1. H671 – Week 3 Social Influence Theories n Social Action Theory n Social Development Model n Social Network Theory

2. Social Action Theory

3. Social Action Theory (1)  Personal goals and characteristic problem- solving strategies in everyday contexts generate habitual action patterns that persist over time  Theory asks us to consider the importance of  Social interactions  Shared routines  Personal self-regulatory resources  Environmental self-regulatory resources  Problem solving  Outcome expectancies  Self-efficacy

4. Social Action Theory (2)  Habits are vital routines that serve the universal human pursuits of  Health, love and wealth (these are all health goals)  Efforts to change health habits are apt to flounder if they thwart or fail to serve these central aimsRemember! Unhealthy habits are functional, disruption causes frustrations and habits are comprised of complex feedback loops  SAT identifies ways in which the environmental structures shape self-regulatory power, and thereby foster the expectations, emotions, self-goals, and routines that enhance or threaten health

5. Phases to health habit change (1) n Phase 1 – select targets for change by defining habits as action sequences and then specifying how these sequences are woven unobtrusively into important daily routines (Action Stage) n Phase 2 – engage habits and identify the forms of proactive awareness (attention, evaluation, cognitive affective) and social engagement (interpersonal orientation, engagement, control) (Self-Change Process)

6. Phases to health habit change (2) n Phase 3 – identify critical regulatory resources need to support self-change processes (Contextual Influence)  Contextual architecture of health protective action – how so we engage this to increase long-term change  Social-emotional competence (mastery of the values, means, and properties of one’s social milieu)  Objective assets, (access to goods, information, services)  Social power (relationships that let one influence others in desired ways)

7. Social Action Theory

8. Create a Model for Sexual Risk Behavior

9. SAT Model of Sexual Risk Behavior

10. Social Development Model

11. Key features of the theory n Addresses both delinquency and drug use n Takes a developmental approach –Stages separated by transitions in environment –Reciprocal effects of one stage to another n Include (atheoretical) risk and protective factors –Discusses mechanisms that will increase or decrease likelihood of antisocial behavior

12.  Reciprocal Effects-past behaviors shaped present/future behaviors  Transactional-from one person to another  Transformational –developmental stages transform behavior What is the SDM? Catalano R.F., & Hawkins, J.D. (1996). The social development model: a theory of antisocial behavior. Delinquency and Crime.

13.  Perceived opportunities for involvement and interactions with others  The degree of the interaction  Skills to participate in involvement and interaction  Reinforcements (to either be pro- or anti-social) Socialization Catalano R.F., & Hawkins, J.D. (1996). The social development model: a theory of antisocial behavior. Delinquency and Crime.

14.  Attachment to others  Commitment that is in line with the norms  Values and beliefs Social Bonding Catalano R.F., & Hawkins, J.D. (1996). The social development model: a theory of antisocial behavior. Delinquency and Crime.

15. Risk and Protective Factors n Multiple levels n How do factors interact with causes of behavior? n Feedback (antisocial behavior can influence bonding) n Past behavior can predict future behavior- making it both a result & contributor to development

16. Assumptions n Influenced by control theory, social learning theory, and differential association theory n Assumptions: 1. We as humans are satisfaction seekers-do what makes us happy 2. Society has a normative consensus about behaviors that everyone is aware of

17. Theory Overview n We are socialized to learn patterns of behavior by family, friends, school, community, etc. n 4 constructs to socialization: 1. perceived opportunities 2. degree of involvement & interaction 3. skills 4. reinforcement n Consistent socializing processes form a social bond, and that bond can affect behavior –Attachment to others –Commitment (investment) –Belief in values

18. General Model Review n 3 exogenous variables: 1. Position in social structure 2. Constitutional/physiological factors 3. External constraints n Endogenous variables: –Perceived opportunities –Level of interaction and involvement –Perceived rewards/reinforcement (may be influenced by skills) –Attachment to individuals /commitment to behaviors –Belief in moral values (prosocial path)

19. Position in social structure External Constraints FactorsIntervention Focus PreschoolFamily SES, education, race, child gender Family & day care management practices Preterm birth, LBW, prenatal alcohol/drug exposure, temperament Parent-child bonding, cognitive & social skills Elementary School Family, school environment Classroom management, teaching strategies Middle SchoolPeer norms & behaviors, school policy, classroom & family management, legal system School, peers, family-increase + involvement & interaction, enhance costs associated with - behaviors High SchoolPeers, school, legal system, family Skills to negotiate behavior choices, social competence

20. From Hawkins & Weiss, 1985 Three processes that occur in families, schools and peer networks all influence social bonding/attachment.

21. Catalano & Hawkins, 2002: http://psycnet.apa.org/journals/pre/5/1/20r.pdfhttp://psycnet.apa.org/journals/pre/5/1/20r.pdf

22. From Channing Bete Company, who now market the SDRG program based on this model

23. Developmental cascades Moira Haller, Elizabeth Handley, Laurie Chassin and Kaitlin Bountress (2010). Developmental cascades: Linking adoles cent substance use, affiliation with substance use promoting peers, and academic achievement to adult substance use dis orders. Development and Psychopathology,22, pp 899­916 doi:10.1017/S0954579410000532

24. Social Network Theory

25. What is it?  Social Network Theory (SNT) is the relationship of the individual within a social system influences dispositions, and behavior (Berkman, 2000)  The belief behind social network theory (SNT) is that individuals are entrenched in thick webs of social relations and interactions  Helps explain social order: how autonomous individuals can combine to create enduring, functioning societies  Provides explanations for numerous social phenomena, from individual creativity to corporate profitability

26. Social Networks  Provide social interaction, communication channels, and reference for making decisions  An individual’s location/status within the system is important based on influence  Can be narrow or widespread, dynamic or static, homogenous or heterogeneous, transient or stable

27. Social Networks n Understanding that networks can be developed with organized purpose, what are some “groups” that you know that can provide this support? How do they do it? And do you see any consequences of it?

29. The Types of Ties in a Network What are some of your social networks Why you are considered part of that network? Borgatti, S.P., et al. (2009). Network analysis in the social science. Science.

30. Structural Characteristics of Social Networks and their influence Heany, C. A and Israel. (2008). Social Networks and Social Support. In Health Behavior and Health Education: Theory, Research and Practice; and K. Glanz, B.K. Rimer, and K. Viwanath (Eds). San Francisco CA; Jossey-Bass. pp.189-207.

31. Functional Characteristics of Social Networks and their influence Heany, C. A and Israel. (2008). Social Networks and Social Support. In Health Behavior and Health Education: Theory, Research and Practice ; and K. Glanz, B.K. Rimer, and K. Viwanath (Eds). San Francisco CA; Jossey-Bass. pp.189- 207.

32. Upstream and Downstream Factors Lisa F. Berkman, Ph.D.. Cabot Professor of Public Policy and Director, Harvard Center for Population and Development Studies WHO Geneva, June 2-4, 2010

33. Social Network Video http://www.youtube.com/watch?v=kIMjshoX6rQ

35. Social Networks and Religion  Physical health, morbidity, and mortality  Mental health and psychological well-being  Health behaviors and personal lifestyles  Self-esteem and personal efficacy  Coping resources and behaviors  Positive emotions  Healthy beliefs Ellison C.G., & Levin, J.S. (1998). The Religion-health connection: evidence, theory, and future Directions. Health Education and Behavior.

36. The Negative Consequences  Passively yielding responsibility for resolving crises entirely up to divine intervention  Unproductive or counterproductive religious coping responses  Belief in original sin and belief in an omnipotent, omniscient deity may erode self-esteem and divert attention away from productive problem solving or emotion management  Social norms and pressures can increase negative consequences of stressors  Sources of stress through greed and gossip  Perceived support vs. received support Ellison C.G., & Levin, J.S. (1998). The Religion-health connection: evidence, theory, and future Directions. Health Education and Behavior.

37. Social Networks in the 21 st Century  Social networks in the modern day: Through television, internet and radio.  Social networks can be mixed with overt contacts and vicarious information sources.  Can you name any social networks you are a part of that are not traditional and do not involve proximal contact?  Do you see any advantages to this?  Any disadvantages?  How to do we combine both avenues to strengthen our network?  Next 3 slides – levels of networks

38. "Network self-organization stages" by Takemori39 - Own work. Licensed under CC BY-SA 3.0 via Commons - https://commons.wikimedia.org/wiki/File:Network_self- organization_stages.png#/media/File:Network_self-organization_stages.png

39. Meso level

40. Macro level

41. Theorized school-connectedness Rowe, F., Stewart, D., & Patterson, C. (2007). Promoting school connectedness through whole school approaches. Health Education, 107(6), 524-542. doi:doi:10.1108/09654280710827920

42. Real-world whole-school ethos Hawe, P., Bond, L., Ghali, L. M., Perry, R., Davison, C. M., Casey, D. M.,... Scholz, B. (2015). Replication of a whole school ethos-changing intervention: different context, similar effects, additional insights. BMC Public Health, 15(1), 1-14. doi:10.1186/s12889-015-1538-3

43. Co-citation analysis for Social Network Analysis http://eduinf.eu/2012/03/15/co-citation-analysis-of-the-topic-social-network-analysis/

47. https://suifaijohnmak.wordpress.com/2012/10/01/ TTI

48. 48 DECISIONS/INTENTIONS SOCIAL S ITUATION BIOLOGY/ P ERSONALITY THE THEORY OF TRIADIC INFLUENCE ATTITUDES TOWARD THE BEHAVIOR SOCIAL NORMATIVE BELIEFS Trial Behavior EXPERIENCES: Expectancies -- Social Reinforcements -- Psychological/Physiological SELF-EFFICACY BEHAVIORAL CONTROL Nurture/CulturalBiological/Nature Intrapersonal StreamSocial/Normative StreamCultural/Attitudinal Stream 192021 22 23 Distal Influences Proximal Predictors Levels of Causation Ultimate Causes Social/ Personal Nexus Expectancies & Evaluations Affect and Cognitions Decisions Experiences a b c d e f g h i j k m n o p q r s t u v w x Related Behaviors J K C F I B E H A D G CULTURAL E NVIRONMENT