Psychology of Crime: Social Learning Theory - Essay Example

 Psychology of Crime: Social Learning Theory 1.0 Social Learning Theory- The Chosen Theory In the context of the salient psychological theories pertaining to learning and development, the Social Learning Theory extended by Albert Bandura tends to be really insightful and appropriate. The Social Learning Theory is based on certain key principles and premises (Thomas, 1990, p. 75). According to the Social Learning Theory, people do tend to learn by observing the behaviour of other people and by witnessing the consequences of that behaviour (Walters, 2002, p. 6). The Social Learning Theory says that learning can also take place without a consequent change in behaviour. As per the Behavioural School of psychology, learning does have to be accompanied by a permanent change in behaviour. In contrast, the Social Learning Theory states that people may learn things just by observing the behaviour of others and this learning may not be evinced in the behaviour of the witness (Hoge, 1999, p. 36). To put it simply, learning may not be necessarily accompanied by a consequent change in behaviour. According to the Social Learning Theory, cognition plays a central part in learning. In that context, in the last 30 years, the social learning theory has been greatly ascribing to the role of cognition in interpreting the learning behaviour of others. The one essential feature of the social learning theory is that the learner’s observation, perceptions and expectations pertaining to the rewards and punishments associated with the observed behaviour do have a profound influence on the behaviour that people tend to exhibit (Magnusson & Endler, 1977, p. 321). 1.1 Key Features of the Social Learning Theory The Social Learning Theory propounded by Albert Bandura is based on some key features and principles that are as follows: 1.1.1 People can learn by Observing – Observational Learning Bandura stated that children do tend to learn by observing and imitating the behaviour of others. The Modelling Process It goes without saying that not all the behaviours observed by a learner are effectively learned. The varied factors influencing the model and the learner do have an important impact on whether the social learning takes place. Social learning is dependent on certain essential requirements and steps. In order for the learning to take place, it is essential that the learner pays attention to the behaviour being evinced by the model (Cameron & Pierce, 2002, p. 62). The presence of the strong distractions in the vicinity of the observer does have a detrimental impact on the potency of the expected social learning (Cameron & Pierce, 2002, p. 62). If the model is engrossing or attention grabbing, a learner is likely to pay a greater attention to the behaviour of that model. The ability of the observer to retain apt attention for the behaviour being exhibited by the model also plays a key role in the social learning (Leonard, 2002, p. 15). A number of factors can impact the retention of a learner. Also the ability of the learner to retrieve the retained information and to act on it is one essential for the social learning to take place (Hollin, 1989, p. 43). Once the learner has attentively observed the behaviour of the model and has retained the relevant information pertaining to that behaviour, the reproduction of that behaviour by the learner is a must for the social learning to occur (Magnusson, 1981, p. 148). Moreover, a repeated practice of the learned behaviour leads to additional skill accrual and the refinement of the behaviour on the part of the learner. The model tends to many a times reinforce the learning in a learner. For instance, the teachers who make a conscious effort to imitate the behaviour and dressing style of their peers are more likely to be accepted by them. The observer may also be motivated and reinforced by a third person also. For example, a student may observe and tend to imitate the behaviour of the achievers in a class. If the class teacher on observing this behaviour on the part of a student cares to praise and motivate that student, this may reinforce the learned behaviour in that student. The repeated imitation of the observed behaviour by a learner also reinforces the learning accrued (Glassman & Hadad, 2004, p. 313). A constant repetition of the observed behaviour on the part of a learner often leads to satisfaction and hence reinforcement. An example of this could be that a student may observe that the extra effort made by the achievers in a class endows them with a sense of satisfaction and achievement. The imitation of such behaviour by the observing student may also impart a sense of achievement and satisfaction to one. One essential factor that needs to be kept in mind that the perceived consequences of the behaviour of a model on the part of the learner to a great extent may determine the extent of reinforcement achieved (Walters, 2000, p. 52). Once a learner observes an accrual of reinforcement for the behaviour being pursued by a model, the learner is more likely to show an increase in the imitation of such behaviour (Watson, 1989, p. 119). For instance, a slow student on observing a classmate being praised by the teacher for hard work is more likely to resort to a hard working behaviour. 1.1.2 Cognitive Factors in Social Learning The Theory of Social Learning has some essential Cognitive aspects. Bandura tends to make a distinct discrimination between learning by observing behaviour and actually imitating the observed behaviour. According to Bandura, cognitive processing does take place during social learning. According to the Social Learning Theory attention is a factor that is central to social learning. In the presence of the valid reinforcements, the learners tend to develop a perception of the consequences that the future behaviour is likely to attract. They do build expectations as to the possibility of a particular behaviour resulting in reinforcement and a specific behaviour leading to punishment. One big thing is that a learner needs to be consciously aware of the existing reinforcements and punishments (Weiner, 1980, p. 272). Reinforcement is likely to promote a particular only under the circumstances when the learner is consciously aware of the connection existing between reinforcement and the behaviour. As per the principle of reciprocal causation propounded by Bandura, the learner, the behaviour and the environment do tend to have an influence on eachother. 2.1 Explanation of Mary’s Criminal Behaviour on the Basis of Social Learning Theory In the case study under consideration, Mary’s criminal behaviour could be explained in the context of the Social Learning Theory. 2.1.1 Social Ambience of Mary According to the Social Learning Theory, people tend to learn in a social context. In that context, a plausible and relevant explanation of the criminal behaviour of Mary ought to take into consideration the social ambience in which lives and had lived (Abbassi & Aslinia, 2010). To begin with, the family in which Mary lived had a distinct predilection for criminal, antisocial and irresponsible behaviour. She already had a sister who was two years elder to Mary and had run away from home. Mary’s natural father with whom she lived for the first 9 years of her life was irresponsible, had addiction related problems and frequently resorted to domestic violence, not merely against his wife but also with his minor children. It goes without saying that Mary’s early childhood was steeped in violence and alcohol related domestic problems. Not to mention, that Mary’s domestic father decided to abandon his family when she was just 9. Later on Mary’s mother remarried and her stepfather was even worse. He constantly nagged and harassed Mary about her wayward behaviour and frequently subjected her to physical abuse. Mary did not even feel comfortable at school and his chosen peer group tended to be replete with minor delinquents. When she was 14, her stepfather started subjecting her to frequent sexual abuse. This made Mary come to the conclusion that perhaps her elder sister was also subjected to sexual abuse by her stepfather and that is why she ran away from home. Things got even worse when Mary told her mother about the sexual abuse being inflicted on her by her stepfather. Her mother turned out to be unresponsive and unsympathetic. The case study also mentions that Mary’s mother was also in general physically and emotionally distant from all her children and acted quiet subservient to their stepfather. The couple frequently left their progeny alone and unattended to while going out to drink. Later on Mary ran away from home and lived on the streets. She resided in squats inhabited by delinquent young people given to violence, crime, substance abuse and casual sex. The mentor she later chose was also given to crime and drug abuse. As per the social learning theory, children tend to learn in a social context and tend to imitate the behaviour of the people around them. In that context since her early childhood, to when she turned 16, the social ambiance of Mary had been replete with people and scenarios laced with violence, recklessness, crime and substance abuse. There existed nobody who could empathize with her and teach her alternate ways of leading life. The social environment in which Mary was brought up tragically lacked in moments of peace, love, trust and understanding and was full of enough roughness and violence to lead her into crime. Moreover Mary belonged to an age group that was quiet impressionable and lacked the maturity and composure to make some sense out of her social environment. Hence, the criminal behaviour of Mary is quiet understandable considering the social ambiance in which she spent a greater part of her life (Abbassi & Aslinia, 2010). Moreover, Mary being a juvenile was not only impressionable to the utmost, but lacked the elder role models who could lead her into a normal and crime free life. This naturally justifies an analysis to the models available to Mary in her early and teenage life. 2.1.2 Models Available to Mary In the Social Learning Theory propounded by Bandura, role models play a central and perhaps pivotal role in the effecting of learning (Domitrovich & Bierman, 2001, p. 235). Children tend to learn socially and are more likely to replicate the behaviour of the adult role models around them (Domitrovich & Bierman, 2001, p. 235). Children witnessing adult or elder role models engaging in violence, substance abuse, callous behaviour and crime during their early childhood are more likely to end up believing that such behaviour is normal and acceptable. Moreover, they are more likely to resort to a similar behaviour as an when they get the opportunity to do so. In the consideration of such premises of the Social Learning Theory, it will be particularly imminent to have a look at the role models that Mary had access to, to understand her criminal behaviour. Elder Sister Mary had an elder sister who ran away from home. Later on Mary concluded that perhaps like her she was also subjected to sexual abuse by her stepfather, thereby making her run away. Natural Father The natural father of Mary was an adult open to substance abuse, crime and frequent domestic violence. Moreover he abandoned his family when Mary was just 9 years old. Stepfather Later on Mary’s mother remarried. Her stepfather was even worse who constantly harassed and nagged her about her behaviour and subjected her to frequent physical and sexual abuse. Her stepfather also had alcohol related problems. Mother As per the facts given in the case study under consideration, Mary’s mother was insensitive and callous. When Mary confided in her regarding her sexual abuse by her stepfather, her mother refused to believe Mary and rather chose to continue her relationship with her father. In general her mother was physically and emotionally distant from her children and often left them alone to go out for drinks. Peer Group Mary never felt comfortable at school and lagged in studies. Her peer group abounded in juvenile delinquents. Later on when Mary ran away from home to lead the life of a squatter, she lived amongst the young people given to crime, substance abuse and casual sex. The mentor she chose on the streets was two years elder to her and given to drug abuse, prostitution and crime. Mary’s predilection to substance abuse, casual sex and crime needs to be interpreted and analyzed in the light of the role models she had access to throughout her life (Larsen & Dehle, 2007, p. 26). As per Bandura’s Social Learning Theory, children witnessing adult role models acting in an aggressive and irresponsible manner are likely to replicate them. On the contrary, children who have witnessed non aggressive and poised role models are relatively less likely to respond in an aggressive and criminal manner, even when the adults are not present. So a relevant and pragmatic analysis of the criminal tendencies in Mary needs to take into consideration the social ambience in which Mary was brought up and the adult role models that were accessible to Mary throughout her life. 2.1.3 Explanation of the Causes of Criminal Behaviour of Mary on the Basis of Social Learning Theory The primary principle on which the Social Learning Theory is based is that people tend to learn by observing the behaviour of others. Besides the environment in which a person is immersed reinforces modelling on the part of a learner. So to a great extent the criminal behaviour of Mary was learnt and acquired from the adult roles models existing in her home. To begin with, Mary’s natural father was an adult with alcohol related problems and criminal tendencies and the one who often resorted to domestic abuse and violence. On the contrary, Mary’s mother was a nonresponsive and detached individual with little emotional bonding with her children. So Mary from a very early age was brought up in a domestic environment where the adult role models accessible to her were criminal in their temperament and were prone to substance abuse and violence. Nowhere in the case study is it mentioned that Mary had access to even one adult family member who was normal and sensible. So considering the role models that were accessible to Mary and going by her impressionable age, it will not be wrong to assume that Mary learnt her criminal behaviour from her family. Later on her stepfather also subjected her to intense verbal, physical and sexual abuse, thereby augmenting her sense of helplessness and her criminal tendencies. The environment in which Mary was brought up time and again reinforced her modelling of these deviant adult models by sending her the message that it was normal to be violent, addict and prone to casual sex. As Mary never felt comfortable at school, this further deprived her of any interaction with healthy adult role models. Her peer group comprised of juvenile delinquents and it reinforced and encouraged the engagement of Mary in criminal activities and her indulgence in substance abuse and casual sex. In that context one needs to mention the adult male role models in Mary’s life. Her natural father being violent, criminal and alcoholic was often feared by her siblings and her mother. The subservience of the mother towards the natural father reinforced the message that one needs to be violent and an addict to command fear and attention. Further, when Mary’s mother remarried, she was submissive and tolerant of her stepfather despite knowing that he verbally, physically and sexually abused Mary and was an alcoholic and an addict. This again reinforced Mary’s criminal tendencies by further convincing her that to be feared and respected one needs to be liberal with violence, sex and substance abuse. Besides, in her elder sister, she already had an example that convinced her that it was much safer to run away from home rather than staying home and bearing with violence and sexual abuse. This motivated Mary to be a vagrant and to mix with antisocial elements. As per the Social Learning Theory, the learnt behaviour in an observer gets further reinforced in relation to the perceived consequences of that behaviour on the part of the learner. All the adult role models that came in Mary’s life sent her the message that it was perfectly safe and acceptable to be immoral and violent. Mary never saw her natural father getting punished for being violent with his family and for being an addict. Later on when her stepfather abused her sexually, verbally and physically, she tried to confide in her mother, but to no avail. This sent a message to Mary that people who do bad things to other people never get caught and punished. This conveyed to her a message that it was perfectly safe to be violent, to indulge in drugs and casual sex. The unpunished criminality and unconcern of the adult role models that Mary came across time and again reinforced the criminal tendencies in Mary. Besides nobody ever conveyed or taught to Mary that it was nice to be a good child, nobody ever tried to reward her for being good, nobody ever tried to protect her from the abusive behaviour of the adults in her family. So, in case of Mary, there existed no encouragement or incentive which discouraged her from engaging in criminal and antisocial behaviour. As per the Social Learning Theory, antisocial behaviour is also reinforced by the feedback and response of the third persons. Mary seldom went to school and had very little chance of being open to an honest criticism of her antisocial behaviour. Besides, her peer group comprised of juvenile delinquents. So it would not be wrong to assume that these peers certainly reinforced the criminality and promiscuity that she picked up from the adult role models in her family. The Social Learning Theory also holds that a constant repetition and practice of the learnt behaviour further reinforces the learning. So when Mary ran away from home to live as a squatter on the streets, she got ample opportunities and the accompanying environment to practice the criminal tendencies she acquired from her domestic environment. This continual practice and engagement of Mary in drugs, sex, prostitution and violence utterly reinforced her criminal behaviour, till she went to the extent of committing a planned murder. The Social Learning Theory believes that in a cognitive context, person, behaviour and environment do influence eachother. So the persons Mary came across at home and outside, the behaviour of these people and the accompanying environment played a pivotal role in encouraging criminal behaviour in Mary. 3.1 A Plausible Treatment for Mary’s Criminal Behaviour as per the Social Learning Theory To a great extent Mary’s criminal behaviour is acquired from her past domestic and social life. So a plausible treatment for Mary’s criminal behaviour needs to focus on such a strategy as one allows her to unlearn her past behaviour and help her learn new values, ethics and skills for coping with life. 3.1.1 A Suitable Juvenile Detention Centre Since according to the Social Learning Theory, people tend to learn by observing the behaviour of others, it is imperative to place Mary in such a new environment which allows her to come across a behaviour that is socially acceptable and healthy. So to begin with Mary should be sent to a suitable juvenile detention centre with just the right kind of environment. It will not only shift Mary to an environment where she is no more a threat to the society but will provide her with ample opportunities to observe and learn new behaviour. Mary needs to be urgently rehabilitated. At the juvenile detention centre Mary will get a chance to mingle with staff members who are dedicated to the education and rehabilitation of juvenile delinquents and are appropriately trained to do so. The positive behaviour of these staff members will provide Mary with an alternate environment that is not only different from the kind of environment in which she had lived till now, but where she will also get a chance to learn by observing the behaviour of healthy and normal adults. This will also endow Mary with a safe space where she can not only think about her past behaviour, but will also get a chance to think about the positive behaviour of young adults trying to help her. As per the covenants of the Social Learning Theory, at the juvenile detention centre Mary will get access to education, nutrition, recreation and counselling thereby opening to her a whole new safe and conducive environment to learn and evolve into a healthy adult. The staff members at the juvenile detention centre will be trained to praise and encourage any positive change in the behaviour of Mary and to criticize any criminal or violent behaviour in a healthy and non judgemental manner. The criticism received for wrong behaviour will discourage Mary from repeating this behaviour and the praise for positive behaviour will further reinforce it. Besides, the recreational and rehabilitation facilities available at the centre will introduce Mary to new learning opportunities and coping skills. This approach will sent to Mary the message that it is good to be law abiding and it is bad to be violent and irresponsible. The whole idea would be to surround Mary with new adult role models and to immerse her in a new environment than the one she had been used to. The opportunities for education and vocational training available at the juvenile detention centre will reinforce the new learning on the part of Mary in a systematic, organized and methodical way. This will help Mary grasp the consequences of antisocial and criminal behaviour and the incentives for noble behaviour in a psychologically apt and appropriate manner, thereby reinforcing the learning at an exponential pace. As Mary continues to learn and practice new behaviour on a daily basis, this will further reinforce her learning. The building up expectations in Mary of being praised and rewarded for giving up her criminal behaviour will encourage her to learn new things and skills at a fast pace. Staying at this facility over a period of time will help Mary focus and remember new behaviour approaches to which she is introduced. This will provide her with the motivation to stick to and replicate the things she learnt at the facility. Over time, Mary may shift to a system of guidance and judgement that is more inert and self driven rather than being externally reinforced. The centre will introduce Mary to a variety of other models from which she can choose from. This will also imbue her with the confidence that she can learn new things and could opt for a value driven and meaningful life. 3.1.2 Appropriate Psychological and Psychiatric Help It is a fact that since her early childhood, Mary had been subject to domestic violence, verbal, physical and sexual abuse and substance abuse. So the psyche of Mary is positively scarred by these inappropriate circumstances, which could also have had an impact on her mental health. Besides, Mary is bound to have many unresolved issues regarding insecurity, fear, sex, incest and abuse. So, it goes without saying that resorting to any Social Learning Theory driven approach to help Mary get over her criminal behaviour will be insufficient and incomplete, unless bolstered by commensurate psychological and psychiatric help. References Abbassi, Amir & Aslinia, S Dean. (2010). Family Violence, Trauma and Social Learning Theory. Journal of Professional Counselling, 38(1), 16-20. Cameron, Judy & Pierce, W David. (2002). Rewards and Intrinsic Motivation. Westport, CT : Bergin & Garvey. Domitrovich, Celene E & Bierman, Karen L .(2001). Parenting Practices and Child Social Development: Multiple Pathways of Influence. Merrill-Palmer Quarterly, 47(2), 235 -247. Glassman, William E & Hadad, Marilyn. (2004). Approaches to Psychology. Maidenhead: Open University Press. Hoge, Robert D. (1999). Assessing Adolescents in Educational, Counselling and other Settings. Mahwah, NJ: Lawrence Erlbaum Associates. Hollin, Clive R. (1989). Psychology of Crime. London: Routledge. 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