BEHAVIORAL MODELS & DEPRESSION I

According to Sue, Sue, and Sue (1994), over the last three decades, the behavioral perspective of psychological disorders has shifted from models based solely on stimulus-response characterizations to a more cognitive focus. In other words, cognitive or mental variables have been increasingly introduced into behavioral models as causal agents producing psychopathology.

However, there do remain behavioral models that have essentially avoided reliance on cognitive or mental factors as explanatory constructs of mental disorder in favor of the more observable determinants of stimulus-response factors (Heiby, 1993). A central assumption in the report presented here is that the models avoiding cognitive or mental agents are more tied to the roots of behavioristic theory and that because of this deeper connection, these models need to be more thoroughly considered in any review of the behavioral perspective of mental health.

The purpose of this report is explicate these more behavioristic models as they apply to depression and to review empirical research related to therapeutic interventions derived from these models. To provide context to this review, the report also provides a description of the prevalence of depression as well as a brief characterization of the clinical symptoms associated with disorder.

Depression Prevalence and Clinical Symptoms

An understanding of behavioral models and treatment for dep

. . .
rcement. Further, Costello's notion of loss of reinforcement effectiveness is echoed in Lewinsohn's concept of reduction in reinforcement potency. Support for Lewinsohn's model has been observed in a study conducted by Dykman, Horowitz and Abramson (1991) who examined whether depressed persons' social skill deficits contributed to their negative cognitions and whether this contribution was independent of their negative schemata (pattern of behavior or thought). In the study, depressed (n = 60) and nondepressed (n = 60) individuals engaged in group discussions. Dykman, Horowitz and Abramson (1991) assessed subjects' social competence schemata with a questionnaire as well as their actual level of social competence in the discussion through objective ratings made by co-discussants and outside observers. Findings revealed that independently of their negative schemata, depressed individuals' social skill deficits explained a significant portion of the variance in their more negative interpretation of feedback relative to nondepressed individuals. According to the authors, findings suggested that real deficits in depressed persons' performance compound the effects of their negative schemata and further contribute to their n
. . .

Some common words found in the essay are:
Sue Sue, Learned Helplessness, Depression Inventory, According Costello, Seligman Ferster, Segrin Abramson, According Stark, Bornstein Greenberg, Horowitz Abramson, Taylor Marshall, behavior therapy, sue sue, behavioral models, positive reinforcement, learned helplessness, treatment efficacy, treatment interventions, treatment depression, sue sue sue, lewinsohn's model, sue 1994, sue sue 1994, theory learned helplessness, learned helplessness theory, behavioral models depression,
Approximate Word count = 7283
Approximate Pages = 29 (250 words per page)

More Essays on BEHAVIORAL MODELS & DEPRESSION I