To improve a person`s motivation to achieve these goals, a procedure called behavioural contracting is often used. The behaviour contract includes a clear indication of behaviour goals in terms of frequency, duration or intensity (e.g.B. “I agree to walk at least 5 days a week for at least 30 minutes a day”). A behavior contract usually involves a kind of reinforcement contingent for goal success (z.B. “If I meet my training goal for this week, I will reward myself by purchasing a copy of my favorite magazine”). By applying the self-regulation approach to communication capabilities, each partner is helped to choose their own goals to change their own communication and evaluate their own communication. For example, clients check their own couple conversations (for example. B a recording of a conversation at home on a difficult topic) with the therapist at meetings, the partners each focusing on their own communication. Thus, the therapeutic focus remains on what the client can change (i.e. his own behaviour).
Based on the assumption that adaptive marital communication is defined by its functional effect within the relationship, self-controlled communication change experiences are considered behavioral experiences. Therefore, when a partner introduces a change of communication that results in a negative result (for example. B when the partner makes an amendment requestable and not aggressively when considering a particular problem, the result is verbal insults to the spouse), which shows that the statement was not adaptable in that context and that a different approach is needed. It is the teacher who decides the specific behaviours to choose for the driving contract. Where possible, teachers should set behaviour targets for the contract in the form of positive, pro-academic or pro-social behaviours. For example, a lecturer may be concerned that a student often calls answers during class, without first having the teacher`s permission to speak. For the contract, the teacher`s concern to have the student speak can be positively stated: “The student will participate in a class and discussion, raise his hand and be recognized by the teacher before proposing an answer or comment.” In many cases, the student can participate in the selection of positive goals in order to increase and motivate the child`s participation in the behaviour contract. Behavioural contracts can be useful when the student has behavioural problems in places other than the classroom (for example. B art room, cafeteria). Once a classroom behaviour contract has been proven, the course director may meet with the student to extend the contractual terms by several adjustments. Adults at these other school sites would then be responsible for assessing the student`s behaviour during the period during which the student is with them. Driving contracts include a written document outlining the objectives and reward or other outcome for the achievement (or non-compliance) of the stated objectives.
Generally, guidelines for writing goals include the realistic (usually small), measurable, observable (described) goal and on a proposed schedule. The other part of the contract includes rewards for achieving the goals agreed by another party and sometimes facilitated. A monetary reward or cost is a common consequence in many behavioral contracts for physical activity. Often the consequence is the loss of money that the participant already spends for this purpose. Contracts have many benefits for the practitioner because they have inherent flexibility and can be written to give appropriate goals to each person. In addition, the treaty may include a number of health objectives, with individualized consequences to incorporate meaningful outcomes for each participant.