ABSTRACT
This chapter will review the different theories of learning from which the techniques known collectively as cognitive-behavioural therapy, or cognitivebehaviour modification, are derived. Such an account is necessary for two reasons. First, so that the person applying the techniques will understand the reasons for what he or she is doing, rather than just dipping into a bag of therapeutic tricks and hoping to come up with the right approach. Second, so that a proper assessment of the client’s problems can be made. In this field, there are no general purpose procedures, and decisions about which techniques to use are based upon certain well-established findings as to how behaviour (including problematic behaviour) and its cognitive and affective accompaniments are acquired in the first place.
