Domestic Violence as Explained by Social Learning Theory

Social Learning Theory 

Social learning theory acts as one of the most accurate perspectives when studying and assessing domestic violence. As concerning domestic violence, the theory establishes that an individual models behavior that they experience or view in their childhood. Based on this theory, violence is obtained through role models that are within the family unit, such as their parents, siblings, relatives, or even girlfriends (Anderson et al., 2005). This exposure to violence may occur directly or indirectly, by observing the violence, and is reinforced across their developmental years. Violence then continues in their adult years as a mechanism through which these individuals can cope or respond to stress and resolve any form of surrounding conflict. 

While being children or adolescents, the observation of parental figures' behavior or significant others in intimate relationships facilitates the learning of behavioral alternatives in these forms of relationships. Children then establish rules by being exposed to a specific form of parenting. If the family they originate from dealing with stress and frustrations through the display of angry or aggressive behavior, the child that develops in this environment is at a higher risk of showcasing the same behaviors. These behaviors may be observed or experienced as children are then repeated as adults. The family exposes an individual to violence and violence techniques while also teaching them that it is okay to utilize this form of violence (Abbassi et al., 2010). Children then learn that it is appropriate to display or enact violent behaviors in the home and is an effective technique during the solution of problems. Hence, the social learning theory's main supposition in association with domestic violence is that violent and abusive domestic partners learn their behavior as an outcome of the direct or indirect experience of aggressive and abusive behaviors as children. 

Intergenerational Transmission- A Cycle of Violence 

One of the main concepts included within the social learning theory in domestic violence is the intergeneration cycle of violence. This concept means that domestic violence patterns are transmitted from one generation to the other as the experiences of violence in children are linked to general patterns of violent behaviors. Support for this concept was based on the review of findings from studies that indicated that almost 40 percent of domestic violence victims had witnessed violence between their parents (Abbassi et al., 2010). On the other hand, Anderson et al. (2005) state that witnessing violence between parents or being a victim of violence at childhood is a consistent risk market for spousal abuse among men. 

A majority of the initial work on intergenerational transmission was obtained from small cross-sectional studies of distinct populations such as the children of women who had experienced violence in shelters. Results from these studies have established support for the link between observing and having experiences of violence as children with negative outcomes in one’s adult phase. Abbasi et al. (2010) conducted a study to assess the long-term results for men and women who had official records of child abuse or neglect. Based on this study, they established that those who had been abused or neglected as children had a higher likelihood to ever hit their domestic partners. This distinction existed for both males and females that had similar experiences. Powers et al. (2020) also conducted a study to assess the independent effects of parents, maltreatment, and the emergence of adult substance abuse disorders on the effect of violence to and from adult partners. In consistency with the social learning theory, the study established that the observation of violence between parents acted as one predictor of the later preparation of domestic violence. Childhood physical abuse acted as a predictor of injury by partners as well as injury to partners. These studies supported the theory that the direct or indirect experiences of parental violence are associated with engagement in later partner violence. 

Gender Roles 

The male and female genders are reliant on both parents at childhood as a relevant source of information in the construction of their beliefs. Despite this equal reliance, there has been an assessment of the level to which the process of intergenerational transmission operates distinctly for males and females. Bandura’s social learning theory establishes that the capability to affect an individual through modeling is determined by the degree to which the child identified with the model (McLeod, 2011). Based on this establishment, gender distinctions may exist in the modeling of behavior. Differential patterns of adjustment challenges and dating violence have been identified in individuals of different genders. Female adolescents who have a history of violence showcased extensive emotional challenges, such as depression and anxiety, and acts of violence in comparison with girls that do not have these histories. Male adolescents with a history of parental violence reported a lower degree of emotional challenges but were also more likely to be abusive towards their domestic partners in comparison to males that did not have this history. 

In relation to the intergenerational transmission of violence, females with experiences of violence in childhood had greater internalizing scores than males with the same history. For members of the male gender, witnessing or directly experiencing parental violence during childhood increased the likelihood of being abusers themselves. Contrastingly, other theories developed established that the intergeneration transmission of violence may be role-specific as opposed to being gender-specific (Powers et al., 2020). This perspective is based on the belief that females who had observed male parents exerting violence on female parents were more likely to perpetrate violence, and men could be victims or abusers of domestic violence. Men's risk to be perpetrators was enhanced by exposure to father-to-mother violence, and women's risk was elevated by being exposed to mother-to-father violence. 

Sex-Role 

Another concept of social learning theory, sex-role, states that early sec-rile socialization shows boys to be the dominant partners, major wage earners, and heads of the household, while women undergo socialization to accept male-dominant relationships. Through socialization, women are taught to satisfy the needs of those around them through their primary positions as wives and mothers. These roles increase the vulnerability of both genders to turn into offenders and victims of domestic violence. Furthermore, differences in these sex roles' perception may result in conflicts with domestic partnerships (Anderson et al., 2005). If one of the partners fails to act according to their socialized roles, the resulting conflict may facilitate the occurrence of domestic violence. Agreement concerning the power structure has been identified to decrease the rate of conflict. 

Conclusion 

The social learning theory is founded on the belief that individuals' behavior results from behaviors that they learn or model as children. This theory acts as one of the most effective perspectives to assess domestic violence as it addresses how the exposure to violence in developmental years may result in violent tendencies in later adult years. Violence is learned through role models with domestic or family settings and transmitted from one generation to the next. According to this theory, individuals that have direct or indirect experiences to domestic violence later become victims or perpetrators of domestic violence. 

Evaluation Statement 

The references for this assignment are of top quality. They have an impressive background and research; most of the writers are reputable and experts in their careers while others have experience. For Abbassi & Aslinia (2010), the references are very credible. The article is recent, written in 2010, and published in a peer-reviewed journal article. This resource can, therefore, used in this assignment. Also, Anderson & Kras' (2005) work is impressive; quality research was conducted and results published in a peer-reviewed journal. However, although the authors are credible and solid research, this resource should be avoided; 2005 is a long time, and the information may be outdated. 

The third article is very compelling; it is up to date, written by credible authors, and published in a peer-reviewed journal. This makes this resource credible and viable to use in this assignment. Finally, the "Simply Psychology" we resource is very convincing. The article was recently written by an expert in psychology; McLeod has a Master's degree and is working on his Ph.D. at the University of Manchester. The source is, therefore, credible and should be used in this assignment. 

References 

Abbassi, A., Aslinia, S. D. (2010). Family violence, trauma, and social learning theory. Journal of Professional Counseling: Practice, Theory & Research , 38(1), 16-27. 

Anderson, J. F., & Kras, K. (2005). Revisiting Albert Bandura’s social learning theory to better understand and assist victims of intimate personal violence. Women & Criminal Justice , 17(1), 99-124. 

Powers, R. A., Cochran, J. K., Maskaly, J., & Sellers, C. S. (2020). Social learning theory, gender, and intimate partner violent victimization: A structural equations approach. Journal of Interpersonal Violence , 35(17-18), 3554-3580. 

McLeod, S. A. (2011). Bandura-social learning theory. Simply Psychology. https://www.simplypsychology.org/bandura.html.