1 / 41

H671 – Week 3 Social Influence Theories

H671 – Week 3 Social Influence Theories. Social Action Theory Social Development Model Social Network Theory. Social Action Theory. Create a Model for Sexual Risk Behavior. SAT Model of Sexual Risk Behavior. Social Development Model. Addresses both delinquency and drug use

williamsmary
Télécharger la présentation

H671 – Week 3 Social Influence Theories

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. H671 – Week 3Social Influence Theories • Social Action Theory • Social Development Model • Social Network Theory

  2. Social Action Theory

  3. Create a Model for Sexual Risk Behavior

  4. SAT Model of Sexual Risk Behavior

  5. Social Development Model

  6. Addresses both delinquency and drug use Takes a developmental approach Stages separated by transitions in environment Reciprocal effects of one stage to another Include (atheoretical) risk and protective factors Discusses mechanisms that will increase or decrease likelihood of antisocial behavior Key features of the theory

  7. What is the SDM? • Reciprocal Effects-past behaviors shaped present/future behaviors • Transactional-from one person to another • Transformational –developmental stages transform behavior Catalano R.F., & Hawkins, J.D. (1996). The social development model: a theory of antisocial behavior. Delinquency and Crime.

  8. Socialization • Perceived opportunities for involvement and interactions with others • The degree of the interaction • Skills to participate in involvement and interaction • Reinforcements (to either be pro- or anti-social) Catalano R.F., & Hawkins, J.D. (1996). The social development model: a theory of antisocial behavior. Delinquency and Crime.

  9. Social Bonding • Attachment to others • Commitment that is in line with the norms • Values and beliefs Catalano R.F., & Hawkins, J.D. (1996). The social development model: a theory of antisocial behavior. Delinquency and Crime.

  10. Multiple levels How do factors interact with causes of behavior? Feedback (antisocial behavior can influence bonding) Past behavior can predict future behavior-making it both a result & contributor to development Risk and Protective Factors

  11. Influenced by control theory, social learning theory, and differential association theory Assumptions: 1. We as humans are satisfaction seekers-do what makes us happy  2. Society has a normative consensus about behaviors that everyone is aware of Assumptions

  12. We are socialized to learn patterns of behavior by family, friends, school, community, etc. 4 constructs to socialization: 1. perceived opportunities 2. degree of involvement & interaction 3. skills 4. reinforcement Consistent socializing processes form a social bond, and that bond can affect behavior Attachment to others Commitment (investment) Belief in values Theory Overview

  13. Three processes that occur in families, schools and peer networks all influence social bonding/attachment. From Hawkins & Weiss, 1985

  14. Catalano & Hawkins, 2002: http://psycnet.apa.org/journals/pre/5/1/20r.pdf

  15. From Channing Bete Company, who now market the SDRG program based on this model

  16. Developmental cascades Moira Haller, Elizabeth Handley, Laurie Chassin and Kaitlin Bountress (2010). Developmental cascades: Linking adolescent  substance use, affiliation with substance use promoting peers, and academic achievement to adult substance use  disorders. Development and Psychopathology,22, pp 899­916 doi:10.1017/S0954579410000532

  17. Social Network Theory

  18. What is it? • Social Network Theory (SNT) is the relationship of the individual within a social system influences dispositions, and behavior (Berkman, 2000) • The belief behind social network theory (SNT) is that individuals are entrenched in thick webs of social relations and interactions • Helps explain social order: how autonomous individuals can combine to create enduring, functioning societies • Provides explanations for numerous social phenomena, from individual creativity to corporate profitability

  19. Social Networks • Provide social interaction, communication channels, and reference for making decisions • An individual’s location/status within the system is important based on influence • Can be narrow or widespread, dynamic or static, homogenous or heterogeneous, transient or stable

  20. Social Networks • Understanding that networks can be developed with organized purpose, what are some “groups” that you know that can provide this support? How do they do it? And do you see any consequences of it?

  21. The Types of Ties in a Network What are some of your social networks Why you are considered part of that network? Borgatti, S.P., et al. (2009). Network analysis in the social science. Science.

  22. Structural Characteristics ofSocial Networks and their influence Heany, C. A and Israel. (2008). Social Networks and Social Support. In Health Behavior and Health Education: Theory, Research and Practice; and K. Glanz, B.K. Rimer, and K. Viwanath (Eds). San Francisco CA; Jossey-Bass. pp .189-207.

  23. Functional Characteristics of Social Networks and their influence Heany, C. A and Israel. (2008). Social Networks and Social Support. In Health Behavior and Health Education: Theory, Research and Practice ; and K. Glanz, B.K. Rimer, and K. Viwanath (Eds). San Francisco CA; Jossey-Bass. pp .189-207.

  24. Upstream and Downstream Factors Lisa F. Berkman, Ph.D.. Cabot Professor of Public Policy and Director, Harvard Center for Population and Development Studies WHO Geneva, June 2-4, 2010

  25. Social Network Video http://www.youtube.com/watch?v=kIMjshoX6rQ

  26. Social Networks and Religion • Physical health, morbidity, and mortality • Mental health and psychological well-being • Health behaviors and personal lifestyles • Self-esteem and personal efficacy • Coping resources and behaviors • Positive emotions • Healthy beliefs Ellison C.G., & Levin, J.S. (1998). The Religion-health connection: evidence, theory, and future Directions. Health Education and Behavior.

  27. The Negative Consequences • Passively yielding responsibility for resolving crises entirely up to divine intervention • Unproductive or counterproductive religious coping responses • Belief in original sin and belief in an omnipotent, omniscient deity may erode self-esteem and divert attention away from productive problem solving or emotion management • Social norms and pressures can increase negative consequences of stressors • Sources of stress through greed and gossip • Perceived support vs. received support Ellison C.G., & Levin, J.S. (1998). The Religion-health connection: evidence, theory, and future Directions. Health Education and Behavior.

  28. Social Networks in the 21st Century • Social networks in the modern day: Through television, internet and radio. • Social networks can be mixed with overt contacts and vicarious information sources. • Can you name any social networks you are a part of that are not traditional and do not involve proximal contact? • Do you see any advantages to this? • Any disadvantages? • How to do we combine both avenues to strengthen our network? • Next 3 slides – levels of networks

  29. "Network self-organization stages" by Takemori39 - Own work. Licensed under CC BY-SA 3.0 via Commons - https://commons.wikimedia.org/wiki/File:Network_self-organization_stages.png#/media/File:Network_self-organization_stages.png

  30. Meso level

  31. Macro level

  32. Theorized school-connectedness Rowe, F., Stewart, D., & Patterson, C. (2007). Promoting school connectedness through whole school approaches. Health Education, 107(6), 524-542. doi:doi:10.1108/09654280710827920

  33. Real-world whole-school ethos Hawe, P., Bond, L., Ghali, L. M., Perry, R., Davison, C. M., Casey, D. M., . . . Scholz, B. (2015). Replication of a whole school ethos-changing intervention: different context, similar effects, additional insights. BMC Public Health, 15(1), 1-14. doi:10.1186/s12889-015-1538-3

  34. Co-citation analysis for Social Network Analysishttp://eduinf.eu/2012/03/15/co-citation-analysis-of-the-topic-social-network-analysis/

  35. TTI https://suifaijohnmak.wordpress.com/2012/10/01/

  36. 48 THE THEORY OF TRIADIC INFLUENCE Levels of Causation Ultimate CULTURAL SOCIAL BIOLOGY/ Causes ENVIRONMENT SITUATION PERSONALITY 1 2 3 4 5 6 a f Social/ Personal Nexus c d e b Sense of Information/ Interpersonal Others’ Social Interactions w/ Self/Control Opportunities Bonding Beh & Atts Competence Social Instit’s Distal Influences 7 8 9 10 11 12 g r p i q h k n m l j o Expectancies & Evaluations Self Skills: Motivation Perceived Values/ Knowledge/ Determination Social+General to Comply Norms Evaluations Expectancies 13 14 15 16 17 18 s x ATTITUDES SOCIAL SELF-EFFICACY u w v t Affect and Cognitions TOWARD THE NORMATIVE BEHAVIORAL BEHAVIOR BELIEFS CONTROL Proximal 19 20 21 Predictors Decisions A G B H C I D E F 22 K Experiences 23 Related Behaviors J Intrapersonal Stream Social/Normative Stream Cultural/Attitudinal Stream Biological/Nature Nurture/Cultural DECISIONS/INTENTIONS Trial Behavior EXPERIENCES: Expectancies -- Social Reinforcements -- Psychological/Physiological

More Related