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A Relational Frame Theory Analysis of Coercive Family Process

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A Relational Frame Theory Analysis of Coercive Family Process OUP UNCORRECTED PROOF – FIRSTPROOFS, Wed Oct 14 2015, NEWGEN CHAPTER A Relational Frame Theory Analysis 7 of Coercive Family Process Lisa W. Coyne and Darin Cairns Abstract This chapter provides a brief overview of direct conditioning models of coercive family process, and augments those accounts by application of relational frame theory and rule-governed behavior. Relational frame theory is a behavior analytic approach to symbolic processes—language and cognition—that extends Skinner’s analysis of verbal behavior. It provides an empirical account of indirect conditioning, and as such, gives us a way to conceptualize coercive family process—and interventions—in a more fine-grained and comprehensive way that allows us to influence this process with greater precision, scope, and depth. In this chapter, we offer a detailed description of indirect conditioning processes that may be involved in the development and maintenance of family processes, as well as some future directions for a systemic intervention to reduce coercion. Key Words: relational frame theory, coercive family process, family systems, parenting, children, coercion Parenting, Family Systems, and Coercion and powerful than more distant, long-term ones. It is not surprising that people come to use pun- However, there may be other mechanisms at play, ishment to alter behavior in others, as it has immedi- which if understood, could offer a potent means for ate consequences that work in the short term. When helping families reduce coercive cycles. parents use punitive means to coerce a child, it often ends misbehavior quickly. On the other hand, when Operant Analysis of Coercive Families an oppositional child coerces a parent, the parent Coercion theory (Patterson, 1982) assumes that may “give in” by acquiescing or removing a demand. coercive interactions begin with the issuance of a Either way, the coercive behavior, although unpleas- command or instruction by the parent. In turn, ant, is fast and effective. However, coercive practices the child responds with coercion (i.e., aggression), do not work in the long term, can lead to antiso- in an effort to escape from the parental demand. cial behavior, and predict sustained negative devel- Youngsters may also set off this cycle with oppo- opmental outcomes such as oppositional behavior sitional behavior, as the process is bidirectional. (Smith et al., 2014), academic failure, and peer Operant conditioning models of coercive families rejection, which in turn set the stage for the devel- posit that behavior is a function of antecedents opment of adult antisocial behavior (e.g., Patterson, and consequences. Reinforcement delivered after DeBaryshe, & Ramsey, 1989). Although coercion a particular behavior increases the probability that promotes the continuation of behaviors parents that behavior will reoccur or strengthen in inten- would like to stop, families continue to develop sity or duration. Punishment, on the other hand, and maintain this style of interacting. In part, this leads to less frequent and intense behavior. In is because short-term consequences are more salient other words, behavior is determined by immediate 86 01_oxfordhb-9780199324552.indd 86 10/14/2015 6:24:47 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Wed Oct 14 2015, NEWGEN environmental contingencies. For example, if a Thus, they argued, that children sought predictabil- child’s behavior “works,” that is, if the parent gives ity in the family system through coercive behaviors. in without gaining cooperation, the child’s coercive There were data to support this hypothesis: Wahler behavior was successful, and will be more likely to and Dumas found that mothers of conduct problem occur in the future. children behaved in a more predictable fashion when One early theory suggested that children with their children were coercive compared with when conduct problems would receive differential rein- they were not. For example, if parents were incon- forcement for coercive, aggressive behaviors, com- sistent, or did not “do what they said,” and children pared with nonaggressive children. However, this found this aversive, the youngsters might behave was not found to be the case (Maccoby, 1992). in such a way to reduce the reactive context and Thus, Snyder and Patterson (1995) proposed that feelings of uncertainty. Wahler (1994, 1997) sug- matching law would better explain the learning gested that that contextual unpredictability, which dynamics of family coercion. Matching law suggests was aversive for children in the family system, led that, given an array of two or more behavioral alter- to conduct problems. On the one hand, living in a natives, what children do is a function of relative chaotic environment may disrupt children’s sense of reinforcement (Herrnstein, 1970; McDowell, 1982; safety or security; thus, engaging in behaviors that Snyder et al., 2004; Strand, 2000). For example, let create some consistency (e.g., argumentativeness)— us say that a child asking nicely gets attention from even if this involves harsh behavior on the part of his mother, or a later bedtime, but shouting works the parents—may reduce children’s sense of uncer- better—perhaps mom responds more quickly and tainty. On the other hand, it may be that children intensely, with undivided attention. If this happens are reinforced by, and therefore seek, consistent or frequently, shouting is more likely to be chosen, coherent interactions with parents—whether or not and will become more likely as the mother becomes those interactions are nurturing. more likely to give in. How children come to associate aversive interac- Consistent with the matching law hypothesis, tions with a sense of predictability is perhaps not Snyder and Patterson found significant differences well captured in an operant conditioning model. in terms of the relative effectiveness of coercive Moreover, operant conditioning models may not behavior across children with conduct problems fully describe parents’ perception of the potency, and control children (Snyder & Patterson, 1995). or relative value of aversive interactions with their In families of aggressive children, compared with children. For example, why do parents (or chil- coercive behavior, noncoercive behavior was unsuc- dren) find identical behaviors more or less aversive? cessful in terminating conflict bouts with parents. Certainly contextual factors come into play—for The opposite was true for nonaggressive children. example, a child misbehaving in a public place, as More importantly, the relative benefits for coercion opposed to a private setting, could evoke greater significantly predicted sustained child coerciveness feelings of parent embarrassment. Similarly, the several weeks later, as well as child arrests over the same child behavior (e.g., noncompliance) may be following 2 years (Schrepferman & Snyder, 2002). experienced more negatively after a parent comes These data show the power of the relative principle home from a difficult day at work, compared to a of reinforcement to predict behavior. But are there relaxed Saturday at home. Strict operant models other arbiters of reinforcement potency besides rela- do not appear to address the private experiences tive frequencies? of parents—or children—and how these influence Interestingly, Wahler and Dumas (1986) found behavior and the social system. that most coercive sequences appeared to arise “out of the blue,” with no predictable antecedent to child Respondent Conditioning Analysis aggression. In fact, only 10% of coercive exchanges of Coercive Families between conduct problem children and their par- Coercive behaviors may also be understood by ents began with a parental command. Wahler and using principles of respondent conditioning. The Dumas reasoned, therefore, that other mechanisms two-factor theory of anxiety posits that escape from than those posited by coercion theory might pro- classically conditioned aversive stimuli is main- vide an account. They suggested that child-initiated tained via operant reinforcement (Mowrer, 1939; aggression might be a bid to escape from an unpre- Rachman, 1976). Parents may “give in” or respond dictable family environment, rather than to simply harshly to child coercion to avoid or terminate terminate demands placed on them by parents. the unpleasant emotions that arise during such Coyne, Cairns 87 01_oxfordhb-9780199324552.indd 87 10/14/2015 6:24:47 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Wed Oct 14 2015, NEWGEN interactions. Therefore, one aspect of poor parent- mother nor child is attending to any other poten- ing is a conditioned emotional response (CER). For tially relevant or reinforcing stimuli. For instance, instance, a parent might feel a sense of dread seeing neither might notice that it is a nice day, that this a child approach in a toy store, holding an expensive might be a pleasant outing with parents, and so on. toy, based on past pairing with just this situation In short, both become insensitive to other cues that and an embarrassing temper tantrum. Giving in, or might be helpful, as all of their behavior and atten- allowing the child to have the toy may help the par- tion is captured by avoidance of their own painful ent avoid or escape the sense of dread (CER). More private experience. importantly, contextual features of the situation in These types of learning paradigms, involving which the coercion is played out may also be asso- both classical and operant learning of rigid and ciated with unpleasant emotions unrelated to the maladaptive
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