Environmental Psychology

Environmental awareness

How could the theory of behaviorism affect adolescents’ environmental behavior?

The purpose of this article is to raise ecological awareness in adolescents, through the theory of behaviorism and applied behaviour analysis. The main goal is behavior’s modification and adoption of new, friendly to the environment, habits.

 First of all,the term ‘ecology’ was invented by Ernst Haeckel (1866) and so ‘Social ecological consciousness’ is the association of the natural and social environment, as far as the desires, values and attitudes are concerned, in combination with the intention to act (Chodorkoff, 1992).  Regarding to that sensitization, concern and consciousness of citizens play an important role.

 A city’s main perils and burdens are: garbage, chemical fertilizers, wastes from factories, and water waste, disaster of green areas, air and marine pollution, noise and  spatial regulation. Despite the fact that those problems are directly linked to human activity, are obviously related to other problems too, such as:  lack of environmental design and political infrastructure.

 In this article, ways of adolescent’s ecological awareness will be investigated through the theory of behaviorism, as is considered more direct and effective. 

According to the theory of behaviorism, environmental factors control and form human’s behavior. Behavior can be investigated with regular observation without the involvement of internal mental process, cause only the behaviors, which are observed can be studied. According to Behaviorists (Ivan Pavlov, Edward Thorndike, John Watson, and B.F. Skinner) human behavior can be formed and counted through regularly education (Καλλαντζή-Αζίζι, 1992).

Applied behavior analysis (ABA) is considered as the most effective way to modify the behavior (Cooper, Heron & Heward, 1987). The main goal of ABA is the improvement of people’s life quality through the development of important social behaviors and the investigation of people- environment relationship. It focuses on the ways, with which a behavior can be modified no matter how solid or unchanged was considered in the past, aimed to reinforce the human adaption in social reality (Baer, Wolf & Risley, 1968).  ABA can be applied both to people with special needs and to education, sector of edification and to parent’s counseling.

Every behavior is characterized by five aspects ( tautness, duration, frequency, latent and intermediate time), which are countable and noticeable. Moreover behavior’s functions are very important, as they can be improved through psychological and educational intervention (Γεννά, 2002).

However, how the above -mentioned theories can be applied and then modify adolescences’ behavior, as far as ecological awareness is concerned? Some practical tips will be mentioned below:

First of all, labels and signs with ecological messages can be placed everywhere in a city to motivate citizens to start recycling. Special trash bins will be placed in different spots such as: public squares, parks, central streets, ports, outside the schools. On these labels, the behavior that we want to promote, will be written like: “ change your lifestyle, start recycling”, “ save our planet”, “respect the environment” etc. According to the theory of behaviorism , the visible written messages will act as stimulus, which we expect to appeal the corresponding behavior.

Furthermore, coffee places, should provide recyclable products (biodegradable straw, paper beakers), in order to avoid the usage of plastic products, as the majority of teenagers spend their free time on these places. Moreover, coffee places could give to each costumer a personal cup, “forcing” them in that way to use it daily, instead of using disposable cups. Finally, according to ABA coffee places can use the system of “token economy”. To illustrate this, every time when a teenager uses his personal cup (defined as target behavior), will receive a stamp, until reach the defined level of success i.e., if he gets four stamps, he will be able to receive a product of his choice from the corresponding store ( each stamp is considered as a positive reinforcement)(Kazdin & Bootzin, 1972).

Also, the existence of recycling bins separated for each material (i. e., A recycling bin for glass , a recycling bin for plastic etc.) and special bins for batteries and light bulbs or even bins especially for clothes would be a very good idea. It is also very important, these bins to be placed in central places in a city especially, where teenagers prefer to “ hang out”. As a result, adolescences will actively take part in recycling process and that behavior will be established in their future life as a habit. That behavior will be accomplished by using “reinforcement” ( the multiple appearance or withdrawal of a stimulus ,which has as a result the increase of the action’s power in the future) (Kaplan & Carter, 1995).  Then, the specific behavior that we want to achieve will manifest more frequently. More specifically the reinforcing effects will contribute to the future probability of occurrence of the behavior. For instance, every time that a adolescent will use a recycling bin, a trading stamp will be given to him/her, which he/she can redeem in a local store. That type of reinforcement was chosen because a reinforced behavior appears more frequently and provably is easier established. In order to avoid the saturation, constant reinforcement will be used until the desired behavior is established and then partial reinforcement will be used for its maintainance.

As far as batteries’ recycling is concerned, commendation and bonus (social reinforcement) will be used from the school environment (teachers, head teachers, students). For instance, the class that will collect the more recycling products will win a trip.

Finally, it’s considered very important a seminar to be organized in every town, with purpose to inform the citizens about recycling and then initiate them to participate in that process (i. e., clean a coast or a square).  In that way learning through imitation and observation  is pursued (“social learning” according to Albert Bandura, 1969). Teachers and parents are definitely children’s / teenagers’ “models” with which they can easily identify. The “learning through observation and imitation” process can be used for people to adopt new habits. According to the theory of Bandura (1965), the models that an individual imitates can be either symbolic or people of its immediate environment, which the individual has to observe. A huge part of  human behavior is obtained through the observation and imitation of other people’s behavior (Καλλαντζή-Αζίζι, 1996).

Finally, behaviorism’s techniques seems to have the most immediate effect as far as behavior’s consolidation is concerned.  Through reinforcement, the unwanted behaviors can be decreased or even eliminated both in children and adults.

All in all, positive reinforcement is a therapeutic approach aiming to reduce inappropriate behaviors occurring in specific environments, while at the same time tries to educate and support people in using suitable behaviors depending on the circumstances.

The above mentioned tips are easily applicable in every town or country and they can be used both in children/ teenagers and adults as well. Every single try for ecological awareness is very important, while our planet – home is suffering from our “selfish lifestyle”.   

References:

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis1. Journal of Applied Behavior Analysis, 1(1), 91-97. doi:10.1901/jaba.1968.1-91
  • Chodorkoff D., 1992, «Η Κοινωνική Οικολογία και η Ανάπτυξη της Κοινότητας», Κοινωνία και Φύση, 1, σ. 129-140.
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis. New York: Macmillan
  • Kaplan, J. S. & Carter, J. (1995). Beyond behavior modification: A cognitive-behavioral approach to behavior management in the school (3rd ed.). Austin, TX: Pro-Ed.
  • Kazdin, A. E., & Bootzin, R. R. (1972). The token economy: An evaluative review1. Journal of Applied Behavior Analysis, 5(3), 343-372. doi:10.1901/jaba.1972.5-343
  • Γενά, Α.(2002). Αυτισμός και διάχυτες αναπτυξιακές διαταραχές: Αξιολόγηση-διάγνωση- αντιμετώπιση .Αθήνα.
  • Καλαντζή-Αζίζι, Α. & Δεγλερής, Ν. (1992). Θέματα ψυχοθεραπείας της συμπεριφοράς. Αθήνα: Ελληνικά Γράμματα.
  • Καλαντζή-Αζίζι, Α.(1996). Εφαρμοσμένη κλινική ψυχολογία στο χώρο του σχολείου: Παρεμβάσεις βασισμένες στις θεωρίες της μάθησης. Αθήνα: Ελληνικά Γράμματα.

How to achieve a respectful relationship with our dog with our toddlers.

One of the commonest phrases that we hear is: “ Dogs are man’s best friend”. As commonplace as that phrase is, it is still true. Have we ever wondered why?

The most important reason is that the “dog” (Canis lupus familiaris)  , as the newest studies have shown,  is a wolf’s differentiation (Canis lupus) which evolved almost exclusively to be more human friendly. Thus, “ the dog” became one of the most successful species on the planet, as far as survival is concerned.

But it’s not only that.

It’s true that we have many characteristics in common with dogs. One of them is that we are both raised in a family-team in which we play-hunt together. However, despite the common characteristics, we have a lot differences as well. This can easily be proven with the fact that “humans” belong to the “primates”  while dogs don’t (in contrast with dogs, ‘chimpanzees’ for instance, which belong to the primates have very little differences with humans).

So, it’s very usual some of our own habits to bother or annoy our dog.

At this point, it is very important to mention the two types of violence :  physical and psychological.

As far as physical violence is concerned, it is exclusively matter of education for an adult not to hit his dog in order to punish him. It’s also matter of supervision. It’s very important for a parent to supervise his kid. For instance, a dog is not necessary aggressive when a child pull its tail in order to play with it and the dog responses with a bite ( it is remarkable that the 70% of annual bites, in America, is in children under 10 years old). The active supervision of our children when they are in the same place with our dog is crucial.

What about psychological violence? The key to respect a dog and communicate correctly with it, is not to think like a primate but like our dog. In order to achieve that, we have to understand its body language, its own way of communication because although our languages are not identified, dogs can speak too. One example of the differences between our languages is that,  it is polite for us when we speak or meet someone to look at him in his eyes and shake hands. Contrary, when we look at our dogs in their eyes or when we extend our hand, is considered as a an aggressive movement. So, it’s very important when we first meet a foreign dog , to let it smell us first and then touch it sideways, if its guardian allows us to.

Continuing with the daily human habits, which bother dogs, a simple question must be arise: Who doesn’t want, when he comes home from work or when he is relaxing on the couch, to hug his dog? “Hug” is a natural need, and is observed in all primates, but the truth is that dogs don’t like hugs , even though is not noticeable with an obvious way. For the majority of dogs the “hugging” is something they don’t desire and just bear up.  Respecting a dog therefore means respecting its privacy, its space and its things.

Moreover, it is very important for a dog not to disturb it while it’s eating. Being able to get dog’s food while its eating, has nothing to do with a hierarchy (which many believe) but is related with a relationship of respect and trust. So, until our dog is trained in this specific subject, we should never deprive it from an important task whether it is food or a toy.  It is also important not to disturb the dog while it is sleeping. Dogs sleep most of the day and is rational for a toddler wanting to wake up his dog and play. However, we must teach our children to be patient and respect their dog during sleeping time. Parents should make children realize that their dog is not a lifeless toy.

Finally, it is considered absolutely necessary for a dog to have a personal, private space (crib, small house) regardless if it is allowed to climb on beds and sofas of the house. Thus, it feels more comfortable and intimate when it has a place of its own, which does not have to share and perceive it as its own “nest”.

All of the above situations constitute behaviors and daily habits, which are unpleasant and make our dog feel uncomfortable. They can be considered, as a kind of psychological pressure. The fact that our dog doesn’t growl when we hug it tightly doesn’t mean that it enjoys it. Our dog expresses it in another way, on its own way. It is really important, that a caregiver must recognize both dog’s body language but also teach this language to the child, in order to avoid in that way stressful situations that may lead to a bite.

Dogs have developed, special mechanisms/ signs to show others that they don’t like or do not desire something. These signs are called “calms signs” and are scaled. More specifically, on this scale, the grunt is just before the bite, so in order our dog to reach the point of grunting, it has already warned us with other signals, which we have violated. Some of the most important and easy to get accessible for a child of an early age are the following:

  • Licking muzzle: When our dog licks his muzzle without an obvious reason ( i.e he just ate) it’s a sign that our dog has stress.
  • Shaking: A dog shakes when he is into a stressful situation.
  • Shortness of breath: If is not combined with intense physical exercise or due to summer heat, is because our dog feels uncomfortable.
  • Yawning: Is another sign of stress unless our dog just woke up.
  • Head disgust: when our dog disgusts his head after a stimulus, it means that he does not feel comfortable with the situation, which has been presented to him.

There are many “Calm signals”, but these are the most basic and easy for a child to understand without any specialization and experience on animals. Understanding that we have a different body language from the dog and being able to see the world through his eyes, is the key for the development of a relationship based on trust and without psychological pressure. Learning it and explaining it to our child, the next time when he will approach the dog while it is playing with a toy and dog yawns the child will realize that it is going to do something that doesn’t like to our dog and will save a violation from the child on the dog but also a possible bite.

Sofoklis Makrinos

Certified positive dog trainer –

 executive assistant of Ethos- hub

References:

  • Η τέχνη του να επικοινωνώ με τον σκύλο μου. Εριέττα Καραμπέτσου
  • The other end of the leash. Patricia B. Mcconnell
  •  The genius of dogs. Brian Hare and Vanessa Woods
  •  Calming signals – The art of survival . Turid Rugaas