Lecture Notes: Social Learning Theory and Addiction

Introduction

• Transition from learning theories of addiction, focusing previously on classical and operant conditioning.
• Current session: Focus on Social Learning Theory (SLT), a development on earlier learning theories.

Historical Development of Social Learning Theory

• Albert Bandura: Key figure in developing SLT.
• SLT introduced a social cognitive model of human behavior, incorporating internal cognition into behavior models.
• Differences from classical behaviorism:
  • Classical behaviorism: Direct experience and stimulus-response relationships.
  • SLT: Experience and interpretation act as mediators of behavior; cognition and social contexts play a role.
• SLT as a transitional step between behaviorist and cognitive theories.

Key Concepts of Social Learning Theory

• Vicarious Learning: Learning through observation, not direct experience.
  • Behavioral mimicry: Modeling behavior observed in others.
  • Impacted by respect and similarity to the model.
• Behavioral Change: Experiences don’t always lead directly to behavior change.
  • Interpretation of experiences affects behavior.
  • Denial and attribution play roles in behavior persistence.
• Reinforcement and Punishment: Indirect factors due to cognitive mediation.
  • Stimulus-information processing-response approach.
  • Expectations of reinforcement/punishment can influence behavior.

Concepts Specific to Addiction

• Self-Efficacy: Belief in one's ability to succeed in specific situations.

  • Low self-efficacy can lead to avoidance and failure.
  • High self-efficacy can lead to persistence despite failures.

• Outcome Expectancies: If-then beliefs predicting outcomes of actions.

  • Self-efficacy expectancies: Beliefs about personal capabilities.
  • Outcome expectancies drive motivation and behavior.

Application to Addiction

• Resistance Self-Efficacy: Confidence in avoiding substance use.
• Harm Reduction Self-Efficacy: Confidence in minimizing risks after experimentation.
• Pre-Action Self-Efficacy: Confidence and motivation to change behavior.
• Action Self-Efficacy: Confidence in performing desired actions.
• Maintenance Self-Efficacy: Long-term confidence in sustaining behavior change.
• Recovery Self-Efficacy: Ability to recover from lapses/relapses.

Psychological and Social Influences

• Intergenerational Influences:
  • Parental drinking motives influence children’s drinking behavior.
  • Children develop alcohol outcome expectancies similar to parents.
• Peer Pressure and Social Norms:
  • Neck nomination: A risky drinking game illustrating social pressure.
  • Pre-partying: Consuming alcohol before events to enhance social interactions.
• Framing and Problem Recognition:
  • Problem drinking can be understood as a continuum rather than binary.
  • Recognizing personal alcohol problems increases with continuum framing.

Conclusion

• SLT as a development on classical learning theories, incorporating cognitive and social contexts.
• Importance of self-efficacy and outcome expectancies in understanding addictive behaviors.
• Practical applications in peer pressure, intergenerational influences, and problem recognition.
• SLT helps us understand both mind and behavior, providing insights into addiction treatment and prevention.