One of the most influential theories concerning the causes of criminal acts and delinquent behaviors is the theory of cognitive avoidance. The underlying assumption is that people do not want to experience pain or the possibility of suffering consequences. In this regard, they refer to 2 primary functions: flight or fight and then come on to identify the kind of reinforcers and the mode of escape (reward or avoidance).
This approach offers a comprehensive understanding of the functions of behavior by focusing on the processes that people use to manage pain and threats. As such, it can provide useful insights into the causes and motivational underpinnings of criminal activity.
According to the Theory of Cognitive Preventive Control, there are four functions of behavior: (a) the maintenance of effective and efficient performance; (b) the generation of pleasure and arousal; (c) the generation of safety and avoidance needs and (d) the maintenance of social order.
When these four functions conflict with each other, people may behave in ways that are inconsistent with their motivation and emotional needs. Over time, these inconsistent behaviors become the basis for criminal behavior and deviant behavior. This article intends to provide an explanation of these processes and their implications for deviance.
As a model of the cognitive process, we can draw the following parallel: cognitive avoidance is the basis for effective control; appropriate regulation is the basis for effective control; the use of physical means (such as weapons) is a means to achieving regulation; and finally, the use of internal and external resources (such as the emotions) is a means to achieving safety.
In the context of the development of crime, we can suppose that the processes through which people avoid being harmed and that promote regulation are two independent and competing concerns.
It is the need to avoid pain and suffering that give rise to the need to regulate behavior and the source of the tension between the various competing processes is the potential for pain and suffering to befall a person who does not regulate his own behavior appropriately. The existence of the automatic negative reinforcement and the function of the emotional response in the face of a threat provide the theoretical foundation for why people behave in criminal ways.
The first of the four functions of behavior is the allocation of attention. People normally focus on one or two issues: what they are being told by the person to do, what they are feeling and what they are thinking about at the time.
When this allocation of attention is disrupted, especially when the threat of punishment is salient, people tend to act in ways that are inconsistent with the allocation of attention.
People may choose to engage in violent behavior, behave violently when they are bored or when the conversation is dominated by them. When they engage in violent behavior, they will use a number of additional strategies to ensure that they are not caught or that they will get a higher number of points if they escape detection.
The second of the four functions of behavior is motivation. People try to meet their objectives and to achieve their goals. It is not unusual for a person to have a different perception of how they should behave depending on the circumstances. It is also not uncommon for people to have conflicting beliefs about how they should react to specific situations.
They may be motivated to follow the rules that they perceive to be appropriate ways of behavior given that they have been brought up to do so and they want to maintain the social order that they have experienced. However, when this order is threatened, they will either try to find more efficient and effective ways of getting the same results or will adapt an inappropriate way to meet the challenge.
Finally, the fourth function of behavior occurs when a person tries to fit in with the group that he is part of. This is particularly important for children who are separated from their parents and who therefore have to learn their social skills and norms by observing the behavior of others.
When a child behaves in an inappropriate way, it is clear to the rest of the group that this is unacceptable behavior and that it will not be tolerated. The 4 functions of behavior make up the basis of the whole Cognitive process and it is through them that we can understand the mental makeup of human beings and why they act the way that they do
The Functions of Behavior – A Parent’s Guide
The functions of behavior are described in four main stages. They describe 2 broad functions: access and Escape then refer to the first stage and the second stage respectively. This approach offers a complete understanding of the functions of behavior. However, in order to understand how the functions of behavior are performed, it is important to have an idea of the functions themselves. These are individual psychological processes underlying the performance of behavior.
The basic function of behavior is an attempt to attain some goal such as survival, mating, or avoiding pain. Theorems describe functions of behavior by describing processes by which an animal tries to achieve its goals. This can be compared to human goal-setting, where we choose which school to go to or decide what color shirt to wear.
Similarly, the functions of behavior can be compared to the functions of intention in that they are intended to produce some desired result. For example, the child that refuses to eat lunch instead eats one day at a time. This child will most likely gain the same results as the child that follows a specific process of obtaining the goal of eating lunch.
One of the functions of behavior is attention. Individuals that need a lot of attention from others or have high demands for attention are considered attention-seekers. This may include ADHD children and individuals that are easily distracted.
The child that follows a certain way of obtaining their goals may be considered to have an attention deficit disorder. This is an example of applying behavior analysis in a more specific way. In this case, the deficit is identified as a need to have a certain way of obtaining the goal that goes beyond ordinary cognitive skills.
Another function of behavior is the use of positive reinforcement and a different way to analyze the functions of behavior is through the use of negative reinforcement. In the same way as attention-seekers have functions of behavior, so too do those that require a certain amount of positive reinforcement and attention. The child that follows a certain process to obtain their goal is using a positive reinforcement strategy.
This is most likely to occur when the child is able to acquire the outcome that goes against their negative reinforcement strategy such as saying no to certain activities that go against what they have previously agreed to do. Negative reinforcement is often used when the task that was done goes against the expected outcomes of that task.
One of the functions of behavior is learning. As humans, we need to learn new things in order to survive and thrive. Children that learn through the process of play are considered to have a higher level of intelligence than those who are not engaged in play-based activities.
As a parent, you can help your child with his or her learning by making sure that you are engaging your child in play-based activities on a regular basis. These types of activities help with the functions of behavior by helping them to develop their cognitive skills.
The functions of behavior also include the functions of flight or fight. Most children do not want to lose control or get hurt. If you or someone else gets hurt, a child has an automatic response to try to escape the situation or defend himself or herself. This automatic reaction is what functions as the urge to escape and defend. This is just one of the various functions of behavior and it is one of the functions that you should take the lead on.