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The social learning theory was identified by Albert Bandura’s in the late 1970’s. The theory suggests that, to understand criminal behavior an individual's morals, values and one's self awareness must be examined.
The social learning theory proposes that humans learn behaviors by observing models in their enviorment.
Substance abuse in the social learning theory includes learning through observation. For example, if you are brought up in your early childhood observing people using drugs or other mood altering substances, you may be influenced by these peers to model this behavior in your early adulthood.
According to social learning theory, those who receive harsh discipline learn that physical violence can be used to change the behaviors of others (Schwartz, Hage, Bush, & Burns, 2006), p. 305.
Children who begin school with deficits in social and cognitive skills are at high risk to engage in antisocial and violent behavior (Dodge et al., 2008), p. 283.
Meaning, when a child is surrounded by constant inconsistency, substance abuse, antisocial individuals they are more likely to behave in a certain manner that society tends to frown upon.
The social learning theory has many different aspects that play into one another to describe why individuals act in certain ways. This theory highlights how crucial it is to form positive relationships with children from an early age. "Research has consistently discovered that aggressive children anticipate more positive outcomes and fewer negative outcomes following their aggressive acts" (Hubbard, Dodge, Cillessen, Coie, & Schwartz, 2001) p. 146.
Early detection in adolences of deivant and substace abuse behaviors is crucial to the well-being and health of the child in later in their adult life.
- Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach. Pearson.
- Hubbard, J. A., Dodge, K. A., Cillessen, A. H. N., Coie, J. D., & Schwartz, D. (2001). The dyadic nature of social information processing in boys’ reactive and proactive aggression. Journal of Personality and Social Psychology, 80, 268–280.
-Dodge, K. A., Greenberg, M. T., Malone, P. S., & Conduct Problems Prevention Research Group. (2008). Testing an idealized dynamic cascade model of the development of serious violence in adolescence. Child Development, 79, 1907–1927.