Theoretical Foundation

The foundation for this study is Bandura’s (1977) social learning theory. The social learning theory has three main points which are observation, imitation, and modeling. According to Navabi, (2012) we learn how to communicate based on the social interactions with others and observe through all stages of life. People can learn behaviors in different ways while others learn through observation only according to Bandura (1965). This theory emphasizes human behavior develops by observing and modelling the behaviors, attitudes, and emotional reactions of others. Bandura further explained this theory and human behavior as a constant reciprocal collaboration between cognitive, behavioral, and environmental influences. It also depends on the rewards and punishments for behaviors. If rewarded, it will continue, if punished, it will desist. Bandura and Ribes-Inesla (1976) mentioned that peers could be the cause of juvenile delinquent behavior, because juveniles spend a significant amount of time with their peers. They may feel pressured from a peer and feel like they have to commit a crime or other deviant behaviors to be accepted. If juveniles do not receive appropriate guidance from their parents, then the influence of their peers can lead them to delinquent behaviors (Bandura & Ribes-Inesla, 1976). Since behaviors are learned or imitated, a child who observes the behavior of a parent acting deviant may display the same behavior.

According to the theory of Dooley & Schreckhise, people develop their behavior patterns through imitating and observing others. These authors also mentioned that social learning theory will help explain why children develop certain thoughts and behaviors when they are young. Their behavior may be learned from the people they see such as parents, family members, church members, peers or the people in community which they live.  Children from low-income, high-risk areas are likely to adopt behaviors they see among other people in their environment, which is in line with social learning theory (Dooley & Schreckhise, 2016; Park & Zhan, 2017; Unroe, Barnett, & Payne-Purvis, 2016).  Additionally, the theory will help me to determine the significance of afterschool programs on youth’s behavior.

The objective of this study is to learn about effective primary intervention programs that assist in minimizing delinquency among juveniles. Afterschool programs for youth from low-income, high-risk families help to increase the adolescents’ community engagement. This concept is appropriate for the current study and research question with an analysis of more effective program components that may help significantly in reducing crime rates and delinquency among disadvantaged youth.

Social learning theory and do afterschool intervention programs contribute to decreased juvenile delinquency in low-income, at-risk youth

Social learning theory can be used to influence the behaviors and attitudes of juveniles based on the three main aspects of the theory. I.e. observation, imitation, and modeling. These aspects relate to the determinants of human behavior namely environmental factors, behavioral factors, and cognitive factors. In relation to environmental factors, the effectiveness and usefulness of social learning theory depend on factors such as social norms, culture, and the level of influence or ability of these norms to change human behavior. When it comes to behavioral factors, this mostly focuses on self-efficacy or skills possessed by individuals and how they affect human behavior. Lastly, cognitive factors mainly concern the attitudes, knowledge, and expectations of people concerning a certain behavior. Each of these factors supports the position that effective primary intervention programs can assist in minimizing delinquency among juveniles.

How

After school intervention programs contribute to decreased juvenile delinquency in low-income, at-risk youth. After school intervention programs are very popular and common programs within the United States territories especially in low-income areas. These programs aim at helping the youth develop and build skills by engaging in different activities. Generally, after-school intervention programs significantly contribute to reducing juvenile delinquency since youths are engaged in constructive and beneficial activities which prevent them from engaging in or being exposed to deviant behaviors such as drug abuse, crime, violence, or other risk behaviors (Taheri, & Welsh, 2016). The functionality of these programs relies on the social behavior theory whereby they design and structure the three factors, environmental, behavioral, and cognitive factors in order to prevent the risk of developing or discourage delinquent behaviors among the youth.

When it comes to the environmental factors, after-school intervention programs creates a safe environment for the youth in order to separate them from risk-prone environments which might expose them to unwanted behaviors. For example, these programs help to keep low-income, at-risk youths away from criminal gangs and peers who may influence them to start using drugs or engaging in criminal and violent activities. These programs create supportive environments which enable the youth to use their time and channel their energy towards developing their skills. When it comes to behavioral factors, after-school programs model positive behaviors of the youth by teaching and training them various social skills (Gottfredson et al. 2004). Considering that fact that some of the low-income youth may not have the right moral upbringing, these after-school intervention programs instill them with interaction skills which will help them to live with each other harmoniously. For example, youths are guided on how to help each other when one experiences challenges either with doing assignments or completing a certain task. As such they are taught how to support, respect, and cooperate with each other and the community in general.

Looking at cognitive factors, after-school intervention programs focus on instilling new skills in the youths. This means teaching the youths new skills which will help them deal with or addresses certain issues which include negative peer influence. Low income, at-risk youth are provided with assertive training which enables them to resist peer influence. Besides this, youth who attend these programs are provided with academic support and basic life skills which change their attitudes about academics and even their future careers. As such, youths gain positive attitudes about themselves and their futures which enable them to stay away from juvenile delinquency.