The Social Learning And Behavioral Theory

With reference to chosen theory of learning (behaviourist, social learning) discuss its application to patient education in context of general nursing.

The state of Kansas is one of only three states to enact comprehensive social and emotional learning standards with developmental benchmarks in K-12 education, (Dusenbury, Weissberg, Goren and Domitrovich, 2014), and it has also tied those standards to college readiness. The Kansas State Department of Education (KSDE) lists The Kansas social, emotional, and character development model standards aligned to Kansas college and career readiness standards (2012). Among these standards is the ability to “Identify multiple techniques to manage stress and maintain confidence” (KSDE, 2012). In order for stress management and confidence strategies to be taught, the students, teacher, and education system as a whole, must make it a priority instead of assuming that students will develop the skills on their own.

“In the late 1980s, Robert Sampson and John Laub stumbled across the files from a decades-old research project conducted by Sheldon and Eleanor Glueck of the Harvard Law School. This study that followed young boys from childhood into early adulthood and led them to question previous criminological research practice and develop their age-graded theory. It has been said that the best predictor of future behavior is past behavior. Therefore, it is no surprise that, when criminologists study adult offenders, they discover almost all of them committed crimes as an adolescent. However, it is not logical to assume that everyone who engages in crime as an adolescent will commit crimes as an adult. Moreover, if one continues this faulty line of reasoning

These life benchmarks can now justify their consequences with more meaning rather than children under this age group as they have very little knowledge and are still being taught the particularly basic fundamentals of life. Not only do these youths change physically, but their emotional and mental states are also being altered. For example, these include becoming more aware of right and wrong, being affected by peer pressure, and only thinking of present outcomes and not the future . All of these milestones can be contribution to why a youth is committing a crime. Youth are becoming more knowledgeable about their moral sense by 12 years old.

Social learning theory, developed by Bandura, discusses how people learn from one another through observation, modeling, and imitation bridging an individual’s attention, memory and motivation. Social learning theory identifies the importance of cognition, observable behavior, individual self-efficacy, and the extent of how the events surrounding an individual affect them; their locus of control. Social learning theory also looks at individual problem behavior being influenced by positive or negative reinforcement (Ashford & LeCroy, 2012).

One risk is a recurring theme over the various modules that have been covered during this course, which is the developmental difference between juveniles and adults. Juvenile’s brain, mental capacity, emotional capacity, etc… is not fully developed during adolescence. This immaturity among these different development features leads to juvenile offenders not being as culpable and not being competent enough to stand trial in the adult criminal justice system(Lecture). Another risk with transferring youth is the increase of criminality among juveniles that are introduced to the adult criminal justice system. As the adult system is more focused on punishing the offender for the crime committed the juvenile justice system is more focused on the individual and correcting their behavior to rehabilitate that individual(McGowan et.al., 2007). A third risk is the effectiveness of transferring juvenile offenders to the adult system. Those juveniles that get transferred are more likely to continue to reoffend and get re arrested on violent crime charges (McGowan et.al,

Behaviorism and social learning theory are examples of two mechanistic theories that focus on explaining children’s behavior. Social learning theory emphasizes observational learning and imitation. On the other hand, behaviorism is rooted in focusing on how the environment impacts development. The environment shapes the child’s development as the child strives to adapt to the environment. Both theories deal with explaining behavior and consist of similarities, but are composed of different elements of explaining behavior.

Paper presented as a part of a Congressional Research Briefing entitled “Juvenile Crime: Causes and Consequences,” Washington, January 19, 2000. Address correspondence to the author at the Department of Psychology, Temple University, Philadelphia, PA 19122, or at lds@vm.temple.edu.

Psychological theories of juveniles focuses on various explanations of deviant behavior including: juveniles do not identify what they are doing is criminally wrong because they are morally insane; due to personality traits that are developed in early childhood years, the future behavior of a juvenile is determined in early childhood; and certain individuals have strong personalities so deviant that they have little or no control over their impulses. Defining psychological theories would consists of explanations that link criminal behavior with mental conditions, antisocial personality traits, and early psychological or moral development (Champion, p. 89). As such, psychoanalytic and the social learning theories are two great theories that will focus on the human psyche to help explain

Peer influence on an individual’s responses and perception of the surrounding environment affect criminal tendencies in that, criminal behavior can be assimilated by juveniles belonging to the same age bracket in a given locality (Fine, 230). Sociological maturity allows the young people to learn the societal way of life and provides an important element in curbing the juvenile crime rate in the United States. Also, social maturity can take enhance criminal conduct among the juveniles in the case whereby, an individual is brought up in a neighborhood where people are pro-crime. Some neighborhoods in the United States are pro-crime and criminal behaviors such as assault, rape, robbery, illegal gun possession and drug dealing and consumption is championed thus socializing juveniles into understanding that the given acts are desired (Short, 24). Sociological maturity asserts the need for juveniles to grow into functional members of the society who can practice the information and skills learned and passed them to the next generation. In the case where the social systems enhance criminality, social maturity in juveniles is characterized by deviance thus increasing the juvenile crime rates in the United

Akers and Sellers (2013) has stated that social learning theory is an expanded theory of differential association processes and improves it with differential reinforcement and other principles of the behavior theory. They added classical conditioning (the sharpening of involuntary reflex behavior); discriminative stimuli (internal stimuli that lead to signals for behavior); schedules of reinforcement (rewards and punishment ratio following behavioral feedback); and other theories of behavior (Akers & Sellers, 2013).

One of the most challenging aspects of the juvenile justice system is recognizing the special needs of young offenders while trying to emphasize rehabilitation over punishment. Scott and Steinberg and Steinberg and Cauffman state that the intersection between childhood and criminality creates a dilemma that most people find difficult to resolve because age is not only a primary factor in adjudication for juvenile offenders. With that being said, they theorize that the psychological, emotional, and social development of adolescents play a major role in juvenile offending. Scott and Steinberg (2008) as well as Steinberg and Cauffman (2012) focus on the psychological and scientific approaches connected to adolescent offending. “The application of information about normative adolescent development to policy and practice in the justice system necessitates differentiating between cognitive and psychosocial development, which appear to follow different developmental

Gender roles are the socially characteristic activities that men and women engage in with different constancy. It can be challenging for either a male or female being trapped in a body they are no longer comfortable with. Negative attitudes toward transgender persons may result in transphobia as well as discriminatory treatment of transgender individuals. This gender identity disorder can be due to social influences as well as within one’s household. At younger ages it is believed that kids are more pressured to adopt gender typical behaviors. Through examination of two important sources social learning theory and cognitive developmental theory I will identify gender identity and the internal and external struggles transgender individuals’ face.

Learning is a complex process that influences the knowledge and behaviours that humans do, or do not develop to adapt to a variety of situations (Ormrod, 2016). However, for people with disability, this learning process can often be hindered by the lack of abilities, or external and internal stimuli such as prejudice and self-efficacy respectively (Conyers, Enright, & Strauser, 1998). The following essay will discuss two learning theories, behaviourism and social cognitive theory (SCT), in relation to disability practices. Behaviourism explains learning through stimulus-response associations, with the two main theories being classical conditioning and operant conditioning (Ormrod, 2016). For professionals in disability,

Children constitute the most vulnerable section of society and are the most important asset for the future and development of that society. It was righty coined by Abraham Lincoln “A child is a person who is going to carry what you have started. He is going to sit where you are sitting, and when you are gone, attend to those things you think are important. You may adopt all the policies you please, but how they carried out depends on him. He is going to move in and take over your churches, schools, universities and corporations. The fate of humanity is in his hands” . But, over the past few decades juvenile violence crime has grown twice as quickly as that of the adults. Childhood experiences plays a very significant role in the development of criminality in a juvenile, generally this trait of criminality is not noticeable in the early life, but if they are acted upon future delinquency can be avoided. Juvenile delinquency is not a problem in just one corner of the earth but it is a problem faced worldwide in every country. In order to tackle with problems like juvenile delinquency efforts are being made nationally and internationally to rehabilitate, protect and prevent juvenile delinquency.