PUBH 6007 – Social cognitive theories – Flashcards
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Social Cognitive Theory
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Focuses on health behavior as the outcome of social processes Used widely in health behavior change programs Says people can learn by observing consequences of others' behavior Modeling: children learn by watching their parents Decision-making functions in a reciprocal process where social environment, individual cognition, and individual behavior interact
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Key Constructs in SCT- *Reciprocal Determinism*
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The concept that: * Social environment, individual cognition, and individual behavior act as an influence loop *A change in one affects the others A process that applies both to an individual and to the "spinoff" effects a person's behavior change has on others
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Key Constructs in SCT- Environment
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Social or physical factors external to a person: - Friends - Community - Family - Living conditions - Availability of health services Situation: how an individual thinks of or symbolizes his/her environment and place in i
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Key Constructs in SCT -Observational Learning
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Learning by watching others' behavior and observing the rewards and negative consequences
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Key Constructs in SCT - Behavioral Capability
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*Distinction between learning and performance *Requirement for a person to know what the behavior is (knowledge) and how to perform it (skill)
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Key Constructs in SCT - Reinforcement
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A basic concept in behaviorist theory and SCT: - Reward increases likelihood person will increase behavior - Negative reinforcement discourages behavior Three types --Direct reinforcement (operant conditioning) --Vicarious reinforcement (SCT) --Self-reinforcement (self-control)
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Key Constructs in SCT - Outcome Expectations
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Anticipation that certain actions/outcomes will likely result in other actions/reactions Learned from experience, observation, hearing the experiences of others An emotional/physical response what one learns to expect based on experiences ex if I exercise 100 times per week- I expect to lose weight. form hearing; seeing or behaviors
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Key Constructs in SCT-Outcome Expectances
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The value placed on a particular outcomes- do I value the outcome enough to make a behavior change- positive outcomes valued more than negative outcomes- key in motivating behavior change
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Key Constructs in SCT- Self-Efficacy
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Confidence a person feels about performing a behavior and overcoming barriers to performing the behavior According to Bandura, the most important predictor of behavior change
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Key Constructs in SCT- Self-Control of Performance
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Monitoring one's behavior and mediating the social environment Self-assessment against a goal Self-rewards for control ex. ability to resist birthday cake on a diet- SELF CONTROL
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Key Constructs in SCT- Managing Emotional Arousal or COPING
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Managing emotions so they do not inhibit learning Example: managing emotion while quitting smoking or during a conflict resolution intervention
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Organizing Constructs: Individual Characteristics
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Sense of self-efficacy about a new behavior Behavioral capabilities Managing emotions Outcome expectancies
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Organizing Constructs: Environmental Factors- those external to themselves
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*Social/physical environment even political environment - related to HOW a person perceives their environment and how they perceive their role * Vicarious or observational learning: Modeling behavior of others *Reinforcement- rewards that increase the likelihood of a behavior * Reciprocal determinism: a cycle where social environment, individual cognition, and behavior interact as an influence loop
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Reciprocal Determinism
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Individual interacts with environment Individual receives response from environment Individual adjusts behavior based on response Cycle repeats
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Critiques of SCT
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-Is very complex and can be viewed less as a theory and more as a "grab bag" of related constructs -Through evolutions, has retained earlier constructs and has grown in complexity, reducing its clarity as a theory - May be used in theory shopping However, health behavior is complex and may necessitate an equally complex theory.
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Social Cognitive Theory (SCT) was called social learning theory
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Interpersonal-level theories and models capture the dynamic relationship between individual and environment. The interpersonal environment is a powerful source of influence on health behavior and status. SCT is one of the most widely used interpersonal-level theories in public health.
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SCT Background
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Rooted in behavioral psychology Originally known as social learning theory (SLT) Developed in the 1960s by Dr. Albert Bandura As an alternative to classic behavioral psychology To put forth the notion that learning and behavior can take place vicariously ie through experiences of others as well as oneself - it just has to be seen Tested through the Bobo doll experiment Examined how aggression in children can be explained by social learning theory
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Bobo doll experiment
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Examined how aggression in children can be explained by social learning theory nursery school students observed an adult play aggressively (yelling & hitting) with an inflatable clown (Bobo); when children were later allowed to play with the Bobo, those children who witnesses the Bobo doll performed the same aggressive actions and improvised new ways of playing aggressively
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Evolution from SLT to SCT
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*Addition of the cognitive construct self-efficacy* The confidence a person feels about performing a behavior
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Illustration of SCT
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arrows going both ways- interrelationship between all these factors
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Constructs of SCT
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Individual (internal) characteristics Personal traits Self-efficacy, behavioral capabilities, managing emotions, outcome expectancies, expectations Environmental (external) factors The social, physical, and political environment surrounding individuals
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Assumptions of SCT
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People can learn by watching others- ie vicarious or observational learning behaviour Learning is an internal process that may or may not change behavior. ex thru TV we know but do not necessarily do Behavior is directed toward particular goals. Behavior eventually becomes self-regulated- we can learn to control our behavior.
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Specific Constructs of SCT
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Individual Characteristics 1. * Self-efficacy*: the confidence a person feels about performing a behavior or overcoming barriers to performing a behavior 2. *Behavioral capability*: the knowledge and skill a person needs in order to perform a behavior - they need to know what the behavior is (knowledge) they need to know how to do it (skills)
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Application of SCT to Health Behavior Programs
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Is comprehensive and offers cognitive, emotional, and behavioral explanations for behavior change Through its constructs, provides avenues for behavioral research and health promotion practice - Allows testing relationships that influence health behavior, decision making, and status - Allows for use of these constructs to develop interventions Involves application of theoretical ideas developed in other areas of psychology to health behaviors and behavior
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Beliefs about likely results of action is what concept of SCT?
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Expectations
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Beliefs based on observing others like self and/or physical results is what concept of SCT?
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Observational learning
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Reinforcement
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Responses to a person's behavior that increase or decrease the chances of recurrence is what concept of SCT?
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Reinforcement
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Rewarding a child every time they received an 'A' on their report card is what concept of SCT?
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Observational learning
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A teenager who sees their father smoking after which he starts smoking himself is what concept of SCT
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A pregnancy prevention program uses role playing to allow girls to strengthen their condom negotiation skills in order to improve what concept of SCT?
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Self-efficacy
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Reciprocal Determinism
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Increasing accessibility and availability of farmers markets so that individuals are more likely buy health food options and improve their diet addresses what concept of SCT?
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Behavioral capacity
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Providing information and training about smoking cessation to increase participants knowledge on the issue addresses what concept of SCT?
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Why SCT?
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Has been used extensively to understand health behavior and to create interventions and techniques to positively change behavior Helps to understand and predict behavior across the life span Helps to identify methods, techniques, and strategies to modify or change behavior Can be particularly useful in public health
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For paper :::
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*Environment context -School-based or community-based settings - Peers and interpersonal influences -Instructional techniques that encourage experiential and interactive learning - Opportunity for supplemental components: family, parents, other modules *Situation Private, confidential, small group settings Correction of misperceptions about tobacco Peer support groups that facilitate youth perception and understanding that peers share the same feelings/experiences Facilitators serving as trained and informed interventionists Information presented in an interactive way using structured, tailored curricula Structured peer support groups led by trained professionals- so kids feel like they are not alone
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*****Expectations
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Outcome expectations: knowledge about the impact of smoking, addiction, and its consequences Outcome expectancies: increased value placed on smoking refusal to affect behavioral change
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******Behavioral Capability
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Developing skills to increase self-efficacy, improve social and coping skills, and increase school bonding and attitudes that are unfavorable to tobacco use Obtaining knowledge about smoking and developing refusal skills to become more resilient in the face of urges and cravings Opportunities for mastery learning, including role modeling and skills practice Opportunities for ongoing praise and feedback from peers and adult role models
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***** Observational Learning
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Professionally trained individuals serving as monitors and healthy role models for teens Sharing and hearing stories about other teens' challenges with quitting Observing other teens quitting Learning from one another
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*(**Reinforcement Peer mentoring/peer exchanges that allow youth to recognize that they are not alone
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Peer mentoring/peer exchanges that allow youth to recognize that they are not alone Activities that provide ongoing opportunities for praise/encouragement Consistent opportunities for adult and peer praise and recognition
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*****Self-Efficacy
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Activities that give opportunities to build self-confidence by performing successfully Use of positive self-expression (e.g., journaling, storytelling, and advocacy) Behavioral change occurring in small steps
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Hypothesis: Nicotine dependence partially mediates the relationship between health expectancies and cessation
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Having the data allows you to test these models.
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Research Conclusions of N-O-T
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Impact: Research shows that teens who participate N-O-T consistently and positively change smoking behaviors. These results suggest that N-O-T is an effective teen smoking cessation option. Quick facts: Between 2000 and 2008, N-O-T reached over 300,000 teens nationwide in 48 states. The program continues to operate across the United States. Most reduce; about 1 in 5 quit smoking at the end of the program. Chances of quitting nearly double in the program. N-O-T has been translated into Spanish.
