Lesson 9 - Grand Round Assignment

Presentation of Theoretical Application

 

Lecture Information: Applying Social-Cognitive Theory

Again, this portion of the Grand Round is fairly straight forward. At this time as well, it is very important to remind you that all of these individual assignments should be view within the scope of the whole Grand Round assignment as well.  Each of these theories supplies only a piece of the whole, and therefore should be taken as complimenting one another rather than contradicting one another.  In other words, the capabilities outlined in one theoretical analysis should make sense when compared to all of the other theoretical analyses.  This is where the Grand Round can get to be quite challenging. 

The assignment for this theory is two-fold.  First of all, you need to decide if your student is basically an enactive learner or a vicarious learner. Do they have to experience things first-hand before they really get what it's all about?  Or do they prefer to have some one else go through the ordeal first?  Do they just jump in and go for it when given a new situation?  Or do they proceed with much more caution?  Which ever you choose, you, as always, need to support the conclusion with behavioral evidence that demonstrates, and explains why you choose that way for your student.

Secondly, I want you to explore who the role models for your student might be.  They can be either positive role models demonstrating productive, healthy behaviors, or negative role models demonstrating destructive, unhealthy, immoral behaviors.  Either of these models can be very insightful as to predicting future behaviors.  There are some fairly consistent characteristics of most role models. Role Models usually are as follows:

• Older than the imitator

• Same gender as the student

• Very close in proximity to the child

• Lengthy exposure to the kid.

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