1. SOCIAL POLICY ASSIGNMENT 3
This essay will firstly discuss how individuals learn their behaviour and attitude through
social factors and proceed to propose several sociology and political factors which may
influence behaviours and attitudes. Subsequent models that incorporate discretionary factors
will also be presented as each is discussed. The essay will conclude by summarising the
illustrated factors, and their relevant roles within behaviour choice models, lastly proposing
essential factor influencing behaviour in relation to a specific case of Christopher Clunis,
(1992).
.
However, the social learning theory of Bandura, (1977) emphasizes the importance of
observing and modelling the behaviours, attitudes and emotional reactions of others,
Bandura, analysed that individually learn their attitude and behaviour by watching someone
else doing something, which then provides the learner with an image of the desired
behaviour, which would act as a guide to the learner. The social learning theory suggests that
an individual must acquire a new behaviour by imitating a model. Bandura, (1977)
emphasizes that there are four processes that are involved in how individual learn their
attitude and behaviour these are; observational learning attention (paying attention to the
model), retention (retaining memory), reproduction (capability to perform observed action)
and motivation (motivated to learn the behaviour in return for an award).
In contrast, the concept of how individuals learn behaviour and attitude could be argued
from a psychodynamic perspective, Freud’s (1939) states that; individual learn attitude
and behaviour through childhood experiences. Since all behaviour is goal determined, the
immediate goal of the ego defence mechanisms is to avoid and/ or reduce anxiety, For
example, if an individual has not successfully resolved conflicts in childhood, through the
– largely unconscious – early internalisation of childhood experiences, this will lead to
trauma or distress in later life. Experiencing this, the individual becomes dissociated
through the depression of their emotional feelings, leading to alienation from wider
society.
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2. Freud’s suggests that as individuals are essentially anti-social beings, behavioural can be
learned through biologically endowed with egocentric desires and destructive impulses,
which could facilitates conflict with the demands of society. In order to function within a
social environment these impulses must be controlled or channelled by the individual.
Therefore, the immediate desire of the ‘id’ must be suppressed by the emergence of the
‘ego’, guided by the reality principle. Freud’s (1939) emphasised that behaviour is
governed by unconsciousness as well as conscious motives and that the personality
develops in steps, the id, then the ego and then the super ego. Freud’s also proposed a set
of five psychosexual stages on how individual learn behaviour and attitude which are:
oral, anal, phallic, latency and genital. Whilst Freud’s theories overemphasized the
unconscious mind, sex, aggression and childhood experiences on how individual learn
their attitude and behaviour, it fails to analyses the challenges of life events influencing
behaviour in later development.
However, In Goffman’s view (1959, cited in Hayes, 1993) individual’s behaviour can be
influenced through the self-comprises of a number of different aspects which are adopted
during the course of brief ‘episodes’, thus meaning that, for example, the role of a passenger
on a bus is as much a part of the self as the role of a student in lectures. As the individual takes
their place in society, Goffman, (1959) suggests that the range of roles available to them
develops and the different aspects of their 'self’ which they present in everyday living become
more highly developed and more sophisticated.
Furthermore, the sociologist concept of Dukheim, (1910) emphases on socialisation as the
term used for the process by which individuals shape and perform behaviour expected of them
by society or to become a contributing citizen. In order to survive and work together, people
have to agree on certain common values, and conduct themselves accordingly. Individual
learn most of this from other people, as people interact with each ot-her; all involved are
affected and in varying degrees influence their attitudes and behaviour. Durkheim, analyse
that habits, ideologies/beliefs, attitudes, traditions, motives, social roles, language and moral
values are developed through this socialisation process and through the transmission of
language individual influence the development of their behaviour, as cited by, Robinson,
(1981, P:47). Durkheim, (1923) concept is useful to analyse how individual behaviour can be
shaped through consensus and harmony in society, it fails to see how society is constructed to
benefit the most powerful social classes.
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3. In contrast, the Conflict/Marxist sociologist concept of Marx, (1844) see society as being
made up of very large social groups called social classes where each individual has different
experiences and interests. Marx, (1844) analyse that every society contains class, ethnic,
gender and other influences that can shape individual behaviour with evidence that people in
the lower class smoked more and drank heavily, were more likely to eat junk food and not
exercise, the poor life style were linked to a range of illnesses including mental health, which
arise various kinds of conflict. Marx, (1844) concept states that power and class is inherited
by conflict between individuals and groups. A person's up bring can have an influence on
their self-concept and how they view both society and life. People often see a difference
within the values of service users’ that have come from privileged backgrounds to those who
have experienced social disadvantages such as their perception of prospects and status.
Marx’s concept, call for revolutionary change, in order for individual’s behaviour to be
shaped to contribute and receives according to their ability and needs.
For instance, Class is seen as one of the factors that shaped Christopher Clunis life and
behaviour. The concept of Class plays a role in the ways the professionals involved in
Christopher’s care extend regards to Christopher’s opinion and value which represent
legitimate concern over the constantly transferred of responsibility for Christopher Clunis
with little to no co-ordination between geographical areas, this have negative influence in the
way Christopher maintain a function of social control to integrate in the community.
Whilst Marxist’s theory tends to assume that social classes is the basis of socialisation and
that other sources of inequality and influences that shaped individual behaviours are not
important. However, Goffman, (1959) concept is most useful as itexamines how individuals
perform their reality, and individualism action in evaluating their behaviour through back
stage and front stage in society. Goffman’s (1959) also emphasize on how individual
experience political socialization where they acquire political norms and values based on
government ideologies and legislation, as people’s roles change their behaviour must be
shaped to the new requirements. This is the process of anticipatory socialization.
In contrast, social psychologist Baltes, (1987) describe three influences that shape individuals
behaviour these being normative age graded, normative history graded and non- normative.
Normative age graded could be starting school, the advent of puberty and physical changes
associated with aging. Normative history graded that influences individual behaviour
includes wars, depressions or other significant events. Non normative includes such things as
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4. divorce, illness, career change or political legislative that can shape individuals behaviour.In
the case of Christopher Clunis, a legal loophole in the political legislation of the (1983)
Mental Health Act, allowing people with untreated disorder to live in the community caused
public outrage and high profile media campaign for a public inquiry in to the care and
treatment of Christopher, which influence Christopher Clunis, antisocial behaviour and the
severe personality disorder that led to the killing of Jonathan Zito, (1992).
In contrast, the social psychologist theory of Harari and David, (1973) stressed that race and
gender stereotyping influences individual behaviour. Harari’s theory provide some of the
clearest example and analyse that stereotyping can take a number of different forms to shape
individual behaviour. For example; teachers stereotyped children on the basis of their first
names, they had different expectations of what a ‘Karen or Adele’ would be like this affected
their marking. Higher grades were given to students with positive names than those with
names associated with negative stereotype. For instance:In the case of Christopher Clunis,
(1992) Race related stereotypes have influenced the poor practice and judgemental attitudes
that shape Christopher’s behaviour. The inquiry into the death of Jonathon Zitto by
Christopher Clunis highlighted that social workers and the professionals in Christopher care
held assumptions and stereotypical views that contributed to the incorrect intervention that
then led to this tragedy. A life span perspective would have indicated that Christopher Clunis
past behaviour and cultural background could have been considered and used to predict
future behaviours. Clinical Risk, (2002) suggests that the inquiry into his death showed a
‘catalogue of failure and misinterpretation of backgrounds.
In conclusion, a life stages perspective takes a holistic view of the life course as offering
opportunities for growth, behaviour and attitude, individual will have their own unique
account of their lives and what events have been significant or influential to them. This essay
has proposed several factors that may influence the attitude and behaviour relationship,
including attitude learned (cognitive and effective components), internal (knowledge,
commitment, morals) and external (alternatives choices, information) influences. These have
been discussed as having been identified in one or several models including; the social
learning theory. Through transition, attitudes are shown to be connected to intentions, which
in turn are good predictors of behaviour. In addition, it is sometime hard to extend a positive
regard to someone if you do not understand the underpinning influences imposed on them
from birth by society and groups in society. (Crawford and Walker).
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