Self–Management: Using Behavioral and Cognitive Principles to Manage Your Life

272 Pages·2010·92.768 MB·English

by  Edward P. Sarafino

SELF-MANAGEMENT
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SELF-MANAGEMENT
Using Behavioral and Cognitive
Principles to Manage Your Life
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SELF-MANAGEMENT
Using Behavioral and Cognitive
Principles to Manage Your Life
Edward P. Sarafino
The College of New Jersey
~
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LibraryofCongressCataloging-in-PublicationData
Sarafino,EdwardP
Self-management usingbehavioralandcognitiveprinciplestomanageyourlife/EdwardP
Sarafino
pcm
Includesindex
ISBN978-0-470-57151-4(pbk)
Behaviormodification. 2. Self-management(Psychology)I. Title
BF637.B4S27520I1
158.I-dc22
2010027048
PrintedintheUnitedStatesofAmerica
10987654321
To self-management students past and
future for their interest, ideas, and projects
in behavior change
ABOUT THE AUTHOR
Edward P. Sarafinoreceivedhis Ph.D includinggraphsthat I mayconsider
from theUniversityofColorado,and usingforsubsequenteditionsofthis
beganhis32-yearaffiliationwiththe book. Pleasesendonlyprojectsfor
DepartmentofPsychologyatTheCollege whichyou havereceived thestudent's
ofNew Jersey. Hisscholarshipcontinues permissionforme toconsideranduse
tocombineareasofhealthand Studentsandinstructorsmaye-mail
behavioralpsychology.particularlyin his [email protected]. Tosend
studyofasthma. Inadditiontohaving materialviathepostalservice,addressit
publisheddozensofresearcharticles tomeat theDepartmentofPsychology.
andchapters,heistheauthorofsix TheCollegeofNewJersey, Ewing.
books Ileisa memberofDivision25 NI08628-0718
(TheExperimentalAnalysisofBehavior) Edward P. Sarafino
oftheAmerican Psychological
Associationand isafellowofDivision 38
(Health Psychology). Heservedasan
officer(Secretary)ofDivision 38,and has
beena memberofseveralcommitteesof
theDivisionandtheSocietyof
Behavioral Medicine. When heisnot
working, heenjoysbeingwith familyand
friends, traveling, hikingandother
outdooractivities,andgoingtocultural
events,especiallymusicandvisual arts
TO CONTACT THEAUTHOR
would bepleasedto receivecomments
andsuggestionsaboutthisbookfrom
studentsand InstructorssothatI may
considerthoseideasforfutureeditions.
From instructors, Iwouldalso
welcomereceivingwell-designedand
executed studentprojects-with the
student'spermission,ofcourse-
PREFACE
"Now that's a book I could use," a nonpsychologist friend said when I told him I was
writinga bookto teach skills peoplecan applyto improve theirown behavior. I hope
you will respond with thesamewordswhen you seewhat I havewritten. Psychologists
have discovered a great deal about human behavior and methods that help people
regulate how they behave and function better in their everyday lives. The field of
self-management isunique in this respect, havingdeveloped a rich and varied system
of techniques, based on established principles of learning, that have been applied
effectively foralmostall typesofbehaviorand in a wide varietyofsettings. The range
ofbehaviorsstudentscan learn tochangeisbroadand includes,tonamea few
•Increasingstudying
•Increasinghealthfulexerciseandeatingpatterns
• Stoppingsmoking
• Decreasingswearing
• Decreasing nailbiting
• Decreasingemotions,such asangerortestanxiety
This bookallows instructors flexibility in teaching these skills-forexample, they can
have studentsdiscuss thedesign ofhypotheticalself-managementprojects in classor
designand carryoutan actual projecttochangeone oftheirown behaviors
My goal in writing this book has been to create a clear and engaging teaching
instrumentthat describeswaystoanalyzeone'sown specificbehaviorsin termsofthe
factorsthatcauseand maintainthemand waysto manage thosefactorstoimprovethe
behaviors. I havedrawn on research, theory,and myown and students'experiencesto
explain and provide examples ofthe conceptsand methods ofself-management in a
comprehensivetext. Theresultingbookciteshundredsofreferences,nearlyone-quarter
ofwhichwerepublishedin the last I0years.Thetextisappropriateforseveralcourses,
especiallythosethatfocusonbehaviormodificationandself-management,counselingandclinical
psychology,personaladjustment, and healthpsychologyand healthpromotion. These coursesare
likely to be offered in departments of psychology. public health, counseling, social
work,and health and physicaleducation.
Twogeneral featuresofthestudents'educationalbackgroundsshaped mywriting
First, students who use this book are likely to come from a variety of fields. I have
triedto make the material interestingand relevant tostudents from all fields. Second,
studentswho use this bookare likely tovary in theiracademic level and preparation.
l wrote with a straightforward writing style to make the content accessible to most
sophomores,includingthosewho've not taken an introductorypsychologycourse.
The fieldofself-managementisveryexciting,partlybecauseofitsrelevanceto the
current lives of those who study it aswell as to the individuals the students know or
will workwith in the future. By reading the material in this book, students will learn
how tochange theirown behaviorand how toteach theseskills toothers, particularly
clientsin theirfuturecareers.
vii
VIII Preface
OBJECTIVES AND DISTINCTIVE FEATURES OFTHIS BOOK
Several importantobjectives guided thecontentand organizationofmy writing. This
textwasdesignedto
Provideanunderstandingoffundamentalself-managementtechniquesbypresentingits
conceptsandproceduresinalogicalsequenceandgivingcleardefinitionsandexamples
ofeachtechnique
• Teach students how to pinpoint and define the behavior to be changed and how a
behaviorisdeterminedbyitsantecedentsandconsequences
Teachusable,practicalskillsbydescribingthepurposeandprocedureforeachtechnique
andpresentingguidelinesandtipstomaximizeitseffectiveness
• Describewhyand howtocollectandanalyzebehavioraldata
• Describe why and how to design a program to change one's own behavioral deficit
or excess by conducting a functional assessment and then selecting and combining
techniques that can be directed at the behavior itself and its antecedents and
consequences
Itis my hopethatthistextwill serve asa handbooktoenablecurrentstudents to
designandconductself-managementinterventionstochangetheirownbehaviorsand
toteachclientstocarryouta self-management program
Several features of this bookand itscompanion Website are unique for texts in
self-management.Thisbook:
• Hasend-of-chapterapplicationexerciseswithworksheetsthatpresentspecificquestionsthat
arearrangedsystematicallytowardthedesignofaself-managementprogram
• Presentstheworksheetsfortheapplicationexerciseson thebook'scompanionWebsite,
enablingstudents to fill themout there ande-mail them to the instructor,a teaching
assistant,oranotherstudent
• Includes questions in the application exercises to identify a behavior of their own
choosing that is not too difficult to change, assuring that they will have sufficient
self-efficacyand motivation tochangeitsuccessfully
• Providesstudentswithdetailedreasons,procedures,anddataformsfordoingafunctional
assessmentofabehaviortheywouldliketochange,enablingthemtodefinethebehavior
anddetermineitsantecedentsandconsequences
• Presentsacompleteprotocolforperformingprogressivemusclerelaxation
Describeshowtoconstructabehavioralcontract
• Showsstudentshowtographtheirdataanddoagraphicanalysis
• Hasaglossaryofkeyterms
• HasastudyguideonitscompanionWebsite
Amainfeatureofthistextistheinclusionofapplicationexercises.Theseexercises
can serve two functions. First, they enable students to draw together their answers
and solutions in theworksheetsto form the basis fora program design. Second, the
exercisesget thestudentsactivelyinvolved in thechaptermaterial, promotinga more
detailedandfull understandingoftheconceptsandtechniques. Becauseoftheflexible
design oftheseexercises, an instructor has theoptionofusingthem tocreateanyof
thefollowingcourseassignments. Thestudentscanbeaskedto: