Social Cognitive Theory expands the range of treatment targets beyond patriarchal socialization to include additional factors associated with sexual coercion in empirical research including the influence of social norms, and a lack of confidence in one’s abilities and skills (Wolfe et al., 2012;Eckhardt et al., 2013). Such theories include the Health Belief Model, Theories of Reasoned Action and Planned Behaviour, Social Cognitive Theory, and the Transtheoretical Model. While many of these theories are similar but may use different terminology, the key elements of each include education and skill building and perceived behavioural control self-efficacy (Noar & Zimmerman, 2005). Interventions based on Social Cognitive Theory aim to reduce …show more content…
Judgments of personal efficacy affect an individual’s choice of actions. For instance, people tend to avoid activities and situations they believe to be beyond their capabilities, but they are more likely to engage in activities they believe themselves capable of handling (Bandura, 1997). Thus, self-efficacy functions as a self-fulfilling prophecy as individuals who doubt their ability to achieve a satisfactory outcome in a particular situation will fail to even try to achieve their goals. Self-efficacy also influences how much effort and commitment an individual will take to perform a task. For example, research has shown how self-efficacy relates to the effort people will make to successfully change and maintain virtually every behaviour crucial to health, including exercise, diet, stress management, safe sex, smoking cessation, overcoming alcohol abuse, and compliance with treatment and prevention regimens (Bandura, 1997;Good & Abraham, 2011;Floyd, 2006). All of the major theories of health behaviour, such as protection motivation theory, the health belief model and the theory of reasoned action/planned behaviour include self-efficacy as a key component (Maddux, 2009). However, Bandura’s self-efficacy model is the most widely …show more content…
A mastery experience is when a person is convinced they have personal control over a situation (Bandura, 1997). A sense of mastery can be damaged when an individual is subjected to a sexually coercive experience and leads to increased levels of helplessness and ability to cope in such situations (Benight & Bandura, 2004). An individual’s sense of mastery to be able to control coercive encounters can be improved by skill development to boost an individual’s sense of self-efficacy (Schwarzer, 2014). It has been suggested that as adolescents have little experience in dealing with relationship problems particular attention should be paid to their verbal or communication skills (Akers, 2011). This can be most effective by breaking down difficult steps into small steps that are easy to ensure progressive mastery of the skill (Dowd & Tierney,
Social cognitive theory (SCT) and the Trans-theoretical Model (TTM) are two often utilized frameworks to comprehend and forecast changes in physical activity behavior. Both theories offer insightful perspectives on the psychological and social elements affecting changes in physical exercise behavior. Which strategy, however, has contributed the most significantly to forecasting increases in physical activity is still up for discussion. In this paper, TTM and SCT will be compared and their individual contributions to the field will be assessed.
Self-efficacy is best explained by Bandura (1995) who says that it "refers to beliefs in one's capabilities to organize and execute the courses of action required to manage prospective situations". More simply, self-efficacy is what an individual believes he or she can accomplish using his or her skills under certain circumstances (Snyder & Lopez, 2007). Self-efficacy has been thought to be a task-specific version of self-esteem. The basic principle behind Self-Efficacy Theory is that individuals are more likely to engage in activities for which they have high self-efficacy and less likely to engage in those they do not (Van der Bijl & Shortridge-Baggett, 2002). I think that this research by Snyder & lopez is particularly relevant to Simons case as.
Despite they’re being no literature on what theory Project 11 comes from I have determined that it is based on the social cognitive theory. The reason for my decision that Project 11 comes from the social cognitive theory is because when looking at what Project 11 provides children it is all about giving them the confidence and tools to be able to learn to deal with difficult situations, hence when they eventually do move on in their later years they will hopefully have the confidence and self efficacy to be able to deal with whatever stressful scenarios that come there way. There is the dynamic interplay between the cognitive, environmental and behavioral aspects in the social cognitive theory (Lox, Ginis & Pertuzzello, 2010). The cognitive
The first study supported their hypothesis that the program would increase pro-abstinence (Rue et al., 2012). The second study found that Family Action Model for Empowerment program helped to reduce risky behavior in teens in the mindset of abstinence (Abel et al., 2008). The third study found that their abstinence Reasons of Heart program achieved a significant reduction in teen sexual development (Weed et al., 2008). My position within the debate was to argue that Abstinence-only programs do work. Based on all the supporting evidence and results of my three articles, they prove and support the idea that abstinence programs do
Social Constructs are products of discrimination; race did not exist until racism existed, class did not exist until classism existed, and gender did not exist until sexism existed. These constructs occupy prominent positions in artwork, politics, as well as in social hierarchies. A social construct describes a mechanism developed by society, oftentimes with the intention of segregating and degrading people in order to establish power. When ideas are ‘social constructs’, it is not to say that said idea does not exist, but exists to castigate those for whom social constructs do not favor.
When dealing with a specific method, there always has to be a clear theory that goes along with it. The Health Belief Model is the most used theory for health education and health promotion (Hayden, 2014). Hence is why we chose this theory to based off our program on. The concept focused mostly on the theory that health behavior is determined by personal beliefs or perceptions of a certain disease. Currently, there are seven constructs that are used in this model: Perceived Susceptibility, Perceived Severity, Perceived Benefits, Perceived Barriers, Cues to Action, Self Efficacy and Time Frame.
Based on the five theories of behavioural change that we covered in class, social cognitive theory, self determination theory, theory of planned behaviour, health action process approach and trans-theoretical model, I think the theory that applies best to myself is the self determination theory. This theory is characterized as having a relationship between extrinsic and intrinsic motivation and the basic human need for autonomy. This determines how self-motivated and self-determined the client is, as well as where their motivation comes from; whether this be extrinsically or intrinsically. Typically, people who associate themselves with self determination theory (SDT) are those who thrive on intrinsic rewards and whom enjoy the exercise they are doing. For example, I think I fit best with SDT because I love the exercise I do.
The cycle of abuse model describes sexually abusive behaviour as being part of a maladaptive response to stressors in a young person’s life (O’Reilly & Carr, 2004). It is worth noting that Lane’s ‘abuse cycle’ is a descriptive model (Level III), and not one which purports to define the various causal factors that lead to sexually abusive behaviour (Ward et al., 2006). It consists of three main stages or phases: the precipitating phase, the compensatory phase and finally the integration phase (Lane, 1997). According to this model a stressful event can result in low self‐esteem and feelings of powerlessness (Lane, 1997).
It does not work to impose societal expectations, such as remaining entirely abstinent until marriage, on teenagers; therefore, CSE instructors use personal expectations. Personal expectations are based on what the student feels is right; they are values the student determines for themselves based on information they have learned (Helmich, 13). The belief is that there should be no shame attached to normal human curiosity when it comes sex and masturbation (Lesko, 287). And when teenagers are peer pressured into sexual situations, they should draw upon their self-worth and values in order to properly decide. In general, CSE uses evidence based material to properly instruct students in the perils and joys of all that is human
The Social Learning Theory Overview Shameka Price CCJ4014: Criminological Theory The University of Florida March 11, 2018 Shameka Price CCJ4014: Criminological Theory March 11, 2018 The Social Learning Theory Overview There 's a old quote that says, "Be careful who your friends are because you will pick up their bad traits. " Many different factors can influence our learning.
Theoretical Framework The study anchored to the following theories: Social Cognitive Theory (Bandura 1986) and Physiological Models of addiction (Gonzales, Hatukami & Rigotti 1988) were taken to stand for respondents addiction on cigarette smoking. Health Belief Model Theory (Janz & Becker 1984), Protection Motivation Theory (Cheng, Gong & Sun 1990) and Stage model of Initiation and Progression Theory (Sun, Unger & Sussman 2005) were taken to stands for respondents coping strategies. Social Cognitive Theory (Bandura 1986) is an extension of social learning theory, posits that people learn from one another through observation, instruction, or modeling. It expands on behaviorism by explaining behavior as a product of reciprocal interactions
1.2.1.2 Bandura’s social cognitive theory (1997) While one strand of research grounded in Rotter’s Social Learning Theory developed, a second strand emerged, growing out of Bandura’s Social Cognitive Theory and his construct of Self-Efficacy, as initially described in his 1977 article, ‘‘Self-Efficacy: Toward a unifying theory of behavioral change’’. Bandura (1997) defined perceived Self-Efficacy as ‘‘beliefs in one’s capabilities
Student Name: Yan Wang Theory Critique between Cognitive Theory and Socio-cultural Theory For this assignment, I have selected two theories, cognitive theory and socio-cultural theory, to compare and contrast for further understanding children development and both theories’ implication in current education. Cognitive theory studies how people think, what’s going on within people’s mind. Social-cultural theory studies how the society, the culture, other people or external environment impact individual development. This paper would firstly respectively demonstrate both theories’ basic philosophy, representative persons and their claims.
In addition to teaching about the health benefits, abstinence programs help teens develop character traits that prepare then for “future-oriented goals”. Abstinence programs can have many benefits such as reducing early sexual activity among teenagers and therefore decreasing their exposure to unwanted pregnancies, STIs, and psycho-emotional harm (Kim). Various studies have shown that abstinent teens have reported better psychological well-being than those who regularly engage in sexual activities and a study published by the American Medical Association found that, “two years after attending an eight-hour abstinence program, about one-third of the participants had initiated in sexual activity compared to nearly one-half of the non participants” (Kim). They also studied alternative programs that taught contraception, or the “safe sex” approach, instead of abstinence, and found that these programs did not reduce sexual activity in teens and failed to increase the use of contraception. These studies show that teaching abstinence has benefits is possibly more advantageous than teaching comprehensive sex education.
Adolescents (ages 13-18) report that it is more likely to get information on issues of sexual health of his companions (Kaiser Family Foundation, 2000a). Young people who refuse to participate in sexual activity tend to have friends who are abstainers. They also tend to have strong personal beliefs in self-denial and the perception of the negative reactions of the parents. Young people who are sexually active tend to believe that most of their friends are sexually active as well and that rewards are greater than the costs of sexual