BEHAVIOURAL COUNSELLING THEORY

INTRODUCTION

This topic introduces the behaviourism counselling theory or sometimes is also referred to as behaviourism/conduct
counselling. For the students who have just enrolled in the counselling course, they will need assistance in
understanding how an individual whom he/she wishes to help functions in his/her environment. They must not make
decision just by relying on their own assumption, without thinking rationally on why must an action is taken. By using
the chosen theory, they will be able to understand why a behaviour happens the way it happens, and what are the
appropriate strategies to maintain or change the behaviour according the theory. Most importantly, you will act more
consistently towards client by thinking of the adopted theory.

Through this topic, you will be able to understand the functions of the theories, and to follow the explanation of a
theory which is widely used by the professional counsellors, which is the behaviourism theory. Firstly, you will
comprehend the concepts and techniques which are used according to the behaviourism theory. Further explanation
will be on how an individual continues his or her maladaptive behaviour, which is the inappropriate behaviour among
the society and environment which he or she lives in. Several examples are provided to facilitate your understanding
on the implementation of behaviourism theory.

NEED FOR COUNSELLING THEORY

Theory is a presumption which consists of several ideas to explain on an event or a phenomenon. The purpose of a
theory is to:

a. Explain an event after making a few observations;

b. Use the theory to overcome certain situation; and

c. Use the theory to make prediction.

Whether counselling needs theories or not depends on the counselling profession practitioner himself/herself. For
example, Arnold Lazarus (1981) stated that counselling or therapy do not need a theory. There is also other view
which says that the idea which believes that counselling needs theory is given too much emphasis (Smith & Glass,
1977). This view has a notion that all counsellors and therapists do the same activities, achieve the same result, there
are even those who use the techniques which does not have any relation at all with the theory that they support. This
means that the theory which a person supports or hold on to does not bring any benefit.

Jerome Frank (1971) asserts that theory is very important to those who practice it. In his opinion, theory is important
because it gives meaning, confidence and direction to the counsellors. Thus, we can conclude from Franks
statement that is, theory gives focus to the counsellor on what he is doing to his client. Therefore, the
counsellor will be able to give full attention and energy on what he believed to be the source of his clients problem.

A counsellor who carries out his task according to theory will give him an opportunity to make plans and preparation
before he advices the client to plan the strategies to make changes. This will indirectly increase clients trust towards
the counsellor because the counsellor demonstrates his professionalism.

BEHAVIOURISM COUNSELLING THEORY

The history of behavioural approach in counselling begins from three components.

First Component

The first component is taken from the classical conditioning principle, or sometimes is referred to as respondent
conditioning based on the study by Pavlov (1960), and Hull (1943). In one study, John B. Watson (1920) has used
the Pavlov principle, which is the classical conditioning principle to train Little Albert to be afraid of white mouse, white
cotton, and Watsons white hair!

John B. Watson

In the experiment, Watson (refer to Figure 5.1) uses the stimulus unconditioned (loud ringing of a bell) which is
combined with the stimulus conditioned (white mouse). This resulted in conditioned response (startled and fear). It is
important to understand this example because it is the foundation of comprehension of behaviourism theory, and it
shows that an individuals emotion can be learnt and modified by using the learning principle . Figure 5.2
shows the Classical Conditioning Learning Principle. This approach is used by Wolpe many times (1954; 1958;
1961) when he introduced systematic desensitisation.

Second Component

The second component is the operant conditioning which is proposed by B.F. Skinner (1953) (refer Figure 5.3). In
operant conditioning, reinforcement is used to ensure repetition of certain behaviour. Reinforcement is something
that enables a behaviour to be repeated because there are elements of pleasantness or satisfaction.
Examples of positive reinforcement are money or compliments. Examples of negative reinforcement are such as
eliminating negative reinforcement such as electric shock or loud bell ringing. Negative reinforcement also reinforces
the repetition of a behaviour. Example of negative reinforcement is shutting up the loud ringing of a bell every time the
rat presses the lever. The rat presses the lever more often when the ringing bell is turned down slowly. Punishment
and extinction will hinder the behaviour from being repeated. Punishment is to increase hurtful or uncomfortable
stimulus. One example is giving electric shock after smoking. Extinction is to lessen unwanted behaviour such as
interrupting older peoples conversation. To decrease these unwanted behaviours, it is adequate to ignore it or does
not give any response towards the person who is interrupting the conversation.
 Figure 5.3 : B.F. Skinner

The use of the operant conditioning principle as a technique to modify behaviour of an individual is known
as behaviour modification technique or behaviour modification. From the implementation aspect, this technique
is sometimes corresponded with behaviour therapy technique. Skinners used behaviour modification on an individual
or a small group. If you notice, both principles are basic learning principles which are discussed in Learning
Psychology Module.

Third Component

The third component is known as cognitive behaviour therapy. This therapy is the combination of two different
trains of thoughts, where one focuses on behavioural approaches only, and the other emphasises on cognitive.

We could not explain the human occurrence or behaviour only through behavioural perspective, but we also have to
take into account the thinking process. The thinking process is the cognitive process.

BEHAVIOURISM PERSONALITY THEORY

In reality, there is no single specific personality theory which can be called behaviourism personality theory. The
theorists in the behaviourism domain are not interested in proposing a single theory which can be referred to as
behaviourism personality theory. They emphasise more on the learning theory instead of developing a model theory
of human personality. Behaviourists presume that the common behaviour consistently posed by an individual that is
referred to as attribute or personality is actually the symbol of maturity and the learning law which the individual has
experienced. Hence, the behaviourists believe that the most similar thing to personality theory is actually learning
theory.

However, there are several things that all behaviourists agreed upon about personality that all of us must understand:

a. First, the determiner of learning, attitude, habit or nature and other aspects related to personal development
is the behaviourism of an organism, not mental phenomenon.

b. Second, personality development is deterministic, where the environment and experiences determines the
personality development.

c. Third, individual differences come from experience differences.

 d. Fourth, dualism such as mind-body, body-soul does not have scientific prove to explain about human
development, to make prediction on what will happen about the human behaviour and to overcome human
behaviour to do something.

e. Fifth, even though personality development usually has genetic constraint which cannot change or be
changed anymore, it is resulted from internal environment and stimulus which plays the dominant role.

Skinners Principle Adaptation

In 1977, a counselling expert named R.W. Lundin has explained Skinner principles which can be used to be adapted
with one personality theory. We have already comprehended that the foundation of Skinner principle is that the
human personality development depends on operant reinforcement. Lundin has developed the view of operant
reinforcement to model personality by listing some of the principles as below:

a. In shaping the behaviourism personality theory, the most important is to make prediction and to control
our behaviour . There is no question of free will here. The environment variables will determine the
type of responses. When the variables are identified, the process of making predictions and control the
behaviour.

b. All behaviours can be divided into categories of operant and respondent. This means that individual
responds to something (operant), or acts (respondents) according to the environment. Thus, all
behaviours are subjected under the control of environment stimuli, and therefore the voluntary
behaviour does not exist.

c. An individuals personality is moulded by the reinforcements. Apart from the main reinforcements, such
as food, water and air, specific conditioned positive reinforcements such as money and society
compliments will also help to mold the personality. Removal of negative reinforcements also strengthens
behaviour and help personality development.

d. Behaviour can be modified by weakening or restraining reinforcement a process called extinction.

One example of behaviour modification using extinction is ignoring a childs behaviour who tries to attract
his or her parents attention by whimpering and sulking (refer to Figure 5.4).

Practically, this might take a long time if the child has already been given reinforcements on unwanted behaviour.

i. Modelling also facilitates personality development. Behaviour can be modelled by observing the nearest
person, and reinforcement is given to the behaviour which is similar to the behaviour of the
observed person. The use of role-play technique to teach assertive behaviour is one way of modelling.

ii. Apart from positive reinforcement, personality can also be controlled by unpleasant reinforcement which can
make an individual keep away from or avoid it.

iii. Personality is maintained by continuous conditioned reinforcement. Conditioned reinforcement begins from
neutral stimuli, but when combined with primary reinforcement, it can be reinforcement itself.

iv. Behaviour can persist if reinforcement is constantly or frequently reinforced. Constant reinforcement is given
for a constantly needed behaviour, which means that for each response, it will be followed by
reinforcement. If this method is used excessively, the desired effect will gradually weaken or lose its
satisfaction. For frequent reinforcement, it is given according to a certain schedule. Frequent and
scheduled reinforcement are the most effective ones.
INAPPROPRIATE BEHAVIOUR

An inappropriate or prohibited behaviour in a society is known as maladapted behaviour, and if it is continued to be

practiced by an individual, he/she will be regarded as a person who could not adjust himself/herself to the
society (maladjusted person). An act such as taking other peoples properties or showing aggressiveness is one
example of maladjustive behaviour if it becomes character mould, which is the inappropriate behaviour in a society.
On the other hand, helping someone in trouble and contributing something to the society such as social work is
regarded as adjustive behaviour, which is the desired behaviour.

According to the behaviourism approach, a behaviour, either adaptive or maladaptive is learnt. This also means that
something which is learnt can also be ceased or stopped. For instance, if an individual has the habit of smoking, it is
something that he has learnt, and theoretically, this maladaptive habit can be ceased or stopped.

Maladjustive behaviour is specific in different culture, time, social class and situation. What is maladjustive in
a society might be considered as adjustive in another society. The difference is that an individual receive
reinforcement from the people in his immediate environment, who has influence in giving reinforcement. For instance,
in a gang someone who is close with the members of the gang and the one who has control in giving reinforcement to
its members will become the gang leader. Therefore, orders from the gang leader such as to kill or rob will be
followed by the gang members because there is reinforcement. In this context, the action done by the criminal gang is
adaptive in the criminal society, however it is said to be maladaptive in common society

Time or period can also determine what is considered as adjustive or maladjustive. Fifty years ago, Malay
children were forbidden to go to English school fearing that they would become Christians. Those who still go to
English school despite the prohibition is regarded as practicing maladaptive behaviour and will suffer pressure from
their relatives and some are forced to stopped going to school. But parents nowadays do not suffer from any pressure
from anyone to send their children to English schools; there are even those who send their children to America and
England to study. Studying in English schools nowadays is considered as adaptive behaviour.

All social classes have their own interpretation on what is considered as adjustive and maladjustive and the way they
handle themselves to avoid the discomfort when performing maladaptive behaviour. In the West, these interpretations
exist where individuals from the middle class are able to control themselves better, always feel guilty, and humble as
reaction towards maladjustive behaviour, while individuals from lower social class tends to show aggressive
behaviour, have tendency to rebel and violate the laws as reaction towards maladjustive behaviour (Myers &
Roberts, 1959).

How an Individual is Troubled

How do the advocates of behaviourism view an individual who are having problems or unwell? They believe that all
learning happens through respondent experience or operant. Therefore, behaviours which are regarded as
maladaptive are all learnt in order to get positive reinforcement or to lessen the pain or uncomfortable feeling.

From the perspective of respondent learning, if the painful stimulus is combined with neutral stimulus, gradually after
the learning has occurred, the neutral stimulus will produce maladaptive response, even before the real event occurs.
For example, a boy who experienced stomach ache (uncomfortable stimulus) and during the night, he and some of
his friends plan to go camping together (neutral stimulus). At some other time, he once again experienced stomach
ache when he wants to go camping (combination). As time goes by, he will feel like vomiting and uncomfortable
(conditioned response) whenever he hears the word camping (conditioned stimulus) (see Figure 5.6).
Other maladaptive behaviours are learnt through operant conditioning. This behaviour will be shaped, increased and
continued because of further reinforcement. For example, the boy who had stomach ache is given full attention, love,
sympathy and very comfortable care by both his parents when he was sick. This will cause the boy to take the same
advantage in other situation where he does not want to go to school. Thus, by saying that he is having stomach ache,
he will be able to avoid doing something he dislikes, which is going to school.

If we look deeper into this example, generalisation will occur, that is whenever the boy wants to avoid from a situation
he considers as uncomfortable, he will experience stomach ache. Why does this happen? The answer is, because it
works. In reality, this behaviour will be a burden to him in the future; for instance, he might experience stomach ache
before he sits for examination. This individual might want to change his maladaptive behaviour, however, because he
has learnt that avoiding the uncomfortable stimulus will bring him good effect, it is hard for him to quit the stomach
ache behaviour, unless he goes for therapy or counselling session.

THE COUNSELLING PROCESS

When carrying out a counselling process, just as it is in other counselling system, behaviourism counsellor must also
show his/her expertise in these skills:

a. Listening accurately;.

b. Appreciate the clients;

c. Acceptance; and

d. Understand that the client is unique.

These skills have been explained in the previous topics. A counsellor needs to build a positive relationship with the
client in order to ensure that the counsellor truly understands the clients problem before starting a strategy on the
client. A positive relationship can also enable the client to be more motivated to succeed in achieving changes
towards adaptive behaviour.

In this situation, the client will be engaged in analysing, planning, processing and evaluating his/her behaviour
management program. Behaviourism counsellor will try to eliminate various behaviours which all this while are
regarded as maladaptive, and at the same time, the client will learn adaptive behaviours that will be maintained
according to the plan. The role of counsellor is to encourage and help his/her client to make changes.

To implement this behaviourism counselling process, a counsellor must have received training and experience in
human behaviour modification, and is willing to be a consultant, teacher, advisor, reinforcer and facilitator. In terms of
characters, he needs to be friendly, inquisitive, willing to help others and sincere.

What are the duties of a counsellor? First, he should be able to help the client in analysing his/her behaviour;
second, to interpret problem, and finally, choose an objective to be achieved. The counselling process will be
simpler and facilitating if the counsellor and client manage to create a means of communication which is effective for
both of them, trust each other and be cooperative. This good relationship factor must be maintained for as long as the
client and counsellor work together in finding ways to help the client to make changes. More specific ways to do this
are explained in the topic on communication skills next (refer to Figure 5.7).
STRATEGIES TO HELP CLIENT

Several strategies to help client will be explained in this section. A counsellor can use the chosen strategy for the
purpose of reinforcing a desired behaviour or eliminating unwanted behaviour. Most important is the involvement and
cooperation between the client and the counsellor must be maintained. The chosen strategies explained below are
only related to external behaviour, such as:

a. Role play;

b. Assertive practice;

c. Economy token;

d. Self-management;

e. Self-monitoring; and

f. Self-reinforcement.

Role Play

Strategies using the role play have been used regularly by counsellors to train clients in various behaviours which
they found very hard to do before this. It can be referred to as acting and training which is guided by counsellor with a
specific purpose. Professional counsellors who follow the behaviourism counselling approach use role plays when
they conduct assertive practice, modelling (imitate others behaviour) and career counselling.

Role play is the best technique in expanding the counsellors awareness and showing him that there are many
alternatives in acting other behaviours. For example, to teach an extremely shy student to talk in a group discussion,
we can use role play, where the student is asked to give an opinion to his or her counsellor.

The rational here is that the student practices giving out opinion in a safe environment and situation. When the
counsellor feels that the student is confident enough, then only the student is allowed to return to his or her respective
group (Figure5.8). The class teacher must give cooperation by not forcing the client, because if the client is still
nervous and shy, his or her feelings will be jeopardised.

Role play techniques can also be used with other clients so that the student will be more assertive when he finds
himself having difficulties to react whenever other people take advantages of him. Role play gives opportunity to the
individual to try bringing out a new behaviour in a safer situation before it is used outside or in places where troubles
frequently arise.

Limitations of Using Role Play

Even though the use of role play technique is effective, however, it has its own limitations, which are:

a. It depends on the counsellors skills and eagerness in administering its ways.

 b. It also depends on the clients own desire to experience, listen and feel the new behaviour which might be
hard for him to do before this.

Assertive Practice

Assertive practice is a technique used to teach client to gain confidence in coping with the people whom he
thought as a threat. We must remember that this technique must not be used to teach the client to be aggressive.
The main purposes of assertive practice are:

a. Actively gives strength to initiate chosen desired behaviour, that is to act without causing any physical end
emotional injury to other people, and;

b. To guide clients who are passive, dependent and unmotivated, so that they will find alternative, which is to
choose a more productive solution.

Many counsellors found out that their clients need to develop their assertive skills in enhancing their self
management and problem solving skills. Clients could lose their self-esteem by letting other people to take
advantage on them; unable to face their parents, employer, husband/wife or other people appropriately; or creating
unwanted responses by other people, if the clients behave aggressively instead of assertively.

Assertive exercise is usually carried out using these ways:

i. Role playing and modelling passive, aggressive and assertive situations which the clients usually
experience;

ii. Through problem exploration and interpreting;

iii. Repeating chosen role play exercise a few times;

iv. Role-reversal, which is to act out situations that cause the client to be unable to behave assertively; and

v. Implement the desired assertive behaviour gradually (successive approximation).

With the ways mentioned above, the client will not only be able to shape his new behaviour in a safe environment
with his counsellor, but the client, together with the counsellor could also analyse behaviours which can be gradually
moulded. When the client finally feels comfortable and is able to respond with the new behaviour, then only can he try
it outside of the counsellors room, which is in the clients daily lives.

Economic Token (Rewards)

One of the behaviourism techniques normally used is economy token or rewarding gifts. This is an organised
procedure where token or gifts are given as reinforcement for appropriate behaviour. The token can be in the
form of things like plastic coins, marks, or anything which can be cashed in with valuable things or special
privileges. The use of economy token has been proven to be effective where this technique is used in institutions
such as hospitals, clinics, nurseries and also in prisons. This procedure can be used in various situations (refer to
Figure 5.9).

For example, in school environment, a counsellor can prepare an economy token structure to be used as
reinforcement to students who behave positively, and to list down types of punishments, penalties or loss of privileges
if a student is to break the rule or fail to do his/her responsibility. This technique is very effective when used with
clients who have problem in normal behaviour or more complex behaviour. Users of this technique
discovered that this technique is very suitable to be used especially to eliminate maladaptive behaviours or
to mould adaptive behaviours.

The question now is can a behaviour which was modified through this strategy to be maintained or would it diminish
after a short while? For example, after a student who behaves aggressively, have a tendency to get into a fight and
likes to disturb other students, undergoes the changing process using the technique, and there seems to be positive
changes would these positive changes be sustainable?

Professional behaviourism counsellors will assert the effectiveness of economy token strategy, however, they too
agree that there exist problems in ensuring that the achieved changes will be maintained and sustained. The
counsellor who planned and prepared the economy token structure must be prepared to ensure that the changes can
be maintained by implementing these steps:

a. Ask assistance from other workers such as class teacher, teachers who teach the student, request for
parents to make commitments in helping and understanding the concept and objective of economy token;

b. Choose behaviour which most probably would receive reinforcement from the society and the environment;

c. Adhere to behaviourism modification principle such as rewarding token or gifts instantly, be fair and
consistent;

d. The token or gifts rewarded must have reinforcement value; and

e. Ensure that the modified behaviour is a desired behaviour outside the school.

How can we ensure the modified behaviour continues to be practiced by the client?

Self-Management, Self-Monitoring and Self-Reinforcement

Self-management, self-monitoring and self-reinforcement are a trend involving a client as a collaborator participant
and active in the counselling process. If we compare this with former behaviourists view, the client is more passive.
The characteristics of this technique are as below:

a. Clients play an active role in each counselling phase;

b. Clients give his/her own opinion and follow counsellors advice and construct their own specific and effective
plan;

c. Clients thinking process is given attention and focus;

d. Clients are expected to be more responsible in working hard to achieve the desired changes;

e. Clients learn the way to self-reinforce;

f. Clients are asked to observe, monitor, record, self-reinforce and are sometimes asked to interpret behaviour
data which they have recorded; and

g. Counsellors role is more of a mentor or educator instead of an expert.

According to the proponents of behaviourism theory, procedures listed above can be made into a framework of any
strategies discussed before this. Self-management strategy has specific steps to be adhered to in order to achieve
the desired objective.

You must understand the steps explained below so that the discussion on behaviourism concept which has been
explained earlier on this topic is more comprehensible.

i. Steps to Self-Manage, Self-Monitor and Self-Reinforce

First Step: Conceptualisation and Definition of Problem and Choosing Objective in Behavioural
Form

A. Decide target objective to be achieved individually.

B. The objective must be:

ii.

Comprehensible, important and valuable to the client;

Can be analysed and measured objectively;

Realistic and achievable; and

Positive and constructive.

C. Statements about target objective must include:

iii.

Clients need at an achievable standard, or eliminated; and

Gradual achievement of target objective according to the chosen dates.

Example:

Counsellor: So, now what you really want to do is to achieve your target to lose your weight, and this
time, it will be maintained.

Client: Yes, thats true, because what Im focusing on now is my health.

Counsellor: Alright, I think you have already made commitment to lose your weight and you want to start
it as soon as possible. Lets decide how many kilograms you want to lose, and plan a realistic and safe
schedule, and lets arrange on the dates to achieve your objectives.

iv. Step 2: Managing and Monitoring Target Behaviour

A. Choose appropriate aims based on clients objectives.

B. Start baseline assessment before implementing behaviour modification strategies.
C. Start monitoring and take note on any related targets.

v.
To implement this, the client needs to:
 Take note on behaviour right after it happens;

Use paper and pencil, a watch, or any appropriate recording device to record behaviour data; and

Implement frequency calculation, time recording or use other monitoring strategies to record
behaviour.

Example:

Counsellor: How are you going to change the way you record and monitor your behaviour this time in
order to ensure that you stick to the schedule and achieve the targeted weight?

Client: Oh, Ive already figured it out; weight-lifting, calorie count, types of exercise and I also thought
about how I am going to trace my daily activity. I have also thought about several methods to monitor what
I do, so as not to lie to myself.

Counsellor: You mentioned several methods. What are the methods that you intend to use? I really
want to see you make it this time. Lets take a look at the details on the things that you want to do and how
you are going to do it.

Client: Alright. I want to show you what Ive written as a record on my activities.

Counsellor: (While examining the note). This is a good list. Lets re-check and discuss together. Maybe
we could think of other ways which can help make your activity monitoring easier.

vi. Step 3: Environmental Change and Taking the Right Step

Continue taking notes or recording target behaviour.

At the beginning, try to avoid the environment and situation which will surely cause unwanted response or
A.
maladaptive behaviour.
B. Change the atmosphere, situation and environment to make sure that you:

vii.

Realise what you are doing;

Limit the stimulus that causes unwanted behaviour; and

Simplify behaviour which gives satisfaction.

Example:

Counsellor: This is one step where you have to change to other ways. If you continue your past
behaviour, it will be hard to eliminate this new behaviour, and you will be eating like you used to eat back
then and performing physical activity which was started. This will cause trouble. In my opinion, you need
to make a drastic change if you want to achieve your target weight.

Client: Yes, I know a few things that I must do. First, I must try to eat less fattening food, and low in calorie
during each meal that I take.

Counsellor: OK, is there anything else?

Client: Well, Im thinking of going for exercise everyday maybe every morning.

Counsellor: Thats really good. Let us discuss that matter, and we should think of a way to avoid the
craving to eat like you used to, and to ensure that your plan will work.
viii. Step 4: Generating Appropriate Reinforcement and Determining Meaningful and Effective Outcome
for Client
Continue recording target behaviour.

Identify reinforcement and its result; where positive reinforcement results in positive outcome, and which
A.
reinforcement is regarded as unpleasant;
B. Implement reinforcement in order to:

ix.

Appropriate behaviour is given immediate reinforcement.

Criteria in getting reinforcement are realistic and easy to perform.

People who are close to the client support him in setting the desired behaviour target.

Set up a phased schedule so that each achievement for each phase is given reinforcement.

Provide extrinsic and intrinsic reinforcement.

Reinforcement has the ability to affect.

Reinforcement is scheduled to be made into short-term, mid-term, and long-term incentives.

Example:

Counsellor: I want you to have enough reward to ensure that you follow the plan, but be careful to not to
set up a target too high and unachievable. And dont regard yourself as the only one who can give reward
and reinforcement. I want to know the people you regard as strong supporters, those who can administer
the rewards. This will increase your chances in achieving your target.

Client: Im sure my wife will help me with this. After all, if I lie to myself when Im eating, for sure my wife
will stop me.

Counsellor: Good! Put in another few names of the people who can help you. Then we will plan a
strategy where you can divide specific tasks to them for your and their sake too.

Client: OK. This time I really want to lose my weight.

x. Step 5: Maintaining the Achievement and Counting the Success

Continue taking notes.

Continue thinking of suitable reward for desired behaviour.

A. Create an effective evaluation/feedback system to make sure that the self-management, self-monitoring and
self-reinforcement can be modified and enhanced, or can be used once again to maintain your target objective.
B. Maintaining the learnt behaviour.

xi.

Lessening self-noting.

Lessening reinforcement.
 Get social support.

Use this strategy to change something which the client regards as important.

Example:

Client: What I want to do is to seriously involve my wife in controlling my weight to maintain it even after I
achieved my target.

Counsellor: Is there any possibilities that she might give reinforcement on your old behaviour?

Client: Certainly not! She takes good care of my health.

Counsellor: If that is so, I suggest that you make your wife as an assistant in continuing the target
objective. Try to think of other few names who can continuously support you to not to go back to your old
eating habit. It would certainly cause great trouble to yourself if you return to your old habit after all the
physical activities that you had done all this while.

Client: OK. Thank you.