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Social Cognitive Theory
First promoted by Albert Bandura, the principles of social-cognitive theory stemmed from the social learning theory, both of which can be blanketed under behaviorism. Based on the principle that people are motivated primarily by reward or punishment, social-cognitive theory builds upon the basic tenets of behaviorism by focusing on the ways individuals learn by observing others and modeling their behavior. Therefore, social-cognitive theory suggests that both human cognition and social interaction play key roles in the stimulus-response process.
Social-cognitive theory offers a well-rounded approach to basic behaviorism and can be a useful approach to understanding individual and group behaviors. Moreover, social-cognitive theory can help researchers postulate motivations for certain behaviors. The theory is useful in helping psychologists understand how to promote behavioral change in their clients. The theory is therefore useful in both clinical and counseling psychology, as it has potential uses for research as well as practical applications. Because social-cognitive theory allows the inclusion of any number of variables, from gender to genetics, the theory is comprehensive.
The theory's emphasis on cognitive processes enables psychologists to better understand the complex interactions between the individual and his or her surroundings. As all individuals are influenced by their environments, social-cognitive theory allows researchers to view people within a realistic context rather than as artificially isolated from the influences of other people or society at large. Furthermore, the theory permits some flexibility in ascertaining whether individuals make decisions based primarily on internal motivations such as personality, or on external factors such as the expectations of others.
Applying social-cognitive theory in an educational or counseling setting would probably produce fruitful results. An individual's behaviors can be better understood when placed within the context of his or her social milieu and culture. Clinicians and counselors can work with clients to alter unproductive or unhealthy patterns by drawing awareness to the complex cognitive forces shaping these behaviors. Using the principles of the theory, counselors can also help clients create new habits through modeling and reward-based social learning.
This is because they are both considered as constructivists whose approach to learning and teaching is based on the link between mental construction and cognitive development. On the stages of development from birth through adolescence, the two theorists propose that boundaries of cognitive development are determined by societal influences. Piaget explains the ability of societal factors to influence a child's cognitive development through the sensorimotor, pre-operational and concrete operational stages.
It thus becomes the concern of CBT researchers and clinicians to address and investigate sex differences as an aspect in depression and to confront how they understand and treat women, who comprise 2/3 of clients. A feminist framework may be adopted for a more comprehensive and sensitive approach to the problem in order to benefit the large group of women clients. The new understanding must also be incorporated into
Both types of reflection are ways to restructure cognition. Dynamic reflection focuses on problems and problem solving, while existential reflection seeks to discover meaning in life. In either case, the helper's role is to facilitate the reflection process. Congruence with Social Work Values and Ethics To determine the congruence between cognitive therapy and social work values and ethics, the writer consulted the National Association of Social Worker's (NASW) Code of Ethics
1. How does this theory fit with a clinical social work perspective? Continuous concern with the individual in-situation is often regarded as social work’s most unique or distinguishing feature. In spite of the debate on where emphasis should be placed, both internal psychodynamics and environmental determinism are regarded as important for proper social work practice. Recent contributions made to the theoretical groundwork by cognitive-behavioral studies show that both needs can be
When children are given the option between a reward they would like and the internal desire to learn something, most children would rather have the reward. That is also true of many adults, whether they are in an educational setting or a business setting. Still, that does not mean that intrinsic interest cannot come along with extrinsic reward, or that operant theory is completely wrong. Many educators mix operant
Social Cognitive Theory and Stress Management Social cognitive theory hypothesizes that people learn through observation: by examining their environment and seeing the behavior of others, people can then determine for themselves how best to adjust their behavior. Health educators and instructional designers often incorporate social cognitive theory into training when a learning outcome is behavioral change (Baranowski, Perry, & Parcel, 2002). Since the late 1990s, studies increasingly have addressed the impact of