unit 2: Bases of behavior Flashcards
4 basic postulates of every science
describe - explain - predict - control
2 main types of behavior depending on its origin
- phylogenetic behavior
- ontogenetic behavior
2 main types of behavior depending on its origin
phylogenetic behaviors
definition: hose responses that are developed in the evolutionary history of a species. Responses that are genetically decided to appear “reflex responses”. They are conceptualized as:
1. unconditional stimulus (Us)
2. unconditional response (Ur)
A Us elicts a Ur
ex. blinking, grabbing
2 main types of behavior depending on its origin
ontogenetic behavior
def: specific responses that an organism learns to develop uniquely to its environment and they are based on the phylogenetic capacity of its species “learning history”
2 main mechanisms identified that allows ontogenetic behavior to develop, called associate learning mechanisms
pavlonian conditioning - def, elements - 5, how it can help, formula
2 stimuli, through systematic pairing, can end up eliciting the same physiological response after establishing a contigency relationship
elements:
* Unconditioned stimulus: stimulus with a phylogenetic capacity of eliciting a response
* Unconditioned response: response that is phylogenetically decided in a species
* Neutral stimulus: stimulus with no capacity of eliciting an unconditional response
* Conditioned stimulus: stimulus that can elicit a phylogenetic response only after a contingency has been established
* Conditioned response: phylogenetic response that is elicited due to a conditioned response
the neutral stimulus will start predicting the apperance of the unconditioned one, which makes us react as if it were already there
this can help predict the future our words have meaning, we can remember things that make us happy or sad
operant conditioning - what, formula
through skinner studies he proved that: it’s not the conseuences of our responses that affect us, rather it’s the ‘consequent stimuli’ that follow it which does
formula:
Discriminative stimulus - operant response - consequent stimulus
operant conditioning formula
discriminative stimulus: expressed, where in operant chain, what it is
- Expressed as Sd
- The first element of the operant chain
- the stimulus that allows the organism to ‘know’ that there is a certain ‘effect’ available in the environment. It does not force the organism to do anything, but it makes it more likely to do so
operant conditioning formula
operant response: expressed, def, what it is
- Expressed as Ro
- it’s what the organism ‘does’ in order for something to happen and it’s always in the presence of a discriminative stimulus
- an operant response is anything that can be verbalized
operant conditioning formula
consequent stimulus - expressed, what it is
- Expressed as Sc
- the stimulus that appears ‘immediately’ after the response and it affects whether or not the organism will emit the response again in the future in presence of the discriminative stimuli
2 types of consequent stimuli - expressed, what
- Reinforcers:
Expressed as Sr
Auguments the future probability of a response → it makes the organism more likely to emit the response again - Punishers:
Expressed as Sp
Diminishes the future probability of a response → makes the organism less likely to emit a response again
positive and negative
Positive and negative refers to the contingency (statistical probability)
* If something appears due to the response, there is a ‘positive’ contingency
* If something ‘disappears’ due to a response, there is a ‘negative’ contingency
Example: a mouse sees that a light turns on, he runs and presses a lever and food pops up. If he presses the level without the light being present, nothing happens. What does he learn
immunogenic behaviors
def, examples (5)
the behavioral patterns developed by a person which will protect and/or promote health in an individual
Examples:
* Exercise
* Diet
* Sleep (8 hours)
* Non smoking
* Meditating
pathogenic behaviors
def, examples 5
the behavioral patterns developed by a person which will increase the risk of illness and/or reduce a person’s life expectancy
Examples:
* Diet
* Sleep less than 8 hours
* Smoking
* Stress
* Not moving a lot - sitting on the couch
health behaviors
Healthy behaviors are not necessarily developed with the ‘objective’ of improving our health, and specific characteristics of them can make them be immunogenic or pathogenic
If the behavior is immunogenic or pathogenic will depend on the contingencies established and these in turn depend on the environment. In order to promote health behaviors we need an education on what they consist of.
role of the physiotheraphy now
the role of a physiotherapist is that of promoting preventing, diagnosing and treating problematics of a musculoskeletal origin including:
1. Motricity disorders
1. Alterations in a personal functional capacity
1. Education and research
education in health behaviors
Educating on health behaviors refers to giving a person the necessary information to prevent the origin of a disease/disorder or it’s relapse It can be done in 3 levels
education in health behavior 3 levels
- Primary level: focused on preventing the ‘development’ of the problematic behavior
Idea: to give enough education to people to make sure they never ‘develop’ the problematics behavior in itself
Ex. smoking, drugs, diet - Secondary level: focused on modifying the problematic behavior once it has already been developed but without a pathology being present
Idea: to prevent the development of a disease
Ex. getting someone to start exercising or do their stretching exercises - Tertiary level: here we focus on the changing the problematic behavior of people who have developed a pathology in order to prevent a worsening or relapse of the problem
Main idea: to prevent a problematic from becoming worse or developing another problematic
Ex. changing the diet of someone who has developed diabetes or getting someone with pulmonary emphysema to stop smoking
what do health models do
Help understand and intervene at the 3 different levels of prevention and especially at the secondary and tertiary
health belief model
This model is used to understand the behaviors associated with the prevention of a disease and the ‘adherence’ to treatment
It runs on 3 main assumptions:
1. There is a level of motivation and knowledge about the disease
1. The person perceives themselves as vulnerable and the disease as a threat
1. They believe in the efficacy of the treatment and don’t see ‘impediments’ to change
perceived self-efficacy model
Perceived self efficacy is defined as the belief a person has in their own capacity to change a behavioral pattern
Criteria:
1. The belief a person has in the efficacy of a behavioral change to provide a benefit
1. The belief a person has in themselves to be able to change
The criteria is developed from 4 sources:
1. Previous successful development of a behavioral pattern
1. Observational learning
1. Verbal persuasion
1. Emotional influence
interpersonal behavior theory
This model takes into account that our behavior is not 100% under our control
3 components:
1. The intention of developing a behavior
1. The force of habit a person has
1. Environmental conditions that helps/hinders the development of a certain behavior
Reasoned action theory (RAT) and planned behavior theory (PBT)
Both assume that human beings are rational and we make systematically make decisions based on the information available
RAT:
The main reason we develop a health behavior is our ‘intention’ which develops based on:
1. The attitude towards the behavior. If we think a certain behavioral pattern will be good for us, were more likely to develop it and vice-versa
1. The subjective belief the person has regarding his pressure to develop the behavioral pattern
PBT:
PBT is an extension of RAT but with an extra variable, essentially the:
* Self-efficacy perception: a person needs to believe they are able to develop a new pattern along with the previous criteria in order to Evoque it.
process model of action in health
model states the development and maintanence of a beahvioural health pattern happens according to 2 phases a person needs to go through:
- motivational phase: the person starts having the intention of developing a behavioral health pattern due to 3 reasons: perceieved threat, expected results, self-efficacy belief
- volatile phase: once a new pattern has been developed it will nee to be maintained, and for that to happen 2 things r needed: reeinforcers after each behavioural chain, environmental conditions in our favor
adherance to treatment
adherence def
the commitment of a patient by mutual agreement with the professional to follow a therapeutic regimen with a desired preventive or curative purpose
3 factors affecting adherence
- the patient and the professional
- the instructions
- the learning story
3 factors affecting adherence:
the patient and the professional
the patient: must look at its context and specific characteristics
Once we analyze the patient we look at the characteristics of the professional:
Some variables cannot be controlled - age or gender. What we can control is the personal treatment with the patient and the context in which it develops
Ex. if the patient doesn’t want a male physio the professional has to be able to adapt and make up with all the other factors what they are lacking in the gender factor
Our work area and our communication style must be adapted according to each individualized case
3 factors affecting adherence
the instructions
The treatment will usually be self-administered by the patient or another person following the professionals instructions
They must know what, how, when to follow the treatment
Instruction def: a verbal description provided by a professional regarding the guidelines to follow in a treatment
* For a instruction to be efficient we must adapt to the language of the person for their understanding → meaning we must either fit our language or teach them our technical language
3 factors that affect adherence
learning history
def: the accumulation of interactions that an individual has with a context and specific object / person
why: the importance of a persons learning history lies in its capacity of increasing or decreasing the probability that the patient will want to adhere to our tretment
types of adhesion
- adherence - voluntary : patient follows instructions provided by profession having reached an agreement that seems appropriate for both
- adherence - involuntary : patient is obliged to follow instructions even if they dont agree with it. ex. forced hospitalization or treatment w no power to make decisions
- non adherence - involuntary : the person agrees to follow instructions but does not comply with the given guidelines by not understanding instructions or other reasons
- non - adherence - voluntary : patient agrees to continue treatment but when it comes time to follow the guidelines they modify instructions or simply refuse to follow them
behaviour modification techiques
- chaining
- shaping
- traning in ‘self - instructions’
- context modification
behaviour modification techiques
chaining
process through which we train and join different behavioural chains to form a complext response chain
behaviour modification techiques
shaping
is about shaping the response we want with succesive approximations to a targeted response. very beneficial when we need to train specific responses that require fine motor skills
ex, you have to teach someone to massage themselves. You have to guide them
teaching where to put their fingers, how hard to press, what movements to do, etc
behaviour modification techiques
training in self instructions
have to teach the patient to say instructions to themselve and follow them
* instructions must be verbal and specific
ex. studying
behaviour modification techiques
context modification
procedure what we do is modify the environment of the person to make a response more or less likely to occur
ex. that a person must do stretching exercises as soon as they wake up
