Plan analysis

Behavior analysis
SR model SOR model SORKC model SOEVK model Dynamic self-regulation model plan analysis

In a plan analysis , a person's behavior is related to their needs. It is believed that different behaviors are used as a means to achieve one's need satisfaction as a goal. It is a further development of vertical behavior and problem analysis (macro analysis ), but should be independent of the school. The goal of a plan analysis is:

Understand the patient's problems.
Assess possibilities and requirements for the therapy relationship. The interaction goals should be assessed continuously in the course of therapy, since the interaction goals can also change over the course of the therapy. See also: Complementary relationship design according to Klaus Grawe .

Authors

The basic idea came from Miller, Galanter and Pribram from 1960, who assumed that behavior is determined by overarching goals and plans and is linked to rules of action. The plan analysis was worked out by Klaus Grawe and Dziewas in 1978 at the University of Hamburg under the name "vertical behavior analysis" and was further worked out together with Franz Caspar from 1979 onwards for plan analysis. Caspar then expanded the plan analysis in 1996. Grawe, however, developed it further in 1996 for schema analysis . The plan analysis is more economical in the assumptions than the schema analysis and is limited in the analysis of cognitions and emotions to the instrumental means-end relation, while the schema analysis analyzes this against the background of the schema theory according to Grawe (1986). Schiepeck also developed sequential plan analysis (SPA) in 1991 and 1995, which is used for psychotherapy research in order to examine the therapist-client relationship.

Elevation

Of particular interest for the plan analysis are those behaviors that trigger action in the investigator or reporter. From this behavior, conclusions can be drawn about higher-level goals that are to be achieved with the behavior. This means that one draws conclusions from behavior on behavioral goals that do not relate to individuals, but are more abstract and, in this respect, are superordinate.

Graphic representation

In a plan analysis, the individual needs are noted as goals at the top and the typical behaviors at the bottom as a means to achieve goals. The connection between needs and behavior are shown by lines. To make this connection understandable, intermediate steps may also be necessary. A downward branch means that a need can be achieved through various behaviors, for example the goal of making money can be achieved both through speculation in the stock market and through professional success. An upward branching means that a behavior serves to satisfy several needs. Since needs in the organism variable (O) and concrete behavior in the reaction (R) are also recorded in the SORKC model, there are areas of overlap.

School independence

Although the plan analysis is the further development of a cognitive-behavioral case concept, it should be understood as an analysis method that is independent of therapy schools. For example, a plan analysis can also be used to illustrate psychodynamic models for the etiology of a mental disorder. In the plan analysis, intrapsychic strategies can also be illustrated. This corresponds to the view in behavior therapy that cognitive strategies are also forms of behavior.

The focus of attention is the instrumental function of behavior in the sense of a means-end relationship, but also in the sense of a final relationship according to Adler. It is about the subjective and objective benefits of the behavior and the plan includes the goals and means.

The plans don't necessarily have to be aware of.
No "rationality" is assumed.
The plans should not depict reality, but should be constructs of the observer (constructivist view)

Individual evidence

^ Matthias Berking, Winfried Rief: Clinical Psychology and Psychotherapy for Bachelor: Volume I: Basics and Disorder Knowledge. Read, listen, learn on the web . Springer-Verlag, 2012, ISBN 978-3-642-16974-8 , pp. 16 ( limited preview in Google Book search).

↑ ^a ^b ^c ^d ^e ^f ^g ^h ⁱ ^j ^k ^l Therapy of affective disorders: psychosocial and neurobiological perspectives; with 13 tables . Schattauer Verlag, 2002, ISBN 978-3-7945-2183-8 , pp. 270–272 ( limited preview in Google Book search).

↑ ^a ^b ^c Textbook of behavior therapy: Volume 3: Disorders in childhood and adolescence . Springer Science & Business Media, 2009, ISBN 978-3-540-79544-5 , pp. 187 ( limited preview in Google Book search).

↑ ^a ^b ^c Bodo Klemenz: Plan-analytically oriented child diagnostics . Vandenhoeck & Ruprecht, 1999, ISBN 978-3-525-45848-8 , pp. 19 ( limited preview in Google Book search).

↑ Anton Rupert Laireiter: diagnostics in psychotherapy . Springer-Verlag, 2013, ISBN 978-3-7091-6767-0 , pp. 143 ( limited preview in Google Book search).

↑ Zbigniew J. Kowalik: Biomedical time series and nonlinear dynamics . LIT Verlag Münster, 2002, ISBN 978-3-8258-6245-9 , p. 102 ( limited preview in Google Book search).

↑ Rating inventory of solution-oriented interventions (RLI): an imaging process for the representation of resource- and solution-oriented therapist behavior; with 10 tables . Vandenhoeck & Ruprecht, 1999, ISBN 978-3-525-45311-7 , pp. 7 ( limited preview in Google Book search).

↑ Gisela Bartling, Liz Echelmeyer, Margarita Engberding: Problem analysis in the psychotherapeutic process: guidelines for practice . W. Kohlhammer Verlag, 2007, ISBN 978-3-17-018753-5 , pp. 63–66 ( limited preview in Google Book search).

↑ Bockwyt Esther: The behavior therapy report to the reviewer: Prepare VT applications precisely and individually - with guidelines for behavior analysis and etiopathogenetic table . Schattauer, 2016, ISBN 978-3-7945-3103-5 , pp. 60 ( limited preview in Google Book search).

[1] Matthias Berking, Winfried Rief: Clinical Psychology and Psychotherapy for Bachelor: Volume I: Basics and Disorder Knowledge. Read, listen, learn on the web . Springer-Verlag, 2012, ISBN 978-3-642-16974-8 , pp. 16 ( limited preview in Google Book search).

[:0-2] ↑ ^a ^b ^c ^d ^e ^f ^g ^h ⁱ ^j ^k ^l Therapy of affective disorders: psychosocial and neurobiological perspectives; with 13 tables . Schattauer Verlag, 2002, ISBN 978-3-7945-2183-8 , pp. 270–272 ( limited preview in Google Book search).

[:1-3] Textbook of behavior therapy: Volume 3: Disorders in childhood and adolescence . Springer Science & Business Media, 2009, ISBN 978-3-540-79544-5 , pp. 187 ( limited preview in Google Book search).

[:2-4] Bodo Klemenz: Plan-analytically oriented child diagnostics . Vandenhoeck & Ruprecht, 1999, ISBN 978-3-525-45848-8 , pp. 19 ( limited preview in Google Book search).

[5] Anton Rupert Laireiter: diagnostics in psychotherapy . Springer-Verlag, 2013, ISBN 978-3-7091-6767-0 , pp. 143 ( limited preview in Google Book search).

[6] Zbigniew J. Kowalik: Biomedical time series and nonlinear dynamics . LIT Verlag Münster, 2002, ISBN 978-3-8258-6245-9 , p. 102 ( limited preview in Google Book search).

[7] Rating inventory of solution-oriented interventions (RLI): an imaging process for the representation of resource- and solution-oriented therapist behavior; with 10 tables . Vandenhoeck & Ruprecht, 1999, ISBN 978-3-525-45311-7 , pp. 7 ( limited preview in Google Book search).

[8] Gisela Bartling, Liz Echelmeyer, Margarita Engberding: Problem analysis in the psychotherapeutic process: guidelines for practice . W. Kohlhammer Verlag, 2007, ISBN 978-3-17-018753-5 , pp. 63–66 ( limited preview in Google Book search).