Australian Institute: Applying Learning Theories to Counselling

This assignment provides a comprehensive overview of learning theories and their practical application in counselling. It begins by introducing and defining various learning theories, including classical conditioning, operant conditioning, and observational learning, along with relevant examples. The assignment explores the application of these theories in practice, such as in behavioural change programs. Furthermore, it delves into the cognitive processes involved in learning and the importance of social context in counselling, referencing Vygotsky's Social Development theory. The assignment also discusses the implications of these theories and their use in developing counselling resources. The assignment addresses the key concepts of reinforcement, shaping, extinction and the schedules of reinforcement within the context of operant conditioning. It also explores the role of observation, imitation, and self-efficacy within observational learning. Through case studies, the document illustrates how these theories can be applied to real-world counselling scenarios, including how to address client behaviors and promote positive outcomes. Overall, this assignment equips students with a robust understanding of how to apply learning theories to enhance their counselling practices.

APPLY LEARNING
THEORIES TO
COUNSELLING

Table of Contents
INTRODUCTION...........................................................................................................................1
SECTION 1......................................................................................................................................1
1.1...........................................................................................................................................1
1.2...........................................................................................................................................1
1.3...........................................................................................................................................1
1.4...........................................................................................................................................2
1.5...........................................................................................................................................2
1.6...........................................................................................................................................2
1.7...........................................................................................................................................2
1.8...........................................................................................................................................2
1.9...........................................................................................................................................3
1.10.........................................................................................................................................3
1.11.........................................................................................................................................3
1.12.........................................................................................................................................3
1.13.........................................................................................................................................3
1.14.........................................................................................................................................4
1.15.........................................................................................................................................4
1.16.........................................................................................................................................4
1.17.........................................................................................................................................4
1.18.........................................................................................................................................4
1.19.........................................................................................................................................4
1.20.........................................................................................................................................5
1.21.........................................................................................................................................5
1.22.........................................................................................................................................5
1.23.........................................................................................................................................5
1.24.........................................................................................................................................5
1.25.........................................................................................................................................6
1.26.........................................................................................................................................6
1.27.........................................................................................................................................6

1.28.........................................................................................................................................6
1.29.........................................................................................................................................7
1.30.........................................................................................................................................7
1.31.........................................................................................................................................8
1.32.........................................................................................................................................8
1.33.........................................................................................................................................8
1.34.........................................................................................................................................9
1.35.........................................................................................................................................9
1.36.......................................................................................................................................10
1.37.......................................................................................................................................10
1.38.......................................................................................................................................10
SECTION 2....................................................................................................................................11
2.1.........................................................................................................................................11
2.2.........................................................................................................................................11
2.3.........................................................................................................................................12
2.4.........................................................................................................................................12
2.5.........................................................................................................................................12
2.6.........................................................................................................................................12
2.7.........................................................................................................................................13
2.8.........................................................................................................................................13
2.9.........................................................................................................................................13
2.10.......................................................................................................................................13
2.11.......................................................................................................................................14
2.12.......................................................................................................................................15
2.13.......................................................................................................................................15
SECTION 3....................................................................................................................................15
3.1.........................................................................................................................................15
3.2.........................................................................................................................................16
3.3.........................................................................................................................................16
3.4.........................................................................................................................................16
3.5.........................................................................................................................................16

3.6.........................................................................................................................................16
3.7.........................................................................................................................................17
3.8.........................................................................................................................................17
3.9.........................................................................................................................................17
3.10.......................................................................................................................................17
CONCLUSION..............................................................................................................................18
REFERENCES..............................................................................................................................19

INTRODUCTION
Learning refers to a continuous process of appropriately enhancing the knowledge about
certain aspects and topics that are necessary for academic and professional prosperity. Moreover,
learning theories are specific frameworks which allow individuals in realising the best methods
and techniques through which they could acquire learning (McMahon and Patton, 2018). It
becomes very necessary for people to adopt these theories and apply the same in context of
gaining knowledge in the most effective manner. Hence, the assignment below is divided into
three sections. The first section is based on a detailed application of several learning theories,
which covers an introduction to these theories, along with their detailed understanding. The
theories that would be covered in this part of the project is associated with Classical
Conditioning, Operant Conditioning, along with Observational Learning. Moreover, it also
covers different scenarios on which these theories could be used appropriately.
As for the second part, it covers application of these theories into practice, which covers
insight within behavioural change programme and integration of knowledge. In relation with the
third section of the report, it takes into account specific research associated with the theories that
undertakes sourcing information, evaluation of research and other information sources. In
addition to all this, it also covers, practice implications of these theories, along with development
of counselling resources.
SECTION 1
1.1
a. True
b. True
1.2
As per this approach, learning is facilitated through procedure of conditioning within
which an individual’s behaviour is conditioned or determined through their experiences. All the
observable forces like experiences or training are used as stimuli to engage them in a certain kind
of behaviour and responses through consequences, observation or association.
1.3
a. Neutral Stimulus
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b. Unconditioned Response
c. Conditioned Stimulus
d. Conditioned Response
e. Unconditioned Stimulus
1.4
The conditioned response for Pavlov’s dogs was salivation.
1.5
The parents of the child must keep the child’s potty available and near the child at all times
to link it with the unconditional stimulus, i.e., her urge to use the toilet. Hence, in terms of
frequency, an appropriate result would be acquired by the parents if there is a high frequency in
regards to presenting child’s potty to the kid more often. In relation to the timing, child’s potty
should be appropriately presented first to the child, even before her urge to use the toilet and
thus, by making it accessible to the kid, they might acquire conditioned response.
1.6
There are several applications of classical conditioning within counselling as it contributes
in providing a justification of behaviours of individual. Moreover, it contributes towards
identifying phobias or acquisition of a certain kind of behaviour. Hence, in this relation, classical
conditioning could allow in providing techniques like Exposure therapy, to teach an individual a
specific and more appropriate responses towards certain stimulus. It could majorly be used to
cure individuals from their fears or phobias through confronting them with the stimulus and
enhancing conditioned responses. This could be done through Imagined Exposure, In vitro
exposures or In vivo exposures.
1.7
According to the Thorndike’s Law of Effect, behaviours which results in positive
consequences could be enhanced, whereas the behaviours through which unpleasant
consequences are induced could be weakened through positive, as well as negative reinforcement
to invoke specific behaviours. These reinforcements would encourage positive actions, as well as
would discourage negative ones to ensure specific responses and consequences.
1.8
a. Negative Reinforcement
2

b. Positive Reinforcement
1.9
b.
 Reinforcer: Placing of star on Billy’s star chart
 Type of reinforcer: Positive Reinforcer
c.
 Reinforcer: Painkillers
 Type of reinforcer: Negative Reinforcer
1.10
a. Positive Reinforcement
b. This is because any time Bruno and Gina would want to feel special and happy, then they
would route towards such homework and spending afternoons and evenings outside theri
place
1.11
a. The unwanted behaviour for the individual is his anxiety issues.
b. The increased behaviour is the person’s calm state of mind.
c. Negative reinforcements work towards reduction in a negative behaviour by removing
undesirable stimulus. Through coping skills, the individual would ensure practicing
coping up in state of anxiety and hence, the negative behaviour is reduced.
1.12
Primary reinforcers are the ones which have their own intrinsic value and are not required
to be learned as they satisfy the biological needs of individuals. On the other hand, negative
reinforcers are the ones which do not hold such a value and are necessary to be learnt. For
instance, money itself might not hold any value until it is attached to acquire a personal gain,
which becomes secondary reinforcer for individuals.
1.13
a. Shaping
b. Punishment
c. Punishment
d. Shaping
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1.14
In order to encourage this behaviour even more, positive reinforcements, such as rewards
in terms of appreciation, motivation or even something materialistic would be provided to the
son to encourage him to open up towards discussing his personal issues to the counsellor.
1.15
Extinction, in context of operant conditioning, refers to elimination or eradication of a
specific behaviour by not rewarding the same. For instance, there might be no attention given to
a child in relation to his misbehaving with others within the family, that would ensure its
reduction due to not having attention from any member of the family.
1.16
a. True
b. True
c. False
1.17
If it is supposed that a child has been misbehaving with his parents, there are two ways to
change his behaviour towards the same. For instance, in relation to reinforcements, rewards, such
as a stickers or stars could be given to the child to induce positive behaviour within his mind. On
the other hand, parents could confiscate the favourite toy of the child as an act of punishment for
his misbehaviour. Both these strategies would allow these individuals to bring positive changes
in the behaviour of the child which is undesirable.
1.18
Schedule of reinforcement refers to the extent, as well as method through which reinforce
must be administered. Depending upon the effect which is desired, distinct schedules are set by
individuals. It is inclusive of continuous, as well as partial reinforcements, which determines the
degree up to which this would be applied.
1.19
Four schedules of Partial Reinforcements include:
 Fixed-ratio schedule, which exerts the reinforcer only after the individual has made a
fixed quantity of responses.
4

 Fixed-interval schedule, where the first response after a fixed span of time becomes the
basis of occurrence of reinforce.
 Variable-ratio schedule, under which the reinforcer is exerted after an average quantity
of desirable responses.
 Variable-interval schedule, where the reinforcer occurs after the very first response
following the average time period.
1.20
Operant conditioning has an appropriate and effective use within counselling and could be
appropriately applied in various contexts. For instance, reinforcements, particularly positive ones
could be applied towards behavioural change programs. Moreover, it could also be used as
Applied Behaviour Analysis (ABA), which could undertake the principles of this theory and
apply the same towards the real world issues. This could be used within counselling with people
having clinical disorders, inappropriate education and so forth. It application could strongly be
viewed within each and every aspect of counselling, which would be subjected towards inducing
better and more effective behaviours (Inda-Caro, Rodríguez-Menéndez and Peña-Calvo, 2016).
1.21
Cognitivism
1.22
As per the observational learning theories, learning occurs through exposure of individuals
from direct, or indirect stimulus, which are observed by these people rather than being an active
part of the same to acquire learning.
1.23
The four cognitive processes are attention, memory retention, behavioural reproduction, as
well as motivation.
1.24
a. Self Efficacy
b. Latent learning
c. Vicarious reinforcement
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1.25
In order to enhance the competence of this client in regards to keeping his opinion at work,
one technique through which this could be addressed is through Observational Learning, through
which the client must observe his surrounding and people who are getting promoting. This would
help him learn and showcase the most appropriate behaviour that is necessary for promotion.
1.26
Constructivism
1.27
It is imperative to look at social context of an individual when counselling clients as there
are several values which are cultural specific and must be taken into account by suggesting those
remedies or reinforcements that could help them improvise. Social contexts of individuals would
help counsellors in not going against their social beliefs and recommend the actions and tasks
which are in adherence to their cultural beliefs and norms. Moreover, the views of individuals
about different elements are a result of different cultural and social practice sand must be taken
into account to effectively provide them counselling.
1.28
a. As per the case, Vygotsky’s Social Development theory is being applied to the overall
case, according to which, learning is heavily influenced by social contexts, as well as
the environment in which the learning takes place. Moreover, it is suggested in this
theory that there are several cultural specific values and attributes that are taught and
learnt by individuals who have experienced them. Similarly, in case of Bobbie, the
reactions of each child with the chickens are different. A possible explanation for the
diversity in reactions is associated with this theory, as different children are brought up
in different environments, the ones who are affiliated with pets are able to touch and
hold the chicken. However, reluctance in behaviour is being witnessed within those
children who either have experienced negative outcomes of having pets, such as
Bobbie, or the ones who are raised in a different environment without pets (Osborn,
and et. al., 2018).
b. There might be positive, as well as negative impact on Bobbie while he watches
several of his friends and classmates patting the chicken and not being bitten at all. In
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terms of negative, he might consider himself inferior to others due to his inability to
hold or pat chickens. Moreover, this might also break down his self confidence due to
his lack of being friendly with pets. However, there might be positive impact as well,
which includes that witnessing that no one is getting harm, he might overcome his fear
and starts to play with chickens.
1.29
a. Jennifer’s main source of social learning would be his mother, as she spends most of the
time with a single parent due to her father’s busy schedule.
b. Two main sources for Jennifer’s learning would be teachers and peer groups.
c. Peers would be the most influential source of learning for Jennifer during adolescence.
d. As mentioned, Jennifer was in an environment where her mother would have been
divided between herself and her sister, while her father would have been at work or
working at home mostly. Hence, she might not be exposed towards tenderness and much
care as she deserved and hence, she might engage in a negative behaviour towards others
without paying attention to their sentiments.
e. While being a younger child, Lisa might have had all the attention from her parents, as
well as her elder sister. Considering the fact that she must have been guided by each and
every member of the family, a constant support is likely to be given to her in comparison
to Jennifer, which usually would be positive social learning influences, such as
tenderness towards others, respect for other individuals, social activeness and so forth.
1.30
There are certain potential reasons as to why children from larger families have greater
independence, antisocial behaviour and delinquency together with lower self esteem and
academic achievement. One particular reason in this regard is that as families grow larger in size,
they tend to limit their attention to older children, which makes them lack their self worth and
confidence. Furthermore, due to limited guidance by elders on how to face different academic
and social dilemmas, children tend to showcase antisocial behaviour and become weaker in their
academic performance (McMahon, 2016).
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1.31
Learning and Development in adult life could be very much affected due to earlier
dysfunctional environment. Two of the possible manners are stated below:
 Individuals might suffer from learning difficulties, due to major past traumas or
dysfunctional family environment.
 Mental health problems could also prevail to such individual, refraining their overall
cognitive development.
1.32
Certain factors that impact the child abuse and neglect which children faced are mentioned
below:
 The very first factor is related to how severe the maltreatment was, which results into the
extent in which negative outcomes are acquired from the individuals.
 Age is another prominent factor that impact the physical abuse and neglect, as if that
treatment has taken place at a very young age, then chances are that it might develop as a
lifetime trauma causing major difficulties to the person.
1.33
There are several ways in which classical conditioning is different from operating
conditioning, which are necessary to be analysed in regards to appropriately identify the extent to
which both these factors are very much different from one another and could be applied in
different contexts. Two of these factors are explored below:
 Cognitive Behaviour: Classical conditioning works involuntarily upon an individual,
which means that there is limited control of the individual in adopting that behaviour as it
is structured from the external stimulus. However, the operating conditioning is very
much based on voluntary behavioural outcomes. The reason for this is that there are
several appropriate reinforcements which help the individuals in choosing and enacting a
certain kind of behaviour, which is voluntary in nature (Barlett, 2017).
 Behaviour Processes: In relation to classical conditioning, the research is being
conducted in several internal and external stimuli driving the behaviour of people towards
a certain factor or element. On the other hand, operant conditioning studies the
behavioural patterns which occur as a response towards several outcomes, as well as
rewards.
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