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Act for Recovery
Published in Sandra Rasmussen, Developing Competencies for Recovery, 2023
Beginning in the early 1900s and continuing strong today, behavioral psychology, sometimes called American psychology, holds that environment shapes behavior. Behavioral psychology studies, analyzes, quantifies, and seeks to change observable behavior. Psychologist John B. Watson built on the work of the famous Russian psychologist Ivan Pavlov. They developed what is known as classical conditioning. In the 1930s, B.F. Skinner developed operant conditioning, suggesting that behavior is controlled by reinforcement. Skinner advanced schedules of reinforcement that are still widely used today.
Identifying Stabilizing Influences
Published in Brian Van Brunt, Chris Taylor, Understanding and Treating Incels, 2020
Successful dating and intimate relationships rarely occur in an easy straight line. While some certainly have an easier time than others, the difficulty arises when a person makes an assumption that something that is difficult equates to something that is impossible. In cognitive behavioral psychology, this concept is referred to as catastrophizing (Ellis, 2007). Here, the person takes an unfortunate occurrence and incorrectly makes the assumption that this will always be the way things are and experiences hopelessness at the prospect of new outcomes. While having a spouse, girlfriend/boyfriend, or partner(s) can be of tremendous positive support in person’s life, these relationships are rarely obtained easily and often take significant work to maintain and keep running well.
Neuroscience in Social Work Practice and Education
Published in Richard T. Spence, Diana M. DiNitto, Shulamith Lala Ashenberg Straussner, Neurobiology of Addictions, 2014
Cognitive psychology, emphasizing the influence of thinking on emotional states, became well-known in the 1970s under the leadership of therapists such as Aaron Beck (Wright & Beck, 1983) and Albert Ellis (Ellis, Mclnerrey, DiGuiseppi, & Yeager, 1988). Recognizing their respective limitations during the 1970s and 1980s, cognitive and behavioral approaches merged in the 1970s and early 1980s into “cognitive-behavioral” practice (Caroll, 1998; Meichenbaum, 1993). This approach has been widely utilized by psychologists in the field of addictions research and treatment and, finally in the mid-1990s, espoused growing numbers of social work practitioners and educators, particularly in the addictions field. Cognitive-behavioral psychology, unlike psychoanalytic and family systems theories, is consistent with and is increasingly being integrated with neuroscience (den Boer, 2000; Gorman, Kent, Sullivan, & Coplan, 2000; Hollander, Buchalter, & DeCaria, 2000).
Drug dependence as a split object: Trajectories of neuroscientification and behavioralization at the Max Planck Institute of Psychiatry
Published in Journal of the History of the Neurosciences, 2023
I will address these questions by focusing on developments in German addiction research during the decades following World War II. Focusing on the research institute of the MPIP, I will examine one of the most high-ranking institutions of scientific psychiatry in Germany, where the study of addiction has long played a major role. In this way, I want to show that central concepts and therapy practices were developed during the period that led to a “neuroscientification” and “behavioralization” of addiction. Thereby, neuroscientification refers to the assumption of a neuronal, brain-centered ontology of addiction and its integration into neuroscientific (as distinct from purely neurological) discourses and practices. By behavioralization, I mean the adoption of the concept in behavioral psychology or psychotherapy.
Behavior Contracts Are Not Psychologically Naïve
Published in The American Journal of Bioethics, 2023
A behaviorally-focused approach is consistent with well-established fundamentals of behavioral psychology and applied behavioral modification techniques (Cooper, Heron, and Heward 2019). As it has been refined, applied behavior theory demonstrates that it is possible to encourage appropriate behaviors and decrease maladaptive behaviors by modifying the preceding stimuli and following consequences without extensive exploration of an individual’s underlying thoughts or motivations (Early and Grady 2017). It is this simplicity that encourages their use for reinforcing appropriate behavioral norms in medical settings broadly and mental health treatment settings specifically. For example, inpatient behavioral health treatment units often utilize a simple reward and demerit system to encourage health-promoting behaviors, such as active participation in group therapy, and to discourage unhealthy behaviors, such as skipping group therapy. Why someone may desire to skip group therapy is worth exploring. However, failing to attend group therapy for any reason undermines the likelihood of psychological healing. The same rationale applies to behavior contracts to shape patient or family behaviors through rewards and simple punishments.
Does Awareness of either Psychotropic Medication or Behavioral Interventions Bias College Students’ Ratings of a Child’s Behavior?
Published in Developmental Neurorehabilitation, 2020
Adam J. Almanza, John T. Rapp, Erica D. Kierce
As a whole, studies that have demonstrated biases in favor of medication as treatment for problem behavior differed from the current study in at least two ways. First, most participants in prior studies had a personal interest in the individuals receiving medication. Second, some studies used child samples with clear psychiatric diagnoses.7 By contrast, the current study utilized a population of undergraduate psychology students who most likely have had little or no professional experience with psychotropic medication or behavioral interventions for problem behavior; however, many may be more aware of behavioral psychology than average caregivers. Given these differences, it is possible that the histories of participants in prior studies made them more susceptible to biases than the less experienced adults who participated in this study. Similarly, it is reasonable to assume that a long history with either psychotropic medications or behavioral interventions could result in bias as well. To this end, we did not anticipate that college students would correctly track the behavior changes across videos. Nevertheless, this finding is consistent with a prior study, which found that college students detected relatively subtle behavior changes from brief video samples.19 This outcome could have broader implications for how practitioners evaluate various treatments for individuals diagnosed with ASD and other neurodevelopmental disorders.