Through observational learning a model can bring forth new ways of thinking and behaving. With a modeled emotional experience, the observer shows an affinity toward people, places and objects. They dislike what the models do not like and like what the models care about. Television helps contribute to how viewers see their social reality. "Media representations gain influence because people's social constructions of reality depend heavily on what they see, hear and read rather than what they experience directly". Any effort to change beliefs must be directed toward the sociocultural norms and practices at the social system level. Before a drama is developed, extensive research is done through focus groups that represent the different sectors within a culture. Participants are asked what problems in society concern them most and what obstacles they face, giving creators of the drama culturally relevant information to incorporate into the show. The pioneer of entertainment-education is Miguel Sabido a creative writer/producer/director in the 1970s at the Mexican national television system, Televisa. Sabido spent 8 years working on a method that would create social change and is known as the Sabido Method. He credits Albert Bandura's social learning theory, the drama theory of Eric Bentley, Carl Jung's theory of archetypes, MacLean's triune brain theory and Sabido's own soap opera theory for influencing his method. Sabido's method has been used worldwide to address social issues such as national literacy, population growth and health concerns such as HIV. Psychotherapy Another important application of social learning theory has been in the treatment and conceptualization of anxiety disorders. The classical conditioning approach to anxiety disorders, which spurred the development of behavioral therapy and is considered by some to be the first modern theory of anxiety, began to lose steam in the late 1970s as researchers began to question its underlying assumptions. For example, the classical conditioning approach holds that pathological fear and anxiety are developed through direct learning; however, many people with anxiety disorders cannot recall a traumatic conditioning event, in which the feared stimulus was experienced in close temporal and spatial contiguity with an intrinsically aversive stimulus. Social learning theory helped salvage learning approaches to anxiety disorders by providing additional mechanisms beyond classical conditioning that could account for the acquisition of fear. For example, social learning theory suggests that a child could acquire a fear of snakes by observing a family member express fear in response to snakes. Alternatively,