In this episode of Hidden Brain, host Shankar Vedantam and guest Stuart Ablon examine why traditional behavior modification methods that rely on rewards and punishments often fail to create lasting change. They explore the concept that behavioral issues stem not from a lack of motivation or willpower, but from missing foundational skills such as impulse control and working memory.
The discussion introduces Collaborative Problem Solving (CPS) as an alternative approach to behavior modification. This method focuses on building skills through understanding and cooperation rather than imposing consequences. The summary covers research on CPS implementation in various settings, including psychiatric hospitals and juvenile detention centers, and presents findings on its effectiveness compared to conventional behavioral interventions.

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In their discussion, Shankar Vedantam and Stuart Ablon explore why traditional behavior modification methods often fall short. Ablon explains that while rewards and punishments might serve as reminders of expectations, they fail to develop the necessary skills for lasting behavioral change. These methods not only lack long-term effectiveness but can also generate resentment and conflict. When behavior doesn't improve, people often mistakenly attribute it to a lack of effort rather than recognizing potential skill deficits.
Ablon challenges the common belief that behavioral issues stem from a lack of motivation. Instead, he emphasizes that skill deficits, such as impulse control and working memory, are often the root cause. He introduces the concept of foundational problem-solving skills, including asking questions, reflective listening, and social thinking. According to Ablon, the principle "people do well if they can" suggests that when individuals struggle, it's typically due to missing skills rather than insufficient willpower.
Ablon presents Collaborative Problem Solving (CPS) as a more effective approach to behavior modification. This method involves three key steps: empathizing with others' perspectives, sharing one's own concerns, and co-creating solutions together. Unlike traditional methods, CPS focuses on building skills and understanding rather than imposing consequences. Ablon's approach has shown impressive results in challenging environments, including psychiatric hospitals and juvenile detention centers. Research from Ottawa demonstrates that children using CPS showed greater improvements in self-regulation and cognitive flexibility compared to those using traditional methods.
1-Page Summary
Shankar Vedantam and Stuart Ablon explore how traditional methods intended to change behavior may lack long-term effectiveness and inadvertently cause negative outcomes.
Stuart Ablon points out that while rewards and punishments can serve as reminders of what is expected, they fall short in supporting skill development needed for lasting behavioral change. These methods fail to help people remain calm during periods of frustration, and there is a significant negative impact associated with the development of intrinsic motivation.
Ablon further explains that because rewards and punishments do not aid in building neurocognitive skills or fostering healthy relationships, their effect on behavior is typically temporary and superficial. Without learning the necessary skills, an individual may comply in the short term but will not exhibit enduring behavioral change.
Punishment-based strategies do not address the underlying issues, which can lead to resentment. According to Vedantam, rather th ...
Limitations of Rewards and Punishments to Change Behavior
Stuart Ablon examines the critical importance of skill development in influencing behavior, challenging the common belief that a lack of motivation is often the root of adaptive behavioral issues.
Ablon stresses that rather than a lack of motivation, it is often skill deficits that lead to challenges in behavior change. He cites impulse control as a critical skill for contemplating actions' consequences before acting and emphasizes the importance of skills in shaping behavior. Ablon explains that the quick attribution to a lack of will is often a response to our own frustration, and doing so can damage a person’s self-esteem by implying they’re not trying hard enough.
Ablon discusses foundational skills for problem-solving as a key aspect of collaborative problem solving. He lists asking questions, making educated guesses, reflective listening, and providing reassurance as essential skills that sometimes people struggle to develop. Working memory is described by Ablon as a "cognitive shelf" for organizing thoughts, while social thinking skills range from initiating conversations to understanding how actions affect others. Ablon also notes the importance of feedback loops; a broken loop can prevent one from learning from interactions.
Ablon asserts that "people do well if they can," and when they don’t, it often indicates a skill deficit rather than a lack of motivation. He advises managers to understand their team members’ varied skill domains and recognize their own abilities, embracing weaknesses as well as strengths. Ablon remarks on the frustration that arises when individuals don't perform as desired, leading to a misguided focus on willpower rather than ...
Role of Skills In Shaping Behavior
Stuart Ablon, joined by Shankar Vedantam, delves into the merits of collaborative problem-solving (CPS) over traditional behavior modification. It is an approach built on empathy, problem-solving, and skill-building rather than rewards and punishments.
True Collaborative Problem Solving (CPS) is a process that should be transparent and done with someone, not to them, as explained by psychologist Stuart Ablon. This method does not aim to leverage a solution but seeks mutual resolution. Ablon states that key to CPS is effective listening which leads to better collaboration. He contrasts traditional methods, or "Plan A," which rely on rewards and punishments to impose will, with "Plan B" or CPS, as the sought alternative. CPS aims to understand concerns without enforcing decisions, as demonstrated by a nurse who successfully utilized this approach with a patient. Shankar Vedantam suggests that there are better ways to help people make lasting change, implying the efficiency of CPS.
Ablon points to a quick judgment of someone's lack of will as a coping mechanism for frustration, which places the burden on the individual and undermines the collaborative potential to assist. He indicates that a lack of representation among those struggling with behavior and those who are not may reveal neuropsychological skill deficits that must be addressed for CPS to be effective.
Three key steps or ingredients define CPS:
Ablon emphasizes the importance of the other person proposing solutions first, as this helps develop their problem-solving skills, akin to learning by doing. His ideas were put into practice at a state psychiatric hospital with a high rate of staff assaults. While the nurse used reflective listening and reassurance to empathize with a patient, the collaborative effort began with understanding and problem-solving without imposing decisions or resorting to punishments.
The collaborative approach also includes setting clear expectations and boundaries; it doesn't represent giving up but provides an alternative option when someone does not meet these expectations. Instead of defaulting to rewards and punishments, CPS works on empathy, problem-solving, and skill-building to address behavioral challenges effectively.
Empathy is central to Ablon's collaborative problem-solving method, which requires understanding the other party's perspective before sharing one's concerns. It is a step different from agreeing with them and is critical for solving problems cooperatively. This process demonstrated success in psychiatric hospitals, where staff who initially were skeptical of CPS recognized its benefits for creating a less hostile environment.
Ablon tested his CPS approa ...
Collaborative Problem Solving As an Alternative to Changing Behavior
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