Work adjustment and social cognitive theory comparison

Social Cognitive Theory (SCT) was developed by Albert Bandura in an attempt to explain the cognitive process that influence how we present ourselves in our interpersonal interactions. It is a theory that is based on a combination of the self and of interpersonal relationships with others. Cognitive theory alone focuses on the mental learning process. Social theories tend to emphasize the interactions people have with one another. SCT combines these two schools of thought to help counselors understand the relationship between how people learn and how they interact.

There are two underlying premises in SCT that fit with my personal philosophy of therapeutic change and rehabilitation. The first is that people learn new behaviors both by observing the actions of others, and by self-regulation. Bandura (1986) reports that research has shown that "self-regulated learners view acquisition of proficiency as a strategically controllable process and accept greater responsibility for their achievement outcomes" (p. 77). Simply put, when clients feel that they are responsible for their own progress, they are more likely to take an active role in their behavioral changes and rehabilitation. The second premise that draws me to social-cognitive theory is the self-assessment aspect. Clients are encouraged to observe others to learn more positive representations of behavior, but they are also encouraged to assess themselves. This helps them strive to align their own behaviors with what they have observed and admired in others.

One of the reasons self-evaluation makes such a significant contribution to social cognitive theory is that is a strong motivating factor in the recovery or rehabilitation process (Moretti, 2004). Motivation generally translates to accomplishment, and therefore I believe that I will be able to incorporate this theory extensively into my practice in rehabilitative counseling.

The social cognitive perspective also highlights the importance of learning through active participation. According to Kumpulainen and Wray (2002) "an individual's mental activity can be understood only by investigating it within its cultural, historical and institutional context. Central to this perspective is the fact that any mental activity should be investigated as an interaction between social agents and physical environment" (p. 18).

The reciprocal relationship between the individual and their environment creates a situation in which knowledge can achieved through action and interaction, as opposed to merely thinking. Kumpulainen and Wray (2002) explain, "The cognitive perspective often sees interaction as a factor that affects learning. Learning is seen as a variable that can be partly explained by the characteristics of interaction and social context… Consequently, the individual's action is seen as part of the social construction of shared understanding " (p. 22).

Society and family are, we know, the primary medium in which the identity of a person gradually emerges. In essence, the identity of the group structures the content of personal identity. As the individual matures, he achieves an identity which is at once both individual and social, and the two aspects are not clearly separable. The individual component of personal identity is represented in the older, early acquired traits (Cerulo, 1997).

In a given time and social situation, certain components of personality are mobilized in action, while other components are temporarily subordinated. With a change in time and group situation, a shift of emotional integration occurs with a corresponding shift of integration into another social role; that is, other components of the self are moved into a dominant position in preparation for a particular type of social participation. This is the essence of the process of social adaptation. In this process, the individual may react to social pressure with compliance, protest, or withdrawal (Cerulo, 1997).

Being able to identify potential reactions in given situations is helpful both to the client and to the therapist. By understanding the learning process that occurs when an individual interacts with others and either adopts or rejects their behaviors, both self-assessment and clinical assessment become increasing valuable tools in the change process.