!To aid in understanding how to improve current prevention efforts by inclusion of these principles.

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1 PRESENTED BY Dr. Robert J. Landry July 2018!This workshop will address the work of Albert Bandura and others to examine how Efficacy and Social Learning can be used to enhance individual and community based prevention and in some cases treatment efforts.!to aid in understanding how to improve current prevention efforts by inclusion of these principles. 1

2 !!"#$%&$$'()(*+,+ People s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances. Bandura (1977) Self-Efficacy Belief in ones capabilities to organize and execute courses of action required to produce given attainments. Self-Efficacy Regulates aspirations, behavior courses, effort and affective reaction. 2

3 Efficacious people do not place their fate in the hands of others. Self-efficacy is concerned with the orchestration of skills. Self-Doubts Can easily overrule the best of skills.!self-efficacy affects choice of activities, effort, persistence and achievement. Compared with people who doubt their Capabilities, those with high self-efficacy for accomplishing a task participate more readily, work harder, persist longer when they encounter difficulties and achieve at a higher level.! Albert Bandura, (1977) 3

4 People who have strong beliefs in capabilities:!""#$%&'()*++*&,-.(.%/0(%/(&'%--1231/(.$(41(5%/.1#1)( 6$/.1#(*2.1#1/. 71.(&'%--123*23(3$%-/(%2)(5%*2.%*2(&$55*.512.(.$(.'$/1(3$%-/ 8%91('*3'(1++$#. :',/(.'1; :'*20(/.#%.13*&%--; <,*&0-;(#1&$91#(%+.1#(+%*-,#1 =1),&1(/.#1// People who doubt their capabilities:!"#$%&%#$'()*$+,'',-./0$0%12 3,45$.6$7.,-2/# 8%45$/)&$%16,(%0,)91 :&5//$)9$+5',-,59-,51;$')(*,+%</59511$)'$0%12 =)-.1$)9$%+45(15$-) $)'$'%,/.(5 >".1$0"5#$.9+5(*,95$0"5,($5'')(01$<#$ =%//,9?$5%1#$4,-0,*$0)$10(511$%9+$+56(511,)9 4

5 ! The strength of peoples convictions in their own effectiveness effects whether they will even try to cope with a given situation Albert Bandura!This is directly related to Prevention as well as treatment.!research shows that self-efficacy predicts such outcomes as:! Cognitive skill learning -Coping with fear Smoking cessation - Pain tolerance Athletic performance - Sales performance Career choices - Assertiveness Recovery from heart attack Bandura, (1986), Shunk, (1989) 5

6 !Expectation alone will not produce desired performance if the component capabilities are missing.!in regards to Prevention, skills must be taught but in such a manner to simultaneously develop efficacy in use of the skills taught.!people appraise their self-efficacy from their performance, vicarious (observational) experiences, forms of persuasion, and physiological reaction.!success raises efficacy and failure lowers it, but once a strong sense of efficacy is developed a failure may not have much impact.!albert Bandura (1986) 6

7 !Activities that include assistance from trainers or coaches to develop skills, must incorporate periods of independent practice or mastery otherwise success may be attributed to the trainer or coach.!contributing Factors: Goal setting, specific and credible feedback, commitment to goal. Principle sources of Self-Efficacy:!"#$%&'(%)*%&+%,-%#.+-"&+/0#(%)*%&+%,-%#.%&1"2(*%&#0"#+/,(",3(#/-+"2(+,420%,-%# 56'#+/2/7+-"2(",3("44%-$+8%(#$"$%# 7

8 Efficacy judgments are judgments of capability rather than judgments of worth. It affects:!"#$%&"%'&$()*+, -&&'*+.$ /"(*01(*"+ 2&)10*"3!The General Efficacy Scale (GES) developed by Johansen consist of 10 items participants respond to.!response to the items are registered on a 4 point scale.!the higher the score the greater the efficacy of the individual responding.!the scale can be embedded in measures and scored as a stand alone indicator. 8

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

13 ! The role of self-efficacy in the treatment of substance use disorders!!"#$%&'()*%+,-.)/01,..2+, /,&3 4056##,7! C%+#2+#!Kim Bullying Self-Efficacy Scale!Scale developed for assessment of youth and their perception of bullying and predicting victimization of youth based on Self-Efficay measures. 13

14 !!"#$%&'$()*#$)%#+,$(&-$")."$/01$2&3$,#2(4 #(()5/56$/-#$'-#,#0%#1$7#2&3$)0$!/72#,$8$9$:;$!"#,#$%3&$%/72#,$)22<,%-/%#$3")5"$7#"/*)&-,$,%<1#0%,$(#2%$%"#$+&,%$/01$2#/,%$,#2(4#(()5/56$(&-$ 5&')0.$3)%"$7<226)0.$*)5%)+)=/%)&0; Table 1: Top 5 High Self-Efficacy Items Percentage!"##$%&$%'(#)$*+($%,"$-".&/$-(##."' 012 3")$4"#5$64"&$*+($%,"$-(##."' 072 8&+6$64"&$*+(,$9,."&':$%,"$-(##*.&/$ *+($+,$)"%:.&/$*+( ;<2 8&+6$64%)$)+$'+$64"&$:+="+&"$.:$ -(##*.&/$*+( ;>2?%#@$%6%*$9,+=$%$-(##* ;>2 14

15 Table 2: Top 5 Low Self-Efficacy Items!"#$%"(')&%*').%/00#1234%51&6%*').% &0"760.4%"(')&%()##*123 92'5%56"&%&'%:'%1/%4';0'20%14% ()##*123%*')%'2#120 Percentage!"#$%&'%"%()##* +,-,8-,<- 92'5%1/%*')%".0%(0123%()##10:%'2#120,=- >'2/.'2&%"%()##*,+-!Collective Efficacy is the attitude of the members of the community. They feel they have the ability and voice to address the issues facing their community. (Empowerment)!This efficacy is developed by bringing social capital to the community. 15

16 !According to Higgins and Hunt- In neighborhoods that have collective efficacy, the community decides what is acceptable behavior and reinforces it.!collective efficacy is the reasons some neighborhoods fight crime and others do not.!social cohesion is how neighbors feel about and count on each other.!social Cohesion and Collective Efficacy are the two factors that distinguish well functioning neighborhoods from crumbing failing ones.!to achieve social cohesion and collective efficacy successful programs have focused on developing caring and mutually enhanced relationships. (CRI) 16

17 !To develop social cohesion and collective efficacy a number of factors have been addressed. These include: Community focal points ( Friendship Houses) Education Adult and after school programs for the neighborhood. Support Safety Access to services Religion!Communities with social cohesion and collective efficacy engage in problem solving.!as a community they identify needs and structure activities that resolve their issues. (Garden & Store from drug corner and hangout) 17

18 !Community Renewal International Shreveport Louisiana 6 economically deprived neighborhoods. They have: Reduced crime by 39% to 69% Students are performing on standardized test better than students in more prominent neighborhoods. Police and commercial presence. Increase in attendance at local government and religious meetings.!a study conducted in Miami Dade County found the following characteristics in their neighborhoods.!based on the findings decided to take action to improve neighborhoods. 18

19 !Older residents perceived more collective efficacy and social cohesion than younger residents!residents on assistance perceived lower levels of Efficacy and Cohesion.!Women had lower perceptions than men!home owners had higher perceptions!residents who used neighborhood resources had higher perceptions.!perception of efficacy and cohesion directly related to attitude towards incivilities. (crime)!higher perception of efficacy and cohesion related to satisfaction with police.!residents with high levels of efficacy and cohesion had less fear of crime in their neighborhood 19

20 !In developing community based projects there appears to be some limitations The size of the Community " Too small, not adequate resources " Too big no agreement on solution or voice " The community must have adequate resources available and be of reasonable size to develop social cohesion. " Must have a trusted voice identified in the community.!community Renewal International use a six square block area. It has: Block leaders Focal point for activities for the community Block centered activities Concentrated efforts to develop social cohesion City-wide support Engagement of City services Activities that develop the efficacy of the community. 20

21 !Social Learning take place as people observe the behavior of others.!those who are most influential are those the individual view as powerful, successful, or older persons who teach or represent the moral beliefs of the individual.!problems arise when behavior observed is not congruent with norms or beliefs.!behaviors observed out of context can cause transformation of moral beliefs and acceptability of inappropriate behavior.!early formation of beliefs and values are based on consequences and rewards.!these are constantly changing and being re-evaluated.! (TEA study- Early childhood) 21

22 !BOBO the clown Experiment: 1960 s experiment conducted by Bandura that demonstrates the effects of observed behavior on children. In the experiment the children mimicked the behavior of adults they observed. In some instances the behaviors were amplified over the ones observed.! This report displays the latest data related to Community concerns. Data was collected 3-4/2005! The report was designed to demonstrate differences that exist in populations based on age, gender, and risk/protective factors.! Crosstabs and Pearson Correlation analysis was used to establish group results. 22

23 ! 2510 Students were surveyed The majority were in grades 6, 8 & % Male 46.1% Female 2.9% Undecided Unmarked 55.7% White/Caucasian 15.5% Hispanic 9.4% Asian American 8.4% African American! Correlation of Academic Performance to Alcohol Use! Correlation of Truancy to Alcohol Use! Correlation of Alcohol use to Peer Approval! Correlation of Alcohol use to school Pride! Correlation of Alcohol use to Parental Attitudes 23

24 Drinks 1 Day None 0 Days Truant 68.7% % 11.8% 8.7% 1.4% % 11.8% 14.5% 3.9% % 1.7% 22.4% 36.2% Drinks A B C F None 47% 37.6% 10.7% 1.4% % 44.3% 20.9% 1.4% % 36.8% 30.3% 2.6% % 15.5% 27.6% 13.3% 4.7% 2- Days 11+ Days 2-4 Truant 2.9%.6% 24

25 Drinks School Pride Yes School Pride No None 63.4% 33.9% % 55.7% % 36.8% % 72.4% 0 Drinks Drinks Drinks 40+ Drinks 12.5% 6.3% 9.4% 21.9% Dis-approve DisDis 50% 12.5% 25% 0% Strongly Dis Disapprove 33.3% 22.2% 11.1% 11.1% Friends Approval Approve 25

26 Perceived Approval Friends Approve 0 Binge Drinking 10+ Episode of Binge drinking 40.6% 18.8% 75% 0% 66.7% 11.1% Friends Disapprove Friends Strongly Disapprove Drinks None Never Talk w/parents 9.2% Sometimes Always Talk w/parens w/ 54.9% 35.1% % 59.9% 23.7% % 51.3% 27.6% % 25.9% 10.3% 26

27 Parental Approval 0 Drinks 0% Drinks Drinks 40+ Drinks 0% 9.1% 36.4% Dis Disapprove 26.7% 33.3% 6.7% 13.3% Strongly DisDis approve 23.1% 3.8% 23.1% 19.2% Approve Parental Approval No Binge drinking 10+ Episodes binge drinking Approve 27.3% 18.2% Disapprove 60% 13.3% Strongly Disapprove 61.5% 7.7% 27

28 !Correlations calculated between Variables found a Statistically Significant Inverse relation between: Eating Dinner as a Family Attending Church, Temple, or Spiritual Meeting and the 30 day use of alcohol! Examination of correlations found a statistically significant direct correlation between: Response of It is ok to use drugs and alcohol to feel good or get high. Response It is ok to use drugs or alcohol to have a good time. Response it is ok to use drugs or alcohol to see what it is like and the 30 Day use of Alcohol 28