Journal of Counseling Psychology

1976, Vol. 23, No. 6, 560-562

Modeling Techniques, Drug-Abstinence Behavior, and

Heroin Addicts: A Pilot Study
Charles W. Reeder Joseph T. Kunce
George Washington University University of Missouri—Columbia
Applications of videotape modeling techniques are expanding to an in-
creasing variety of clients and client problems. The present study investi-
gated the applicability of a "vicarious behavior induction" (VBI) strategy
to a residential treatment program for heroin addicts. This strategy was
tested using a "videomodel" procedure, in which subjects viewed a series
of videotapes developed to depict a model exhibiting "coping" behavior in
solving problems related to maintaining drug abstinence (i.e., accepting
help, job interviewing, capitalizing on street skills). These results were
compared to those obtained from subjects who had viewed a videotaped
lecture about coping behavior ("videolecture"). Subjects, 22 black heroin
addicts (19 male, 3 female) from an urban community-based residential
drug-abuse treatment program, were randomly assigned to either a video-
model or videolecture group. In small subgroups they discussed their
respective videotapes with an ex-addict paraprofessional and the experi-
menter. Subjects who participated in the videomodeling group had sub-
stantially better vocational outcomes 30, 90, and 180 days after treatment
than those who participated in the videolecture group. Advantages of the
VBI behavior change strategy are discussed.

Numerous investigators (e.g., Bandura, 1971;
Bourden, 1970; Flanders, 1968) have demon-
strated the usefulness of modeling as an effective
behavioral change strategy. In addition to the
observer's learning of specific modeled behav-
iors, Kunce and Thelen (1972) pointed out a
paramodeling phenomenon in which incidental
attitudes emitted by the model may also sig-
nificantly affect observer learning. Kunce,
Bruch, and Thelen (1974) subsequently suggested
that modeling strategies should present the de-
sired target behavior in terms of specific behav-
iors within a context of an identifiable global
attitude. The identified attitude serves as a de-
termining guide of how the specific behavioral
skills should be modeled.
Meichenbaum's (1971) suggestion that atti-
tudes of a coping nature should be verbally
expressed provided a tangible means for behav-
iorally expressing the identified attitude in con-
junction with depiction of the specific skill.
Kunce and his associates then demonstrated
that academic achievement of disadvantaged
adults could be enhanced by a "vicarious be-
This study is based upon a dissertation sub-
mitted by the first author, under the supervision
of the second author, to the University of Mis-
souri—Columbia in partial fulfillment of the re-
quirements for the doctoral degree.
Requests for reprints should be sent to Charles
W. Reeder, George Washington University, 817
23rd Street, N.W., Washington, B.C. 20052.
560
havior induction" (VBI) procedure in which a
series of videotapes presented a model demon-
strating a specific skill habit in the context of
wanting to achieve, and subsequently achieving,
success and self-satisfaction. In another study
using VBI procedures, Cook, Kunce, and Sleater
(1974) were able to significantly facilitate ac-
quisition of interpersonal skills by psychiatric-
aide trainees.
The present study investigates the applica-
bility of the VBI strategy to a residential treat-
ment program for heroin addicts. It was believed
that this particular population might be amen-
able to modeling behaviors demonstrated by
peer models.
METHOD
Subjects
Subjects were 22 black heroin addicts (19
male, 3 female; mean age 29 years) admitted to a
residential drug-abuse treatment program in a
large midwestern city. Heroin addicts who were
voluntarily admitted from the community and
incarcerated addicts referred from federal or
state institutions were alternately assigned to a
videolecture group (n — 11) or to a videomodel
group (n = 11).
Procedure
In order to define drug-abstinence behaviors,
the agency staff and advanced residents de-
 BRIEF REPORTS 561

lineated the problem areas most often encoun- each of the three follow-up points, they were
tered by clients during and following residential considered to be in the success category. If they
treatment. The problem areas selected by the were so engaged at two of the three follow-up
investigators for sequential videotape presenta- periods, they were considered to be in the prob-
tion to the subjects were (a) accepting help from able success category. All other outcomes were
others—necessary for residential and follow-up categorized as probable failure. Many subjects
phases of the program; (b) capitalizing on street were unemployed throughout the follow-up
skills—identifying skills that the addict has and period. Work status for some was unknown, and
helping him to apply them legitimately; (c) job a few held employment or attended school dur-
interviewing—necessary in order to know the ing only one of the three follow-up periods.
expectancies of the potential employer; (d) Data analysis on small samples poses a chal-
employer relations—important for retaining a job; lenge to researchers undertaking a field study.
(e) free-time management—necessary for main- After consultation with several colleagues, we
taining drug abstinence; and (f) new life-style decided to quantify the outcome levels on a
adjustment—enabling the addict to successfully 10-point scale with assignment of values as fol-
cope with "old friends" from the drug culture. lows: 10, 8, and 3 were assigned to each subject
Scenarios for the videomodels were developed according to whether his outcome had been cate-
for each of the above problem areas. The video- gorized as success (10), probable success (8), or
tapes were designed according to the vicarious probable failure (3). Because of the weighting
behavior induction format (see Kunce et al., assignments, the complete outcome data are
1974). In each of these scenarios, the model ex- presented in Table 1.
hibited a coping attitude while performing and
developing the various tasks required for suc- RESULTS AND DISCUSSION
cessful skill attainment. The model was initially Subjects who participated in the videomodel-
shown as being pessimistic and ineffective in the ing treatment had substantially better outcomes
given problem area. The model would then re- than those who participated in the videolecture
flect upon his problem and discuss it with a peer treatment. The distribution of videomodel sub-
or staff member. Following reflection and discus- jects in the success, probable success, and prob-
sion, the model would try out new problem- able failure categories was 46%, 18%, and 36%,
solving behaviors. As the scenarios progressed, respectively. In contrast, the distribution of
the model would progressively display more in- videolecture subjects was 18%, 9%, and 73%,
dependence in solving problems, becoming less respectively. The mean outcome score for the
dependent upon the advice of the others. Ex- videomodel group, 7.1, was significantly higher
addict paraprofessional staff and advanced resi- than the 4.7 mean score obtained for the video-
dents served as the role models. lecture group, t = 1.75, p < .05, one-tailed test.
A second set of videotapes was constructed (See Table 1 for vocational outcomes of the two
following the development of the videomodel experimental groups.)
tapes. These videotapes consisted of lectures Implications that may be drawn from the sta-
developed from the content presented in the tistical findings need to be moderated by the
videomodel tapes. fact that we had difficulty in quantifying the
One group viewed only the videomodels and data and had only a small number of subjects.
the other group only the videolectures. The Another conceivable problem was the possibility
series of videotapes were presented on consecu- that the staff preferred one videotape method
tive days to small subgroups of subjects. After over the other. On the one hand, the staff ap-
viewing a videotape, each group engaged in preciated the ease of constructing the videolec-
"focused" discussion about the problem area ture; yet, on the other hand, they were intrigued
presented. Ex-addict paraprofessional staff and by the "actors" in the videomodel scenarios. In
the investigator required group members to spite of these limitations, there was other evi-
project themselves into the problem areas and dence favoring the use of the VBI procedure to
to discuss what they would do in the same situ- facilitate acquisition of drug-abstinence behav-
ation. iors. It was clearly evident that both the staff and
the subjects responded favorably to the use of the
Analysis of Subject Outcomes
videomodels. The treatment staff elected to con-
Subject's vocational outcomes 30 days, 90 tinue the use of these videomodel presentations
days, and 180 days after termination of treat- even before follow-up data had been collected.
ment were assigned to operationally defined Reported successful rehabilitation rates for
categories of success. If subjects were employed heroin addicts have been typically very low. For
(part-time or full-time) or enrolled in school at the particular population in this report, estimates
562 BRIEF REPORTS

TABLE 1
CATEGORIZATIONS OF SUBJECT VOCATIONAL OUTCOME 30, 90, AND 180 DAYS AFTER TREATMENT
Outcome after treatment
Videomodel* Videolectureb
[Outcome category (and score) 30 days 90 days 180 days 30 days 90 days ISO days

Success (10) F F F F F F
F F F P F F
F F F
F S F
S S F
Probable success (8) F F ? U F F
S F ?
Probable failure (3) U U U F U ?
u U ? S U ?
u p p P U ?
u J ? U ? ?
u J ?
u U F
u F U
u U U
Note. Abbreviations: F = full-time employment; P = part-time employment; S = school; U un-
employment; ? = unknown; J = jailed.
• For the success category, n = 5; for probable success, n = 2; for probable failure, n = 4.
b
For the success category, n = 2; for probable success, n = 1; for probable failure, n = 8.

of success rates prior to initiation of the experi-
mental program ranged from 20% to 30%, which
are consistent with the outcomes obtained in
this study for the videolecture subjects. Subjects
with pretreatment Sixteen Personality Factor
Questionnaire (16-PF) scores indicating high
anxiety (a mean stanine score of 7) were unsuc-
cessful regardless of videotape treatment. There-
fore, the VBI paradigm appears to be an effective
treatment strategy only for some types of clients.
In conclusion, and in retrospect, we believe
that the use of modeling tapes can yield bene-
ficial results other than the modeling effects re-
sulting from presenting an observer with reason-
able and realistic ways of behaving. First, the
construction and use of videomodels makes
counselors more aware of problem areas, behav-
iors, and attitudes. Second, the use of videotapes
provides a tangible stimulus for discussion and
self-reflection. And third, the videotapes provide
a kind of communication "bridge" of rapport
between the client and counselor, because the
videotape scenarios provide a type of common
ground for letting the client know that the coun-
selor is aware of the kinds of problems he is
experiencing. This investigation indicates a need
for continued research (using larger samples) i i
developing an effective vicarious behavior induc-
tion methodology for drug abusers.
REFERENCES
Bandura, A. (Ed.). Psychological modeling: Con-
flicting theories. New York: Aldine-Atherton,
1971.
Bourdon, R. D. Imitation: Implications for coun-
seling and therapy. Review of Educational Re-
search, 1970, 40, 429-457.
Cook, D. W., Kunce, J. T., & Sleater, S. M. Vi-
carious behavior induction and training psy-
chiatric aides. Journal of Community Psychology,
1974, 0, 293-297.
Flanders, J. P, Review of research on imitative
behavior. Psychological Bulletin, 1968, 69, 316-
337.
Kunce, J. T., Bruch, M. A., & Thelen, M. H.
Vicarious induction of academic achievement
behavior in disadvantaged adults. Journal of
Counseling Psychology, 1974, 21, 507-510.
Kunce, J. T., & Thelen, M. H. Modeled standards
of self-reward and observer performance. De-
velopmental Psychology, 1972, 7, 153-156.
Meichenbaum, D. H. Examination of model char-
acteristics in reducing avoidance behavior.
Journal of Personality and Social Psychology,
1971, 17, 298-307.
(Received October 20, 1975)