  • Slater viewed assertiveness as a generalized
    trait (no research to support this view)
  • Wolpe recognized the interpersonal consequences ,
    especially negative, of assertive actions.

19
Typical skills covered would include...
  • Giving positive feedback
  • Giving negative feedback
  • Accepting negative feedback
  • Resisting peer pressure
  • Problem solving
  • Negotiation
  • Following instructions
  • Conversation

20
Assessing assertive behavior deficits
  • There are a variety of ways to assess the need
    for assertiveness training. Some include
    personal interviews, self-report inventories,
    role playing, to name just a few.
  • Things to look for would include inability to
    express feelings, anxiety, avoidance behavior,
    and repression of intense feelings of anger,
    resentment, or jealousy.

21
What is assertive behavior?
  • The ability to be direct in expressing ones
    beliefs and feelings in a way that also respects
    the rights of the other person.
  • That is to say, distinguishing assertive from
    anon-assertive and aggressive behaviors.

22
I have the right to be angry at someone I love
  • Aggressive behavior refers to the hostile
    expression of preferences in such a way that
    other peoples rights are violated.
  • Non-assertive behavior is defined as the failure
    to express oneself such that your own rights are
    violated.

23
A word of caution...
  • The right to be assertive must also be dealt
    with.
  • Person may become more frustrated when behavior
    is motivated by a sense of righteousness.
  • Albert Ellis would say we are shoulding on
    ourselves become self-righteous neurotics

24
Rules for expressing feelings
  • Meant to be given - not demands
  • Not permanent - they are right now!
  • Dont need justification
  • Not right or wrong
  • Express at the I level

25
Rules for listening assertively
  • Listen to feeling and not the content
  • Accept feeling regardless of facts
  • Acknowledge the feeling
  • Respond with I level assertiveness
  • Explain honestly and directly

26
Rules for expressing anger
  • Recognize the immediacy precede statements with
    Right now
  • Remember you can hit with words
  • Dont try to be coherent and logical can be
    cognitive later
  • You have a task to do - express your anger!
  • Can leave but only after some of the anger has
    been expressed and agree to meet later

27
Dont forget body language!
  • Eye contact - look directly at the person
  • Body posture - face the person
  • Facial expression - matches the message
  • Voice tone - well modulated tone
  • Timing - select a good time

28
All things considered...
  • Modeling therapies have to found to be highly
    effective and very efficient. Can be implemented
    by a therapist or a social change agent, thus
    they are also cost effective. In addition, they
    appear to be readily accepted by clients.

I have the right to be happy!
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