PSYC1030 Lecture Notes - Lecture 9: Cognitive Behavioral Therapy, Behaviour Therapy, Sigmund Freud
Week 9
CLINICAL – PSYCHOLOGICAL THERAPIES :
THERAPY MODELS
• COMMON ADVICE
- Exercising is the piece of advice that has real merit
• MODELS OF PSYCHOLOGICAL THERAPY
Biological
Simplistic, emotional distress is
caused by biological or genetic
(determinants) influences are
important in understanding mental
health
E.g., A deficit in a particular
neurotransmitter such as serotonin or
dopamine
Psychodynamic
The importance of the feelings a
client has towards their therapist
E.g., Sigmund Freud (originally
neurologist) – the founder of Clinical
Psychology and Psychodynamic
Therapy
Behavioural
Focused on what people do or how
they behave.
Central to Behavioural therapy – 2
different conditioning: Classical
Conditioning and Operant Conditioning
Cognitive
Behavioural
Cognitive Behavioural Therapy (CBT)
builds on Behavioural Therapy with
its emphasis on the role of
cognitions or thoughts and their
importance in determining the way
we feel and behave
- Cliiias take hat is efeed to as a biopsychosocial appoah to
understanding mental illness – looking not only at biological factors, but also
psychological and social factors
- Behavioural therapy and cognitive behavioural therapy are arguably the 2
therapies with the strongest evidence bases
• BEHAVIOURISM
- Began in psychology in 1913 – John B Watson published the classic article
Psholog as the Behaiouist ies it
› According to him, all aspects of human psychology could be explained by
the process of Classical Conditioning – everything from speech to
emotional responses was simply a pattern of stimulus and responses
- Ivan Pavlov – experiment with dogs, classical conditioning applied to animals
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Ivan Pavlov showed that classical conditioning applied to animals. To begin with, Pavlov
presented a dog with meat powder. In response to the meat powder, the dog would
salivate
- The meat powder = the Unconditioned Stimulus (UCS) or trigger
- The salivation = the Unconditioned Response (UCR)
- Uoditioed: The saliatig esposes Palos dogs had to the eat stiulus
› Beause dogs dot hae to e taied o taught to saliate he thee
presented with the meat powder
• CLASSICAL CONDITIONING
Palos dogs stated to saliate to the presence of the research assistant who brought
the meat powder into the laboratory, and to the souds of the research assistat’s
footsteps as the assistant approached the laboratory.
- Palos dogs seeed to hae atiipated the eat pode, ad espoded to
previously neutral stimuli that were associated with the arrival of the meat
powder
- Try to train his dog to elicit same response to other stimuli (not naturally elicit
salivating responses)
Pavlov started with an initially neutral stimulus, the clicking metronome. He then paired
the clicking metronome with an unconditioned stimulus that elicited an automatic
unconditioned salivating response, the meat powder. Pavlov then repeatedly paired
the likig etooe ith the eat pode. Oe a shot peiod of tie, Palos
dogs demonstrated salivating responses to the presentation of the metronome alone,
because they had made an association between the metronome and the meat powder.
- The metronome becomes the Conditioned Stimulus (CS)
- The salivating response to the metronome becomes the Conditioned Response
(CR)
- Pavlov showed us that animal behaviour could be trained or learned using the
principles of Classical conditioning
- Watson & Rayner in 1920 showed that it was possible to train a human child to
respond with fear and distress
Little Albert was a 9-month old infant who was shown a white rat, a rabbit, a monkey and
various masks. Albert displayed no observable fear in response to any of these stimuli. In
othe ods, these stiuli eet uoditioed stiuli that eliited uoditioed
responses. Watson and Rayner did find an unconditioned stimulus however - they
ealised that he a hae as aged agaist a steel gog ehid Little Alets head,
Little Albert would cry in distress
Watson and Rayner first allowed Little Albert to play with a white rat. Then, Watson and
Rayner snuck up behind Little Albert, and struck a steel gong with a hammer only seconds
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after the rat was shown to Little Albert. After seven pairings of the rat and loud unpleasant
sounds from the gong, Little Albert displayed a conditioned crying response to the
conditioned rat stimulus alone. Even on the fifth day of the study, Little Albert only had
to see the white rat to immediately show fear, distress, and crying regardless of whether
or not the gong was hit.
- The white rat had become a Conditioned Stimulus (CS)
- Elicited the Conditioned Response (CR) of fear and distress in Little Albert
› Found that Little Albert developed fear towards stimuli or objects which
shared characteristics with the white rat – e.g., fur coat [Stimulus
Generalisation]
• OPERANT CONDITIONING
- B.F Skinner believed that it was more productive to study observable behaviour
rather than to speculate about internal mental events
› Classical conditioning was too simplistic to be a complete explanation of
all human behaviour
› The best way to understand behaviour was to look at the causes of an
action and its consequences (Operant conditioning)
› His ok as ased o Thodikes La – itodued La of Effet as a
new term – reinforcement
- Behaviour that is reinforced tends to be repeated or strengthened
- Behaviour that is not reinforced tends to die out, be extinguished, or, weakened
- Skinner studied operant conditioning by conducting experiments using animals
which he placed in a Skinner Box
Positive Reinforcement – Worked by placing a hungry rat into his box. As the rat moved
around the box, it would accidentally knock the lever on the side. Immediately this
happened, a food pellet would drop into a container next to the lever.
The rats quickly learned to move straight to the lever after a few times of being put in the
box. The consequence of receiving food if they pressed the lever ensured that they would
repeat the action again and again.
Negative Reinforcement – The eoal of a adese stiulus, hih is eadig to
the animal or person. The removal of an unpleasant stimulus can also strengthen
behaviour.
Skinner showed this by subjecting the rats in his Skinner box to an unpleasant electric
current. As the rat moved around inside the box, it would accidentally knock the lever.
Immediately after the rat knocked the lever, the electric current would be switched off.
The rats quickly learned that knocking the lever switched off the electric current.
Escape Learning – The consequence of escaping the electric current ensured that they
would repeat the action again and again.
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Document Summary
Exercising is the piece of advice that has real merit: models of psychological therapy. Simplistic, emotional distress is caused by biological or genetic (determinants) influences are important in understanding mental health. Psychodynamic the importance of the feelings a client has towards their therapist. Focused on what people do or how they behave. Cognitive behavioural therapy (cbt) builds on behavioural therapy with its emphasis on the role of cognitions or thoughts and their importance in determining the way we feel and behave. E. g. , a deficit in a particular neurotransmitter such as serotonin or dopamine. E. g. , sigmund freud (originally neurologist) the founder of clinical. Central to behavioural therapy 2 different conditioning: classical. Cli(cid:374)i(cid:272)ia(cid:374)s take (cid:449)hat is (cid:396)efe(cid:396)(cid:396)ed to as a (cid:858)biopsychosocial(cid:859) app(cid:396)oa(cid:272)h to understanding mental illness looking not only at biological factors, but also psychological and social factors. Behavioural therapy and cognitive behavioural therapy are arguably the 2 therapies with the strongest evidence bases: behaviourism.
