Social Learning Theory - Research Paper Example

? Final research paper It is believed factors such as individual choices, biological or psychological factors, and environmental factors have a lot to do with juvenile delinquency. However, in the effort to explain causes and reasons why juvenile engage in criminal behavior, various theories have been designed. This paper will center on social learning theory, behavioral theory, and general strain theory. The paper will also assess the case of Jacob IND as presented in the ‘when kids get life’ video. Final research paper Introduction Since time in memorial, societies have defined and elaborated certain behaviors that are considered to be acceptable or criminal in nature. However, in the modern society, different communities view the issue of juvenile delinquency differently. Due to differences in cultural customs and practices, perception of juvenile criminal activities range from one culture to another. In light with this, researchers and scholars have sought to explain why juveniles engage in criminal activities. In the efforts to find out answers to this scenario, some factors have been under investigation in order to find out their link to juvenile delinquency. Such factors include individual choices, biological or psychological factors, and environmental factors (Benjamin, 2003). The following theories will be used to explain the causes of juvenile delinquency. Social learning theory Social learning theory was developed by Albert Bandura in 1977. He hypothesized that human learning is a continuous reciprocal of interaction of behavioral, cognitive, and environmental factors. Social learning theory focuses on behavior modeling, whereby children observe and imitate adult’s behaviors or other children behaviors in their surroundings (Larry, et al, 2008). In light with this, it is correct to argue that any negative behaviors portrayed to children can greatly affect and influence their behaviors. This is arguably true because according to the study conducted by Bandura on how violence portrayed in media affected children’s behavior, he found out that some children who observed such television programs tended to imitate the behavior of characters on the television (Larry, et al, 2008). In this regard, it can be wrapped up that juvenile delinquency is as a result of imitation of unruly behaviors. Bandura also concluded that a certain type of children slowly learn how to be violent by modeling their behaviors in relation to what they observe from others. This is what he referred to as direct learning through instantaneous matching of the observed behavior to the modeled behavior (Larry, et al, 2008). Therefore, going by social learning theory, it is evident that juvenile delinquency can be linked to behavioral observations which are gradually acquired. General strain theory General strain theory was developed by Robert Agnew in 1992. It offers a framework that help understand juvenile delinquency. According to this theory, experiences of unpleasant circumstances including those emanating from home have a lot to do with influencing the behavior of juveniles (Larry, et al, 2008). Failure to achieve certain goals in life leads to frustrations. However, personality traits within the individuals also lead to delinquency and crime, which acts a way of relieving tension which is normally caused by strain: the main traits associated with individual strain negative emotions, which are provoked by strain. They are also known as negative affect states. However, it is argued that these adverse emotions can be controlled by individuals. This theory also argues that those individuals who react negatively to strain do so mostly in a delinquent manner, but not necessarily in a criminal way (Sibnath, 2006). It is also believed that those who relieve their negative emotions as a result of strain mainly do so as a result of an individual’s economic situation. While some people may deem it right to relieve their negative emotions by acting against someone, others tends to resort to committing crimes, such as robbing another individual. Agnew also stated that it was mainly juveniles that possessed the traits of low constraint and negative emotionality, thus they were most likely to react negatively to strain (Larry, et al, 2008). However, according to this theory, it would be necessary to have a model of investigating and helping people with deviant behaviors. Behavioral theory In his study, Pavlov found out that there was a relationship between a stimulus and a response known as classical conditioning. He asserted that classical conditioning occurs when a natural reflex responds to a stimulus. However, Pavlov’s work was continued by John Watson and B.F. Skinner who argued that environment shapes behavior (Larry, et al, 2008). The main focus of behavioral psychology is on how people; acquire, process and store the information. According to this theory, dramatic developmental changes occur as persons mature from birth towards adulthood. These changes include physical growth, brain development, psychological and social changes. This theory also argues that negative and positive reinforcements strengthen certain kinds of behavior of an individual (Larry, et al, 2008). In this theory, it is believed that punishment decreases certain behaviors produced by individuals. Therefore, it is argued that conditioning leads to different behavioral patterns of juvenile offenders. Possible strategies and interventions designed to stop juvenile delinquency In the past decades, researches have identified intervention strategies and programs that can be used to reduce delinquency. It is argued that preventing delinquency not only helps youth from being wasted, but also helps prevent the onset of adult criminal activities (Benjamin, 2003). If youth are not modeled accordingly, they may develop delinquency that is most like carried forward to adulthood. This has a lot of implications to the individual offender, family and society, and the government. Investing on delinquency-prevention programs is argued to help save billions of dollars used by criminal justice system in the criminal justice process (Benjamin, 2003). In this regard, various interventions have been designed in order to realize the dream of reduced juvenile delinquency. One of the intervention programs used are those programs that help prevent youth from engaging in delinquent behaviors (primary strategies). An example of these is the community interventions. These focus and targets risk factors and set up protective strategies to prevent antisocial or unruly behavior. Mainly, these programs articulate on peer groups, schools, and communities and they emphasize on positive social norms (McCord, Wisdom & Crowell, 2001). In order to ensure these norms are attained, these programs stress on warm, supportive relationships between juveniles and adults, providing opportunities to juveniles to become positively involved in various socioeconomic activities, and offering cognitive, social, and emotional competence (Benjamin, 2003). School interventions It is argued that academic failure is associated with delinquency. In this regard, interventions to help the child’s academic performance have been designed focusing on strategies to reduce delinquency. In the efforts to assess the effectiveness of school interventions, which in this case target various risk factors, factors examined include academic failure, low commitment to school, and involvement in delinquency peers, social alienation, and aggressive behavior (McCord, Wisdom & Crowell, 2001). Strategies involved in school interventions include: Structured playground activities It is believed that a school playground significantly help reduce aggressive behavior of boys and girls. Some activities involved in this kind of strategy include organized games, which are designed in such a way that the winners have to follow the laid down rules. In these games, discipline is highly encouraged. It is also believed that such games helps children acquire and develop cooperation spirit amongst themselves (Siegel & Welsh, 2009). It is apparent that if one team has to win the game, it has to work together whereby all members of the team have to have a mutual relationship in order to enhance cooperation. Additionally, such games reduce chances of youth engaging in delinquent behaviors (Siegel & Welsh, 2009). Therefore, this strategy can be argued to be vital in reducing incidences of aggression and other unruly behaviors. Behavioral consultation One of the most effective methods to reduce unruly behavior in youth involves using measure to prevent and reduce delinquent behavior. To achieve this, use of applied behavioral analysis and consultation training programs is used. Interventions used in this strategy include use of matching academic materials to students’ skill levels. In addition, positive reinforcement for appropriate classroom behavior, and application of learning and behavioral management through the use of counselors and psychologists is also utilized in order to help children reduce delinquency (Benjamin, 2003). Behavioral monitoring Closely monitoring student behavior is used as a strategy to prevent and reduce delinquency. In this intervention, rewarding positive behaviors is used as it appears to be effective. Other focuses in this intervention include monitoring students’ tardiness, behavior, class preparedness, and performance (Siegel & Welsh, 2009). For students found to have scored high marks in the above mentioned areas are awarded points, and are later redeemed by providing tokens. This type of intervention is argued to greatly affect students’ behaviors positively. Academic performance and behavior conduct is enhanced appropriately. Community interventions Most community interventions target on risk factors and bring in protective factors, which help reduce antisocial behavior. Some of the interventions endorsed to work at the community level include citizen mobilization, situation prevention, and after school recreation programs. Citizen mobilization It is argued that programs designed to prevent crime and violence has the potential of reducing juvenile delinquency. The most common citizen mobilization programs involve neighborhood block watch programs and citizen patrols. These programs are based on the premises where people reside. These programs help monitor individuals as they carry on with their daily undertakings (Siegel & Welsh, 2009). As a result, the level of crime in these neighborhoods is reduced, thus reducing the level of juvenile delinquency as well. Situation prevention In this kind of intervention, police and communities design this intervention program in such a way that it becomes difficult to commit crime and easier to catch those involved in criminal activities. In this intervention strategy, sophisticated computer strategy, which involves electronic monitoring and personal identification numbers is used to control people’s movements, especially on limiting access to buildings or other places (Benjamin, 2003). This is argued to reduce cases of vandalism and theft cases. Situation prevention also attempts to deter offenders from channeling their behaviors to other socially directions. An example of such a strategy includes separating rival soccer fans into different enclosures in sports grounds. Situational prevention also involves making crime targets less accessible. This involves locking up these places. After school recreation programs These programs involve the provision of supervised recreation after school. They address risk factors of alienation and association with delinquent or violent peers as well as introduce protective factors. These programs are argued to cater for “at risk youth”, which are as a result of complex issues and problems brought to the attention by peers, family members as well as social environments. These programs are devoted to instilling a positive and lasting impact to the lives of the vulnerable youth who are at risk (Siegel & Welsh, 2009). These recognize that juveniles are in dire need of transformational service to view the world in a constructive way, to take responsibility for their preferences in life, as well as to realize that they have potential in becoming responsible citizens in the future. The alternatives, both pro and con, to the strategies/interventions proposed Empower parents Empowering parents is argued to be one of the best alternatives of preventing juvenile delinquency. This is true because when parents are empowered, they are able to deal with their children. Parents of delinquent children are adversely affected by the behaviors of their children. They feel demoralized or depressed by their behaviors. In this regard, interventions should try to increase parents’ sense of self control and self-efficacy for them to build confidence in their interaction with their children (Burfeind & Bartusch, 2011). It can be argued that one way to empower parents is to give them information that can help them understand and react appropriately to their children’s’ behaviors. This should come in terms of training programs on how parents can nurture and communicate effectively with their children. These programs should also include various ways through which parents can negotiate family rules and consequences. At the same time, there should be training on how parents can use rewards and praise their children for good behaviors. Parents also need to be trained on the best forms of punishment to use against their children. This may include strategies like loss of privileges and time outs among other punishments that do not promote aggressive interaction between parents and children. Parents should also be trained on how to participate on how they are supposed to participate in the problem-solving process (Burfeind & Bartusch, 2011). Cultural and demographic issues Some cultural beliefs pose a unique challenge to intervention efforts. Therefore, identifying such cultural issues and designing appropriate intervention materials to address them can highly help solve the issue of juvenile delinquency. Cultural behaviors identified as the challenge to interventions needs to be discouraged and endorse those that pave the way for interventions (Burfeind & Bartusch, 2011). For example, in some cultures, family rules and punishment are believed to be the mandate of the father. In this regard, most children tend to disregard directions given by their mothers. It is also apparent that among families of low socioeconomic status, which are characterised by low levels of education of the parents or children, communication channels might be effective. In order to address such challenges, programs have been designed to counter challenges emanating as a result of low education. This is achieved by emphasizing on role-playing and modeling techniques other than written materials and verbal teaching techniques (Burfeind & Bartusch, 2011). Environmental and financial concerns It is true to argue that interventions that solely address issues of parent’s behavior may not succeed in delinquent prevention without incorporating other forms of interventions. In light with this, interventions may deem it right to look into long-term effects such as offering incentives that help parents deal with environmental and other challenges. This may come in terms of improving parents’ life skills and address issues related to stress, depression, marital problems, and financial matters (Burfeind & Bartusch, 2011). The bottom line of this intervention is to enable parents manage their day to day life issues in order to have effective parenting style, which ensures prevention of juvenile delinquency. Part II: case study: “When Kids Get Life” In this video, Jacob IND was age 15 at the time of the crime. He killed his mother and step father (Bikel, 2007). To outsiders, Jacob’s family lived a normal life. However, according to claims raised by Jacob, he complains that he was sexually abused by his step father. He was irritated by the fact that the person that did this to them was his mother’s husband (Bikel, 2007). It is apparent that Jacob’s family had a lot to do with his actions. It can be argued that Jacob’s family, and especially his mother did not have effective communication, which could have paved way for Jacob to communicate with her about what was happening between him and his step father. Jacob says that although he was hurt by his step father’s deeds, he could not have told his mother about it. Jacob’s elder brother Charles raises some concerns that their home was filled with fear. Charles argues that every day was characterised by fear of what could happen that night due to abuse especially from his step father (Bikel, 2007). Charles also had a course to believe that his mother resented Jacob and this meant that unless something was done, Jacob’s life was in danger. Charles, therefore, decided to move out of the family to start his own life. He reported the matter to the social services in order for them to help his younger brother whom he left behind. He was promised that investigations would be initiated, but nothing was done (Bikel, 2007). Charles further asserted that they had a lot of family secrets that they could not speak about. With such information on the background of Jacob’s family, it is true to argue that his family especially both his mother and his step father had a lot to do with his actions. Being a juvenile at that time, it is evident that Jacob had a lot of both physical and psychological torture. According to social learning and behavioral theories, the environment in which Jacob lived can be argued to have played the part to his behaviors (McCord, Wisdom & Crowell, 2001). Social learning theory argues that human learning is a continuous reciprocal of interaction of behavioral, cognitive, and environmental factors (McCord, Wisdom & Crowell, 2001). Behavioral theory on it side argues that negative and positive reinforcements strengthen certain kinds of behavior of an individual (McCord, Wisdom & Crowell, 2001), and, which in Jacob’s case is from the kind of environment he was exposed to. However, it can be argued that although the environment in which Jacob resided could have influenced his behavior, from general strain theory perspective, those individuals who react negatively to strain do so mostly in a delinquent way, but not always in a criminal way (McCord, Wisdom & Crowell, 2001). Therefore, Jacob’s case can be argued to have been instigated by his family. There are many social-based theories that try to explain why juveniles commit crimes. However, studies have documented that juvenile deviance is influenced by various factors including family, socioeconomic status, and education background. According to social process theory, juveniles commit crimes due to daily life experiences they undergo (McCord, Wisdom & Crowell, 2001). It is also argued that juvenile delinquent is also influenced by a poor family relations. In Jacob’s case, the fact that his mother resented him and his step father abused him can be argued to be in line with what social process theory terms as poor family relations. This can further be linked to what social theorists term as family problems, which undermines socialization amongst family members. This, according to social process theory comes in terms of lack of warm and loving supportive parent-child relationship among others. Although it can be argued that Jacob’s sentencing to serve life imprisonment was worth his behavior, there was a need to have a more reforming treatment program for him. For example, sentencing him for life imprisonment without parole can be argued to be a harsh punishment, which does not help correct his behavior. The fact that Jacob’s elder brother was not given an opportunity to testify on his brother’s favor raises concerns about the authenticity of the ruling (Bikel, 2007). He could have revealed all abuse instances that took place in their home, and this could have probably paved way for a more considerate correction or punishment appropriate for Jacob. For example, Jacob’s crime could have been reduced from murder to manslaughter with the possibility of parole. While and after being released from prison, Jacob could have been subjected to different corrective programs, which could have helped him correct his behavior (Sibnath, 2006). In fact, if Jacob’s case was handled appropriately, the government could have identified various hardships that juveniles undergo and out of that, the government could have deemed it right to established community-based programs to respond to special needs, problems and interests of the young people by offering appropriate counseling and guidance to similar cases like Jacob’s. These programs should be designed in such a way that issues related to child exploitation, victimization, and abuses are looked at accordingly. Additionally, issues related to family factors which foster or instigate juvenile delinquency such as poor parenting need to be focused and addressed through the establishment of suitable incentives that can help parents perk up their parenting styles (Sibnath, 2006). Jacob’s case could also have been addressed differently if he was tried as a juvenile. Jacob was age 15 at the time when the crime was committed. Therefore, it would have been necessary to try him as a juvenile, but not as an adult. This could have opened an opportunity for his arguments to be listened to and addressed accordingly. As a juvenile, special attention would have been given, and probably, there could be a need to put him under parole programs including after prison programs, which would have helped correct his behavior (Sibnath, 2006). There are similar cases like that of Jacob. It would be necessary to not concentrate much on how to punish such juveniles than looking into the root cause of such behaviors. That is why it is essential to start, build up and endorse preventive interventions in order to reduce such cases. It is also the responsibility of all parents to ensure that they look into their children’s wellbeing in order to avoid cases of deviant behaviors. Conclusion Researchers and scholars have sought to explain why juveniles engage in criminal activities. In the efforts to find out answers to this scenario, factors such as biological or psychological factors, and environmental factors have been under investigation to find out their contribution to juvenile delinquency. Social learning theory is one of many theories that explain juvenile delinquency. It focuses on behavior modeling, whereby children observe and imitate adult’s behaviors or other children behaviors in their surroundings. The other theory is general strain theory, According to this theory. It provides that experiences of unpleasant circumstances including those emanating from home have a lot to do with influencing the behavior of juveniles. Behavioral theory is another theory that explains juvenile delinquency. It argues that negative and positive reinforcements strengthen certain kinds of behavior of an individual. Interventions designed to prevent juvenile delinquency include those programs that help prevent youth from engaging in delinquent behaviors, for example, community interventions and school interventions. However, there are alternatives to these interventions which include empowering parents, cultural and demographic issues and environmental and financial concerns. On the issue concerning Jacob’s case, it can be argued that Jacob’s family, and especially his mother did not have effective communication with him. Although he was frequently abused by step father, he could not tell his mother. Although it can be argued that Jacob’s sentencing to serve life imprisonment was worth his behavior, there was a need to have a more reforming treatment program for him. References: Benjamin, B. (2003). Causes of conduct disorder and juvenile delinquency. New York: Guilford Press. Bikel, O. (2007). When kids get life. Retrieved on 13th May 2012 from: http://www.youtube.com/watch?v=lYNc_tQfVM4. Burfeind, J & Bartusch, D.J. (2011). Juvenile delinquency: an integrated approach. Canada. Jones and Bartlett publishers. Larry, J., et al, (2008).Juvenile delinquency: Theory, practice and law. New York, engage Learning. McCord, J., Wisdom, C.S. & Crowell, N. (2001). Juvenile crime, juvenile justice. Washington, D.C. National academy press. Sibnath, D. (2006). Children in Agony. New Delhi: Concept Publishing Company. Siegel, L. & Welsh, B. (2009). Juvenile delinquency: theory, practice and law. Belmont. South- Western Cengage learning. Read More