Token Economies for Schizophrenia (AQA A Level Psychology)

Revision Note

Claire Neeson

Written by: Claire Neeson

Reviewed by: Lucy Vinson

Token economies in the management of schizophrenia

  • A token economy is one in which positive behaviours are rewarded and negative behaviours are discouraged

  • Token economies are a feature of offender behaviour management as well as being used in health settings such as mental hospitals or care facilities

  • The aim of a token economy is incentivise schizophrenia patients to behave in ways which are socially acceptable (e.g. showering and getting dressed daily; interacting with others) and which will help them to manage their illness (ultimately without the need for external incentive such as tokens)

  • Tokens are in themselves value-less but they can be exchanged for desirable ‘treats’ or privileges e.g. chocolates, more outdoor exercise time, an extra hour’s TV viewing etc.

  • Tokens act as secondary reinforcers i.e. it is not the tokens themselves that provide the reward, it is what they can be exchanged for (e.g. the primary reinforcement of sweeties, extra visits from family etc)

  • Token economies were popular in the treatment of schizophrenia in the 1960s and 70s but they have since lost some traction since then and have largely been replaced by social and life skills training and CBT

9-token-economies-for AQA Psychology

A token is completely worthless - it’s what it can be exchanged for that is important.

Examiner Tips and Tricks

Make sure that you emphasise the fact that tokens are secondary reinforcers: examiners have reported that students often either show little to no understanding of this concept or ignore it altogether in their exam responses.

Research which investigates token economies

  • Monagle & Sultana (2000) - A review article which concluded that token economies are effective in treating the negative symptoms of schizophrenia e.g. avolition

  • Baker et al. (2018) - A longitudinal (18 months) experiment in which the independent variable was tokens awarded for either positive behaviour or tokens were awarded regardless of the patients’ behaviour: both groups improved in terms of social withdrawal but overall symptoms did not change for either group i.e. a token economy has limited power in symptom management

Evaluation of token economies

Strengths

  • Token economies may be useful for patients whose symptoms are mild and who need some motivation to enable them to cope with everyday challenges such as social interaction and personal hygiene

  • A programme of token economy behaviour management is less potentially harmful than drug therapy so it may be more ethically valid to some extent

Weaknesses

  • Monagle & Sultana (2000) also concluded that research on token economies is unclear as to the extent to which token economies have a long-term effect i.e.  are they maintained beyond the treatment programme

  • A token economy could be viewed as being patronising (i.e. treating patients like children; deciding when/how/if to give rewards) which means that there are ethical concerns about the protection of patients who are enrolled in such a system

Token economies are a pure form of operant conditioning from the Behaviourist approach: desirable behaviour is positively reinforced with an immediate reward which should result in a repetition of the desired behaviour as the patient will be motivated to receive another reward. You can also mention the role of vicarious reinforcement as being a key factor in token economies: patient A sees patient B being rewarded for having performed a desirable behaviour and this motivates patient A to follow the example  e.g. ‘She was rewarded with a token for washing her hair this morning - if i do similar then I’ll get a token too’

Worked Example

Which two of the following are relevant to token economies?

a) Classical conditioning

b) Operant conditioning

c) Secondary reinforcers

d) Family therapy

[2]

AO1 = 2 marks

  • The correct answers are b) and c)

  • a) and d) are incorrect as a) is learning via association (rather than reward) and d) is a different form of psychological therapy

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Claire Neeson

Author: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.

Lucy Vinson

Author: Lucy Vinson

Expertise: Psychology Subject Lead

Lucy has been a part of Save My Exams since 2024 and is responsible for all things Psychology & Social Science in her role as Subject Lead. Prior to this, Lucy taught for 5 years, including Computing (KS3), Geography (KS3 & GCSE) and Psychology A Level as a Subject Lead for 4 years. She loves teaching research methods and psychopathology. Outside of the classroom, she has provided pastoral support for hundreds of boarding students over a four year period as a boarding house tutor.