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Behavioural Counselling Theory
EDU3073 Guidance and Counseling
For Children
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5. FUNCTIONS OF THEORY
Help counsellor o un!ersan! ho" an in!ivi!ual
"ho# she$he "ishes o help %uncions in his$her
environ#en
Help counsellor no o #a&e !ecision 'us (y relyingon heir assu#pions
Counsellor "ill (e a(le o un!ersan! "hy a
(ehaviour happens he "ay i happens Be a(le o use appropriae sraegies o #ainain or
change (ehaviour accor!ing o he heory
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5.) *UR*OSES OF + THEORY E,plain an even a%er #a&ing a %e"
o(servaion
Use he heory o overco#e cerain
siuaion-
Use he heory o #a&e pre!icion
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5.) I*ORT+NCE OF THEORY /ives #eaning0 con%i!ence an! !irecion o
he counsellor
/ives %ocus o he counsellor on "ha he is!oing o his clien
/ive counsellor opporuniy o #a&e plans
an! preparaion (e%ore he a!vices he clien o plan he srargies o #a&e changes
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5.1 CO*ONENTS OF BEH+2IOUR+3
COUNSE33IN/ THEORY5.1.) Firs Co#ponen4Classical
Con!iioning
5.1.1 Secon! Co#ponen4Operan
Con!iioning
5.1. Thir! Co#ponen4Cogniive
Behaviour Therapy
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5.1.) Firs Co#ponen 4C3+SSIC+3
CON6ITIONIN/
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Classical conditioning is a type oflearning in which an animal’s natural
response to one object or sensorystimulus transfers to anotherstimulus. This illustration shows howa dog can learn to salivate to thesound of a tuning fork, anexperiment rst carried out in theearly !""s by #ussian physiologist
$van %avlov.7
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&or conditioning to occur, the pairingof the food with the tuning fork 'step
( in the illustration) must berepeated many times, so that thedog eventually learns to associatethe two items.
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Ivan *avlov7)89:4):;<
Russian physiologis "ho "on he No(el *ri=e in
):>9 %or his "or& on !igesion 6ogs "ho iniially salivae! "hen %oo! "as
presene! o he#0 (egan o salivae in response o
cues ha signalle! he %oo! "as a(ou o arrive
He invesigae! his (y syse#aically !elivering avariey o% cues 'us prior o he arrival o% %oo!
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5.1.1 Secon! Co#ponen4Operan
Con!iioning?.
The su('ec operaes on he environ#en o
pro!uce an ouco#e
Insru#enal con!iioning4he su('ec@s (ehaviour is insru#enal in pro!ucing he
ouco#es
…..process of changing behaviour by providing a reinforcement after a response
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E!"ar! Thorn!i&e 7)8A94):9:
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B.F.S&inner 7):>94)::>< +#erican "ho (eca#e
inerese! in psychology a%errea!ing he "or& o% *avlov an!
ason Fa#ous %or la(oraory su!ies
"ih ras an! pigeons S&inner (o, use! o e,plore he
e%%ecs o% !i%%eren ypes an!sche!ules o% rein%orce#en
6escri(e! hi#sel% as a ra!ical (ehaviourisD
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Operan or Insru#enal Con!iioning S&inner@s (asic la" o% con!iioning 7):8
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- he !ice is gi"en #ood $hen he reaches he 1s corner %&'- This encourages him to strive on. *ut this time
when he reaches the st corner no food is given- +e strives on to the nd corner and the food is
given '*)- The (rd time when the mice reaches the nd corner
no good is given. +e will continue to strive on to the
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5. Behaviouris# *ersonaliy Theoryi. The !eer#iner o% learning0 aiu!e0 ha(i or
naure an! oher aspecs relae! o personal
!evelop#en is he (ehaviouris# o% anorganis#0 no #enal pheno#enon.
ii. *ersonaliy !evelop#en is !eer#inisic0
"here he environ#en an! e,periences!eer#ines he personaliy !evelop#en.
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5. Behaviouris# *ersonaliy Theoryiii. In!ivi!ual !i%%erences co#e %ro# e,perience
!i%%erences.
iv. 6ualis# such as #in!4(o!y0 (o!y4soul !oesno have scieni%ic prove o e,plain a(ou
hu#an !evelop#en0 o #a&e pre!icion on
"ha "ill happen a(ou he hu#an (ehaviouran! o overco#e hu#an (ehaviour o !o
so#ehing.
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5. Behaviouris# *ersonaliy Theoryv. Even hough personaliy !evelop#en usually
has geneic consrain "hich canno change or
(e change! any#ore0 i is resule! %ro#inernal environ#en an! si#ulus "hich
plays he !o#inan.
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5..) S&inner@s *rinciple +!apaion
Shaping o!eling *osiive
Rein%orce#en Negaive
Rein%orce#en
(egai"e
)unish!en%*!issionraining'
)unish!en%)assi"e &"oidance
+ole )la, &sseri"e )racice
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6ISCUSS THE FO33OIN/ SGINNER@S
*RINCI*3ES
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5..) S&inner@s *rinciple +!apaion
SH+*IN/
4 Esa(lishing a ne" response (y rein%orcing
successive appro,i#aions o i
O6E3IN/
4Behaviour is acuire! (y "aching signi%ican
ohers an! is rein%orce! he #ore he (ehaviour
appro,i#aes ha o% signi%ican ohers eg role playing o each asserive raining
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5..) S&inner@s *rinciple +!apaion
REINFORCEENT Rein%orcer 4an even ha %ollo"s a response
an! increases he laer pro(a(iliy or%reuency o% ha response E,rinsic Rein%ore#en 4#aerial rein%orcers
such as oys0 o&en such as sa#ps$gol! sar
an! social such as goo!"ill recogniion
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5..) S&inner@s *rinciple +!apaion
*osiive rein%orce#en involves presening asi#ulus or a!!ing so#ehing o a siuaion%ollo"ing a response0 "hich increase he%uure li&elihoo! o% ha response occurringin ha siuaion.
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5..) S&inner@s *rinciple +!apaion
Negative reinforcement involves re#oving asi#ulus or a&ing so#ehing a"ay %ro# a siuaion%ollo"ing a response0 "hich increases he %uure
li&elihoo! ha he response "ill occur in hasiuaion. Punishment !ecreases he %uure li&elihoo! o%
respon!ing o a si#ulus. *unish#en #ay involve"ih!ra"ing a posiive rein%orcer or presening a
negaive rein%orcer %ollo"ing a response.*unish#en suppresses a response (u !oes noeli#inae i- "hen he hrea o% punish#en isre#ove! he punishe! response #ay reurn.
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5.9 IN+**RO*RI+TE BEH+2IOUR
ala!ape! (ehaviour4+n
inappropriae (ehaviour or
prohi(ie! (ehaviour in a
sociey an! i% i is coninue!
o (e pracice! (y an
in!ivi!ual0 he$she is regar!e!
as a person "ho coul! noa!'us hi#sel%$hersel% in a
sociey 7#ala!'use! person
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5.9 IN+**RO*RI+TE BEH+2IOUR
ala!'usive
(ehaviour 4
speci%ic in
!i%%eren
culure0 i#e0social class an!
siuaion27
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5.9.) HO +N IN6I2IU6+3 IS TROUB3E6
Behaviours "hich are regar!e! as
#ala!apive are all learn in or!er o ge
posiive rein%orce#en or o lessen he pain orunco#%ora(le %eeling
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6ISCUSSION 1
E,plain ho" (ehaviour is learn %ro#
perspecive o% (ehaviouris# counselling
heory. Thin& o% (ehaviour "hich you regar! as
#ala!apive0 an! ry o !eec ho" he
(ehaviour is learn.
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5.5. THE COUNSE33IN/ *ROCESS
Counselling S&ills
3isening acively
+ppreciae he cliens
+ccepance- an!
Un!ersan! ha he clien is uniue
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5.5. THE COUNSE33IN/ *ROCESS
6UTIES OF + COUNSE33OR-
Be a(le o help he clien in analysing
his$her (ehaviour To inerpre pro(le#
Choose an o('ecive o (e achieve!
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5.; STR+T/IES TO HE3* C3IENT
Role *lay
+sserive pracice
Econo#y o&en
Sel% #anage#en0 sel%4#onioring
an! sel%4rein%orce#en
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5.; STR+T/IES TO HE3* C3IENT
Role *lay To rain cliens in various (ehaviours "hich hey
%oun! very har! o !o (e%ore his +cing an! raining "hich is gui!e! (y counsellor
"ih a speci%ic purpose
/ives opporuniy o clien o ry (ringing ou ne"
(ehaviour in a sa%er siuaion (e%ore i is use!
ousi!e or in places "here rou(les %reuenly arise
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5.; STR+T/IES TO HE3* C3IENT
3i#iaions o% Using Role *lay
6epen!s on counsellor@s s&ills an! eagerness
in a!#inisering is "ays 6epen!s on clien@s o"n !esire o e,perience0
lisen an! %eel he ne" (ehaviour "hich #igh
(e har! %or hi# o !o (e%ore his
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5.; STR+T/IES TO HE3* C3IENT
Concep +sserive *racice
Techniue use! o each clien o gain con%i!ence in
coping "ih he people "ho# he hough as a hrea.
*urposes
+cively gives srengh o iniiae chosen !esire!
(ehaviour
To gui!e cliens "ho are passive0 !epen!en an!un#oivae!
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5.; STR+T/IES TO HE3* C3IENT
Econo#ic To&en7Re"ar!s<
+n organise! proce!ure "here o&en o% gi%s
are given as rein%orce#en %or appropriae (ehaviour
To&en4plasic coins0 #ar&s0 or anyhing ha
can (e cashe! in "ih valua(le hings orspecial privileges
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6ISCUSSION
HO C+N E ENSURE THE
O6IFIE6 BEH+2IOUR
CONTINUES TO BE *R+CTICE6BY THE C3IENTJ
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5.;.9 Sel%4anage#en0 Sel%4onioring
an! Sel%4rein%orcing
Characerisics o% his echniues
Cliens play an acive role Cliens give his$her o"n opinions an! %ollo"
counselor@s a!vice an! consruc heir o"n
speci%ic an! e%%ecive plan
Cliens@ hin&ing process is given aenion
an! %ocus
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5.;.9 Sel%4anage#en0 Sel%4onioring
an! Sel%4rein%orcing
Cliens are e,pece! o (e #ore responsi(le in
"or&ing har! o achieve he !esire! changes
Cliens learn he "ay o sel%4rein%orce Cliens are as&e! o o(serve0 #onior0 sel%4
rein%orce an! are so#ei#es as&e! o inerpre
(ehaviour !aa "hich hey have recor!e! an! Counselllors@ role is #ore o% a #enor or
e!ucaor insea! o% an e,per
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Seps o Sel%4anage0 Sel%4onior an! Sel%4
Rein%orce
Sep ) Concepualisaion an! 6e%iniion o% a
*ro(le# an! Choosing Behavioural For#
6eci!e arge o('ecive o (e achieve!
in!ivi!ually The o('ecive #us (e
Co#prehensi(le0i#poran an! valua(le o he
clien Can (e analyse! an! #easure! o('ecively
Realisic an! achieva(le0 an!
*osiive an! consrucive40
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5.;.9 Sel%4anage#en0 Sel%4onioring
an! Sel%4rein%orcing
Sep ) Concepualisaion an! 6e%iniion o% a
*ro(le# an! Choosing Behavioural For#
Sae#ens a(ou arge o('ecive #usinclu!e Clien@s nee! a an achieva(le san!ar! or
eli#inae!0 an!
/ra!ual achieve#en o% arge o('ecive
accor!ing o he chosen !aes
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5.;.9 Sel%4anage#en0 Sel%4onioring an!
Sel%4rein%orcing
Sep 1 anaging an! onioring Targe
Behaviour
Choose appropriae ai#s (ase! on clien@so('ecives
Sar (aseline assess#en (e%ore
i#ple#ening (ehaviour #o!i%icaionsraegies
Sar #onioring an! a&e noe on any relae!
arges42
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5.;.9 Sel%4anage#en0 Sel%4onioring an!
Sel%4rein%orcing
Sep Environ#enal Change an! Ta&ing he RighSep
+ he (eginning0 ry o avoi! he environ#en an!
siuaion "hich "ill surely cause un"ane! response or#ala!apive (ehaviour
Change he a#osphere0 siuaion an! environ#en o #a&e
sure ha he clien
Realise "ha he$she is !oing 3i#i he si#ulus ha causes un"ane! (ehaviour an!
Si#pli%y (ehaviour "hich gives sais%acion43
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5.;.9 Sel%4anage#en0 Sel%4onioring an!
Sel%4rein%orcing Sep 9 /eneraing appropriae
rein%orce#en an! !eer#ining
#eaning%ul an! e%%ecive ouco#e%or clien
I!eni%y rein%orce#en an! is resul I#ple#en rein%orce#en
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5.;.9 Sel%4anage#en0 Sel%4onioring an!
Sel%4rein%orcing
Sep 5 ainaining he achieve#en an!
couning he success
Creae an e%%ecive evaluaion$%ee!(ac& syse# ainaining he learn (ehaviour
3essening sel%4noing
3essening rein%orce#en
/e social suppor
Use his sraegy o change so#ehing "hich he
clien regar!s as i#poran45
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Gey I!eas
*ri#ary rein%orcers sais%y (uil4in nee!s
Secon!ary rein%orcers "ere originally neural eg.
#oney0 goo! gra!es0 gol! sars
Rein%orce#en sche!ules coninuous0 iner#ien0
varia(le.
Shaping or successive appro,i#aions
Chaining E,incion or %a!ing
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Gey I!eas 7coninue!<
3earning is !e%ine! (y he ou"ar! e,pression o%ne" (ehaviors
Focuses solely on o(serva(le (ehaviors
+ (iological (asis %or learning
3earning is cone,4in!epen!en
Classical Operan Con!iioning Re%le,es 7*avlov@s 6ogs< Fee!(ac&$Rein%orce#en 7S&inner@s *igeon Bo,<
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Criiue
Behaviouriss can !e#onsrae shor er# success%ro# re"ar!ing !esire! (ehaviour
Ho"ever su!ies ha invesigae long er# e%%ecs
o%en %in! negaive ouco#es*eople #ay Be !israce! (y "heher rein%orce#en is %air Reain less o% "ha hey have learn ino he %uure Be less #oivae! o paricipae in he aciviy on anoher
occasion i% no rein%orce#en is availa(le Co#e o (elieve ha he aciviy isel% is unpleasan or no
"orh"hile
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Criiues 7coninue!<
6oes no accoun %or processes a&ing place in he#in! ha canno (e o(serve!
+!vocaes %or passive su!en learning in a eacher4cenric environ#en
One si=e %is all
Gno"le!ge isel% is given an! a(solue *rogra##e! insrucion eacher4proo%ing
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SOCI+3 3E+RNIN/
http://var/www/apps/conversion/tmp/scratch_6/Bandura%20-%20Social%20theory%20of%20learning.ppthttp://var/www/apps/conversion/tmp/scratch_6/Bandura%20-%20Social%20theory%20of%20learning.ppt