PSYC4030 6.0DCBT Chapter 11 Chapter 11: Modeling Therapy, Skills Training

PSYC4030 6.0DPSYC4030 6.0D CBT Chapter 11CBT Chapter 11

Chapter 11:Chapter 11:Modeling Therapy,Modeling Therapy,

Skills TrainingSkills Training


A world of imitatorsA world of imitators

• A large part of our social and cultural A large part of our social and cultural learning is done through imitationlearning is done through imitation— ““unwritten rules”unwritten rules”

• Ability to use models are prerequisites Ability to use models are prerequisites for acquisition of skillsfor acquisition of skills

• Involves an observer watching a Involves an observer watching a model’s behaviour and its model’s behaviour and its vicariousvicarious consequencesconsequences


Observational LearningObservational Learning

1.1. ExposureExposure: Where observation takes : Where observation takes placeplace

2.2. AcquisitionAcquisition: Understanding of : Understanding of contingency of behaviour and contingency of behaviour and consequencesconsequences

3.3. AcceptanceAcceptance: Incorporated modeled : Incorporated modeled behaviour as one’s ownbehaviour as one’s own


A. Modeling TherapyA. Modeling Therapy

• Models can be live or symbolicModels can be live or symbolic• Books, movies, TVBooks, movies, TV

• In In covert modelingcovert modeling, observer imagines , observer imagines what a model might do in a given situation what a model might do in a given situation

• Superheroes, “role model”Superheroes, “role model”

• Self-modelingSelf-modeling through video recording through video recording• More likely to model from someone who is More likely to model from someone who is

similar to ussimilar to us


B. Skills TrainingB. Skills Training

• Modeled behaviour change may not Modeled behaviour change may not take place because it is not in the take place because it is not in the repertory of the client:repertory of the client:

1.1. Lack of knowledgeLack of knowledge

2.2. Lack of proficiencyLack of proficiency

3.3. Lack of discriminationLack of discrimination

4.4. Lack of motivationLack of motivation


Skills TrainingSkills Training

• A “package” of treatments that is designed A “package” of treatments that is designed to overcome skills deficitsto overcome skills deficits

• Includes reinforcement, direct instruction, Includes reinforcement, direct instruction, training, shaping, etc.training, shaping, etc.

• Modeling is key component because it Modeling is key component because it captures subtleties other approaches can’tcaptures subtleties other approaches can’t

— Even very delayed individuals can imitate and Even very delayed individuals can imitate and benefitbenefit


Social Skills TrainingSocial Skills Training

• Most common area of skills trainingMost common area of skills training• ““Interpersonal competency”Interpersonal competency”

— Wide range of applicability that is Wide range of applicability that is appropriate for children, adolescents and appropriate for children, adolescents and adultsadults

• One major drawback of this training is One major drawback of this training is that there is little transfer or that there is little transfer or generalization of social skillsgeneralization of social skills


Social Skills TrainingSocial Skills Training

1.1. Free information: Recognition of simple Free information: Recognition of simple clues given by a social partnerclues given by a social partner

• Indicates what that person finds interesting or Indicates what that person finds interesting or importantimportant

• Used as prompts to continue conversationsUsed as prompts to continue conversations

2.2. Self-disclosure: discussion of positive and Self-disclosure: discussion of positive and negative aspects of yourselfnegative aspects of yourself

• Behaviour, lifestyle, intelligenceBehaviour, lifestyle, intelligence• Discuss things that may have previously caused Discuss things that may have previously caused

feelings of guilt, anxiety, ignorancefeelings of guilt, anxiety, ignorance


Promoting Transfer and Promoting Transfer and GeneralizationGeneralization1.1. Sufficient number and variety of examplesSufficient number and variety of examples2.2. Intermittent reinforcementIntermittent reinforcement3.3. Similar physical and social stimuli between Similar physical and social stimuli between

training and environmentstraining and environments4.4. Prompts from natural environmentPrompts from natural environment5.5. Use of natural reinforcersUse of natural reinforcers6.6. Exposure to opportunities to practice these Exposure to opportunities to practice these

skillsskills7.7. Self control skills to new social situationSelf control skills to new social situation


Assertion TrainingAssertion Training

• Actions that secure and maintain what one is Actions that secure and maintain what one is entitled to in an interpersonal situation without entitled to in an interpersonal situation without infringing on the infringing on the rightsrights of others of others— Stating what you wantStating what you want— Some find assertiveness to be offensiveSome find assertiveness to be offensive

• Different assertive types of behaviours, Different assertive types of behaviours, depending on the nature of the relationshipdepending on the nature of the relationship


Assertion TrainingAssertion Training(Smith, 1975)(Smith, 1975)

• You have a You have a rightright to judge your to judge your behaviour, thoughts and emotionsbehaviour, thoughts and emotions

— independently of others’ judgmentsindependently of others’ judgments

• You have a You have a responsibilityresponsibility for their for their initiation and consequences upon initiation and consequences upon yourselfyourself


Assertion Training Assertion Training

• Humans have three evolutionary Humans have three evolutionary responses to deal with daily stress:responses to deal with daily stress:

1.1. FightFight

2.2. FlightFlight

3.3. Verbal Assertiveness (a component of Verbal Assertiveness (a component of problem solving)problem solving)



1.1. Persistence: Broken RecordPersistence: Broken Record

• Calmly repeating your intentions over Calmly repeating your intentions over and over againand over again

• Allows you to stick to the point and Allows you to stick to the point and avoid getting into manipulative avoid getting into manipulative argumentsarguments

Example: Telemarketing phonecallExample: Telemarketing phonecall



• Dealing with manipulative criticism:Dealing with manipulative criticism:1.1. ““Fogging”: Acceptance of manipulative Fogging”: Acceptance of manipulative

criticismcriticism• There may be some truth to criticism, There may be some truth to criticism,

but you are still the judgebut you are still the judge• No denial or defensivenessNo denial or defensiveness• Acceptance of criticism without giving Acceptance of criticism without giving

reward for manipulative criticismreward for manipulative criticism



2. 2. Negative Assertion: acceptance of Negative Assertion: acceptance of errors and faultserrors and faults

• Strongly and sympathetically agreeing Strongly and sympathetically agreeing with criticismwith criticism

• No apologiesNo apologies• Avoids need for defensivenessAvoids need for defensiveness• Taking responsibility for actionsTaking responsibility for actions



3.3. Negative Inquiry: Active prompting of Negative Inquiry: Active prompting of criticismcriticism

• ““What do you mean by that?”What do you mean by that?”

• Allows for Free Information that you Allows for Free Information that you can use or discardcan use or discard

• Forces critic to be more assertiveForces critic to be more assertive


““I can do that!” I can do that!” Vicarious ExtinctionVicarious Extinction• Reduced fear by modeling anxiety producing Reduced fear by modeling anxiety producing

behaviours in the absence of negative behaviours in the absence of negative consequences (punishment)consequences (punishment)— Vicarious exposure therapyVicarious exposure therapy

• Coping modelsCoping models are initially fearful but who are initially fearful but who become more comfortable and skilled.become more comfortable and skilled.

• Mastery modelsMastery models show no fear and are fully show no fear and are fully competent at performing the task.competent at performing the task.


Participant ModelingParticipant Modeling

1.1. Modeling behaviourModeling behaviour

2.2. Prompting, Behavioural Rehearsal, Prompting, Behavioural Rehearsal, and In Vivo Exposureand In Vivo Exposure

3.3. Fading PromptsFading Prompts


Modeling: A few final thoughtsModeling: A few final thoughts

1.1. High efficiency and multi-facetedHigh efficiency and multi-faceted• Teaching, prompting, motivatingTeaching, prompting, motivating• Different approachesDifferent approaches

2.2. High utility (cost-effectiveness)High utility (cost-effectiveness)• Use of film/videoUse of film/video• Many Many natural modelsnatural models to choose from to choose from

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PSYC4030 6.0DCBT Chapter 11 Chapter 11: Modeling Therapy, Skills Training