Lecture 6

1. Systems and Cognitive-Behavioral Approach • Chapters 3, 5 and 6 Lecture 6

2. CHAPTER 6 SYSTEMS: WHAT ARE THEY, AND HOW DO WE WORK WITH THEM?

3. Theoretical Approach- Bronfenbrenner’s Ecological Systems http://capitaled151.wikispaces.com/Social+and+Cross-Cultural+Skills

4. General Systems Theory • Explains the Complex Interactions of All Types of Systems, Including (p169) • Living Systems • Family Systems • Community Systems • Each System Has a Boundary • Each System Has a Homeostasis • In Families and in Groups, Members Take on Typical Ways of Behaving http://capitaled151.wikispaces.com/Social+and+Cross-Cultural+Skills

5. Minuchin Video to Illustrate importance of Family Systems Salvadore Minuchin: Families Go Through: Situational Crises (Box 6.2, p. 164) Developmental Cycles Healthy Families Can Deal with the Pain and the Crises Families Go Through Structural Family Therapy- video http://www.youtube.com/watch?v=91wTCgPa_xw

6. General Systems Theory • Boundaries and Information Flow in Systems • All Systems Have Boundaries • Rigid Boundaries and • Boundaries Too Permeable or Loose Signify Dysfunction • Healthy Systems Have Semi-permeable Boundaries • See Box 6.1, p. 162 http://capitaled151.wikispaces.com/Social+and+Cross-Cultural+Skills

7. Family Systems • The Development of the Healthy Family • Have Semipermeable Boundaries • Evaluates Information and Makes Changes as Needed • Has Parents or Guardians Who Are the Main Rule Makers • Have a Clear Sense of Hierarchy http://capitaled151.wikispaces.com/Social+and+Cross-Cultural+Skills

8. Many Different “Schools” of Family Counseling • Strategic Family Therapy (Haley) • Communication Perspective (Satir) • Structural Family Therapy (Minuchin) • Multigenerational Family Therapy (Bowen) • Experiential Family Therapy (Whitaker) • Psychodynamic Family Therapy Skynner) • Cognitive/Behavioral Family Therapy (Foster & Gurman) • Narrative Family Therapy (White & Epston)

9. Family Systems (Cont’d) • Two Well-Known Family Therapists: • Virginia Satir: If One Member of Family Feels Pain, the Whole Family Is Affected • Communication Perspective • Video: http://www.youtube.com/watch?v=hLfaNQF7trs

10. Regardless of Approach, All Adhere to Similar Guidelines • Family systems have properties more than the sum of their parts. • The operation of such systems is governed rules. • Every system has a boundary • Boundaries are semi-permeable; some things can pass through. • Family systems tend to reach a relatively steady state. • There are communication and feedback mechanisms between parts of the system [cybernetics: positive and negative feedback loops]. • Events or behavior of individuals are understood as examples of circular causality, rather than linear causality. • Family systems, like other open systems, appear to be purposeful. • Systems are made up of subsystems and are parts of suprasystems.

11. Systems (Cont’d) Video Case Study: JimJones and the Rigid System p171 Box 6.1 • Dysfunctional Families/systems • Boundaries Are Too Loose or Too Rigid • Poor Communication Patterns • Unclear Hierarchy • Often You Find Individuals Scapegoated • Often You Find an Identified Patient • Box 6.3, p. 173 http://www.biography.com/people Video: http://www.biography.com/people/jim-jones-10367607#synopsis

12. How could this have happened?P78 significant others and cultural influences play a particularly important role in how an individual is conditioned

13. To understand this it is helpful to understand 2 major historical approaches

14. 2 separate approaches that have merged over the years

15. Major Theoretical Orientations Four Orientations Have Dominated Psychodynamic Behavioral Cognitive Humanistic Postmodern • a technique which focuses on changing specific ways the client acts

16. Major Theoretical Orientations Four Orientations Have Dominated Psychodynamic Behavioral Cognitive Humanistic Postmodern • Cognitive theorists believe that our thinking is conditioned and our behaviors are a result of this conditioning. • Thus, in order to relieve emotional distress, we must first help clients change their thinking http://en.wikipedia.org/wiki/Cognitive_science

17. Behavioral Approach Three Main Orientations Classical Conditioning Pavlov CS Paired with UCS yields UCR Operant Conditioning Skinner (Skinner Box) (see Box 3.2, p. 72) Positive Reinforcement Negative Reinforcement Punishment Social‑learning, or Modeling Bandura Bobo Dolls http://www.sott.net/articles/show/136090-Transmarginal+Inhibition http://apbio12007.blogspot.com/2007_11_01_archive.html http://video.google.com/videoplay?docid=-2953790276071699877

18. Ivan Petrovich Pavlov • Classical Conditioning • Pavlov • CS Paired with UCS yields UCR http://nobelprize.org/educational_games/medicine/pavlov/readmore.html http://en.wikipedia.org/wiki/Classical_conditioning http://www.sott.net/articles/show/136090-Transmarginal+Inhibition http://en.wikipedia.org/wiki/Ivan_Pavlov

19. http://apbio12007.blogspot.com/2007_11_01_archive.html

20. Skinner--Operant Conditioning http://en.wikipedia.org/wiki/B.F._Skinner Principles of Operant Conditioning • Positive Reinforcement • Negative Reinforcement • Schedules of Reinforcement • Generalization • Extinction • Spontaneous Recovery • Discrimination http://apbio12007.blogspot.com/2007_11_01_archive.html

21. Skinner--Operant Conditioning http://en.wikipedia.org/wiki/B.F._Skinner Principles of Operant Conditioning • Positive Reinforcement- Positive reinforcement is the presentation of something pleasant or rewarding immediately following a behavior. It makes that behavior more likely to occur • Negative Reinforcement - Negative reinforcement is when a particular stimulus is removed after a behavior, and this causes the behavior to increase as a result • Schedules of Reinforcement (continuous, variable, fixed interval) http://apbio12007.blogspot.com/2007_11_01_archive.html

22. Counseling and Psychotherapy: A Multicultural Perspective 1996 Fourth Editionby Allyn & Bacon by Allen E. Ivey, Mary Bradford Ivey, Lynn Simek-Morgan p.286

23. Video Clip Landmarks in Psy Part II on Behavioral Approach 10 minutes quote at end “Behaviorists believe that by studying stimuli we can better understand and control behavior.” After watching video, gather in a group and devise a research project about a stimulus and response: i.e. does playing violent video games serve as a stimulus for move violent behavior among teens.

24. (Probably Most Important Theory) Principles of Operant Conditioning Positive Reinforcement Negative Reinforcement Schedules of Reinforcement Generalization Extinction Spontaneous Recovery Discrimination

25. The “model” modeled aggressive behavior, hitting doll with hammer etc. then measured how much kids observing repeated such behaviors. Albert Bandura Bandura--Modeling http://webspace.ship.edu/cgboer/bandura.html http://www.truveo.com/bandura-bobo-doll-aggression-gen-psych/id/2301177096 http://video.google.com/videoplay?docid=-2953790276071699877

26. Bandura video Bobo Doll Video http://video.google.com/videoplay?docid=-2953790276071699877#docid=-4586465813762682933 how he conducted a link to congnitive Ty as well http://video.google.com/videoplay?docid=-2953790276071699877

27. Modeling Today- Video Games http://www.cbsnews.com/news/violent-video-games-may-make-kids-more-agressive/

28. http://thedailyshow.cc.com/videos/wm3uch/you-re-welcome---violent-video-gameshttp://thedailyshow.cc.com/videos/wm3uch/you-re-welcome---violent-video-games

29. The Behavioral View of Human Nature All Behavior is Learned We are Conditioned by Reinforcers in our Environment Antideterministic: What was Learned Can Be Relearned Some Applications of the Behavioral Approach Token Economy Learning of Assertive Behavior Role-Playing Treatment of Phobias Systematic Desensitization Spontaneous Recovery See Box 3.3, p. 74 • social learning: A counselor models assertive behavior with Fred. Fred subsequently practices the behavior he just viewed. • Jim is given a coupon every time he brings a pencil and paper to class. At the end of the week, he may exchange the coupons for one hour of free time. • systematic desensitization: Juanita is taken through a series of relaxation techniques to help her deal with a phobia she has been experiencing.

30. The Human Service Professional's Use of the Behavioral Approach One of the Most Commonly Used Approaches E.g., Token Economies with the Mentally Retarded E.g., Use of Reinforcement (e.g., Weight Loss, Behavior Change, Stop Smoking) E.g., Modeling via Role‑playing See Box 3.4, p. 75

31. Major Stimuli in our Lives • Grades in school • Money that causes us to work • Advertising that causes us to purchase their products • BF Skinner- Like a puppet on a string we are regulated by the stimuli in our environment

32. Behavior Therapy Session 5.5 min http://www.youtube.com/watch?v=5MCyfMFXR-n0

33. Adding the Cognitive perspective to the Behavioral http://en.wikipedia.org/wiki/Cognitive_science

34. http://www.youtube.com/watch?v=gdFovvVJpr8

35. ABC’s of Cognitive Behavioral Dr. Aldo Pucci, president of the National Association of Cognitive-Behavioral Therapists 10 min – can watch the first 5 min our thoughts (not things) cause our feelings and behaviors http://www.youtube.com/watch?v=1AYAJcOcXFE&feature=related

36. Understanding “Why” We Behave Is Not as Important as Making Changes in How We Think Antideterministic: We can Change Thinking, and Ultimately Behaviors and Feelings • In order to better understand cognitive theory – it is helpful to understand how it developed • Piaget introduces us this history…. http://en.wikipedia.org/wiki/Cognitive_science

37. Jean PIAGET and his theory Jean Piaget •cognitive development: •the transformation of initial inborn schema by the twin processes of Assimilation (practice) and Accommodation (modification) – seen next slide for definitions http://www.aozf75.dsl.pipex.com/AS/AS_CogDev/Piaget_Presentation.pdf http://webspace.ship.edu/cgboer/piaget.html

38. Neural nets •basic operation •input units detect environment •internal units compute construal of the environment (as an implicit pattern) •output units trigger appropriate actions •somewhat schemata: new cognitive structures, or new ways of thinking that are developed as we learn Accommodation: the process in which an individual changes their previous way of understanding the world and adopts a new method Assimilation: the process in which the child incorporates new information into his or her existing cognitive framework http://userwww.service.emory.edu/~barsalou/Courses/Cognition/Lecture_Notes/T1b-4g-situated-embodied_cognition-OUT.pdf

39. Simulating the emergence of a new schema or way of thinking about things Word puzzles- cognitively you just get it now

40. Neukrug page 149 Jean Piaget • Stages of Cognitive Development • Sensorimotor: Physical and Sensory Experiences (Birth Through 2) • Preoperational: Intuitive Understanding: (“seems obvious”) (Toast example) (2-7) • Concrete‑operational: “Figure Things Out” Through Series of Logical Tasks (7-11) • Formal‑operational: Abstract Thinking (12 and On) http://webspace.ship.edu/cgboer/piaget.html

41. Video clip – Piaget and his stages of development

42. Jean PIAGET and his theory cognitive development takes place through FOUR fixed age related stages: •Stage 1-the sensorimotor stage •birth to 2 years •child learns from interaction with environment •only at about 6 months does OBJECT permanence occur Jean Piaget http://www.aozf75.dsl.pipex.com/AS/AS_CogDev/Piaget_Presentation.pdf http://webspace.ship.edu/cgboer/piaget.html

43. Neukrug page 149 • According to Piaget, the child who cannot maintain mental images and responds only to the here and now of experience is in the Sensorimotor stage

44. Author:Danielle GoldhammerCreation date: Thursday, October 2, 2008 3:36:52 PM EDTDate last modified: Thursday, October 2, 2008 3:36:52 PM EDTTotal views: 9  Your views: 1 Previous Post | Next Post Children's ConsortiumThis week was pretty calm at the center. The one thing I was disappointed to find out, however, was that the girl we had done the home visit with last week never came to center. I think it may have been because she was worried about the staff members being mandated reporters for CPS. The leader of the Teen Parents & Babies program said she tells all of the girls she worked with about the up front, just so it doesn't come as a surprise to them if she does end up reporting. However, I think this bit of information scared her so much that she decided not to come. Another opinion voiced by the staff members was that she was a teenager still, and it's tough for teens to get up early and have the ambition to participate On the positive side, I went with another staff member yesterday to do a home visit with the little baby (almost 8 month old) boy, C, who comes to center every day we offer the Even Start program. His mom is about my age and we see each other every Tuesday and Thursday, so it made it a very comfortable visit. It was interesting watching the baby in his home environment, and watching the staff member try to do games and learning exercises with C. We covered some of his toys with a blanket to see if he tried to pull the blanket off, but he would always become interested in something else too quickly to search for the missing toy. The only time he tried to pull the blanket off was when the staff member put it on his head, and got C's attention, so that was cool when he finally realized that. I learned that this all means he is working toward learning object permanence (that something exists even when it can't be seen). Subject: RE:Danielle Goldhammer Journal Entry 6 

45. The Preoperational child lacks the concept of number conservation. http://webspace.ship.edu/cgboer/piaget.html Conservation: The concept that "liquids and solids can be transformed in shape without changing their volume or mass Stage 2 -pre-operational stage •2 to 7 years •Child is egocentric -unable to understand the world from another’s perspective •Child unable to CONSERVE What does CONSERVE mean? •Children can CONSERVE when they understand that quantity does not change when appearance changes http://coe.sdsu.edu/eet/Articles/piaget/index.htm

46. Joyce sees a tall thin glass of water and thinks that it has more volume than a short wide glass (although each holds the same amount of water). Joyce is in which of Piaget's stages? (p. 133) a. Formal operational b. Concrete operational c. Sensorimotor d. Preoperational http://webspace.ship.edu/cgboer/piaget.html

47. Stage 3 - •CONCRETE operational stage •7 -approx 11 years •child now able to conserve and can perform quite complex operations •but only if ‘real’ objects are ‘at hand’ The concrete operational is capable of reversible thought only if they operate physical objects. http://coe.sdsu.edu/eet/Articles/piaget/index.htm

48. Stage 3 -•CONCRETE operational stage the child cannot perform mental operations (transformations) •If Bill is taller than Jim and shorter than John who is the tallest? •Without real figures to manipulate the child cannot answer http://www.aozf75.dsl.pipex.com/AS/AS_CogDev/Piaget_Presentation.pdf

49. Stage 4 •Aged 11+ ‘Formal Operations’ •The child can now perform logical operations and abstract reasoning •According to Piaget not all achieve the stage of FORMAL OPERATIONS http://www.aozf75.dsl.pipex.com/AS/AS_CogDev/Piaget_Presentation.pdf

50. Here’s a simple example of a task that a concrete operations child couldn’t do, but which a formal operations teenager or adult could -- with a little time and effort.  Consider this rule about a set of cards that have letters on one side and numbers on the other:  “If a card has a vowel on one side, then it has an even number on the other side.”  Take a look at the cards below and tell me, which cards do I need to turn over to tell if this rule is actually true?  http://webspace.ship.edu/cgboer/piaget.html