The Difference between Cognitive and Behavioural Psychology - Coursework Example

? Exercise and Lifestyle Psychology: Personal Fitness (15.6.12 Describe the difference between cognitive and behavioural psychology and how this can impact your clients’ results. According to Anshel (2007, p.11), cognitive and behavioural psychology is a discreet branch of learning and practice that relies on the application of development concepts and on applying basic knowledge along with theoretical principles of social and cognitive knowledge in carrying out psychotherapeutic treatments. Basically, cognitive and behavioural psychology can be differentiated in terms of using concepts of human development and learning and the theories of cognitive processes, with the objective of achieving meaningful changes. Behavioural traditions of psychology have their origin in experimental sciences instead of clinical methods (Segal, Williams and Teasdale, 2002, pp.103-112). The objective of experimental science is to determine causal methods that result in the production of long term behavioural changes based primarily on experience. Behavioural psychology comprises of two core learning concepts; classical and operant, which refer to respondent conditioning and instrumental conditioning respectively. Cognitive psychology essentially refers to the dark area of cognition that is present in the environmental stimulus and the resulting behaviours (Hayes, 1995, pp.501-503). Research in social learning has highlighted the significance of perceptions relative to reinforcement and the modelling impact that facilitates people to learn through experience and observation of the action and behaviours of others (HSE Evidence, 2011). Cognition is also important from the perspective of self verbalization amongst children because it is effective in regulating behaviour. The problems of clients mostly pertain to distortions in thinking patterns and such distortions can impact the outcomes of clients because of excessive use of absolutist thinking patterns such as excessively using the words should and must. Clients can benefit from the given therapy in recognizing and disputing their thinking patterns. 2. Define: a. Outcome goals Outcome goals are interventions or specific treatment strategies used in scholarly investigations by applying specific treatment methods that are developed for modifying cognition, behaviours or a combination of both. Outcome goals are designed to follow empirical outcome measures of strategies that have been designed to know of the impact on clients. Outcome goals mostly focus on a given objective and competitive result but they cannot be always under the control of therapists because the capability of the client can influence the desired outcomes. Setting outcome goals can lead to motivation but it is not appropriate to focus entirely on the result because it can lead to enhanced anxiety. Clients can be trained effectively by motivating them to focus on the outcomes and the extra rewards they will bring for them (Dowd and Shauna, 2010, p.93). b. Process goals Given that strategies for the improvement of concentration of clients are purely personal, a major technique is to set process goals for every session. The subject must be given an overall goal and to achieve this goal he or she will identify varied process goals, which assist in focusing on particular parts of the objective. For every process goal, the subject has the flexibility to use triggers words that immediately remind him or her to refocus on the given goal. Setting process goals help clients because they have a means to achieve their ultimate goals by setting psychological milestones towards gradually achieving their ultimate goals. c. Classical conditioning Behavioural psychology is understood through the two basic learning concepts of classical conditioning and operant conditioning. Classical conditioning is a method of behavioural training whereby naturally happening stimulus is combined with a given response. Thereafter, a former neutral stimulus is combined with the naturally happening stimulus and ultimately the former neutral stimulus results in evoking the responses in the absence of the naturally happening stimulus, resulting in the two elements of conditioned stimulus and conditioned response (Cummins et al, 2003, pp.58-60). Classical conditioning is recognized amongst the best known parts of behavioural learning theories. It is a learning process occurring from the relationship between naturally happening stimulus and environmental stimulus. The method can be incorporated in training clients by using techniques that trigger responses that naturally and unconditionally create unconditioned stimulus. For instance, clients can be made to face situations whereby they respond to things that they naturally like, such as the smell of their favourite food, which makes them motivated to trigger a response. This kind of unconditioned response is an untutored response that comes about in responding to the given situation. d. Operant conditioning Operant conditioning is a mode of learning with which the behaviour of an individual can be changed through its resulting impacts. As a consequence, client behaviour can change in terms of strengths, frequency and form. Operant conditioning differs from classical conditioning by way of the fact that it is related to the changes in the client’s voluntary behaviours. This kind of operant behaviour works on the given environment through its impacts, whereas classical conditioning is related with conditioning of reflex behaviours that are drawn out of previous conditions. Essentially, operant relates to the manner in which any organism works on the atmosphere, which implies that operant conditioning is the manner in which people react to what they find before them in the given environment. In conducting operant conditioning on clients it is required to specify the goals, monitor the behaviours of clients and reinforce the desired behaviours through incentives for desired behaviours and to reduce incentives if clients produce undesired behaviours (Pavlov, 1936). 3. Draw and explain the trans-theoretical model (stages of change) and its importance in gaining clients. The trans-theoretical model deals with intentional changes by focusing on the decision making ability of the client instead of the biological and social impacts occurring on his/her behaviour. This model has primarily developed by systematically integrating over three hundred theories of psycho-therapy combined with scrutiny of the principal behavioural theories. An important assumption of the trans-theoretical model and its main paradigms comprise of decisional balance, self efficacy, change processes and stages of change. The model can be generalized across a wide range of behavioural issues as also across different kinds of population groups relating to the given behaviours. The model is very helpful to clients in assisting them in matters such as weight control, quitting drugs, quitting smoking, safe sex, adolescence delinquency, controlling consumption of high fat diets and adoption of healthy life style habits (Lenio, 2003, pp.74-75). 4. Describe what you would do during a motivational interview and how you would create a positive outlook on behaviour change Motivational interviews are techniques that are devised to assist clients to alter the given behaviours such as alcohol abuse, over eating etc. Instead of being clinician focused they are client oriented and aim at assisting clients in arriving at conclusions about the need to change their behaviours. Motivational interviews are a means to help clients understand they have a problem that needs to be resolved (Miller and Rollnick, 1996, pp.837-840). It is very important to express empathy in terms of respect, which acknowledges the client’s perspectives and acceptance of his or her points of view. It is important to understand the client without resorting to any kind of criticism, judgment or blame. This is not to say that motivational interviews give clients the go ahead to continue with their high risk behaviours. It helps in developing discrepancy by amplifying, intensifying and accentuating the negative thought patterns amongst clients relative to the harmful impacts of their behaviours. Discrepancy helps in making clients to set their personal objectives in regard to giving higher priority to issues such as personal relationships, health and educational success in comparison with their current behavioural patterns (Maslow, 1943, pp.382-384). Motivational interviews will be more effective with the use of techniques such as open ended questions and reflective listening. It is always better to use affirmative sentences, which leads to gaining the client’s confidence and trust. Using short and summary statements and eliciting motivational sentences encourages the client to recognize the problem better, he/she expresses concern, has intention to change and develops the inclination of how he/she will go about in effecting the change. References Anshel, M. 2007. Conceptualizing Applied Exercise Psychology.The Journal of the American Board of Sport Psychology, Vol 1 (2). Cummins, C.O., Prochaska, J.O., Driskell, M.M., Evers, K.E., Wright, J.A., Prochaska, J.M, Velicer, W.F. 2003. Development of review criterio to evaluote heolth behoviour chonge websites. Journal of Health Psychology, 8(1), 55-63. Dowd, E.T., and Shauna, L.C. 2010. The Specialty Practice of Cognitive and Behavioral Psychology, Professional Psychology, Vol. 41, No. 1, 89 –95. Hayes, Adele M. (1995). Predicting the effect of cognitive therapy for depression: a study of unique and common foctors. Journal of Consulting and Clinical psychology, Volume 64 (3). HSE evidence, 2011. Health and Safety Statistics [online] available at: http ://www.hse.gov. uk/statistics/, Accessed on 15 June, 2012 Lenio, J.A. 2003. Analysis of the Transtheoretical Model of Behavior Change, Journal of Student Research. Miller,W. & Rollnick, S. 1996. Motivation lnterviewing: Research, Proctice ond Puzzles. Addictive Behaviours, Vol 2t(6). Maslow, A. 1943. ATheory of Humon Motivotion, Psychological Review, 50, 370-396. Pavlov, l. 1936. Classical and Operant Conditioning.[online] available at: http://al tpsych.com/psychologylOUconditioning. html Accessed on 15 June, 2012 Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. 2002. Mindfulness based cognitive therapy for depression. New York: Guilford Press Read More