Comparison of Social Learning Theory and Social Model Theory - Coursework Example

It is always an interesting point to learn many things about the society. That is why there are prevailing theories used in order to make this learning a possibility. Among these theories are the social learning theory and the social model theory that have essential applications in social work. For this reason, the work at hand presents these two theories by using relevant theoretical frameworks in order to investigate their application and relationship in the social concept of power and social work values. Origin and application of social learning theory Social learning theory, a theory developed by Albert Bandura in 1963, originally has its inspiration from Skinner’s reactive mechanical model of behavior, but later, it turned out to reflect the careful scientific procedures and methodology that characterize the behaviorist approach (Engler, 2013, p.211). According to Bandura, people can learn through observation. Due to the process of observational learning people learn many things around their environment (Griffin and Moorhead, 2013, p.113). However, Bandura pointed out that the environment is not only the essential factors when it comes to learning things, the actual mental state of a person is also important, which allowed social learning theory to be recognised as social cognitive theory, at some point, by which people are assumed to be self-determined and self-efficacious (Jordan, 2007, p.111). Considering that people can learn through observation and cognitive response, the actual process of change in behaviour will not necessarily take place. This means that the behavior-change process would mean that learning does not necessarily lead to a person’s change in behaviour (Stuart, 2003, p.43). Social learning theory therefore is good for aiding the society to understand both the human behavior and learning capacity or potential of an individual. In this case, with basic understanding of the assumptions or arguments in line with the social learning theory, the society will have to consider the point as to what level to expect from an individual especially on behavioural response and learning capacity. Social learning theory is therefore a remarkable concept that has to play an essential or crucial role in understanding both the behavioral and cognitive response of an individual, primarily in the social context. On the other hand, aside from social learning theory, another remarkable theory for understanding social behaviour is the social model theory. Origin and application of social model theory The social model theory had its inception in Britain, when the Union of the Physically Impaired Against Segregation (UPIAS) published their Fundamental Principles of Disability in 1976, followed by Finkelstein’s exposé of people’s oppression in 1980, and then these were followed by various positions that were ignited based on the stated starting point, making it influential and significant in the twentieth century (Tregaskis, 2002, p.457; Moore, 2002, p.402). The concept of social model theory is also known as the social model theory of disability. In other words, it began with the careful scrutiny on the issues linked to the concept of disability. The concept of disability is a social construction that at some point trying to marginalise the subjects based on their outward appearance or social capability leading them to be discriminated and socially excluded (Tregaskis, 2002, p.457). The social model of disability argues that people with physical and social variations have the right to be treated as normal and therefore the society’s attitude towards disabled people must have to be altered so that these people will have to be treated as normal beings in the society (Moore, 2002, p.402). The social model theory therefore applies in case by which each individual has to be treated equally, regardless of the status in life, gender, social orientation, culture, physical and mental ability and other important factors that could stand as essential bases for the actual treatment of a person in the society. In other words, the social model theory is trying to establish a remarkable idea that seeks to offer equal opportunity for all. Social learning theory’s relationship to issues of power and social work values The level of learning linked to an individual is a fundamental source of power. After all, learning can be a potential source of the ability to control things. Based on this idea, due to their active mental state, people are able to learn right and wrong from their environment. Although they do not necessarily respond to a direct change in behavior concerning with what they observed, the clear important point is that they actually learn from it. This can be further illustrated using the concept of capitalism. As an example, capitalism is viewed as a system for social control and exploitation. However, social control and exploitation are less likely to enjoy widespread acceptance (Burr, 2003, p.76). This is due to the point that people remarkably learned many things about how capitalism works as observed in their environment, but their behaviour towards it does not change, because they still remarkably embrace the thought of it, even until at present. The clearest idea to substantiate this claim is the continuing implementation of capitalism in the society where people are subjects to capitalistic gain. As major business firms are generating profit, some people have no other choice, but have become mere subjects of exploitation. This can be evident by seeing major firms right now to the level of economic power, by which their ultimate capacity is to take a strong economic power to control an individual or even the entire society at some point. This cannot be far from the onset of control and exploitation, which can only be realised through a substantial consideration of power. After all, the relevant presence of control signifies the existence of power (Doel and Best, 2008, p.119). With the establishment of the concept of power, people learned the fact from their environment that managers for instance in an organisation are faced by a significant challenge primarily on the issue of initiating changes that may somehow threaten power relations (Fraser and Mathews, 2007, p.176). In this case, it is important to remain focus on the human behaviour and learning capacity of an individual. The human behaviour is the most obvious indicator whether the stimuli received a positive response or not. Thus, this integrates the point that the creation of power undeniably lies on the foundation of the human behaviour that has to be motivated by the environment. Although, certain learning does not necessarily result to change in behaviour as one fundamental assumption of the social learning theory, what is vital in the application of social learning is the point that social work is linked to learning experience (Gray and Webb, 2013, p. 160). In the case of an organisation for instance, reflective practice is a good way to integrate one’s own experience in order to optimise dealing with others especially in the level of supervision (Currer, 2007, p.28). A reflective practice is a form of integrating learning at some point, and its ultimate point is to remarkably generate not just power, but social work values. A good supervision in an organisation is a remarkable start of employing moves that will benefit not just the entire organisation, but including the stakeholders and eventually the entire concerned social networks within the society. However, it cannot be contested that there is a dynamic tension in holding social work and this remains a challenge to be faced by the social workers (Adams, Dominelli and Payne, 2009, p.98). The challenge based on the idea of social learning theory, lies on the inability of the individuals to change their behaviours even if the actual learning of things might have already taken place. Thus, social workers normally perform their functions when the individuals are interacting with their environment (Fraser and Mathews, 2007, p.37). This is to ensure optimisation of learning and generation of possible good output. So far, the work at hand tries to discuss the relevant point of the social learning theory’s relationship to issues of power and social work values. In the same way, the next section presents other ideas relevant to the social model theory’s relationship to issues of power and social work values. Social model theory’s relationship to issues of power and social work values Foucault argued that humans should refuse what they are (Gray and Webb, 2013, p.47). This led to the idea of resistance allowing power to take its effect only in specific social contexts, which challenges power relations (Gray and Webb, 2013, p.49). Here where the birth of social model theory or also known as the social model theory of disability took place. Humans from the traditional point of view of social construction theory are assumed to be ‘meaning-generating’ systems, but such idea has been widely debated and in particular a point can be established by looking at the standpoint of oppressed groups as there will be new questions to be addressed and new data to be collected (Fraser and Mathews, 2007, p.15). Oppressed groups like the disabled persons normally do not have control over some things viewed by the society as essential primarily for survival and success, and because of their physical attributes the society perceives them to be powerless, at some point. This paves the way to the idea that the concept of disability is a term in line with having no real score for power. Power is a great deal in a social environment, because individuals are either to survive or fail. In order to survive, power is necessary. However, the powerless cannot therefore guarantee their survival if this is the case. Thus, the concept of social model theory of disability came to life, because it adheres to giving equal opportunity for everyone. Here where also the concept of social works comes in. For instance, aside from the disabled persons, children are also considered powerless in the society due to their age, experience and other relevant factors for considerations. That is why these individuals remarkably require a very important form of assistance. After all, assistance together with its various forms is a remarkable indication of the presence of social work values (Doel and Best, 2008, p.44). However, working with children requires thinking skills that will provide the opportunity to go back in the social sciences in the nineteenth century (Billington, 2006, p.162). This means that the society and primarily the social workers will have to take time learning and doing things to create a substantial good response or output. Thus, they have to maximise the level of response at all times. In order to make this a possibility, some potential actions are required. For instance, social work is considered a controversial business that has to operate with power as sanctioned by the legislation (Horner, 2003, p.2). This means that the right of disable persons or less powerful ones will have to be strengthen and considered a corresponding power that they can assume if put into legislation, because it has eventually undergone the social contract to which every person must abide, adults or children, powerful or not, strong or not and so on. In addition, policies and core guidance are important considerations too among social welfare organisations (Titteron, 2004, p.63). This is the case for instance that the institutions for orphan children, individuals who are well-advanced in years, and physically and mentally challenged persons will have to grab for themselves in order to maintain such power and hold in the social contract in order to continue fulfill their social works in giving the less privileged the equal chance that the strong and powerful also enjoy in the society. As for now, the idea or concept in line with social learning theory and social model theory and their relationships to power and social work values has been presented. The next point is to consider a critical evaluation and comparison of the two theories and how they can be applied in social work practice to assist in social workers’ understanding of service users’ experiences and actions. Evaluation and comparison Social learning theory in general detail and as already stated provides the opportunity for the social workers to understand the human behavior and cognitive response towards change and learning things. Social model theory of disability on the other hand provides the essential point of establishing how to exactly maintain the level of equality in the society knowing the point that there are some people who obviously would require much more attention than the other in order to maintain their level of equality in the social equation, so as to maintain the right social actions that the society expect of them. In other words, both theories are eventually engaged in understanding the effective way of ensuring a healthy social interaction or behaviour for every social being. The only difference however lies on the actual function of each theory in the actual application. The social learning theory is particularly dealing more with the psychological and social construct of an individual. However, the social model theory on the other hand is strongly linked to the actual implementation of policies, procedures and guidelines. In a sense, this theory can be a fundamental component in administrative cases for maintaining equality or social balance, because of its support to a fair opportunity for everyone, regardless of any circumstances. Conclusion In a nutshell, the work at hand just established the idea of social learning theory and social model theory. These theories provide essential function primarily when their relationship to power and social work values was identified. Although these theories vary in many aspects and even in their respective disciplines, what is clear is that they have remarkable functions in maintaining social work practice to assist in social workers’ understanding of service users’ experiences and actions. The only difference they have is the area of application that is suited to each of the fundamental principles that each of them holds. References Adams, R., Dominelli, L. and Payne, M. (eds) (2009) Social Work: Themes, Issues and Critical Debates, 3rd edn Basingstoke: Palgrave MacMillan. Billington, T. (2006) Working with Children. London: Sage Publications. Burr, V (2003) Social Constructionism, 2nd edn. London: Routledge. Currer, C. (2007) Loss and Social Work. Exeter: Learning Matters. Doel, M. and Best, L. (2008) Experiencing Social Work: Learning from Service Users. London: Sage Publications. Engler, B. (2013) Personality Theories, 9th edn. Mason: Cengage Learning. Fraser, S. & Mathews, S. (eds) (2007) The Critical Practitioner in Social Work and Health Care. London: Sage. Gray, M. and Webb, S.A. (eds) (2013) Social Work Theories and Methods, 2nd edn. London: SAGE Publications. Griffin, R., and Moorhead, G. 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