This knowledge is demonstrated by the Family Support worker's
use of Social Learning Theory (Krumboltz & Krumboltz, 1972), and Trieschman's Theory of the Learning Processes (Trieschman et al., 1969) in their teaching of behavior management skills to parents and groups.
Moreover, from the
perspective of social learning theory, parents who are less accepting and more dismissing of their child's emotions, are less likely to provide a model of interpersonal behavior that values and considers emotions in other people.
These findings are consistent with the
principles of social learning theory in that consistent models should be the most powerful agents of social learning, whereas inconsistent models (such as one smoking parent and one ex-smoking parent) should be less effective in transmitting parental messages.
Patterson's reciprocal - coercion theory (as cited in Brezina 1999), an
extension of social learning theory, specifies that youth aggression is learned and reinforced through coercive and harsh parenting practices (Snyder and Patterson 1995); a pattern of repeatedly reinforced and reciprocal interactions that are characterized by coercion is created between parent and child.
With the help of a highly social dog, taking advantage of
aspects of social learning theory, and the use a small amount of training, more of ARF's «shy» dogs can be socialized at once, helping them progress faster to suitability for adoption.
Draws on aspects
of social learning theory, attachment theory, mindfulness and emotion coaching.