Page 224 - Nutrition Counseling and Education Skills: A Guide for Professionals

Table 10-1 ■ Implications of Learning Theories and Models

Social Cognitive Theory

Social cognitive theory expanded the behaviorist view. Since the 1970s, Albert Bandura has been considered
the father of the modeling theory. He believed that the observation of and imitation of other people’s
behavior, that is, vicariously learning from another’s successes and failures, had been ignored. He maintained
that people learned not only from external cues but also from observing models or “modeling.” People who
focus their attention on watching others are constructing mental images, analyzing, evaluating, remembering,
and making decisions that affect their own learning. Professionals need to be aware of this and to be good role
models. If we do not eat nutritiously and exercise regularly, for example, how can we expect others to do so?

When the media cover celebrities who are losing weight, many fans start on the same diet to model after
their success. It is preferable, of course, if the model is an attractive, successful, admired, and well-known
individual. Then people will imitate the behavior, hoping to capture some of the same success.

In group learning situations, clients and employees can learn from good role models. In demonstrating the
operation of kitchen equipment to a new employee, part of the learning comes from watching the trainer.
Then the employee imitates what he or she has seen. In group classes for individuals making dietary
modifications due to heart disease, for example, people may be influenced to make dietary changes by
modeling after the success stories of others in the group.

Individuals also learn vicariously from watching negative models. When we see that something does not
work or we disagree with it, we decide not to imitate it. Seeing an obese person can trigger this type of
reaction in some people. “I’ll never be like that” may be a response. People judge behaviors against their own
standards and decide which models to follow. Sometimes, employees model after others who take shortcuts
and do not follow proper procedures. If the supervisor takes extra-long breaks and lunches, for example,
employees may conclude that this behavior is permissible.

When the professional wants people to model knowledge or skills they are acquiring, it is important to have
them practice and demonstrate the skill, not just rehearse it mentally. This shows whether or not they are
modeling correctly. For example, the practitioner may want a client who is learning to make different food
choices to plan several menus to model the new knowledge and skill. A new employee who can demonstrate
the proper use of equipment is modeling correctly. If the individual is correct, feedback and positive
reinforcement such as praise should be given; self-efficacy and motivation are then enhanced. If the person is
only partially correct, using “shaping,” one may give positive reinforcement for the correct portion and then
assist in altering the rest. Mentoring another person is another example of using these principles as the mentor
models and guides new roles and behaviors.

Each learner is more effectively counseled by a professional who has a familiarity with the learner’s unique
circumstances, learning style, and context. Each person is at a different developmental life stage with degrees
of motivation. Family and social contexts vary. The professional can then personalize an intervention strategy
for learning. A multicultural society requires the awareness of group customs, traditions, and acceptable
counselor approaches (see Chapter 4, which discusses these aspects in detail).

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