CHYS 3P91 Lecture 3: CHYS 3P91 Lecture 3

• School: Brock University
• Department: Child and Youth Studies
• Course: CHYS 3P91
• Professor: Tricia Vause

Document Summary

Capitalizing on other antecedent stimuli beyond rules: mi(cid:374)dful(cid:374)ess: i(cid:374)(cid:448)ol(cid:448)ed (cid:271)e(cid:272)o(cid:373)i(cid:374)g fully a(cid:449)a(cid:396)e of o(cid:374)e"s se(cid:374)satio(cid:374)s, thoughts, feeli(cid:374)gs a(cid:374)d observable behaviour on a moment-to-moment basis, the(cid:396)apist (cid:449)ould say, (cid:862)feel the soles of you(cid:396) feet. Lo(cid:449)ly (cid:373)o(cid:448)e you(cid:396) toes a(cid:374)d feel you(cid:396) so(cid:272)ks. Keep breathing slowly and pay attention to the soles of your feet until you feel (cid:272)al(cid:373). No(cid:449) s(cid:373)ile a(cid:374)d (cid:449)alk a(cid:449)ay f(cid:396)o(cid:373) the situatio(cid:374) like i"(cid:373) doi(cid:374)g(cid:863) Other examples the incorporate modelling: vause et al. (2015, cbt cognitive behavioural strategies. Four factors that influence of effectiveness of modelling: arrange for peers to be models, arrange for the model behaviour to be seen to be effective, use multiple models, combine modeling with rules, reinforcement. Behavioural rehearsal: a client rehearses particular behaviours (plays a role) in a practice setting to increase the likelihood that the client will follow those behaviours appropriately when in everyday settings, behavioural skills training.