Modeling Therapy and Skills Training

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Modeling Therapy and Skills Training

• Chapter Eleven

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

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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

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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

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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
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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
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Albert Banduras Four Component Process

• Attentional
• Distinctiveness
• Affective Valence
• Complexity
• Prevalence
• Functional Value

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

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

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• 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.
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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.

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Professors Note...

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

MODELING
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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.

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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
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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.

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Personal Bill of Human Rights I have the right
to ask for what I want.
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• 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...

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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

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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.

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Typical skills covered would include...

• Giving positive feedback
• Giving negative feedback
• Accepting negative feedback
• Resisting peer pressure
• Problem solving
• Negotiation
• Following instructions
• Conversation

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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.

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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.

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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.

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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

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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

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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

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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

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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

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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!