How Bandura Would IncreaseSelf-Efficacy in Therapy

Gerd R. Naydock, MSS, LSWLearning TheoriesPhiladelphia College of Osteopathic Medicine

Basic Principles:

Incorporates principles of reinforcement and punishment from behaviorism.

People learn by watching others.

Cognitive processes mediate social learning.

Social Cognitive Theory

Social Cognitive Theory vs. Behaviorism

The reciprocal nature of the determinants of human functioning in social cognitive theory makes it possible for therapeutic and counseling effort to be directed at personal, environmental, or behavioral factors.

The Little Engine that Could

A person’s belief in their capacity to successfully perform a particular task.

Along with goal-setting, self-efficacy is one of the most powerful motivational predictors of how well a person will perform at almost any endeavor.

Determines effort, persistence, and strategy in the accomplishment of tasks.

What is Self-Efficacy?

What do these two gentlemen have in common?

Walt Disney Thomas Edison

Having a high degree of self-efficacy lead individuals to work hard and maintain persistence in the face of setbacks and adversity.

When learning complex tasks, high self-efficacy leads people to work to improve their assumptions and strategies, rather than look for excuses such as not being interested in the task.

Answer: High Self-Efficacy

Doubt about personal capabilities cause individuals to shy away from difficult tasks which are often viewed as personal threats.

Low aspirations and weak commitment to the goals they choose to pursue.

Dwell on personal deficiencies, adverse outcomes rather than how to perform successfully. Bandura, 1994

Low Self-Efficacy

1. Enactive Self-Mastery

This is the strongest and most effective source

Convinces people that they have what it takes to achieve increasingly difficult accomplishments of a similar kind.

Most effective when achieved through progressive mastery by breaking down difficult steps into small steps that are relatively easy. Ensures high level of success.

Requires structuring situations that bring rewarding successes and avoid the experience of repeated failure.

Sources of Self-Efficacy

2. Role Modeling (Vicarious Experiences)

Observing others performing a task that one is attempting to learn or vividly visualize themselves performing successfully.

To be most effective, models should be personally liked and are seen as having similar attributes (e.g. age, gender and ethnicity) as the individuals who observe them. Also, the model should be seen by the individual as someone who has struggled imperfectly, but succeeded in similar task.

Sources of Self-Efficacy (continued)

3. Social Persuasion (Verbal Persuasion)

Generally, positive verbal statements are provided to increase self-efficacy i.e. “You can do this”.

Must be believable and be delivered by someone that the receiver believes to be trustworthy.

Sources of Self-Efficacy (continued)

4. Physiological Cues

Tends to be the weakest of the four (4) sources of self-efficacy.

Individuals rely partly on their somatic and emotional states when judging their capabilities.

Aversive symptoms like anxiety tend to be interpreted as signs of vulnerability to poor performance

Positive mood enhances self-efficacy. Despondent mood diminishes it.

Sources of Self-Efficacy (continued)

Receiving praise for mediocre performance.

Fault-finding and personal criticisms undermine motivation to explore and experiment.

Utilizing verbal persuasion in cases where an individual’s experiences are not efficacy-affirming or enactive self-mastery.

Examples of Ways in which Self-Efficacy can be Undermined:

Can lead to excessive risk-taking behaviors.

Hubris

Dysfunctional persistence

Generally speaking, the benefits of high self-efficacy are very much worthwhile and warrant individual development

How can High Self-Efficacy be Maladaptive?

300.23 Social Phobia (Social Anxiety Disorder)

In social or performance situations, the sufferer fears exposure to scrutiny, humiliation or embarrassment, and anticipates the failure to perform up to standard.

Extreme anxiety when performing, may have panic attack

A recognition that the fear is excessive.

The feared situation is avoided or endured with intense distress.

Performance Anxiety

The combination of avoidance, anticipation, or anxiety in the situation prevents normal functioning in the relevant social or occupational activities. Having the phobia causes marked distress.

DSM-IV -TR

Performance Anxiety (continued)

A client is scheduled to give a major sales presentation to prospective customers at the company she works for. If everything goes well, she will receive a promotion and a considerable pay increase. Despite being quite knowledgeable about her products, your client explains that all she can imagine is seeing herself appearing nervous and going blank during the presentation. She has had extreme fears of performing for others ever since childhood when she once gave a piano recital and was so anxious that she forgot what notes to play. This caused her so much embarrassment and humiliation that she continued to avoid similar situations throughout her life. Given the high stakes involved, your client is asking for your help in preparing her for this presentation.

Clinical Example for Increasing Self-efficacy in Therapy

I. Enactive Self-Mastery

Consideration of both performance and ability to control anxiety during performance.

Graduated behavioral rehearsals of giving speech to self (mirror) and others.

Eventually make performance simulations as realistic as possible.

Do not interrupt performance and provide initial feedback on what went correctly.

Listen to client’s self-appraisal of performance.

Frequently repeat practices which are positively experienced.

Clinical Interventions

II. Verbal Persuasion

Probably most frequently used but also least powerful.

Focus is on client’s ability to manage their anxiety during performance.

The person offering moral support is seen by client as knowledgeable about anxiety management.

Be specific rather than general with feedback i.e. “You are making extremely good use of your breathing and relaxation skills today” as opposed to “I know you can do it.”

Clinical Interventions (continued)

III. Physiological Arousal

Any intervention that is helpful in reducing client’s physiological arousal is extremely powerful.

Do not impose your own preferences for relaxation or self-soothing practices on clients. Explore with client what method works uniquely for her and incorporate same.

Relaxation techniques

Internal verbalizations (i.e. mantras, positive self-talk)

Meditation

Release of pent-up adrenaline

Consider referral to physician if medication is warranted, however, be careful to not to describe the drug as “all powerful”.

Clinical Interventions (continued)

IV. Vicarious Experience ( Role Modeling)

Questions:

1. Would you as the therapist serve as a role model given the specific circumstances of this case?

2. If not, what might you recommend to this client?

Clinical Interventions (continued)

American Psychiatric Association. (2000) Diagnostic and Statistical Manual of Mental Disorders (4th ed.) Text Revision. Washington, D.C. Author

Bandura, A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 1977:84:191-215

Bandura, A. (1994) . Self-efficacy. In V.S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). Academic Press: New York

Bandura, A (1986) Social foundations of thought and action: A social cognitive theory. Prentice Hall: Englewood Cliffs, NJ

Brown, I., Inouye, D.K., Learned helplessness through modeling: The role of perceived similarity in competence. Journal of Personality and Social Psychology 1978:36:900 -908

References

Heimberg, R., Liebowitz, M., Hope,. Et al. (1995) Social Phobia: Diagnosis, Assessment and Treatment . New York: Guilford Publications.

Miller, N.E., Dollard, J. (1941) Social Learning and Imitation. New Haven: Yale University Press.

Olson, M. H., & Hergenhahn, B. R. (2009). Chapter 13 Albert Bandura. In M. Olson & B. Hergenhahn’s An Introduction to Theories of Learning, 8th ed. (pp. 323-357). New Jersey: Pearson/Prentice Hall.

References