A Contingency Is the relationship between

someone’s behaviour and the consequences of their behaviour

Often short term gain, long term pain

CONTINGENCY MANAGEMENT

Managing contingencies + observing limits

Contingency management OF behaviours on target list

Observing limits = all client behaviours that push or cross the therapist’s own personal limits

Orientate client: non judgmental

Explain intention-outcome confusion

Explain automatic learning

Explain unawareness of consequences

Try to get free from perceived blame

Reinforce desired behaviour

Make reinforcement immediate

Use appropriate schedule (constant/intermittent)

Use relationship as reinforcer

Extinguish target behaviours Assess maintenance factors Do not appease Hang on during extinction bursts Reinforce alternative behaviour soothe

Punish target behaviours

Use aversive consequences when necessary (withdrawal of approval/contact)

Use this when high-priority target behaviour is not under control (e.g. suicide attempt)

Or when behaviour interferes with other adaptive behaviour (e. g. shouting in group)

Correction-Overcorrection Use correction-overcorrection as

punishment (e.g. Fix damage, then re-paint whole room)

Using punishment

Be cautious in your use of disapproval, confrontation, withdrawal of warmth

As a last resort, use holidays/discussion of termination

be aware of:

The potency of consequences (use most potent)

Use of praise (= reinforcer/punisher?)

Importance of attachment Degree of satiation natural consequences (e.g. Smile)

are preferred to arbitrary (e.g. Sweet).

Teach adaptive behaviours

A: Shaping = reinforce existing behaviours

and build up from there E.g. Client comes up with an idea

to solve a problem: praise this Then next time save praise for

coming up with an idea and implementing some part of it

Teach adaptive behaviours B modelling = demonstrate desired behaviours

(show don’t tell) get client to imitate

Use role play in sessions Use behavioural experiments: role

play to test out assumptions & predictions

Teach adaptive behaviours Signalling Teach signals/prompts for desired

behaviour e.g. Flashcards, objects to hold

Ask client to design her own signals/prompts

Observing-Limits Make sure that client behaviours or

system pressures do not punish (= reduce) the therapist’s continued

involvement with the client

Natural limits are preferable

Limits are changeable & variable

Observing-Limits

Monitor your own & consult group members’ limits

Be honest about limits Expand/reduce limits when needed Be firm (place client behaviours on

an extinction schedule..don’t reinforce)

Soothe, validate, problem-solve