Behavioral Agreement Deutsch

A second element of the CBCT is communication and problem-solving training. These capabilities are designed to empower couples to improve intimate communication and resolve their sources of current and future conflicts (Jacobson- Margolin, 1979; Notarius – Markman, 1994). In most CBCT applications, the communication abilities sought in training were identified by the therapist based on the contrast between the couple`s current communication and an adaptive conjugal communication model. Models of adaptive marital communication have been largely derived from research, which contrasts the communication behaviour of married and unconserant couples in problem-solving interactions within research laboratories (see Weiss-Heyman, 1990, 1997, for reviews of this literature). Often, CBCT would teach couples a relatively strong skills program (. B paraphrase, ask outstanding questions, behavioral instructions) on the basis of the assumption that each of these skills is adaptive as communication skills. The Mesa Grande Project (Miller- Wilbourne, 2002) is a powerful review of 361 clinical studies in the treatment of alcohol use disorders. The results showed that short interventions, social skills training, community building, behavioural comparison, marital behavioural therapy and case management were equally effective in treating alcohol consumption. Drugs were also part of the supported approaches, including opiate antagonists (naltrexone, nalmefen) and acamprosates. Ineffective interventions have included conflicting advice and mandated anonymous alcoholics. The second part of the driving agreement is to identify factors that may affect treatment.

These include things within the individual (for example. B, mood, fear of medication, forgetfulness) and external influences (. B for example, family members who discourage the use of medications, conflicting medical advice). Table 17.8 lists some of the most common barriers to treatment. Early research uses behavioural approaches, including reinforcement and direct advice to improve computational skills. For example, Pavchinski, Evans and Bostow (1989) described an intervention with a 12-year-old student with learning disabilities to improve basic reading and math skills. Based on a changing criteria design and token reinforcement system, dagger sight words were presented to the student and a second set of measures consisting of a list of 220 simple computational problems.