Behavior Therapy as it relates to Student Affairs Source: Theory & Practice of Counseling & Psychotherapy by Gerald Corey

1. Form
A
-­‐
Peter
‘Max’
Quinn
Critical
Evaluation
Format
CN528
Counseling
&
Development
Professor
Ciri
-­‐
November
21,
2011
Theory:
Behavior
Therapy
KEY
Concepts
of
Behavior
Therapy:
-­‐View
of
Human
Nature
/
Basic
Characteristics
&
Assumptions
/
MOST
Important
Concepts-­‐
• Observable
Behavior
• Current
Determinants
of
Behavior
• Learning
Experiences
that
promote
change
• Tailoring
Treatment
Strategies
to
Individual
Students
• Rigorous
Assessment
&
Evaluation
• Behavioral
Conditioning
Techniques
are
effective,
an
alternative
to
what
Psychoanalytic
Theory
tells
us
Contemporary
Behavior
Therapy
-­‐
First
Wave
Cognitive
Behavior
Therapy
-­‐
Second
Wave
• Four
Areas
of
Development
1. Classical
Conditioning:
Respondent
Conditioning
§ What
happens
prior
to
learning
that
creates
a
response
through
pairing
§ Ivan
Pavlov
-­‐
“Placing
food
in
a
dog’s
mouth
leads
to
salivation,
which
is
a
respondent
behavior.
When
food
is
repeatedly
presented
with
some
originally
neutral
stimulus
(something
that
does
not
elicit
particular
response),
such
as
the
sound
of
a
bell,
the
dog
will
eventually
salivate
to
the
sound
of
the
bell
alone.”
§ Principles
of
learning
derived
from
the
experimental
laboratory
can
be
applied
clinically
§ Desensitization
can
be
applied
to
people
who,
through
classical
conditioning,
developed
an
intense
fear
of
flying
after
having
a
frightening
experience
while
flying.
2. Operant
Conditioning
§ Most
of
the
significant
responses
we
make
in
everyday
life
are
examples
of
operant
behaviors
• Reading
• Writing
• Driving
a
Car
• Eating
with
Utensils
§ Learning
in
which
behaviors
are
influenced
mainly
by
consequences
that
follow
them
§ If
the
environmental
changes
brought
about
by
the
behavior
are
reinforcing
-­‐
If
they
provide
some
reward
to
the
student,
chances
are
increased
that
the
behavior
will
occur
again.
§ If
the
environmental
changes
produce
no
reinforcement
or
reward,
the
changes
are
lessened
that
the
behavior
will
recur.
§ Positive
&
Negative
reinforcement,
punishment,
and
extinction
techniques
illustrate
how
operant
conditioning
applied
in
settings
be
instrumental
in
developing
pro-­‐social
and
adaptive
behaviors.
3. Social
Learning
Theory:
Combines
Classical
&
Operant
Conditioning
with
Observational
Learning
§ Triadic
reciprocal
interaction
among
the
environment,
personal
factors,
and
individual
behavior
§ Environmental
events
on
behavior
are
mainly
determined
by
cognitive
processes
governing
how
environmental
influences
are
perceived
by
and
individual
and
how
these
events
are
interpreted
§ People
develop
effective
social
skills
after
they
are
in
contact
with
other
people
who
effectible
model
interpersonal
skills
4. Cognitive
Behavior
Therapy
§ Mid-­‐1970’s
Cognitive
Behavior
Therapy
replaced
Behavior
Therapy
§ Interaction
among
affective,
behavioral,
and
cognitive
dimensions
Cognitive
process
that
involve
private
events
such
as
the
students
self-­‐talk
as
mediators
of
behavior
change
§ Focus
on
students’
cognitions
(thoughts
and
beliefs)
that
maintain
psychological
problems

2. • View
of
Human
Nature
o Systematic
and
Structured
approach
to
Counseling
o The
person
is
the
producer
and
the
product
of
his
or
her
environment
o Developing
procedures
that
actually
give
control
to
students
and
thus
increase
their
range
of
freedom
o Increase
student’s
skills
to
that
they
have
more
options
for
responding
o By
overcoming
debilitating
behaviors
that
restrict
choices,
students
are
freer
to
select
from
possibilities
that
were
not
available
earlier,
increasing
individual
freedom.
• Basic
Characteristics
&
Assumptions
o People
are
capable
of
self-­‐directed
behavior
change
o Self-­‐efficacy
is
the
individual’s
belief
of
expectation
that
he
or
she
can
master
a
situation
and
bring
about
desired
change
o Use
behavioral
methods
to
attain
humanistic
ends
Ø Six
Key
Characteristics
of
Behavior
Therapy:
1. Experimentally
derived
principles
of
learning
are
systematically
applied
to
help
students
change
their
maladaptive
behaviors
a. Systematic
adherence
to
precision
and
empirical
evaluation
b. State
treatment
goals
in
concrete
objective
terms
to
make
replication
of
interventions
possible-­‐
agree
c. Through
relationship,
assess
problem
behaviors
and
the
conditions
that
are
maintaining
them
d. Procedures
are
to
be
stated
explicitly,
tested
empirically,
and
revised
continually
2. Behavior
Therapy
deals
with
the
student’s
current
problems
and
the
factors
influencing
them,
as
opposed
to
an
analysis
of
possible
historical
determinants
a. Emphasis
on
specific
factors
hat
influence
present
functioning
and
what
factors
can
be
used
to
modify
performance
b. Look
to
the
current
environmental
events
that
maintain
problem
behaviors
and
help
students
produce
behavior
change
by
changing
environmental
events,
through
Functional
Assessment
or
Behavioral
Analysis
3. Students
involved
in
behavior
therapy
are
expected
to
assume
an
active
role
by
engaging
in
specific
actions
to
deal
with
their
problems
a. Students
are
requires
to
do
something
in
order
to
change
b. Students
monitor
their
behaviors,
learn
and
practice
coping
skills,
and
role-­‐play
new
behavior
c. “Homework”
Assignments
d. Action-­‐oriented
and
an
educational
approach
-­‐
Learning
is
the
core
to
Behavioral
Therapy
e. Learn
new
and
adaptive
behaviors
to
replace
old
and
maladaptive
behaviors
4. Change
takes
place
without
insight
into
underlying
dynamics
a. Changes
in
behavior
can
occur
prior
to
or
simultaneously
with
understanding
of
one-­‐self
b. Behavioral
changes
may
well
lead
to
an
increased
level
of
self-­‐understanding
c. Knowing
that
one
has
a
problem
and
knowing
how
to
change
it
are
two
different
things
5. The
focus
is
on
asserting
overt
and
covert
behavior
directly,
identifying
the
problem,
and
evaluating
change
a. Direct
assessment
of
the
target
problem
through
observation
of
self-­‐monitoring
b. Assess
students
cultures
as
part
of
understanding
social
environments,
including
social
support
networks
relating
to
target
behaviors
6. Behavioral
treatment
interventions
are
individually
tailored
to
specific
problems
experienced
by
students
a. “What
treatment,
by
whom,
is
the
most
effective
for
this
individual
with
that
specific
problem
and
under
which
set
of
circumstances?”
Therapeutic
Process:
Most
important
Therapeutic
Goals
• Increase
personal
choice
and
to
create
new
conditions
for
learning
• Assess
behaviors
that
are
targets
of
change
• Continual
assessment
throughout
relationship
determines
the
degree
to
which
identified
goals
are
being
met
• Stress
students’
active
role
in
deciding
about
their
treatment
• Goals
must
be
clear,
concrete,
understood,
and
greed
on
by
the
student
and
professional
• Discuss
the
behaviors
associated
with
the
goals,
the
circumstances
required
for
change,
the
nature
of
subgoals,
and
a
plan
of
action
to
work
toward
these
goals
-­‐
Contract
the
guides
the
relationship

3. Functions
and
Role
of
the
Student
Affairs
Professional
• Assist
students
in
formulating
specific
measureable
goals
• Conduct
a
Functional
Assessment
(behavioral
analysis)
-­‐
Identify
the
maintaining
conditions
by
systematically
gathering
information
about
situational
antecedents,
the
dimensions
of
the
problem
behavior
and
the
consequwnces
or
the
problem.
• Teach
concrete
skills
through
provision
of
instructions,
modeling,
and
performance
feedback
o Students
are
encouraged
to
experiment
for
the
purpose
of
enlarging
their
repertoire
of
adaptive
behaviors
• Increase
person
choice
and
to
create
new
conditions
for
learning
• The
student,
with
the
help
of
practitioner,
define
specific
treatment
goals
at
the
outset
• Formal
assessment
takes
place
prior
to
treatment
to
determine
behaviors
that
are
targets
of
change
• Continual
assessment
determines
the
degree
to
which
identified
goals
are
being
met
• Devise
a
way
to
measure
progress
toward
goals
(based
on
empirical
validation)
• Student
and
practitioner
discuss
the
behaviors
associated
with
the
goals,
the
circumstances
required
for
change,
the
nature
of
sub
goals,
and
a
plan
of
action
to
work
toward
these
goals
• Alter
goals
throughout
the
relationship
as
needed
• SA
PRO
should
be
active,
directive,
and
function
as
consultants
and
problem
solvers
o Summarize,
reflect,
clarify,
open-­‐ended
questioning
The
students’
role
in
the
Therapeutic
Process
• Define
specific
goals
at
the
outset
of
relationship
• Enable
a
well-­‐defined
system
of
procedures
to
employ
• Awareness
of
participation
• Engage
in
behavioral
rehearsal
wit
feedback
until
skills
are
well
learned
and
generally
receives
active
homework
assignments
to
complete
• Be
motivated
to
change
and
are
expected
to
cooperate
in
carrying
out
activities,
especially
in
every-­‐day
life
• Experiment
for
the
purpose
of
enlarging
their
repertoire
of
adaptive
behaviors
• Actions
must
follow
verbalizations
-­‐
Applications:
Techniques
and
procedures
of
the
Behavior
Therapy
approach
-­‐
-­‐Techniques
and
methods
of
Behavior
Therapy
in
Student
Affairs
practice-­‐
• ABC
Model:
Antecedents,
Behaviors,
Consequences
o Behavior
(B)
is
influenced
by
some
particular
events
that
precede
it,
antecedent
events
(A),
and
by
certain
events
that
follow
it,
consequences
(C)
o Antecedent
Events
-­‐
Ones
that
cue
or
elicit
a
certain
behavior
o Consequences
-­‐
Events
that
maintain
a
behavior
in
some
way
either
by
increasing
or
decreasing
it
o Assessment
Interview
-­‐
Identify
the
particular
antecedent
and
consequent
events
that
influence
or
are
functionally
related
to
an
individual’s
behavior
• Applied
Behavioral
Analysis:
Operant
Conditioning
Techniques
o Students
respond
in
predictable
ways
because
of
the
gains
they
experience
(positive
reinforcement)
of
because
of
the
need
to
escape
or
avoid
unpleasant
consequences
(negative
reinforcement)
o Positive
Reinforcement
§ The
addition
of
something
of
value
to
the
individual
as
a
consequence
of
behavior
§ Ex)
Praise,
attention,
money,
or
food
-­‐
“Positive
Reinforcer”
o Negative
Reinforcement
§ The
escape
from
or
the
avoidance
of
aversive
(unpleasant)
stimuli
§ Motivated
to
exhibit
a
desired
behavior
to
avoid
the
unpleasant
condition
o Extinction
§ Withholding
reinforcement
from
a
previously
reinforced
response
§ Eliminate
a
connection
between
a
certain
behavior
(e.g.
temper
tantrums)
and
positive
reinforcement
(e.g.
attention)
§ Can
invoke
negative
side
effects:
Anger
and/or
Aggression
o Positive
Punishment
(aversive
control)
§ The
consequences
of
a
certain
behavior
result
in
a
decrease
of
the
behavior
§ Aversive
stimuli
is
added
after
the
behavior
to
decrease
the
frequency
of
a
target
behavior
o Negative
Punishment
§ Reinforcing
stimulus
is
removed
following
the
behavior
to
decrease
the
frequency
of
a
target
behavior

4. • Relaxation
Training
o Aimed
at
achieving
muscle
and
mental
relaxation
and
is
easily
learned
§ Systematic
Desensitization
§ Assertion
training
§ Self-­‐Management
Programs
§ Audiotape
recordings
§ Biofeedback
§ Hypnosis
§ Meditation
§ Autogenic
Training
(Control
of
bodily
and
imaginal
functions
through
autosuggestion)
• Systematic
Desensitization
o Students
imagine
successively
more
anxiety-­‐arousing
situations
at
the
same
time
that
engage
in
a
behavior
that
competes
with
anxiety
-­‐
Allows
them
to
systematically
become
desensitized
to
the
anxiety-­‐arousing
situation
o Like
exposure
therapy,
students
are
required
to
expose
themselves
to
anxiety-­‐arousing
images
as
a
way
to
reduce
anxiety
o Use
a
very
quiet,
soft,
and
pleasant
voice
to
teach
progressive
muscular
relaxation
o Ask
student
to
create
imagery
of
previously
relaxing
situations
-­‐
Reach
state
of
calm
and
peacefulness
o Develop
a
Anxiety
Hierarchy
for
each
identified
area
§ Stimuli
that
elicit
anxiety
in
a
particular
area
-­‐
Rejection,
jealousy,
criticism,
disapproval,
or
any
phobia
are
analyzed
§ Construct
a
ranked
list
of
situations
that
elicit
increasing
degrees
of
anxiety
or
avoidance
o Desensitization
begins
several
session
after
initial
interview
§ Professional
moves
progressively
up
the
hierarchy
until
the
student
signals
they
are
experiencing
anxiety
§ The
scene
is
reintroduced
again
until
little
anxiety
is
experienced
to
it
§ Treatment
ends
when
the
student
is
able
to
remain
in
a
relaxed
state
while
imagining
the
scene
that
was
formerly
the
most
disturbing
and
anxiety
producing.
§ Repeated
exposure
in
the
imagination
to
anxiety-­‐evoking
situations
without
experiencing
any
negative
consequences
o Appropriate
technique
for
treating
phobias
o Students
are
in
control
of
the
process
by
going
at
their
own
pace
and
terminating
exposure
when
they
begin
to
experiences
more
anxiety
than
they
want
to
tolerate
(Safeguard)
• In
Vivo
Exposure
&
Flooding
o Exposure
Therapies
-­‐
Designed
to
treat
fears
and
other
negative
emotional
responses
by
introducing
students,
under
carefully
controlled
conditions,
to
the
situations
that
contributed
to
such
problems
o Systematic
confrontation
with
a
feared
stimulus,
either
through
imagination
or
in
vivo
(live)
§ In
Vivo
Exposure
Involves
student
exposure
to
the
actual
anxiety-­‐evoking
events
rather
than
simply
imagining
these
situations.
Together,
professional
and
student
generate
a
hierarchy
of
situations
for
the
student
to
encounter
in
ascending
order
of
difficulty.
Students
engage
in
brief
graduated
series
of
exposures
to
feared
events.
§ Flooding
In
vivo
or
imaginal
exposure
to
anxiety-­‐evoking
stimuli
for
a
prolonged
period
of
time
§ In
Vivo
Flooding
Intense
and
prolonged
exposure
to
the
actual
anxiety-­‐producing
stimuli.
Remaining
exposed
to
feared
stimuli
for
a
prolonged
period
without
engaging
in
any
anxiety-­‐reducing
behaviors
allows
the
anxiety
to
decrease
on
its
own.
• Eye
Movement
Desensitization
&
Reprocessing
(EMDR)
o Imaginal
flooding,
cognitive
restructuring,
and
the
use
of
rapid,
rhythmic
eye
movements
and
other
bilateral
stimulation
to
treat
students
who
have
experienced
traumatic
stress
o Designed
to
assist
students
in
dealing
with
posttraumatic
stress
disorders,
asexual
abuse
victims,
combat
veterans,
victims
of
crime,
rape
survivors,
accident
victims,
and
individuals
dealing
with
anxiety,
panic,
depression,
grief,
addictions,
and
phobias
• Social
Skills
Training
o Deals
with
individual’s
ability
to
interact
effectively
with
others
in
various
social
situations
o Used
to
correct
deficits
students
have
in
interpersonal
competencies

5. o Easily
tailored
to
meet
individual
needs
o Assertion
Training
-­‐
Useful
for
those
who
have
difficulty
expressing
anger
or
irritation;
those
who
have
difficulty
saying
no;
those
who
are
overly
polite
and
allow
others
to
take
advantage
of
them;
those
who
find
it
difficult
to
express
affection
and
other
positive
responses;
those
who
feel
they
do
nit
have
a
right
to
express
their
thoughts,
beliefs,
and
feeling;
or
those
who
have
social
phobias
o Students
have
the
right
to
express
themselves
o Increase
students
behavioral
repertoire
so
that
they
can
make
the
choise
of
whether
to
behave
assertively
in
certain
situations
o Teaches
students
to
express
themselves
in
ways
that
reflect
sensitivity
to
the
feelings
and
rights
of
thers
o Assertion
does
not
mean
aggression;
truly
assertive
people
do
not
stand
up
for
their
rights
at
all
costs,
ignoring
the
feelings
of
others
o Based
on
the
principles
of
Social
Learning
Theory
• Self-­‐Modification
Programs
&
Self-­‐Directed
Behavior
o Self-­‐monitoring,
self-­‐reward,
self-­‐contracting,
stimulus
control,
and
self-­‐as-­‐model
o Change
can
be
brought
about
by
teaching
students
to
use
coping
skills
in
problematic
situations
o Students
must
accept
the
responsibility
for
carrying
out
these
strategies
in
daily
life
1. Selecting
Goals
2. Translating
goals
into
target
behaviors
3. Self-­‐monitoring
4. Working
out
a
plan
for
change
5. Evaluating
an
action
plan
• Multimodal
Therapy:
Clinical
Behavior
Therapy
o Systematic,
holistic
approach
to
behavior
Therapy
(Arnold
Lazarus)
o Open
system
that
encourages
technical
eclecticism
o Determine
precisely
what
relationship
and
what
treatment
strategies
will
work
best
with
each
students
and
under
which
circumstances
o Professional
functions
as
trainers,
educators,
consultants,
and
role
models.
Provide
instruction,
feedback,
and
modeling
assertive
behaviors.
Constructive
criticism
and
suggestions,
positive
reinforcements,
and
appropriately
self-­‐disclosing
Ø The
BASIC
I.D.
-­‐
(See
pg.
253
for
Questions
to
Ask)
o B
=
Behavior;
Overt
behaviors,
including
acts,
habits,
and
reactions
that
are
observable
and
measurable
o A
=
Affective
responses;
Emotions,
moods,
and
strong
feelings
o S
=
Sensations;
Basic
senses
of
touch,
taste,
smell,
sigh,
and
hearing
o I
=
Images;
How
we
picture
ourselves,
including
memories,
dreams,
and
fantasies
o C
=
Cognitions;
Insights,
philosophies,
ideas,
opinions,
self-­‐talk,
and
judgments
that
constitute
one’s
fundamental
values,
attitudes,
and
beliefs
o I
=
Interpersonal
relationships;
Interactions
with
other
people
o D
=
Drugs,
biological
functions,
nutrition,
and
exercise;
Drugs,
and
nutritional
habits,
and
exercise
patterns
• Mindfulness
&
Acceptance-­‐based
Cognitive
Behavior
Therapy
(Third
Wave)
o Mindfulness,
acceptance,
the
therapeutic
relationship,
spirituality,
values,
meditation,
being
in
the
present
moment,
and
emotional
expression
o Dialectical
Behavior
Therapy
(DBT)
-­‐
Treatment
for
borderline
personality
disorders
§ Developed
to
help
students
regulate
emotions
and
behavior
associated
with
depression
§ Helps
students
accept
their
emotions
as
well
as
to
change
their
emotional
experience
§ Being
in
the
present
moment,
seeing
reality
as
it
is
without
distortions,
without
judgment,
without
evaluation,
and
without
trying
to
hang
on
to
an
experience
or
to
get
rid
of
it.
§ Entering
fully
into
activities
of
the
present
moment
without
separating
oneself
from
ongoing
events
and
interactions
o Mindfulness-­‐based
Stress
Reduction
(MBSR)
-­‐
8-­‐10
week
group
program
applying
mindfulness
techniques
to
coping
with
stress
and
promoting
psychical
and
psychological
health
§ Sitting
meditation
and
mindful
yoga
-­‐
Aimed
at
cultivating
mindfulness
(45
minutes
daily)
o Mindfulness-­‐based
Cognitive
Therapy
-­‐
Primarily
used
for
treating
depression
o Acceptance
&
Commitment
Therapy
(ACT)
-­‐
Encouraging
students
to
accept,
rather
than
attempt
to
control
or
change,
unpleasant
sensations.
§ Fully
accepting
present
experience
and
mindfully
letting
go
of
obstacles
§ Allowing
experience
to
come
and
go
while
pursing
a
meaningful
life

6. • Integration
of
Behavioral
Techniques
-­‐
Contemporary
Psychoanalytic
Approaches
o What
children
learn
from
early
interaction
with
parents
clearly
affects
personality
development
and
may
result
in
problematic
adult
relationships
o Meaningful
Assessment
-­‐
Professional
must
be
able
to
hear
the
stories
of
students,
to
grasp
their
phenomenological
world,
and
to
establish
rapport
with
them
o Link
insights
gleaned
from
the
initial
assessment
phase
to
the
present
to
create
an
understanding
of
how
early
relational
patterns
are
related
to
present
difficulties
o Behavioral
techniques
with
homework
assigned
are
emphasized
to
maximize
change
• Application
to
Group
Counseling
o Teaching
students
self-­‐management
skills
and
a
range
of
new
coping
behaviors,
as
well
as
how
to
restructure
their
thoughts
o These
techniques
can
help
students
to
control
their
lives,
deal
effectively
with
present
and
future
problems,
and
function
well
after
they
complete
their
group
experience
o Increase
the
students
degree
of
control
and
freedom
in
specific
aspects
of
daily
life
-­‐Major
strengths
of
Behavior
Therapy
from
a
diversity
perspective-­‐
• Some
students
hold
values
that
are
contrary
to
free
expression
of
feelings
and
the
sharing
of
personal
concerns
• Stresses
changing
specific
behaviors
and
developing
problem-­‐solving
skills
• Specificity,
task
orientation,
dealing
with
the
present
more
than
the
past,
emphasis
on
brief
interventions,
teaching
coping
strategies,
and
problem-­‐solving
orientation
• Attention
is
given
to
transfer
of
learning
and
the
principles
and
strategies
for
maintaining
new
behavior
in
daily
life
• Action
plans
and
specific
behavioral
change
• Focuses
on
environmental
conditions
that
contribute
to
the
students
problems
• Takes
into
consideration
the
social
and
cultural
dimensions
of
the
students
life
• Experimental
analysis
of
behavior
in
the
students
own
social
environment
and
gives
special
attention
to
a
number
of
specific
conditions
-­‐Evaluation
of
the
Behavior
Therapy
Approach-­‐
• The
students
cultural
conception
of
problem
behaviors,
establishing
specific
therapeutic
goals,
arranging
conditions
to
increase
the
students
expectation
of
successful
outcomes,
and
employing
appropriate
social
influence
agents
are
key
concepts
for
change
• Strict
reliance
is
placed
on
the
principles
of
the
scientific
method
• Concepts
and
procedures
are
stated
explicitly,
tested
empirically,
and
revised
continually
• Research
is
considered
a
basic
aspect
of
the
approach,
and
therapeutic
techniques
are
continually
refined
• Emphasis
on
the
interplay
between
the
individual
and
the
environment
• Bridges
humanistic
and
behavioral
therapies,
especially
with
the
current
focus
of
attention
on
self-­‐directed
approaches
and
also
with
the
incorporation
of
mindfulness
and
acceptance-­‐based
approaches
into
behavioral
practice
-­‐The
Most
Significant
Contributions
of
Behavior
Therapy
as
related
to
Student
Affairs
Practice-­‐
Behavior
Therapy
moves
beyond
treating
students
for
a
specific
symptom
or
behavioral
problem.
Instead
it
stresses
a
thorough
assessment
of
the
person’s
life
circumstances
to
ascertain
not
only
what
conditions
give
rise
to
the
students
problems
but
also
whether
the
target
behavior
is
amenable
to
change
and
whether
such
a
change
is
likely
to
lead
to
a
significant
improvement
in
the
students
total
life
situation
(pg.
259-­‐260).
This
is
very
important
for
use
in
Student
Affairs
practice.
A
focus
on
environmental
factors
and
behavior
are
great
tools
that
Student
Affairs
practitioners
can
use
in
their
daily
interactions
with
students.
I
find
the
behavioral
therapy
to
be
the
most
applicable
theory
in
Student
Affairs
practice.
With
research
playing
a
major
role
in
the
assessment
of
treatment
outcomes,
this
shows
that
validity
of
this
theory
in
its
applicability
to
be
used
with
almost
all
students.
-­‐The
Most
Significant
limitations
of
Behavior
Therapy-­‐
• Ethical
practice
involves
a
professionals
familiarity
with
the
students
culture,
as
well
as
competent
application
of
this
knowledge
in
formulating
assessment
and
diagnostic
and
treatment
strategies
• Behavior
therapists
need
to
become
more
responsive
to
specific
issues
pertaining
to
all
critical
variables
that
influence
the
process
and
outcome
of
therapy
• Behavior
Therapy
may
change
behaviors,
but
it
does
not
change
feelings
• Behavior
Therapy
ignores
the
important
relational
factors
in
therapy
• Behavior
Therapy
does
not
provide
insight
• Behavior
Therapy
treats
symptoms
rather
than
causes
• Behavior
Therapy
involves
control
and
manipulation
by
the
therapist