1. SOCIAL LEARNING THEORY As an explanation for Substance Misuse

2.  Complete the matching task to remind you of the social learning theory Starter

3. 3. a) Describe two explanations of substance misuse. One explanation must be from the Biological Approach, and one from the Learning Approach. i. Social learning theory and the role of models Map to Spec – Page 49

4. 4. Describe and evaluate one study on heroin: Blattler et al (2002) - Decreasing intravenous cocaine use in opiate users treated with prescribed heroin, and one other study. This must be selected from a study on alcohol, cocaine, ecstasy, marijuana, or smoking/nicotine. smoking  Ennett et al (1994) variability in cigarette smoking within and between adolescent friendship cliques. Map to Spec – Page 50

5.  Albert Bandura observation  Learn through observation models  Learn through imitating models SOCIAL LEARNING

6. ARRMARRM Modelling – The Rules

7. ATTENTION  Behaviour has to be noticed (ATTENTION) RETENTION  The behaviour has to be remembered (RETENTION) REPRODUCTION  The person has to be capable of reproducing the behaviour (REPRODUCTION) MOTIVATION  There has to be a motivation to repeat the behaviour (MOTIVATION) Modelling – The Rules

8. characteristics  What characteristics of a model increase the likelihood of them being imitated? The Models

9. Age  Similar/Older Age gender  Same gender higher  Of higher status IDENTIFY  Have to be able to IDENTIFY with them The Models

10.  Parentspeers  Parents and peers affect a person’s drug misuse role models identify  Act as role models with whom a person would identify links modelling  Family studies = show that drug misuse links to the family – likelihood of modelling Friends & Family exposure Social learning of substance misuse depends on the amount of exposure

11.  What is this? applied  How can it be applied to substance misuse? Vicarious Reinforcement

12. enjoying  See others enjoying smoking/taking drugs persist  Don’t enjoy smoking in the first place but persist in the behaviour rewarded reward  Have seen others rewarded so expect reward themselves in the future Vicarious Reinforcement

13. peer groups  Much of the theory evolves around peer groups misuse  Mix with peers who misuse a drug positive reinforcement acceptedgroup  Get positive reinforcement from misusing the drug themselves as they are accepted as part of the group Positive Reinforcement

14.  http://www.youtube.com/watch?v=srjyCLupuuM http://www.youtube.com/watch?v=srjyCLupuuM

15.  Modelling?  Vicarious Reinforcement?  Positive Reinforcement? Rachel Smoking

16.  Describe and Evaluate one study  Ennett et al (1994) variability in cigarette smoking within and between adolescent friendship cliques. Ennett et al (1994)

17. link  It has been claimed that peer groups link with adolescent smoking correlation smoking  Previous studies have found a correlation between an adolescent smoking and his/her peer group smoking cliques  Wanted to look at “cliques” homogeneity  Intragroup homogeneity was expected BACKGROUND

18.  To investigate the role of friendship groups and cliques in the smoking behaviour of adolescents. AIM

19. 9 th /10 th grade  Students in the 9 th /10 th grade  FIVE  FIVE schools within a moderately populated SE county of the USA in 1980  1092  1092 in total  50% female  84% white (remaining African American) PARTICIPANTS

20. interviewed smoking behaviour  Adolescents were interviewed twice in their own homes about their smoking behaviour -Beginning of 9th grade (14yrs) -Beginning of 10th grade (15yrs) 3 best friends  They also provided the names of their 3 best friends (to identify cliques). mitigating Mothers educational  Also looked at a range of other possible mitigating variables such as Mothers educational background PROCEDURES

21. answerscarbon monoxide  Cigarette smoking was defined based on adolescent’s answers and the presence of carbon monoxide in the breath samples. SMOKING

22. (42.2% )  Cliques comprised of three or more adolescents who link to most of the other members of their group - (42.2% of the sample) 28.6%  Those not in cliques were called isolates, 28.6% of the total sample. 29.2%  Liaisons were participants who were friends with other adolescence but not in a clique, which accounted for 29.2% of the sample. CLIQUES

23. Individuals Assessment for group membership

24. number of clique smokers number of cliques  The number of clique smokers as a proportion of the number of cliques was calculated ANALYSIS

25. non- smokers  89.9% of participants were non- smokers entirely  2% of cliques were entirely smokers entirely  68% of cliques were entirely non- smokers RESULTS

26. similar all all  Cliques that were similar (in race/gender/mothers educational level) were either all smokers or all non-smokers both  The dissimilar cliques included both smokers and non-smokers all girl cliques  More all girl cliques smoked than all boy cliques RESULTS

27. 11.1%  The smoking rate of clique members was 11.1% 15.2%  The overall smoking rate in schools was 15.2% LOWER  SO… the smoking rate of clique members was LOWER than the overall smoking rate in schools RESULTS

28. isolates  Adolescents identified as isolates had the highest rate of smoking RESULTS

29.  Adolescences that smoke tend to associate with ……………..  Clique membership contributes more to non-smoking behaviour than …………….  Smoking has greater social significance to ……….. than ……….. as more all girls cliques smoked than all boy cliques  Cliques contribute more to the maintenance of………………… does / does not  This does / does not support the notion of social learning theory as an explanation of substance misuse. CONCLUSIONS?

30. non-smoking  Peer groups may contribute more to non-smoking than to smoking, which differs from the common assumption that smoking is a consequence of peer group affiliation. social learning theory explanation  Still supports social learning theory and imitation of friends/models – but NOT as an explanation of substance misuse CONCLUSIONS

31.  Complete worksheet on Ennett et al’s study  Colour code the evaluation sheet so you can differentiate between strengths and weaknesses Your Task

32.  Compare the evaluation points of the biological and social learning explanations of substance misuse Your Task

33.  Have a go! EXAM QUESTIONS