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As the development of behavioral therapy has always been closely related to new evolutions in psychological research, it is hard to give a concise and definite definition. Nevertheless, throughout the past century, this therapeutic approach has become the most practiced, most researched, and best evidenced strategy to treat psychopathology in both adults and children. This entry will describe how current behavioral therapy developed in three waves. For each wave, the entry will describe the theoretical foundation, some examples of related therapeutic techniques, and some important points of discussion.

Next to other important research findings, the discovery of two learning principles has been extremely important for the development of behavioral therapy. On the one hand, Ivan Pavlov demonstrated that dogs learn that certain stimuli in a context (footsteps or a sound signal) function as predictors for food serving, which lead them, after some trials, to produce saliva in anticipation of food. This research has led to an increase in understanding of so-called classical conditioning principles. These learning experiences lead an organism to ascribe meaning to a context-stimulus. On the other hand, B. F. Skinner demonstrated that pigeons learn to press a lever if this behavior is followed by receiving a food pellet. This led to an increased understanding of so-called operant learning principles. These learning experiences lead an organism to increasingly show a certain behavior if that behavior is followed by a pleasant consequence (or reinforcement). If behavior is followed by an unpleasant consequence or by no reinforcement, its frequency will decrease until that specific behavior has been extinguished, which means that the behavior has disappeared.

Wave 1: Behavioral Therapy

Based on John B. Watson's behaviorist principle that psychology should only research overt behavior, behavioral therapy originated in three different and independent locations, guided by Joseph Wolpe in South Africa, Hans Eysenck in the United Kingdom, and Skinner in the United States. Mainly following the principles of classical conditioning and operant learning, these pioneers approached maladaptive behavior as a reaction to a specific context (so-called stimulus-response [S-R] chains) in which this reaction should be replaced by more adaptive behavior. They deliberately objected to taking into account the non-observable inner world of the client and thus opposed difficult-to-investigate classic psychoanalytic claims that maladaptive behavior stems from unconscious processes.

Behavior therapists abstract a thorough so-called functional analysis from the clients' description of their maladaptive behavior and the contexts in which they demonstrate this behavior. This functional analysis contains the relevant context-related stimuli, the behaviors, and the consequences of these behaviors and leads therapists to understand the forces that influence the provoking/eliciting or continuation of maladaptive behavior. Several techniques have been proposed that can be adopted to change the maladaptive behavior. Therapists can teach clients to avoid exposing themselves to the stimuli that elicit maladaptive behavior (e.g., teach smokers to avoid places where many people smoke). Therapists can suggest that clients adopt more adaptive behaviors in certain contexts (e.g., teach smokers to chew gum in a smoking provoking context). Therapists can influence clients to institute consequences (e.g., if smokers smoke, they might punish themselves, or if they avoid smoking, they might reward themselves). In spite of the apparent effectiveness of these approaches in the treatment of, for example, fear-related behavior problems, obesity, and addictionrelated problems, this classic behaviorist approach has been criticized, as it appears difficult to sustain the view that thoughts and cognitions have no influence on maladaptive behavior. Furthermore, behavioral therapy has been criticized for not finding a good strategy for treating, for example, depression-related pathology.

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