Social Learning theory

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The Big 4 Models of 20th C
Social Learning theory
Attachment theory
Family systems
Cognitive/attributional theory
NB temperament!!!!!
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Social learning theory
Patterson Reinforcement traps, coercion traps,
coercive cycles
Example 1 - aggression Example 2 - school fear
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Coercive and Attachment Processes(background)
coercive cycles
approach-avoidance (insecurity)
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Family Structures
Executive parenting system
Extended family friends
Child system
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Cognitive/attributional theory

• Attributions of self other
• ve behaviour global, stable, internal (control)
• Hostile attributional bias
• Over-estimate and attention to threat
• Catastrophising
• Low self-efficacy

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Development of Conduct Disorder
Adulthood
Childhood
Adolescence
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Early Intervention
Social-environmental Poverty Social
support Violence
Social-cognitive interventions Activity
Monitoring
Parent Training Family Therapy
???
Infancy School years Adulthood
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Contemporary theory
Attachment Theory
Coercive Family Process
Structural Systems, attributional process
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Parenting Targets
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Coercive Family Process
Post-treatment
Pretreatment
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Behavioural Family Intervention
PARENT TRAINING
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Levels of BFI

• Mass media education
• Targeted provision of information
• Clinical interventions
• provision of information (books etc)
• brief parent training (groups etc)
• intensive family intervention

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Procedures to Encourage Positive Behaviour

• Catch your child being good - selective attention
• Suggested targets for young children
• following instructions
• speaking in a nice voice
• playing nicely, independently
• accepting no for an answer
• Reward Behaviour
• descriptive praise
• physical contact
• privileges, tangible rewards
• Parental Time!

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Attachment rich rewards(Differential
Attention)Attachment neutral discipline

• Examples Noncompliance
• Playing constructively, independence

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Effective Discipline
Child misbehaves
Child complains
GIVE CLEAR INSTRUCTION - what not to do, what to
do.
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TIME OUT

• A brief period ( 1 minute) where access to
  reinforcers are denied
• Quiet time - in a chair
• Time out - in a separate room
• safe, neutral, boring
• Time out ends when child is quiet and under
  control
• For time out to work, time in must be fun, loving
  and full of praise and encouragement
• Time out must be attachment neutral

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Problems with Time out

• Parent waits too long before using time out
• Parent uses it emotionally
• Child gets very distressed - gets sick, destroys
  room
• Fight starts again as soon as time out ends
• Multiple children

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Systems aspects of parent training

• E.g., Mother overinvolved father removed
• E.g., Fighting between siblings
• Parent training can inadvertently reinforce these
  systems

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Fighting between siblings the common triadEach
person a victim and architect
The parent Why does he constantly pick on her?
Of course I love them equally, but he is driving
me crazy! I have to protect her and he must learn
to stop.
The instigator its not fair! She always gets
away with it. Mum always blames me.
The victim he is always picking on me. Mum
saves me though.
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Systems Principal parental executive system cf.
sibling system

• Do NOT referee the fights - do NOT try to figure
  out who did what, who started it
• Do NOT use time out or other punishment with one
  child
• Praise sharing and nice play
• Separate children who fight for a brief period
  punish both children no matter who did what
  (unless you actually witnessed one child use
  aggression)
• Try not to get involved except for praise and
  spending time
• Reward both children as a dyad

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Process Points

• Making the first appointment
• who should come? Why? What about members who
  refuse? What should the child be told?
• Engaging all family members
• avoiding taking sides and making people feel
  blamed
• Talking about difficult issues and secrets
• abuse, love and rejection, marital problems, drug
  use
• Presenting back assessment information and model
• Setting priorities for change
• Not panicking when things go wrong
• Handling termination