Hello everyone and welcome back. In our last section we talked about psychological models, specifically, classical and operant conditioning. In this section and shown in slide two we are going to talk about a variety of other models such as social learning, cognitive learning, and others. So let's begin by talking about social learning in slide three.

Social Learning models are also called modeling models or imitation models. The underlying concept in relation to chemical additions is that the person becomes an alcoholic, substance user, or substance abuser by observing the drinking or drug use by others. This often relates to group theories that are related to sociological models.

The classic example is shown in slide four. In the first example Mom, Dad, and the community (usually in religious groups) only drink ritualistically and at formal ceremonies. These individuals do not get drunk. As a consequence, the child learns that it is okay to drink at these ceremonies but not outside of these settings. Further, the child learns that becoming drunk is totally inappropriate. A second example is that Mom and Dad sometimes drink moderately at home. Here, the child again learns it is okay to drink but only in moderation. Finally, Mom and Dad drink heavily at home, may have domestic violence, fighting, etc. Again, as a result, the child learns this is how you drink. Further, the child also begins to learn this behavior is okay when you drink.

Now, as we see in slide five communities and peer groups will also have major impacts on drinking patterns. For example, if the community encourages drinking such as at county fairs, etc, the child is more likely to learn that it is okay to drink at such occasions. Or, if a child's peer group drinks, the child is also more likely to drink, and also drink at the same levels or even greater than the levels of the peer group.

A similar pattern also occurs with other substances and this is shown in slide six. Some substances take a while to learn how to use, for example, marijuana. Usually, when a person smokes marijuana for the first time nothing happens. The new user then needs to watch others to learn how to behave. After several times, they also begin to learn to engage in similar behaviors, developing the munchies, feeling small, etc.

Nicotine is another classic example that occurs with social learning (modeling) and is shown in slide seven. Nicotine is primarily delivered through cigarettes. So, if you observe that it is "cool" to smoke, or if you observe "cool" people smoking, there is an increased probability that you will smoke. For example, when you went to the movies (and youth often go to the movies because that is primarily a recreational activity) you observed that the actors were not smoking cigarettes. Consequently, cigarette smoking in that generation decreased and few young people were beginning to smoke. However, when movies portrayed that smoking was "cool" more young people began to smoke. You see a theme in other types of advertising in magazines as well.

The general theme in all of this (as you see in slide eight) is that in social learning you learn through observation. You learn about drinking and driving, or drinking and drugging behavior by observing others. Plus, the more often you observe an individual doing a particular behavior, the higher the probability is that you will perform that behavior.

There are also a variety of variables that influence modeling behavior and many of those are shown in slide nine. The first is the age of the model and age will have a very important impact in whether the observer actually does the behavior. The sex of the model or if the model is being observed as being strong or weak will also have major impacts in whether the observer will do the behavior as well.

In addition, if a model is observed being reinforced (or rewarded) the observer is more likely to perform the behavior. If the model is observed being punished, the observer is less likely to perform the behavior.

Another aspect of this is shown in slide ten. That is, the way the model is actually presented. There is a classic series of studies that were conducted by Bandura and others. Basically, what they all demonstrate very clearly is that video is the same as real life. When an individual observes others via video or observes them in a live setting, the person is more likely to do the behavior. That is, there is no difference between using the television or whether you watch it in person.

So, in general (and shown in slide eleven), social learning is extremely important in the development of addictive behavior. How to use particular substances, the behaviors you engage in after use, the lifestyle you engage in while using, etc., all are influenced by different aspects of social learning.

In the next section we will continue on with this discussion with cognitive models of learning. So, until then, enjoy your day and we look forward to talking with you soon.

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