THE BEHAVIOUR MODIFICATION APPROACH The psychodynamic approaches

to help your children modify behavior. Behaviour Behaviour is that which a person does and is usually regarded as either normal or abnormal. The norm against which it is measured has already been discussed in the section on social functioning.

1. TOPIC • Define behaviour modification; • Explain the main characteristics of behaviour modification; • Discuss the historical development of behaviour modification

2. BEHAVIORAL Modification Sr. Flordeliza Serado

3. What’s Behaviour Problem? When the Behaviour deviates from the normally expected Pattern

4. WHAT IS BEHAVIOR   “The actions or reactions of a person in response to external or internal stimuli; conduct; manners or deportment, especially good manners; general course of life; treatment of others; manner of action; the activity of an organism, especially as measurable for its effects; response to stimulus; the functioning, response or activity of an object or substance.”

5. BEHAVIOR Behaviour is the result of a person‟s genetic composition, biological characteristics and the environment. Behaviour is learned and is the product of the reinforcement of that to which the person is exposed. In order to gain control of the behaviour , those events that precipitate the behaviour , the behaviour itself and the consequences thereof, must be isolated.

6. What’s Behaviour Modification? Interfere positively in the child’s activities to influence its thoughts in order to bring in desirable changes in the pattern of behaviour

7. BEHAVIORAL Modification

8. Behaviour Modification techniques Systematic application of learning principles and techniques to assess and improve individuals covert and overt behaviours in order to help them function more fully in society.

9. Techniques Techniques are various systematised tried and tested principles of action to bring in behavioural changes in the targeted population

10. Understanding Behavioral Trigger Understanding Behavioral Triggers Identifying triggers that lead to undesirable behaviors is crucial. By understanding these triggers, one can develop targeted strategies to address them. This involves observing patterns and recognizing the environmental, emotional, and social factors that influence behavior.

11. CHARACTERISTICS OF BEHAVIOR MODIFICATION Focus on behavior Behavior modification procedures are designed to change behavior, not a personal characteristic or trait. Therefore, behavior modification deemphasizes labeling. For example, behavior modification is not used to change autism (a label); rather, behavior modification is used to change problem behaviors exhibited by children with autism.

12. Behavioral excesses and deficits are targets for change with behavior modification procedures. In behavior modification, the behavior to be modified is called the target behavior. A behavioral excess is an undesirable target behavior the person wants to decrease in frequency, duration, or intensity. Smoking -a behavioral excess. A behavioral deficit is a desirable target behavior the person wants to increase in frequency, duration, or intensity. Exercise and studying -behavioral deficits.

13. BEHAVIORAL Modification It involves altering environmental events so as to influence behaviour . Behaviour modification procedures are developed by professionals and used to change socially significant behaviours , with the goal of improving some aspect of a person’s life.

14. Understanding of the three elements to the practice of the Behavioral Modification.

15. These can be altered

16. Specific behavioral techniques the learning of a behavior on condition that is associated with another event Two forms

17. Classical EXAMPLE 1. The learning of a behavior because it is associated in time w ith a specific stimulus with w itch it was not formerly associated . A child who has been hospitalized shows fear when, brought to a health center, he sees someone in a white coat which, formerly a neutral object, he now associates with pain CONDITIONING

18. Operant CONDITIONING Refer to learne d behavior which takes place because it operates upon or affects the environment 2. EXAMPLE A behavior that is followed by a response or outcome that is pleasurable to the person is likely to be repeated, but less likely to be repeated if the response is not pleasurable or unpleasant. A shy person who is praised for expressing his views during group discussion is likely to speak again, but if ridiculed, is not to speak again.

19. Operant CONDITIONING This section is concerned with learning and motivational changes based on events that follow behaviour and generally are a result of the behaviour . A worker receives his salary following completion of a certain number of hours of work. A student receives a particular grade on a test as a result of achieving a certain test score. A child is reprimanded for using certain words. In these cases there is some relationship, called a contingency , between the person’s behaviour (working a number of hours, achieving a test score, using certain words) and some resultant or contingent event (salary, grade, reprimand)

20. Operant CONDITIONING This is also called instrumental conditioning. It is the learning model based on the effects on behaviour of contingen t events and the learning of the nature of the contingency. If the contingent event makes it more probable that the person will behave in a similar way when in a similar situation, the event is called a reinforcer

21. Two forms of Reinforcement Next

22. Positive reinforcement involves providing a pleasant stimulus after a desired behavior occurs, increasing the likelihood of that behavior being repeated in the future. Positive Example: Using Positive Reinforcement to Encourage Good Behavior in a Child Scenario : A parent wants to encourage their child to clean their room regularly. Before Positive Reinforcement : Behavior : The child often leaves their room messy and does not respond to reminders to clean it.

23. Positive reinforcement involves providing a pleasant stimulus after a desired behavior occurs, increasing the likelihood of that behavior being repeated in the future. Positive Implementation of Positive Reinforcement : The parent decides to implement a reward system. They tell the child, “If you clean your room every Saturday, you will earn a sticker. After earning five stickers, you can choose a fun activity, like going to the movies.” 2. The child cleans their room on Saturday as instructed.

24. After Positive Reinforcement : Behavior : The child cleans their room and earns a sticker. Response : The parent praises the child for their effort, saying, “Great job cleaning your room! You’ve earned your sticker!” Result : The child becomes excited about earning stickers and the reward of a fun activity. As a result, they are more likely to clean their room consistently every week to earn more stickers.

25. Key Points: Addition of a Pleasant Stimulus : In this case, the sticker and the potential for a fun activity are positive reinforcements. Increased Likelihood of Desired Behavior : The praise from the parent reinforces not just the action of cleaning but also the child’s motivation to continue that behavior in the future. This example illustrates how positive reinforcement can effectively encourage and maintain desired behaviors by providing rewards that make individuals feel good about their actions. RETURN

26. Negative reinforcement is a behavior modification concept that involves the removal of an unpleasant stimulus to increase the likelihood of a desired behavior being repeated. Here’s an illustrative example: Example: Using Negative Reinforcement in Homework Completion Scenario : A student dislikes the loud noise of a timer that goes off every 15 minutes while they are working on homework. They have found that the noise makes it difficult to focus. Before Negative Reinforcement : Behavior : The student procrastinates doing homework to avoid the noisy environment. Unpleasant Stimulus : The loud timer goes off, which they find distracting and irritating. Negative

27. Implementation of Negative Reinforcement : The parent or teacher encourages the student to start their homework by telling them, “If you work on your homework for 30 minutes without stopping, I will turn off the timer for the rest of your study time.” The student then begins their homework, motivated by the desire to get rid of the annoying noise.

28. After Negative Reinforcement : Behavior : The student completes 30 minutes of homework. Response : The timer is turned off, and the student no longer has to endure the distracting noise. Result : The student learns that by completing homework, they can avoid the unpleasant noise in the future. As a result, they are more likely to start their homework promptly in the future to avoid the timer.

29. Key Points: Removal of the Unpleasant Stimulus : In this case, the removal of the timer noise is what reinforces the behavior of completing homework. Increased Likelihood of Desired Behavior : The student is more likely to engage in homework tasks moving forward, as they associate completing their assignments with the relief from the unpleasant stimulus. This example highlights how negative reinforcement can effectively encourage desired behaviors by removing negative factors when the desired behavior is performed. RETURN

30. Punishment The presentation of an unwanted and unpleasant Stimulus. Example : criticism, blame, being ignored) That will have the effect of suppressing or reducing the strength o f a target behavior PUNISHMENT weakens the target behavior.

31. \ Extinction Refer to the withdrawal of whatever reinforces a target behavior, which will tend to discourage the occurrence of the behavior This occurs when a previously reinforced behavior is no longer reinforced, leading to a decrease in that behavior over time. Extinction in behavior modification refers to the process of reducing or eliminating a behavior by no longer providing reinforcement for that behavior.

32. Here’s a practical example: Scenario : A parent notices that their child frequently throws tantrums in the store when they want a toy. Initially, the parent would often buy the toy to stop the tantrum, which reinforces the behavior. Example: Extinction in a Child's Tantrum Behavior Before Extinction : Behavior : Child throws a tantrum. Response : Parent buys the toy or gives in. Result : The child learns that throwing a tantrum leads to getting what they want. Implementation of Extinction : The parent decides to stop giving in to tantrums. Instead of giving the child a toy when they throw a fit, the parent remains calm and does not react to the tantrum. They may say, "I understand you're upset, but we are not buying that toy today," without engaging further.

33. Here’s a practical example: Example: Extinction in a Child's Tantrum Behavior After Extinction : Behavior : Child throws a tantrum again, hoping for the toy. Response : Parent consistently ignores the tantrum and does not buy the toy. Result : Over time, the child realizes that tantrums will no longer yield the desired outcome, leading to a gradual decrease in tantrum behavior. Key Points: For extinction to be effective, the parent must be consistent in not reinforcing the tantrum behavior. Initially, the behavior may temporarily increase (this is known as an "extinction burst"), but with consistent non-reinforcement, the behavior will eventually decrease over time. This approach highlights the importance of identifying and removing the reinforcement that maintains the undesired behavior in order to effectively implement extinction.

34. BEHAVIORAL Modification Behaviour modification originally developed from the work of people such as Pavlov, Bekhterev and Bandura. It was derived from the experimental work in the field of classical and instrumental conditioning and the application of learning theories to the management of human problems. In the following section a concise account of the rationale for the behaviour modification approach will be provided based on the work of Brown (1992:62 64), Corey (1995:345-378), Payne (1991:118-133), Sheafor et al. (1994:63-64) and Zastrow (1989:432-454).

35. Historical Overview of Behaviour Modification A number of historical events contributed to the development of behaviour modification. Let’s briefly consider some important figures, publications, and organisations in the field. Major Figures Following are some of the major figures who were instrumental in developing the scientific principles on which behaviour modification is based

36. Edward L. Thorndike (1874–1949) Thorndike’s major contribution was the description of the law of effect. The law of effect states that a behaviour that produces a favourable effect on the environment is more likely to be repeated in the future. In Thorndike’s famous experiment, he put a cat in a cage and set food outside the cage where the cat could see it. This Photo by Unknown Author is licensed under CC BY-SA-NC This Photo by Unknown Author is licensed under CC BY-SA This Photo by Unknown Author is licensed under CC BY-SA

37. John B. Watson (1878–1958 ) In the article “Psychology as the Behaviourist Views It,” published in 1913, Watson asserted that observable behaviour was the proper subject matter of psychology, and that all behaviours were controlled by environmental events. In particular, Watson described a stimulus response psychology in which environmental events (stimuli) elicited responses. Watson started the movement in psychology called behaviourism (Watson, 1913, 1924)

38. Ivan P. Pavlov (1849–1936) Pavlov conducted experiments that uncovered the basic processes of respondent conditioning. He demonstrated that a reflex (salivation in response to food) could be conditioned to a neutral stimulus. In his experiments, Pavlov presented the neutral stimulus (the sound of a metronome) at the same time that he presented food to a dog. Later, the dog salivated in response to the sound of the metronome alone. Pavlov called this a conditioned reflex (Pavlov, 1927) Pavlov’s theory of learning, known as classical conditioning, or Pavlovian conditioning, posits that behaviors can be learned through the association between different stimuli.

39. Procedures based on behavioral principles . Behavior modification is the application of basic principles originally derived from experimental research with laboratory animals (Skinner, 1938). The scientific study of behavior is called the experimental analysis of behavior, or behavior analysis (Skinner). The scientific study of human behavior is called the experimental analysis of human behavior, or applied behavior analysis Behavior modification procedures are based on research in applied behavior analysis that has been conducted for more than 40 years This Photo by Unknown Author is licensed under CC BY

40. The focus is therefore upon the observable and external behaviour and not on the person‟s life history, except in cases where this is of importance (e.g. previous symptoms that were exhibited). It is therefore concerned with the ”here and the now” and aspects of behaviour which influence a person‟s functioning. It is assumed that there is a good relationship between the social worker and the client, but this is not a prerequisite, because the client‟s willingness to participate and experiment must be established beforehand. R A T I O N A L E for the behaviour modification approach

41. The social worker is therefore actively and directly involved and sometimes acts as a coach. The behaviour modification approach, in particular, is characterised by a wide variety of practical techniques, which can be applied because of their effectiveness in modifying specific behaviour . Techniques which have been implemented with great success in social work, include modelling, training in assertive behaviour and positive reinforcement. R A T I O N A L E for the behaviour modification approach

42. Some Behaviour Modification techniques Behaviour Contracting Token Economy Timeout Overcorrection Stimulus Satiation Flooding Assertiveness Training Bio-feedback Relaxation Methods Reinforcement Punishment Systematic De- sensitisation Aversion Extinction Shaping and Chaining Prompting and Fading

43. What role do social workers play in behavior modification?  Social workers play a vital role in behavior modification by leveraging their training in social systems, human behavior, and therapeutic techniques to help individuals and groups change maladaptive behaviors. Here are some key roles and responsibilities of social workers in this context:

44. 1. Assessment and Diagnosis: Social workers conduct assessments to identify the needs, strengths, and challenges of their clients. This evaluation helps them understand the behaviors requiring modification and the underlying factors contributing to those behaviors. 2. Developing Intervention Plans: Based on the assessment, social workers create tailored intervention plans that may include specific behavior modification techniques. These plans are designed to address the individual needs of their clients and may incorporate reinforcement strategies, behavioral contracts, or goal-setting frameworks. 3. Implementing Behavior Modification Techniques: Social workers implement various behavior modification techniques grounded in evidence-based practices. This may involve using positive reinforcement, punishment, or modeling behaviors to encourage changes in specific actions

45. 4. Providing Counseling and Support: As trained counselors, social workers provide individual, family, or group therapy to help clients understand and address the emotional and psychological aspects of their behaviors. They support clients as they navigate obstacles to changing behaviors. 5. Education and Skill-Building: Social workers educate clients about the principles of behavior modification and teach them coping and problem-solving skills. They might also work with clients to develop social skills and enhance their emotional regulation. 6. Collaboration with Other Professionals: Social workers often collaborate with other professionals, such as psychologists, teachers, and medical providers, to create a comprehensive approach to behavior modification. This multidisciplinary teamwork ensures that a client's needs are addressed from multiple perspectives.

46. 7. Advocacy: Social workers advocate for their clients by helping them access needed resources, programs, and services that can facilitate behavior change. They may work on system-level changes to improve the environments that influence client behavior. 8. Monitoring Progress: Social workers continuously evaluate the effectiveness of behavior modification interventions by monitoring progress and making adjustments as necessary. They provide feedback and reinforcement to encourage clients along their journey to change. 9. Cultural Competence: Social workers are trained to consider cultural, historical, and socio-economic factors when implementing behavior modification strategies. They aim to be culturally sensitive and adapt interventions to fit the unique context of each client.

47. Conclusion: Overall, social workers play a multifaceted role in behavior modification, focusing not only on changing specific behaviors but also on addressing the broader context of clients' lives. By providing holistic support and leveraging various intervention strategies, social workers facilitate meaningful and lasting behavior change while promoting overall well-being.

48. * Introduction to social work - CORE Engelbrecht, L. K. 1999. Introduction to Social Work. Wellington: Lanzo.PREFACE : * Social Welfare And Social Work (fourth Edition) by Thelma Lee-Mendoza Behaviour Modification in Social Work by Derek Jehu, Pauline Hardiker , Margaret Yelloly , Martin Shaw. References:

49. Reinforcement Two Types: Primary Reinforcement Secondary Reinforcement

50. Primary Reinforcement Also known as Unconditional Reinforcement Occurs naturally Doesn’t require learning Have an evolutionary basis It aids in the survival of the species Includes: food, air, water, sleep, sex

51. Secondary Reinforcement Also known as Conditioned Reinforcement Involves stimuli that have become rewarding by being paired with another reinforcing stimulus. eg : When training a dog praise and treats must be used.

52. Positive Reinforcement Positive reinforcement is very powerful and effective tool to help shape and change behaviour

53. Positive Reinforcement Works by presenting a motivating item to the person after the desired behavior is exhibited, making the behaviour more likely to happen in future.

54. Adding Something Pleasant Mother giving her son a candy for cleaning up his toys A little girl receives Rs. 5/- for every A+ she earns

55. Negative Reinforcement Negative reinforcement is reinforcement of a desired behaviour by the removal of a stimuli/item after a particular behaviour is exhibited.

56. Negative Reinforcement The likelihood of the particular behaviour occurring again in the future is increased because of removing/avoiding the negative stimuli.

57. Removing Something Unpleasant Lisa always complains headache when it’s time to start doing her homework. Her parents allow her to go to bed without doing her homework.

58. Punishment Is used to help decrease the probability that a specific undesired behaviour will occur with the delivery of a consequence immediately after the response behaviour is exhibited.

59. Punishment People think, typically that punishment produces something wrong or harmful; it shouldn’t necessarily be the case.

60. Punishment The punishment procedures have been used with both typical and atypical developing children, teenagers, elderly persons, animals and people exhibiting different psychological disorders.

61. Positive Punishment Works by presenting a negative consequence after an undesired behaviour is being exhibited, making the behaviour less likely to happen in the future.

62. Examples of Positive Punishment A child pricks another’s nose during class and the teacher reprimands him in front of his classmates.

63. Examples of Positive Punishment A child wears his favourite hat to church or at dinner, parents chides and ask him to remove it.

64. Alternatives to Punishment There are harmful effects of physical or verbal punishment. Yelling, slapping, hitting and spanking teach violence, destroy self esteem, create anger, interfere with learning and damage the relationship between.

65. Alternatives to Punishment Prevent unwanted behaviour by meeting your child’s needs when they are first expressed.

66. Alternatives to Punishment Provide safe child friendly environment

67. The Golden Rule Think about how you would like to be treated if you were to find yourself in the same circumstances as your child. To err is humane.

68. Empathy To empathise means placing yourself in the other man’s place. Show empathy to your children.

69. Non-Violent Communication Understand and meet the need that led to the undesired behaviour.

70. Emotional Tank Fill the child’s emotional tank with: Eye contact Gentle touch Undivided attention

71. Parental Command V/s. Cordial Persuasion Please “Slow down” Is often better than “Stop Running”

72. Systematic Desensitisation Is a behavioural treatment that is used to treat anxiety causing behaviour such as phobias and fears.

73. 3 Steps of Systematic Desensitisation Training to relax: Hierarchy of Anxiety: Desensitisation process:

74. Training to Relax Training to relax: Progressive relaxation, one first tightens and then relaxes various muscle groups in the body.

75. Hierarchy of Anxiety Hierarchy of Anxiety: a catalogue of anxiety provoking situations or stimuli arranged in order from least to most distressing.

76. Desensitisation Process Desensitisation process: Direct confrontation of the situation.

77. Systematic Desensitisation The patient is taught to relax through various relaxation techniques like learning how to relax the muscles and applying various deep breathing relaxation techniques.

78. Systematic Desensitisation The patient is asked to think about only red rose. Of course this may generate the feeling of anxiety but only in a limited amount as the object of fear is only imaginary and not real.

79. Systematic Desensitisation Slowly a picture of rose is presented to the person in a pleasant situation. For instance a picture of a boy offering a red rose to a girl as a symbol of love will be shown to the person. This will help him to associate pleasant feeling to rose.

80. Systematic Desensitisation Then the person is presented a funny drawing, representing a person or scene, that includes a rose. If this generates anxiety the person will be asked to close his eyes, relax his mind, and once relaxed presented with the picture again.

81. Systematic Desensitisation Now the person has to see a real rose in a vase, from a distance. This will be done with a constant reassurance that it can possibly cause no harm.

82. Systematic Desensitisation The person will slowly be made to approach the red rose and look at it from a shorter distance.

83. Systematic Desensitisation The person will go close to the rose placed in a vase and be asked just to touch the vase.

84. Systematic Desensitisation The to touch the rose real.

85. Systematic Desensitisation Holds the red rose in his hands.

86. Systematic Desensitisation Finally he will be able to hold the entire bouquet of red roses without experiencing any anxiety of fear. Thus works the Systemic Desensitisation

87. Aversion Therapy A behaviour therapy in which an aversive (causing a strong feeling of dislike or disgust) stimuli is paired with an undesirable behaviour in order to reduce or eliminate that behaviour.

88. Aversion Therapy is used in Alcohol abuse, drug abuse, gambling, sexual deviations, smoking or behaviour problems

89. Examples Aversion Therapy Electric Shock, drugs, disturbing media such as graphic images or loud and painful noises, unappealing scenes or sensations,

90. Drugs used Aversion Therapy Pungent smelling chemicals, strong emetics, noxious and irritating chemicals, irritating ophthalmic applications, capsicum aerosols etc

91. Precautions of Aversion Therapy The chemicals and medicaments generate very unpleasant and often physically painful responses. This type of aversive stimulation may be risky for persons with hear or lung problems.

92. Precautions of Aversion Therapy Beahavioural contract to be executed.

93. Precautions of Aversion Therapy Worsening of the present medical conditions.

94. Extinction Extinction is used to stop an undesirable behaviour.

95. Extinction Like punishment, an extinction behaviour is used when you need to get your subject to stop some behaviours.

96. Extinction Parents can create behaviour “extinction” by carefully observing their child’s behavour and noticing what reward the child receives for that inappropriate behaviour.

97. Extinction High magnitude of reinforcement of the undesired behaviour makes it hard to remove by extinction.

98. Associative Loss theory in Extinction The simplest explanation of extinction is that as the CS is presented without the aversive US, the animal gradually “unlearns” the CS-US association.

99. Shaping and Chaining This is a behavioural term that refers to gradually moulding or training an organism to perform a specific response (behaviour) by reinforcing any response that are similar to the desired response.

100. Examples of Shaping and Chaining Dolphin Training in Circus

101. Prompting and Fading A prompt can be defined as a cue or hint meant to induce a person to perform desired behaviour.

102. Prompting and Fading Prompting is an act of helping a behaviour to occur

103. Prompting and Fading A coach help a small child hold a baseball bat to teach a proper swing

104. Fading Fading is when the trainer gradually withdraws the prompt Eg : Learning to drive a vehicle

105. Behaviour Contracting It’s a therapeutic approach in which an agreement is reached with a client usually in the form of a written contract.

106. Behaviour Contracting This would make clear the consequences that would follow certain identified behaviours.

107. Behaviour Contracting Eg : A contract may be drawn up with a child specifying their reward for bed-wetting. These agreement make clear the schedule of reinforcement being applied and in signing up to the agreement it’s understood that this might motivate the client to cooperate with the programme

108. Behaviour Contracting Is applied to stopping of smoking, drinking etc.

109. Procedure of Behaviour Contracting Plan the contract, set up a meeting, communicate the laid out conditions, benefits and dead lines. Schedule follow ups.

110. Token Economy Is a system of behaviour modification based on the systematic positive reinforcement of target behaviour.

111. Token Economy The reinforcement symbols or tokens that can be exchanged for other reinforcers. It’s based on the conditions of operant conditioning.

112. Token Economy Are applied with children and adults. Give the reward whenever the behaviour occur.

113. Steps of Token Economy Step 1: Select target behaviour for change.

114. Steps of Token Economy Step 2: Develop a method for recording or token or points.

115. Steps of Token Economy Step 3: Identify powerful rewards.

116. Steps of Token Economy Step 4: Establish Goals- number of tokens or points to be won for obtaining the rewards.

117. Steps of Token Economy Step 5: Detail the programme to the child.

118. Steps of Token Economy Step 6: Provide the feedback.

119. Steps of Token Economy Step 7: Finally present the reward.

120. Steps of Token Economy Step 8: Change the programme. When the desired result is obtained too you should change the programme ingredients.

121. Time Out Temporarily changing or separating the child from the environment where inappropriate behaviour has occurred. It’s intended to remove a positive reinforcement of the undesired behaviour.

122. Time Out It’s an educational and parenting technique recommended by some paediatricians and developmental psychologists as an effective measure to ensure child discipline.

123. Time Out Recommended for younger children. The purpose is to isolate or separate the child for a short period of time (usually 5 to 15 minutes) in order to allow the child to calm down as well as to discourage inappropriate behaviour. May on chair, steps, corner or any other locations where there is no distractions.

124. Time Out Temporarily changing or separating the child from the environment where inappropriate behaviour has occurred. It’s intended to remove a positive reinforcement of the undesired behaviour.

125. Time Out Type of a behaviour control method based on removing positive reinforcements.

126. Overcorrection A type of Positive practice which involves performing an action repeatedly until it’s performed correctly.

127. Overcorrection If you have trouble in producing the exact musical note in a song you overcorrect it by practicing singing until you reach the desired level of performance.

128. Stimulus satiation This response of elimination procedure involves the repeated presentation of the desired stimulus for the purpose of reducing its attractiveness.

129. Stimulus satiation Excessive presentation of desired stimulus to reach levels or satiation (to get cloyed with).

130. Flooding A form of desensitisation for treating phobias and anxieties by repeated exposure to highly distressing stimuli until the lack of reinforcement of the anxiety response causes its extinction.

131. Flooding A form of desensitisation used in behaviour therapy in which the person imagines or is actually exposed to anxiety-producing stimuli.

132. Assertiveness Training A form of behaviour therapy designed to help people stand up for themselves- to empower themselves.

133. Assertiveness Training Assertiveness is a response that seeks to maintain an appropriate balance between passivity and aggression.

134. Assertiveness Training Assertiveness response that promotes fairness and equality in human interaction, based on positive sense of respect for self and others.

135. Assertiveness Training The purpose of assertiveness training is to teach persons appropriate strategies for identifying and acting on their desires, needs and opinions while remaining respectful of others.

136. Bio-feedback Applied Psychological feedback- is a patient guided treatment that teaches an individual to control muscle tension, pain, body temperature, brain waves and other bodily functions and processes through relaxation, visualisation and other cognitive control techniques.

137. Bio-feedback Temperature Bio-feedback GSR Galvanic Skin Response EEG Bio-feedback Bio-Life Feedback-Return

138. Bio-feedback Applied Psychological feedback- is a patient guided treatment that teaches an individual to control muscle tension, pain, body temperature, brain waves and other bodily functions and processes through relaxation, visualisation and other cognitive control techniques.

139. Relaxation Methods Relaxation is not just zoning our before a TV at the end of a stressful day.

140. Relaxation Methods To effectively combat stress, we need to activate the body’s natural relaxation response. We can do this by practicing relaxation techniques such as deep breathing, mindful meditation, rhythmic exercises and YOGA.

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142. Once you have determined all the ideas that you need to use, it is now time to lay them down in a logical sequence. Use the plot diagram to plan out the flow of your literary piece! Plot Diagram Back to Agenda Page

143. To further refine the flow of your literary piece or narrative, you may also choose to visualize important or selected parts. You may use a storyboard for the visualization process. Storyboard Back to Agenda Page