Transcript Self-efficacy - ProfessorMoseley

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The book describes a theory as a
lighthouse to help direct therapy
efforts in a certain direction.
In order to help a client one may use
any of the following approaches however
you need to be familiar with all of the
concepts.
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Why do you think it is important to
know about all of the approaches to
therapy?
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Person-centered Approach
Behaviorism Theory
Attribution Theory
Self-Efficacy Theory
Psychoanalytic Theory
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This approach was initially developed by Carl
Rogers.
Rogers identified 3 critical elements to a
successful therapy relationship.
1. Unconditional Positive Regard - all people are
inherently good, only behavior is bad
2. Congruence or genuineness - really trying to
help
3. Accuracy and Empathy - accurate about their
situation and show empathy
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A critical part of this approach is the
development of certain skills.
Look in your book on page 154 Table 10.1
for these skills.
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Behaviorism represents a cluster of
therapy modalities.
These are based on B.F. Skinner who is
perhaps the most influential American
psychologist of the 1900s concept of
operant conditions.
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There are 3 elements of the operant
conditioning.
1.
Trigger
2.
Behavior (response to the trigger)
3.
Consequence (desirable or
undesirable)
4.
Example Skinner Box
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There are 4 operant conditioning
concepts.
1.
Positive Reinforcement
2.
Negative Reinforcement
3.
Punishment
4.
Extinction
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Positive reinforcement – strengthening
(increasing) a behavior by presenting a
positive stimulus immediately after the
behavior has occurred.
Examples include Smiling at students
after a correct response, commending
students for their work, selecting them
for a special project.
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Negative reinforcement – strengthening (increasing) a
behavior by removing a negative stimulus immediately
after the behavior has occurred. Take away
something they don’t want.
Obtaining a score of 80% or higher makes the final
exam optional, submitting all assignments on time
results in the lowest grade being dropped, perfect
attendance is rewarded with a "homework pass, or
stopping the seatbelt noise once you put you seatbelt
on.
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Punishment – a particular behavior is
weakened by the consequence of experiencing
a negative condition.
Rat presses bar and gets electrical shock, rat
presses bar again and again is shocked,
behavior is weakened by receiving a shock,
students who fight are immediately referred
to the principal, late assignments are given a
grade of "0".
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Extinction – a particular behavior is weakened
by the consequence of not experiencing a
positive condition or stopping a negative
condition.
Rat presses a bar and nothing happens
Presses bar again and nothing happens
Behavior of pressing the bar is weakened by
not experiencing anything positive or stopping
anything negative.
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Look on page 155-156 for the various
techniques used for behavior
modifications.
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Attribution theory is concerned with
how individuals interpret events and how
this relates to their thinking and
behavior.
Attribution theory assumes that people
try to determine why people do what
they do, i.e., attribute causes to
behavior.
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Attribution theory has been used to explain
the difference in motivation between high and
low achievers. According to attribution
theory, high achievers will approach rather
than avoid tasks related to succeeding
because they believe success is due to high
ability and effort which they are confident
of.
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Failure is thought to be caused by bad luck or a poor
exam, i.e. not their fault. Thus, failure doesn't affect
their self-esteem but success builds pride and
confidence.
On the other hand, low achievers avoid successrelated chores because they tend to (a) doubt their
ability and/or (b) assume success is related to luck or
to "who you know" or to other factors beyond their
control.
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Thus, even when successful, it isn't as
rewarding to the low achiever because
he/she doesn't feel responsible, i.e., it
doesn't increase his/her pride and
confidence.
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Self-efficacy is the belief in one's
effectiveness in performing specific tasks.
This is based on 4 factors.
1.
Past performance
2.
Vicarious experiences (show them)
3.
Level of arousal (hype them up or relax
them)
4.
Verbal persuasion
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Most important thing to remember about
this approach require action on the Rt
during the session or activity.
Simply watching is not enough.
You may need to manipulate the
environment for success.
Success must be genuine and not the
result of too much help.
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The psychoanalytic theory acknowledges
that the unconscious mind can influence
behavior.
These unconscious behaviors can often
take the form of defense mechanisms.
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A defense mechanism is a tool that the
unconscious uses to protect the ego
(conscious) from anxiety-provoking thoughts,
beliefs, or situations.
This can either be a good thing or a bad thing.
Example, If you use a sport to redirect
aggression related to work difficulties then
this is a positive thing.
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You just learned of a positive example.
What is an example of a bad one?
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All of the Common defense mechanisms
can be found on page 158 table 10.3
Let’s discuss them.
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Models of therapeutic recreation practice
are designed to provide frameworks for the
delivery of services and for conducting
research.
They provide specific frames of reference to
describe and direct professional practice.
Since 1970 many models have been proposed
and today specialists continue to use several
different models as well as personal
adaptations of models.
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Leisure Ability Model
Health protection – Health Promotion
Model
Recreation Service Model
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The Leisure Ability Model is one of the oldest,
most widely used, and most often critiqued
therapeutic recreation practice models.
It is based on the concepts of internal locus of
control, intrinsic motivation, personal causality,
freedom of choice, and flow.
The Leisure Ability Model uses these ideas as
the basis for three components of service:
treatment, leisure education, and recreation
participation.
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These three areas of service supply the
content for creating, developing,
implementing, and evaluating therapeutic
recreation programs that are based on client
need.
The overall intended outcome of therapeutic
recreation services, as defined by the Leisure
Ability Model, is a satisfying, independent,
and freely chosen leisure lifestyle.
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The Leisure Ability Model (Peterson & Gunn,
1984) is one of the oldest, most widely used,
and yet most widely debated conceptual models
of therapeutic recreation service delivery.
Peterson (1989) outlined the major reason that
the Leisure Ability Model has received such
extensive debate.
In a time when many therapeutic recreation
professionals want to cling strongly to a more
medical or "therapy" model of services, the
Leisure Ability Model represents a strong
"leisure" orientation
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The Leisure Ability Model was
constructed with the belief that the
end product of therapeutic recreation
services for clients was improved
independent and satisfying leisure
functioning, also referred to as a
"leisure lifestyle" (Peterson, 1981, 1989;
Peterson & Gunn, 1984).
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Leisure lifestyle is the day-to-day behavioral
expression of one's leisure related attitudes,
awareness, and activities revealed within the
context and composite of the total life
experience. (Peterson & Gunn, p. 4)
Leisure lifestyle implies that an individual has
sufficient skills, knowledge, attitudes, and
abilities to participate successfully in and be
satisfied with leisure and recreation
experiences that are incorporated into his or
her individual life pattern.
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These participation and satisfaction
levels ultimately speak to a person's
quality of life and happiness.
The Leisure Ability Model contains
three major categories of service:
treatment, leisure education, and
recreation participation.
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Each of these three service areas is based
on distinct client needs and has specific
purposes, expected behavior of clients,
roles of the specialist, and targeted client
outcomes.
The overall anticipated outcome of
therapeutic recreation service delivery is a
satisfying leisure lifestyle; that is, the
independent functioning of the client in
leisure experiences and activities of his or
her choice.
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Treatment services are provided based on
client deficits in four functional domains
related to leisure involvement: (a) physical, (b)
mental, (c) emotional/affective, and (d) social.
Deficits in these areas prevent the client from
participating fully in recreation and leisure
activities; that is, they are prerequisite to the
client's successful, daily involvement in leisure.
For the most part, the deficits represent
functional limitations that typical counterparts
(individuals without disabilities and/or illnesses)
would not experience.
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For example, a child with behavior disorders may have
social skills deficits (hitting, kicking, scratching) to
the degree that this individual cannot participate
with others in a socially acceptable manner.
Until these disruptive behaviors are minimized or
replaced by appropriate social behaviors, the child
will not be very successful in learning about or
experiencing leisure.
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For example, a child with behavior disorders
may have social skills deficits (hitting, kicking,
scratching) to the degree that this individual
cannot participate with others in a socially
acceptable manner.
Until these disruptive behaviors are minimized
or replaced by appropriate social behaviors,
the child will not be very successful in learning
about or experiencing leisure.
Can you think of any other
examples of how the leisure
ability model can be applied to
real life situations based on
what you have learned so far?
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The ultimate outcome of treatment
services is to eliminate, significantly
improve, or teach the client to adapt to
existing functional limitations that hamper
efforts to engage fully in leisure pursuits.
Often these functional deficits are to the
degree that the client has difficulty
learning, developing his or her full
potential, interacting with others, or being
independent.
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The aim of treatment services is to
reduce these barriers so further
learning and involvement by the client
can take place.
Leisure education services focus on the
client acquiring leisure-related
attitudes, knowledge, and skills.
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Participating successfully in leisure requires a
diverse range of skills and abilities, and many
clients of therapeutic recreation services do
not possess these, have not been able to use
them in their leisure time, or need to re-learn
them incorporating the effects of their illness
and/ or disability.
Leisure education services are provided to meet
a wide range of client needs related to engaging
in a variety of leisure activities and experiences
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Leisure education has four components: (a)
leisure awareness, (b) social interaction
skills, (c) leisure activity skills, and (d)
leisure resources.
Leisure awareness services focus on the
cognitive appreciation of leisure. Content
in this area may include, but is not limited
to: (a) knowledge of leisure, (b) selfawareness in relation to leisure, (c) leisure
and play attitudes, and (d) related
participatory and decision-making skills.
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It is felt that these four
subcomponents represent areas of
understanding that are needed to
appreciate fully the importance of and
need for leisure involvement.
These four areas can be taught
separately, or in combination, as the
client's needs and abilities dictate.
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Recreation participation programs are
structured activities that allow the client
to practice newly acquired skills, and/or
experience enjoyment and self-expression.
These programs are provided to allow the
client greater freedom of choice within an
organized delivery system and may, in
fact, be part of the individual's leisure
lifestyle.
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The Health Protection/Health
Promotion Model rests on a humanistic
perspective.
Those who embrace the humanistic
perspective believe that each of us has
the responsibility for his or her own
health and the capacity for making selfdirected and wise choices regarding our
health.
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Health Protection/Health Promotion Model stipulates
that the purpose of therapeutic recreation is to
assist persons to recover following threats to health
(health protection) and to achieve as high a level of
health as possible (health promotion).
Under this model, "The mission of therapeutic
recreation is to use activity, recreation, and leisure
to help people to deal with problems that serve as
barriers to health and to assist them to grow toward
their highest levels of health and wellness" (Austin,
1997, p. 144).
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ii.
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This model is more in line with the goals of
modern health care than the Leisure
ability model.
However it is similar in that it organizes
therapeutic recreation services into three
components.
Prescriptive activities
Recreation
Health
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When clients initially encounter illnesses
or disorders, often they become selfabsorbed.
They have a tendency to withdraw from
their usual life activities and to experience
a loss of control over their lives (Flynn,
1980). Research (e.g., Langer & Rodin,
1976; Seligman & Maier, 1967) has shown
that feelings of lack of control may bring
about a sense of helplessness that can
ultimately produce severe depression.
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At times such as this clients are encountering a
significant threat to their health and are not
prepared to enjoy and benefit from recreation
or leisure.
For these individuals, activity is a necessary
prerequisite to health restoration.
Activity is a means for them to begin to gain
control over their situation and to overcome
feelings of helplessness and depression that
regularly accompany loss of control.
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Through recreation, clients begin to regain
their equilibrium disrupted by stressors so that
they may once again resume their quest for
actualization.
They take part in intrinsically motivated
recreation experiences that produce a sense of
mastery and accomplishment within a supportive
and nonthreatening atmosphere.
Clients have fun as they learn new skills, new
behaviors, new ways to interact with others,
new philosophies and values, and new cognition
about themselves
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In short, they learn that they can be
successful in their interactions with the
world.
Through recreation they are able to recreate themselves, thus combating
threats to health and restoring stability
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This model was designed on a
comprehensive model of health care
service proposed by the World Health
Organization (WHO).
This model attempted to integrate TR
into the wider system of health care.
This model mirrors the WHO services
into level of care.
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These levels include disease, impairment,
disability, and handicap.
Each level has its own definition of the
scope of disease with types of treatment.
This provides the therapist with all the
tools necessary to match assessments,
interventions pre-established by the health
care community.
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What are the similarities and
differences of each model?
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All three models offer structure and
guidance to the specialist when working
to provide the best care.
The model used often reflects the
mission of the agency, clients served, as
well as personal philosopy.
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What model would you choose and why?
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What are treatment modalities?
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A Treatment modality is a term used to
describe recreation or other activities
used to help clients meet goals.
Look over page 71-72
Review the other treatment modalities
on pages 73-76
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Leisure Education
Values Clarification
Stress Management
Group Initiatives
Self esteem Programs
Expressive Therapies
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Get into 6 groups and come up with an activity
that would help to focus on these areas.
Leisure Education
Values Clarification
Stress Management
Group Initiatives
Self esteem Programs
Expressive Therapies
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Cognitive rehabilitation
Physical rehabilitation
Social-Emotional rehabilitation
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Cognitive rehab serves to restore
cognitive functions in persons with TBI,
stroke, or other deficits in cognitive
functions.
The therapist can use daily recreation
and leisure activities to help people use
their memory, recognize shapes and
colors and perform complex tasks.
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Give me an example of activities that
You could use to help to help reinforce
cognitive function.
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Physical rehab is used to address
physical deficits.
This approach is similar to the approach
taken with the cognitive patients.
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Give me an example of activities that
You could use to help to help improve
physical functions.
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This is probably mort relevant to those
with TBI but other conditions can also
affect social skills and emotional state.
For example, stroke and MS can both
affect emotional functions.
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Give me an example
of activities that
You could use to help
to help improve
social emotional
skills.