Behavioural Interventions
Behavioural interventions are therapeutic techniques used to modify or change specific behaviors. These interventions are based on the principles of behaviorism and focus on observable actions and their consequences. They are often used to address a wide range of psychological and behavioral issues, such as phobias, addictions, and disruptive behaviors.
6 Key excerpts on "Behavioural Interventions"
eBook - ePubThe Elements of Applied Psychological Practice in Australia
Preparing for the National Psychology Examination
- Nadine Pelling, Lorelle Burton, Nadine Pelling, Lorelle Burton(Authors)
- 2017(Publication Date)
- Routledge(Publisher)
...Associated with these frameworks are various applied therapeutic techniques employed by psychologists to treat client difficulties. The Board identifies that a number of these specific treatments are to be known well by psychologists (Psychology Board of Australia, 2012). Evidence-based theoretical frameworks and applied therapeutic techniques What follows is a review of some popular evidence-based interventions, their basic theoretical connections, and an outline of their typical application in applied psychological work. Cognitive and Behavioural Interventions Cognitive and Behavioural Interventions include rational emotive behaviour therapy, emotional regulation, chain analysis, behavioural experiments, motivational interviewing and relapse prevention, psychoeducation, behaviour modification, exposure therapy, behavioural activation, skills training, self-management, and relaxation strategies. Theory Cognitive and Behavioural Interventions refer to a broad group of treatment approaches which integrate evidence-based techniques from both cognitive therapy and behavioural therapy. Such approaches are commonly referred to as cognitive behavioural therapy, or CBT, and the extent to which behavioural or cognitive aspects are emphasised varies depending on the goals of therapy. CBT is an outcome-based and time-limited treatment approach, which intervenes to directly target irrational or maladaptive cognitive patterns, and establish healthy and helpful behavioural patterns. Having been the subject of extensive empirical investigations including 325 published studies, CBT has demonstrated treatment efficacy for a myriad of psychological conditions...
eBook - ePubIntellectual Disability Psychiatry
A Practical Handbook
- Angela Hassiotis, Diana Andrea Barron, Ian Hall(Authors)
- 2013(Publication Date)
- Wiley(Publisher)
...Where, once, only behavioural approaches were on offer, in many services now a whole range of psychological interventions is available. These may be delivered either directly with the person with intellectual disabilities or through indirect work, such as with a staff team or the management of an organization, or a combination of both modes of delivery. Furthermore in line with their training as scientist-practitioners, psychologists have an important role in designing and completing research and service evaluation. All psychological interventions are (or certainly should be) based on a thorough assessment and formulation which pays close attention to the context of the person’s life and their presenting problems. Depending on the theoretical model guiding assessment, this may focus more on: current emotional functioning and its roots in early development a detailed understanding of events cognitions and behavioural patterns in the here and now or relational issues. The scientist-practitioner model underlying clinical psychology is guided by a formulation of the presenting problem which makes sense of the information gained during assessment and draws on psychological theory to provide an understanding how the problem developed and what factors may be maintaining it. This formulation will then guide the planning of any intervention and will be revised as additional or contradictory information emerges. Finally, the outcomes of any intervention should be assessed using valid and reliable methods. 15.2 Frameworks for psychological work Prior to considering psychological interventions in detail, it will be useful for the reader to be familiar with some broad frameworks which guide the practice of clinical psychologists. A prominent one notes that all psychological work with people with intellectual disabilities should be socially valid and person centred [3]...
eBook - ePubFrom Inclusion to Engagement
Helping Students Engage with Schooling through Policy and Practice
- Paul Cooper, Barbara Jacobs(Authors)
- 2011(Publication Date)
- Wiley(Publisher)
...4 Interventions for Enhancing Teachers’ Skills Overview In this chapter we examine a range of interventions designed to promote positive student engagement that can be employed by individual teachers in a school setting. Behavioural, cognitive behavioural and instructional strategies are explored. We review evidence for the efficacy of these approaches. Behavioural Interventions Behavioural approaches for dealing with SEBD are based on principles of contingency management and reinforcement that were developed initially on the basis of research with animals. It is to the work of Watson and Skinner that the widespread applications of behavioural theory to human subjects can be attributed (see Chapter 2). This history has sometimes led to behaviourism being attacked for its reductionist portrayal of humans as being on same behavioural plane as animals, and for its denial of the importance of ‘mind’ (e.g., Malik, 2000). Along with these views come concerns about the undeniable power of behavioural methods to shape and thus manipulate human behaviour. These are important criticisms that must not be ignored. Having said this, it is equally important to emphasize the way in which behavioural approaches require us to understand deviance in terms of objectively observable behaviour without reference to attitudinal or other personal factors (Cooper et al., 1994). Such an approach can, for example, have the positive effect of removing feelings of hurt or blame which may serve to exacerbate a problem and direct attention to aspects of the educational environment which may be influential as antecedents to or consequences of the behaviour in focus...
eBook - ePubPerspectives on Student Behaviour in Schools
Exploring Theory and Developing Practice
- Mere Berryman, Ted Glynn, Janice Wearmouth(Authors)
- 2007(Publication Date)
- Routledge(Publisher)
...125) Behavioural management approaches Understanding the principles underlying behavioural approaches is particularly important in the area of special educational needs in schools because of the dominance of these approaches in generating interventions over a long period of time. Dwivedi and Gupta (2000, p. 76) comment that much of the research work on individual students’ behaviour that is perceived as disturbing by teachers has been based on behavioural management approaches. The field of applied behaviour analysis employs strategies based on behavioural principles such as positive reinforcement, negative reinforcement, response cost, extinction, generalisation and discrimination. When behavioural principles are applied in classroom or school settings, the reinforcing conditions or consequences of behaviour as well as the physical and social context in which the behaviour occurs are systematically modified in order to improve students’ behaviour. Almost all of these behavioural principles have been derived from work with laboratory animals, for example, Skinner (1938). However, these same principles have been successfully applied to behavioural interactions between teachers and pupils in classroom and school contexts. Wheldall and Glynn (1989) present a range of such studies carried out in UK and New Zealand schools. They describe a behavioural interactionist perspective which emphasises the interdependence of student and teacher behaviour in classrooms, and provides clear evidence that much unacceptable or inappropriate student behaviour can result from the social reinforcement contingencies provided by teachers themselves. This behavioural interactionist perspective, while employing the observational methodology and behavioural strategies of applied behaviour analysis, also recognises the importance of working in natural settings and contexts, and using naturally occurring reinforcers...
eBook - ePub- Sue Cave(Author)
- 2002(Publication Date)
- Routledge(Publisher)
...4 Behavioural therapies General principles Behaviour therapies Behaviour modification techniques Applicability and evaluation General principles Formation of behaviour disorders Behavioural therapies are based on the assumption that mental disorders are maladaptive behaviours which have resulted from faulty learning. The case of Little Albert, given in Chapter 1, provides an example of the way that phobias may be learnt. The solution is therefore to unlearn the behaviours. Learning occurs through either association (classical conditioning) or through reinforcement (operant conditioning), and the therapies based on these are known as behaviour therapy and behaviour modification respectively. In both cases the focus is on the individual’s present symptoms, not the historical causes of the problem. Before we can explore the different types of therapy that have utilised these principles, it is essential to outline what is involved in the two types of conditioning. Note that in both cases what is being produced is learning, which can be defined as ‘a relatively permanent change in behaviour that occurs as a result of experience’. This definition excludes behaviours that are the result of physical changes, either temporary states such as those induced by drugs, or permanent states such as those resulting from accidents (e.g. amputations). Classical conditioning procedures have been derived from Pavlov’s studies of salivation in dogs in 1927. These showed that if a bell was rung just before food was presented, dogs would learn to salivate to the bell alone after a series of such trials. The reflex response of salivation had become associated with a new stimulus, i.e. the bell...
eBook - ePubCompanion Encyclopedia of Psychology
Volume One
- Andrew M. Colman, Andrew M. Colman(Authors)
- 2018(Publication Date)
- Routledge(Publisher)
...In this approach, no behaviours are intrinsically pathological; their problematic status always depends on at least one complainer. A behaviour is problematic only because someone finds it so, or a culture defines it as such, and one or more practitioners agree to attempt its change. Even cultural definitions are contextual: there is hardly a behaviour to which we can object that would not be found desirable or tolerable in some other context. We see killing as murder in a peaceful context but as heroism in a warlike context; we see a person's deliberate self-exposure to death as hurtful or sinful in some contexts, but heroic in others (as when trying to rescue a child from a burning building). Behavioural In behavioural application, behaviours are defined to be publicly observable by virtually any observer, rather than only by someone trained in the relevant clinical science. That means that only their physical dimensions will be cited as what the observer is to see or hear and record; it follows that behaviours that have no physical dimensions cannot be observed and so evade analysis and treatment in the discipline. As noted earlier, observers are never told to record something labelled "aggression", but instead something physical requiring much less interpretation on their part, for example "forceful application of hands/feet/teeth/shoulders to the body/property of another person". Similarly, observers usually are not asked to discriminate between "intentional" forceful applications and "accidental" forceful applications, unless we can specify some physical conditions that we believe will reliably separate the two categories. Some practitioners might risk defining "intentional" as only those that occur with an immediately prior (e.g., within 3 seconds) orientation of the aggressor's face to the subsequent target, and the rest as "unintentional"; other practitioners might see this as a reasonable attempt, but too fraught with potential error for ordinary use...
