Social Learning Theory

Social Learning Theory in Practice
Jordan M. Pahl
University of Wisconsin-Oshkosh

Introduction
Social learning theory is one of the most frequently looked at theories in the field of criminology. The theory clarifies that criminal and deviant behavior stems from imitation and reinforcement of one’s environment. Its applications attempt to describe why certain people tend to participate in criminal activities and why others abstain from it. Social learning theory specifies the importance of human interactions as well as the effect they have on manipulating the way individuals learn and participate in crime itself. This theory was introduced into the criminological field by Ronald L. Akers, which originated from the differential
One of the first limitations, mentioned by Hartinger-Saunders (2011), says, “Individual differences and social context are not comprehensively addressed within this model” (p. 911). This is saying that there could be many different factors that could affect interactions and learning within different social groups. These could include psychological, biological, or environmental differences. Another limitation could include the different legal opportunities available within a certain environment. Those who grow up with different opportunities to advance themselves within society are less likely to participate in delinquent acts, mainly due to the fact that the potential consequences are outweighed by the potential risk. Hartinger-Saunders (2011) mentions another limitation as, “It is unclear how criminal behavior is learned by those who have not come in contact with others who display this behavior” (p. 911). This is suggesting that the theory does not explain how or why non criminals would come into contact with criminals, and also what would cause them to stay within the delinquent peer group. Finally the theory assumes that all individuals will accept the same definitions for punishment and rewards, although in the real world context of things, one person’s punishment could be considered another’s
Criminal behavior is learned.
2. Criminal behavior is learned in interaction with other persons in a process of communication.
3. The principal part of the learning of criminal behavior occurs within intimate personal groups.
4. When criminal behavior is learned, the learning includes (a) techniques of committing crime, which are sometimes very complicated, sometimes very simple, and (b) the specific direction of motives, drives, rationalizations, and attitudes.
5. The specific direction of motives and drives is learned from definitions favorable to violation of law over definitions unfavorable to violation of law.
6. A person becomes delinquent because of an excess of definitions favorable to violation of law over definitions unfavorable to violation of law.
7. Differential associations may vary in frequency, duration, priority, and intensity.
8. The process of learning criminal behavior by association with criminal and anti-criminal patterns involves all of the mechanisms that are involved in any other learning.
9. Although criminal behavior is an expression of general needs and values, it is not explained by those general needs and values, because noncriminal behavior is an expression of the same needs and