1. PSYC4030 6.0DCBT Chapter 11 Chapter 11: Modeling Therapy, Skills Training

2. PSYC4030 6.0DCBT Chapter 11 A world of imitators A large part of our social and cultural learning is done through imitationA large part of our social and cultural learning is done through imitation — “unwritten rules” Ability to use models are prerequisites for acquisition of skillsAbility to use models are prerequisites for acquisition of skills Involves an observer watching a model’s behaviour and its vicarious consequencesInvolves an observer watching a model’s behaviour and its vicarious consequences

3. PSYC4030 6.0DCBT Chapter 11 Observational Learning 1.Exposure: Where observation takes place 2.Acquisition: Understanding of contingency of behaviour and consequences 3.Acceptance: Incorporated modeled behaviour as one’s own

4. PSYC4030 6.0DCBT Chapter 11 A. Modeling Therapy Models can be live or symbolicModels can be live or symbolic Books, movies, TV Books, movies, TV In covert modeling, observer imagines what a model might do in a given situationIn covert modeling, observer imagines what a model might do in a given situation Superheroes, “role model” Superheroes, “role model” Self-modeling through video recordingSelf-modeling through video recording More likely to model from someone who is similar to us More likely to model from someone who is similar to us

5. PSYC4030 6.0DCBT Chapter 11 B. Skills Training Modeled behaviour change may not take place because it is not in the repertory of the client:Modeled behaviour change may not take place because it is not in the repertory of the client: 1.Lack of knowledge 2.Lack of proficiency 3.Lack of discrimination 4.Lack of motivation

6. PSYC4030 6.0DCBT Chapter 11 Skills Training A “package” of treatments that is designed to overcome skills deficitsA “package” of treatments that is designed to overcome skills deficits Includes reinforcement, direct instruction, training, shaping, etc.Includes reinforcement, direct instruction, training, shaping, etc. Modeling is key component because it captures subtleties other approaches can’tModeling is key component because it captures subtleties other approaches can’t — Even very delayed individuals can imitate and benefit

7. PSYC4030 6.0DCBT Chapter 11 Social Skills Training Most common area of skills trainingMost common area of skills training “Interpersonal competency”“Interpersonal competency” — Wide range of applicability that is appropriate for children, adolescents and adults One major drawback of this training is that there is little transfer or generalization of social skillsOne major drawback of this training is that there is little transfer or generalization of social skills

8. PSYC4030 6.0DCBT Chapter 11 Social Skills Training 1.Free information: Recognition of simple clues given by a social partner Indicates what that person finds interesting or important Indicates what that person finds interesting or important Used as prompts to continue conversations Used as prompts to continue conversations 2.Self-disclosure: discussion of positive and negative aspects of yourself Behaviour, lifestyle, intelligence Behaviour, lifestyle, intelligence Discuss things that may have previously caused feelings of guilt, anxiety, ignorance Discuss things that may have previously caused feelings of guilt, anxiety, ignorance

9. PSYC4030 6.0DCBT Chapter 11 Promoting Transfer and Generalization 1.Sufficient number and variety of examples 2.Intermittent reinforcement 3.Similar physical and social stimuli between training and environments 4.Prompts from natural environment 5.Use of natural reinforcers 6.Exposure to opportunities to practice these skills 7.Self control skills to new social situation

10. PSYC4030 6.0DCBT Chapter 11 Assertion Training Actions that secure and maintain what one is entitled to in an interpersonal situation without infringing on the rights of othersActions that secure and maintain what one is entitled to in an interpersonal situation without infringing on the rights of others — Stating what you want — Some find assertiveness to be offensive Different assertive types of behaviours, depending on the nature of the relationshipDifferent assertive types of behaviours, depending on the nature of the relationship

11. PSYC4030 6.0DCBT Chapter 11 Assertion Training (Smith, 1975) You have a right to judge your behaviour, thoughts and emotionsYou have a right to judge your behaviour, thoughts and emotions — independently of others’ judgments You have a responsibility for their initiation and consequences upon yourselfYou have a responsibility for their initiation and consequences upon yourself

12. PSYC4030 6.0DCBT Chapter 11 Assertion Training Humans have three evolutionary responses to deal with daily stress:Humans have three evolutionary responses to deal with daily stress: 1.Fight 2.Flight 3.Verbal Assertiveness (a component of problem solving)

13. PSYC4030 6.0DCBT Chapter 11 Assertion Training 1.Persistence: Broken Record Calmly repeating your intentions over and over againCalmly repeating your intentions over and over again Allows you to stick to the point and avoid getting into manipulative argumentsAllows you to stick to the point and avoid getting into manipulative arguments Example: Telemarketing phonecall

14. PSYC4030 6.0DCBT Chapter 11 Assertion Training Dealing with manipulative criticism:Dealing with manipulative criticism: 1.“Fogging”: Acceptance of manipulative criticism There may be some truth to criticism, but you are still the judgeThere may be some truth to criticism, but you are still the judge No denial or defensivenessNo denial or defensiveness Acceptance of criticism without giving reward for manipulative criticismAcceptance of criticism without giving reward for manipulative criticism

15. PSYC4030 6.0DCBT Chapter 11 Assertion Training 2. Negative Assertion: acceptance of errors and faults Strongly and sympathetically agreeing with criticismStrongly and sympathetically agreeing with criticism No apologiesNo apologies Avoids need for defensivenessAvoids need for defensiveness Taking responsibility for actionsTaking responsibility for actions

16. PSYC4030 6.0DCBT Chapter 11 Assertion Training 3.Negative Inquiry: Active prompting of criticism “What do you mean by that?”“What do you mean by that?” Allows for Free Information that you can use or discardAllows for Free Information that you can use or discard Forces critic to be more assertiveForces critic to be more assertive

17. PSYC4030 6.0DCBT Chapter 11 “I can do that!” Vicarious Extinction Reduced fear by modeling anxiety producing behaviours in the absence of negative consequences (punishment)Reduced fear by modeling anxiety producing behaviours in the absence of negative consequences (punishment) — Vicarious exposure therapy Coping models are initially fearful but who become more comfortable and skilled.Coping models are initially fearful but who become more comfortable and skilled. Mastery models show no fear and are fully competent at performing the task.Mastery models show no fear and are fully competent at performing the task.

18. PSYC4030 6.0DCBT Chapter 11 Participant Modeling 1.Modeling behaviour 2.Prompting, Behavioural Rehearsal, and In Vivo Exposure 3.Fading Prompts

19. PSYC4030 6.0DCBT Chapter 11 Modeling: A few final thoughts 1.High efficiency and multi-faceted Teaching, prompting, motivating Teaching, prompting, motivating Different approaches Different approaches 2.High utility (cost-effectiveness) Use of film/video Use of film/video Many natural models to choose from Many natural models to choose from