Review the assigned video on Social Learning Theory

Review the assigned video on Social Learning Theory

Review the assigned video on Social Learning Theory and the readings in the text on social reinforcement. Perform a library search for two articles from peer-reviewed publications on how Social Learning Theory is currently being applied in Psychology research.

Write a 3-4 page response (excluding cover page and reference page) reviewing each article, including a summary of each article, the content, year published, length of article, hypothesis, research method and design, results and conclusions. Then discuss how this research on application of social learning theory can be used by counselors involved in direct treatment of psychological disorders.

Psychology Discussion Questions

Child Behavioral Issues

According to the classical conditioning theory, unconditioned stimulus (US) is one that initiates a response in a natural, unconditional, and automatic manner. In other words, unconditioned response elicits a reflex response. A conditioned stimulus (CS) is an inducement that elicits a non-reflex response. It is also described an alternative stimulus which initiates a response that is similar to that of an unconditioned stimulus. In other words, through a conditioned stimulus, an organism reacts to a stimulus based on the fact that stimulus is related to another.

During its initial stages, conditioned stimulus is usually neutral and cannot prompt a response unless it happens repeatedly. This means that the response to a conditioned stimuli is learned over a certain time period. A conditioned response is a response that is learned from a stimulus that was previously neutral. In other words, a conditioned response is a response to a conditioned stimuli (Filingeri, 2011).

For the child with behavioral issues, the unconditioned stimulus is when the child does not get what they want for the first time. The conditioned stimulus is when the child does not get what they want over and over again. The conditioned stimuli is when the child throws a tantrum to include outburst of crying, and throwing objects. There are a number of ways through which the child can be helped to extinguish or replace the current CR.

One way is for the parents to avoid circumstances which are likely to elicit tantrums. If the child pleads for treats or toys during shopping, it is advisable to avoid places with these inducements. If the child causes trouble when in a restaurant, it is prudent to select places where they offer quick service to avoid waiting for too long. The child’s CR can also be extinguished if the parent praises him/her when he/she behaves well, allow him/her to make choices, and establish a routine and be consistent.

Instrumental Conditioning

An instance in therapy that might call for the use of punishment is when a child shows a destructive behavior such as throwing things, tantrums, hitting or screaming. Punishment may not be the first thing to think especially when the child shows this kind of behavior for the first time. If the behavior has never been shown again in the past, the best thing to do would be to talk to the child and tell them that this is wrong and that he/she should stop. However, the child should be punished if he/she repeats this behavior. One of the reasons why a child may display destructive behavior, he/she may be seeking attention from their caregiver. Seeking attention is not bad in itself but the child should be made to understand that being violent or destructive is not the best way to seek attention.

Punishment can be either positive or negative. According to the principles of beneficence, the benefits, costs, and risks of treatment must be balanced. Non-maleficence means that the causation of harm must be avoided during treatment (Jahn, 2011). Thus, while administering punishment to the child who demonstrates destructive behavior, the type of punishment must not be harmful to him/her. For the example described above, the child’s behavior can be reversed using negative punishment (withdrawing something that is pleasant to him/her) or positive punishment (for example spanking).

Spanking may not work in this case since it may cause harm, thus does not meet the principles of beneficence and non-maleficence. If for instance, the child throws away his spoon, fork, and Sippy-cup, he/she can be punished by taking away his/her food. As the food is taken away, the parent caregiver can tell the child “you will eat if you stop throwing.” This way, the child will realize that throwing things actually resulted not in the attention he/she wanted but something negative.

Learned Helplessness

Learned helplessness is described as the behavior which ensues when an individual continuously endures a painful experience from which he/she is not able to escape or unable to avoid. After such experiences, the individual finds it hard to learn to escape, accept, or avoid the aversive stimuli in new contexts where there is a likelihood that such behavior may be effective. In short, it means that the individual has learned that he/she is helpless. Thus, whenever an aversive stimuli is present, the affected individual is unlikely to respond positively because he/she has already given up trying.

This is irrespective of the possibility that some circumstances may offer a technique that can be used by the individual to get relief from the stimuli. In summary, learned helplessness makes an individual belief that there is nothing that can be done about a situation that he/she is in. There is a strong belief that no one can help him/her be relieved of the discomfort or pain (Bargai, Ben-Shakhar, & Shalev, 2007).

Video

Discovering Psychology: Motivation and Emotion: http://www.learner.org/series/discoveringpsychology/12/e12expand.html