Within social work practice, a range of theories and models can be used to try and understand service user’s behaviour and also their experiences. Models and theories can help us realise how some individuals may face discrimination, oppression and disadvantage within society. However, in some cases, theories may even influence professionals and add to oppression, as the theory framework could disempower some service users. This essay will analyse two separate models and theories; social learning theory and the social model of disability and will look in depth at how they were formed, what they are, and how they work when linking to service users. It will explore this in relation to social work practice and values.
Firstly, social learning theory is a psychological approach to understanding human behaviour and was first theorised by Albert Bandura. It was developed in 1961 by one of Banduras original studies- “the bobo doll”. In order to gain an insight to what influences human behaviour, he split a group of nursery children into two different groups. The first group gathered round and watched an adult- whom they did not know, behave aggressively to a bobo doll. In contrast to this, the second group observed an adult present non-aggressive behaviour to the bobo doll. Once the children had watched the adult, they were lead into a room to play with toys- some of which link to violence, such as knife’s and guns. The behaviour they displayed with the toys were observed, and as a result it showed that the first group- who were shown violent behaviour, played with the dolls more aggressively and used more violent toys than the first group. This therefore, showed the influence that viewing the adult’s behaviour had on their actions (Nolen-Hoeksema, 2009), which is why it is called social learning theory, as we learn from our social surroundings. From this study Bandura theorised that people’s responses stem from a cognitive influence, and as a result, finds the correlation between behaviour and cognitive psychology. Nicholson et al (2006) said that this means that he believed children learn their behaviour through observing models that are within their environment and imitating the actions they have observed. The ‘model’ that forms a child’s behaviour and responses can be a powerful and influential individual within the child’s life- for example a parent. However, this is not necessarily always the case, and it has been theorised that the powerfulness of the actions from the model is more substantial and creates more impact for the observing child, than the influence the model has. This means that in regards to social learning theory, observation is key in forming a child’s behaviour, even more so than a child’s interaction with others and the power somebody possess’ within their life. Thus, social learning theory is based on operant conditioning.
Conditioning is the way in which each individual learns, operant condition therefore provides an explanation to a wide range of complex and different behaviours, which can be useful for professionals dealing with service users who may present concerns. Operant conditioning therefore focuses on the idea that we form our behaviour, from the consequences we observe/receive from others, in response to our actions. This comes in three stages, firstly something occurs- like an event in somebody’s life, this then produces a behaviour in response to this event, finally, consequences occur as a result from the response and it is the impact of the consequence that shapes somebody’s behaviour (Payne, 2005). Social learning theory is therefore based on this, as its main focus is individuals observing responses, and adapting their behaviour to how they view this. Following from this, social learning theory considers observing somebody’s behaviour and repeating it as a way of learning responses. However, the theory believes individuals are not born with particular behaviours, and factors such as their culture, group and individuals within their life are what form this (Howe, 2009). Reinforcements and punishments can also strengthen or reduce behaviours, these come in two different forms- positive and negative. Positive means giving something, in terms of reinforcement this could be a reward, and in regards to punishment this may be a physical punishment. In contrast to this, negative is taking something away, this for example could be an adult stopping shouting at a child for reinforcement, and for punishment this could be removing a possession of somebody’s (Payne, 2005). Thus, social learning theory may help social workers within practice to try and understand their service users and why they may behave the way in which they do. This would require them to build a good relationship with their service users, through effective communication, in order to find out information about their childhood and an insight to what behaviours within their environment they were exposed to. This could bring to light certain interactions or behaviours that an individual has visually observed, and may link to the behaviours they are displaying now in later life. In doing this, it enables social work practice to be person centred, as it fully focusses’ on the individual as it looks at many factors which have influenced who they are today. Thus it allows social workers to look in depth at the individual’s environment- what they are surrounded by and also if their behaviours change depending on certain situations and environments. This then enables the social worker to analyse how the individual’s environment has affected their thoughts and emotions (Teater, 2014). A wide range of influences are therefore considered when trying to understand somebody’s personality, and why their personality can change. It promotes anti-discriminatory social work practice as it enables the social worker to look at and understand somebody’s behaviour and actions, rather than make assumptions based upon these.
When applying social learning theory to practice, a social worker should work with service users and aim to motivate and encourage positive behaviour. This may encourage professionals, including social workers to demonstrate and provide a positive model of behaviour to the service user, and then empower them to imitate this model of positive behaviour (Sharf, 2012 cited in Teater, 2014). In terms of social learning theory, observing this positive model may have an impact on the individual and encourage them to copy this. This therefore promotes the service user’s participation by empowering them to take control of their life by providing relevant information in different forms of communication, to encourage positive behaviour and potentially build a professional relationship between the service user and social worker. Thus, all of these factors which are promoted through practice as a result of social learning theory, support and promote social work ethics and values (BASW, 2012). One example of social learning theory being used by a social worker directly in practice is within child protection. For example, if within a family there is domestic violence and a young child is exposed to this behaviour, they will be observing this. As a result of this, social learning theory may believe that this increases the likelihood of the child presenting violent behaviour in later life as they are exposed to it within their environment by a dominant model.
Social learning theory therefore, emphases the detrimental effect watching negative behaviour can have on the child and may influence a social worker to think with the child’s best interests and consider their development and how current environments can affect them in later life. Consideration of this could result in removing them from the environment which is displaying violent behaviour (Ingleby, 2010). Therefore, a critique is, although social learning theory does not think individuals are formed because of their environment, it does believe an individual only needs to observe a behaviour for it to affect their personality, even if they are not directly interacting in the behaviours they are surrounded with (Thyer et al, 2012). This highlights the discrimination social learning theory can bring, as it may result in people stereotyping and making assumptions on certain individuals who are known to have been brought up observing behaviour which is classed as negative. For example, if a child witnessed domestic violence from his parents at a young age, one may theorise because of social learning theory, he has learnt this behaviour and may be violent when he is older. Likewise, if a child grew up surrounded by a mother who substance misused. This therefore can oppress individuals in certain situations as it can provide barriers and limitations by making them think that they have learnt negative behaviour and are therefore stuck in a cycle.
Altogether, when the principle of social learning theory is applied to social work, it can empower service users as it enables social workers to fully understand the individual within the environment they live and have lived in. From this a social worker can understand the person’s childhood and whether or not it was positive or negative and potentially, create positive models for the service user to observe. This makes practice person centred as services and actions would be specifically tailored for the individual, ensuring they are supported as well as their needs.
The second theory this essay will analyse is the social model of disability. The social model of disability was first introduced by the disability rights movement as a framework for individuals to use to understand the experiences that those with disabilities face. The social model of disability was therefore created to offer a different perspective to the medical model. Before the social model, the medical model was a central theory to apply to those with disabilities, which recognised people’s impairments first and how they can cause disadvantage, and what medical intervention can be put in place to prevent or reduce this (Williams, 2009). This was seen as assuming that an individual’s disadvantage is because of their impairments and oppressed service users as it saw them as the problem. Since the creation of the social model, it has been a favoured theory to use within social work practice as it supports their ethics and values. The social model of disability originates from the idea and belief that individuals who are classed as disabled because of their physical or mental impairment, are only disabled as a result of society and its constraints. This is because society is seen to only fit one particular body type, and this is classed as ‘normal’. Thus, the social model recognises how those with impairments, are directly affected by social inequalities, which exclude them from society as a result. An individual’s experience of having an impairment therefore, depends on the culture and contexts in which they live within. This is important when considering the social model as it means that one individual may have a positive experience in life and not be disempowered through barriers within society, whereas another individual with an impairment may feel oppressed as they have been isolated and unable to fully participate in life because of the disadvantage society has allowed their impairment to cause (Shakespeare, 2006; Oko, 2011). What this means is, the social model recognises factors in society that disable them such as limited opportunity, discrimination from other individuals such as bullying, and structural barriers (Martin, 2013). An example of this is, somebody who has a physical impairment and uses a wheelchair, the social model believes they are not disabled, however society add disability to their impairment by not making everywhere accessible via the use of ramps. This may disempower service users and stop them from participating in certain activities as they are unable to do so and may not feel that they have the power to speak up about this discrimination. In order to practice alongside social work ethics and values, social workers should use the social model of disability as a framework. This is so they can recognise the disadvantage some of their service users may face, as a result of societal views, norms and constraints. Oko (2011) as a result of this, said that social workers should work towards equality and fight against the factors which oppress and disadvantage those with impairments. This highlights the idea that social workers have expert power and can use this to change those with impairment’s experiences within society. As a result of this outlook, councils like the General Social Care Council have supported the idea that social workers who work with disabled service users in practice, should use the social model to guide them as it supports and fits in with social work ethics and values. This is because it promotes ant-discriminatory practice through recognising the different structures, systems and individuals that act as barriers, meaning they look beyond impairment as the problem and focus on the outside world rather than seeing their impairment as the problem (Oliver et al, 2012). Here, however, it could be argued that the social model is not personalised as it only considers constraints that society bring to those with impairments. This therefore could generalise those who have impairments, as it does not consider how each service user is very different and may have other factors and experiences within their life which cause them disadvantage.
Within social work practice, social model of disability sees it as a social worker’s job to empower service users to fully participate in society and in doing so, encourage them to express what outcomes they want out of their life (Thompson, 2012). The social model of disability could therefore be directly used within practice when working with a service user who has an impairment, to try and understand their situation and put practice in place to reach equality for them. For example: a service user who uses a wheelchair enjoys activities such as bingo, however if the local bingo facility does not have appropriate wheelchair access for the individual, then the social worker needs to understand how this is causing disadvantage to the service users life, and how the lack of wheelchair access is therefore disabling them, rather than their impairment. A social worker could then use their power and knowledge on legislation, to try and get the facility to put in place appropriate wheelchair access. This would then enable the service user to fully participate in an activity they enjoy and may empower them to stand up for their rights and fight oppression societal structures bring them in future. In order for the social model to have a positive effect on service users, a social worker would need to empower them to fight for equality, to ensure that realisation of social inequalities, does not disempower them so much so, they accept the disadvantage society brings.
Altogether, the social model of disability helps individuals understand the discrimination, disadvantage and oppression that those who have impairments face in society from barriers which can be social, cultural, economic and finally, environmental. As a result of this, depending on people’s experience, it can potentially lead to exclusion and isolation. Thus, social work ethics and values should lead practice to empower service users who may feel oppressed and powerless because of these barriers and ensure they do not discriminate service users by going against the social model and seeing their disability before the person.
To conclude, both social learning theory and the social model of disability, offer two very different ways to analyse a service user. Social learning theory focus’ on analysing somebody’s behaviour and their past as a way of explaining their action, this therefore focus’ on the individual person. In contrast to this, the social model of disability, does not necessarily focus on the individual and their characteristics as a way of understanding their experiences, but it does focus on external factors which affect them. It could be argued that social learning theory offers a person centred approach, focusing in on the individual and their behaviour, offering ways to adapt this and therefore the person. Whereas the social model of disability concentrates on changing society and recognising society’s faults rather than focusing on the individual’s impairment and changing the person. Although both of these theories concentrate on analysing different factors within a person and also a person’s life, they are both similar in the fact they do not put blame on the individuals and instead, consider other factors when trying to understand that person. They therefore focus on social aspects and the importance social factors can have on an individual’s experience and behaviour in society. For example, social learning theory may look at somebody’s upbringing to try and understand their behaviour and the social model concentrates on external factors such as people’s attitudes and prejudices.