Virginia Woolf Case Summary

Generalizations used in The Case of Virginia Woolf
Virginia Woolf was refereed to treatment due to her presumed bipolar disorder with increasing psychotic, manic behaviors. Virginia continues to go into bipolar, depressive states and has suicidal thoughts at a result. Meyer & Weaver, (2013). Virginia’s behaviors include lacking the ability to communicate her problems effectively with anyone in her immediate surroundings, with the function of the behavior being escape or avoidance from expressing needs and concerns with any immediate family members. The goal of treatment was to determine a functionally equivalent replacement behavior which included Virginia engaging in conversation with her therapist to help improve her communication

with regards to the issues and concerns that she is having. These behavioral intervention strategies include chaining where the therapist will help Virginia open up about her thoughts and emotion via forward chaining technique; The therapist developing a rapport with Virginia; The therapist helping Virginia develop an appropriate relationship with her immediate surroundings, including her sisters, brothers, and significant other by identifying ways that one shows that they care; The therapist reinforcing any appropriate expressive language and teaching her to self-regulate so that she can make reinforcement of her own behavior more likely; The therapist encouraging an increased exposure to real life situations where communicating your thoughts is prevalent.
Virginia is in need of a specific behavioral change in order to be successful during her treatment. . The behavior-change that is mastered can be generalized across settings and people in order for Virginia to truly to be successful in her natural environment. This can be done through three different generalization strategies, which are Train & Hope, Sequential Modification, and Introduce to Natural Maintaining Contingencies.
“Train and Hope” is very common in examining generalization in which specific generalization techniques are not programmed or planned but are measured across responses, setting and time. In other words, after behavioral change is achieved through manipulation of some response consequences, any existence generalization across those responses, setting experimenter and time is concurrently documented but not vigorously tracked. It is usually hoped that some generalization may occur which will be welcomed but not actually programmed. Stokes and Baer, 1977 (p. 351). With regard to Virginia, this method included training her on appropriate social skills, and pairing her with others that utilize appropriate social skills in hopes that this particular behavior will gain Virginia’s attention and that she will mimic them.
The “Sequential Modification technique uses a more systematic approach at generalization than the “train & Hope” method discussed in the earlier paragraph. The difference is, that the procedures are established if generalization is absent or inadequate. In other words, the particular behavior change is still achievable and generalization is measured, but if generalization is absent or lacking, techniques are introduced to accomplish that desired changed by systematic, sequential modification in every non generalized circumstance, across responses, subjects setting or experimenters. Stokes and Baer, 1977 (p. 352). This generalization would involve creating situations where Virginia must use appropriate social skills and communication skills. These situations would be done in various environments until a pattern was reached.
The last generalization techniques is called “Introducing Natural Maintaining contingencies”. This process is considered the most dependable of all the generalization techniques. It involves the transferring of behavioral control procedures from therapeutically created contingencies to naturally occurring contingencies within the client’s setting. This goal is accomplished by choosing behaviors to teach that will meet maintaining reinforcement after the teaching. Stokes and Baer, 1977 (p. 353). In order to assist Virginia using this method, the therapist would set up a “trap” that forces Virginia to use her social skills. First the therapist would need to find what is reinforcing to Virginia, then chose behavior that are reinforced in other settings by other people, then teach Virginia to lobby for attention and reinforcement for as a result of her behaviors. After using these appropriate communication techniques, Virginia should eventually learn to transfer those skills to be used across all settings.