My behavior is smoking. I need it 11;59 p.m in USA time.

The Present Situation & Creating a Change Plan Answer each set of questions below. Please number your answers to correspond to each numbered question set below, and please write complete sentences. Your responses will be graded for quality and thoroughness in response to each question (at least 2 sentences per question) and communicating clearly that you understand the learning principles in these questions. The Present Situation: Identifying learning principles in your current behavior The problem behavior: Briefly but clearly describe the current behavior you plan to change. Describe your current behavior exactly as it typically occurs (What time of day? How often? With whom? How do you feel when doing it?). It may be a good idea to do some self-observation, taking notes of the circumstances that surround the behavior you want to change to prepare you to answer this question. What does the current behavior look like in your daily life? The stimulus cues: Identify the stimuli in your environment that have become associated with the behavior you wish to change (associative learning; classical conditioning). An example: smoking while drinking a cup of coffee. If you want to stop smoking, you may want to change these behavior patterns to be more successful quitting smoking, because coffee drinking and smoking have become associated. What are all of the stimulus cues associated with the problem behavior? (See Chapter 6) The problem reinforcers: Identify the immediate and delayed reinforcements that are keeping the problem behavior going (associative learning; operant conditioning). Be thorough and honest with yourself when trying to identify what keeps the behavior going. For example, a person who wants to quit smoking may recognize that this problem behavior is negatively reinforced because it temporarily decreases tension; it may be positively reinforced if the person feels "cool" while smoking; and it may be negatively reinforced if the person gets to take smoke breaks from their job. Identify the various reinforcements (positive and negative) that are currently keeping the problem behavior going for you. (See Chapter 6) Creating Your Plan for Change The new behavior is the goal behavior change, or the habit you want to develop to replace the old, problem behavior. Remember, one cannot merely stop doing something; something different is happening in the old behavior’s place. If your plan is to “just stop” doing the problem behavior, the change is not as likely to last. For example, someone stopping overeating will not stop eating entirely as a healthy new behavior; he or she will eat differently perhaps by portioning meals smaller on the plate (new behavior) or changing from eating several times per day to three times per day on a schedule (new behavior). Describe the new behavior that will replace the old, and remember to choose a new behavior that is S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, and Time-Limited). What will you do instead of the problem behavior? New stimulus cues: Objects or events you plan to associate with the new behavior to help it become established. For example, someone trying to quit drinking caffeine in the afternoon may set a timer for 2:00pm to remind her/him to take a brief walk or fill up their water bottle (associating afternoons with a new behavior that will help reduce afternoon fatigue rather than coffee-drinking). What new cues, reminders, or stimuli will help you engage in the new behavior? (See Chapter 6) The reinforcements for the new behavior: These need to be both immediate and long range. Plan specific reinforcements and set specific times when they will be receive­d. For example, someone trying to quit smoking may reward him/herself at the end of each day that they successfully chewed gum or called a friend instead of smoking by eating one small piece of candy (positive reinforcement). At the end of one month with no cigarettes, she/he might take a trip to their favorite clothing store to purchase something equivalent to the value of the cigarettes they did not buy. How will you be rewarded for the new behavior? (Chapter 6) Levels of Study in Psychology: So far we have discussed some of the individual, biological, social, and cultural factors that shape behavior and mental activity. Identify and describe at least one variable from chapter 2, 3, and/or 4 that may impact your success in changing the behavior and how. For example, a person who would like better sleep and has identified a new behavioral goal of waking up at a consistent time each day may consider the importance of the hormone melatonin for helping to regulate circadian rhythms (Chapter 3) and would write about that works. Or, a person who wants to work on time management with a goal of increasing study hours may consider attachment styles in relationships (Chapter 4) and write about how that might impact prioritizing studying over spending time with significant others. Road Blocks: With any behavioral change there are likely to be obstacles that have the potential to interfere with success, but these obstacles will be easier to overcome if you prepare for them ahead of time. For example, someone who tends to smoke cigarettes with friends several times per day may plan to tell his friends that he is working on quitting and ask for their support. What are some potential obstacles that may interfere with your goal? How do you plan to overcome them?