Social Learning Theory and its Application - Essay Example

Social Learning Theory and its Application The discussion centered on social learning theory compared to other learning theories. Theories are used to explain social phenomena, especially on explaining the behavior of individuals. Studies on the behavior of children and adolescents are mostly understood with the application of learning theories. Children are most affected by the environment or the surrounding. Social learning is first acquired at home, so that whatever negative or positive experiences are learned, these affect their behavior up to adolescence and early childhood. Social learning is interactive learning; meaning they lead to integration of structural pressures into the socialization process. A learning mechanism in childhood using SLT is reinforcement and imitation, which uses observation and modeling of others’ behavior and the outcomes of that behavior. Disruptive behavior is sometimes traced to parents’ levels of criticism. The simulation role enactment can enhance teamwork and collaboration. It supports classroom learning on delegation and group dynamics to optimize students’ abilities. In professional life, this is used to provide a way where colleagues share expertise and in other professional activities such as identifying conditions, selecting proper interventions, enhancing client satisfaction and promoting professional growth. Social cognitive theory can be used as a framework for planning and implementation of simulation learning activities; it can optimize job and content mastery and supports student activities on analysis and learning/thinking processes. Introduction This essay will focus on a learning theory known as social learning theory (SLT) and compare this with a few similar theories to explain a behavior outcome. Social scientists provide explanations of behavioral phenomena by formulating theories which describe the causal mechanisms and processes behind the concerned behavior. Through these etiological underpinnings, social scientists conceptualize the behavioral phenomena (Jung, Ennis, & Malesky, 2012). Learning theories are the best way to explain the behavior of individuals, particularly adolescents. Learning or experiences (positive or negative) in childhood influence the child’s behavior until it shows in adolescence up to adulthood. Social learning theory refers to a type of learning that happens when interactive learning is within a social context. The early work of Bandura (1977 as cited in Bethards, 2006, p. e65) provided explanation on the construct of observational learning in which the learners learn through observation and duplicates the process, job, or ability showed by the model. The experiment showed that observational learning has four elements, namely: attention, retention, motor reproduction, and motivation. Learning theories encompass the principle espoused by many sociologists and social scientists that much of human behavior stems from past experiences, or socialization, instead of only “a simple reflection of situational/structural influences (Etzioni, 1988) or inherited characteristics” (Tittle, Antonaccio, & Botchkovar, 2012, p. 863). Learning theories provide integration of structural pressures into the socialization process. Moreover, learning theories gain a wide support from empirical studies (Akers, 1998 as cited in Tittle et al., 2012). Also, these theories provide universally applicable explanations for all types of behavior among individuals in various circumstances (Akers, 1998 as cited in Tittle et al., p. 863). SLT provides a complex explanation of the always-present, currently, reciprocal causal relationships between misbehavior and social learning notions. One of the major learning mechanisms are differential reinforcement and imitation, which is learning through observation and modeling of others’ behavior and the outcomes of this behavior. When we say “definition,” we mean cognitive components like beliefs, attitudes and orientations, representing the content of learning created by these mechanisms and serving as negative stimuli for future misconduct. Differential association involves a process for learning deviant attitudes by exposure to similar or dissimilar behavioral characteristics, including sources of definitions that refer to favorable and unfavorable misconduct. Past differential reinforcement is vital as it influences misbehavior independently or when combined with other social learning variables. It also affects a teenager’s chances of misconduct directly by having chronic behavioral patterns out of past association (Tittle et al., 2012, p. 864). Child and adolescent behavior disorders are linked to parent expressed emotion. It was found in a study that higher rates of disruptive behavior in children were related to parents’ “high levels of criticism compared with offspring of noncritical caregivers” (Stubbe et al., 1993 as cited in Bullock, Bank, & Burraston, 2002, p. 307). Social learning is differentiated from social cognitive theory (SCT) which refers to learning influenced by cognitive, behavioral, and environmental factors, which are difficultly but coordinately connected. SCT has a premise that “intellectual factors, behavior, and environment exert simultaneous and reciprocal influence over each other and the individual” (Bandura, 1991 as cited in Burke & Mancuso, p. 543). SCT emphasizes observation learning by modeling the behavior of others (Burke & Mancuso, 2012, p. 544). Retention processes provide the observer to mark the observed behaviors to memory using symbols. In this process, the learners use mainly “imaginal” and verbal systems to recall the observed behaviors. With the use of imaginal systems, the learner puts to memory as if he/she is performing the modeled behavior in the future or in another situation. On the other hand, with the verbal system, the observers use this to discuss what has been observed. Verbal discussions provide opportunities for the observer to compare their observed situations or judgment with the judgment of others and to determine the precise from the imprecise thinking or judgment. There are four required points of enactment in reproducing the modeled behavior, namely: cognitive organization, initiation, monitoring, and refinement based on feedback. Learners should be able to organize the constituent components of the modeled behavior using their cognitive power. Once this is done, new sets of behavior are initiated. Other observers can help and refine the reproduced behavior by means of feedback. Observations cannot be perfectly reproduced without giving a chance for the learner to apply the four phases of enactment mentioned earlier. Bandura’s experiment uses simulation learning which emphasizes simple and introductory situations necessitating response to complicated decision making processes. Simulation learning embraces “activities on a continuum from simple introductory scenarios requiring response to patient needs during basic hygienic care to situations demanding complex decision making and application of critical care skills” (Burke & Mancuso, 2012, p. 543). The purpose of simulation in studying good conduct Active learning through simulation helps individuals to respond to the often-competing needs of the environment. Bandura (1991 as cited Burke & Mancuso) has this to say: “Many of the decisional rules for exercising control over dynamic environments must be learned through exploratory experiences” (p. 544). Simulation learning activities include role-play to different real-life scenarios. The technology used should be in consonance with the activity and learning objectives (Dede, 2010 as cited in Burke & Mancuso, 2012). Scenario complexity should be parallel with “the achievement of learning outcomes and expectations for student cognitive growth” (Burke & Mancuso, 2012, p. 544). Another theory related to social learning is the differential association theory (Sutherland, 1947 as cited in Miller et al., 2008) which states that “criminal and deviant behavior is learned through exposure to and acceptance of definitions favorable to crime” (p. 262). Crime and deviance are learned in social interactions where adolescents or teens imitate criminal and deviant behavior. Delinquency creates advantageous or adverse results in teenagers, i.e. positive and negative reinforcement. In explaining behavioral phenomena and in providing care, it is also important to identify the health related behavior of patients. This is explained in the health belief model, relative to the social learning theory (Blain, 1993). Application of the learning concept Simulation role enactment can enhance teamwork and collaboration (Gordon & Buckley, 2009 as cited in Burke & Mancuso, 2012). This learning supports classroom learning on delegation and group dynamics to optimize the students’ abilities. Most professions encourage sharing of expertise, particularly in identifying some conditions, selecting proper interventions, enhancing client satisfaction, and promoting professional growth of new career opportunities (Benner, Tanner, & Chesla, 1997 as cited in Burke & Mancuso, 2012, p. 545). Students should work and collaborate together during the simulation and according to their appointed roles. The faculty should also link simulation learning to classroom content as this promotes mastery of didactic content, heightens attentiveness, and improve performance in school and future work. Simulation activities include authentic and realistic situations staged for the students so that the presence of the learning laboratory disappears as the actuality of the situation becomes apparent. Social cognitive theory can be used as a framework for planning and implementation of simulation learning activities; it can optimize job and content mastery and supports student activities on analysis and learning/thinking processes. Based on this framework, the teaching staff should create an environment conducive to learning, structure before simulation and after simulation endeavors that promote symbolic coding operations, provide the mechanism for skill rehearsal supporting motor retention processes, and enhance self-regulation of behavior and self-efficiency during the simulation and debriefing events. Success of this activity results in increase of self-esteem. Simulation learning emphasizes promotion of student anticipatory control over similar future situations to help enhance metacognition. Determining level of difficulty to students’ mastery level helps in the success of the simulation that will motivate students to set higher personal standards for goal attainment. The individual is reinforced with purposeful consideration of the fundamentals of intentionality, foresight, self-reactiveness, and self-reflectiveness (Bandura, 2001 as cited in Burke & Mancuso, 2012, p. 543). Studying deviance using social learning theory Social learning theory is effective in determining deviance. Knowing and understanding how deviant behavior appears in early childhood and into teen age and adulthood are important goals of SCT. Childhood conditioning and consequences experienced during childhood have a relation with deviant behaviors throughout adolescent development. Social learning theory is the most applicable theory highlighting childhood experiences and the resultant behavior during adolescence and adulthood (Syrjanen, 2012, p. 1). In a study on substance use in a sample of Puerto Rican adolescents using a general criminological theory (Akers, 1977; Burgess & Akers, 1966 as cited in Miller et al., 2008), the researchers assessed the relevance of social learning by examining definitions of substance use as it affects lifetime drug dependence. Peer influence is usually one of the causes of substance use among adolescents. Adolescents are influenced by friends and peers who are drug- and alcohol-dependents. They share similar activities and attitudes toward drug use (Miller et al., 2008, p. 262). Adolescents need friendship and have to conform to group norms which may result in the adoption of peer group behavior. Youth obtain their own definitions of substance use through “a social learning process involving social interaction and socialization” (Miller et al., 2008, p. 262). But the process involves a social setting in normative standards of behavior in which the teenagers develop substance use, particularly alcohol consumption. Intimate partner violence (IPV) has been linked with childhood experiences; thus, it is an application of the social learning theory. IPV always occurs among many couples and relationships, and it is also repetitive. Victims who decide to leave the relationships still will become victims. Victims and offenders usually change roles, i.e. the victim becomes offender and vice versa. This suggests that the cycle of violence is learned and that both parties co-share the two roles of offender and victim. This finding has also been one of the conclusions in many studies conducted by researchers (Cochran, Sellers, Wiesbrock, & Palacios, 2011). Other crimes can also be traced to social learning and explained by this theory of social learning. Cybercrimes or crimes committed using computers connected online or with the use of the Internet are offenses learned by adolescents and adults through peer association or social learning. Behaviors that result into cybercrime are harassment, pornography, piracy, theft and hacking or the spread of electronic virus. Aside from the social learning theory and the theory of crime (Gottfredson & Hirschi, 1990 as cited in Holt, Bossler, & May, 2012), experts have pointed to low self-control and associations with juvenile peers as the other cause of this behavior. As a way of concluding this essay, the theories explained the behavioral phenomena, that behavior is learned during association in early childhood. Negative and positive experiences explain the negative and positive attitude during adolescents and adulthood. Criminal behavior and violent behavior are learned during childhood, from early social interactions at home and with friends and peers in the neighborhood or at school. Identification of the negative experiences can lead to a positive rehabilitation of the offending adolescents. References Bethards, M. (2014). Applying social learning theory to the observation in simulation. Clinical Simulation in Nursing, 10(2), pp. 365-369. doi: http://dx.doi.org/10.1016/j.ecns.2013.08.002 Blain, J. 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Child pornography offending seen through three theoretical lenses. Deviant Behavior, 33, 655-673. doi: 10.1080/01639625.2011.636726 Miller, H., Jenninbgs, W., Alvarez-Rivera, L., Miller, J. (2008). Explaining substance use among Puerto Rican adolescents: A partial test of social learning theory. Journal of Drug Issues, 38(1), 261-283. Syrjanen, D. (2012). Childhood conditioning and consequences vs. deviant behaviors and adolescent development: A perspective of social learning theory. Retrieved from ProQuest Research Library. Tittle, C. (2012). Social learning, reinforcement and crime: Evidence from three European cities. Social Forces, 90(3), 863-890. doi: 10.1093/sf/sor020 Read More