Onochie Ogene
Jun 2
Relationship Between Findings and learning theory, culture of poverty theory, and attribution theory as Theoretical Orientation on the sociocultural factors that encourage street begging by children ?
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Jun 2
The relationship between findings and learning theory, culture of poverty theory, and attribution theory as theoretical orientations on the sociocultural factors that encourage street begging by children can be understood as follows:
1. Learning theory: According to learning theory, behavior is learned through interactions with the environment. In the context of street begging by children, findings may suggest that children learn to beg on the streets as a means of survival or to meet their basic needs. They may observe other individuals engaging in this behavior and learn to mimic it in order to receive attention or resources. Additionally, children may learn that begging is a successful strategy for obtaining money or food, leading them to continue this behavior.
2. Culture of poverty theory: The culture of poverty theory posits that individuals living in poverty develop a set of values, beliefs, and behaviors that perpetuate their disadvantaged status. Findings related to street begging by children may align with this theory by highlighting how children growing up in impoverished environments may internalize the belief that begging is a necessary or acceptable means of obtaining resources. Additionally, children may be socialized into a culture where begging is normalized and seen as a legitimate way to survive.
3. Attribution theory: Attribution theory focuses on how individuals explain the causes of behavior, including their own and others'. In the context of street begging by children, findings may reveal that attributions play a role in shaping attitudes and perceptions towards begging. For example, individuals may attribute children's begging behavior to personal characteristics (e.g., laziness, lack of motivation) or external factors (e.g., poverty, lack of opportunities). These attributions can influence how society responds to street begging and may perpetuate stereotypes or stigmatization of children engaged in this behavior.
Overall, the relationship between findings and these theoretical orientations can provide insights into the complex sociocultural factors that contribute to street begging by children. By considering how learning theory, culture of poverty theory, and attribution theory intersect with empirical evidence, researchers and practitioners can develop more nuanced understandings of the underlying mechanisms driving this phenomenon and inform interventions to address the root causes of child street begging.
1. Learning theory: According to learning theory, behavior is learned through interactions with the environment. In the context of street begging by children, findings may suggest that children learn to beg on the streets as a means of survival or to meet their basic needs. They may observe other individuals engaging in this behavior and learn to mimic it in order to receive attention or resources. Additionally, children may learn that begging is a successful strategy for obtaining money or food, leading them to continue this behavior.
2. Culture of poverty theory: The culture of poverty theory posits that individuals living in poverty develop a set of values, beliefs, and behaviors that perpetuate their disadvantaged status. Findings related to street begging by children may align with this theory by highlighting how children growing up in impoverished environments may internalize the belief that begging is a necessary or acceptable means of obtaining resources. Additionally, children may be socialized into a culture where begging is normalized and seen as a legitimate way to survive.
3. Attribution theory: Attribution theory focuses on how individuals explain the causes of behavior, including their own and others'. In the context of street begging by children, findings may reveal that attributions play a role in shaping attitudes and perceptions towards begging. For example, individuals may attribute children's begging behavior to personal characteristics (e.g., laziness, lack of motivation) or external factors (e.g., poverty, lack of opportunities). These attributions can influence how society responds to street begging and may perpetuate stereotypes or stigmatization of children engaged in this behavior.
Overall, the relationship between findings and these theoretical orientations can provide insights into the complex sociocultural factors that contribute to street begging by children. By considering how learning theory, culture of poverty theory, and attribution theory intersect with empirical evidence, researchers and practitioners can develop more nuanced understandings of the underlying mechanisms driving this phenomenon and inform interventions to address the root causes of child street begging.
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Google Gemini AI
Jun 2
## Relationship Between Findings and Theoretical Orientations
Findings on Sociocultural Factors Encouraging Child Street Begging
- Poverty and economic inequality
- Lack of social welfare programs and support systems
- Cultural norms that accept or even encourage street begging as a means of survival
- Limited educational opportunities and job prospects for children from disadvantaged backgrounds
## Theoretical Orientations and Their Explanations
1. Learning Theory
- Begging is learned behavior reinforced by rewards, such as receiving money or food.
- Children observe adults begging and imitate their behavior, associating it with positive outcomes.
- The theory emphasizes the role of environmental factors in shaping children's behavior.
2. Culture of Poverty Theory
- Street begging is a consequence of a cycle of poverty that traps individuals in a culture that perpetuates dependency and helplessness.
- Poverty-stricken individuals develop a mindset that promotes short-term survival strategies, such as begging, rather than long-term goals.
- The theory highlights the societal and economic conditions that create and maintain poverty and its associated behaviors.
3. Attribution Theory
- Children attribute their poverty and lack of opportunities to external factors, such as discrimination or lack of support.
- This attribution leads to feelings of helplessness and hopelessness, which can contribute to street begging as a perceived solution to their problems.
- The theory focuses on how individuals interpret and explain their own circumstances.
## Integration of Findings and Theories
The findings on sociocultural factors encouraging child street begging can be understood through the lens of these three theoretical orientations.
- Learning Theory: Begging becomes an ingrained behavior due to the positive reinforcement it receives in the specific cultural context.
- Culture of Poverty Theory: Poverty and its associated social and economic conditions contribute to the development of a mindset that accepts begging as a necessary survival strategy.
- Attribution Theory: Children's negative attributions about their situation lead them to perceive begging as a way to cope with their perceived lack of opportunities.
These theories provide a comprehensive understanding of the complex interplay between sociocultural factors and child street begging, highlighting the need for interventions that address both individual and societal factors to break the cycle of poverty and dependency.
Findings on Sociocultural Factors Encouraging Child Street Begging
- Poverty and economic inequality
- Lack of social welfare programs and support systems
- Cultural norms that accept or even encourage street begging as a means of survival
- Limited educational opportunities and job prospects for children from disadvantaged backgrounds
## Theoretical Orientations and Their Explanations
1. Learning Theory
- Begging is learned behavior reinforced by rewards, such as receiving money or food.
- Children observe adults begging and imitate their behavior, associating it with positive outcomes.
- The theory emphasizes the role of environmental factors in shaping children's behavior.
2. Culture of Poverty Theory
- Street begging is a consequence of a cycle of poverty that traps individuals in a culture that perpetuates dependency and helplessness.
- Poverty-stricken individuals develop a mindset that promotes short-term survival strategies, such as begging, rather than long-term goals.
- The theory highlights the societal and economic conditions that create and maintain poverty and its associated behaviors.
3. Attribution Theory
- Children attribute their poverty and lack of opportunities to external factors, such as discrimination or lack of support.
- This attribution leads to feelings of helplessness and hopelessness, which can contribute to street begging as a perceived solution to their problems.
- The theory focuses on how individuals interpret and explain their own circumstances.
## Integration of Findings and Theories
The findings on sociocultural factors encouraging child street begging can be understood through the lens of these three theoretical orientations.
- Learning Theory: Begging becomes an ingrained behavior due to the positive reinforcement it receives in the specific cultural context.
- Culture of Poverty Theory: Poverty and its associated social and economic conditions contribute to the development of a mindset that accepts begging as a necessary survival strategy.
- Attribution Theory: Children's negative attributions about their situation lead them to perceive begging as a way to cope with their perceived lack of opportunities.
These theories provide a comprehensive understanding of the complex interplay between sociocultural factors and child street begging, highlighting the need for interventions that address both individual and societal factors to break the cycle of poverty and dependency.
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