Behavior modification is a treatment approach, based on the principles of operant conditioning (B.F. Skinner) that replaces undesirable behaviors with more desirable ones through positive or negative reinforcement.
It can be used with children with special needs and neurotypic children both.
The diagnostic assessment and treatment and treatment planning in psychiatry is a dynamic process that integrates the biological, psychological, social, and behavioral paradigms to develop a plan of action that provides a rational for the types of interventions employed to sustain the therapeutic alliance and relieve suffering.
1) Milieu therapy, also known as therapeutic community, was developed in the 1940s independently by T. Main in Birmingham and Maxwell Jones in the UK. It focuses on manipulating the patient's social environment and involving them in community activities and decision making.
2) Milieu therapy aims to use a patient's social environment to provide therapeutic experiences. It enables patients to actively participate in their own care and the daily problems of their community.
3) There are three main types of milieu therapy: genuine therapeutic community, therapeutic milieu of institution, and social therapy or concept-based therapy. The therapeutic community respects individuals and shares decision making with patients.
Cognitive therapy outcome for the treatment of schizophreniaJohn G. Kuna, PsyD
This document discusses cognitive therapy for the treatment of schizophrenia. It begins by defining schizophrenia and its symptoms according to the DSM-5. It then outlines the diagnostic criteria. The document focuses on treatment, describing cognitive behavioral therapy techniques used, including normalization, developing alternative explanations, guided discovery, and behavioral experiments to challenge delusions. Key aspects of CBT for schizophrenia discussed are a strong therapeutic alliance, problem-focused and time-limited therapy, and collaborative empiricism.
Psychotherapy is the treatment of emotional or related bodily problems through psychological means such as verbal and emotional communication. Its objectives include removing or modifying existing symptoms, changing disturbed behavior patterns, and promoting positive personality growth. Psychotherapy can be scientific or an art. As a science, it focuses on problems and treatment using techniques like interpretation and behavior modification. As an art, it focuses on prevention using techniques like emotional support and reassurance. There are different types of psychotherapy based on depth of probing into the unconscious mind and number of patients treated, as well as purpose and techniques used. Common techniques include ventilation, abreaction, reassurance, explanation, suggestion, reinforcement, recreation, work as therapy, and relaxation.
Cognitive behavioral therapy (CBT) uses a combination of behavioral and cognitive techniques to address dysfunctional emotions, maladaptive behaviors, and cognitive processes. CBT aims to teach people that they can control their thoughts, feelings, and behaviors. Through challenging automatic beliefs and using practical strategies, CBT helps patients modify their behavior and thoughts, leading to more positive feelings and a learning process. CBT is effective for treating conditions like phobias, addictions, schizophrenia, and depression.
A synopsis of the book "Collaborative Therapeutic Neuropsychological Assessment". See website http://www.amazon.com/Collaborative-Therapeutic-Neuropsychological-Assessment-Gorske/dp/0387754253
Family therapy aims to treat psychiatric symptoms as related to dysfunctional family dynamics. The document outlines the history, goals, types and assessment of family therapy. It discusses pioneers like Ackerman and Satir, and models including psycho-dynamic, Bowen, structural and general systems. Types of family therapy described are individual, conjoint, couples, multiple family and network therapy. Assessment involves evaluating communication, self-concept, expectations, differences, interactions and climate. Nurses play a role in education, medication management, listening to families and providing support.
Behavioral therapy is an action-based therapy that focuses on changing unwanted behaviors and reinforcing positive behaviors instead. It is based on the principles of classical and operant conditioning. Techniques may include systematic desensitization for phobias, contingency management using rewards/penalties, modeling positive behaviors, and other methods. Behavioral therapy is used to treat conditions like anxiety, depression, addiction, autism, and more. Treatment involves self-monitoring, role playing new skills, scheduling activities, and behavior modification with rewards. The benefits are improved symptoms and quality of life while risks of therapy are typically low.
The diagnostic assessment and treatment and treatment planning in psychiatry is a dynamic process that integrates the biological, psychological, social, and behavioral paradigms to develop a plan of action that provides a rational for the types of interventions employed to sustain the therapeutic alliance and relieve suffering.
1) Milieu therapy, also known as therapeutic community, was developed in the 1940s independently by T. Main in Birmingham and Maxwell Jones in the UK. It focuses on manipulating the patient's social environment and involving them in community activities and decision making.
2) Milieu therapy aims to use a patient's social environment to provide therapeutic experiences. It enables patients to actively participate in their own care and the daily problems of their community.
3) There are three main types of milieu therapy: genuine therapeutic community, therapeutic milieu of institution, and social therapy or concept-based therapy. The therapeutic community respects individuals and shares decision making with patients.
Cognitive therapy outcome for the treatment of schizophreniaJohn G. Kuna, PsyD
This document discusses cognitive therapy for the treatment of schizophrenia. It begins by defining schizophrenia and its symptoms according to the DSM-5. It then outlines the diagnostic criteria. The document focuses on treatment, describing cognitive behavioral therapy techniques used, including normalization, developing alternative explanations, guided discovery, and behavioral experiments to challenge delusions. Key aspects of CBT for schizophrenia discussed are a strong therapeutic alliance, problem-focused and time-limited therapy, and collaborative empiricism.
Psychotherapy is the treatment of emotional or related bodily problems through psychological means such as verbal and emotional communication. Its objectives include removing or modifying existing symptoms, changing disturbed behavior patterns, and promoting positive personality growth. Psychotherapy can be scientific or an art. As a science, it focuses on problems and treatment using techniques like interpretation and behavior modification. As an art, it focuses on prevention using techniques like emotional support and reassurance. There are different types of psychotherapy based on depth of probing into the unconscious mind and number of patients treated, as well as purpose and techniques used. Common techniques include ventilation, abreaction, reassurance, explanation, suggestion, reinforcement, recreation, work as therapy, and relaxation.
Cognitive behavioral therapy (CBT) uses a combination of behavioral and cognitive techniques to address dysfunctional emotions, maladaptive behaviors, and cognitive processes. CBT aims to teach people that they can control their thoughts, feelings, and behaviors. Through challenging automatic beliefs and using practical strategies, CBT helps patients modify their behavior and thoughts, leading to more positive feelings and a learning process. CBT is effective for treating conditions like phobias, addictions, schizophrenia, and depression.
A synopsis of the book "Collaborative Therapeutic Neuropsychological Assessment". See website http://www.amazon.com/Collaborative-Therapeutic-Neuropsychological-Assessment-Gorske/dp/0387754253
Family therapy aims to treat psychiatric symptoms as related to dysfunctional family dynamics. The document outlines the history, goals, types and assessment of family therapy. It discusses pioneers like Ackerman and Satir, and models including psycho-dynamic, Bowen, structural and general systems. Types of family therapy described are individual, conjoint, couples, multiple family and network therapy. Assessment involves evaluating communication, self-concept, expectations, differences, interactions and climate. Nurses play a role in education, medication management, listening to families and providing support.
Behavioral therapy is an action-based therapy that focuses on changing unwanted behaviors and reinforcing positive behaviors instead. It is based on the principles of classical and operant conditioning. Techniques may include systematic desensitization for phobias, contingency management using rewards/penalties, modeling positive behaviors, and other methods. Behavioral therapy is used to treat conditions like anxiety, depression, addiction, autism, and more. Treatment involves self-monitoring, role playing new skills, scheduling activities, and behavior modification with rewards. The benefits are improved symptoms and quality of life while risks of therapy are typically low.
Behavior therapy is a form of treatment that establishes a professional relationship between a trained person and a patient to modify or remove symptoms and promote growth. It is based on assumptions that all behavior is learned, maladaptive behavior can be unlearned and replaced, and treatment strategies are individually tailored. Common behavior techniques include systematic desensitization, flooding, aversion therapy, operant conditioning using reinforcement or punishment, and assertiveness/social skills training.
This document provides an overview of cognitive behavioral therapy (CBT). It explains that CBT was developed in the 1960s by Aaron Beck and is based on the theory that thoughts, feelings, and behaviors are interconnected, and that by modifying dysfunctional thoughts people can experience improvements in their emotional state and behaviors. The document outlines the basic principles of CBT, including that it is a semi-structured, time-limited, collaborative approach focused on skill development and cognitive change through techniques like identifying and modifying thoughts and beliefs. Research evidence demonstrates CBT is an effective treatment for a wide range of mental health and medical conditions.
This document summarizes a class on nursing research. It outlines the learning objectives which are to identify the scope, process, significance and trends of nursing research as well as challenges. The scope of nursing research includes nursing services, education, administration and information. The research process involves introduction, literature review, methodology, analysis, results, discussion and conclusion chapters. Historical observations led to scientific developments and nursing research has focused on evidence-based practices, stronger evidence, cultural issues and priorities like health promotion. Problems include developing nursing researchers and their working environments.
This document discusses psychopathology and the structure and functions of the human brain. It describes that psychopathology refers to the study of mental illness and behaviors indicative of impairment. It then reviews the main parts of the brain, including the cerebrum, cerebellum, limbic system, and brain stem. Each part controls different functions. The document also discusses neurotransmitters like glutamate, GABA, dopamine, and serotonin, and their roles in conditions like depression, anxiety, Parkinson's, and schizophrenia.
This document discusses the history and key concepts of behavior therapy. It describes B.F. Skinner and Albert Bandura as influential founders who developed behaviorism and social learning theory respectively. Behavior therapy focuses on observable behaviors and their environmental causes, using techniques like systematic desensitization based on classical conditioning and operant conditioning with rewards. Cognitive-behavioral therapy later incorporated cognition. The document outlines basic assumptions like empirically testing procedures and clients taking an active role in problem-focused treatment.
Social cognition is a branch of social psychology that seeks to understand how people perceive and make sense of social interactions and behaviors. It uses cognitive models to examine how people form impressions of others based on selecting certain information to focus on while ignoring other details, and how these impressions can be influenced by traits, stereotypes, and biases. The document discusses factors like first impressions, central vs peripheral traits, halo effects, implicit personality theories, and strategies for avoiding distorted social perceptions.
role of neurotransmitters in neuropsychriatric diseases Deepa Devkota
This document discusses the role of neurotransmitters in neuropsychiatric disorders. It begins by defining neuropsychiatry and describing common neuropsychiatric symptoms. It then focuses on two specific neurotransmitters - acetylcholine and serotonin. For acetylcholine, it describes its role in Alzheimer's disease, the stages of Alzheimer's, and treatments. For serotonin, it discusses its role in depression, migraine, biosynthesis, receptors, and treatments for depression.
Mental health nursing occurs at three levels - basic, expanded, and extended. At the basic level, psychiatric nurses assist clients in regaining coping skills, provide self-care assistance and administer psychological interventions. The expanded role includes tasks such as nurse practitioner duties, case management, research, and counseling. The extended role involves working in community settings like schools, primary care centers, and homes as clinical nurse specialists, consultation nurses, and community psychiatric nurses.
1. The therapeutic relationship is the interaction between a healthcare professional and client aimed at beneficially changing the client.
2. It focuses on the client's needs and experiences and agreed upon goals which are continually evaluated.
3. Key qualities include genuineness, respect, empathy, and good communication skills.
This document provides an overview of family therapy. It begins by defining family therapy as a therapeutic modality focused on interactions within a nuclear or extended family system with the goal of alleviating problems initially presented by individual members or the family as a whole. It then discusses key aspects of family therapy including that it typically involves 10-20 sessions, can be conducted in various settings, and works to change family interactions and structure. The document also summarizes different types of family therapy models including family systems therapy, structural family therapy, and functional family therapy. It provides details on functional family therapy including its goals, techniques, phases of intervention, and focus on risk and protective factors. Finally, it outlines the key concepts and goals of structural family therapy
This document discusses various mental health issues affecting special populations and nursing responsibilities in addressing them. It covers problems commonly seen in adolescents like anxiety, mood disorders, and substance abuse. It also addresses issues for women like premenstrual syndrome, postpartum depression, menopause, and postpartum psychosis. Other sections discuss the elderly, victims of violence and abuse, the handicapped, and those with HIV/AIDS. For each population, it outlines common problems, causes, symptoms, and nursing management strategies including treatment, counseling, education, and social support.
Roles of the psychiatric mental health nurse in contemporary mental health careNursing Path
The document discusses the various roles of psychiatric-mental health nurses. It begins by introducing the generalist registered nurse and specialist clinical nurse specialist. It then describes several specialty roles including community mental health nurse, psychiatric home care nurse, forensic psychiatric nurse, psychiatric consultation-liaison nurse, nurse case manager, geropsychiatric nurse, parish nurse, telehealth nurse, nurse researcher, nurse educator, nurse administrator/manager, collaborative roles on interdisciplinary teams, and nurse psychopharmacologist. These roles demonstrate the expanding scope of practice for psychiatric nurses.
This document discusses therapeutic impasses in the nurse-patient relationship. It defines therapeutic impasses as blocks in the progress of the relationship that provoke intense feelings in both nurse and patient. It identifies several types of impasses that can occur, including resistance, transference, countertransference, boundary issues, and dual relationships. It also discusses impasses that can arise in different phases of the relationship, such as pre-interaction, orientation, working, and termination phases. Strategies are provided for overcoming each type of impasse, such as active listening, clarification, exploration, maintaining open communication, peer consultation, and involving supervisors.
The document outlines the Ethical Principles of Psychologists and Code of Conduct. It discusses 5 general principles that guide psychologists, including beneficence, fidelity, integrity, justice, and respecting rights. It then describes 10 standards related to resolving ethics issues, competence, relationships, privacy, advertising, record keeping, education, research, assessment, and therapy. Key aspects of standards around privacy, record keeping, informed consent, and limits of confidentiality in therapy are highlighted.
Common behavioral and emotional problems in childrenIqra Aslam
Common behavioral and emotional problems in children include emotional and behavioral disorders, behavioral disorders, and eating disorders. Emotional and behavioral disorders are defined as an inability to build relationships, depression, and developing physical symptoms related to personal problems. Behavioral disorders involve a child not doing what adults want them to do. Eating disorders include pica, which is the repeated ingestion of non-nutritive substances. Causes of problems include biological factors, home and community environment, and characteristics include distorted thinking, anxiety, aggression, and withdrawal. Treatments involve medication, behavioral therapies, and improving parenting and environment.
Biological, psychosocial, and sociocultural factors all contribute to abnormal behavior. The document discusses several causal factors at each level:
Biological factors include genetic defects, constitutional liabilities, physical deprivation, disruptive emotional processes, and brain pathology. Psychosocial factors comprise maternal deprivation, pathogenic family environments, early psychic trauma, and problematic interpersonal relationships. Sociocultural influences involve issues like war, prejudice, economic problems, and rapid social change. The causes of abnormal behavior are complex and multifactorial rather than the result of any single influence.
A relaxation technique (also known as relaxation training) is any method, process, procedure, or activity that helps a person to relax; to attain a state of increased calmness; or otherwise reduce levels of pain, anxiety, stress or anger.
Social cognition is a sub-topic of social psychology that focuses on how people process, store, and apply information about other people and social situations.
It focuses on the role that cognitive processes play in our social interactions.
The way we think about others plays a major role in how we think, feel, and interact with the world around us.
This document discusses the ethical standards and guidelines that counselors must follow. It explains that counselors have responsibilities of beneficence, nonmaleficence, and autonomy towards their clients. Counseling relationships can be complicated due to power imbalances and clients' personal issues. Ethical codes provide guidance for counselors on what they can and cannot do. These codes are developed by counseling organizations and aim to safeguard clients' welfare, inform counselors' conduct, and hold counselors accountable.
Classical and operant conditioning are two types of learning. Classical conditioning involves associating an innate response with a neutral stimulus through repeated pairings. Operant conditioning is when behavior is influenced by its consequences - behaviors followed by reinforcement increase, while behaviors followed by punishment decrease. There are various schedules of reinforcement including continuous, fixed-ratio, variable-ratio, fixed-interval, and variable-interval schedules which impact how quickly and strongly behaviors are learned.
Learning is defined as a relatively permanent change in behavior or mental state due to experience. There are two main types of learning: associative and non-associative. Associative learning involves linking stimuli together, including classical and operant conditioning. Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a new response, while operant conditioning uses reinforcement and punishment to modify voluntary behaviors.
Behavior therapy is a form of treatment that establishes a professional relationship between a trained person and a patient to modify or remove symptoms and promote growth. It is based on assumptions that all behavior is learned, maladaptive behavior can be unlearned and replaced, and treatment strategies are individually tailored. Common behavior techniques include systematic desensitization, flooding, aversion therapy, operant conditioning using reinforcement or punishment, and assertiveness/social skills training.
This document provides an overview of cognitive behavioral therapy (CBT). It explains that CBT was developed in the 1960s by Aaron Beck and is based on the theory that thoughts, feelings, and behaviors are interconnected, and that by modifying dysfunctional thoughts people can experience improvements in their emotional state and behaviors. The document outlines the basic principles of CBT, including that it is a semi-structured, time-limited, collaborative approach focused on skill development and cognitive change through techniques like identifying and modifying thoughts and beliefs. Research evidence demonstrates CBT is an effective treatment for a wide range of mental health and medical conditions.
This document summarizes a class on nursing research. It outlines the learning objectives which are to identify the scope, process, significance and trends of nursing research as well as challenges. The scope of nursing research includes nursing services, education, administration and information. The research process involves introduction, literature review, methodology, analysis, results, discussion and conclusion chapters. Historical observations led to scientific developments and nursing research has focused on evidence-based practices, stronger evidence, cultural issues and priorities like health promotion. Problems include developing nursing researchers and their working environments.
This document discusses psychopathology and the structure and functions of the human brain. It describes that psychopathology refers to the study of mental illness and behaviors indicative of impairment. It then reviews the main parts of the brain, including the cerebrum, cerebellum, limbic system, and brain stem. Each part controls different functions. The document also discusses neurotransmitters like glutamate, GABA, dopamine, and serotonin, and their roles in conditions like depression, anxiety, Parkinson's, and schizophrenia.
This document discusses the history and key concepts of behavior therapy. It describes B.F. Skinner and Albert Bandura as influential founders who developed behaviorism and social learning theory respectively. Behavior therapy focuses on observable behaviors and their environmental causes, using techniques like systematic desensitization based on classical conditioning and operant conditioning with rewards. Cognitive-behavioral therapy later incorporated cognition. The document outlines basic assumptions like empirically testing procedures and clients taking an active role in problem-focused treatment.
Social cognition is a branch of social psychology that seeks to understand how people perceive and make sense of social interactions and behaviors. It uses cognitive models to examine how people form impressions of others based on selecting certain information to focus on while ignoring other details, and how these impressions can be influenced by traits, stereotypes, and biases. The document discusses factors like first impressions, central vs peripheral traits, halo effects, implicit personality theories, and strategies for avoiding distorted social perceptions.
role of neurotransmitters in neuropsychriatric diseases Deepa Devkota
This document discusses the role of neurotransmitters in neuropsychiatric disorders. It begins by defining neuropsychiatry and describing common neuropsychiatric symptoms. It then focuses on two specific neurotransmitters - acetylcholine and serotonin. For acetylcholine, it describes its role in Alzheimer's disease, the stages of Alzheimer's, and treatments. For serotonin, it discusses its role in depression, migraine, biosynthesis, receptors, and treatments for depression.
Mental health nursing occurs at three levels - basic, expanded, and extended. At the basic level, psychiatric nurses assist clients in regaining coping skills, provide self-care assistance and administer psychological interventions. The expanded role includes tasks such as nurse practitioner duties, case management, research, and counseling. The extended role involves working in community settings like schools, primary care centers, and homes as clinical nurse specialists, consultation nurses, and community psychiatric nurses.
1. The therapeutic relationship is the interaction between a healthcare professional and client aimed at beneficially changing the client.
2. It focuses on the client's needs and experiences and agreed upon goals which are continually evaluated.
3. Key qualities include genuineness, respect, empathy, and good communication skills.
This document provides an overview of family therapy. It begins by defining family therapy as a therapeutic modality focused on interactions within a nuclear or extended family system with the goal of alleviating problems initially presented by individual members or the family as a whole. It then discusses key aspects of family therapy including that it typically involves 10-20 sessions, can be conducted in various settings, and works to change family interactions and structure. The document also summarizes different types of family therapy models including family systems therapy, structural family therapy, and functional family therapy. It provides details on functional family therapy including its goals, techniques, phases of intervention, and focus on risk and protective factors. Finally, it outlines the key concepts and goals of structural family therapy
This document discusses various mental health issues affecting special populations and nursing responsibilities in addressing them. It covers problems commonly seen in adolescents like anxiety, mood disorders, and substance abuse. It also addresses issues for women like premenstrual syndrome, postpartum depression, menopause, and postpartum psychosis. Other sections discuss the elderly, victims of violence and abuse, the handicapped, and those with HIV/AIDS. For each population, it outlines common problems, causes, symptoms, and nursing management strategies including treatment, counseling, education, and social support.
Roles of the psychiatric mental health nurse in contemporary mental health careNursing Path
The document discusses the various roles of psychiatric-mental health nurses. It begins by introducing the generalist registered nurse and specialist clinical nurse specialist. It then describes several specialty roles including community mental health nurse, psychiatric home care nurse, forensic psychiatric nurse, psychiatric consultation-liaison nurse, nurse case manager, geropsychiatric nurse, parish nurse, telehealth nurse, nurse researcher, nurse educator, nurse administrator/manager, collaborative roles on interdisciplinary teams, and nurse psychopharmacologist. These roles demonstrate the expanding scope of practice for psychiatric nurses.
This document discusses therapeutic impasses in the nurse-patient relationship. It defines therapeutic impasses as blocks in the progress of the relationship that provoke intense feelings in both nurse and patient. It identifies several types of impasses that can occur, including resistance, transference, countertransference, boundary issues, and dual relationships. It also discusses impasses that can arise in different phases of the relationship, such as pre-interaction, orientation, working, and termination phases. Strategies are provided for overcoming each type of impasse, such as active listening, clarification, exploration, maintaining open communication, peer consultation, and involving supervisors.
The document outlines the Ethical Principles of Psychologists and Code of Conduct. It discusses 5 general principles that guide psychologists, including beneficence, fidelity, integrity, justice, and respecting rights. It then describes 10 standards related to resolving ethics issues, competence, relationships, privacy, advertising, record keeping, education, research, assessment, and therapy. Key aspects of standards around privacy, record keeping, informed consent, and limits of confidentiality in therapy are highlighted.
Common behavioral and emotional problems in childrenIqra Aslam
Common behavioral and emotional problems in children include emotional and behavioral disorders, behavioral disorders, and eating disorders. Emotional and behavioral disorders are defined as an inability to build relationships, depression, and developing physical symptoms related to personal problems. Behavioral disorders involve a child not doing what adults want them to do. Eating disorders include pica, which is the repeated ingestion of non-nutritive substances. Causes of problems include biological factors, home and community environment, and characteristics include distorted thinking, anxiety, aggression, and withdrawal. Treatments involve medication, behavioral therapies, and improving parenting and environment.
Biological, psychosocial, and sociocultural factors all contribute to abnormal behavior. The document discusses several causal factors at each level:
Biological factors include genetic defects, constitutional liabilities, physical deprivation, disruptive emotional processes, and brain pathology. Psychosocial factors comprise maternal deprivation, pathogenic family environments, early psychic trauma, and problematic interpersonal relationships. Sociocultural influences involve issues like war, prejudice, economic problems, and rapid social change. The causes of abnormal behavior are complex and multifactorial rather than the result of any single influence.
A relaxation technique (also known as relaxation training) is any method, process, procedure, or activity that helps a person to relax; to attain a state of increased calmness; or otherwise reduce levels of pain, anxiety, stress or anger.
Social cognition is a sub-topic of social psychology that focuses on how people process, store, and apply information about other people and social situations.
It focuses on the role that cognitive processes play in our social interactions.
The way we think about others plays a major role in how we think, feel, and interact with the world around us.
This document discusses the ethical standards and guidelines that counselors must follow. It explains that counselors have responsibilities of beneficence, nonmaleficence, and autonomy towards their clients. Counseling relationships can be complicated due to power imbalances and clients' personal issues. Ethical codes provide guidance for counselors on what they can and cannot do. These codes are developed by counseling organizations and aim to safeguard clients' welfare, inform counselors' conduct, and hold counselors accountable.
Classical and operant conditioning are two types of learning. Classical conditioning involves associating an innate response with a neutral stimulus through repeated pairings. Operant conditioning is when behavior is influenced by its consequences - behaviors followed by reinforcement increase, while behaviors followed by punishment decrease. There are various schedules of reinforcement including continuous, fixed-ratio, variable-ratio, fixed-interval, and variable-interval schedules which impact how quickly and strongly behaviors are learned.
Learning is defined as a relatively permanent change in behavior or mental state due to experience. There are two main types of learning: associative and non-associative. Associative learning involves linking stimuli together, including classical and operant conditioning. Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a new response, while operant conditioning uses reinforcement and punishment to modify voluntary behaviors.
Learning is defined as a relatively permanent change in behavior or mental state due to experience. There are two main types of learning: associative and non-associative. Associative learning involves linking stimuli together, including classical and operant conditioning. Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a new response, while operant conditioning uses reinforcement and punishment to modify voluntary behaviors.
An operant is a set of acts which constitutes an organism doing
something. In the process of operant conditioning operant responses are modified or changed by reinforcement Through operant conditioning, an association is made between a behavior and a consequence (whether negative or positive) for that behavior. An operant is a set of acts which constitutes an organism doing something. In the process of operant conditioning operant responses are modified or changed by reinforcement. It is called trial and error learning .
Video link: You can see video from YouTube also
https://youtu.be/BfK8O61ar4E
www.youtube.com/channel/UCAxHLKkrYaZ62adpr47kr8w?view_as=subscriber
Skinner Operant conditioning | Thorndike trial and error learning ProfessorBellaLetstr
Through operant conditioning, an association is made between a behavior and a consequence (whether negative or positive) for that behavior. An operant is a set of acts which constitutes an organism doing something. In the process of operant conditioning operant responses are modified or changed by reinforcement. It is called trial and error learning .you can download it link is given
https://drive.google.com/file/d/1R02XvbCA5oCp7Ol36Wai7cXcgMr-pkqe/view?usp=sharing
www.youtube.com/channel/UCAxHLKkrYaZ62adpr47kr8w?view_as=subscriber
Operant conditioning is a type of learning where behavior is strengthened through reinforcement or diminished through punishment. It involves voluntary behaviors that operate on the environment. Key aspects include:
1) Reinforcement strengthens behaviors by presenting a desirable stimulus or removing an undesirable one after the behavior occurs. Positive reinforcement adds a stimulus, while negative reinforcement removes one.
2) Behaviors are acquired through continuous reinforcement at first, then shaped using partial reinforcement to build resistance to extinction.
3) Reinforcement schedules like fixed ratio and variable interval impact how often behaviors are performed.
4) Complex behaviors can be learned through successive approximations using shaping principles like differential reinforcement.
It covers a lot of aspects of psychology like what is learning, definition of learning classical conditioning, operant conditioning, Ivon Pavlov experiment on dogs and a lot of other aspects.
1) Learning involves acquiring relatively permanent changes in behavior through experience. It can occur through classical conditioning, operant conditioning, and cognitive learning.
2) Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning uses reinforcement and punishment to modify voluntary behaviors. Cognitive learning focuses on mental processes like latent learning and observational learning.
3) Key principles of learning include reinforcement, punishment, shaping, extinction, generalization, and discrimination. Learning theories are applied to understand behaviors and design treatment programs.
This document discusses operant conditioning and its key principles. It describes operant conditioning as a theory pioneered by B.F. Skinner that deals with how voluntary responses change over time based on their consequences. Reinforcement and punishment are used to either increase or decrease the likelihood of behaviors. There are four types of consequences discussed: positive reinforcement, negative reinforcement, positive punishment, and negative punishment. Laws of learning from Thorndike are also summarized, including the law of effect, law of readiness, and law of exercise.
Positive Reinforcement and Negative Reinforcement.pptxMarryiamKhan
Positive and negative reinforcement can motivate student learning. Positive reinforcement uses rewards to increase desired behaviors, like praising students for good work. It involves three phases - targeting issues, private discussions of problems, and irregular rewards. Negative reinforcement strengthens behaviors by removing undesired stimuli, like being lenient at first and then stricter if mistakes continue. Both techniques can motivate students if used properly, but punishment should be avoided. Maintaining a balance of positive and negative reinforcement without harsh criticism best encourages academic excellence.
This document provides an overview of learning theories, including behaviorism, classical conditioning, and operant conditioning. It discusses the pioneering work of Ivan Pavlov on classical conditioning and his experiments with dogs. It also covers Edward Thorndike's laws of effect and exercise, and B.F. Skinner's development of operant conditioning and reinforcement schedules. Key concepts in classical and operant conditioning like contingencies, extinction, and stimulus generalization are defined.
The consequences of behavior & schedules of reinforcement.noornadim
The document summarizes key concepts from B.F. Skinner's research on operant conditioning and schedules of reinforcement. It discusses Skinner's experiment using rats in a Skinner box, where pressing a lever led to food rewards. This established the concept of positive reinforcement, where behaviors followed by favorable consequences increase in likelihood. The document also defines negative reinforcement and punishment. Finally, it examines different schedules of reinforcement like continuous and partial reinforcement on variable and fixed intervals/ratios that were used in Skinner's experiments.
This document discusses learning theories and principles of learning. It defines learning as a relatively permanent change in behavior resulting from experience. Theories of learning discussed include classical conditioning by Ivan Pavlov, operant conditioning by B.F. Skinner, cognitive learning by Edward Tolman, and social learning. Principles of learning include positive reinforcement, negative reinforcement, punishment, and extinction. Schedules of reinforcement like continuous and intermittent are also covered. Specific organizational applications like using lotteries to reduce absenteeism are provided. Barriers to learning at the individual, team, and organizational levels are also outlined.
Classical and operant conditioning are two theories of learning proposed by Ivan Pavlov and B.F. Skinner respectively. Pavlov showed that behaviors can be learned through associating an unconditioned stimulus like food with a neutral stimulus like a bell. Skinner's operant conditioning demonstrated that voluntary behaviors are strengthened through positive reinforcement or weakened through punishment and extinction. Cognitive learning theories proposed by psychologists like Edward Tolman emphasized how mental representations and problem-solving allow for more complex learning than conditioning alone.
This document discusses behavioral therapy techniques. It begins by introducing some of the founders of behavioral theory including Pavlov, Watson, and Skinner. The basic assumptions of behavioral therapy are that behavior is learned from the environment and can be unlearned. Techniques discussed include systematic desensitization, flooding, aversion therapy, positive reinforcement using a token economy, modeling, shaping, chaining, time out, and assertiveness training. The role of nurses is to apply behavioral principles like positive reinforcement and relaxation techniques.
B.F. Skinner was an American psychologist who pioneered the concept of operant conditioning. Some key points about Skinner:
- He was born in 1904 in Pennsylvania and received his PhD from Harvard in 1931, where he later became a professor and conducted research for the rest of his career.
- His theory of operant conditioning posits that voluntary behaviors are functions of their consequences - behaviors followed by positive reinforcement increase in frequency, while those followed by negative reinforcement decrease.
- He identified schedules of reinforcement including continuous, fixed ratio/interval, and variable ratio/interval schedules which impact response rates.
- Behavior modification techniques apply operant conditioning principles to modify behaviors through reinforcement and punishment. Token
This document provides an overview of instrumental learning or operant conditioning. It discusses key concepts such as basic assumptions of operant conditioning, principles of reinforcement including positive and negative reinforcement as well as punishment, schedules of reinforcement, extinction, stimulus generalization and discrimination, chaining, and token economies. The document also summarizes definitions and experiments related to instrumental learning by Edward Thorndike and B.F. Skinner.
This document discusses operant conditioning and its major concepts. It describes the four methods used in operant conditioning: positive reinforcement, negative reinforcement, punishment, and response cost. These are determined by whether a stimulus is added or removed and if it increases or decreases a behavior. Schedules of reinforcement - continuous, fixed interval/ratio, variable interval/ratio - are also explained and how they impact response patterns. Examples of applying these concepts in a classroom are provided.
Learning (Psychology) Lecture notes by Imran Ahmad SajidDr. Imran A. Sajid
This document discusses different types of learning including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through reinforcement and punishment where behaviors are strengthened or weakened based on consequences. Cognitive learning focuses on mental processes like attention, retention, and motivation that underlie learning through observation and latent learning when behaviors are acquired but not demonstrated until needed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
2. INTRODUCTION
• Behavior modification is a treatment approach, based on the
principles of operant conditioning (B.F. Skinner) that
replaces undesirable behaviors with more desirable ones
through positive or negative reinforcement. In behavior
modification there are specific set of treatment and
techniques to get a desirable behavior.
3. STEPS OF BEHAVIOR
MODIFICATION
• Identification of critical behavior
• Measurement of behavior
• Identifying behavior consequences
• Develop and apply intervention strategy
• Evaluation performance
4. 3 Categories of Techniques
• Encouraging desirable behavior
• Decreasing undesirable behavior
• Developing a new behavior
6. REINFORCEMENT
• The process of encouraging or establishing a belief or
pattern of behavior. It helps us to increase or decrease a
desirable behavior.
7. Occurs after a behavior and
INCREASES the chance that behavior
will be Repeated
9. Positive Reinforcement
Positive reinforcement means providing rewards for good
behavior. This can be in form of bonuses or extra benefits
but positive reinforcement can involve smaller and simpler
rewards.
10. • Adding a pleasant consequence
• Example: earn reward for cleaning.
11. Negative Reinforcement
• In negative reinforcement, a response or behavior is
strengthened by stopping, removing or avoiding a negative
outcome or aversive stimulus.
12. • Take away unpleasant consequence.
• Example: Your mom’s/dad’s nagging stops you when you
clean your room.
14. WHAT IS SCHEDULE OF
REINFORCEMENT?
• A continuous schedule of reinforcement(sometimes
abbreviated into CRF) occurs when reinforcement is
delivered after every single target behaviour whereas an
intermittent schedule of reinforcement (INT)
means reinforcement is delivered after some behaviours or
responses but never after each one.
15.
16. THERE ARE FOUR SCHEDULES OF
PARTIAL REINFORCEMENT
• Fixed-ratio schedules are those where a response is reinforced
only after a specified number of responses. This schedule
produces a high, steady rate of responding with only a brief pause
after the delivery of the reinforcer. An example of a fixed-ratio
schedule would be delivering a food pellet to a rat after it presses
a bar five times.
• Variable-ratio schedules occur when a response is reinforced
after an unpredictable number of responses. This schedule creates
a high steady rate of responding. Gambling and lottery games are
good examples of a reward based on a variable ratio schedule. In
a lab setting, this might involve delivering food pellets to a rat
after one bar press, again after four bar presses, and a third pellet
after two bar presses.
17. • Fixed-interval schedules are those where the first response is
rewarded only after a specified amount of time has elapsed. This
schedule causes high amounts of responding near the end of the
interval, but much slower responding immediately after the
delivery of the reinforcer. An example of this in a lab setting
would be reinforcing a rat with a lab pellet for the first bar press
after a 30-second interval has elapsed.
• Variable-interval schedules occur when a response is rewarded
after an unpredictable amount of time has passed. This schedule
produces a slow, steady rate of response. An example of this
would be delivering a food pellet to a rat after the first bar press
following a one-minute interval, another pellet for the first
response following a five-minute interval, and a third food pellet
for the first response following a three-minute interval.
18. So what exactly is a schedule of reinforcement and how
does it work in the conditioning process?
• A schedule of reinforcement is basically a rule stating
which instances of a behaviour will be reinforced. In some
cases, a behaviour might be reinforced every time it occurs.
20. The technique is an application of skinner’s research on operant
conditioning.
Used in various settings- home, school and work
Tokens are given to individuals when an identified appropriate
behavior is shown.
Tokens are exchanged for rewards
Two basis on which the token can be exchanged
• After a certain number of tokens have been collected
• Specified amount of time has been passed.
21. • EXAMPLES OF TOKENS:
• Smile
• Star
• Choker chips, etc.
• Examples of rewards.
• Extra recess
• Free time
• Computer time
• Stationery materials
• For example:
• When a child completes his homework on time the teacher gives a
star. After he has collected 5 stars or after a period of 1 week, teacher
exchanges the token by giving reward of any stationery item.
22. WHEN IS IT USED
• Token economies are used as a method of strengthening
behaviour, or increasing its frequency, because the tokens are a
way of “paying” children for completing tasks and the children
can then use these tokens to buy desired activities or items
(miltenberger, 2008).
23. PRINCIPLES OF TOKEN ECONOMY
• Define the target behavior.
• Specify the setting
• Select tokens
• Identify backup reinforce
• Determine a schedule of reinforcement
• Establish the exchange rate
• Establish a place and time to exchange tokens
• Keep records
25. • EXAMPLE :
Mrs. Weir uses token economy in her second grade class she uses poker chips
as the token she uses this technique to encourage students to read more
books and to starts reading immediately when they set down after lunch she
gives them one token after they have answered couple of questions. A
student who is very disruptive during or after lunch when reading they can
loose tokens once a month, she opens her store, which contains the
following items and more.
• Extra recess cost 45 tokens
• Computer time cost 35 tokens
• Books vary between 10-35 tokens
• Toys vary between 10-45 tokens
• Snack foods, including candy cost 5-10 tokens
• Stickers, pens, pencils cost 1-5 tokens
28. WHAT IS PUNISHMENT?
• It's basically a behaviour and it has nothing to do with
personality
• Punishment is a technique used to weaken specific
behaviour
• There are two types of punishment
Positive punishment
Negative punishment
29. WHAT IS POSITIVE
PUNISHMENT?
• It focuses on decreasing the rate of any specific undesirable
behaviour for an individual.
• For e.G: if the child is banging pen on the desk in
counselling session so the counsellor yells at the child.
Yelling of the counsellor stops the undesirable behaviour of
the child.
30. WHAT IS NEGATIVE
PUNISHMENT?
• The removal of the present stimulus that leads to a decrease in
specific behaviour.
• For eg: the child was running with his bottle in a counselling
room, and he was not listening to the counsellor, so the
counsellor took that bottle.
• Taking of the bottle from the client which was making him run
leads to removal of the present stimulus that leads to decrease in
specific behavior.
31. TIME OUT
• Time out is a behavior change technique which involves
elimination of an undesired behavior by removing the child
from the situation in which he or she is exhibiting the
behavior and placing the child in the new environment so
that there is little stimulation so that he or she can calm
down.
32. TYPES OF TIME OUT
• EXCLUSIONARY TIME OUT
• NON-EXCLUSIONARY TIME OUT
• ISOLATION/SECLUSION TIME OUT
33. EXTINCTION
• Extinction involves the cessation of a behavior because it is
not reinforced. Extinction takes places when reinforces are
withdrawn or unavailable and people stop demonstrating a
behavior. Extinction is frequently applied or used by the
therapist.
34. • For e.G.: 1. Rather then allowing your 3 year old to come
into bed with us every night (which was reinforcing) we put
a gate up at her door so she couldn’t leave her room. After a
few days (extremely anguished crying) the behavior ceased
and she slept through the night in her own bed.
36. • Overcorrection is punishment. It is the application of a negative
event or the removal of a negative event. It has been used to
reduce disruptive, annoying, and self-injurious behaviors.
• Overcorrection consists of restitutional overcorrection and/or
positive practice overcorrection
• Restitution is based on having the person do what a normal
individual might do to correct a situation. Knocking over a
person’s drink. Buying them a new one. Restitution helps the
individual experience the effort needed to restore the damage
and may cause them not to repeat the behavior because of the
inconvenience of correcting or rectifying the situation. This
may cause the person to realize that time and effort are needed
to correct irresponsible action.
37. • Restitutional overcorrection is were the person corrects the
consequences of their misbehavior by restoring the situation
to an improved state from before the event.
38. • Positive practice overcorrection is where the person
practices an activity with the appropriate behavior. It relies
on having the person do what a normal individual might do
to avoid the situation.
39. OTHER INTERVENTIONS
RELATED TO
OVERCORRECTION
Negative practice is the opposite of overcorrection the
individual is required to perform the self limiting behavior
repeatedly. Student who continually taps her pencil during
class. During recess have the student repeatedly tap on her
desk with her pencil while saying, "this is what I am not
supposed to." For five minutes.
41. DEFINITION
• Response cost is the term used for removing reinforcement
for an undesirable or disruptive behavior. In terms
of applied behavior analysis, it is a form of
negative punishment. By removing something (a preferred
item, access to reinforcement) you decrease the likelihood
that the target behavior will appear again. It is often used
with a token economy and is best used when a student
understands the implications.
42. Response cost as part of a classroom
token economy
• Response cost can be part of a classroom token economy,
when there are certain behaviors that can cost a student a
token, a point (or points) or money (a fine, if you are using
play money, "school box" or whatever.)
43. Cost response for students with
ADHD
• The one population for whom cost response is effective are
students with attention deficit hyperactivity disorder. Often they
fail at classroom reinforcement schedules because they can
never quite earn enough points to get the prize or the
recognition that comes with earning points. When students start
with all their points, they will work hard to keep them.
44. PROS OF A RESPONSE COST
PROGRAM
• When you have real clarity about the behaviours for which a
student can lose points, tokens or access to reinforcers, it is
likely that you will see very little of those behaviours. At the
same time, you are reinforcing the desired behaviour.
• Response cost is easy to administer,
• When the student has a behaviour that prevents his or her peers
from learning, creates a danger to himself or others (eloping,
climbing on furniture) response cost can provide a swift
punishment without actually applying any aversive.
45. CONS OF A RESPONSE COST
PROGRAM
• If the ratio of positive reinforcement is not at least 3 to 1, your
students may never get out of the hole. It will merely be punitive,
and never really take hold.
• If response cost is not consistently applied in a non-emotional
way, it will become the source or recrimination and bad blood
between students and staff or students and teacher.
• If it builds dependence on punishment, it will be counter-
productive. Reinforcing replacement behaviour is still the most
effective way to change undesirable behaviour.
46. DO’S
• 1. Only use response cost systems as part of an overall positive
reinforcement system.
• 2. Give more than you receive
47. • 3. Plan out ahead of time the costs and define the behaviours
they are used for
• 4. Communicate how it works to the student
• 5. Make the cost appropriate for the misbehaviour
48. DON’T’S
• 1. Wait to remove tokens
• 2. Remove tokens in anger
• 3. Give multiple warnings
49. • 4. Allow the student to go into a negative balance
• 5. Continue a plan that isn’t working
51. • Based on the principle of classical conditionening
• This therapy aims to remove the fear response of a phobia, and
substitute a relaxation response to the conditional stimulus gradually
using counter conditioning.
• Systematic desensitization is composed of three primary steps:
(1) training in deep muscle relaxation
(2) construction of anxiety hierarchies
(3) matching specific anxiety situations from the hierarchies
with relaxation training.
• The technique is based on the fact that it is impossible to be relaxed
and anxious at the same time. A major purpose of systematic
desensitization is to train the client to have an automatic relaxation
response when the previously feared object appears.
52. • A hierarchy might include
• (1) looking at an elevator
• (2) standing in an elevator with the door held in the open
position
• (3) going up one flight in an elevator
• (4) going up five flights m an elevator
• (5) going up 20 flights in an elevator
• (6) going up 50 flights in an elevator
• (7) going up to the top of the empire state building.
53. IN VIVO DESENSITIZATION
• The term in vivo desensitization refers to procedure that
take place in the client's actual environment. In vivo
desensitization is a widely used, exposure based strategy for
the treatment of anxiety fears and phobias.
54. TWO TYPES OF TREATMENT
1. Flooding treatmen : in flooding treatment, the client
anxiety reaches to a peak , decreases to a plateau, and
then decreases steadily after.
2. Exposure treatment : exposure treatment can be
conducted in real life situation.Which is labeled in vivo
exposure, or it can be done through imagination, which is
called imaginal exposure.
56. SHAPING
• Shaping involves systematically re- enforcing certain
behaviours in order to reach a specified end goal behaviour.
Shaping takes place when a person actually practices a
behaviour. Shaping is defined as behaviour that is learned
gradually steps by steps in order to get succeed in it.
57. • For example – a boy is afraid of swimming.
1 so first he will from home
2 he will wear swimming clothes
3 then he will stand near the pool
4 he will dip this one leg inside the pool
5 then he will dip his another leg
6 he will wear float
7 he will go inside with the float
8 he will walk with the float inside the swimming pool
9 then he will start swimming with the float
10 and then finally he will swim without float
so like after completing each step he will be rewarded with
something to the reach the end final behaviour.
58. CHAINING
• Chaining breaks a task into small steps and then teaches
each step within the sequence by itself. To teach a behavior
chain , a complex skills or sequence of behaviors is first
broken down into smaller units and once each and every
step is learned perfectly than they all have to attach in a cue
to form a specific chaining.
59. TYPES OF CHAINING.
• FORWARD CHAINING.
• BACKWARD CHAINING.
STEPS.
• STEPS FOR FORWARD CHAINING.
• STEPS FOR BACKWARD CHAINING.
61. • The traditional learning theory, can be considered as a
common observation that persons learns not only by doing,
but also by observing behavior of models.
• The emotional as well as physical responses may be learned
through observation.
• The child acquired ability to imitated the response would be
perform then reward would be given.
• Acquire a new responses through observation and learning,
even if the person perform the behavior or not. The reward
and punishment might affect the observed response, but not
the acquisition of the responses.
62. • Stimulus properties of the model
• Type of behavior exemplified by the model
• Consequences of model’s behavior
63. • Traditional learning
• Observation and responses
• Ability to imitated the response and acquire new response
through observation
• The impact of model
64. IMPLOSIVE THERAPY
WHAT IS IMPLOSIVE THERAPY ?
• It is a method of extinguishing anxiety by a saturation
exposure to the feared stimulus or its substitute.
65. FLOODING THERAPY
WHAT IS FLOODING THERAPY?
• Flooding therapy is exposing the patient directly to their
worst fears. He/she is thrown in at the deep end.
• HOW IS IMPLOSIVE THERAPY AND FLOODING
THERAPY DIFFERENT?
• Tasks of implosive therapist
66. PRINCIPLES OF BEHAVIOR
MODIFICATION
1. To Develop A New Behavior :
Successive approximation
Continuous reinforcement
Negative reinforcement
Modelling
Cueing
Discrimination
2. To Strengthen A New Behavior :
Decreasing reinforcement
Variable Reinforcement
67. 3. To Maintain An Established BehavioR :
Substitution
4. To Stop Inappropriate Behavior :
Satiation
Extinction
Incompatible alternative
Punishment
5. To Modify Emotional Behavior :
Avoidance
Fear reduction
68. ASSESSMENT.
• Assessment in counseling is the process of gathering data
about individuals to understand their characteristics. It is a
way to understand clients strength and weaknesses.
69. BEHAVIORAL ASSESSMENT.
• It is an important component of understanding the way
clients respond to different situations in everyday life. It is a
method of observing client in a naturalistic environment.