SORKC model

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

The SORKC model (also SORCK model , SORK model or SORC model ) is an extension of operant conditioning (S: stimulus → R: reaction → C: consequence) after Burrhus Frederic Skinner , which was first implemented by Lindsley in 1964 the variable K (contingency) was expanded and later in 1969 by Frederick Kanfer and G. Saslow to include the cognitive elements O (organism).

It is a behavioral model that describes five determinants as the basis of learning processes. In the German-speaking area, a "behavior equation" was coined from this, ie a model that explains both behavior and the acquisition of behavior. The SORKC scheme, which was co-developed by GA Saslow, has become the standard in behavior therapy for explaining how patho-psychological behavior comes about from an aetiological point of view, but also how this behavior takes place in a specific situation.

The SORKC model was developed by Frederick Kanfer in the course of the cognitive orientation of behavior therapy in the 1970s around Burrhus Frederic Skinner. Kanfer himself wanted the SORKC model to be understood more as a working hypothesis and always tried to point out other approaches and developments. He opposed the axiom application of the SORKC scheme.

Components

Sorkc.jpg
  • S (stimulus) describes an external or internal stimulus situation. The stimulus records the conditions that trigger the behavior (in which situation does the behavior occur?).
  • O (organism variable ) denotes the individual biological and learning history starting conditions or characteristics of the person on the stimulus.
  • R (reaction or behavior) describes the reaction to the stimulus after processing by the organism on the cognitive, motor, vegetative and affective level.
  • K (contingency) denotes the regularity of the occurrence of the consequence after the reaction.
  • C (consequence) refers to the onset of reinforcement or punishment as a result of a behavior (what follows the behavior?).

In some translations the assignment of K and C is swapped. In practice, however, it is more common to use C for the consequence and accordingly differentiate between C + (positive consequence: positive reinforcement), C + / (withdrawal of positive consequence: indirect punishment), C- (direct punishment) and C- / (withdrawal of negative consequence Consequence: negative reinforcement).

The central learning mechanisms are combined in the SORKC model: While S and R refer to classical conditioning (a stimulus triggers a certain behavior), R and C include operant learning (positive or negative consequences control a behavior). In the case of classical conditioning, S is a conditioned stimulus (CS); in the case of operant conditioning, S would be a discriminative stimulus (SD, SΔ), which indicates whether a consequence (C) occurs in the event of a reaction.

Basically you can say:

S. → O → R. → K → C.

A stimulus acts on an organism, which triggers an emotional-physiological reaction in it. In the following there is a consequence of the reaction (e.g. relief through flight). If this process happens frequently, the reaction intensifies; it is learned, certain behaviors develop. In this way, among other things, mental illnesses or behavioral disorders can arise or be combated - for example by practicing different behaviors or by changing stimuli. This approach is mainly followed in behavior therapy .

Examples

Example with the behavior of an obsessive-compulsive patient (compulsory control):

  • S : The person leaves their home (external triggering situation).
  • O : Worrying and wondering is part of the patient's thinking style.
  • R (cognitive) : "The house could burn down if I forgot to turn off the stove or if a cable burns out."
  • R (emotional) : fear, great concern.
  • R (physiological) : tension, restlessness .;
  • R (motorized) : Then he goes back into the apartment, checks the stove and searches all rooms to see whether all plugs are really pulled.
  • K: There is a high probability of relaxing (C- /) after checking (R).
  • C- / (short-term) : As a consequence (C), the person experiences a reduction in tension, but this increases the need to control (R (motor) ). The reduction of the uncomfortable perceived tension is called negative reinforcement (C- /) because it increases the frequency of control.
  • C + / (long term) : The patient avoids leaving the house and thus loses social contacts.

See also

literature

  • Frederick H. Kanfer, Hans Reinecker, Dieter Schmelzer: Self-management therapy . Springer: Berlin, Heidelberg, 3rd edition 2000, p. 36 ff
  • Clemens Hillenbrand : Introduction to pedagogy in behavioral disorders , 3rd edition. Munich 2006.
  • Michael Borg-Laufs : Cross-disorder diagnostic system for child and adolescent psychotherapy (SDS-KJ). 2nd edition, DGVT-Verlag, Tübingen 2011

Individual evidence

  1. ↑ Michael Borg-Laufs , Heiko Hungerige: Self-management therapy with children. A practice book . 2nd Edition. Klett-Cotta, Stuttgart 2010, ISBN 978-3-608-89104-1 , p.  89 ( limited preview in Google Book search).
  2. ↑ Frank Schneider, Sabbrina Weber-Papen: Psychiatry, Psychosomatics and Psychotherapy ... in 5 days . Springer, Heidelberg 2010, ISBN 978-3-540-89049-2 , pp. 85 ( limited preview in Google Book search).
  3. ^ Wulf Rössler : Psychiatric rehabilitation . Springer, Berlin 2004, ISBN 3-540-40735-9 , pp.  587 ( limited preview in Google Book search).
  4. ↑ A. Zaby, J. Heider: Behavioral diagnosis . In: Michael Broda, Wolfgang Senf (Ed.): Practice of Psychotherapy. An integrative textbook . 5th edition. Thieme, Stuttgart 2009, ISBN 978-3-13-106095-2 , p. 295 ( limited preview in Google Book search).
  5. ↑ Fritz Mattejat: case conceptualization , indication and therapy planning . In: Helmut Remschmidt, Fritz Mattejat, Andreas Warnke (eds.): Therapy of mental disorders in children and adolescents. An integrative textbook for practice . Thieme, Stuttgart 2008, ISBN 978-3-13-143681-8 , pp. 18 ( limited preview in Google Book search).
  6. ↑ Hans-Ulrich Wittchen, Jürgen Hoyer: Clinical Psychology & Psychotherapy . Springer, 2011, ISBN 978-3-642-13018-2 , pp. 424 ( limited preview in Google Book search).
  7. ↑ H.-C. Steinhausen: Mental disorders in children and adolescents. Textbook of child and adolescent psychiatry and psychotherapy . 2006, p. 61 ( limited preview in Google Book search).
  8. ^ Hans-Ulrich Wittchen, Jürgen Hoyer: Clinical Psychology & Psychotherapy (textbook with online materials) . Springer-Verlag, 2011, ISBN 978-3-642-13018-2 , pp. 424 ( limited preview in Google Book search).
  9. ^ Franz Petermann, Hans Reinecker: Handbook of clinical psychology and psychotherapy . Hogrefe Verlag, 2005, ISBN 978-3-8409-1899-5 , pp. 148 ( limited preview in Google Book search).
  10. ↑ a b c d Tilo Kircher: Pocket Guide Psychotherapy . Springer, Berlin 2013, ISBN 978-3-642-30008-0 , pp. 34 ( limited preview in Google Book search).

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