MANAGING WORK STRESS

LAB ASSIGNMENT 5

SEPTEMBER 9, 2020
GANESH.M
19MBA0068
Bring out the importance and application of Behavioural therapies to deal with
stress and tension.
You are instructed to apply any one of the following Behavioural therapy to
change your behaviour and present the same in the lab class and your
practical exercise should also be uploaded in the V-top.
❖ Behavioural contracts
❖ Operant conditioning
❖ Shaping
❖ Participant modelling
❖ Assertiveness and social skills training
❖ Eye movement desensitization and reprocessing (EMDR)

INTRODUCTION:
behaviour therapy: The term behaviour therapy is applied psychological
treatments based on experimental psychology and intended to change
symptoms and behaviour. It refers to a particular group of procedures based on
operant conditioning.
Definition behaviour therapy
Behavioural therapy is an umbrella term for types of therapy that treat mental
health disorders. This form of therapy seeks to identify and help change
potentially self-destructive or unhealthy behaviours. It functions on the idea
that all behaviours are learned and that unhealthy behaviours can be changed.
The focus of treatment is often on current problems and how to change them.
OR
behaviour therapy: It is the systematic application of scientific principles of
learning and a form of psychotherapy, aims at changing maladaptive behaviour
by substituting it with adaptive behaviour.
Purposes:
behaviour therapy: Permanent change in behaviour occurs as a result of
practice or experience. Correction of the abnormal psychodynamics which are
contributing the illness. Helpful even in those conditions which are
refractory(stubborn) to other form of therapy.

1|Page
Indications:
Anxiety disorders:
•Panic
•Phobia
•Obsessive compulsive neurosis
•Generalization anxiety
•Post-traumatic stress
•Neurotic depression
Mood disorders
•Bipolar disorder
•Major depression Schizophrenia Somatoform disorders
•Tics
•Maladaptive habits
Eating disorders
• Bulimia
• Obesity
• Anorexia nervosa
Dissociative disorders-Psychosomatic disorders
• Headache
• Hypertension
• Reynaud’s syndrome
• Chronic pain
• Asthma
• Insomnia
• Gastro-intestine disorders

2|Page
Childhood disorders
• Enuresis
• Conduct disorders
•Hyperkinesia
•Autism
•Habit disorders
• Mental retardation
Geropsychiatric disorders
•Dementia
Personality disorders
• Psychopathy
• Criminality
• Sexual deviation
Theories behaviour therapy
❖ Classical conditioning
❖ Operant conditioning
❖ Cognitive learning
principles behaviour therapy
➢ General reliance on principles of learning, that is by learning by doing,
learning by trial and error, learning by conditioning.
➢ Close observation of behaviour.
➢ Concentration on the symptoms as they are target for therapy.
➢ A commitment to objective evaluation of efficacy.
TECHNIQUES:
➢ Behavioural contracts
➢ Operant conditioning
➢ Shaping
➢ Participant modelling
➢ Assertiveness and social skills training
➢ Eye movement desensitization and reprocessing (EMDR)
3|Page
Shaping
Shaping is the use of reinforcement of successive approximations of a desired
behaviour. Specifically, when using a shaping technique, each approximate
desired behaviour that is demonstrated is reinforced, while behaviours that are
not approximations of the desired behaviour are not reinforced.
How to Use
Shaping starts with a task analysis in which a desired behaviour is broken down
into smaller and more manageable steps that would move the child successively
closer to that desired behaviour. For example, if the desired behaviour is to play
independently for 10 minutes with two or fewer prompts, a step analysis may
break the desired behaviour down into the following approximations:
➢ Play for 2 minutes with two or fewer prompts
➢ Play for 4 minutes with two or fewer prompts
➢ Play for 6 minutes with two or fewer prompts
➢ Play for 8 minutes with two or fewer prompts
➢ Play for 10 minutes with two or fewer prompts.
Once the small approximations of the desired behaviour are clearly identified,
one must select the reinforcement to be used and make sure that everyone
working with the student knows which behaviour, when, and how to reinforce
the approximations. Data on the behaviour should be collected and reviewed by
the team. The program must continue until the child demonstrates the desired
behaviour.
Example:
Jason
Ms. Brown, 10-year-old Jason’s general education teacher, and Ms. Henderson,
Jason’s resource room teacher, targeted sitting in his seat during lectures as a
desired behaviour for Jason during social studies and reading in general and
special education settings, respectively. Ms. Henderson suggested a shaping
technique to teach seated behaviour after she had determined that Jason was
remaining in his seat a mean of 2 minutes during social studies.
They analysed approximations of the target behaviour and planned to reinforce
those behaviours as follows:
➢ Reinforcing when Jason sits in his seat for 3 minutes

4|Page
 ➢ Reinforcing when Jason sits in his seat for 5 minutes
➢ Reinforcing when Jason sits in his seat for 10 minutes
➢ Reinforcing when Jason sits in his seat for 15 minutes
➢ Reinforcing when Jason sits in his seat for 20 minutes (the targeted time)
Both Ms. Brown and Ms. Henderson differentially reinforced Jason’s sitting
behaviour in their classrooms based on their criterion of approximations for
each phase. After six weeks, Jason acquired sitting behaviour in class.
CONCLUSION:
Shaping is a systematic process of reinforcing successive approximations to a
target behaviour. The technique is used when students need to learn new
behaviour. A teacher identifies the student’s behaviour and provides
reinforcement only for closer approximations toward the desired behaviour,
which is a terminal behaviour of the shaping process. Shaping is especially useful
when the desired behaviour is difficult to learn by instruction, imitation, and
verbal or physical cues. Similarly, as given in the example practicing or
reinforcing the shaping technique changes persons behaviours and shapes him
with good quality.

5|Page