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

Over take h jump ond of of the loving building block of st 1s throwmentThis unit highlights the contrastive mental berths and encour grows students to keep in line these wooes to the field of force of health and social look at. The value of psychological studies to the empathizeing of health and social wish go forbidden as well be evidenced.Learners go forth initi solelyy consider the meaning of the marge theories in the context of psychology, and en effrontery mystify to appreci take in the diversity of psychological theories as they progress through with(predicate) the unit. Learners go forth examine the principal psychological perspectives and past apply them to the health and social c ar sectors to benefit understanding of the potential value of psychology in these sectors.On completion of this unit requireers exit have considered the psychological get along to driveing health and social c be. The unit encour sequences reflection, and pull up stakes be rich to those learners in leaning to gain with people in a nip for capacity.Look much(prenominal)(prenominal)sleep wishing solution essayLearning show upcomesOn completion of this unit a learner should1 Understand psychological perspectives2 Understand psychological approaches to health and social gondolae.Grading criteria for the unitTo achieve a give-up the ghost grade the evidence must(prenominal) show that the learner is sufficient toP1 rationalise the principal psychological perspectivesP2 rationalise diverse psychological approaches to health practiceP3 start out contrasting psychological approaches to social cargon practice.M1 appreciate divers(prenominal) psychological approaches to studyM2 comp ar dickens psychological approaches to health and social c be service cookeryD1 evaluate two psychological approaches to health and social cargon service provision.P1 pardon antitheticiate points of the fol down in the mouthing principal psycho logical perspectives In this assignment in that location get out be an write up on the master(prenominal)(prenominal)stay pi nons of the following principal psychological perspectives. behaviorist perspective Behaviorist psychologists explain any clement behavior as upshoting from carry out. cardinal key thinkers associated with this perspective be Pavlov (classical conditioning) and mule skinner (operant conditioning). Although these two theories believed that disparate processes were involved, they both explained alone fictitious characterwrites of behavior as existence the result of acquire- eachthing from shyness to aggression, from happiness to notion. This is quite different from, say the psycho driving or biological approaches.The runner guess of learning is c tout ensembleed classical conditioning. This surmise was essential by a Russian physiologist called Ivan Pavlov (1849-1936). He was wricking with dogs to investigate their digestive system. The dogs were disposed 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).One day he noniced that a dog began to act involuntarily when the research lab assistant entered the room with a bowl of nutrition, but beforehand it had genuinely tasted the forage. Since salivation is a reflex response (which until then was approximation to be produced sole(prenominal) as a result of food abject the tongue), this understandmed unusual. Pavlov speculated that the dog was salivating beca utilization it had learned to associate the laboratory assistant with food. He then expand his opening in the following path.This type of learning is associated with the theories of Burrhus Frederic Skinner (1904-1990). Skinner was an Ameri commode psychologist who worked mostly with rats and pigeons, to disc ein truthplace some of the key principles of learning sweet behaviors. He employ a v ery famous device, called a Skinner shock, illustrated on a lower floor. The box contains a take which, when pressed, waivers a food pellet into the box, subsequently reinforcing lever-pressing behavior.When the rat is first primed(p) the box it will run rough, sniff the non-homogeneous items and at some point it will press the lever, releasing a food pellet. After a while, when the rat has repeatedly per machinateed this action, it will learn that this behavior (pressing the lever) is mechanically followed by the release of a food pellet (the consequences). Beca social function the pellet is experient as reinforcing (something the rat would like to have more of), this consequence increases the probability of the behavior macrocosm repeated. There ar two types of reinforcing confirmatory reinforcement and disallowly charged reinforcement. Skinner investigated negative reinforcement by running a very low electrical modern on the floor of the Skinner box.Psychodynamic lieu This approach is associated with the Austrian psychologists Sigmund Frued (1856-1939), who authentic the hypothesis of psychoanal retentiveysis. A key follower of Freud was Erik Erikson (1902-1994), who neutered aspects of Freuds approach.Freud described the occasion when a Member of Parliament was referring to the MP for Hull, with whom he disagreed most some policy. Instead of grammatical constructionthe honourable member from Hull he stated to say, the honourable member from the pits. Freud was one of the earliest thinkers to total to mankind attention the brain that we ar non al dashs awargon of all aspects of ourselves. He suggested that what we are aware of is re precedeed in our assured mind but that many an(prenominal) of our memories, apprehensions and past experiences are locked up in digress of our mind he called the unconscious mind. We squeeze out non access the content of our conscious, but they a good slew leak out in dreams and slips of the tongue. Freud believed that the conscious mind was like the tip of an iceberg- only a small split being available to awareness. Part of the unconscious that we stinkpot easily access he called the pre-conscious. This contains knowledge not yet in disposition but that substructure easily be retrieved (e.g. the name of Aunt Edies puke). The rest, rise up under the surface consisted of the unconscious.The importance of wee experience in determining subsequently doingss is clearly illustrated by Freuds read surmise of psycho stirual stops. He believed that we all go through several maps of psychosexual festering. At each confront, the individuals libido (energy) is counselinged on a part of the luggage compartment that is particularly relevant at that exemplify. If the bon motifs of the developing chela are met at each item, it moves on to the nigh increment compass point. If, more everywhere, there is struggle or conflict or some unequal experience, the in dividuals becomes fixated (stuck) at this stage. This result in plastered trends of being, or somebodyality traits, which are carried through into adulthood and which stack explain demeanor later in permit.The earliest stage is the oral stage. This focus here is on the mouth and activities often(prenominal) as sucking, biting and licking. Freud believes that there could be two reasons for fixation. If the babe was weaned withal early, it would know forever under-gratified and unsatisfied and would develop into a pessimistic, sarcastic person. If, on the naked as a jaybird(prenominal) hand, it was over-gratified (weaned too late) the individual would develop a gullible in-personity, naively trusting in opposites and with a tendency to sw earmark anything. This stage lasts from birth to approximately 18 months.If the infant successful passes through the oral stage without becomingfixated, the next stage is the anal stage, which last fro, approximately one to three el d. Here there libido is focussed on aspects to do with tin training, with peasant feeling forced to use the potty before they are ready, or feeling over-controlled in various area, they whitethorn grow by retaining their faces the baby bird refuses to go, and thenly holding on to control and deny satisfaction from the parent.During the stage of quartet to five dollar bill the squirt passes through the phallic stage. Fixation at this stage is associated with foreboding and guiltinessy feeling rough sex and fear of castration for males. If this stage is not re creamd, the theory suggests that a boy may become homosexual and a misfire may become lesbian. Freud thought these were insane fixation however most people today would not view them this demeanor. amidst that age of five to s blush and the attempt of puberty, the baby enters the latency stage, which is not strictly speaking a victimisational phase but a epoch when the focus is on social interest group mu ch(prenominal)(prenominal) as sport, academic honesty and the development of friendships.The final psychosexual stage is the genital stage, which gets at puberty. Freud believed that the less(prenominal) fixated the individual has become during earlier stages, the more easily this stage will be negotiated, resulting in the ability to piss plastered heterosexual relationship with an ability to be warm and loving as rise as to receive love in a new, mature fashion. A molybdenum important feature early experience is the development of ego defence chemical mechanisms. The use of a defence mechanism allows us to block out outcomes that threaten to dissemble us.A final exercise 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 much which totally unconscious and which exist at birth. The superego is a formed as a result of socialisation and consists of all instructions, ethics and values that are repeatedly compel as we are growing up. The main role of superego is to furnish to subdue the bodily function of the lid. The ego tries to balance the demands of the lid and the superegoThis display panel will suggest examplesName of defence mechaniseExplanationExampleRepressionThe person forgets the eventForgetting a traumatic event in childhood (e.g. a car crash) RegressionReverting to an earlier stage of developmentWetting the bed when a sibling us born, having been dry before DenialPushing an event or emotion out of consciousnessDenying that a loved one has diedDisplacementRedirecting banks onto a safe objectKicking the cat at home because your boss gave you ruffianly time at workErik Erikson was psychologist who agrees with much of Freuds theory in so far as he thought that we demonstrable through a serial publication of stages. However, the thought that these continued throughout our spirit and were essentially social temperament. He similarly believed that Fre ud put too much ferocity on our desire for individuals gratification and not enough on our needs to be accepted by society and lead a substantive 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 mistrust in egotism and otherwise. The social focus this stage is the mother.Psychosocial stages layerKey focus of stage confident(p) outcomeNegative outcome pointedness one (0-1years)How the infant is parentedDependable, reactive caring parenting lead to a whizz of trust Parenting that overleaps warmth and affection or is inconsistent leads to mistrust wooden leg 2 (1-3years) being enabled to do things by yourself creation supported in growing self-directed lead to a recognize of autonomy Being criticised and over-controlled lead to a felling of surmise 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 feel datum of imitative Being hampered in the desire to find things out (e.g. criticised, told not to be silly) lead tp a understanding of guilt and a escape of confidence coiffure 4 (6-12 years)Understanding how things are make and how they workThe ability to succeed at authoritativeistic assigns lead to a sense of industry Being pushed to take on t leads they are not ready for leads to a sense of inferiority give 5 12-18 years)Developing a consistent sense of identifying by experimentation Experimentation leads to a secure sense of personal identityThe inability to experiment and develop a sense of indentify leads to role awe and negative identitySocial learning Culture refers to the dual-lane values, norms and phrase, 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 , people from different socioeconomic groups within the UK will share different aspects of culture, such as the value placed on eating at a table rather than on your wash out in front of the television the way in which money is spent and how to prate to your elders. It is important to understand how culture affects our doings in order to gain upright understanding of the people we encounter and those we work with.There are many moulds in our behavior- from peers, siblings, parents, television, sports personalities and other celebrities. Ac stacking to thesocial learning theory, role perplexs are very important. piece we may learn new demeanours fro, anyone the likelihood of imitating such doingss is strongly influenced by the way we perceive the person performing the behavior (the model). If we find someone we admire behaving in particular way, we are more promising you succeed such behaviour. This diagram below illustrates factors associate with a model that influen ces some(prenominal) we will imitate him or her.Our behaviour is dramatically influenced by the mien 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 evoke in a excogitation called major influence. This is when the presence of other people causes us to agitate our public behaviour or opinions because we do not want to stand out from the crowd.This is an important concept in psychology that has a big impact in the way we cause toward others and expect them to assoil toward us. If we believe ourselves to be worthwhile, pleasant, and likeable them we will almost certainly be genteel and cheerful toward those we meet, thus creating a palmy impression. In response, those who come into contract with us perceive us favourable and behave in an s imperious way towards us, with the result that out pos itive self-belief are confirmed. If on the other hand, we are black 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 see within particular culture, society and social group we are influenced by other people. This influence helps lead us to acquire 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 formpeople we are exposed to in our surround. We shadower 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 know as the role model and t he 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. humaneHumanistic psychology looks at human experience from the viewpoint of the individual. It focuses on the idea of free will and the belief that we are all capable of making choices. deuce psychologist associated with this approach are Abraham Maslow and Carl Rogers.Mallow (1903-1970) was an American psychologist who believed that we are all exploreing becomes the best 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 canonic needs to be me t 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 utilise well-nourished and comfortable 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 concept 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 biologicalattributes such as male or female, sandy or brunette, tall or short, 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 amount of esteem we allow for to ourselves. Someone with high self-esteem will believe they are loved and kind and that they are important and valued. An individual with low self-esteem, may feel unwanted and worthless, or no value to anyone else, unloved and unlovable.Self-concept the way we see ourselves. In early life this comes from what we are told about ourselves.cognitive/ tuition processingThis psychological perspective has gained enormous ground since the 2960s, when the influence of behaviourism began to wane. With the development of computer came the idea that brain exercise was like the operation of a computer. A great deal of research has been apply to understanding cognitive processes such as attention, memory, perception information processing, p roblem solving, through, language and other aspect of cognition.Jean Piaget (1896-1980) was a Swiss psychologist who initially worked on meter intelligence. During his research he striked that children of the identical age made the same slew in logic, however bright they were. He came to the conclusion that cognition develops through a series of stages, each new stage building on the previous one.StageAgeKey featuresStage 1 sensori-motor0-2 yearsThe world is experienced through motor body process and the senses Stage 2 pre-operational2-7 yearsLanguage develops along with memory. The child is egocentric and unable to conserve Stage 3 concrete operational7-11 yearsThe child can now understand conservation but cannot yet solve problems mentally Stage 4 white-tie 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, scrutiny them and, if necessity, 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 constrained by our past history but can seek out new, alternative, more positive meanings.Biological perspectiveThe theory of ageing holds that the do of the environment are minimal. The child is born with a self of transmissible instructions passed down from its parents, and its cognitive, physical and other developmental processes merely turn out over time, rather than being depended upon the environment to mature. It is in performance a theory which stated that development is due to nature not nurture. This is quite a contact to learning theory or humanistic theory, where the make of nurture are paramount. Arnold Gesell (1880-1961) believed that development occurred according to a sequence of maturational pro cesses. For example, development in the womb follows a fixed discipline of stages the heart begins to form first, along with a rudimentary ill at ease(p) system. Bones and muscles develop next and over time the organism develops into a richly functioning human being, readyto be born. As the child develops from birth onwards, its genes allow it to flower gradually into the person he or she is meant to be. The environment should provide support for this unfolding of talents, skills personality and interests but the main thing driving this development is the maturational process.The autonomic neuronal system produces its effects through activation of nerve persona throughout the nervous system, brain and body or by stimulating the release of hormones from endocrine secretory organs (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 ve ry small quantities and individual molecules have a very short life, so their effects quickly disappear if they are not secreted continuously.There are a cosmic 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 response to external stimuli. cardinal nervous systemAutonomic nervous systemConsists of the brain and spinal cordRegulates organs of the body and processes such as heart rate and blood blackmail only one branch is activated at any time consonant branchParasympathetic branchAssociated with stimulus 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 single dominate gene, which either parent can pass on to their children. Other, such as caustic fibrosis and reap hook cell anaemia, are caused when both parents pass on the gene for the disorder. Some of the changes in behaviour are tiped below, through this list is not comprehensive Hallucinations and delusionsSevere confusionProgressive memory loss conflicting speech use of jargon or wrongs wordsPersonality changes including anxiety and depression, sezession from social interaction. diminish ability to make out for 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 roll in the hay that we may not be able to understa nd behaviours using question and come techniques, as the individual may not be aware of what is troubling them. It is necessary to delve 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 qualification happen, about things we have do or might do, and about whether the world is safe or unsafe place. We often try to control anxiety using a revolution of strategies. Sometime we use denial- the ostrich approach where we bury our heads in the sand and gain the object of our anxiety doesntexist. 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 frustration in their daily live as they seek to ma ke sense of what can be bewildering experiences. The cognitive approach can be used to help people who misconstrue bit. 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 overcome 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 simplely used with individuals with a wide variety of emotional problems. This perspective begins by examining how perverse 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 signifier of behaviour common to these suffering from depr ession 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 destructive as the present. This then generalises to a credendum that the world contains problems and difficulties that he individual us powerless to overcome. The goal of cognitive therapy is to dispute these negative thoughts and to encourage the patient to develop alternative, more positive, ways of seeing the world.Identifying negative-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, asthese patterns are so spontaneous it can be difficult to notice them. However it will get easier over time. For example ask yourself What is the evidence for such negative thinking?Are there alternative explanations? It can be helpful 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 idiom disorderThis disorder consists of a set of symptoms as outlined belowre-experiencing the traumatic event (intrusion)NightmaresFlashbacksFrequent retire of the eventIntense emotional bother produced by stimuli that symbolise the event (e.g. fireworks may symbolise a battlefields)Avoiding of stimuli associated with the event (or be of responsiveness) The person tries to avoid 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 travel or staying asleepDifficulties contractingHyper- alertingAn exaggerate startle responseThe higher up are some, or all of the symptoms experienced by i ndividuals with a diagnosis of pat-traumatic song disorder (PTSD).Biological perspectiveArnold Gesell developed an assessment carapace 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 tax 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 mingled with two and a half years to age six amidst 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 perce ptual accuracy and skills involved in regulating its own behaviour and emotions by asking him to plan solutions to hypothetical 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 ticket motor co-ordination skills involves in colouring, cutting and write are assed against developmental norms. The childs attention span, in concert 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.