THEORY OF SOCIAL AND EMOTIONAL BEHAVIOR

Many poeple judgment be reliable and valid for children with behavioral
problems, social, and emotional without firmly grounded in the theoretical
orientation of how the problem developed and changed ? One might manage some
tests and interpret the results in the problem, but what kind of approach is the
most suitable to be applied ? Without a strong theoretical background and have
clear orientation.

No matter how skilled, testers may never integrate findings from the assessment
of the past and future of a young child or adolescent with a continuity basis or be
a single unit. In addition, developing a strong theoretical understanding of the
origin of behavioral problems, social, emotional and maybe important
implications when connecting assessment results to plan interventions that can be
applied to solve social problems.

Specific theoretical foundation in social cognitive theory.

Before entering into the social cognitive theory, there are several theory that can
explain the reciprocal influence of human behavior to explore the social cognitive
theory. At the beginning of the emergence of a theory about the behavior of the
traditional behavioral theories include psychodynamic theory and behaviorism.
Both the traditional behavior theory in application used together. However, at the
time of the split conceptualization of human behavior because it is not adaptive to
all the neighborhood teens young children.

Shortly before his death in 1990 Skinner, Skinner at the meeting of the American
Psychological Association, where he actually denounced "cognitive science,"
describes the theory explaining human behavior through the learning process of
the soul is a throwback to the turn of the mental and introspectionism.

Theory traditional behavior has evolved and grown over the years - years.The
same process applies to traditional meteoroid, such as psychodynamic theory,
neurobiological models, and the humanistic movement. Philosophical basis of
each theory has grown tremendously over the years. On the one hand, the amount
of decrease in dogmatism has paved the way for the acceptance of new theories
and influential as social cognitive theory.

Social Cognitive Theory:

An Integrated Theory of social cognitive orientation, are more complex where the
theory takes into account not only the causes of the problem behavior, social, and
emotional, but also the reciprocal nature of the relationship between cause and
effect.
Social cognitive theory is proposed as a strong basis for the assessment of
children and adolescents due to take into account many factors potentially
contributing to the problem; is flexible; and in its fullest form, has strong
implications for linking data for planning interventions.

Components of the Social Cognitive Theory.

Social cognitive theory and concepts associated with reciprocal and observational
learning is based on the discovery of Albert Bandura (1977, 1978, 1986). Most
people who have studied psychology and related fields in the advanced level with
the famous work of Bandura on social learning processes in aggression. This is
shown process and known by the name of experiment "Bobo Doll" where the
effects and consequences of the perceived models were found to have tremendous
impact on aggressive and prosocial behavior in school-aged and preschool-aged
children.

Specific demonstration of social cognitive theory does not tell the full story and
do not take into account the whole complexity of the process. As stated by
Bandura (1986), social cognitive theory states that people who are not driven by
the behavior of inner strength will be automatically created and controlled by
external stimuli. In contrast, the human function is described in terms of a model
in which reciprocal behavior, cognitive and other personal factors, and
environmental events all operate as determinants of each other. The nature of man
is described in terms of five basic human abilities, namely: symbolizes the ability,
thinking ability, the ability representation, self-management, and the ability of
self-reflection.

Symbolizes the ability to involve the use of various symbols, including language,
as a means of changing and adapting to different environments. The use of
symbols allows communication with other people, sometimes even distant or
different places.The ability of thought consists of the anticipation of the possible
consequences of behavior and indicated by an intentional act and oriented toward
the future. ability representative contained by the fact that not all learning should
come from direct experience, but it can occur through observation of the behavior
of others and the consequences they learn from the others.

Self-management (self-controlled) affect the development of our own internal

standards and self-reaction of evaluation for behavioral change among our internal
standards and the actual behavior we set our own future behavior. The ability of
self-reflection involves self-awareness, or the uniquely human ability that allows
us to think about and evaluate our own thought processes. Collecting, five basic
human ability is the basis for the vast human potential and helps to explain the
workings of the mind that produces our behavior.
Reciprocity theory: Understanding the Determinants of Behavior.

Social cognitive view point supports the conception of the causes of human
behavior as reciprocal determinism. The idea behind the reciprocal determinism
that the cause behind a person's behavior is influenced and shaped by the behavior
it self. In particular, the type of reciprocal determinism favored by social cognitive
theory known as reciprocity theory (Bandura, 1977, 1978).

This view argues that the behavior, environmental influences, and various
personal factors (eg, cognition, temperament, biology) all work together
interactively and have the effect of acting as a determinant of one another.
Bandura's theory of reciprocity in social cognitive theory can be illustrated in
practical terms through examples of the interaction process between the parents
and the newborn child. Take a scenario where the baby happens to have a "taste"
or irritable temperament, which is present at birth and may be biological nature.
Temperament grumpy baby is an example of personal factors. Because of this
special baby tends to cry almost constantly, very demanding, and sleep only for
short periods (behavioral factors), where the environment is made constant
demands, noise, and limited opportunities to interact with sleep personal factors
parents to help shape their own behavior and characteristics in the direction they
are constantly tired, more irritable than usual, anxious, and may from time to time
rather depressed.

The behavior of parents continue to shape the environment of baby, and baby
behavior continues to shape the environment of the parents, which in turn affects
their personal characteristics. If the baby remains in becomes very irritable and
demanding, and parents tend to reinforce these claims with immediate attention,
personal characteristics angry-demanding child will probably be strengthened and
survive. If parents learn to deal with their children in a way that is calm and
relaxed, demanding child irritability can be reduced, and the demands of the
environment can change behavior. In extending cognitive models / model of
triadic reciprocal social Bandura, Kauffman (1989) in relation to what he
described as an interactional model of transactional influence. Although the
triadic reciprocal and interactional-transactional models are far too complex to do
justice to the part of a chapter of a book, they can be reduced to two points on the
influence of the family is very important to make an assessment of behavioral
problems, social, and emotional: 'the child has effects in adults are similar to the
effects of adults' in children, and family interactions can be understood only when
the mutual influence of parents and children accounted for one another ".
Patterson and his colleagues at the Oregon Social Learning Center (Patterson,
1982; Patterson, Reid, & Dishion, 1992) has also written extensively about the
phenomenon of mutual influences in the development of psychopathology,
particularly antisocial behavior. Many of their investigation into the topic of
connecting the development and maintenance of child behavior problems and
coercive, reciprocal interactions within the family. It takes only a small leap from
these examples of parent-child interaction to understand that human behavior is
formed through a complex, mutually influential interactions, whether at home,
school, workplace, or community. In completing our discussion of reciprocity, it
is useful to understand that the three parts of the triad (personal, behavioral, and
environmental factors) are expected to contribute differently at different points in
the same time. Bandura (1986) noted, "does not mean the reciprocal influence of
symmetry in two-way force. Reciprocal factors do not operate in a holistic way
simultaneous interaction". In other words, there are times when environmental
factors may be the strongest influence in a reciprocal interaction, and at other
times, personal behavioral factors may be superior.

The important thing to consider is that each factor can influence and shape the
other two in some way. Observational Learning: An Analysis of multiprocess. To
conclude this excursion into social cognitive theory, it is worthwhile to take a
glimpse of the learning process. As outlined by Bandura (1977, 1986),
observational learning is model for understanding the process of learning in a
social context, fully in accordance with social cognitive theory and reciprocity.
Individuals who have only a superficial knowledge of observational learning
might consider to be on par with the formation of a simple model or mimic the
behavior, but it is much more comprehensive than membendingkan both.

Bandura (1986) states, "most human behavior is learned by observation through

modeling, but the appearance of skills, modeling is more accurately represented as
a learning rule rather than imitate or emulate". What are the elements that guide
the process of learning the rules. Bandura (1986) which outlines five types of
effects are said to guide the modeling process. The effects of observational
learning including the new behavior, cognitive skills, and assessment standards
are obtained through direct observation of others. This effect is considered to be
more powerful when observed behavior is different or unique. Inhibitory effect
and adjustment determines how likely it is that the newly learned behaviors will
be shown. This is caused by observer. When high emotional arousal, shape or
intensity of ongoing behavior can be changed; possible interactions usually result
in fisticuffs argument may result in an environment of strong emotional arousal.
In short, this five-effects modeling can serve to teach, inhibit, facilitate, and
improve our behavior. Are they prosocial, neutral, or antisocial in nature.
Observational learning also involves four related cognitive processes that help
determine how effective we can learn through observation. According to Bandura
(1986), the four process works as follows: 1 attentional processes. Learning will
occur through a process of observation only if adequate attention is focused on the
event. Humans do not give them the same attention to all stimuli-we are more
focus and attention if the behavior is novel or if we consider the model to have a
high status. 2 retention process. Retention process involves encoding event or
behavior we observe in our memory. Two of the main memory system is likely to
be involved in the retention process: imaginal and verbal. 3 The process of
production. Subprocess is related to our ability to do behav- behavior we observe
and maintained. In this case, the motor abilities we are often involved and may
limit our ability to enforce the behavior that we have learned.

Although almost all basketball fans will notice and able to maintain a memory
representation of one of the steps Kobe Bryant or Kevin Garnett patented to the
ring, little could actually result in behavior 4 motivational processes. In social
cognitive theory, there is differentiation between learning and performance, as we
tend to not impose everything we learned. Whether or not we are motivated to
apply newly learned behavior is mainly dependent on the incentives we believe
are involved. Incentives can be internal or external and can be direct,
representative, or produced themselves. In short, although there are many
competing theories on the development of behavioral problems, social, and
emotional human, social cognitive theory has many advantages to conceptualizing
and assessing child and adolescent behavioral and emotional problems and
emphasized in this text.

Social cognitive theory and processes and associated components offers a very
sophisticated framework and relevant to conceptualizing referral issues and
problems in assessing the treatment of children and adolescents. Although it is not
necessary to adopt the social cognitive theory (or other theoretical approaches) to
conduct an adequate technical assessment, using a basis for understanding will
allow for a better conceptualization of the problem and references to the
framework to handle the assessment process in manner likely cohesive
intervention that newly learned behavior would be if a person believes that a
positive outcome will result, and less likely if it is perceived that negative results
will occur. Our perception of may not occur following our behaviors either inhibit
or disinhibits us from doing the behavior.

Response facilitation effect involves the actions of others as a social guide for us
to engage in behavior that we have learned. Peer pressure or encouragement is an
example of how a child is asked to engage in a certain social behavior.
Environmental effects include an increase in the physical state of the environment
we have observed that it would lead us to do the behavior in a certain way. For
example, a child who has observed two other children fighting in the playground
where the kids "win" against the ground and threw a handful of gravel may
engage in the same behavior when faced with conflict situations in the same place.
Finally, the effects of emotional arousal involves a level of intensity or passion.