Social Learning Theory Of Criminal Behavior

Social learning theory focuses on definitions favorable to self-injury, differential reinforcement, and imitation which leads to subsequent self-injurious behavior; therefore, it is logical that this same framework be extended to inmates and their behavior. The hypothesis for the social learning risk model proposed by Lanes (2009) states that an inmate lacks positive developmental experiences which lead to psychological difficulties. These difficulties lead to lack of meeting subsequent tasks in adolescence and adulthood adaptively. Therefore, the inmate that self-injures develops and processes fewer adaptive psychological resources than offenders who have not had these experiences and are less likely to engage in self-injurious behavior (Lanes, 2009).
Specifically, social learning theory states that learning can take place through responses, either social or nonsocial, to an individual’s behavior. Specifically, Akers believes that definitions favorable to crime are learned through a process of differential reinforcement, where criminal behavior is more likely to occur if the person believes it will be rewarded and not punished. According to social learning theory, crime is: (1) Learned according to the principles of operant conditioning; (2) Learned in nonsocial situations and through social interaction where situations and behaviors are reinforced or discriminative for criminal behavior. In addition, (3) Learning occurs in groups which comprise the individuals major source of reinforcement; (4) Learning is a function of effective and available reinforces and existing reinforcement contingencies; and (5) Strength is a direct function of the amount, frequency, and probability of its reinforcement (Akers 1973;