Essay: Learning &amp Teaching Identify

Pages: 9 (2539 words)  ·  Bibliography Sources: 6  ·  Level: Master's  ·  Topic: Psychology  ·  Buy This Paper

SAMPLE EXCERPT:

[. . .] This is especially important with habit-forming drugs like painkillers and the like (Kreitner & Luthans, 1984).

Behaviorist - Decrease

A behaviorist approach to DECREASE a behavior would be the inverse of the last paragraph but would obviously manifest differently. The current behavior that is not desirable could be documented and explained and it could then be shown and proven through family members or others in the same precise predicament that their actions and behaviors have caused them great harm and then this could be compared to people that faced the same dilemma and made the right choice. For example, a type II diabetes patient that is near death due to their bad choices could be compared to someone who technically has type II diabetes but does not need drugs or insulin to control their blood sugar because they are active and they eat well (Kreitner & Luthans, 1984).

Cognitive -- Increase

Cognitive learning can be used for situations where a person is engaging in bad behavior that should be reduced. Showing the people the behavior in action with others and how it has done them well would the primary way to get people to reduce their bad behavior after seeing what can and should be done instead and how good it is to take the other path (Magni, Paolino, Cappette & Proserpio, 2013) (Bradshaw, 2013).

Cognitive - Decrease

The decrease of behavior using Cognitive behavior management, through observance of social activities of others, is not all that dissimilar from the other side of this coin. Showing the benefits of the good behaviors and the ill effects of the bad behavior are far and away the best ways to rewrite habits and pathways relating to bad health habits (Magni, Paolino, Cappette & Proserpio, 2013) (Bradshaw, 2013).

Social Learning -- Increase

Increasing a behavior through social learning behavior would be similar to social cognitive approaches but perhaps it is different in that people can learn from being involved in different social situations that cause them to use more of the good habits as they seem them used with success with others (Howorth, Smith & Parkinson, 2012).

Social Learning - Decrease

Social learning to decrease a certain habit could be manifested the same way as noted above in that bad behaviors are replaced with good ones. Rather than just increasing good behavior, this theory can be used to decrease bad behavior (Howorth, Smith & Parkinson, 2012).

Psycho-Dynamic -- Increase

Psychodynamic psychology fixates on the underlying forces that incur people to behave and act in certain ways. One major part of the study is the looking at of conscious motivation vs. unconscious motivation. To increase behavior using psycho-dynamic theories, how a person responds openly, or less than openly, to things like images, colors, textures, sounds, gestures and so forth can be looked at. A rudimentary example would be someone's productivity or responsiveness when they are in an uncomfortable chair vs. A comfortable one. To increase a good behavior, the colors, sounds and so forth that would distract from or discourage a given behavior would be a good place to start ("What is supportive," 2004).

Psycho-Dynamic - Decrease

Decreasing a behavior through psycho-dynamic means is similar but perhaps a little more complex in that the textures, sounds and such that are encouraging the bad behavior probably need to be change for efficacy to be apparent and results to be long-lasting. One major tactic that a clinician would want to use is to bring the conflicting and problematic portions of a person's behavior and mindset to the forefront and more obvious to the patient. Only when the bad behaviors are made obvious and laid bare and by somebody other than the patient is there a good to great chance that anything would actually change ("What is supportive," 2004).

Humanist -- Increase

Humanism focuses on doing (or not doing) certain behaviors and habits so as to reward one's self for a job well done and not for a specific reward from someone else such as money or just an "attaboy." In other words, a person should able to do something right and be satisfied in that by itself rather than having to rely on the recognition and rewards from others. To increase a good behavior, it would be needed to explain why the behavior is beneficial and why recognition and approval from others is NOT needed to make the activity worthwhile and necessary for self-realization and self-actualization (Behlol & Dad, 2010).

Humanist -- Decrease

The humanist approach to decreasing a behavior would likely have to focus on the fact that doing a behavior just because it's expected or "required" by others does not mean it could or should be done. Indeed, eliminating a behavior and/or replacing it with something else might be called for would require a detachment, at least in part, from what others might think or say, including the rewards that would/would not be rendered, when making a decision. Of course, some expectations of others are valid and proper but that alone should never be the basis for making a decision or engaging in a certain behavior and that would need to be imparted strongly if a behavior is going on that needs to be tapered off or eliminated (Behlol & Dad, 2010).

References

Behlol, M., & Dad, H. (2010). Concept of Learning. International Journal Of

Psychological Studies, 2(2), 231-239.

Bradshaw, M.J. (2013). Innovative teaching strategies in nursing and related health professions (6th ed.). New York, NY: Jones & Bartlett.

DeYoung, P.A. (2003). Relational psychotherapy: a primer. New York: Brunner-

Routledge.

Howorth, C., Smith, S.M., & Parkinson, C. (2012). Social Learning and Social

Entrepreneurship Education. Academy Of Management Learning & Education,

11(3), 371-389.

Kreitner, R., & Luthans, F. (1984). A Social Learning Approach To Behavioral

Management: Radical Behaviorists "Mellowing Out." Organizational Dynamics,

13(2), 47-65.

Magni, M., Paolino, C., Cappetta, R., & Proserpio, L. (2013). Diving Too Deep: How

Cognitive Absorption and Group Learning Behavior Affect Individual Learning.

Academy Of Management Learning & Education, 12(1), 51-69.

doi:10.5465/amle.2011.0096

National Cancer Institute. (2012). Theory at a Glance: A Guide for Health Promotion

Practice. Washington DC: United States Department of Health & Human

Services.

Prati, G. (2012). A Social… [END OF PREVIEW]

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