The behavior modification refers to all the techniques that are used to increase or decrease the occurrence of a particular type of behavior or reaction. It is used in other areas as well: animal trainers use it to develop obedience and teach “tricks” to their pets, and therapists use it to promote healthy behaviors in their patients.
Behavior modification is even used in our relationships with friends and partners, albeit unconsciously. The responses we provide to their behaviors teach them what we like and what we don't.
Although behavior modification is something that almost everyone can do informally and sometimes unconsciously, in this article we will focus on behavior modification in psychological therapy.
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As it is not easy to define the concept of behavior modification, we will see a list of its basic characteristics, including its theoretical bases..
-It is based on the theoretical principles of learning psychology and on models derived from scientific psychology to explain, predict and treat behavior.
-Behaviors, normal or abnormal, are acquired, maintained and modified by the principles of learning. Thus, behavior is largely a consequence of learning..
-Its objective is to modify or eliminate maladaptive or negative behaviors, replacing them with more adapted ones.
-Behavior modification puts the emphasis on the here and now, on the current determinants of the current problem. This is not to say that past history is rejected; the causes of behavior are always important in determining how to change it. The object of action is the current problem behavior.
-The experimental methodology is used in the evaluation of the behaviors, the design of the treatment and the evaluation of the results..
-Behavior modification is active: assigned tasks are crucial for change.
-Carrying out the previous point, the capacity for self-control is strengthened, the patient becoming his own therapist; this involves teaching coping skills and resources.
-Behavior modification is individualized: the treatment is adapted to the subject and their circumstances, finding the best one for each person.
-Behavior modification is gradual, progressively increasing the person's resources and abilities.
Behavior modification is based on the concept of conditioning, which is a form of learning. What will later become behavior modification derives from Pavlov's laws of classical conditioning, Thorndike's law of effect, and Watson's formulations on behaviorism..
There are two main forms of conditioning: the classical, based on a particular stimulus or signal that provokes an action; and the operant, which involves using a system of rewards and / or punishments to change behavior.
Behavior modification was developed from these theories because they supported the idea that behaviors, in the same way that they are learned, can also be unlearned. As a result, many techniques were developed to provoke or lessen the occurrence of behaviors.
However, these sporadic applications to practice seemed to diminish or cease around 1940. Thereafter there was a retreat to laboratories and the development of more consistent learning theories, in order to derive more effective intervention techniques..
In this period the neo-behavioral theories of learning were developed: Hull, Guthrie, Mowrer, Tolman and, above all, Skinner, who says that behavior must be explicable, predictable and controllable from the functional relationships with its antecedents and environmental consequences, rejecting explanations based on internal constructs.
The behavior modification appeared as a consequence of a series of facts: dissatisfaction with the results of traditional treatments in clinical psychology; criticism of other types of psychotherapies to treat neurosis ...
The role of the clinical psychologist limited only to diagnosis began to be rejected and the demand for professional help and alternative procedures began in the face of the effects of World War II, since traditional procedures (eg psychoanalysis) did not work..
Under these conditions, behavior modification arose at different points: the United States, South Africa, and England..
This is a very behavioral stage, in which a lot of emphasis was placed on observable events and behaviors. The intervention was aimed at modifying maladaptive behaviors and the possibility of underlying mental processes to these behaviors was not considered. All disorders were explained in terms of stimulus-response relationships.
The emphasis was on the objective demonstration of the efficacy of the treatment: verifiable changes were necessary to verify that a therapy or a treatment had been effective. Treatment programs and explanatory models of disorders were simple and with few variables.
On the other hand, the theoretical contributions derive from authors from social learning: Bandura, Kanfer, Mischel, Staats. All of them emphasize the importance of cognitive, mediational aspects in the explanation of behavior.
It is a much more practical, applied stage, characterized by definitions of behavior modification that are already more epistemological. The applications of the rationale in research and derived theories were separated.
The development of cognitive techniques such as rational-emotional therapy and cognitive restructuring began, as well as self-control, modeling and feedback techniques..
At this stage, training in self-control skills began to be imported for a greater generalization of what was learned in therapy and to provide the patient with resources to face problems.
The treatments became more complex, integrating various techniques, and applied to more global and generalized behavioral patterns. The role of therapist-client relationships and therapist skills was emphasized.
Variables such as attributional styles, self-efficacy, and basic behavioral repertoires acquired more importance in therapies and theories related to behavior modification at this time..
The field of application of behavior modification was broadened, since there were no theoretical limitations, to many areas of health apart from mental health and to the educational, work and community environment. The interventions began to be applied in an individual, group or community format.
At this stage, an attempt has been made to put the theory into practice with the development of various explanatory models. The emphasis has been on the theoretical foundation of the techniques and explanatory models of the disorders to guide evaluation and intervention..
The knowledge of psychology as a science begins to be used, especially experimental cognitive psychology (research on perception, attention, memory, thought, etc.).
The emphasis is maintained on evaluating the efficacy of therapeutic procedures, since there is no point in studying the underlying processes of the techniques if they are not shown to be effective..
In addition to the knowledge of cognitive psychology, the knowledge of other disciplines such as physiology, neuropsychology and pharmacology are integrated.
Environmental variables such as context acquire more importance, as well as emotional self-control.
The purpose of behavior modification is not to understand why or how a particular behavior started, even though it is relevant data. This area focuses on changing behavior, for which various techniques are used, including those described below:
This technique, based on behaviorist theories, consists of matching a positive stimulus with a specific behavior. A good example of positive reinforcement would be when teachers reward their students with stickers for getting good grades..
Positive reinforcement is also often used in dog training. Rewarding the behavior of animals with something to eat is positively reinforcing the behavior emitted.
This technique is the opposite of positive reinforcement. It consists of matching the disappearance of a negative or aversive stimulus with a specific behavior.
A child who gets angry every time they put vegetables to eat and finally manages to eat something else is a good example of negative reinforcement. The child is achieving, through his tantrum, the disappearance of the negative stimulus that is the vegetable.
Punishment is designed to weaken behaviors by pairing an unpleasant stimulus with a behavior. Getting a ticket for speeding is a good example of punishment.
Flooding techniques involve exposing the person to objects, stimuli or situations that cause fear, in an intense and rapid way: for example, forcing someone with a fear of snakes to hold one for ten minutes.
It is also used to treat phobias, and involves teaching the individual to remain calm while focusing on their particular fear. For example, someone with a fear of bridges might start by looking at a picture of a bridge, then they might continue to think about staying on a bridge, and finally walk on a real bridge.
It consists of matching an unpleasant stimulus with an unwanted behavior to eliminate said behavior. To stop nail biting, for example, there is a substance that is applied and makes the nails taste bad. Painting your nails with this substance helps to eliminate nail biting behavior.
The use of behavior modification techniques may seem quite obvious in children and animals, but it also applies in adults, at more complex levels.
From a clinical point of view, behavior modification applies to practically all DSM-IV-TR and ICD-10 disorders or clinical problems, and also to interpersonal relationship problems (relationship difficulties, family mediation, violence gender, etc.), in which it has shown satisfactory results.
Likewise, it has been applied to the field of physical diseases, both in health promotion, prevention and treatment, as well as in the improvement of healthcare systems and health policy..
Other areas in which it is applied are the industrial area and in human resources, in order to improve performance and safety at work and for the prevention of occupational risks, or in sports psychology to improve performance. In addition, it applies to specific populations: the elderly, children, the disabled ...
Ultimately, behavior modification applies to people of all ages, cultures, and with all kinds of psychological problems. His techniques are effective for many problems and groups of people for which traditional psychotherapy had no answer..
However, it should be noted that certain behavior modification techniques may not be the optimal or most effective treatment for some individuals..
One of the most widespread criticisms of the theories underlying this area is skeptical with the assumption that the probability of the behavior increases only when it is reinforced..
This premise is contrary to the evidence shown by Albert Bandura's research at Stanford University. Their findings indicate that violent behaviors are imitated, without reinforcement, in studies conducted with children who have seen movies showing various individuals being violent..
Bandura believes that human personality and learning are the result of the interaction between the environment, behavior, and psychological processes. There is evidence, however, that imitation is a type of behavior that can be learned like any other..
Children have been shown to imitate behaviors they have never previously engaged in or never been rewarded, after being instructed to imitate, in general.
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