Causes of behavior: Holistic & historical theories & Models
Questioning is the basis of all learning. Questions learners ask and questions teachers ask learners, in isolation, or embedded in a discussion, activity, or sequence of learning, to inquire for better understanding of a topic or an idea.
Overview
- Overview
- Holistic model & theory
- Six historical models & theories for causes of behavior with explanations
- Case studies - One study for each historical theory that illustrates how the belief for each cause of behavior affects intervention choices & outcomes
This page includes a discussion of theories or models for the causes of behavior. Included are six historical models, and a holistic model, and a social-cognitive-neuroscience (SCN) model. Each of six historical models includes a: summary of the theory, diagnosis examples, intervention goals, intervention techniques, key terms and notable people associated with each. And Case studies: One study for each historical theory that illustrates how the belief for each cause of behavior affects intervention choices & outcomes.
Questioning is the begining of goal setting and behavior change through conversations learners have with themselves and others. Conversations which are guided by theories, beliefs, and models. By understanding them better decisions can be made to increase the changes for matery oriented behaviors.
Historical models have a degree of validity. However, each alone does not best explain the cause of all behaviors. Yet, most people attempt to explain behavior with a single minded explanation and use an intervention to match it. Too often concluding, when unsuccessful, the intervention was at fault, but it might be the explanation or belief of the cause of the behavior wasn't accurate.
... if we always do what we’ve always done we’ll always get what we always got.
Holistic model & theory
A model that considers multiple causes of behaviors has been historically created by combining several theories into a Holistic Behavior Model. The benefits of this model can be attributing causes of behavior to multiple sources and provide a larger variety of interventions - sometimes implemented simultaneously. Research supports holistic approaches by demonstrating they succeed more often than singular approaches.
Recently, Social-cognitive-neuroscience (SCN) approaches have been suggested to replace a holistic model. This approach integrates theories, methods, and insights of social cognition and cognitive neuroscience. The focus is on causes of behavior, causes in opposite directions.
- Cognitive neuroscience moves in toward the brain, describing mental abilities (visual-spatial, verbal, auditory, working memory, ... ) related to the structure and function of neural systems.
- While, social cognition describes mental abilities that move out of the person from the cognitive, and affective forces that motivate social behaviors.
This theory of behavior describe the relationship among forces operating at three levels: the social/interpersonal level which can describe individual experience and behavior, the cognitive level which can describe the mediating processes, and the neural level which can describe the circuits of brain structures that carry out these processes. Adapted from - Kevin Ochsner and Matt Lieberman
I believe the following illustrates both a holistic and social cognitive neuroscience model.
Six Historical Models & Theories for Causes of Behavior
Model | Theory | Diagnosis | Goals of Intervention | Intervention Techniques | Key Terms | Notable Names |
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Behavioral | Behavior, thoughts, feelings, and emotions are learned according to principles of reinforcement and punishment. A behaviorist will not consider what a person is thinking as it was said to be unknown. Stimulus response - the focus on external factors affecting behavior. If the stimulus is changed, the behavior will likewise be changed. |
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Decrease undesirable behavior and reshape with acceptable behavior. |
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Cognitive | Behavior, thoughts, feelings, and emotions are learned according to principles of reinforcement and punishment. A cognitivist will consider what a person thinks as a clue to reinforcement |
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Psychodynamic Interpersonal | Behavior and personality are a function of internal, inherent drives and motivations in interaction with significant others, developmental stages, and individual life experiences. |
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Humanistic | Behavior is a result of seeking to fulfill basic and advanced needs in a person's life. Since needs range across Maslow's hierarchy (physiological, security, social, self-esteem, and self-actualization), with the lower level needs tending to be of primary concern before higher level. However, human capacity for empathy and goodness and strivings for competence will push us toward self-actualization. |
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Biophysical | Behavior is greatly influenced by body and brain structure: neurological connections, body chemistry, genetics, nutrition, physical fitness, health, and lifestyle choices. Balance between body and mind. |
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Environmental or Ecological | Personality & behavior are a function of the interaction of all ecological and interpersonal forces that impact on individuals. People’s behavioral patterns are influenced by the environment surrounding them which includes the people, the psychological climate, and the physical environment. |
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Case studies: One study for each historical theory that illustrates how the belief for each cause of behavior affects intervention choices & outcomes
Philosophies, theories, and beliefs are important when making decisions!
If you are not familiar with the Donkey Fable ... , check it out.
Everyone has a philosophy wether they know it or not!
Decisions people make to facilitate or manage children’s behavior depend on their beliefs, philosophies, and theories about what they believe why children behave the way they do.
If we understand the different beliefs people have, then we will understand why they make the decisions they do. Knowing this helps us make better decisions.
This may seem like a big task, but historically people generally attribute behavior to six general categories.
Knowing these categories, and understanding what beliefs relate to each, can help to not only understand what people attribute behavior causes, but to make decisions on how to intervene and alter behavior.
See above a summary of these Six Historical Models for Causes of Behavior.
To demonstrate how each of these models have been used in school settings a set of six case studies describes one intervention for each of these historical theories.
Imagine a study being conducted by a group of educational researchers to investigate how school systems; with different theoretical points of view: behavioral, cognitive, psychodynamic, environmental, humanistic, and biophysical; can effect student's behavior. To achieve their results imagine a student, Chris, being placed simultaneously into six parallel universes, or him being cloned six times and dropped into six different educational settings ... Years later the results of the study were compiled and published as:
- A Case Study in Six Perspectives: results in textual format or
- 70+ scenarios, case studies, & role plays to reflect on how to communicate & implement different interventions
Match each case to one of the six historical theories.
Enjoy!
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