Social Learning Theory

Study Notes

Social learning theory is based on the work of Albert Bandura, who emphasized behaviorist features and the imitation of role models.
The learner is viewed as central, with personal characteristics, behavior patterns, and the environment considered.
Key principles of social learning theory include:
- Attentional phase: a necessary condition for any learning to occur.
- Retention phase: storage and retrieval of what was observed.
- Reproduction phase: copying the observed behavior.
- Motivational phase: whether the learner is motivated to perform a certain type of behavior.
Role Modeling is a central concept of social learning theory, with effective role models being enthusiastic, professionally organized, caring, self-confident, knowledgeable, skilled, and good communicators.
Vicarious reinforcement involves determining whether role models are perceived as rewarded or punished for their behavior.
Social learning theory has been applied extensively to understanding aggression and psychological disorders, particularly in the context of behavior modification.

Psychodynamic learning theory is based on the work of Sigmund Freud and emphasizes emotions rather than cognition or responses.
It highlights the importance of conscious and unconscious forces in guiding behavior, personality conflict, and the enduring effects of childhood experiences on adult behavior.
The most primitive source of motivation comes from the id and is based on libidinal energy (basic instincts, impulses, and desires).
Freud compared the mind to an iceberg, with only about one-tenth being conscious and the rest being unconscious.

The topographic model explains conscious versus unconscious experience, with Freud suggesting that unacceptable urges and desires are kept in our unconscious through repression.
Slips of the tongue (e.g., Freudian slips) are seen as a reflection of unconscious desires, often occurring when we are tired, nervous, or not at our optimal level of cognitive functioning.

The structural model suggests that our personality develops from a conflict between two forces: our biological aggressive and pleasure-seeking drives versus our internal (socialized) control over these drives.
Our personality is the result of our efforts to balance these two competing forces, with three interacting systems within our minds: the id, ego, and superego.
The id contains our most primitive drives or urges, operating on the "pleasure principle" and seeking immediate gratification.
The superego develops as we learn social rules and acts as our conscience, guiding our moral behavior.
The ego is the rational part of our personality, balancing the demands of the id and superego in the context of reality and operating on the "reality principle."

Defense mechanisms are used to cope with the anxiety or stress caused by the conflict between the id, ego, and superego.

Psychosexual development occurs in stages, with eight stages of life organized around a psychosocial crisis to be resolved at each stage, as proposed by Erikson (1968).
Determining the stage of personality development is essential in healthcare when designing and carrying out treatment regimens, communication, and health education.

Humanistic theory, developed by Carl Rogers, believes that humans have one basic motive: the tendency to self-actualize (fulfill one's potential and achieve the highest level of human-beingness).
This approach contrasts with Freud's, but agrees with Maslow's Hierarchy of Needs.
Client-centered therapy provides a healthy and encouraging environment, with validation, acceptance, and empathy essential for a person to grow and self-actualize.