The second part of the driving agreement is to identify factors that may affect treatment. These include things within the individual (for example. B, mood, fear of medication, forgetfulness) and external influences (. B for example, family members who discourage the use of medications, conflicting medical advice). Table 17.8 lists some of the most common barriers to treatment. The focus on changing subjective experience in the CBCT is particularly illustrated by recent changes in the management of destructive conflicts among troubled couples. Previous versions of CBCT have focused on communication and problem-solving capabilities to reduce conflict. More recently, the focus has been on studying, with each partner, the attributions, meanings and meanings attributed to conflict outbreaks (for example. B Christensen et al., 1995; Weiss and Halford, 1995). While there are differences in the details of the therapeutic process used by different authors, the common emphasis is on how partners respond to the behaviours of their spouses they do not like.

Christensen et al. (1995) describe the purpose of this process as promoting acceptance, which they define in a behavioural way as reducing attempts to change the other person. The main objective is to compensate for a combination of behavioural changes in order to modify relational interactions and changes in the subjective experience of existing relational interactions. 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. 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“). Driving contracts include a written document outlining the objectives and reward or other outcome for the achievement (or non-compliance) of the stated objectives.