Topic 4.1 Behavioural Counselling Theory

8/17/2019 Topic 4.1 Behavioural Counselling Theory

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Behavioural Counselling Theory

EDU3073 Guidance and Counseling

For Children


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5. FUNCTIONS OF THEORY

Help counsellor o un!ersan! ho" an in!ivi!ual

"ho# she$he "ishes o help %uncions in his$her

environ#en

Help counsellor no o #a&e !ecision 'us (y relyingon heir assu#pions

Counsellor "ill (e a(le o un!ersan! "hy a

(ehaviour happens he "ay i happens Be a(le o use appropriae sraegies o #ainain or

change (ehaviour accor!ing o he heory

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5.) *UR*OSES OF + THEORY E,plain an even a%er #a&ing a %e"

o(servaion

Use he heory o overco#e cerain

siuaion-

Use he heory o #a&e pre!icion


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5.) I*ORT+NCE OF THEORY /ives #eaning0 con%i!ence an! !irecion o

he counsellor

/ives %ocus o he counsellor on "ha he is!oing o his clien

/ive counsellor opporuniy o #a&e plans

an! preparaion (e%ore he a!vices he clien o plan he srargies o #a&e changes

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5.1 CO*ONENTS OF BEH+2IOUR+3

COUNSE33IN/ THEORY5.1.) Firs Co#ponen4Classical

Con!iioning

5.1.1 Secon! Co#ponen4Operan

Con!iioning

5.1. Thir! Co#ponen4Cogniive

Behaviour Therapy

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5.1.) Firs Co#ponen 4C3+SSIC+3

CON6ITIONIN/


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Classical conditioning is a type oflearning in which an animal’s natural

response to one object or sensorystimulus transfers to anotherstimulus. This illustration shows howa dog can learn to salivate to thesound of a tuning fork, anexperiment rst carried out in theearly !""s by #ussian physiologist

$van %avlov.7


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&or conditioning to occur, the pairingof the food with the tuning fork 'step

( in the illustration) must berepeated many times, so that thedog eventually learns to associatethe two items.

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Ivan *avlov7)89:4):;<

Russian physiologis "ho "on he No(el *ri=e in

):>9 %or his "or& on !igesion 6ogs "ho iniially salivae! "hen %oo! "as

presene! o he#0 (egan o salivae in response o

cues ha signalle! he %oo! "as a(ou o arrive

He invesigae! his (y syse#aically !elivering avariey o% cues 'us prior o he arrival o% %oo!


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5.1.1 Secon! Co#ponen4Operan

Con!iioning?.

The su('ec operaes on he environ#en o

pro!uce an ouco#e

Insru#enal con!iioning4he su('ec@s (ehaviour is insru#enal in pro!ucing he

ouco#es

…..process of changing behaviour by providing a reinforcement after a response


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E!"ar! Thorn!i&e 7)8A94):9:


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B.F.S&inner 7):>94)::>< +#erican "ho (eca#e

inerese! in psychology a%errea!ing he "or& o% *avlov an!

ason Fa#ous %or la(oraory su!ies

"ih ras an! pigeons S&inner (o, use! o e,plore he

e%%ecs o% !i%%eren ypes an!sche!ules o% rein%orce#en

6escri(e! hi#sel% as a ra!ical (ehaviourisD


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Operan or Insru#enal Con!iioning S&inner@s (asic la" o% con!iioning 7):8


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- he !ice is gi"en #ood $hen he reaches he 1s corner %&'- This encourages him to strive on. *ut this time

when he reaches the st corner no food is given- +e strives on to the nd corner and the food is

given '*)- The (rd time when the mice reaches the nd corner

no good is given. +e will continue to strive on to the


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5. Behaviouris# *ersonaliy Theoryi. The !eer#iner o% learning0 aiu!e0 ha(i or

naure an! oher aspecs relae! o personal

!evelop#en is he (ehaviouris# o% anorganis#0 no #enal pheno#enon.

ii. *ersonaliy !evelop#en is !eer#inisic0

"here he environ#en an! e,periences!eer#ines he personaliy !evelop#en.

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5. Behaviouris# *ersonaliy Theoryiii. In!ivi!ual !i%%erences co#e %ro# e,perience

!i%%erences.

iv. 6ualis# such as #in!4(o!y0 (o!y4soul !oesno have scieni%ic prove o e,plain a(ou

hu#an !evelop#en0 o #a&e pre!icion on

"ha "ill happen a(ou he hu#an (ehaviouran! o overco#e hu#an (ehaviour o !o

so#ehing.

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5. Behaviouris# *ersonaliy Theoryv. Even hough personaliy !evelop#en usually

has geneic consrain "hich canno change or

(e change! any#ore0 i is resule! %ro#inernal environ#en an! si#ulus "hich

plays he !o#inan.

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5..) S&inner@s *rinciple +!apaion

Shaping o!eling *osiive

Rein%orce#en Negaive

Rein%orce#en

(egai"e

)unish!en%*!issionraining'

)unish!en%)assi"e &"oidance

+ole )la, &sseri"e )racice

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6ISCUSS THE FO33OIN/ SGINNER@S

*RINCI*3ES


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SH+*IN/

4 Esa(lishing a ne" response (y rein%orcing

successive appro,i#aions o i

O6E3IN/

4Behaviour is acuire! (y "aching signi%ican

ohers an! is rein%orce! he #ore he (ehaviour

appro,i#aes ha o% signi%ican ohers eg role playing o each asserive raining

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REINFORCEENT Rein%orcer 4an even ha %ollo"s a response

an! increases he laer pro(a(iliy or%reuency o% ha response E,rinsic Rein%ore#en 4#aerial rein%orcers

such as oys0 o&en such as sa#ps$gol! sar

an! social such as goo!"ill recogniion


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*osiive rein%orce#en involves presening asi#ulus or a!!ing so#ehing o a siuaion%ollo"ing a response0 "hich increase he%uure li&elihoo! o% ha response occurringin ha siuaion.


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Negative reinforcement involves re#oving asi#ulus or a&ing so#ehing a"ay %ro# a siuaion%ollo"ing a response0 "hich increases he %uure

li&elihoo! ha he response "ill occur in hasiuaion. Punishment !ecreases he %uure li&elihoo! o%

respon!ing o a si#ulus. *unish#en #ay involve"ih!ra"ing a posiive rein%orcer or presening a

negaive rein%orcer %ollo"ing a response.*unish#en suppresses a response (u !oes noeli#inae i- "hen he hrea o% punish#en isre#ove! he punishe! response #ay reurn.


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5.9 IN+**RO*RI+TE BEH+2IOUR

ala!ape! (ehaviour4+n

inappropriae (ehaviour or

prohi(ie! (ehaviour in a

sociey an! i% i is coninue!

o (e pracice! (y an

in!ivi!ual0 he$she is regar!e!

as a person "ho coul! noa!'us hi#sel%$hersel% in a

sociey 7#ala!'use! person

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5.9 IN+**RO*RI+TE BEH+2IOUR

ala!'usive

(ehaviour 4

speci%ic in

!i%%eren

culure0 i#e0social class an!

siuaion27


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5.9.) HO +N IN6I2IU6+3 IS TROUB3E6

Behaviours "hich are regar!e! as

#ala!apive are all learn in or!er o ge

posiive rein%orce#en or o lessen he pain orunco#%ora(le %eeling

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6ISCUSSION 1

E,plain ho" (ehaviour is learn %ro#

perspecive o% (ehaviouris# counselling

heory. Thin& o% (ehaviour "hich you regar! as

#ala!apive0 an! ry o !eec ho" he

(ehaviour is learn.

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5.5. THE COUNSE33IN/ *ROCESS

Counselling S&ills

3isening acively

+ppreciae he cliens

+ccepance- an!

Un!ersan! ha he clien is uniue

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5.5. THE COUNSE33IN/ *ROCESS

6UTIES OF + COUNSE33OR-

Be a(le o help he clien in analysing

his$her (ehaviour To inerpre pro(le#

Choose an o('ecive o (e achieve!

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5.; STR+T/IES TO HE3* C3IENT

Role *lay

+sserive pracice

Econo#y o&en

Sel% #anage#en0 sel%4#onioring

an! sel%4rein%orce#en

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Role *lay To rain cliens in various (ehaviours "hich hey

%oun! very har! o !o (e%ore his +cing an! raining "hich is gui!e! (y counsellor

"ih a speci%ic purpose

/ives opporuniy o clien o ry (ringing ou ne"

(ehaviour in a sa%er siuaion (e%ore i is use!

ousi!e or in places "here rou(les %reuenly arise

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3i#iaions o% Using Role *lay

6epen!s on counsellor@s s&ills an! eagerness

in a!#inisering is "ays 6epen!s on clien@s o"n !esire o e,perience0

lisen an! %eel he ne" (ehaviour "hich #igh

(e har! %or hi# o !o (e%ore his

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Concep +sserive *racice

Techniue use! o each clien o gain con%i!ence in

coping "ih he people "ho# he hough as a hrea.

*urposes

+cively gives srengh o iniiae chosen !esire!

(ehaviour

To gui!e cliens "ho are passive0 !epen!en an!un#oivae!

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Econo#ic To&en7Re"ar!s<

+n organise! proce!ure "here o&en o% gi%s

are given as rein%orce#en %or appropriae (ehaviour

To&en4plasic coins0 #ar&s0 or anyhing ha

can (e cashe! in "ih valua(le hings orspecial privileges

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6ISCUSSION

HO C+N E ENSURE THE

O6IFIE6 BEH+2IOUR

CONTINUES TO BE *R+CTICE6BY THE C3IENTJ

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5.;.9 Sel%4anage#en0 Sel%4onioring

an! Sel%4rein%orcing

Characerisics o% his echniues

Cliens play an acive role Cliens give his$her o"n opinions an! %ollo"

counselor@s a!vice an! consruc heir o"n

speci%ic an! e%%ecive plan

Cliens@ hin&ing process is given aenion

an! %ocus

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Cliens are e,pece! o (e #ore responsi(le in

"or&ing har! o achieve he !esire! changes

Cliens learn he "ay o sel%4rein%orce Cliens are as&e! o o(serve0 #onior0 sel%4

rein%orce an! are so#ei#es as&e! o inerpre

(ehaviour !aa "hich hey have recor!e! an! Counselllors@ role is #ore o% a #enor or

e!ucaor insea! o% an e,per

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Seps o Sel%4anage0 Sel%4onior an! Sel%4

Rein%orce

Sep ) Concepualisaion an! 6e%iniion o% a

*ro(le# an! Choosing Behavioural For#

6eci!e arge o('ecive o (e achieve!

in!ivi!ually The o('ecive #us (e

Co#prehensi(le0i#poran an! valua(le o he

clien Can (e analyse! an! #easure! o('ecively

Realisic an! achieva(le0 an!

*osiive an! consrucive40


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Sep ) Concepualisaion an! 6e%iniion o% a

*ro(le# an! Choosing Behavioural For#

Sae#ens a(ou arge o('ecive #usinclu!e Clien@s nee! a an achieva(le san!ar! or

eli#inae!0 an!

/ra!ual achieve#en o% arge o('ecive

accor!ing o he chosen !aes

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5.;.9 Sel%4anage#en0 Sel%4onioring an!

Sel%4rein%orcing

Sep 1 anaging an! onioring Targe

Behaviour

Choose appropriae ai#s (ase! on clien@so('ecives

Sar (aseline assess#en (e%ore

i#ple#ening (ehaviour #o!i%icaionsraegies

Sar #onioring an! a&e noe on any relae!

arges42


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Sel%4rein%orcing

Sep Environ#enal Change an! Ta&ing he RighSep

+ he (eginning0 ry o avoi! he environ#en an!

siuaion "hich "ill surely cause un"ane! response or#ala!apive (ehaviour

Change he a#osphere0 siuaion an! environ#en o #a&e

sure ha he clien

Realise "ha he$she is !oing 3i#i he si#ulus ha causes un"ane! (ehaviour an!

Si#pli%y (ehaviour "hich gives sais%acion43


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Sel%4rein%orcing Sep 9 /eneraing appropriae

rein%orce#en an! !eer#ining

#eaning%ul an! e%%ecive ouco#e%or clien

I!eni%y rein%orce#en an! is resul I#ple#en rein%orce#en

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Sel%4rein%orcing

Sep 5 ainaining he achieve#en an!

couning he success

Creae an e%%ecive evaluaion$%ee!(ac& syse# ainaining he learn (ehaviour

3essening sel%4noing

3essening rein%orce#en

/e social suppor

Use his sraegy o change so#ehing "hich he

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Gey I!eas

*ri#ary rein%orcers sais%y (uil4in nee!s

Secon!ary rein%orcers "ere originally neural eg.

#oney0 goo! gra!es0 gol! sars

Rein%orce#en sche!ules coninuous0 iner#ien0

varia(le.

Shaping or successive appro,i#aions

Chaining E,incion or %a!ing


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Gey I!eas 7coninue!<

3earning is !e%ine! (y he ou"ar! e,pression o%ne" (ehaviors

Focuses solely on o(serva(le (ehaviors

+ (iological (asis %or learning

3earning is cone,4in!epen!en

Classical Operan Con!iioning Re%le,es 7*avlov@s 6ogs< Fee!(ac&$Rein%orce#en 7S&inner@s *igeon Bo,<


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Criiue

Behaviouriss can !e#onsrae shor er# success%ro# re"ar!ing !esire! (ehaviour

Ho"ever su!ies ha invesigae long er# e%%ecs

o%en %in! negaive ouco#es*eople #ay Be !israce! (y "heher rein%orce#en is %air Reain less o% "ha hey have learn ino he %uure Be less #oivae! o paricipae in he aciviy on anoher

occasion i% no rein%orce#en is availa(le Co#e o (elieve ha he aciviy isel% is unpleasan or no

"orh"hile


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Criiues 7coninue!<

6oes no accoun %or processes a&ing place in he#in! ha canno (e o(serve!

+!vocaes %or passive su!en learning in a eacher4cenric environ#en

One si=e %is all

Gno"le!ge isel% is given an! a(solue *rogra##e! insrucion eacher4proo%ing


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SOCI+3 3E+RNIN/
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Topic 4.1 Behavioural Counselling Theory

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