CHCCSL005 Topic 2

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UNIT RELEASE 1 (ASPIRE VERSION 1.2) © ASPIRE TRAINING & CONSULTING 57 Topic 2 In this topic you will learn how to: 2A Identify and analyse the impact of modelling influences in a client’s environment to facilitate client change 2B Analyse individual responses to similar modelling and reinforcement 2C Analyse the effects of environmental differences and dysfunctional environments Analyse behavioural outcomes of different modelling and reinforcement influences The different theoretical concepts of learning have varied perspectives and focuses. Some theories are suited to and appropriate for specific behaviours while others may have a broader application and look at the individual as a whole, including emotions and cognitive processes. After the relationship has been established with the person and the problem is fully explored the counsellor then needs to analyse all the information collected. The analytical phase focuses on identifying factors that shape and influence behaviour, and using critical thinking skills to identify environmental factors and motivating influences to achieve the desired behaviour. It is important to understand the theories, in addition to their practical application.

58 UNIT RELEASE 1 (ASPIRE VERSION 1.2) © ASPIRE TRAINING & CONSULTING CHCCSL005 APPLY LEARNING THEORIES IN COUNSELLING 2A Identify and analyse the impact of modelling influences in a client’s environment to facilitate client change The environment a person is exposed to will have direct influence on the cognitive processes, emotional responses and behaviour that an individual exhibits. Individuals will choose models that they have contact with in their environment, or through media exposure, to construct behaviour. In order to change behaviour the individual needs to identify models they can emulate and learn new behaviours from. An important step to effecting a behavioural change for an individual is for the individual to assimilate the new behaviour and replicate it within their own environment. Analysing behaviours allows the individual to identify behaviours that lead to negative consequences and to explore alternative behaviours or cognitive processes that will have a positive effect. Identify modelling influences within a client’s environment Social cognitive learning recognises that people are selective in what they choose to model and are more likely to adopt behaviours if: X the person is accepted and given positive feedback and acceptance X the behaviour is rewarded. What a person chooses to adopt may be problematic, as negative behaviours rather than positive may be adopted if the model is witnessed being rewarded for the negative behaviour. Social learning theory focuses on the link of the environment and the individual’s perceptions that determines behaviour. Developmental theorists propose that as a person moves through the life span stages, they observe different models. The family and caregivers are the first models and remain influential throughout the life span; additional models come from school, friends and social groups.

UNIT RELEASE 1 (ASPIRE VERSION 1.2) © ASPIRE TRAINING & CONSULTING 59 TOPIC 2 ANALYSE BEHAVIOURAL OUTCOMES OF DIFFERENT MODELLING AND REINFORCEMENT INFLUENCES Observational learning Observational learning is learning that occurs as a result of watching other people or models in the environment around the person. The person aims to make sense of their environment and the accepted methods of behaviour that are expected in the environment. Refer to Bandura’s Bobo doll experiment. When attention is given to these models, information is encoded, stored and later retrieved. When storing information into long-term memory it is stored by association or semantic meaning. Individuals then need to retrieve this information and apply the learnt behaviours to personal experiences. If the consequences of using the new behaviours lead to a positive outcome for the person the behaviour is reinforced and will be able to be reproduced. Vicarious reinforcement When a person observes the consequences of behaviour exhibited by a model or person and chooses to act or not, Bandura called this process vicarious reinforcement. In this process a person is able to become selective in what they imitate. An individual will choose to model a behaviour in the aim of obtaining the consequences they observed the model receiving. Modelling enables the person to develop standards for behaviour, belief about their own abilities and adopt the characteristics that guide their actions. Modelling and reinforcement can be effective to: X learn new skills or responses –a person can integrate new patterns of behaviour through watching others and observing the consequences of others’ actions X inhibit the fear response – by watching others in situations where a person was fearful, they can adopt more positive responses to the fear situation X assist the person to learn different behavioural responses as models provide cues the person can emulate. Common behaviours of life span development It is always important to remember that many people do not fit perfectly into these categories for various reasons. The benefit of considering these stages of human development is to reflect on modelling to better develop and cater for the needs of the person to adapt and improve the counselling relationship. Ageing is good example of where people age differently depending on personality, lifestyle, attitudes and health. It is important not to stereotype all aged people as having a particular set of needs.

60 UNIT RELEASE 1 (ASPIRE VERSION 1.2) © ASPIRE TRAINING & CONSULTING CHCCSL005 APPLY LEARNING THEORIES IN COUNSELLING Here are some behaviours common to particular stages of development. Behaviours of adolescence X Searching for identity – working out who they are and where they fit in the world X Seeking more independence – this is likely to influence the decisions your child makes X Seeking more responsibility both at home and at school X Looking for new experiences – trying new experiences and engaging in more risk- taking behaviour X Thinking more about ‘right’ and ‘wrong’ – having a stronger set of moral values and morals X Being influenced more by friends X Developing and exploring sexual identity X Communicating in different ways; for example, the internet, mobile phones and social media X Showing strong feelings Behaviours of adulthood X Adulthood behaviours vary significantly. X Many of the issues and behaviours that arise in adolescence carry over into adulthood. X Focusing on social identity as well as personal identity X Making satisfying life investments X Taking more leisure time for the purpose of relaxing and rejuvenating Behaviours of ageing X Changing relationships X Retirement is different for everyone; some people adjust very well and others have difficulty X Physical changes may be especially disruptive and affect people emotionally especially chronic health problems X Taking longer to recall information or experiencing serious memory problems X Experiencing grief, anxiety, sadness and loss X Adjusting to new surroundings X Acting stubbornly – trying to regain control by taking ‘my way or no way’ X Regressing – reverting back to old behaviours or ways of coping to deal with life X Reminiscing – dwelling on how things were when they were younger

UNIT RELEASE 1 (ASPIRE VERSION 1.2) © ASPIRE TRAINING & CONSULTING 61 TOPIC 2 ANALYSE BEHAVIOURAL OUTCOMES OF DIFFERENT MODELLING AND REINFORCEMENT INFLUENCES Example Analyse behavioural outcomes of different modelling and reinforcement influences Three-year-old Ruby has been observing children as they walk across the wooden plank in the outside play area. Standing on the plank herself, she appears hesitant. Her eyes are wide and her brow furrowed; she scans the area for support, unsure of what to do next. She takes two very tentative, wobbly steps with her hands down by her side. Sven can see that she needs some assistance in taking the next step. Standing next to the plank, Sven walks in a straight line with his arms held out, using them to balance. Ruby watches, looks at him with a smile and takes another step, using her arms for balance. She walks confidently to the end of the plank, pivots around on one foot, and walks back again. When she gets to the end, she claps herself. ‘That was very careful walking, Ruby. You used your arms to balance and walked to the end’, Sven tells her with a smile. ‘I watched you’, she replies. With modelling, Sven has been able to help Ruby and not interfere with her attempts. Ruby is still in control of her own learning and her accomplishment gives her confidence to take risks and solve problems. She walks along the plank several more times, smiling to herself at her achievement. Practice task 4 Re-read the previous example. 1. Identify the reinforcement techniques that Sven used to reinforce Ruby’s behaviour. 2. List two ways modelling and reinforcement can be effective when applied to the counselling practice.

62 UNIT RELEASE 1 (ASPIRE VERSION 1.2) © ASPIRE TRAINING & CONSULTING CHCCSL005 APPLY LEARNING THEORIES IN COUNSELLING 3. Explain briefly how observational learning occurs. Click to complete Practice task 4

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