Behavioral And Social-Cognitive Approaches

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Behavioral And Social-Cognitive Approaches

Behavioral And Social-Cognitive Approaches

Behavioral And Social-Cognitive Approaches

Create a 12- to 15-slide presentation analyzing the formation of habits using behavioral and social-cognitive approaches. Your presentation should cover the following areas:

  • Analyze one of your habits. How did you develop this habit? Were there role models for this habit? Which people influenced the adoption of this habit?
  • Why do you continue it? Has there been a time when you have attempted to break this habit?
  • Use the behavioral personality theory to explain why you have this habit.
  • Describe components of social-cognitive theory that explain why the habit formed.
  • Develop a plan that applies operant conditioning to change this habit.
  • Between the behavioral and social-cognitive theories, which one do you find best explains your personality?

Include detailed speaker notes on each slide, along with title and reference slides.

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Provide 3 to 4 references.

Format any citations in your presentation according to APA guidelines

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Behavioural and Social/Cognitive Approaches to Forming Habits Report (Assessment)

Introduction

The social cognitive theory forms an explanation of human behaviors in terms of dynamism or reciprocating models where there is interaction between the personal factors, behavior and the environment. Self efficacy is one of the key aspects for explaining the psychological dynamics for promoting behavior. Self-efficacy is the ability to take an action confidently in the aim of promoting behavior. The expectations of self-efficacy determine people choices and engagements.

Expectations also establish the amount of energy one need to engage in a given activity and persistency requirements. Various theories indicate that generally, for any given activity, the level of self-efficacy depends on the individual’s participation. A person view his/her performance or success as an aspect that is solely dependent on personal ability, complexity of a task, efforts placed or external influences such as the environmental factors. Performance has a direct relation to self-esteem, personal control abilities and behavior.
Social/Cognitive Theory

The social/cognitive theory is a wider explanation of an individual understanding over the emotional aspects or personal conduct in the aim of perceiving the changes involving personal behaviour. Secondly, the theory provides support for researching new behavioural changes especially in the health sector.

The main aim of the social/cognitive premise is to present an explanation regarding how people acquire and maintain their unique cognitive behavioural patterns. These behavioural changes depend on various factors such as personality, actions or the environment.

The environment is the habitat for a person and it influences the behaviours of a person. The environment is either social setting such as the family that is made of relatives or friends who are the main influences. The environment is also the physical presentation such as the magnitude of the houses, temperature or nature of the food. Both the physical and social environments are the basis for an individual’s influence over development of behaviour.

According to Friedman and Schustack (2006), the living situation and the environment provide the foundation for understanding the behavioural pattern of a person. The situation is the social/cognitive or the mental perspective of the environment that may affect behaviour. The factors that manipulate behaviours are therefore an influence to each other. One of my personal habits is ability to keep up communication within the family setting.

The habit occurs consequently through observing the existing models within the setting, specifically emulation of the parents and grandparents behavioural patterns. The parents and grandparents are the key influences to the formation of the habit and by observing them; I garner important ideas over performance procedures and importance of a habit such as proper communication. The acquired idea represents coded information for use during later occasions…

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

 

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

 

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