Ecological Theories Derived from Learning Theories Eiman E AlEissa H671 Advanced Theories of Health Behavior 02/11/2016

Outline  Social learning Theory (Salkind, 2004)  Sears’s Phases of Development  Important concepts of SLT  Intrinsic vs. Extrinsic Motivation (Ryan & Deci, 2000)  Social Cognitive Means (Bandura, 2004)  SCT Determinants  SCT overlap with models of health behavior  Social Mediated pathways + examples  Self-Management  Kernels (Embry & Biglan, 2008)  Types of kernel units + examples  Selection of consequences  Individual Behavior, Culture and Social Change  Behavioral Ecological Model (BEM)

Basic Terms & Principles of Behavior  Stimuli = anything in the environment that affects behavior  Response = Behavior produced by the stimuli  Unconditioned Stimuli = anything in the environment that causes natural response  Conditioned Stimuli = anything in the environment that has an affect through association with the UCS.  conditioned Response/ conditional reflex/respondent conditioning = Behavior produced by the CS.  Classical conditioning: learning new behaviors through association 3

Basic Terms & Principles of Behavior +  Operant conditioning: a response that operates on or changes the environment.  The consequences produced by the response/ behavior may cause the behavior to more likely (reinforcement) or less likely (punishment) to occur in the future.  Reinforces: Consequences that increase the probability of repeating a behavior (can be negative or positive)  Punishers : Consequences that decrease the probability of repeating a behavior  The Matching Law: the frequency of a behavior or time allocated to engaging in the behavior is a function of the rate of reinforcement for that behavior relative to the rete of reinforcement for alternative possible behaviors. 4

Reaction Potential: Potential for repeating a response given a particular stimulus  Strength of a reaction potential is determined by  Drive  Intensity of the stimulus  Incentive motivation  Habit strength – experience  Inhibitory potential  Consequences of a behavior become the causes of later behavior  Over time, experiences take on value as secondary reinforcers 5

Sears’s learning model is based on 5 assumptions:  Assumption # 1: Initially, every behavior begins as an effort to reduce tension that is associated with some biological need  Assumption # 2: Behavior (and development) is a function of interactions between people, especially dyadic (two-person) interaction  Assumption # 3: Drives (similar to intrinsic motivation) that are present at birth provide the foundation for later development  Assumption # 4: Behavior is both the cause and the effect of later behavior: behavior does not occur in isolation, it always affect other parts of the individual behavioral system.  Assumption # 5: The quality of a behavior (in terms of the reinforcement value positive or negative) is determined by experience and learning 6

Social Learning Model Sears’s phases of development PhaseTime frameFocus Rudimentary BehaviorBirth -16 monthsInnate needs/ reduce tension Secondary Behavioral Systems 16 months- 5 yearsFamily-Centered learning Secondary Motivational Systems 5 years +Extra-familial learning StimulusResponse

Albert Bandura, Social Cognitive Theory Vicarious Learning: the ability to learn various behaviors through indirect reinforcement/ experience Stimuli Mediation Process Response Bandura’s Bobo Doll Experiment

SLT Important concepts + Mediation Process  Attention  Retention  Reproduction  Motivation According to Bandura “the processes take place in an overlapping sequence, in any given instance, some of the elements may be stronger than others, but if anyone of them is too weak, the entire learning process is disrupted” Social cognitive learning Attention Retention Reproduction Motivation

SLT Important Concepts +  Motivation  Intrinsic: doing something because it is inherently interesting or enjoyable  Competence  Autonomy  Extrinsic: to doing something because it is leads to a separable outcome  Self efficacy

Social Cognitive Means

 Knowledge  Perceived Self-Efficacy  foundation of human motivation and action  Self-efficacy shape the outcomes people expect their efforts to produce  Outcome Expectations: expected cost and benefits for different health habits.  Physical outcome  Social outcome  Self evaluation outcome  Perceived social and structural Facilitators & impediments  Self-Efficacy  Goals  Outcomes  Facilitators & impediments

Overlap of Sociocognitive Determinants in Different Models of Health Behavior

Socially Mediated pathways of influence  Direct pathway= media promote changes by informing, modelling, motivating and guiding personal change.  Socially mediated pathways= media link participants to social networks and community settings (these places provide continued personalized guidance, incentives, and social support) Media Influence Connection to social systems Behavior change

Self-Management Model  Motivation  Proximal goals  Incentives  Social support 15 Effective prevention programs include 4 major components:  information: it informs children of the health risks and benefits of different lifestyle habits.  social and self-management skills: for translating the information learned into effective preventive practices.  Building resilience sense efficacy to support the exercise of control in the face of difficulties and setbacks.  create social support for desired personal change.

 Promoting Society-Wide changes  Serial Dramas  Health Promotion in children through interactive media. Examples of Socially mediated pathways

Evidence-based Kernels: fundamental units of behavioral influence  Kernels: indivisible evidence-based procedures shown through experimental evaluation to produce effects on behavior.  Kernels Altering consequences for behavior  Verbal praise (increase behavior)  Time out (decrease behavior)  Kernels affecting behavior via physiology  Omega 3 supplementation  Kernels affecting behaviors via relational frames  Media associating behavior with immediate negative social outcome.  Kernels affecting behavior via antecedents  Stop lights in school settings

Relevance to TTI  Motivation  Self-Efficacy  Self-Management  Proximal predictors of behavior ( Levels of Causation)

19 DECISIONS/INTENTIONS SOCIAL S ITUATION BIOLOGY/ P ERSONALITY REMEMBER THE THEORY OF TRIADIC INFLUENCE!! ATTITUDES TOWARD THE BEHAVIOR CULTURAL E NVIRONMENT SOCIAL NORMATIVE BELIEFS Trial Behavior EXPERIENCES: Expectancies -- Social Reinforcements -- Psychological/Physiological SELF-EFFICACY BEHAVIORAL CONTROL Nurture/CulturalBiological/Nature Intrapersonal StreamSocial/Normative StreamCultural/Attitudinal Stream Distal Influences Proximal Predictors Levels of Causation Ultimate Causes Social/ Personal Nexus Expectancies & Evaluations Affect and Cognitions Decisions Experiences a b c d e f g h i j k m n o p q r s t u v w x Related Behaviors J K C F I B E H A D G

Thank you Questions??