Chapter 8 Social Learning Theory Most of the learning achieved by humans occurs through observational learning Social learning programs dominate correctional rehabilitation endeavors o Efficient o Cost effective o Reduces recidivism Modeling and environment are critical components of learning Modeling provided by others serves several functions o Demonstration of new behavior or goal behaviors o Prompts to tell us when to use the behavior o Motivation to use the newly acquired skill o Disinhibition to try new skills Social learning has a strong cognitive component Unfortunately modeling also promotes the learning of criminal behavior Observational Learning The way in which MOST learning is achieved by humans Requires role models behavior modeling Goal Behaviors are the behaviors that specific therapies are designed to teach Everyone has their own idea of what a good role model is to them but there is a consensus on what a good role model is in general for adults and juveniles MODELING 1 Demonstrates HOW to perform a new behavior 2 Shows us how to perform the behavior at the appropriate TIME 3 MOTIVATES us to use the new skill 4 REDUCES ANXIETY associated with performing new behaviors Models who receive punishment for certain behaviors usually dissuade us from performing behaviors associated with criminal and antisocial behaviors however having antisocial associates and poor parental modeling are both strongly ENVIRONMENTS Traditional institution Therapeutic Communities Popular strategy in both correctional and mental health settings Staff and inmates ae trained to act as appropriate role models Substituted authoritarian policies with fairer modes of communication and decision making Administrators remove oppressive institutional living and replicate life outside the May remove some of the architectural design of the traditional prison to better prepare inmates for life after prison Contemporary Based upon a social learning model Amity prison based therapeutic community found that those who participated in the program were significantly less likely than those in the control group to be returned to prison Traits of a Good Role Model offenders learning Opportunities to view modeled interactions and to practice or respond to others facilitates Figure 8 2 relationship style vs the message what do offenders learn p 167 Anticriminal modeling includes the following 1 12 p 169 Attractiveness Competence Extent to which the role model is rewarded Quality of the relationship and mutual liking Enthusiasm Openness Flexibility Warm and caring Empathic Sets appropriate limits firm but fair Behaviors of a Good Role Model Skilled in interpersonal relationships Affords clients the freedom to express their opinions and feelings Models prosocial behavior Demonstrates respect Critiques the behavior and not the person Retains belief in the client s ability to succeed and in their inherent self worth Demonstrates appropriate reinforcement and disapproval The Process of Observational Learning The process of observational learning involves the following 1 Attentional Process functional value reinforcement motor rehearsal Modeling Stimuli distinctiveness affective valence complexity prevalence Observer Characteristics sensory capacities arousal level perceptual set past 2 Retention Process symbolic coding cognitive organization symbolic rehearsal 3 Motor Reproduction Process physical capabilities availability of responses self observation accurate feedback 4 Motivational Process external reinforcement vicarious reinforcement self reinforcement Assumptions of this model include 1 A goal behavior has already been modeled 2 Complex goal behaviors are based on self efficacy 3 The higher the usefulness of the modeled goal behavior the more likely it is to be adopted Social Learning Interventions in Corrections and Prevention Social learning and modeling are generally used as a component of other programs Such programs include o Parent Management Training o Structured Learning Training Skill Streaming Chapter 9 Cognitive Therapies Cognitive therapies focus on the way in which people think problem solving skills future planning empathy flexibility accepting responsibility anticipating consequences There are 2 approaches to cognitive and cognitive behavioral therapies Many meta analyses of cognitive interventions with juvenile and adult offenders have shown o Cognitive Restructuring o Cognitive Skills the programs to be highly effective Rational Emotive Therapy RET our existence RET a type of cognitive restructuring is concerned with the emotions and thought that impair Distress comes from a series of irrational beliefs about themselves others and the world 1 All or nothing thinking a less than perfect performance is a failure black white 2 Overgeneralization one negative event is seen as never ending pattern of defeat 3 Mental filter individuals dwell on negative details filter out the positive aspects 4 Disqualifying the positive positive experiences are re labeled as not counting for one reason or another 5 Magnification Catastrophizing individuals exaggerate the importance of something 6 Jumping to conclusions individuals assume that they know what another person is thinking but fail to check with that person 7 Shoulding individuals try to motivate themselves but say I must or I ought and so feel guilty when they do not as opposed to saying It would be nice if I According to the founder of RET Albert Ellis rational beliefs increase positive feelings and minimize pain and irrational beliefs decrease happiness and increase pain Techniques of Rational Emotive Therapy Some effective techniques used to minimize irrational thinking include o Role playing involves practicing new behaviors in the counseling situation before trying these behaviors in other situations o Modeling involves the facilitators or others demonstrating behaviors and thoughts so that clients might imitate them o Bibliotherapy involves reading useful self help books o Behavioral therapy techniques o Stories o Philosophical discussions o Homework o Audiovisual aids Criminal Personality Groups This is a cognitive restructuring strategy Yochelson and Samenow 1976 identified 50 thinking errors ex blame of others failure to understand injury to others inability to accept criticism and provide substitute rational thinking ex do not allow shifting of responsibility teach good decision making teach anger management Only offenders who show these