Child Behavior and Cognitive Learning Theory

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Table of Contents

Introduction
Solving the psychological issue presented using Cognitive Learning Theory
Applying behavioral, cognitive, and socialization strategies
Creative, critical, and probabilistic reasoning to solve the issue
Conclusion
References

Introduction

The aim of this essay is to develop an action plan with applied Cognitive Learning Theory to address the emotional disturbance in children to overcome maladaptive behaviors. Cognitive Learning Theory relies on a behaviorism approach to address emotional disturbance. Emotional disturbance reflects counterproductive state of emotional responses considered as improper within a given situation. They occur due to failure of emotional control systems could depict a lack of emotional maturity. It is imperative to understand a wide range of maladaptive behaviors in socially inept children within their environments such as home, school and while interacting with peers (Marsh & Fristad, 2002). The root cause of the issue must be identified and addressed to manage treatment processes.

Solving the psychological issue presented using Cognitive Learning Theory

The initial stage in addressing emotional disturbance in children is to understand thoughts and feelings that are responsible for it (Mayer, 2009). Hence, it is imperative to evaluate thought processes of children from both behavioral and cognitive perspectives systematically to facilitate understanding and resolving of emotional disturbance.

The aim of Cognitive Learning Theory is to enhance emotional coping in children with emotional disturbance. The emotional coping mechanism tackles difficult situations and negative traits to promote effective learning in children. Based on Cognitive Learning Theory intervention, children will have to learn new experiences and assess them with regard to earlier experiences. Learning, therefore, will occur because of a systematic assessment of the current experiences against previous ones.

The behavioral elements of the Cognitive Learning Theory would help the specialist to comprehend, predict and change behaviors of children with emotional disturbance. Behavioral aspects, therefore, are suitable for children with emotional and behavioral disturbances. The theory posits that human behavior is dynamic, mutual and triadic in relations with interrelations in environmental, individual and behavioral spheres. The interrelations among these elements are normally created vicariously and may be applied when predicting possible future behaviors. Through the Cognitive Learning Theory, individuals develop their own cognition and therefore their own reality. As a result, people understand issues from their own skewed perspectives.

Several factors, including sex, genetics and environments among others all contribute to influence individuals’ behaviors (Mayer, 2009). The Cognitive Learning Theory uses symbols to develop individuals’ thoughts. Consequently, symbols serve as means of overcoming challenges, and they could be relied upon to determine future behaviors. The theoretical concepts will allow children with emotional disturbance to motivate themselves and control their expected behaviors. As such, children may develop self-regulatory mechanisms to control their thoughts, feelings and actions. Children will develop self-efficacy (self-reflection) for controlling their behaviors and actions. It accounts for individuals’ history and physiological processes. Children would be able to understand their personal biases, morals and social standards.

Behaviors are conceived on the basis that learning takes place through passive incorporation. Children will therefore retain learned materials to control their emotions and cope in different environments.

Applying behavioral, cognitive, and socialization strategies

In this case, behavioral strategies are based on social learning approaches and operant conditioning. These strategies can assist in helping the children with emotional disturbances. In enhancing family relations and peer interactions, operant conditioning could yield desired results in controlling emotional disturbance. Children will learn the methods used in operant conditioning to learn new emotional behaviors. These strategies will transform children’s behaviors and enhance modification processes. Observational learning would allow children to observe how other people interact in their environments and children would learn in similar manners. Behavioral strategies would allow children to cope with different relations and in different environments.

Several cognitive approaches could be applied to manage emotional difficulties and other social challenges in children with emotional disturbance. The inner speech strategy will be applied in emotional disturbance. Children would learn to internalize their own statements and develop self-control. This is a form of cognitive mediation and when supported with behavioral elements of theory produces positive outcomes. In cognitive intervention, children would learn to generalize and apply newly acquired behaviors when interacting with others. This strategy may also require expert modeling.

Socialization strategies for emotional disturbance would include social skills training (SST). Educators and counselors shall use SST to help children overcome their emotional disturbances. Other methods such as modeling, observation learning, role-play and tolerance among others would also be useful (Marsh & Fristad, 2002).

Creative, critical, and probabilistic reasoning to solve the issue

Creative reasoning involves abilities to show novel and valuable ideas to solve emotional disturbance in children (Stewart & Flath, 2011). The specialist will rely on the power of creative reasoning to enhance comprehension of creative processes through principles of cognitive principles. The specialist shall use creative reasoning abilities during modeling, thinking processes, comprehension and provide creative explanations to issues related to emotional disturbance in children. It would allow the specialist to learn more, identify new issues and ask new questions involving cognition in a creative manner. The specialist will identify new insights about emotional disturbance in children.

Critical reasoning would allow the specialist to think critically, analyze and understand issues related to emotional disturbance in children. The approach shall involve analysis of information to avoid generalization. It involves reasoning to determine effectiveness of conclusions. At the same time, the specialist will think independently to come up with effective and logical solutions to emotional disturbance. The specialist will not consider few options in resolving emotional issues, but rather use multiple strategies on them.

Probabilistic reasoning is important in several aspects. The specialist would avoid irrational fears, avoid exploitation of probabilistic naivety, apply intelligence risk assessment and use rational thinking in various aspects. Probabilistic reasoning would eliminate common biases, enhance decision-making capabilities in uncertainty situations and avoid misinterpretation and miscommunication of information. Probabilistic reasoning would ensure that the specialist assesses emotional disturbance from critical perspectives and understands relevant information presented for evaluation. Intelligent assessment of risks would provide opportunities for critical appraisal of different claims. The approach shall promote the use of informed assumptions.

Conclusion

The aim of this essay was to develop an action plan with applied Cognitive Learning Theory to address the emotional disturbance in children to help in overcoming maladaptive behaviors. The essay shows that Cognitive Learning Theory would promote understanding of thoughts and feelings responsible for emotional disturbances in children. Behavioral, cognitive and social strategies are significant in overcoming emotional disturbance in children. They aim to address specific challenges, which could be the underlying causes of maladaptive behaviors in children. At the same time, a specialist could apply other reasoning strategies such critical, creative and probabilistic reasoning to make informed decisions when tackling emotional disturbance in children. Overall, Cognitive Learning Theory presents many strategies for solving maladaptive behaviors in children.

References

Marsh, D. T., & Fristad, M. A. (2002). Handbook of Serious Emotional Disturbance in Children and Adolescents. Hoboken, NJ: Wiley.

Mayer, M. J. (2009). Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders: School-based Practice. New York: Guilford Press.

Stewart, S., & Flath, C. (2011). Something’s Wrong! Kids with Emotional Disturbance. Broomall: Mason Crest Publishers.

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