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Flooding and Implosive Therapy with Situation Specific and Non-Situation Specific Anxiety

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Flooding and Implosive Therapy with Situation Specific and Non-Situation Specific Anxiety DOCUMENT RISME ED 099 699 CO 009 130 AUTHOR Boudewyns, Patrick A. TITLE Flooding and Implosive Therapy with Situation Specific and Non-Situation Specific Anxiety. PUB DATE 73 NOTE 17p.; Paper presented at the Association for Advancement of Behavior Therapy (Miasi, Florida, December 1973) AVAILABLE FROMPatrick A. Boudewyns, Research Service, Veterans Administration Hospital, Iowa City, Iowa 52240 EDRS PRICE MF-60.75 HC-$1.50 PLUS POSTAGE DESCRIPTORS *Anxiety; *Behavior Change; Case Studies; Counseling; Extinction (Psychology); *Neurosis; Psychiatry; *Stimulus Behavior; *Therapy IDENTIFIERS *Implosive Therapy ABSTRACT Two inpatients, one with a circumscribed phobia for dentists and dental offices and another who had been diagnosedas suffering from an anxiety neurosis, were treated witha flooding procedure. A simple flooding technique which dealt with only the syspto contingent cues was sufficient to change behavior in the former case, but for the relatively complex anxiety neurosis thesore structured flooding technique, Implosive Therapy, was used. Thecase studies were considered demonstrative of the process of floodingas it applies to both a situation-specific and a non-situation-specific anxiety state. Some theoretical and semantic issues relative to therapy process were discussed. (Author) a AVAILABLE BESTCOPY s OEesetssasiT Of141EALTIM ODucartow LF iota FLOODING AND IMPLOSIVE THERAPY WITH SITUATION NATIONAL isosTaure OF COLOCATtON 1. DOCUMENT wiLSOf FN it( Pit° Di: :ED EXACTLY ASREEETL/ED &QOM SPECIFIC AND NON-SITUATION SPECIFIC ANXIETY1 THE PERSON ORORGAIvizaTtOIXON,c),A, Af ITPOINTS vrEg OR OTTiT4*0S SVATi:D DO NOT filECESSAkfLyWEPRE ,TST ,T UTE LIC seTAT OF F 1CIAL 14AT,ONAL v ED..;c:,A*014 POSiT044 OR Patrick A. Boudewyns Iowa City Veterans Administration Hospital C7*$ Wilson and Smith (1968) provide evidence to support their CP* claim that some critics consider behavior therapy ineffective ON CY% in dealing with anxiety not under specifiable stimulus control` C:) (e.g. free floating anxiety). C:2 In the same paper these authors pre- sented a new behavior therapy, Counter Conditioning Therapy Using Free Association, which may not be subject to this criticism. Flooding is another technique which may havea wider range of applicability than other learning-theory based therapies. In fact, Boulougouris et al (1971), in a study comparing the effects of systematic desensitization (SD) with flooding on a sample of clinical phobias, reported that flooding wasmore effective than SD with patients with non-specific fears than with patients who suffered from more stimulus bound phobias. Similarly, a number of other recent experimental investigations on clinical samples lend support to the notion that flooding (Hussain, 1971) and the more structured flooding technique, Implosive Therapy (Hogan, 1966; Levis and Carrera, 1967; Boudewyns and Wilson, 1972) is an effective 2 therapy procedure for a side range of clinical disorders. The construct or process of extinction can be used to explain the effects of flooding. The behavior therapist who uses flooding CN CD generally views rotic and psychotic defensive behaviors as CD A BEST COPY AVAILABLE Boudewnsy 2 efforts by the individual to avoid objectivelynon-threatening stimuli which have, through conditioning,come to elicit anxiety. Successful avoidance preserves the conditioningand disallows thp extinction of the conditioned emotionalresponse to these stimuli, even though they may no longer be associated withnoxious consequences (primary reinforcement). Flooding is an attempt to induce the patient to reduce (extinguish)his fear by presenting the fear cues to him, in imagination,under demand conditions that make it difficult for him to avoid his anxiety. On the human level the situation can be complex, since stimulimay be either "extero- ceptive" (e.g. a phobic object)or "interoceptive" (e.g. response produced stimuli such as tendencies toact out sexually or aggressively). (Stampfl and Levis, 1967). Especially in the.non-situation specific anxietystates, the significant cues seem obfuscated by the retroactiveeffects of stimuli experienced more recently in the life ofthe individual, may still be influencing current emotional behavior,even though that person may not be aware of the nature of the stimuli.The dynamic concept of repression seems to fit these assumptions. In learning theory terms the notion of chaining,a concept based on the Pavlovian construct of higher order conditioning, may explain thesame phenomenon. Thus, chaining may account for the hypothesisthat fear- producing cues or stimuli experienced early inthe life of the organism affect adult behavior. Stampfl and Levis formulated the concept of an avoidance serial cue hierarch(ASCH) in which "conscious" symptom contingent cues are associated through conditioningto 3 BEST COPY MAME Boudewyns 3 "unconscious" hypothesized cues. These associations are preserved by the avoidance behavior (repression?)of the patient.The most efficient extinction procedure wouldrequire repeated presentations of both the symptom contingentcues and the earlier hypothesized cues to the patient. But how are the hypothesizedcues determined since presumably the patient isunaware of them? Stampfl uses dynamic theory to help identifyand develop hypotheses about potential cues high up on the ASCH. The patient's response to the imagined scenes helps determine the appropriateness of thesehypotheses. Furhter, Stampfl and Levissuggest ten potential areas of intra- personal conflict that might be usedas a guide to help determine the content of therapy: aggression,punishment, oral material, anal material, sexual material, rejection, bodilyinjury, loss of control, acceptance of conscience, and ANS and CNS reactivity. The implosive therapist routinely investigates eacharea by presentation of a relevant imagined scene to the patient.The patient's emotional response is the feedback used to determine theappropriateness of the area. The purpose of this paper isto describe and contrast the process of flooding as it was used in two clinicalcases: a circum- scribed situation specific phobia anda non-situation specific anxiety neurosis. The former instance is an example of simple flooding where the prescntation ofthe symptom contingent =alone was sufficient to chant., behavior. The latter case demonstrates the use of Stnmpfl's 17 losive Therapy (IT) in which thepresentation of both symptom cantin,,cnt and hypotht d cues were used. BEST CCM AI/ARABLE Boudewyns 4 Cases In the present study the assessment procedure suggested by Stampfl was used in both cases. In the first two sessions a standard clinical interview was used to gather material fortherapy. At the end of each of these interviews tile patientwas asked to close his eyes and visualize "neutral"scenes. At first these scenes were familiar to the patient and common to his experience; e.g., the front of his home, his wife's face. Later they were unfamiliar, unusual scenes; e.g., floating an a cloud.The purpose of these early scenes was to determine the extent and quality of nil patient's visual imagery and to establish the therapistas Ole director of the scenes. During therapy itself each patient was instxzted to close his eyes and to have a'vivid day-dreamas directed by the therapist. Both patients were strongly encouraged to "get into" thescenes and to try to feel as if they were going through the experience in reality. They were also encouraged to imagine using modalities other than visual imagery; i.e. they were asked to imagine feeling, hearing, smelling, or even tasting cues presented to them.Theoretically the more conditioned stimuli used, the greater the probability of extinction of the emotional response. During early sessions, the therapist presented the entire theme; but as soon as the pati,.nt became familiar with the procedure hewas encouraged to take a m.,re active role in therapy by embellishing the themes with his 55ociation:Oltmes, places, etc.) and by doing "home work" (rcv:vwing the scent on his own in between sessions). A vivid, graphic styl used in tLt' presentation of the material t, Boudewyns BEST COPYAMIABLE s in order to raise and maintain high levels ofanxiety. If the patient gave any indication that his emotionalresponse to a particular theme was diminishing (extinguishing),new material was presented immediately. Case l; Simple Flooding Mr. N., a 25 year old unmarried welder, enteredthe hospital voluntarily with symptoms of depressionand anxiety, a history of criminal behavior, anda spotty work record. Since he was obviously lacking in important social, technical and academicskills, the recommended therapy program consisted primarilyof supportive therapy, remedial reading lessons, and further technicaltraining in his trade. After Mr. N. entered ourprogram, however, the author discovered that he had a circumscribed phobia for dentistsand dental offices. He complained that eves though his teethwere in a severe state of decay, his fears had made him unableto consult a dentist since he was a child. Further, if he even attempted to entera dental office he would become sick to his stomach,gag, and sometimes vomit. It seemed obvious that such avoidance behavior keptthis patient's conditioned emotional response to dentists from extinguishing. The phobia seemed to stem from a frightening childhoodexperience (age seven) when Mr. N. had a tooth pulled by whathe described as "a mean and ugly dentist." He seemed highlymotivated to overcome his fears, and aftera short explanation of the flooding procedure,
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