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Mechanisms of Cultural Exchange and Influence:

Mechanisms of Cultural Exchange and Influence:. Swedish/US collaboration for more than10 years March, 2010 Lund. What does it take to transplant ideas and practices from one culture to another?. The ability to identify and analyze opportunities and potential barriers

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Mechanisms of Cultural Exchange and Influence:

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  1. Mechanisms of Cultural Exchange and Influence: Swedish/US collaboration for more than10 years March, 2010 Lund

  2. What does it take to transplant ideas and practices from one culture to another? • The ability to identify and analyze opportunities and potential barriers • The ability to mobilize social networks of influential people who can make things happen and solve problems • The ability to “make sense” of what the work means in different cultures

  3. In short… • Comprehensibility • Manageability • Meaningfulness It takes working with colleagues who have a strong sense of coherence to work across cultures and it helps to have a great leader Hansson, Cederbald, Lichtenstein, Reiss,Pedersen, Belderhiser, Elthammar, 2008 Family Process, V47

  4. Leadership qualities that can nurture cross cultural collaborations are valuable • They are only seen rarely and in a select breed of individuals • Kjell is one of these men. • He is a genuine Swedish family therapy----

  5. Super Hero!!!!

  6. Swedish MTFC • Kjell, Per Schuller, Cissi Green and our other partners from Familjeform were our first international collaborators • They have initiated and nurtured the development of MTFC in Sweden before we had training protocols • In collaboration with Pia Kyhle Westermark, Martin Olsson and Bo Vinnerljung they conducted the first studies of Multidimensional Treatment Foster Care (MTFC) outside of the U.S. including:

  7. Foster parents in Multidimensional Treatment Foster Care: How do they deal with implementing standardized treatment components? PiaKyhleWestermark, Kjell Hansson, Bo Vinnerljung, Children andYouth Services Review 2006 • Does Multidimensional Treatment Foster Care (MTFC) prevent breakdown in Foster Care? Pia Kyhle Westermark, Kje;l Hansson and Bo Vinnerljung • Blueprints in Sweden. Symptom load in Swedish adolescents in studies of Functional Family Therapy (FFT), Multisystemic Therapy (MST) and Multidimensional Treatment Foster Care (MTFC) Lars-Henry Gustle,  Kjell Hansson, Knut Sundell, Lars-Gunnar Lundh, Cecilia Andr,Lfholm. Nordic Journal of Psychiatry, 2007 PLUS the first RCT of MTFC outside of the US

  8. The collaboration has been characterized by • Respect • Trust • Fun • Mutual influence And we are very grateful for the opportunity to work with this excellent group Now on to Social Learning Theory----

  9. Social Learning Theory

  10. History • Intra-psychic theories – behavior is the result of deep-seated instinctual motives • Behavioral Theory - the environment causes people to act in particular ways (functionalism) • Cognitive Theory – psychological factors influence how one behaves • Social Learning Theory – a combination of environmental (social) and psychological factors influence behavior

  11. Social Learning: General Principles • People can learn by observing • Learning can occur without behavior change • Cognition plays a role in learning; a necessary but not sufficient condition • Reciprocal causation – person, behavior and environment can all influence each other • Modeling can be live or symbolic

  12. Modeling • Paths of influence • Reinforced by the model • Reinforced by third parties • Reinforced by the behavior • Reinforced vicariously • Reinforcement received by the model will increase the same behavior in an observer • Bobo doll

  13. Conditions for effective modeling • Attention • Retention (is the modeled behavior is coded into words this helps with retention) • Motor reproduction (the ability to replicate; similarity of the model) • Motivation (one is more likely to adopt behavior that results in valued outcomes)

  14. Self-efficacy • People are more likely to engage in certain behaviors when they believe they are capable of executing the behaviors successfully • BP = f(E & RV)

  15. Theoretical Implications • Reinforcement and punishment have (in)direct effects on learning • Reinforcement and punishment ‘influence’ to the extent to which the individual exhibits a behavior that has been learned • Expectation and attention influence this process and can promote learning

  16. When the rubber hits the road:Social Learning in the real world • Treatment research at the time • Everything seems to work and works equally well • The majority of mothers reported improvement regardless of what intervention was used • Shifted to observational data and studies • Deconstruct complex problems into smaller elements • New set of problems and logistics • Found that normal and distressed families could fake bad, but distressed families had difficulty faking looking good • Families acclimate to observation

  17. Early studies looked at responsiveness to reinforcement • Patterson and Fagot (1967) – Boys most responsive to peer reinforcement were most out of control in the classroom • The density of reinforcement in early childhood classrooms did not predict individual use of covert behavior • Need to reinforce positive behavior AND punish negative behavior • Even this is not so simple…

  18. Low level punishments are effective

  19. … but the order in which they are delivered has implications.

  20. The individual variables fit together

  21. Family break-up Marital relationship Neighborhood Parent psychopathology Extended family/friends Parenting and other relationships with the child/youth Socioeconomic disadvantage Workplace environment MIDDLE CHILDOOD Elementary School 6 - 11 Years INFANCY EARLY CHILDHOOD 2 - 5 Years ADOLESCENCE Middle and High School 12 - 18 Years PRE- NATAL School Child Deficient school entry skills, off task, defiant, aggressive, doesn’t complete homework Teacher Rejects, retaliates, low support of positive behavior, tracking Parents Low involvement Home Child Disobedient, aggressive, wanters, no role in family organization Parent Eroding discipline and monitoring, poor problem solving, little involvement in school and with peers Peers Child Low social skill, fights, aggressive Peers Reject, retaliate Parents Low supervision Parents Developmentally inappropriate, negative, abusive high stress, low social support Child Temperament Health status School Youth Fights, bullies, no homework, academic failure, breaks rules, truant, aggressive, substance use, early sex, delinquent social-cognitive deficits Teacher Gives up, suspends Parents Low involvement Home Parent-Youth Combative, no discipline, no involvement with school or peer activities, child spends less time at home High-Risk Peers Youth Gravitates to delinquent peer groups, early problems with police, stealing, fighting Parents Low supervision Caretaker Reject child Poor reinforcement Low involvement Inconsistent discipline Home Mother Smoking/ substance abuse Nutrition/ Health care Coercive discipline Coercive behaviors Young Adult Heavy involvement in deviant peer group, delinquency, substance use, depression, school drop out, running away, other high-risk behaviors, out- of-home placement Pregnancy, STDs Disobedient Withdrawal Child Antisocial behavior DSM-IV Disorders CONDUCT OPPOSITIONAL DEFIANT ATTENTION DEFICIT/HYPERACTIVITY

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