Assignment

Topic: ROLE OF PSYCHOLOGICAL INTERVENTIONS IN

DEVELOPING TOLERANCE

TABLE OF CONTENTS

1. Definition ………………………………….………………………………………..

2. Positive Psychology…………………………………………………………………

3. Goals of psychological intervention ……………………………………………….

4. Intervention and psychotherapy…………………………………………………….

5. Expert Role………………….………………………………………………………

6. Release of Emotions…………………………………………………………………

7. Release of Tension…………………………………………………………………

8. Principles of psychological intervention……………………………………………

9. References………………………………………………………………………….
 Role of Psychological Interventions in Developing Tolerance

Definition of Intervention;
“In a most general way, psychological intervention is a method of inducing
changes in a person's behavior, thoughts, or feelings.”
Although the same might also be said for a TV commercial or the efforts of teachers
and close friends, psychotherapy involves intervention in the context of a professional
relationship sought by the client or the client's guardians. In some cases, therapy is
undertaken to solve a specific problem or to improve the individual's capacity to deal with
existing behaviors, feelings, or thoughts that are debilitating. In other cases, the focus may be
more on the prevent in of problems than on remedying an existing condition. In still other
instances, the focus is lesson solving or preventing problems than it is on increasing the
person's ability to take pleasure in life or to achieve some latent potential.
Psychologists are involved in intervention whenever they purposefully try to produce
change in the lives of others. We will consider three types of interventions that are intended
to produce change in people's lives.
Positive Psychology:
Including the promotion of health, tolerance and positive behaviors. This approach
typically targets broad populations and is exemplified by programs that teach for example,
stress management, exercise and healthy eating, and social competence skills. Second,
programs designed to prevent psychopathology and diseases have a longer history. This
program typically target groups who are at elevated risk for developing disorder and are
designed to reduce the probability of adverse outcomes in these samples.
“The most common form of intervention in clinical psychology is psychotherapy
and consoling.”
This process is used to treat various types of disorders once they have occurred. Many
different forms of psychotherapy have been developed to build tolerance and to treat
depression, anxiety, personality disorders, and other psychological problems.
GOALS OF PSYCHOLOGICAL INTERVENTION:
Interventions carried out by clinical psychologists have a remarkably wide range of
goals and take a variety of different forms. Psychological interventions have been developed
to change behaviors in order to reduce the risk for AIDS, prevent violent behavior and
produce. Promote children's learning and performance in school, control alcohol abuse, treat
the victims of trauma, manage problems of inattention and aggression in children, alleviate
major depression, and prolong the lives of patients with serious illness. These are only a few
examples of the wide range of psychological interventions that have been developed within
the realm of clinical psychology and other mental health professions.
WHAT ARE WE TRYING TO CHANGE?
“Psychological interventions differ in the aspects of human functioning that they are
designed to change. Just as psychologists can choose to assess and measure thoughts,
feelings, behavior, biology, or environment, so too can psychologists help people change in
one or more of these various levels of functioning (Kanfer & Goldstein, 1991).
Some interventions are intended to change what people do, to change particular
problem behavior. For example, an intervention may be designed to reduce the amount and
frequency of the consumption of alcohol or cigarette smoking. Other interventions designed
to change emotions by decreasing emotional distress and increasing emotional comfort as
when an intervention is use d to reduce feelings of anxiety and worry.
Still other interventions are tended to change the ways that people think for example
to stop persistent thoughts about a traumatic experience or to help individuals develop more
positive and optimistic beliefs about the future. Psychological interventions also may be
designed to change underlying biological processes. Examples include the use of
psychological techniques to reduce blood pressure, lower resting heart rate, or decrease
headache pain. Finally, interventions can be designed to change the environment rather than
the person, such as changing the structure and resources of a junior high or middle school to
ease the often stressful transition of students from the primary grades. Most interventions are,
in fact, designed to produce change in more than one of these levels of functioning.
Much of the work carried out by clinical psychologists is concerned with the
prevention or treatment of specific forms of psychopathology as defined in the DSM-V but
clinical psychological interventions are also concerned with broader social problems and
problems in living that are not included as specific diagnostic categories in the DSM-V
(Adelman, 1995).
These include problems in learning and development, difficulties in daily living, and
problems in interpersonal relationships. Furthermore, advances in clinical health psychology
and behavioral medicine have expanded the focus of interventions in clinical psychology to
include a number of physical disorders and diseases- psychologists contribute directly to the
prevention and treatment of, among other diseases, cancer, diabetes, hypertension, and
AIDS.
 The goals of an intervention may not be the same for all parties involved. For
example, the parents and the teachers of an adolescent boy who is referred for treatment of
disruptive behavior and conduct problems may not share the same goals for improving his
behavior. The adolescent may have rad I call different goals than either his parents or his
teachers, or he may not, wish to change at all. Similarly, a client may, have different goals
from those that are formulated by a psychologist. A framework for understanding
differences in goals for intervention been outlined by psychologist Hans Strupp.strupp's
tripartite model distinguishes among the criteria for successful interventions that are held by
client’s society and mental health professionals. Clients are typically concerned with
achieving c hanger in their subjective sense of distress. Alternative, society is most often
concerned with interceptions that bring change in disruptive or harmful behavior.
` Finally, mental health professionals are concerned with change that can be evaluated
according to criteria that are specified as part of a model of personality or psychopathology.
Therefore, the goals of interventions and the evaluation of success is achieving these goals
involve the measurement of different perspectives and frequently use different criteria of
success.
INTERVENTION AND PSYCHOTHERAPY:
As often as not, the terms intervention and psychotherapy have been used
interchangeably. A rather typical general definition of psychotherapy was provided years ago
by (Wolberg, 1967).
“Psychotherapy is a form of treatment for problems of an emotional nature in
which a trained person deliberately establishes a professional relationship with a
patient with the object of removing, modifying or retarding existing symptoms, of
mediating disturbed patterns of behavior, and of promoting positive personality growth
and development.” (Rotter, 1971)
"Psychotherapy is planned activity of the psychologist, the purpose of which is
to accomplish changes in the individual that make his life adjustment potentially
happier, more constructive, or both."

THE EXPERT ROLE TO MODIFY SOMEONE BEHAVIOR TOWARDS

TOLERANCE

It is assumed that the therapist brings to the therapy situation something more than
acceptance, warmth, respect, and interest. These personal qualities are not sufficient for
certification as a clinical psychologist. Conventional wisdom seems to suggest that all one
needs in order to conduct psychotherapy is an unflagging interest in others. In fact, however,
this is not enough. In all forms of psychotherapy, patients have a right to expect that they are
seeing not only a warm human being but a competent one as well. Competence can only
come from a long, arduous period of training. Some may be quick to reply that the
assumption of an expert role introduces an authoritarian element into the relationship,
implying that the patient and the therapist are not equal, and thus destroying the mutual
respect that should exist between them. However, mutual understanding and mutual
acceptance of the different roles to be played would seem sufficient to guarantee the
maintenance of mutual respect.
Therapists are, of course, no better than patients, and they cannot lay claim to any
superior consign deration in the cosmic scheme of things. However, this kind of equality nee
not denies the importance of training, knowledge, and experience that will assist therapists
in their efforts to resolve the patient's problems.

THE RELEASE OF EMOTIONS/CATHARSIS

Some have stated that psychotherapy without anger, anxiety, or tears is no
psychotherapy at all. Psycho- therapy is an emotional experience. The conviction of most
psychotherapists is so strong on this point that they would seriously question whether a
patient who, session after session, maintains a calm, cool, detached or intellectual demeanor
is really benefiting. The problems that bring a person to psychotherapy are typically
important ones. Consequently, they are likely to have important antecedents.
The release of emotions, or catharsis as it is sometimes termed, is a vital part of
most psychotherapy. Its depth and intensity will vary, depending on the nature and severity
of the problem and on the particular stage in therapy. But the psychotherapist must be
prepared to deal with emotional expression and to use it to bring about change. Although
some forms of psychotherapy certainly place more reliance on emotional expression than do
others, a new brand of therapy is likely to be criticized if it seems to neglect this important
facet. On the other hand, there are clearly some forms of psychotherapy in which catharsis s
are not likely to be a desirable goal. In these cases, the goal may be to gain better control
over the expression of one's emotions.
NXIETY REDUCTION/RELEASE OF TENSION
Initially, it is important that the anxiety accompanying the patient's problems in living
be reduced enough to permit examination of the factors responsible for the problems. The
essential conditions of psychotherapy-including the nature of the relationship, the
qualifications of the therapist, confidentiality, and privacy-combine to provide a reassurance
and a sense of security that can lower the patient's anxiety and permit the patient to
contemplate his or her experiences systematically.
In instances in which the anxiety level is extremely high, some patients may require,
on medical advice, antianxiety medications to help deal with the situation. However, it is
important that such medications be regarded as a temporary tool rather than a permanent
solution. Some clients may experience side effects to medications, and medications may
actually interfere with some forms of psychological treatment in which the goal is to increase
anxiety levels in the face of certain stimuli so that habituation will occur.

PRINCIPLES OF PSYCHOLOGICAL INTERVENTION:

There are 12 principles include respect, rapport, joining, compassion, cooperation,
flexibility, utilization principle, safety principle, generative change, metaphoric principle,
goal orientation, and multi-level communication principle. Collectively, they provide a
practical framework and guide for the practitioner to conduct the treatment in a way that is
appropriate to most popular theories.
1. Respect: Respect is defined as acknowledging, recognizing, and accepting the
individual as one is.
2. Rapport: Rapport is the harmonious relationship with the client that will promote
understanding of the client’s issues and facilitates the delivery of interventions.
3. Joining; Joining is psychologically entering the client’s frame of reference to add
dimension in helping or guiding the client toward constructive goals.
4. Compassion: Compassion is the empathetic understanding of the client and refers to
the affective cognitive response and behavioral display of care and concern.
5. Cooperation: Cooperation involves respect and a willingness to participate and is a
mutual agreement at some level.
6. Flexibility: Flexibility is defined as pliability. It allows the clinician more movement
and thus a wider range of intervention.
 7. Utilization Principle: Utilization is an ongoing process whereby the client’s observed
or expressed values, symptoms, situations or behaviors in achieving therapeutic goals.
8. Safety Principle: The safety principle is based on the change through homeostasis
and equilibrium. Homeostasis consists of both patterns of stability and change.
9. Generative Change: Generative change is a futuristic view of change in which small
changes create or facilitate larger changes.
10. Metaphoric Principle: Metaphor defined as “a figure of speech in which a word,
phrase or idea is used in place of another to suggest a likeness, or resemblance,
between them”.
11. Goal Orientation: Because behaviors are goal oriented and purposeful so
interventions are, likewise, goal oriented.
12. Multi-Level Communication: Communication occurs in levels, as messages may
have different meanings. Likewise, interventions may impact the client at different
levels of awareness and meaning.

REFERENCES:
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