HBSE 101

FILIPINO
PERSONALITY AND
SOCIAL WORK
RECHEE S. RIVERA, RSW, MSW
SY 2024 – 2025
SOCIAL LEARNING AND
MORAL DEVELOPMENT
THEORIES
 Albert Bandura
 Lawrence Kohlberg
SOCIAL COGNITIVE
THEORY
ALBERT BANDURA
 Born on December 4, 1925 in a
small town called Mundare in
northern Alberta, Canada (50
miles east of Edmonton).
 He was the youngest and only boy
of six children.
 Bandura graduated in 1949 from
the University of British
Columbia.
 It took him three years to
 SOCIAL LEARNING THEORY

 It is also called observational learning theory

 This theory emphasized learning through
observation of others.
 People learn not only how to perform a
behavior but also what will happen in a
specific situation if it is performed.
 ASSUMPTIONS OS SOCIAL
COGNITIVE THEORY
 Learning occurs by observing others and modeling
 Internal processes and cognition of observed behavior
may or may not lead to a learned behavior
 Behavior is goal oriented – goals are set and behavior
is directed to accomplishing the goal
 Behavior is eventually self-regulated
 Punishment and reinforcement have indirected effects
on the learning process.
 SOCIAL COGNITIVE THEORY
DIAGRAM
PERSONAL COGNITIVE
FACTORS
(knowledge, expectations,
attitudes

ENVIRONMENTAL
FACTORS BEHAVIORAL FACTORS
(social norms, access in (skills, practice, self
opportunities, influence on efficacy)
others)
 BASIC SOCIAL LEARNING CONCEPTS

OBSERVATIONAL INTRINSIC THE MODELING

LEARNING REINFORCEMENT PROCESS
• A live model: involves • It is a form of internal • Not all behaviors are
an actual individual reward, such as pride, effectively learned
demonstrating or acting satisfaction and sense of
out a behavior accomplishments.
• A verbal instructional
model: involves
descriptions and
explanation of a behavior
• A symbolic model:
involves real or fictional
characters displaying
behaviors in books, films,
programs, online media.
 TYPES OF LEARNING
 Enactive Learning – learning by doing and
is reinforced by the consequences of actions/
outcomes
 Vicarious Learning – learning through
observation not performance
 THE LEARNING PROCESS
REQUIRES:
ATTENTION
is a process in which people selectively observe and extract information from the ongoing
modeled activities

RETENTION
involves a process of “transforming and restructuring information in the form of rules and
conceptions” and store the information into memory

REPRODUCTION
is the act of performing the actual behavior that was observed

MOTIVATION
propels the learner to attention, practice and retention
 FEATURES OF SOCIAL
COGNITIVE THEORY
RECIPROCAL DETERMINISM
 It is the central concept of social cognitive theory and refers to
the dynamic and reciprocal interaction of people —
individuals with a set of learned experiences — the environment,
external social context, and behavior — the response to stimuli
to achieve goals.
BEHAVIORAL CAPABILITY
 It refers to a person’s ability to perform a behavior by means of
using their own knowledge and skills.
 That is to say, in order to carry out any behavior, a person must
know what to do and how to do it. People learn from the
consequences of their behavior, further affecting the environment
 FEATURES OF SOCIAL
COGNITIVE THEORY
REINFORCEMENTS
 These refer to the internal or external responses to a person’s behavior that affect the
likelihood of continuing or discontinuing the behavior.
 These reinforcements can be self-initiated or in one’s environment either positive or
negative.
 Positive reinforcements increase the likelihood of a behavior being repeated, while
negative reinforcers decrease the likelihood of a behavior being repeated.
 Reinforcements can also be either direct or indirect.
 Direct reinforcements are an immediate consequence of a behavior that affects its
likelihood, such as getting a paycheck for working (positive reinforcement).
 Indirect reinforcements are not immediate consequences of behavior but may affect
its likelihood in the future, such as studying hard in school to get into a good college
(positive reinforcement)
 FEATURES OF SOCIAL
COGNITIVE THEORY
EXPECTATIONS
 These refer to the anticipated consequences that
a person has of their behavior.
 Outcome expectations, for example, could relate
to the consequences that someone foresees an
action having on their health.
 Expectations largely come from someone’s
previous experience.
 FEATURES OF SOCIAL
COGNITIVE THEORY
SELF-EFFICACY
 It refers to the level of a person’s confidence in their ability
to successfully perform a behavior.
 Self-efficacy is influenced by a person’s own capabilities as
well as other individual and environmental factors.
 These factors are called barriers and facilitators. Self-
efficacy is often said to be task-specific, meaning that
people can feel confident in their ability to perform one task
but not another
 LAWRENCE KOHLBERG

 Born on October 25, 1927

 Died on January 17, 1987 at the age
of 59
 Grew up in Bronxville, New York
 American psychologist and educator
known for his theory of moral
development
 BASIC CONCEPTS
MORAL MORAL DILEMMAS
DEVELOPMENT  These are the situations in
 It is the gradual which the decision-maker
must consider two or
development of an
more moral values or
individual’s concept of duties but can only honor
right of wrong – one of them; thus, the
conscious, religious individual will violate at
values, social attitudes, least one important moral
certain behavior concern, regardless of the
decision
 KOHLBERG’S THEORY

 This theory is a stage theory. In other words, everyone goes

through the stages sequentially without skipping any stage.
 However, movement through these stages are not natural, that
is people do not automatically move from one stage to the next
as they mature. In stage development, movement occurs when
a person notices inadequacies in his or her present way of
coping with a give moral dilemma.
 According to stage theory, people cannot understand moral
reasoning more than one stage ahead of their own. For
example, a person in Stage 1 can understand Stage 2 reasoning
but nothing beyond that.
 KOHLBERG’S SIX STAGES
OF MORAL DEVELOPMENT
LEVEL 1: Pre-Conventional Moral Development
 Stage 1 – Obedience and Punishment
 Stage 2 – Naively Egotistical
LEVEL 2: Conventional Morality
 Stage 3 – “Good Boy – good girl” Orientation
 Stage 4 – Law and Social Order
LEVEL 3: Post Conventional Morality
 Stage 5 – Legalistic Social Contract
 Stage 6 – Universal Ethical Principles
 LEVEL 1
PRECONVENTIONAL MORALITY 0-9
STAGE 1 - OBEDIENCE AND PUNISHMENT
YEARS
Especially common in young children, but adults are capable of expressing this type of reasoning. At this
stage, children see rules as fixed and absolute.
 Obeys rules in order to avoid punishment
 Determines a sense of right and wrong by what is punished and what is not punished
 Obeys superior authority and allows that authority to make the rules, especially if that
authority has the power to inflict pain
 Is responsive to rules that will affect his/her physical well-being
STAGE 2 – NAIVELY EGOTISTICAL
At this stage of moral development, children account for individual points of view and judge actions based
on how they serve individual needs. Reciprocity is possible, but only if it serves one's own interests.
 Is motivated by vengeance or “an eye for an eye” philosophy
 Is self-absorbed while assuming that he/she is generous
 Believes in equal sharing in that everyone gets the same, regardless of need
 Believes that the end justifies the means
 Will do a favor only to get a favor
 Expects to be rewarded for every non-selfish deed he/she does
 LEVEL 2
CONVENTIONAL MORALITY 10-15
YEARS
STAGE 3 - "GOOD BOY-GOOD GIRL" ORIENTATION
This stage of moral development is focused on living up to social expectations and roles. There is an
emphasis on conformity, being "nice," and consideration of how choices influence relationships.
 Finds peer approval very important
 Feels that intensions are as important as deeds and expects others to accept intentions or
promises in place of deeds.
 Begins to put himself/herself in another’s shoes and think from another perspective
STAGE 4 – LAW AND SOCIAL ORDER
At this stage of moral development, people begin to consider society as a whole when making
judgments. The focus is on maintaining law and order by following the rules, doing one’s duty, and
respecting authority.
 Is a duty doer who believes in rigid rules that should not be changed
 Respects authority and obeys it without question
 Supports the rights of the majority without concern for those in the minority
 Is part of about 80% of the population that does not progress past stage 4
 LEVEL 3
POSTCONVENTIONAL MORALITY – 16+
STAGE 5 - LEGALISTIC SOCIAL CONTRACT
At this stage, people begin to account for the differing values, opinions, and beliefs of other people. Rules
of law are important for maintaining a society, but members of the society should agree upon these
standards.
 Is motivated by the belief in the greatest amount of good for the greatest number of people
 Believes in consensus (everyone agrees), rather than in majority rule
 Respects the rights of the minority especially the rights of the individual
 Believes that change in the law is possible but only through the system
STAGE 6 – UNIVERSAL ETHICAL PRINCIPLES
Kolhberg’s final level of moral reasoning is based upon universal ethical principles and abstract reasoning.
At this stage, people follow these internalized principles of justice, even if they conflict with laws and
rules.
 Believes that there are high moral principles than those represented by social rules and
customs
 Is willing to accept the consequences for disobedience of the social rule he/she has rejected
 Believes that the dignity of humanity is sacred and that all humans have value
THANK YOU

 “WE BELIEVE IN THE
INHERENT WORTH AND
DIGNITY OF ALL
PEOPLE”