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Proponent: Overarching Principle: Key Concepts:: Therapy

Behavior therapy is based on principles of learning theory and focuses on changing overt problematic behaviors through techniques like reinforcement, modeling, and cognitive restructuring. The goal is to eliminate maladaptive behaviors and learn more effective behaviors by identifying factors influencing behavior and finding solutions to problematic behaviors. The counselor takes an active role in setting treatment goals and evaluating progress while encouraging clients to participate in experimenting with new behaviors.

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Rachelle Salcedo
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23 views

Proponent: Overarching Principle: Key Concepts:: Therapy

Behavior therapy is based on principles of learning theory and focuses on changing overt problematic behaviors through techniques like reinforcement, modeling, and cognitive restructuring. The goal is to eliminate maladaptive behaviors and learn more effective behaviors by identifying factors influencing behavior and finding solutions to problematic behaviors. The counselor takes an active role in setting treatment goals and evaluating progress while encouraging clients to participate in experimenting with new behaviors.

Uploaded by

Rachelle Salcedo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Therapy: Behavior Therapy

Proponent: B.F Skinner, Albert Bandura


Overarching Behavior therapy is grounded on the psychodynamic aspects of a
Principle: person, the principles of learning, a philosophical view of the
human condition and the events of the first 5 years of life.
Key Concepts:
Focus is on overt behavior, precision in specifying goals of treatment,
development of specific treatment plans, and objective evaluation of
therapy outcomes. Present behavior is given attention. Therapy is based
on the principles of learning theory. Normal behavior is learned through
reinforcement and imitation. Abnormal behavioral is the result of faulty
learning.

Definition of Behavior is product of learning. We are both the product and producer of
"pathology" the environment. No set of unifying assumptions about behavior can
incorporate all the existing procedures in the behavioral field. Traditional
behavior therapy is based on classical and operant principles.
Contemporary behavior therapy has branched out in many directions.
Goal/s of To eliminate maladaptive behaviors and learn more effective behaviors. To
Counseling: identify factors that influence behavior and find out what can be done
about problematic behavior. To encourage clients to take an active and
collaborative role in clearly setting treatment goals and evaluating how well
these goals are being met.

Process: The therapist is active and directive and functions as a teacher and the
client as mentor in helping clients learn more effective behavior. Clients
must be active in the process and experiment with new behaviors.
Although a quality client-therapist relationship is not viewed as sufficient to
bring about change, it is considered essential for implementing behavioral
problems.

Techniques:
The main techniques are reinforcement, shaping, modeling, systematic
desensitization, relaxation methods, flooding, eye movement and
desensitization reprocessing, cognitive restructuring, assertion and social
skills training, self- management programs, mindfulness and acceptance
methods, behavioral rehearsal, coaching, and various multimodal therapy
techniques. Diagnosis or assessment is done at the outset to determine a
treatment plan. Questions concentrate on “what,” “how”, and “when” (but
not “why”). Contracts and homework assignments are also typically used.

Counseling Plan
The client in this counseling plan has difficulty in attending school. The reason for referral to
counseling is due to his numerous absences for no apparent reason.
Definition Severe emotional distress about attending school; may include anxiety,
temper tantrums, depression, or somatic symptoms.
Behavioral The client has been absent for two weeks and has difficulty in completing his
Definition task. During school hours, the client would immediately leave school premises
and prefer to stay home.
Goals Attend school on a consistent, full-time basis.

Eliminate anxiety and the expression of fears prior to leaving home and after
arriving at school.

Cease the temper outbursts, regressive behaviors, complaints, and pleading


associated with attending school.

Eliminate the somatic complaints associated with attending school.

Resolve the core conflicts or traumas contributing to the emergence of the


school refusal.

Verbalize positive statements about accomplishments and experiences at


school.

Engage in independent behaviors (work on school assignments alone,


participate in extracurricular activities, play with peers).

The parents establish and maintain appropriate parent-child boundaries,


setting firm, consistent limits when the client exhibits temper tantrums
and passive-aggressive behaviors associated with attending school.

Objectives Intervention

Objective 1 Intervention 1
The parents and school officials effectively Design and implement a systematic
implement a systematic desensitization desensitization program to help the
program. client manage his/her anxiety and
gradually attend school for longer
periods of time.

Objective 2 Intervention 2
Comply with a systematic desensitization Utilize the teacher's aide or a positive peer role
program and begin to attend school for model to provide one-on-one attention
increasingly longer periods of time. for the client and help decrease the fear
and anxiety about attending school.

Objective 3 Intervention 3
Reduce or eliminate the irrational anxiety or Assist the client in developing and
fears. implementing positive self-talk as a means of
managing the anxiety or fears associated with
school refusal.
Objective 4 Intervention 4
Verbalize an understanding of how current Assess whether the client's anxiety and fear
fears and anxiety about attending about attending school are associated
school are associated with past with a previously unresolved separation,
separation, loss, or trauma. loss, trauma, or realistic danger.

Objective 5 Intervention 5
The parents cease sending inconsistent Explore, encourage, and support the client in
messages about school attendance and verbally expressing and clarifying
begin to set firm, consistent limits on his/her feelings associated with a past
excessive clinging, pleading, crying, separation, loss, trauma, or realistic
and temper tantrums. danger.

References

Corey. G. (2009). Theory and Practice of


Counseling and Psychotherapy (8th ed.).
Australia: Cengage Learning

Treatment Goals & Obj. (n.d). Retrieved


from https://docs.google.com/file

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