Introduction to Psychology Perspectives - Research Paper Example

Introduction to psychology – perspectives Introduction to psychology – perspectives 0. Introduction In Psychology, research plays a huge role. Through conducting research in the field, it becomes easy to find interpretations and conclusions to numerous aspects related to the field. In regards to health and social care, Psychology acts as the basis in which we find answers to certain behaviours displayed by numerous individuals. This paper shall assess the main tenets of the Behavioural perspective in Psychology as well as the Social Learning theory. The paper shall then relate the two psychological approaches to analyze criminal behaviour. 2.0. Methodology This research shall collect information from referred journals and books then compile the same to understand the psychological perspectives of criminal behaviour. The paper will shed light on the contribution of Social Learning theory and the Behavioural perspectives on criminal behaviour. The methodology will be theoretical based; thus, use of descriptions to explain findings. 3.0. Discussion 3.1. The main features of Behaviourist perspective As seen in the work of Glassman, Glassman and Hadad (2008), the Behaviourist approach works on the fact that all forms of behaviour are made up of responses to certain stimuli. It is the response to this kind of stimuli that leads to the development of conditioning in humans or animals are they are used to behaving in a particular manner. Responses can therefore be linked to various forms of stimuli (Glassman, Glassman and Hadad, 2008). A good example would be a child asked to take milk from a feeder, they respond immediately to the request. Secondly, Glassman, Glassman and Hadad (2008) indicate that behaviour is learnt from one’s environment. An individual’s actions are determined by the environment they live in. This is from the fact that the environment is the source of the stimuli the humans respond to. The environment also determines how the individuals will respond to the various forms of stimuli (Glassman, Glassman and Hadad, 2008). Thirdly, the Behaviourist approach indicates that behaviour is shaped by the reinforcements of an individual’s actions (Glassman, Glassman and Hadad, 2008). In operant conditioning for instance, an individual gets positive reinforcement for doing something good and vice versa for bad deeds. Reinforcement, therefore, determines if the behaviour will be repeated or weakened (Glassman, Glassman and Hadad, 2008). The Behaviourist approach focuses on the fact that Psychology deals with observable behaviour as opposed to the analysis of the brain and how it works. This is because individuals have the capability of studying and learning from the actions and experiences of other people. This as Glassman, Glassman and Hadad (2008) argue is the rationale behind the behaviourists ignoring the influences of the mental processes on learning. Lastly, the Behaviourists argue that individuals and animals learn in similar ways; thus, the findings in animals can be generalised in humans (Glassman, Glassman and Hadad, 2008). However, it is vital to note that human beings are more complex than animals; thus, this assumption may be wrong. 3.2. The main features of the Social Learning theory As seen in the work of Akers (2011), the Social Learning theory is based on psychological concepts such as reinforcement and determinism. According to the theorists, the theory argues that learning is a cognitive procedure that ensues socially through observation and instruction. Through rewards and punishments, as Akers (2011) argues, learning takes place through vicarious reinforcement. This is to mean that behaviour is governed by reinforcements that focus on the individual’s internal processes. A closer analysis of this fact explains that the Social Learning theory involves both the behavioural and cognitive aspects of learning on the aspects that take place in the real world. The major features of this theory argue that learning is not only behavioural but also a cognitive process that involves the social content as a major component in learning (Akers, 2011). Secondly, learning takes place through the process of behaviour observation as well as observing the effects of the particular behaviour. This, as Akers (2011) defines, is vicarious reinforcement. Thirdly, the theory argues that learning take place via observation, extortion of facts from observation and coming up with conclusions on the behaviour observed. This is referred to as modelling as the individual learns through modelling and observing (Akers, 2011). The theory also argues that reinforcement plays a huge role in learning just like the behaviourists (Akers, 2011). Lastly, the Social Learning theory argues that the learners are mere passive receivers of information, and the learning ensues via contact with the environment, cognitive elements and the environment (Akers, 2011). 4.0. Analysis of criminal behaviour from the behavioural perspective and social learning theory viewpoints 4.1. Social learning theory and criminal behaviour As seen in the work of Golden and Prather (2009), criminal behaviour can be understood using the Social Learning framework. This results from the fact that children learn their delinquent behaviours from the structure of the family and the kind of relationships that the children have with their parents. This explains that the behavioural approach provides a proper analysis of behaviours of the delinquent children. On the social context, juvenile delinquency has been determined by environmental factors such as the family structure, the tough disciplinary measures on children and erratic practices have been indicated to be a causative agent of juvenile delinquency (Golden and Prather, 2009). As indicated in the Social Learning theory, the learner is indicated to be a passive recipient of behaviour (Golden and Prather, 2009). In the case of criminal behaviour in children, the children are said to be recipients of the family, school and peers in controlling behaviour. These environmental factors are the major determinants of the kind of behaviour that the children will adopt. The children may adopt the criminal behaviour from the environment in which they interact with. Golden and Prather (2009) say that the behaviours that the individuals slowly turn into learned behaviours, as reinforced by their peers, school and other factors in their environment. This indicates that the Social Learning theory explains the interaction with the environment and how it reciprocates in the behaviours portrayed by the individuals. In the event that children experience parental violence, they are likely to feel neglected; thus, develop juvenile delinquency with time. Family factors both contextual and perceptual can therefore be linked to youth related crimes (Golden and Prather, 2009). Conclusively, the Social Learning theory can generally be used to explain crime and criminology. As argued by Akers and Sellers (2004) the learning process in the social context is responsible for deviant behaviour, as the learning process is the major influence of behaviour. The chance of individuals engaging in criminal behaviour is directly correlated with their ability to conform to the societal expectations. If the society presents deviant and criminal models in the society, then chances are that criminal behaviour will be imparted in the individuals (Akers and Sellers, 2004). In regard to positive and negative reinforcement as depicted in the Social Learning theory, reinforcement determines the chances of the criminal behaviour transiting to worse behaviour or the individuals conforming to good behaviour (Akers and Sellers, 2004). 4.2. The behavioural perspective and criminal behaviour Criminal behaviour can also be explained from the behavioural perspective. As argued by behaviourists, all behaviour is learnt including deviant behaviours (Treur, Gerritsen and Bosse, 2011). Criminal behaviour can, therefore, be discussed under the behaviourist perspective. A good example is the form of parenting in correlation with delinquency. In the event that the form of parenting is not strict on strict monitoring, punishing and reinforcing behaviour, then the children end up being delinquents. Learning, therefore, takes place for these children as their parents fail to effectively condition them from the negative behaviours (Treur, Gerritsen and Bosse, 2011). It is, for that reason, arguable that inconsistent punishment is directly linked to the negative behaviours. As Albert Bandura argues violence and aggression results from provocation, learnt skills, and pro-violence (Glassman, Glassman and Hadad, 2008). Bandura also says that behaviour may be acquired in the family, culture and the cultural symbols (Glassman, Glassman and Hadad, 2008). 5.0. Conclusion Conclusively, psychological theories focus on the individual. As seen in the discussion, the Social Learning theory and the Behavioural perspective contribute to the explanation of criminal behaviour. These theories translate to the justification of the behaviour and the treatment programs. The Social Learning theory explains that behaviour is not innate but is learnt. Personal observation also constitutes to aggressive behaviour. The theory also argues that behaviour modelling is contributed by the family and the society. Learning, therefore, takes place through classical and operant conditioning as well as vicarious learning. Lastly, the Behavioural perspective argues that deviant behaviour is learnt just like any other form of behaviour. References Akers, R.L., and Sellers, C.S., 2004. Criminological Theories: Introduction, Evaluation, and Application. Los Angeles: Roxbury Publishing. Akers, R.L., 2011. Social Learning and Social Structure: A General Theory of Crime and Deviance. New York: Transaction Publishers.  Glassman, W., Glassman, W.E., and Hadad, M., 2008. Approaches to Psychology. New York: McGraw-Hill International. Golden, J., and Prather, W., 2009. Learning and Thinking: A Behavioral Treatise on Abuse and Antisocial Behavior in Young Criminal Offenders. International Journal of Behavioral Consultation and Therapy 5(1):75-105. Treur, J., Gerritsen, C., and Bosse, T., 2011. On the relation between cognitive and biological modelling of criminal behaviour. Computers in Human Behavior, 27(5): 1593-1611. Read More