Personal growth and clinical applications of the theory both involve the notions of cognitive competencies and perceived efficacy. People, Bandura (1977) states, are psychopathological to the extent that they have learned dysfunctional and maladaptive expectancies and self-conceptions (usually by watching their parents model these dysfunctional behaviors). These negative expectancies and self-conceptions lead to defensive behaviors that are difficult to unlearn because the defensiveness itself operates to withhold from individuals many of those experiences that could produce personal growth and learning. Therapy, as a consequence, must emphasize the importance of changes being made in the sense of inefficacy and self-concept. In other words, the counseling goal is to strengthen expectations of personal effectiveness; and this is to be done through the processes of modeling and guided participation.
The role of the counselor is to be a good model, compelling attention by instilling trust, by appearing as a realistic figure for self-comparison, and by providing standards that seem reasonable to the learner. Therapeutic rules for inducing and maintaining needed changes are said to include:
(1) Structuring tasks to be learned in an orderly, stepwise sequence.
(2) Explaining and demonstrating general rules or principles and then checking client's understanding and providing opportunities for clarification.
(3) Providing guided simulated practice with feedback concerning success and error.
(4) Once the desired behaviors are established, increasing opportunities for self-directed accomplishments.
(5) Testing newly acquired skills in the natural environment under conditions likely to produce favorable results.
(6) Testing skills in increasingly more demanding situations until a satisfactory level of competence and self-efficacy has been obtained.
(7) Providing opportunity for therapist consultation and feed...