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University of Cincinnati Clermont College

Self-Control Training

Eleanor McGuff

Intermediate Composition 34-ENGL-2089

Dr. Sharon Burns

December 04, 2013

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Self-control is the ability to control impulses and reactions. It involves the ability to prevent

or override unwanted thoughts, behaviors, and emotions (Berkman 374).  Training in the area of

self-control has benefits over time and is worthwhile to your daily life.  Self-control training is a

technique that can be used in a positive manner to increase behaviors in children, and help

persons with developmental disabilities and/or mental issues.  It is not limited to these groups

however; so basically everyone could benefit from practice of this technique. There are many

components to self-control (slide 7) that some people do not normally consider.  When self-

control is used wisely and with common sense, it becomes one of the most important tools for

self-improvement and for achieving success (Sasson 1). Can a person really be trained to react or

behave differently; or is it just a waste of time because everyone is born with inherited behaviors

and instincts that they cannot change?

History of Self-Control

Many of the practical self-control methods now in use were detailed 40 years ago by Skinner

in 1953 (Karoly 274). At one time or another, there have been many strategies used in hopes of

trying to enhance an individual’s ability to alter or balance patterns of thoughts, feelings, or

actions. The history of self-control techniques has easily recognizable examples which include:

mental rehearsal, meditation, journal keeping, goal setting/resetting, problem-solving

analysis/training, deep breathing, self-hypnosis, expressive writing techniques, self-generated

reward/punishment, response training, physical exercise, self-medication, acceptance of

thoughts/feelings, and systematic practice in concentrating and remembering (Karoly 274).

These practices and techniques may already be a practicing part of your life, because of the

positive results you have received from their use. Studies of self-control techniques are usually

directed toward disruptive (troublesome) or provocative behaviors (stimulating), rather than less

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immediately observable cognitive problems such as distractibility, hyperactivity, or attentional

difficulties (Anderson 650). Issues can result in self-control situations when impulsive behavior

is expressed, rather than thinking about consequences and weighing them out. Help is available

for anyone experiencing self-control issues in many different forms.

What is Self-Control Therapy?

Self-control therapy stated in descriptive terms, is defined as involving training that can help

people “control their own behavior through the systematic (organized, precise) use of behavior

technology” (Karoly 265). Self-control therapy tends to involve the components of self-

monitoring, self-evaluation, and self-consequation (self-administered reward and punishment)

(Karoly 265). To understand the conception of self-control further, we will look at several key

assumptions used to describe it. Bear in mind that being consciousness of an issue plays a

functional role in human compliance (submission, obedience). This tells us we are aware of

things and not always acting out of an “automatic” or “inherited” response. Please take a look at

my PowerPoint presentation to aide you in understanding this conception, while also viewing

some assumptions related to self-control.

The incorporation of control theory conceptualizations into the mainstream of behavior

therapy should be taken as a positive growth sign (Karoly 273). Procedures for building

response potentials (capacity) different to those previously providing undesirable results

(Anderson 649) can be trained and/or practiced. Just because you automatically react, respond,

or act in a certain fashion to specific situations, does not mean you do not have the ability to

change it. The list of all procedures currently available to aid in the self-control process is

actually quite extensive (Karoly 274). One approach derived from the work of Luria (1961),

Kanfer (1971), and Meichenbaum (1971), utilizes the internal communication of verbal

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commands as a way of developing persisting voluntary control over the behavior (Anderson

650). To illustrate this approach, think about training children to identify their emotional states

(i.e., anger, depression, frustration), that usually precede a disruptive outburst. Relaxation skills,

self-statements, and other adaptive responses could be used to deal with these emotions more

appropriately (Anderson 650). Sounds easy, but parents know behaviors in toddlers and young

children sometimes seem unchangeable. It is important to hang in there though, because self-

control training is the basis for mental flexibility, social skills, and discipline. Childhood self-

control is twice as important as intelligence in predicting academic achievement (Aamodt 1).

Studies have also been done on teaching self-control and increasing desirable behaviors among

adults with developmental disabilities.

The 1998 study performed at University of Nevada by Mark Dixon, Linda Hayes, and others

showed that all adult participants which had developmental disabilities, all chose an immediate

small reinforcer, which clearly signified impulsive behavior. Dixon also noted that self-control

in no way implies that the variables that control responding are internal. That would be good

news to those who have negative feelings about themselves because of poor self-control in an

area of concern. The secret to developing self-control through the technique that was studied, is

to get participants to choose a delayed larger enforcer, rather than an immediate short one (Dixon

203). The amount of time taken between making a choice and when the reinforcer is received,

was one of the focus points of this study. What does all of this mean? If a person is exposed to

a larger enforcer for behavior decisions over a period of time, they will begin to choose it over a

smaller enforcer (impulsivity) with immediate effects. Gradual changes in opportunities can

increase self-control. So adults, even with developmental disabilities, can be trained in self-

control.

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Another self-control training technique is “brain training.” This technique involves inhibitory

(restraint) control, which is defined as the ability to override a dominant response in order to

enact a subdominant response (Berkman 374). Inhibitory control is targeted at childhood

because it develops over time. The slow developmental time is contributed to growth and

development of neural parts of the brain, thus giving this technique its name. To give you

another self-control perspective, let’s look at the strength model. This model was derived from

theory and research in social psychology literature (Berkman 376). Self-control is considered a

resource that can be used in several response domains (cognitive, affective, behavioral). Our

daily lives are filled with domains. A person is drawing from a self-control domain when jay-

walking or stopping for a red light, or deciding what side of road to drive on, are just a couple

examples.

The above figure illustrates that self-control is domain general which includes improving motor,

affective, and cognitive control through intervention (i.e., therapy, training). Through self-

control training there can be a reduction in point of origin outcomes, along with enhanced long-

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term health and mental health outcomes. More importantly, keep in mind that this strength

model suggests that self-control can improve with repeated practice over time (Berkman 377).

Since time is involved, let’s look at why a person may want to invest their time and efforts in

self-control training.

Benefits of Self-Control

Self-control is vital for overcoming obsessions, fears, addictions, and any kind of unsuitable

behavior.  In any culture self-control development is crucial (Aamodt 1). Being properly trained

in self-control techniques does not mean you are cured of negative/unproductive behaviors, but

at least it allows an individual opportunities to make positive changes in their life.  It puts a

person in control of their life, behavior, and their reactions.  Self-control improves relationships,

develops patience and tolerance, and is an important tool for attaining success and happiness

(Sasson 1).  Is a sense developing that self-control training might be worth investigating further?

Before a decision is made, let's look at some additional benefits.  Self-control eliminates the

feeling of helplessness (weakness, failure) and being too dependent on others.  It strengthens

self-esteem, confidence, inner strength, self-mastery, and willpower.  Self-control training which

can be built through practice, can help a person feel like they are taking charge of their life.  Self-

control can provide balance, calmness, determination, willpower, and confidence (slide 7).  Try

to keep in mind that an automatic response is acting out of emotional or involuntary

impulses (impulsive behavior). These impulses can be expressed before an individual fully

weighs out the consequences (Anderson 649).  Sure, it sounds easy to just act/react rather than

taking the time to think about, but does that really work out toward your best interests? 

Impulsive behavior can seem acceptable some of the time, but behaving spontaneously on a

regular basis, can cause problems. Think about what the world or just your community, would

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be like if everyone just acted, instead of thinking things through.  Difficulties do arise with self-

control training, but this does not mean that the overall outcome of it is not worthwhile. Viewing

problems with self-control as a whole can help a person estimate their value to self-control

training.

Problems with Self-Control

Self-control problems are defined in terms of behavioral excesses or deficiencies. There

exists an essential conflict between its immediate and its long-range consequences (Karoly 265).

Poor self-control in elementary school increases the risk of adult financial difficulties, criminal

behavior, single parenthood, and drug dependence (Aamodt 1). Focusing on the wrong standards

can be problematic for the self-controller. It is not uncommon for an aspiring self-controller to

disengage from his/her efforts, owing to low-efficacy (capability) expectations that are

completely justified by virtue of the setting of unrealistic standards (Karoly 268). Set your goals

and standards to have reachable outcomes, which will better position an individual for outcomes

they desire. Obstacles to self-control training can be reacting to outside stimuli without thinking

first, lack of the desire to change and improve, the belief that self-control eliminates fun, and

lack of faith in oneself and in one's abilities (Sasson 1-2). Without a little bit of remorse, you can

end up doing something you will regret (slide 4), There is also a considerable price to pay for

remaining rigidly (inflexible) committed to a self-change goal that is unrealistic or functionally

unattainable, but whose importance is so great that even frequent failure and low-efficacy

expectations cannot foster a “healthy disengagement” (Karoly 268-69).

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Successful Self-Control Training

To begin self-control training, one would need to identify what areas of their life would

benefit positively by gaining more self-control. Some areas to consider as self-control examples

are: eating, shopping, drinking, work, gambling, gaming, internet usage, and smoking. In a

therapeutic setting, the only requirement for training in self-control would be that the

client/individual would eventually be able to independently, reliably, and correctly use the

procedure taught by the therapist (Karoly 265). Trying to determine exactly what the other

things are, and why they are not always equal, is essential to a clinically complete and useful

approach to self-control (Karoly 269). Seeing a professional is not always necessary though.

By developing and strengthening your willpower and self-discipline, you develop and strengthen

your self-control (Sasson 3). Another method that can be used to postpone or prevent

impulsivity has been to perform distracting activities, such as talking or singing (Dixon 204).

Until now, some readers may have already be training in self-control without even realizing it.

Anyone can make a start in practicing self-control and thus, begin to practice/train in self-

control. Decide what your goal is wisely and develop a plan containing self-discipline (new

choices), make efforts to practice, occupy your thoughts with positive things, and find

distractions from the area/things that tempt you to practice old behavior. Listed above in this

paper are many reasons for training in self-control. Now that I have your attention, it is time to

make a personal decision regarding self-control training. If a person has willingness and a desire

for change, then it is time to give self-control training some real thought and effort. Enjoyable

activities elicit dopamine release to enhance learning, while reducing secretion of stress

hormones, which can impede learning and increase anxiety, sometimes for years (Aamodt 1).

What part of reinforcing the learning process and lowering stress does not sound like the right

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thing to do? Most people are not born with the desire to control things or limit themselves

regarding actions, behaviors, and choices that bring them pleasure of any sort. If anything, our

natural instinct would lean toward, “More is better.” Set your self-control goals in a realistic

fashion, so that failure is not an option because the goal is too high to reach. So put those ideas,

thoughts, and statements about change into action, because it is through action that we grow.

Self-control training can make your life, personal growth, and learning process a positive one.

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Works Cited

Aamodt, Sandra, and Sam Wang. “Building Self-Control, the American Way.” The New York Times 19 February 2012, sec. SR:5. Pint.

Anderson, Lowell , Iris Fodor, and Murray Alpert. "A Comparison of Methods for Training Self-Control." Behavior Therapy 7 (1976): 649-658. Print.

Berkman, Elliot T., Alice M. Graham, and Philip A. Fisher. "Training Self‐Control: A Domain‐General Translational Neuroscience Approach." Child Development Perspectives 6.4 (2012): 374-384. Print.

"dictionary-reference.com." dictionary-reference.com. N.p., n.d. Web. 29 Oct. 2013.

Dixon, Mark R., and Linda J. Hayes. “Using a Self-Control Training Procedure to Increase Appropriate Behavior.” Journal of Applied Behavior Analysis 2. Summer (1998): 203-210. Print.

Karoly, Paul. "Self-Control Theory." Theories of Behavior Therapy. Washington, D.C.: American Psychological Association, 2009. 259-285. Print.

McGuff, Eleanor. “Self-Control.” November 2013. Powerpoint presentation.

Murray, Laura K. Self-Control Training in Young Children. Dissertation, Western Michigan University. Kalamazoo, Michigan. ProQuest/UMI Microform 3057845, 2002.

Sasson, Ramez. “How to Develop and Strengthen Your Self-Control.” RSS Blog. Success Consciousness, n.d. Web. 29October2013.