TECHNIQUE OF
BEHAVIOUR THERAPY:
MODELING
Prepared by:
Dr. Garima Gupta,
Assistant Professor, Department of
Psychology, AMPGC (Admitted to the
privileges of BHU) Varanasi
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MODELING
Modeling is the technique of behaviour modification proposed by
Albert Bandura.
It is relatively simple and is designed to assist clients in learning new
behavior patterns.
It is based on the principle of observational learning.
Two things that are needed in modeling are: Ideal Model and
Modeled behaviour or Desired Behaviour by the model (to be learned
by the client)
What is modeling then? It is learning through observation.
*For example, a client may accompany the therapist to a store
to observe the assertive return of faulty merchandise.
Therapists may perform several target behaviors, which the
client imitates and then adopts into his or her own repertoire.
*[Link] -a-
[Link]
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• In modeling, first of all, the client is given an opportunity and appropriate
context to observe the desired behaviour which we want to teach the client.
*For example, if a therapist is trying to teach the social skills necessary for
successfully greeting a new person, the therapist should arrange a situation in
which the client can observe one person demonstrate the necessary skills
while interacting with a second person, perhaps in the waiting room or other
similar situation. (Example copied from the encyclopaedia of psychotherapy)
• The clients are told to repeat the behaviour what was taught them through
modeling. It is assumed that the client must be able to demonstrate an
imitative response/behaviour learned through simply observation. Repetition
of modelled behaviour is essential frequently for learner/client to exhibit
correct imitation. Therefore, to facilitate generalized learning, the imitated
behavior should be modelled in distinguished conditions and context.
• It is important that after each copied behaviour, corrective and positive
feedback should be given performed in different situations and context.
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Types of Modeling
• Symbolic modeling : Different modeling formats, such as use of video, film, slide
presentation, and so on are used. With symbolic modeling, the model is somehow
recorded while demonstrating the desired/modeled responses/behaviour. Then, the
client is exposed to the recorded version of the modeling demonstration.
• Covert modeling: In this, behaviour modification are done through use of imagery.
The client is instructed to imagine the model demonstrating the desired response,
rather than actually witnessing the situation. For covert modeling, it is needed that
the observer must be able to create detailed cognitive/ mental images.
• Live, or in vivo, modeling: In this, the live models are presented and they
perform that behaviour which we want client to learn.
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*MODELING _T YPES THROUGH VISUALS
(a) Yoga students learn by observation as their yoga
instructor demonstrates the correct stance and
movement for her students (live model). (b) Models
don’t have to be present for learning to occur: through
his spider monkey learned to drink water from a plastic bottle by
symbolic modeling, this child can learn a behavior by
seeing the behavior modeled by a human. (credit: U.S. Air Force, watching someone demonstrate it on television. (credit
Senior Airman Kasey Close) a: modification of work by Tony Cecala; credit b:
modification of work by Andrew Hyde
* [Link]
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STEPS FOR MODELING
In short, modeling, known as observational learning or
imitation, is a behaviourally based procedure which involves
the use of live or symbolic models to demonstrate a particular
behavior, thought, or attitude that a client may want to
acquire or change. Sometimes it is called vicarious learning,
as the client need not really perform the behavior in order to
learn it.
Attention: Paying attention on desired/modeled behaviour.
Retention: Keeping the desired/modeled behaviour in
memory.
Motivation: Intrinsic motivation to copy the behaviour.
Motoric reproduction : Acting out the desired/modeled
behaviour in real life.
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According to Albert Bandura, the effectiveness of modelling gets
affected by following factors:
• The success of copied behaviour is dependent upon the way desired
behaviour is exhibited. If the desired behaviour is not exhibited properly
the desired result will never be achieved.
• Further, age, gender, culture, race, SES of model also affects modelling.
It is believed that modelling is more likely to produce the desired impact
if the model is similar to the observer(s), or has a high status. More
precisely, modelling is effective when an adult client is working with an
adult model.
• Modelled behaviour should be based on client’s abilities and
developmental level.
• The observer has to observe the model for the exposure to have an effect.
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*Length of treatment using Modeling
of treatment
U s ua l ly mo de l l ing is a s hor t te r m a p p r o a c h b ut s o me t ime s i t ma y ta k e lo ng er t i me .
S u c h a s i n c o nd i t io n wh e r e th e s es s io ns r e qui r e s i n v i vo ( r e a l l if e ) t r e a t m e n ts a s i t
o c c u r s o u t s i de t h e t h e r a p i s t w o r k p l a c e .
O th e r c o ns ide r a t io ns a r e th e na tu r e o f th e c li e n t's p r o b le m ; t h e c l ie n t's w i ll ing ne s s
t o d o h o m e wo r k ; t h e c lie n t 's f i na n c ia l r e s o ur c e s ; a n d th e p r e s e nc e a nd e x ten t o f th e
c l i e n t 's s u p p o r t n e t w o r k .
T h e t h e r a p is t 's le ng th o f e x p e r ie n c e a n d p er s o na l s ty le a ls o a f f e c t the le ng th o f
therapy.
Th e r e a r e, h o w ev er , g ui de li n es o f t r e a t me n t l en g t h fo r so m e di so r der s . F o r
i n st a n c e, t r ea t m e n t o f o b se ssi v e - c o m p u lsi v e di so r de r m a y r eq ui r e fi v e w e ek l y
s e ssi o n s fo r a p p r o x i m a t e l y t h r e e w eek s, wi t h w eek l y fo l lo w - u p s e ssi o n s fo r s ev e r a l
m o n t h s . D ep r es si v e di so r de r s m a y r eq ui r e t h r ee t o si x mo n t h s, wi t h t h e c li e n t
e x p e r i e n c i n g s h o r t - t e r m r e l i e f a f t e r t h r e e t o f o u r w e e k s o f t r e a t m en t .
G en er a l a n x i et y di so r d e r m ay a l so t a k e s ev er a l m o n t h s o f w e ek l y s es si o n s . Th e
l e n g t h o f t r ea t m e n t d ep en d s o n t h e a b i li t y t o d e fi n e a n d a s s es s t h e t a r g et
b eh a v i o r s . C li en t s m a y m e et wi t h t h e t h er a p i s t s ev e r a l t i m e s a w eek a t t h e
b eg i n n i n g o f t r e a t m e n t ; t h e n w e ek l y fo r s ev er a l m o n t h s ; t h en m o n t h l y fo r f o l lo w -
u p s es si o n s t h a t m a y b ec o m e fewer i n nu m ber or spaced more wi dely u nti l
therapy is terminated .
* [Link] s .com/Kau -Nu/M odeling .html
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has been taken from other sources (online-e-book/webpage). For any
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Effects of Modeling
To ensure that generalization occurs and clients will use their new skills,
several "transfer-enhancers" are used to see the successful transfer of training.
They are as follows:
• The clients are briefed about the appropriate rationales and concepts, rules,
or strategies for using skills properly.
• Through modeling, the client gets huge opportunity to practice new skills
correctly and successfully.
• Further, it gives clients an opportunities to practice their new skills in a
variety of physical and interpersonal settings.
• In Modeling, the treatment setting are much like the real-life situation as
possible.
• It gives clients appropriate external social reinforcement and thereby,
encouraging internal self-reinforcement to use their skills successfully in
real life.
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Application of Modeling in Various Context
• Modeling has also been used effectively
in anger management and in abuse cases who frequently
lack important behavioural skills.
• It is helpful in treating individuals with anxiety
disorders, post-traumatic stress disorder, specific
phobias, obsessive-compulsive disorder, eating
disorders, attention-deficit/hyperactivity disorder,
and conduct disorder .
• It is also widely used in helping individuals acquire such
social skills as public speaking or assertiveness. People who
lack assertiveness, including the ability to say "no“ are being
treated through modeling.
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Advantages
• It is cost effective because demonstration of a skill requires
minimal cost of resources.
• This is an interactive approach where the trainer direct and
learner witnesses a demonstration. Further, the trainer can visit
with each participant to evaluate their attempts at the skill and
correct.
• Learning in this technique focuses largely on learner attempting
the skill. The learner gets the opportunity to interact with their
peers, collaborate and discuss their learning with the instructor in
real life situations. This allows for the learner to determine the
course of the session as it leaves a great deal of space for
participation and questions.
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Disadvantages
• In this method, there lacks a scope for creativity as the training provides the learner
with one model for which to perform a skill. Rather than allowing the learner to
complete a task using their own creativity you limit the learner by allowing completion
by following one set of prescribed tasks.
• In order to get the positive results, the trainer should be expert in using techniques for
behaviour modification. The trainer has the opportunity to teach the learner a skill by
demonstrating it themselves so must be competent in the skill they are attempting to
train to avoid teaching it incorrectly. If the training is for a very specific skill the
trainer may need to be outsourced to find an expert and this becomes expensive.
• Modelling utilizes a simplistic behaviour models. As training sessions are limited and
resources and therefore, behaviour are performed in its simplest form.
• In this technique, the theory is skipped over as the primary purpose of the learning
theory is to display a skill that encourage trainees to replicate it. Trainees do not see
underlying theories and concepts as their focus is on the action itself.
• Since, this technique involves repetitive learning as it encourages trainees to practice.
In addition to this, it appeals only to those learners who get benefit from physically
doing what they have just seen as a method for learning (Ormrod, & Davis, 2004).
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References & Suggested Readings
• Read more: [Link]
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• Burlow, D. H. & Durand, M. K. (2012). Abnormal Psychology: An
integrative approach. Wadsworth, USA: Cengage Learning.
• Flanagan, J. S. & Flanagan, R. S. (2012). Counseling and Psychotherapy
Theories in Context and Practice: Skills, Strategies, and Techniques 2nd
Edition. USA: John Wiley & Sons.
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