Personality Assessment: Behavioral & Social Learning Approaches

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Table of Contents

Introduction
Main Body
Conclusion
References

Introduction

Theoretical explanations of the learning process have concerned experimental psychologists for well over 100 years and have been a dominant theme in psychology. Researchers suppose that people possess instinctual motives, but the important factors of our behavior are learned. Drives of behavior typically motivate us; our actions in response to these motives are also learned through our interaction with the environment and the world around us.

Main Body

Social Learning Theory and Behavioral personality theory

Social Learning Theory aims to explain the behavior of individuals through observational learning and punishment. According to this theory, people observe the behavior of others and follow the same behavior patterns. In this case, group life affords an accretion of strength. No wonder that the same device which socially is helpful may bring about new social trouble when groups clash with groups, or when minor units, families, crowds, or neighborhoods run counter to the demands of the supreme unit, the state. It is not always easy to reconcile conflicting codes and loyalties. Behavioral personality theory suggests that learning occurs during the interaction between a personality and the environment. There are several ways in which this goal can be achieved. One might begin by inspecting the best of contemporary research and constructing a philosophy to characterize and guide it. Although behavioral personality theory is a “school” of psychology, it encompasses a variety of philosophical positions, many of which still stand as powerful and interesting approaches to psychology (Smilkstein, 2003). The main strength of this theory is that it links specific and general outcomes. The effects of experiences are sometimes as “split” as the minds of many wrongdoers. No prison expert would consider the association of a beginner in crime with an old confirmed convict as wholesome or desirable. If confinement is a social force, it is a most complex source of attitudes. The warden, the officers, the rules, and the institutional technique pull in one direction if the place is decently administered (Carpenter and Huffman 2007).

Differences and similarities between two theories

The main similarity between the two theories is that they see human learning as a process of knowledge acquisition. Social learning theory is one of the theories which should be used by criminologists to determine causes of crime, but it should be used in conjunction with other theories of personality. The contact should therefore be not completely ephemeral or one-sided. A passer-by who happens to be knocked down in a dark street does not form a unit with the robber. Imaginary partners and a person’s sincere belief may constitute a social unit (Smilkstein, 2003).

The main difference between the two theories is that the social learning theory is based on reinforcement or punishment. It is main principles are observational learning and imitation. In contrast, behavioral personality theory suggests that personality is formed and influenced by the environment and this very environment forms the inner personal characteristics (Groves & Thompson 1998). The weakness of the theory is that it does not explain economic and personal factors of influence on the individual. For instance, race and sex are also important factors of delinquency and criminal behavior, thus social learning theory cannot explain these causes of crime. Also, the prisoners, the cellmate, the casual or chosen companions are a completely opposing set of determining forces. But there are again two divergent levels of recognition; the multitude admires the tough guy. That is the perplexing picture of a mechanically simplified but psychologically most intricate situation (Carpenter and Huffman 2007).

Bad habit: Smoking

Smoking is a bad habit I have acquired 19 years ago. It is important to know the actual motives behind smoking before taking any kind of preventive action. Most people start smoking during their teenage due to peer pressure or the need for approval by their friends. Some youngsters also believe that smoking helps them keep in shape and have self-control, while others say it makes them look cool. Psychologists have deduced the various ways to control smoking habits within the younger students by providing different psychological treatments for quitting smoking. They have also worked on finding the relation between smoking and media exposure of the individuals. Further in their research works psychologists have also tried to analyze the factors which can contribute to motivating or de-motivate individuals from smoking. The previous studies have classified smokers by their age, gender, and race and have provided the statistical data accordingly. The main theme of the paper is to examine the relation which exists between smoking and factors such as peer pressure, stress, and depression. In my life, the role models were my friends and my parents who smoke for a long period of time (Groves & Thompson 1998).

Following social learning theory, I wanted to fit in and be similar to my friends. It is important to know the actual motives behind smoking before taking any kind of preventive action. Most people start smoking during their teenage due to peer pressure or the need for approval by their friends. Some youngsters also believe that smoking helps them keep in shape and have self-control, while others say it makes them look cool. Following behavior personality theory, Smoking has become increasingly common amongst college students during recent years. Students are usually found smoking within the college premises while socializing with their friends, during the breaks, or after college. Surprisingly, most of these students are aware of the adverse effects of smoking on their health, but they still don’t give it up. According to a survey the number of young smokers who fall between the age group of 15-25 has almost doubled during the last 10 years. Stress, portraying a self-image, and peer pressure are found to be the indisputable causes of smoking among young college students. Most of the students have been found to start smoking from their early adolescence. This age is a psychological, biological, and social transition period for the youngster and most of them usually find smoking very tempting during the same phase of life. Family and friends can help support young students to quit smoking.

To change this habit, it is important to reduce the number of cigarettes a day. It is possible to ask parents or a close person to control this habit and remind me about health issues. I will avoid public places where smoking is allowed. Smoking should also be strictly prohibited within the clubs and other premises. Researchers must find new ways to stop youngsters from smoking. The schools and colleges should launch a campaign against smoking habits and should educate students about the adverse effects of smoking on their health. College Medical Centers should organize a rally against cigarette advertising every quarter or semester and discourage the sales of cigarettes on campus. Colleges should encourage students to stop smoking by giving out rewards to the students who quit smoking, for example, 5% tuition fee off. The student’s family and friends should also participate in these kinds of activities (Carpenter and Huffman 2007).

Conclusion

It is difficult to say which of the theories best describes my personality. Each of their influence and describe my behavior patterns and communication with the environment. Thus, social learning theory has a profound impact on my bad habit (smoking) and social communication. Learning and knowledge acquisition are interdependent. Social learning practices provide and structure activities and guidance in ways that influence the learning of the knowledge required for performance at work. These experiences are not informal or unstructured, as is often contended; instead, they are structured by the requirements of work practice rather than the practice of educational institutions. The types of activities individuals engage in and the guidance they access are central to learning the knowledge required for communication.

References

Carpenter, S., Huffman, K. (2007). Visualizing Psychology. Wiley; 1 edition.

Groves P. M., & Thompson R. F. (1999). Habituation: A dual-process theory. Psychological Review, 77, 419-450.

Smilkstein, R. (2003). We’re Born to Learn: Using the Brain’s Natural Learning Process to Create Today’s Curriculum. Corwin Press.

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