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Social Learning Approach (social + learning_approach)
Selected AbstractsSocial learning, sexual and physical abuse, and adult crimeAGGRESSIVE BEHAVIOR, Issue 6 2009Richard B. Felson Abstract This research examines the relationship between childhood physical and sexual abuse and the types of crimes committed by male adult offenders. We use the method of discriminant prediction to determine whether independent and dependent variables are related in ways that theories predict. Our analyses of data from the Survey of Inmates in State and Federal Correctional Facilities suggest that offenders model specific behaviors to which they have been exposed. Male offenders who were sexually abused as a child are more likely to commit sexual offenses, particularly sexual offenses against children, than nonsexual offenses. Offenders who were physically abused are more likely to engage in violent offenses than nonviolent offenses. Further analyses show that sexual offenders, and to a lesser extent violent offenders, are likely to specialize in those offenses. Our results are consistent with a social learning approach. They address a heretofore neglected issue: what exactly do children model when they are mistreated. Aggr. Behav. 35:489,501, 2009. © 2009 Wiley-Liss, Inc. [source] Integrating local and scientific knowledge for adaptation to land degradation: Kalahari rangeland management optionsLAND DEGRADATION AND DEVELOPMENT, Issue 3 2007M. S. Reed Abstract Despite numerous assessments of the sensitivity and resilience of drylands to degradation, there has been little research into the way affected communities innovate and adapt in response to land degradation. This paper shows how local and scientific knowledge can be combined to identify rangeland management strategies to reduce or adapt to land degradation. To achieve this, we have developed and applied a four-stage social learning approach based on stakeholder participation in three degradation ,hotspots' in communal rangelands of the Kalahari, Botswana. This approach aims to collate, evaluate and apply both scientific and local knowledge on rangeland degradation and management options. First, current practice and possible management options were identified from the literature. Second, a series of semi-structured interviews with rangeland users identified local knowledge of strategies to reduce and adapt to land degradation. Third, these options were discussed and evaluated with rangeland stakeholders in focus groups held across each study region. Finally, the outputs from these focus groups were used to produce rangeland assessment guides for each region that provided management options agreed to be locally relevant by both researchers and local stakeholders. The study found that the majority of strategies reported in the literature were not suitable for use by pastoralists in the Kalahari. However, many of the strategies suggested by stakeholders could only be applied effectively under common property regimes, giving impetus to the growing literature encouraging institutional reform to strengthen common property management regimes. The research stimulated a social learning process that combined knowledge from local stakeholders (both pastoralists and extension workers) with the scientific knowledge of researchers to provide a range of management options that could help land managers reduce or adapt to land degradation. By combining participatory research with insights from scientific literature in this way, more relevant results were provided than either approach could have achieved alone. Copyright © 2007 John Wiley & Sons, Ltd. [source] POLICY-LEARNING AND ENVIRONMENTAL POLICY INTEGRATION IN THE COMMON AGRICULTURAL POLICY, 1973,2003PUBLIC ADMINISTRATION, Issue 2 2010PETER H. FEINDT This article uses the Advocacy Coalition Framework (ACF) (Sabatier and Jenkins-Smith 1999; Weible and Sabatier 2007) and a refined version of the social learning approach of Peter Hall (1993) to assess and explain policy change in the Common (Agricultural) Policy (CAP) with a special view on Environmental Policy Integration (EPI). Three stages of EPI are discerned that move from central to vertical and later horizontal EPI, complementing an impact model of agriculture and the environment with a public goods model. Reform debates appear as prolonged and iterative battles over the institutionalization of new ideas which are finally incorporated into the existing policy framework. The policy network increasingly reflects cross-policy interdependencies and includes superior authorities, rendering the notion of a policy subsystem problematic. Contrary to the social learning model, the major (although not the most radical) change proponent dominates the policy community while superior authorities tend to intervene on behalf of the status quo. The argument is developed on the base of interviews with policy-makers in Brussels. [source] Practitioner Review: When parent training doesn't work: theory-driven clinical strategiesTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 12 2009Stephen Scott Improving the parent,child relationship by using strategies based on social learning theory has become the cornerstone for the treatment of conduct problems in children. Over the past 40 years, interventions have expanded greatly from small, experimental procedures to substantial, systematic programmes that provide clear guidelines in detailed manuals on how practitioners should implement the standardised treatments. They are now widely disseminated and there is a great deal of empirical support that they are very effective for the majority of cases. However, evaluations of even the best of these evidence-based programmes show that a quarter to a third of families and their children do not benefit. What does the practitioner then do, when a standard social learning approach, diligently applied, doesn't work? We argue that under these circumstances, some of the major theories of child development, family functioning and individual psychology can help the skilled practitioner think his or her way through complex clinical situations. This paper describes a set of practical strategies that can then be flexibly applied, based on a systematic theoretical analysis. We hold that social learning theory remains the core of effective parent training interventions, but that ideas from attachment theory, structural family systems theory, cognitive-attribution theory, and shared empowerment/motivational interviewing can each, according to the nature of the difficulty, greatly enrich the practitioner's ability to help bring about change in families who are stuck. We summarise each of these models and present practical examples of when and how they may help the clinician plan treatment. [source] Jumping off Arnstein's ladder: social learning as a new policy paradigm for climate change adaptationENVIRONMENTAL POLICY AND GOVERNANCE, Issue 6 2009Kevin Collins Abstract Participation of citizens, groups, organizations and businesses is now an essential element to tackle climate change effectively at international, European Union, national and local levels. However, beyond the general imperative to participate, major policy bodies offer little guidance on what this entails. We suggest that the dominance of Arnstein's ladder of citizen participation in policy discourses constrains the ways we think about, and critically the purposes we ascribe to, participation in a climate change context. We suggest an alternative framing of climate change, where no single group has clear access to understanding the issue and its resolution. Thus adaptation is fundamentally dependent on new forms of learning. Drawing on experiences of social learning approaches to natural resource managing, we explore how a commitment to social learning more accurately embodies the new kinds of role, relationship, practice and sense of purpose required to progress adaptive climate change agendas and practices. Copyright © 2009 John Wiley & Sons, Ltd and ERP Environment. [source] | ||||||||||