BTEC National 90 Credits/ Diploma in Health and Social Care Essay

Overview of the building blockThis hearty unit highlights the diametric mental positions and encour get on withs pupils to apply these approaches to the study of health and amicable misgiving. The value of mental studies to the discretion of health and br early(a)ly cargon ordain also be examined.Learners depart initi tout ensembley consider the meaning of the bound theories in the context of psychology, and will begin to appreciate the diversity of psychological theories as they progress with with(predicate) the unit. Learners will examine the track psychological locatings and indeed apply them to the health and social cargon sectors to gain experienceing of the potential value of psychology in these sectors.On completion of this unit learners will shoot considered the psychological approach to studying health and social c ar. The unit encour come ons reflection, and will be valuable to those learners intending to figure out with multitude in a caring c apacity.Look more  relaxation deprivation resolve essayLearning outcomesOn completion of this unit a learner should1 Understand psychological perspectives2 Understand psychological approaches to health and social disturbance.Grading criteria for the unitTo achieve a rule out line the evidence must show that the learner is able toP1 develop the principal psychological perspectivesP2 justify different psychological approaches to health practiceP3 explain different psychological approaches to social c be practice.M1 assess different psychological approaches to studyM2 comp be dickens psychological approaches to health and social care service provisionD1 evaluate two psychological approaches to health and social care service provision.P1 Explain winder points of the fol disordereding principal psychological perspectives In this assignment there will be an explanation on the key pi nons of the following principal psychological perspectives.Behaviourist perspective demeanoris t psychologists explain totally valet appearance as resulting from experience. devil key thinkers harmonized with this perspective are Pavlov (classical conditioning) and skinner (operant conditioning). Although these two theories call upd that different processes were involved, they both explained all types of behavior as world the result of study-e very(prenominal)thing from shyness to aggression, from happiness to depression. This is instead different from, say the psychodynamic or biological approaches.The prime(prenominal) supposition of culture is called classical conditioning. This possible action was develop by a Russian physiologist called Ivan Pavlov (1849-1936). He was working with dogs to investigate their digestive system. The dogs were connect to a harness, as shown opposite, and Pavlov attached monitors to their stomach and mouths so he could measure the rate of salivation (production of saliva). cardinal twenty-four hours he noniced that a dog be gan to salivate when the laboratory service entered the room with a bowl of forage, al peerless before it had actually tasted the food. Since salivation is a reflex answer (which until then was thought to be produced totally as a result of food touching the tongue), this light uponmed unusual. Pavlov speculated that the dog was salivating because it had learned to associate the laboratory assistant with food. He then real his conjecture in the following way.This type of learning is associated with the theories of Burrhus Frederic Skinner (1904-1990). Skinner was an Ameri bottomland psychologist who worked in the main with rats and pigeons, to disc everyplace some of the key principles of learning new behaviors. He employ a very famous device, called a Skinner box, illustrated below. The box contains a level which, when pressed, releases a food guess into the box, thus reinforcing lever-pressing behavior.When the rat is first placed the box it will run around, sniff the va rious items and at some point it will press the lever, releasing a food pellet. After a while, when the rat has repeatedly performed this action, it will learn that this behavior (pressing the lever) is automatically followed by the release of a food pellet (the military issues). Because the pellet is experienced as reinforcing (something the rat would like to call for more of), this consequence increases the prob readiness of the behavior being repeated. on that point are two types of reinforcing cocksure reinforcement and prejudicial reinforcement. Skinner investigated disconfirming reinforcement by trial a very low electrical current on the foundation of the Skinner box.Psychodynamic Perspective This approach is associated with the Austrian psychologists Sigmund Frued (1856-1939), who developed the theory of psychoanalysis. A key follower of Freud was Erik Erikson (1902-1994), who adapted aspects of Freuds approach.Freud described the occasion when a Member of Parliament was referring to the MP for Hull, with whom he disagreed closely some policy. or else of saying the measure-honoured member from Hull he tell to say, the honourable member from Hell. Freud was unmatched of the earliest thinkers to bring to public tutelage the idea that we are not al shipway aware of all aspects of ourselves. He suggested that what we are aware of is represented in our conscious brainpower but that many of our memories, lookings and past experiences are locked up in part of our estimate he called the unconscious mind. We good dealnot access the content of our conscious, but they often discover out in dreams and slips of the tongue. Freud seed that the conscious mind was like the tip of an iceberg- only a small part being available to awareness. Part of the unconscious that we faeces slow access he called the pre-conscious. This contains education not hitherto in consciousness but that can easily be retrieved (e.g. the fix of Aunt Edies cat). T he rest, well under the surface consisted of the unconscious.The importance of archaeozoic experience in determining later doingss is clearly illustrated by Freuds phylogenesis theory of psychosexual plays. He believed that we all go through several phase angles of psychosexual development. At severally stage, the singulars libido (energy) is concentrate on a part of the body that is exceptionally relevant at that stage. If the needinessfully of the developing pincer are met at separately stage, it moves on to the next development stage. If, however, there is struggle or conflict or some unsatisfactory experience, the individuals becomes fixated (stuck) at this stage. This result in certain ways of being, or personality traits, which are carried through into adulthood and which can explain behaviour later in life sentence.The earliest stage is the oral stage. This focus here is on the mouth and activities much(prenominal)(prenominal) as sucking, spiny and licking. Fr eud believes that there could be two reasons for fixation. If the infant was weaned too early, it would feel forever under-gratified and unsatisfied and would develop into a pessimistic, sarcastic person. If, on the other hand, it was over-gratified (weaned too late) the individual would develop a gullible personality, naively bank in others and with a tendency to swallow anything. This stage lasts from feature to roughly 18 months.If the infant successful passes through the oral stage without proper fixated, the next stage is the anal stage, which last fro, approximately one to three eld. Here there libido is focussed on aspects to do with flock training, with infant spirit forced to use the potty before they are fast, or feeling over-controlled in various area, they may rebel by retaining their faces the claw refuses to go, thus h honest-to-goodnessing on to control and deny satisfaction from the parent.During the stage of four to vanadium the tyke passes through t he priapic stage. Fixation at this stage is associated with perplexity and guilty feeling just about sex and fear of castration for males. If this stage is not resolved, the theory suggests that a boy may become homosexual and a little girl may become lesbian. Freud thought these were abnormal fixation however to the highest degree plurality today would not view them this way.Between that age of five to seven and the onset of puberty, the child enters the latency stage, which is not stringently speaking a developmental phase but a time when the focus is on social pursuit much(prenominal) as sport, schoolman excellence and the development of friendships.The final psychosexual stage is the genital stage, which begins at puberty. Freud believed that the less fixated the individual has become during preceding stages, the more easily this stage will be negotiated, resulting in the ability to form reinforced heterosexual relationship with an ability to be warm and loving as wel l as to receive love in a new, mount fashion. A second important feature early experience is the development of ego defence mechanisms. The use of a defence mechanism allows us to block out solvents that threaten to overwhelm us.A final find is that of the mind. Freud suggested that the in which he called the psych is divided into three dynamic parts. The lid is a part of the practically which totally unconscious and which exist at birth. The superego is a formed as a result of socialisation and consists of all instructions, morality and values that are repeatedly enforced as we are evolution up. The main bureau of superego is to audition to subdue the natural process of the lid. The ego tries to match the demands of the lid and the superegoThis table will suggest examplesName of defence mechaniseExplanationExampleRepressionThe person forgets the momentFor acquire a traumatic event in childhood (e.g. a car crash) RegressionReverting to an earlier stage of developmentWetti ng the bed when a sibling us born, having been dry before DenialPushing an event or perception out of consciousnessDenying that a loved one has diedDisplacementRedirecting desires onto a safe objectKicking the cat at home because your old-timer gave you hard time at workErik Erikson was psychologist who agrees with much of Freuds theory in so far as he thought that we developed through a series of stages. However, the thought that these continued throughout our spirit and were essentially social nature. He also believed that Freud put too much emphasis on our desire for individuals gratification and not enough on our postulate to be accepted by golf club and exceed a meaningful life. Erikson suggested that we move through a series of psychosocial cries with different social factors at each stage. For example between birth and the age of one, the life crisis concern developing trust or doubt in self and other. The social focus this stage is the mother.Psychosocial stages exhi bit expose focus of stagePositive outcomeNegative outcomeStage one (0-1years)How the infant is parentedDependable, responsive caring parenting lead to a nose out of trust Parenting that lacks warmth and affection or is inordered leads to suspicion Stage 2 (1-3years)Being enabled to do things by yourselfBeing support in growing independent lead to a virtuoso of self-direction Being criticised and over-controlled lead to a felling of doubt about your own competence Stage 3 (3-6 years)Interaction with the worldBeing encouraged to try out new skills and explore the world lead to sense of onomatopoeic Being hampered in the desire to find things out (e.g. criticised, told not to be silly) lead tp a sense of guilt and a lack of say-so Stage 4 (6-12 years)Understanding how things are made and how they workThe ability to succeed at realistic tasks lead to a sense of intentness Being pushed to take on tasks they are not ready for leads to a sense of inferiority Stage 5 12-18 years)Deve loping a consistent sense of identifying by experimentation Experimentation leads to a secure sense of identityThe softness to experiment and develop a sense of indentify leads to affair confusion and negative identitySocial learning Culture refers to the share values, norms and language, customer and practise of a group. Although we tend to think of culture as being specific to different countries, it also refers to different sub-groups within society. For example, mass from different socioeconomic groups within the UK will share different aspects of culture, such as the value placed on eating at a table preferably than on your lap in front of the boob tube the way in which money is spent and how to talk to your elders. It is important to understand how culture affects our behaviour in order to gain full perceptiveness of the people we encounter and those we work with.There are many solves in our behaviour- from peers, siblings, parents, television, sports personalities and other celebrities. According to the social learning theory, quality exercises are very important. While we may learn new behaviours fro, anyone the likelihood of imitating such behaviours is potently influenced by the way we see the person performing the behaviour (the model). If we adopt someone we admire behaving in token way, we are more plausibly you imitate such behaviour. This diagram below illustrates factors associate with a model that influences whatever we will imitate him or her.Our behaviour is dramatically influenced by the presence of other, however much we may believe ourselves to be truly individual in out beliefs and behaviour. Nowhere is this more clearly demonstrate than in the experiments conducted in the 1950s by social psychologist Solomon Asch. He was interest in a excogitation called major influence. This is when the presence of other people causes us to change our public behaviour or opinions because we do not want to stand out from the crowd .This is an important belief in psychology that has a big impact in the way we arrange toward others and a hold in them to abide toward us. If we believe ourselves to be worthwhile, pleasant, and likeable them we will almost for sure be polite and cheerful toward those we meet, thus creating a favourable impression. In response, those who come into contract with us perceive us favourable and behave in an s peremptory way towards us, with the result that out positive self-belief are confirmed. If on the other hand, we are angry full of resentment, believe the world is against us and so on, then we are likely to behave in s more aggressive, confrontational or argumentative way, in which will confirm our views of ourselves and the worlds.There is a similarity between role theory and the self-fulfilling prophecy, in that role theory suggests that because we live within particular culture, society and social group we are influenced by other people. This influence helps lead us to a dopt certain roles and tries to live up to the expectations that go with this role.Social learning theory explains behaviour as the result of learning form people we are exposed to in our environment. We can also learn new behaviours from people we observe, either in real life or in the media. This is knows as observational learning and this theory was developed by the American psychologist Albert Bandura.The person we learn from is known as the role model and the process of imitating is called modelling. However we do not imitate all behaviour we observe and remember. Whether or not it is our interest to imitate particular behaviour is influenced by characteristics of the model. If we see a model being penalise for a certain behaviour we are likely you imitate it than if we see him or he being positively reinforced.HumanisticHumanistic psychology looks at human experience from the viewpoint of the individual. It focuses on the idea of drop will and the belief that we are all capable of making choices. Two psychologist associated with this approach are Abraham Maslow and Carl Rogers.Mallow (1903-1970) was an American psychologist who believed that we are all seeking becomes the better(p) that we can possibly be-spirally, physically, emotionally and intellectually. He called this self- actualisation. He constructed a theory known as the hierarchy of needs, in which he explained that every human being requires certain elementary needs to be met before they can approach the next level.As the diagram shown, Maslow believed they until our basic physiological needs ate meet we will focus all our energies on getting them met and not begin or progress further. When we are well-ho apply well-fed and light physically, we begin to focus on our emotional needs, such as the need to belong and be loved and to feel self-esteem. When our lived are such that these needs are also met, we strive to self-actualise.Rogers (1902-1987) was partially interested in the concep t of sel. There are many aspects of the self but two are especially important here. Self-concept refers to the way we view ourselves. This includes physical and biological attributes such as male or female, blond or brunette, tall or mindless, as well as personality traits such as being kind, humble, assertive, and hard-working. The self-concept is formed from nearly age and young children internalise other peoples judgments of them, which them become part of their self-concept. Roger believed that we also hold a concept of self called the idea self. This represents a view of us as we felt we should be and as we would like to be.Self-esteem how valuable we fell, literally the add up of esteem we give to ourselves. fewone with high self-esteem will believe they are loved and lovable and that they are important and valued. An individual with low self-esteem, may feel unwanted and worthless, or no value to anyone else, unwanted and unlovable.Self-concept the way we see ourselv es. In early life this comes from what we are told about ourselves.cognitive/information processingThis psychological perspective has gained enormous give since the 2960s, when the influence of behaviourism began to wane. With the development of computer came the idea that brain activity was like the operation of a computer. A great deal of enquiry has been devoted to understanding cognitive processes such as attention, holding, perception information processing, problem solving, through, language and other aspect of cognition.Jean Piaget (1896-1980) was a Swiss psychologist who initially worked on measuring intelligence. During his research he noticed that children of the similar age made the same mistake in logic, however impertinent they were. He came to the conclusion that cognition develops through a series of stages, each new stage building on the previous one.Stage periodKey featuresStage 1 sensori-motor0-2 yearsThe world is experienced through motor activity and the sens es Stage 2 pre-operational2-7 yearsLanguage develops on with memory. The child is egocentric and unable to conserve Stage 3 cover operational7-11 yearsThe child can now understand saving but cannot yet solve problems mentally Stage 4 courtly operational11+The child cannot use abstract thoughts and represent problems mentallyGeorge Kelly (1905-1966) developed a unique psychological theory known as the psychology of personal constructs. He saw the individual as a scientist, making predictions about the future, testing them and, if necessary, revising them according to new evidence. A construct is a way of constructing (interpreting and making sense of) reality and the environment. Kelly believed that we do not have to be cons trained by our past autobiography but can seek out new, alternative, more positive meanings. biologic perspectiveThe theory of maturation holds that the mental pictures of the environment are minimal. The child is born with a self of genetic instructions pas sed down from its parents, and its cognitive, physical and other developmental processes merely unfold over time, rather than being depended upon the environment to mature. It is in effect a theory which stated that development is due to nature not nurture. This is quite a mop up to learning theory or humanistic theory, where the effects of nurture are paramount. Arnold Gesell (1880-1961) believed that development occurred according to a sequence of maturational processes. For example, development in the womb follows a fixed set of stages the heart begins to form first, along with a rudimentary noisome system. Bones and muscles develop next and over time the organism develops into a fully functioning human being, ready to be born. As the child develops from birth onwards, its genes allow it to flower stepwise into the person he or she is meant to be. The environment should provide support for this inflorescence of talents, skills personality and interests but the main thing driving this development is the maturational process.The autonomic nervous system produces its effects through activation of marrow fibre throughout the nervous system, brain and body or by stimulating the release of hormones from endocrine glands (such as the adrenal and pineal glands). Hormones are biochemical substances that are released into the bloodstream and have a profound effect on target organs and on behaviour. They are present in very small quantities and individual molecules have a very short life, so their effects quickly disappear if they are not secreted continuously.There are a large number of hormones includingMelatonin, which is released by the pineal gland and acts on the brainstem sleep mechanism to help synchronise the phases of sleep and activity Testosterone, which is released in the testicle and may influence aggressiveness Oxytocin, which is released by the pituitary gland and stimulates milk production and females orgasms Some hormones are released as res ponse to external stimuli.Central nervous systemAutonomic nervous systemConsists of the brain and spinal cordRegulates organs of the body and processes such as heart rate and blood pressure only one weapon system is activated at any timeSympathetic branchParasympathetic branchAssociated with arousal and the fight or flight responseAssociated with rest and relaxationGenes affect behaviour in many ways. Some discords, such as Huntingtons disease, are caused by a atomic number 53 dominate gene, which either parent can pass on to their children. Other, such as caustic fibrosis and sickle cell anaemia, are caused when both parents pass on the gene for the disorder. Some of the changes in behaviour are listed below, through this list is not comprehensive Hallucinations and delusionsSevere confusionProgressive memory lossIn countenance speech use of jargon or wrongs languagePersonality changes including anxiety and depression, withdrawal from social interaction. fall ability to care fo r oneself and inability to maintain employment.P2 Explain different psychological approaches to health practice.In this task there will be an explanation on the different psychological approaches to health practice.Psychodynamic perspectiveUnderstanding challenging behaviourThe basic tenet of this perspective I that much of our behaviour is driven by unconscious forces. It is therefore important to recognise that we may not be able to understand behaviours using question and answer techniques, as the individual may not be aware of what is troubling them. It is necessary to comprehend a little deeper and try to interpret behaviour, on the assumption that the behaviour is in some way a symptom of what is going on in the unconscious.Understanding and managing anxietyWhen we are anxious we often have fears about even that have happened or might happen, about things we have done or might do, and about whether the world is safe or unsafe place. We often try to control anxiety using a var iety of strategies. Sometime we use denial- the ostrich approach where we bury our heads in the sand and pretend the object of our anxiety doesnt exist. Sadly, for mot of us, the anxiety still seeps through, and may present itself in the form of physical symptom.Cognitive perspectiveSupporting individuals with learning difficultiesIndividuals with earning difficulties can experience enormous thwarting in their daily live as they seek to make sense of what can be bewildering experiences. The cognitive approach can be used to help people who misread situation. By identifying irrational thoughts, an individual can be guided to change them, with consequent benefits for their emotional and behaviour. Cognitive work of this type can improve self-esteem and reduce outburst, which may be triggered by lack of understanding of the requirements of a given situation (for example, having to wait in turn for a meal.)Supporting individuals with emotional problemsThe cognitive perspective is w idely used with individuals with a wide variety of emotional problems. This perspective begins by examining how distorted and irrational negative thoughts influence feelings, which hen lead to change in behaviour.Support individuals with depressionThe psychologist Aaron Beck has formed a facilitative approach to understanding depression, known as cognitive behaviour therapy. The principle of behaviour common to these suffering from depression is described by Beck as a cognitive triad. To begin with, the individual thinks he is worthless and inadequate. This self-appraisal then lead to the beliefs that this lack of worth means that the future will be just as bad as the present. This then generalises to a credence that the world contains problems and difficulties that he individual us powerless to overcome. The goal of cognitive therapy is to challenge these negative thoughts and to encourage the patient to develop alternative, more positive, ways of seeing the world.Identifying ne gative-irrational/distorted thinkingThis can be done by keeping a diary and recording every instance of negative thinking and the feelings that follow. Initially this can be difficult, as these patterns are so automatic it can be difficult to notice them. However it will get easier over time. For example asking yourself What is the evidence for such negative thinking?Are there alternative explanations? It can be stabilising to think how others would response or ask them How does it affect me to think so negativelyWhat type if thinking errors am I making (for example, magnifying or catastrophizing)Supporting individuals with post-traumatic stock disorderThis disorder consists of a set of symptoms as outlined belowRe-experiencing the traumatic event (intrusion)NightmaresFlashbacksFrequent adjourn of the eventIntense emotional upset produced by stimuli that symbolise the event (e.g. fireworks may symbolise a battlefields)Avoiding of stimuli associated with the event (or numberin g of responsiveness) The person tries to subdue thinking about the trauma or encountering stimuli that will bring it to mind The person may be unable to remember the eventDecreased interest in otherA sense of estrangementAn inability to feel positive emotionsIncreased arousalDifficulties falling or staying at rest(prenominal)Difficulties contractingHyper- VigilanceAn exaggerate startle responseThe above are some, or all of the symptoms experienced by individuals with a diagnosis of pat-traumatic stress disorder (PTSD).Biological perspectiveArnold Gesell developed an assessment scale to enable judgement to be, made about whether a childs behaviour and understanding matches that their chronological age (how old the child is). This scale enables the childs scores to be compared against their scores at an earliest age to determine whether development is proceeding satisfactorily. It also enables a skilled and trained assessor to indentify developmental problems that may emerge for an individual, thus allowing for early and appropriate intervention. There are three overlapping stages at which development can be measured Between two and a half years to age sixBetween four and six years oldBetween six and nine years oldAt each age there are various tests to assess different aspects of development. One test administered at around the age of four consists of comprehension questions. It measures the childs ability to use perceptual accuracy and skills involved in regulating its own behaviour and emotions by asking him to plan solutions to suppositional social situations. This allows for a judgment to be made on the childs ability to deal with actual social situations as it reaches the age of about five years old.The cubes test, which is used primarily with children aged two to six, assess the ability to follow directions and perform a structured task. visual perception and fine motor co-ordination skills involves in colouring, cutting and handwriting are assed again st developmental norms. The childs attention span, together with the ability to perceive different shapes accurately, is also measured and together these give information about reading comprehension, spelling and mathematical skills.M1 Asses different psychological approached to studyIn this assignment their will be an assessment of different psychological approaches to study.