Guidelines for Self-Change Projects

Walter vom Saal

1. For the paper that is due on this project, guidelines for papers are available separately.
2. Keep a journal. This is highly recommended for many projects, though not necessary for all.
3. Below is an outline of two basic approaches (there are many possible approaches, but I will mostly focus on the first two below).

A. conditioning and learning model
- based on studies of conditioning and learning.
- basic concept of stimulus - response - consequences.
- operant conditioning: behavior is influenced by its consequences.
- classical conditioning: behavior is modified by CS-US pairing.
- both: conditioning can occur without awareness.

Step 1: behavior analysis.
- identify the response
- identify the stimuli that influence the probability of the response
- identify the contingencies of reinforcement (consequences) that may influence the response
- use of data recording tables, charts, journals, logs.

Step 2: plan a behavior change strategy
- identify the desired behavior.
- change the stimuli (ex: anxiety leads to undesired behavior; studying in poor environment, etc.)
- change the consequences
- internal or self-change: self reward, self punishment.
- arranging external contingencies (from the environment or from others)
- concept of shaping: rewarding successive approximations (start small, ensure initial success). (Note: this is related to the concept of selecting a realistic goal.)

Step 3. monitor the project; change as necessary.

B. self-talk model
example: The New Mood Therapy and its approach to dealing with depression.

Step 1: identify the self-talk

Step 2: develop a “rational alternative” that you believe in

Step 3: systematically train yourself to replace the irrational and self-defeating self-talk with the rational alternative.
- use of charts, file cards, prompts, journals.

Step 4: monitor the project; change as necessary.

C. psychotherapy models
- discussion of broader issues: deep causes; unconscious motivation; clarification and/or re-evaluation of priorities;
- Rogerian model: acceptance, accurate empathy, unconditional positive regard, natural tendency toward health. (Humanistic psychology).
- Solution Focused Therapy: imagine your life if you were successful. How would it feel?
- Question: when have you not had the problem? If you drink 6 days a week, what is it about the 7th day that keeps you from drinking?
- Question: what gets in the way? What has kept you from being successful in the past?

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FROM OTHER SOURCES:

Five characteristics of effective self-management programs:

1. A combination of self-management strategies is usually more useful than a single strategy.

2. Self-management efforts need to be employed regularly over a sustained period or their effectiveness may be too limited to produce any significant change.

3. Clients should set realistic goals and then evaluate the degree to which they are being met.

4. The use of self-reinforcement is an important component of self-management programs.

5. Some degree of environmental support is necessary to maintain changes that result from a self-management program.

(from Cormier and Cormier (1998), Interviewing strategies for helpers: Fundamental skills and cognitive behavioral interventions (4th ed.). Pacific Grove, CA: Brooks/Cole. Described in G. Corey (2001), Theory and Practice of Psychotherapy (6th ed.), Wadsworth, p.275).

Four-stage model for self-directed change:

1. Selecting goals. The goals must be measurable, attainable, positive, and significant for the person.

2. Translating goals into target behaviors. Identify specific, measurable behaviors to increase or decrease.

3. Self-monitoring. Clients must deliberately and systematically record their own behavior. Also record or make notes about antecedents (stimuli) and consequences.

4. Working out a plan for change. Include self-reinforcement as one component.

(from Watson, D. L., and Tharp, R. G. (1997), Self-directed behavior: Self-modification for personal adjustment (7th ed.). Pacific Grove, CA: Brooks/Cole. Described in G. Corey (2001), Theory and Practice of Psychotherapy (6th ed.), Wadsworth, p.276).