L2 - Behavioral therapy Flashcards
(67 cards)
1
Q
What is behaviour in behavioral therapy?
A
- Behaviour is not just behaviour - motor behaviours but also physiological responses, emotions and cognitions (conscious thoughts, deliberate thinking, unconscious schemas, information processing)
- Not behaving is also behaviour (or not talking is also behaviour) = it’s impossible not to behave
- Any kind of therapy is behavioural therapy - the therapist is part of the client’s enviornment that is influencing him
- behavioural therapy has behaviour as the target of therapy but thoughts and feelings are also considered important
2
Q
How can we define behavior therapy?
From the book
A
- The definitions vary and not one feels perfect (according to the lecturer)
- In clinical practice, behavior therapy takes different forms
- Book: Behavior therapy aims to change factors in the environment that influence an individual’s behavior as well as the ways in which individuals respond to their environment
3
Q
How does the European Association of Behavior Cognitive Therapies define BT?
A
- Behavioural and Cognitive Psychotherapies are psychological approaches which are based on scientific principles and which research has shown to be effective for a wide range of problems. Clients and therapists work together to identify and understand problems in terms of the relationship between thoughts, feelings and behaviour. The approach usually focuses on difficulties in the here and now and relies on the therapist and client developing a shared view of the individual’s problem. This then leads to the identification of personalised, time-limited therapy goals and strategies which are continually monitored and evaluated. Behavioural and Cognitive Psychotherapists work with individuals, families and groups. The approaches can be used to help anyone irrespective of ability, culture, race, gender or sexual preference.
4
Q
How can we define behavioural therapy as an empirical cycle?
A
- Each session is concieved as a scientific experiment with a single participant, the patient in which the therapist and the patient go through at least one empirical cycle (or more if the problem persists or other problems emerge that deserve attention)
- It’s a definition of a process and the process is the application of the experimental, scientific, empirical cycle to the patient’s problem
- You develop a hypothesis on how a problem of the patient has come about and how it’s maintained in the here and now and how it can be resolved
- The hypothesis of the causes of the maintaining factors is tested by the therapeutic procedures
- If the procedures lead to symptom reduction or improvement of the patient’s problem then this confirms that the hypothesis about the maintaining factors was correct
- Picture 1 - left: experimental terms; right: clinical terms
- The treatment plan can be anything (so not just learning theory) as long as it logically follows from the hypothesis that is individual to the patient
- Behaviour therapy in this view is a way of cyclic thinking rather a closed collection of specific techniques
5
Q
How is BT linked with scientific research?
A
- Linked very closely - lots of studies into BT: mechanisms/explanation, outcomes/evaluation, predictors…
- Important characteristic of BT: experimental method and attitude of the therapist
- Both on individual patient level as well as group level: loads of scientific research
6
Q
How do manuals for BT relate to the individual approach?
A
- In practice, not every individual treatment is different: symptoms, cause, what works to treat, they are not all different for every new patient - they show similarities, co-vary and there are patterns
- If you build up the evidence of what works for specific cases and there are patterns, they can develop into strandardized treatments and manuals
- Misunderstanding of protocols and manuals is that they are one-size-fits-all - that is not true, they allow for lot of specific variation for each patient, characteristic, symptom, problem
- E.g. you tailor exposure to the specific object of fear
- If the manualised form doesn’t work, you can follow-up with a more individualised approach
7
Q
What is the discussion around manualized treatment about?
A
- There is lot of discussion on the pros and cons of manuals
- Pro: good way to learn how to deliver therapy (especially for therapists in early stage of their career)
- Completely non-manualised treatment doesn’t exist - wouldn’t be treatment because then we can’t talk about it and teach about it
- The discussion should be rather a distinction of the level of detail of the manulatization, rather then a dichotomous distinction
8
Q
What are manuals based on in practice?
A
- In practice, these manuals are offered in response to DSM classification
- Also basis for reimbursement policies from insurance companies
- Usually these combination works well, if not then indiviudalised approach is offered
Go to flashcard 65!!!!
9
Q
Shared characteristics of BT
A
- Focus on behavioral change/expanding behavioral repertoire and response options - not telling people how to behave but rather providing wider range of choice of how to respond in certain situations
↪ important to determine early in the treatment whether the person’s problem is due to lack of range in repertoir or because they might be scared to show such behaviour due to the consequences - these have different clinical implications - Focus on empiricism, (individual) hypothesis-testing, (continuous) evaluation
- Relatedly: supported by scientific research (efficacy, mechanisms, etc.)
- Behavior is (largely) ‘functional’ in/function of environment (reinforcement/punishment) and not a patient’s ‘fault’
- Focus on maintaining factors/current determinants of problem behavior
- Focus on ‘homework’ in patient’s real environment (treatment takes 168 h/w)
- Active, structured, directive, creative - no secrets, you share the process of therapy with the client
- Transparant and collaborative (shared decision making)
10
Q
BT and other psychotherapies
A
- BT is closely aligned with other psychotherapies, especially those that are directive and biref - cognitive therapy & REBT
- Often, practictioners of all 3 just refer to their practice as CBT & borrow +mix approaches and techniques
- Many current behaviour therapists believe thoughts and beliefs to be fundamental to how we respond to their enviornment
11
Q
Gestalt and Alderian therapy
A
- BT shares features with both
- Alderian psychotherapy: important to change beliefs, especially those that minimize self-worth + abnormal behaviour is bets encompased in terms of ‘problems of living’ rather than evidence of ilness
- Gestalt therapy: uses beh. strategies: role-plays
- Interpersonal and family therapies may also partially overlap (BT can be done in a family context)
12
Q
BT vs other approaches
BT vs REBT (rational emotive behaviour therpy)
A
- Time limited, directive, transparent, evidence-based, active, and focused on maintaining factors
13
Q
BT vs psychoanalysis &psychodynamic approaches
A
- The most different from BT, which mostly takes behaviours at face value, doesn’t assume them to be manifestations of unconscious conflicts (despite still recognizing the role of processes outside our awarness)
- These approaches are non-directive, less transparent, less evidence-based, more reliant on therapist’s interpretation and more focused on factors that might have triggered/developed the problems
- Much longer, often yeals (BT can also be relatively short)
- Cannot explain results of BT, which often contradicts psychoanalytic principles
14
Q
What can’t PA explain about BT?
A
- PA considers that treatments focusing on changing symptoms (exposure for phobia) will be ineffective because they target the surface problems rather than the root of the problem (=symptom substitution)
- However, results of BT actually show generalization of improvement to multiple areas of functioning (PA cannot explain this)
15
Q
BT vs CCT
A
- also different - nondirective and no homework
- Many elements of the therapeutic relationship are common to all therapies including behavioural ones
16
Q
Misunderstandings of BT
A
- Denial of (‘deeper’) thoughts and feelings - BT can be very thorough and can go back a long way, it’s not just focused on the hear and now
- Superficial and (only) addressing symptoms instead of (real) causes - it just does it in different terms
- Exclusive focus on present
- Simplistic and manualized - if anything that’s a limitation of the current healthcare system rather than inherent in BT
- Ignores therapeutic relationship
17
Q
What are the three (four) ‘waves’ of BT?
A
- Behavioral
- Behavioral + cognitive
- Behavioral + cognitive + acceptance
- Behavioral + cognitive + acceptance + technological/neurocognitive/neurobiological? (not yet clearly manifested in practice so not fully accepted as a fourth wave)
18
Q
How did the names of professional associations of BT developed over the years, reflecting the progress of the waves?
A
- Association for Behavior Therapy
- Association for Behavioral Therapy and Cognitive Therapy
- Association for Behavioral and Cognitive Therapies
19
Q
BT and research
A
- BT is well established in research like no other therapy
- The number of meta-analysis of BT has been increasing exponentially since the 2000s
- BT is the first-line treatment in many treatment guidelines for many disorders
- Also many international journels
20
Q
What are some critiques of research of BT?
A
- Research should be about quality and not quantity and the quality is not good
- it uses lot of strictly selected groups with strict exclusion/inclusion criteria
- not studying the real patients and what is actually important in therapy
- He disagrees with most of these and thinks they are quite weak
- Although it’s important to be open to improvement but just because research is difficult should not be a reason for not doing research
21
Q
Is learning theory the basis of BT?
A
- Learning theory is not inherently the theoretical basis for BT but very often in practice it actually is, because it has been very fruitful theory
- It has lot of applications, it explains lot of observations and it works very well as a theory
- Forms of learning: classical conditioning, operant conditioning, vicarious/observational learning, rule-governed/instructional learning (e.g. learning how to drive a car starts with instructional learning from an instructor but it doesn’t take you very far, because the actual driving behaviour is fine-tuned through operant conditioning)
- According to the learning theory, there is not a difference between how we acquire problematic and adaptive behaviours - it’s a distinction we make or it’s determined by our enviornment (e.g. detaching emotionally from others can be adaptive in a context of childhood abuse but problematic at a later stage in life)
22
Q
Key concepts
Classical conditioning, extinction and reinstatement
A
- Classical conditioning = a form of learning in which a previously neutral stimulus (conditioned stimulus; CS) comes to predict the occurrence of a second stimulus (unconditioned stimulus; US), thereby eliciting a conditioned response (CR)
- Extinction (in classical conditioning) = presentation of the CS in the absence of the US so that the CR eventually stops occurring
- However, through reinstatement fear typically returns quickly
- Reinstatement = a repairing of the US and CS after extinction, leading to a return of fear
23
Q
Key concepts
Operant conditioning and the four cells
A
= a form of learning in the frequency or strength of behavior is influenced by its consequences
- Positive Reinforcement: rewarding consequence added, behavior increases
- Negative Reinforcement: aversive consequence removed, behavior increases
- (Positive) Punishment: aversive consequence added, behavior decreases
- Negative Punishment: rewarding consequence removed, behavior decreases
Reinforcement is more effective than punishment - in punishment they learn what not to do but not what to do instead
24
Q
Key concepts
Extinction (OC), discrimination learning and generalization
A
- Extinction (in operant conditioning) = when behavior stops occurring because it is no longer reinforced
- Discrimination learning = when a response is reinforced or punished in some situations but not in others, which leads to the response becoming context dependent
- Generalization = the occurrence of a learned behavior in situations other than where it was acquired
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# Key concepts = other forms of learning
Vicarious and instructional (rule-governed behaviour)
- Vicarious learning = a form of learning by watching the behavior of others.
- Instructional learning = behavior that is learned through information that one hears or reads
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# Theory of psychotherapy
What is the fundamental basis of BT unerlying the learning element in its approach?
- It assumes that all behavior is learned through association (classical conditioning), consequences (operant conditioning), observation (vicarious learning), or rules learned through communication and language (instructional learning)
- Thus, BT aims to help clients by providing **corrective learning** experiences that lead to changes in behavior
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Therapeutic relationship
* Important, as in any psychotherapy and contrary to what some believe
* Behavior therapy is not a walk in the park!
* Empathy, positive regard, genuineness, respect, etc.:
↪ Social reinforcement for desired (therapy) behaviors
↪ Model desired (interpersonal) skills
↪ (Cognitive perspective: correct problematic cognitions)
↪ MI can be used to strengthen motivation and commitment to change
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# Process of psychotherapy
Format and structure of BT
- quite diverse compared to most other forms of psychotherapy
- Format: can be given individually, in groups, or with families or couples. It is usually given through a therapist, but can also be done through self-help books, internet-based programs, or apps
- Setting: can include activities other than just talking in the office (riding a bus when fearing this).
* Duration: usually time limited, typically ranging from 10-20 sessions of 1-2 hours. However, this may vary depending on the problems and on individual vs. group therapy
- Who is involved?: Therapist (parents, teachers, etc.)
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Ethical issues in BT
- It's not coercive - clients are not forced to do stuff they don't want to do -> it's effectoveness depends on the client's engagement!
- However, there inevitably is a power dynamic that the therapist needs to be aware about - they have the power to influence greatly -> make sure you only promote what's good for the client
- Who determines treatment goals? Therapist discusses and explains their perspective but ultimately the client decides
↪ there are cases in which the client has less input, e.g. child with behavioural problems, old person with dementia who's violent
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How has the mechanisms of BT shifted over the years?
- Traditionally, BT therapists relied on learning principles to explain treatment effects
- However, information processing, emotional processing and cognitive reappraisal models are becoming increasingly popular as explanations of the mechanisms of BT
- **Emotional processing** = fearful associations are stored in memory in a fear network comprising a stimulus, response and meaning components; exposure changes the association between these
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What are the predictors of worse outcome?
- the presence of personality disorders
- severe depression or anxiety
- more stressful life events
- poorer insight into the excessiveness of the symptoms
- poor motivation
- negative patterns of communication among family members
- poor compliance with treatment
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# Who can BT help?
Anxiety and related disorders
There is extensive support of BT across a range of anxiety and related disorders, including:
* Panic disorder: a combination of psychoeducation, exposure, and cognitive reevaluation
* Obsessive Compulsive Disorder: exposure with response prevention but also cognitive strategies
* Specific phobia: exposure therapy
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# Who can BT help?
Substance-related and addictive disorders
- Behavioral approaches are consistently supported, e.g. contingency management
- However, society continues to rely on unhelpful methods such as incarceration and offering non-evidence-based treatments
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# Who can BT help?
Depression
- Behavioral and cognitive-behavioral approaches have been found to be effective for both the treatment of unipolar depression and prevention of future episodes
- Problem-solving training, social skills training, mindfulness-based training
- Effects of CBT for bipolar disorder are more modest
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# Who can BT help?
Schizophrenia
- Several behavioral techniques are helpful for improving the lives of patients with schizophrenia
- Social skills training, contingency management
- However, antipsychotic medication must typically be taken as well: a combination is most effective
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# Treatment
Behavioural assessment and its functions
- Assessment of behavior is a big part of behavior therapy
- Every client is assessed at the beginning, throughout and often after treatment
- Functions: identifying **target behaviors**, determining the most appropriate course of treatment, assessing the impact of therapy over time, and assessing the final outcome of treatment
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What are target behaviours?
= the specific behaviors, identified by the therapist and client collaboratively, that are to be changed during therapy
- Targets may include **behavioral deficits**, **behavioral excesses**, and problems in the client’s environment (e.g. desirable behaviors not being followed by reinforcement)
- Behavioral deficits = behaviors that occur less often than desired (e.g. social skill deficits)
- Behavioral excesses = behaviors that occur more often than desired (e.g. compulsive handwashing)
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Variability of assessment
Because there is an assumption that the client’s behavior differs across situations and context,
behavioral assessment usually relies on multiple
- methods (interviews, direct observation, diary)
- informants (client, family members, friends)
- situations (home, work, therapist’s office)
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Components of behavioural assessment
1. Functional analysis
2. Behavioural interviews
3. Behavioural observation
4. Monitorinh forms & diaries
5. Self-report scales - questionnaires that assess behaviors or other domains of interest
6. Psychophysiological assessment - measurement of one’s physiological responses
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Functional analysis as behavioural assessment tool
- identifying variables that maintain behaviors by manipulating variables in the environment and measuring their impact on target behaviors
- Antecedents, behavior, and consequences are assessed (ABC method)
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Behavioural interviews
- Obtaining a detailed description of the problem behavior, including its frequency, duration, severity, development, and course
- Establishing ABC
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Behavioural observation
- Observing the client in order to assess behavior and its antecedents and consequences (ABC), which can occur in a natural environment (*naturalistic observation*) or in a simulated situation (*analog observation*)
- One possible problem is **reactivity** = when one’s behavior is affected by the assessment itself so that it doesn't provide an accurate picture of one’s actual behavior under normal circumstances
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Monitoring forms and diaries
Completing diaries and monitoring forms between therapy sessions to track behaviors as they occur
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What are the central constructs of BT?
1. Case conceptualisation
2. Functional analysis
3. 'Meaning analysis'
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Case conceptualisation
- Done at the start of BT
- All the strengths and problems of the patient is reconstructed and very transparently discussed with the patient (example in picture 2)
- Very important part of therapy - it often gives lot of relief and hope to the patient
- It becomes basis for treatment planning
46
What criteria do you use for treatment planning (from the CC) to decide the first problem to address in BT?
- Probability value - how likely is specific situation to occur
- Problematic value - how problematic is it if the situation occurs
- Treatability
- Centrality (vs. ‘end problem’) - work first on the central problem and maybe they solve other problems?
- Patient’s reason for therapy
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Functional analysis
- Theoretically, the most improtant construct
- Scheme for how to explain, understand and treat the patient's complaints
- It's a very simple: stimulus-response-consequences (*operant conditioning*- how a behvaviour is maintained) schema
- Example picture 3
- Consequences
↪ Negative consequences - reason for therapy
↪ Positive consequences - maintaining factors and causes
↪ In theory, there have to be both of them and they often occur at the same time (ambivalence in MI)
- You choose one of the elements of the FA as the first step in therapy (e.g. you could focus on the response so finding a more adaptive response to the stimulus, etc)
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Meaning analysis
- Based on classical conditioning - how certain stimuli acquire their emotional value (valence)
- Example in picture 4
- Do this in BT to understand where the fear comes from - has implications on exposure
- In exposure you do unlearning of this fear through inhibitory learning, not habituation learning, where you cut associations (e.g. getting used to the CS) rather you learn something new (e.g. argument doesn't lead to beating so no fear)
- The new association doesn't replace the old one, it just inhibits it and in therapy you try to strengthen the new one
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Treatment planning
- Before the start of the therapy, the therapist and client set SMART goals
- 2 main methods used to select treatment strategies
1) functional analysis
2) diagnostic profile - reliance on diagnosis to determine manualized treatment
↪ useful when there is particularly effective treatment or clients has a particular diagnosis which is relatively homogeneous (e.g. phobia)
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Central techniques of BT
There are 50/62 major/minor techniques! (we don't need to learn them by heart we should at least try to understand the major ones)
Most important ones:
- Exposure
↪ In vivo
↪ Imaginal
↪ Interoceptive
↪ Virtual reality
- Response prevention
- Operant-conditioning strategies
↪ (reinforment/punishment-based)
- Stimulus-control procedures
- Modeling
- Behavioral activation
- Social-skills training
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Exposure-based strategies
- Exposure is one of the best studied and most consistently effective behavioral techniques available.
- It's a behavior therapy technique that involves confronting feared stimuli directly instead of avoiding them
- Forms of exposure:
1) **In vivo exposure**: confronting feared situations or objects in real life
2) **Imaginal exposure**: confronting feared mental imagery, thoughts, impulses, and memories
3) **Interoceptive exposure**: purposely experiencing frightening physical sensations until they are no longer frightening.
- Exposure hierarchy - a list of feared situations in order of difficulty
- Typically, this hierarchy is used to gradually expose patients to fear-provoking stimuli
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Response prevention
- inhibiting an unwanted behaviour in order to break the association between a stimulus and response (e.g. no compulsion for OCD)
- -> tolerate the discomfort of the stimulus without the response or introduce competing response
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Operant-conditioning strategies
- Changing patterns of reinforcement and punishment in the environment so that desired behavior increases, and undesired behavior decreases in frequency
- Reinforcement-based strategies:
1) **Differential reinforcement**: reinforcing the absence of unwanted behaviors and the occurrence of desired alternative behaviors
2) **Contingency management**: changing the environment so that unwanted behaviors are no longer reinforced
3) **Token economy**: a program that gives people reinforcement for specific behaviors in the form of tokens (poker chips or points) that can later be exchanged for privileges or desired objects
- Punishment-based strategies: aversive conditioning - not particularly effective in the long term
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Reaxation training
- Using strategies for reducing the effects of anxiety and stress on the body
1. **Breathing retraining**: teaching the patient to breath slowly and use their diaphragms (in the abdomen), rather than their chest muscles, to prevent effects of hyperventilation
2. **Guided mental imagery**: bringing to mind relaxing mental imagery to manage stress and reduce feelings of tension
3. **Progressive relaxation** (most studied): tensing and relaxing various muscle groups in the body to reduce feelings of muscle tension
↪ works well for GAD and other issues
↪ goal = learn to relax quickly and in many situations
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Stimulus-control procedures
- Arranging the environment in such a way that a given response is either more or less likely to occur
- E.g. only buying 1 pack of cigarettes a day, to decrease the likelihood of smoking
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Modeling
- When a therapist ‘models’ how to approach a feared object
- This is rarely used alone: it is usually incorporated into other strategies such as exposure or skills training
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Behavioural activation for depression
- Therapeutic scheduling of specific activities for the client to complete in his/her daily life that function to increase contact with diverse, stable, and personally meaningful sources of positive reinforcement
- It's specifically used for depression, which is maintained by a lack of inactivity and withdrawal, which leads to reduced opportunities for contact with potential reinforcers
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Social skills training
- the use of modeling, corrective feedback, behavioral rehearsal, and other strategies to help clients improve their abilities to communication effectively and function better in social interactions
- identify social skills deficits, model them and help practice them
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Problem-solving training
Helping people solve problems systematically by teaching them 5 core steps:
1. **Defining the problem(s)**: describe the problem as specifically as possible and prioritize the most important problems if there are several
2. **Identifying possible solutions**: come up with as many solutions as possible without filtering them
3. **Evaluating solutions**: examine costs and benefits of each solution that was generated in step 2
4. **Choosing the solution(s)**: select the best solution(s) based on the analysis in step 3
5. Implementing: implement the solution that was selected in step 4
- With implementing, new challenges may be identified
- The client is encouraged to return to the list of solutions and select another one or go through the whole process again
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Acceptance-based behavioural therapies
Therapies that aim to teach patients to accept unwanted thoughts and emotions rather than try to control them
1. **Mindfulness**: facilitating acceptance and attending to one’s experiences in the moment rather than distracting, ruminating, or worrying
2. **Acceptance and commitment therapy** (ACT): fostering acceptance and encouraging clients to become more aware of their values and to take action so that behaviors match them
3. **Dialectical behavior therapy** (DBT): combination of traditional cognitive-behavioral techniques with mindfulness-based strategies for acceptance and tolerating distress (used for many problems inclusing SUD, EDs...)
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How is evidence of effectiveness of therapies assessed?
- Most valid and structured psychotherapies are roughly equivalent in effectiveness
- Assessed on 2 levels of empirical support
1) *Strong* - superior to placebo, superior to another form of treatment, equivalent to established treatments (must be assessed by at least 2 researchers/clinicians)
2) *Modest* - similar criteria but less stringent
- Currently: 80 treatments for particular disorders - 3/4 are BT or CBT
- evidence-based manualized treatments have some limitations:
1) What treatment works best for one specific person under specific circumstances?
2) What to do when someone doesn't respond to treatment?
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How can the limitations of EBTs resolved?
- Paying attention to the client's unique situation can be done with **empirical therapy approach**:
1) be aware of own biases about client
2) be aware of own biases about treatment
3) collect data throughout treatments to test assumptions about maintaining factors
4) collect data to evaluate effectiveness
- Single-case experimental designs are sometimes used to evaluate effects of treatment (e.g. reversal design)
- **Reversal design** - 1 baseline phase, 2 intro of intervention, 3 after some time intervention is withdrawn and perhaps reintroduced and later withdrawn again
↪ replication is key
↪ e.g. withdrawing caffeine to treat insomnia
↪ not effective for treatments that have carryover effects (effective after treatment has been withdrawn)
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Psychotherapy in a multicultural world
* Core principles of BT are seen as universal but may not be universally effective
* **Cultural beliefs** impact treatment acceptance and therapeutic relationships
* Clients may resist techniques like exposure if they conflict with spiritual or cultural views
* Therapists must adapt methods and be culturally responsive
* Culture shapes help-seeking, trust, and communication in therapy
* Some evidence supports culturally adapted CBT in diverse populations
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Kamran case
1. Core Conceptualization: how would a behavior therapist conceptualize the main obstacle?
↪ not accepting help from others, keeping up the self-image that he doesn't need help (lerned from his dad)
↪ Panic attacks and depression - central problem or consequence? - rather consequences because it's related to work mostly due to lack of setting boundaries
↪ maintaining factors: perfectionism, high standards, difficulty setting boundaries
↪ strengths: supportive wife, strong man (overcame lot of difficulties, can achieve a lot, resilient and hard-working), potentially has lot of beneficial behvaiours but he has to learn how to use them and fine-tune them
↪ Wouldn't immediately go for trauma response but do keep it mind
↪ He is from culturally different background so keep that in mind and be culturally sensitivie but don't look for explanations of his problem in his culture when it's not neccessary
2. (Expected) Resistance: from the behaviora therapeutic perspective, how would you explain what the resistance could be?
↪ He doesn't like accepting help, to him it's associated with failure, being a weak person, bothering others
3. Approach: what would be the general approach in overcoming this obstacle?
↪ Being a provider is important to him but teaching him that letting others provide/help is also important
↪ Exposure approach around the behaviour of asking others for help - the important question here is does he know it but avoids it because of fear of consequences or his behavioural repertoire is too narrow? (modelling, role-playing asking for help)
4. First Step: what would be the first step in dealing with this resistance in treatment?
↪ Depending on the CC, you choose an exposure model but you could also choose panic/burnout model manual
65
Theory of personality
- Every individual has unique & evolving patterns of behaviour and these can be understood in terms of specific characteristics (=traits) that vary in intensity from low to high
- Most influential approach to personality is the five-factor model of personality (**Big Five**)
- Five-Factor model = model of personality that comprises 5 core domains of (1) openness, (2) conscientiousness, (3) extraversion, (4) agreeableness, and (5) neuroticism
66
How do behaviourists regard personality?
- Behaviourists tend to reject the idea that prsonality traits can predict behaviour
- They tend to see behaviour as a result of environmental factors and believe that individuals behave differently depending on the situation
67
What does research say about this behavioural view on personality?
- Research tends to support the idea of behaviour being dependent on situational cues and behaviour of the same person varies across situations
- However, research also shows that individual temperaments influence behavior
- E.g. two types of temperanent in infancy: inhibited, shy, or timid vs. uninhibited, sociable, or outgoing -> this is highly influenced by biology and can predict the development of later behaviour, depending on how they interact with their enviornment
- Most behaviourists acknowledge this, but still see the role of enviro. and recognise that our behaviour varies
