Summarisation- Behaviourist approach Flashcards
1
Q
Effectiveness
A
- Capafons
- demonstrates positively effectiveness of SD
- fear of flying
- fewer psychological signs of fear in flight simulator
- after 12-15 week treatment period
- vivo + vitro used
- STRENGTH
2
Q
Side effects
A
- Non invasive therapy
- No physical side effects
- No risk of addiction, changes in personality
- STRENGTH
3
Q
Cause or symptom?
A
- Removed symptoms
- Not treated ‘root’
- Symptom substitution
- decreases effectiveness
- WEAKNESS
4
Q
Appropriateness
A
- Works better for some phobias
- Less effective- general phobias
- Not effective with ‘ancient fears’
- Less likely to fear modern day
- Reduces effectiveness
- Limited
- WEAKNESS
5
Q
Patient involvement
A
- Low level of patient involvement
- Not require homework
- Unlike REBT
- Amount of sessions= Type of phobia, How well patient responds
- Not required - vast amount of time, effort outside
- STRENGTH
6
Q
ETHICAL ISSUES
A
Anxiety controlled+
Informed consent+
Failure to protect participants from harm-
7
Q
Anxiety controlled
A
- More ethical than flooding
- Client contentment is central to therapy
++++++
8
Q
Informed consent
A
- Able to provide full informed consent
- Unlike schizophrenia
- Take part= own free will
- Can leave at any point
++++++++
9
Q
However… (ethical sd)
A
- situation causes fear + anxiety
- some argue element of failure to protect participants from
harm
——————
10
Q
Behaviour learned through conditioning (RELATIONSHIPS)
A
- Reinforcement models of attraction
- more likely= form relationships with ppl who reinforce us
- Byrne developed reinforcement Affect model
- we like animals/ppl who are there when we are reinforced
- Seek relationships with rewarding stimuli
11
Q
Operant (RELATIONSHIPS)
A
- Rewarding animal for good behaviour
- Positive experience= rewarding interaction
- Owner happy= animal happy
- Increasing time spent
12
Q
Classical (RELATIONSHIPS)
A
- Owning pet brings person happy feelings
- Per associated with feeling happy
- Pet owners= less likely suffer depression
- Lower blood pressure than non pet owners
13
Q
N (1)
A
Cause for normal behaviour
- Underlying cause of normal bhvr through learning
- Classical= associations
- Operant= reinforcement
14
Q
A(2)
A
Cause of abnormal behaviour
- Result faulty learning
- Classically conditioned= associate fear-flying
- person avoids trigger
- feel better
- actually process of reinforcement
-confronted with trigger again=phobic response heightened
15
Q
A(3)
A
Aim of therapy (based on belief about cause of abnormal behaviour)
- Objective of SD=relearn more functional response instead of stimulus
16
Q
N(4)
A
Procedure of therapy to re-establish normal behaviour again
- Gradually+systematically breaks down down faulty association
- Replace with more functional response
- ^counter conditioning
- Client progresses through desensitisation hierarchy
- SD based on conditioning
- psychologist from behaviourist= consider appropriate
17
Q
Procedure session 1
A
- Returned to lab
- presented with white rat
- Albert reached
- Bar struck behind head
18
Q
Procedure session 2
A
- Shown rat (no sound)
- After exposed 5 times with ‘joint stimulation’
19
Q
Procedure session 3
A
- Testing generalisation
- presented with rat, wooden blocks, rabbit, dog, seal fur coat
20
Q
Procedure session 4
A
- New environment
- Large well lit lecture room
- 4 people
- Placed on table in centre
21
Q
Procedure session 5
A
- Last time
- Presented with santa mask, fur coat, rabbit, dog, blocks
22
Q
Findings session 1
A
- Bar struck= Albert jumped & fell forward, burying head, no cry
- Second time struck= Fell forward whimpering
23
Q
Findings session 2
A
- Stared at rat, did not reach
-Rat brought closer, reached but withdrew hand when rat started to nuzzle hand - Blocks played with happily
- Cautious response just for rat
- After further joint stimulation, Albert= distressed, trying to crawl away
24
Q
Findings session 3
A
- Blocks fine
- Rat fear
- rabbit as extreme as rat
- played with cotton wool in package, not touching cotton at first
- Watson hair= no fear response
25
Findings session 4
- Responses less extreme
- more joint stimulation= rat fear stronger
- rat fear different to playing with blocks
- furry objects= distress/whimper
26
Findings session 5
- blocks remained happy
- furry objects= fear
- not so extreme over time but would avoid, at times cry
27
This study demonstrates
just how easy it is to create fear response
28
Conclusion to wayne and rayner
- First week= two joint stimulation needed to create sufficient conditioned emotional response, seven to create complete fear reaction
- Study showed how easy fears generalise
- Persistence of early conditioned responses will be found in people ‘constitutionally inferior’
29
Controlled study
- Environment= able to control for extraneous variables
- a baseline condition= ‘pre-manipulation’ bhvr judged to establish if fearful child before study
- blocks showed fear exclusively for furry
- films used so others could confirm
- STRENGTH
30
The sample (evaluation of methodology & procedures)
- intended repeat with more
- personal reasons, watson and rayner asked to leave uni
- emotional stable child
- if research continued, would fear intensify?
- No comparisons,
WEAKNESS
31
Could phobias have a biological cause?
- Learning cannot account for all phobias
- Phobias could be result of biological preparedness
- Seligman
- ANCIENT FEARS
- WEAKNESS
32
Ethical issues (W&R)
Creating a fear
More psychological harm
Lasting effects
33
Creating a fear
- Albert experiencing anxiety as result of experiment
- Delayed tests for week
- Question should they have continued
- Psychologists avoid creating situation where more stress in study than everyday life
- Researchers justified arguing Albert would’ve exposed to such stressors IRL
+ Hospital environment protected him
34
More psychological harm
- Induced fear in young child
- Guilty of intensifying stres
- Removed thumb from mouth
35
Lasting effects
- Intention to remove learner conditioned behaviour
- Sudden removal from hospital= not achieved
- Continue fear
- Researchers had duty unconditioning
36
Social implications
Vunerable children
In education
Naughty step
37
Vulnerable children
- Autism benefit from conditioning techniques
- Helping integrate into society
- Can participate in societty fully
- Robinson token economies improved performance reading+ vocabulary related tasks in children with hyperactivity issues
- Howveer only treats symptoms
- Undesirable behaviour could return when reinforcement stops
38
In education
- Montessori education
- Conditioning of bhvr interfere with child internal drive to learn
- Levitt
-Chicago school offered money
- Money=If improved=Modest gains in performance
- School leavers-=better educated
- Gneezy
- Money used elsewhere
39
Naughty step
- Shouting= positively inforcing
- Morris claim long term emotional effects
- Children can’t reflect on emotions or behaviour and verbalise feelings once on naughty step
- To be impactful, needs to be implemented consistently
- Busy life
