Conceptual Framework Of Behavior

Chapter 1: Theoretical and Conceptual Frameworks for Understanding
Adolescent Problem Behavior
OVERVIEW
As a platform for this Adjunct Guide to Driving With
Care, we begin by presenting a number of prominent concepts and theories that provide a conceptual framework for understanding, interpreting and predicting the development, dynamics, and outcome of adolescent problems. We look at theories that are particularly relevant to understanding the causal and dynamic factors of underage AOD use and abuse and underage impaired driving (UID). An effort is made to relate each of these theories to underage drinking and UID.

SUMMARY OF SELECTED CONCEPTUAL
THEORIES
Although there are a number of important and credible conceptual orientations
Social Learning Theory (SLT)
We consider social learning theory (SLT: Bandura,
1969, 1973, 1977a, 1986; Bandura & Walters, 1963) as providing a broad-band explanation for both desirable and undesirable behavioral outcomes. It includes a broad array of theory and practice in learning and
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change and encompasses both cognitive and behavioral approaches. It moves beyond the narrower behavioral perspective defined by the early behaviorists
(e.g., Miller & Dollard, 1941; Skinner, 1938, 1953) and includes the cognitive perspective. Cognitive learning assumes that there are psychological factors that influence behavior.
However, SLT also holds that behavior is influenced by environmental factors, and not just psychological or cognitive factors. Thus, SLT assumes that psychological and environmental factors combined influence the development of specific behaviors.
SLT stresses the importance of attending to and modeling the behaviors, cognitions (e.g., attitudes and beliefs) and emotions of others. SLT sees an interactive process between cognitive, behavioral, and environmental influences (Ward & Gryczynski,
The theory of reasoned action holds that the intention (motivation) to perform a certain behavior is dependent on whether individuals evaluate the behavior as positive
(attitude), and if they judge others as wanting them to perform the behavior (subjective norm).
TPB builds on this theory and holds that all behavior is not executed under purposeful control and that behaviors can be on a continuum from total control to complete lack of control. Both internal factors (cognitive skills, knowledge, emotions) and external factors (situations or environment) determine the degree of control.
TPB is based on the connection of attitudes and behaviors. Behavior is based on and guided by three kinds of beliefs and cognitive outcomes.
◗ Behavioral beliefs: Beliefs about the expected or likely outcome of the behavior which produces a favorable or unfavorable attitude towards the behavior (outcome).
◗ Normative beliefs: Beliefs about what others expect (normative expectations) and the desire of the individual to follow those expectations.