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Self-control therapy
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Self-control therapy
Self-control therapy is a behavioral treatment method based on a self-control model of depression, that was modeled after Frederick Kanfer's behavioral (1971) model of self-control.
Lynn P. Rehm proposed a self-control model of depression based on the three processes included in a feedback loop model of self-control: self-monitoring, self-evaluation, and self-reinforcement. In the self-control model, depression is characterized as the result of deficits in these processes of self-control.
Self-monitoring is described as the observation and evaluation of one's own behavior, including its antecedents (events preceding the behavior) and consequences. Rehm describes two characteristics of self-monitoring in those who experience depression: the tendency to attend only to negative events and the tendency to recognize only immediate consequences of behavior.
Self-evaluation is described as an individual's perception of their growth and progress compared to an internal standard. For example, a dieter may compare their calorie count for the day to a goal and decide whether or not they reached that goal. An internal standard can be set by adopting externally imposed standards, such as a diet calorie chart based on sex and height, or they may choose criteria that are more or less stringent than external standards. In Rehm's model, self-evaluation is characterized in those experiencing depression by inaccurate, and often external, attributions of causality and stringent self-evaluation criteria. For example, an individual who self-imposes a criterion of obtaining 100% on every test they take, has set an unrealistic criterion. When that stringent criterion is not met, the individual may inaccurately attribute their failure to an internal characteristic, such as intelligence.
Rehm also includes self-reinforcement in his model, and states that those experiencing depression infrequently engage in self-reward and engage more frequently in self-punishment.
Carilyn Z. Fuchs and Rehm developed a group administered self-control behavior therapy program based on Rehm's self-control model of depression and the concept that depression results from an individual's deficits in self-control. The original, six-week program focused on training self-monitoring, self-evaluation, and self-reinforcement skills in three phases. Each phase consisted of two sessions.
The focus of the first phase was on self-monitoring. During the first two sessions participants were exposed to the behavioral self-control rationale for the program and introduced to the concept of self-monitoring to influence their mood. As homework, participants were asked to record the positive activities they experienced each day on a log form. The logs were reviewed and discussed during the second session and participants were asked to analyze their data for patterns. Specifically, they were asked to look for correlations between the number of positive activities they experienced and their mood.
The second phase focused on self-evaluation and the importance of setting realistic and obtainable goals for oneself. Participants were asked to identify goals and then break those goals into sub-goals.
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Self-control therapy
Self-control therapy is a behavioral treatment method based on a self-control model of depression, that was modeled after Frederick Kanfer's behavioral (1971) model of self-control.
Lynn P. Rehm proposed a self-control model of depression based on the three processes included in a feedback loop model of self-control: self-monitoring, self-evaluation, and self-reinforcement. In the self-control model, depression is characterized as the result of deficits in these processes of self-control.
Self-monitoring is described as the observation and evaluation of one's own behavior, including its antecedents (events preceding the behavior) and consequences. Rehm describes two characteristics of self-monitoring in those who experience depression: the tendency to attend only to negative events and the tendency to recognize only immediate consequences of behavior.
Self-evaluation is described as an individual's perception of their growth and progress compared to an internal standard. For example, a dieter may compare their calorie count for the day to a goal and decide whether or not they reached that goal. An internal standard can be set by adopting externally imposed standards, such as a diet calorie chart based on sex and height, or they may choose criteria that are more or less stringent than external standards. In Rehm's model, self-evaluation is characterized in those experiencing depression by inaccurate, and often external, attributions of causality and stringent self-evaluation criteria. For example, an individual who self-imposes a criterion of obtaining 100% on every test they take, has set an unrealistic criterion. When that stringent criterion is not met, the individual may inaccurately attribute their failure to an internal characteristic, such as intelligence.
Rehm also includes self-reinforcement in his model, and states that those experiencing depression infrequently engage in self-reward and engage more frequently in self-punishment.
Carilyn Z. Fuchs and Rehm developed a group administered self-control behavior therapy program based on Rehm's self-control model of depression and the concept that depression results from an individual's deficits in self-control. The original, six-week program focused on training self-monitoring, self-evaluation, and self-reinforcement skills in three phases. Each phase consisted of two sessions.
The focus of the first phase was on self-monitoring. During the first two sessions participants were exposed to the behavioral self-control rationale for the program and introduced to the concept of self-monitoring to influence their mood. As homework, participants were asked to record the positive activities they experienced each day on a log form. The logs were reviewed and discussed during the second session and participants were asked to analyze their data for patterns. Specifically, they were asked to look for correlations between the number of positive activities they experienced and their mood.
The second phase focused on self-evaluation and the importance of setting realistic and obtainable goals for oneself. Participants were asked to identify goals and then break those goals into sub-goals.