KHA714 Lecture Notes - Lecture 4: Grief Counseling, Ethology, Behavioral Activation
24 Jun 2018
School
Department
Course
Professor
Behaviour Change
Week 4
Behavioural Techniques: Increasing Skills
- Really important in intake to talk about the behaviours
oDon’t just focus on thoughts and feelings
oClients tend to talk most about their thoughts and feelings
- Advanced empathic highlights
oWhen they cannot quite describe their feelings
oPrompts
- Physiological information too
oImportant to get this
- Check if they have any abuse or trauma
oThis will influence the work that you do
oPhysiological repsonses may be more intense or pronounced than
someone who doesn’t have this history
oE.g. teaching relaxation techiques to someone who has history of
trauma can trigger those previous feelings
- Remember to get a psicture of
oWhat they DON’T DO
What they have stopped doing
What they are avoiding
oWhat are they doing too much of as a result of the problem
Consequences
Too much sitting or resting as a result of chronic pain
oWhat are they doing too infrequently as a result of the problem
Occasionally they try exercise, but with regular breaks
oBehavioural opposites
- Targeting behavioural interventions
oTarget the problem
oTarget the things that are perpetuating the problem
Target these as well
oA mixture of behavioural techniques may be used
oCBT case formulation used to guide choice and staging of therapeutic
technqiues
oCBT model often focuses too heavily on the cognitive sign of things
oLook at behaviour
oTool bag of behavioural techniques
Behavioural activation
Pleasurable activity monitoring and scheduling
Graded task assignments
Effective problem- solving
Behavioural experiments or test
Relaxation tasks
oTarget sympathetic NS and swtich on the
parasympathetic NS
oTeach them about flight or fight response
find more resources at oneclass.com
find more resources at oneclass.com
oAnd the NS
oUse the terms that clients will understand
oStart with the simplest relaxation task
Just focus on your breathing (IN and
CALM)
Progressive relaxation- passive or active
muscle
Imagery (safe place)
Mindfulness strategies too
oMonitor your clients responses (breathing and
level)
This is important
Inducing panic
Or inducing sleepiness
Activity monitoring and scheduling:
- Diagram
- A vicious cycle
- Inadvertently targets the unhelpful thoughts
- Hitting things at the behavioural point, but indirectly targeting cognitions
- Unhelpful thoughts- we all have helpful and unhelpful thoughts, but what
makes the difference is how much we focus on the unhelpful ones
- Monitoring
oFill in the form
oReflecting on their days and what they are doing
oIdea is to get them to fill in every hour
oMight be too full on…
oPeople are too busy and THIS might be the source of stress and anxiety
oDepressed clients will be defeated by what they write down (i.e. did
nothing)
oTwo ways
Just jot in when the client does something worth mentioning
Things they think are important
Can also be used to plan for what they might do
Do a timetable for the client
For the week
Fill it with things that they believe are important
Good for people who are use to timetables
Remind them that its flexible- if something comes up
Gradually build it up… what is right for you
oQuestions for activity monitoring
Look on the slides for this
oSteps in activity monitoring
Psych-education
Explain the link between behavioural de-activation and
low mood
Explain it linked to their experiences
Activity scheduling
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Really important in intake to talk about the behaviours: don"t just focus on thoughts and feelings, clients tend to talk most about their thoughts and feelings. Advanced empathic highlights: when they cannot quite describe their feelings, prompts. Physiological information too: important to get this. Remember to get a psicture of: what they don"t do. What they are avoiding: what are they doing too much of as a result of the problem. Too much sitting or resting as a result of chronic pain: what are they doing too infrequently as a result of the problem. Occasionally they try exercise, but with regular breaks: behavioural opposites. Targeting behavioural interventions: target the problem, target the things that are perpetuating the problem. Relaxation tasks: target sympathetic ns and swtich on the parasympathetic ns, teach them about flight or fight response, and the ns, use the terms that clients will understand, start with the simplest relaxation task.
