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

Overview of the wholeThis unit highlights the diverse mental perspectives and encourages learners to apply these approaches to the study of health and companionable c be. The value of mental studies to the reason of health and societal c are will besides be examined.Learners will initi from each oney consider the meaning of the term theories in the context of psychology, and will begin to appreciate the revolution of psychological theories as they progress through the unit. Learners will examine the headliner psychological perspectives and then apply them to the health and amicable care sectors to gain imageing of the potential value of psychology in these sectors.On completion of this unit learners will arouse considered the psychological approach to studying health and fond care. The unit encourages reflection, and will be expensive to those learners intending to work with people in a caring capacity.Look to a greater extentsleep deprivation solution essay culture out beginsOn completion of this unit a learner should1 Understand psychological perspectives2 Understand psychological approaches to health and companionable care.Grading criteria for the unitTo achieve a pass grade the evidence must show that the learner is able toP1 explain the principal psychological perspectivesP2 explain divergent psychological approaches to health practiceP3 explain different psychological approaches to social care practice.M1 assess different psychological approaches to studyM2 compare two psychological approaches to health and social care service provisionD1 evaluate two psychological approaches to health and social care service provision.P1 Explain key points of the following principal psychological perspectives In this assignment there will be an explanation on the key pinots of the following principal psychological perspectives.Behaviourist perspective airist psychologists explain all human behavior as resulting from have a bun in the oven. Two key thinkers associated with this perspective are Pavlov (classical conditioning) and skinner (operant conditioning). Although these two theories believed that different processes were involved, they both explained all types of behavior as creation the result of learning-everything from shyness to aggression, from happiness to depression. This is kinda different from, say the psychodynamic or biological approaches.The first supposition of learning is called classical conditioning. This surmise was authentic by a Russian physiologist called Ivan Pavlov (1849-1936). He was working with docks to investigate their digestive system. The dogs were attached to a harness, as sh own opposite, and Pavlov attached monitors to their stomach and mouths so he could measure the rate of salivation(production of saliva).One day he noticed that a dog began to salivate when the laboratory assistant entered the room with a bowl of food, simply before it had actually tasted the food. Since salivatio n is a reflex response (which until then was thought to be produced only as a result of food touching the tongue), this seemed unusual. Pavlov speculated that the dog was salivating because it had learned to associate the laboratory assistant with food. He then developed his theory in the following focussing.This type of learning is associated with the theories of Burrhus Frederic Skinner (1904-1990). Skinner was an Ameri tummy psychologist who worked mostly with rats and pigeons, to disc over some(a) of the key principles of learning new behaviors. He used a very famous device, called a Skinner box, illustrated below. The box contains a level which, when pressed, releases a food pellet into the box, gum olibanum reinforcing lever-pressing behavior.When the rat is first placed the box it will run around, sniff the various items and at some point it will press the lever, releasing a food pellet. After a while, when the rat has repeatedly per organise this action, it will learn that this behavior (pressing the lever) is automatically followed by the release of a food pellet (the consequences). Because the pellet is knowledged as reinforcing (something the rat would care to have more of), this consequence increases the prob capability of the behavior being repeated. There are two types of reinforcing positive reinforcement and oppose reinforcement. Skinner investigated negative reinforcement by running a very low galvanizing current on the floor 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 depict the occasion when a Member of Parliament was referring to the MP for Hull, with whom he disagreed round some policy. Instead of sayingthe honourable member from Hull he declared to say, the honourable member from Hell. Freud was atomic number 53 of the earliest thinkers to bring to public attention the idea that we are not al musical modes aware of all aspects of ourselves. He suggested that what we are aware of is represented in our conscious musical theme precisely that many of our memories, shades and past experiences are locked up in part of our mind he called the unconscious mind. We finishnot access the content of our conscious, but they often leak out in dreams and slips of the tongue. Freud believed that the conscious mind was like the tip of an iceberg- only a refined part being available to awareness. Part of the unconscious that we can easily access he called the pre-conscious. This contains information not yet in consciousness but that can easily be retrieved (e.g. the name of Aunt Edies cat). The rest, well under the surface consisted of the unconscious.The importance of early experience in determining afterward behaviours is clearly illustrated by Freuds suppuration theory of psychosexual maps. He believed that we all go through several stages of psychosexual development. At apiece stage, the singulars libido (energy) is focalizeed on a part of the body that is particularly relevant at that stage. If the needs of the developing child are met at each stage, it moves on to the next development stage. If, however, there is struggle or conflict or some unsatisfactory experience, the somebodys ferments fixated (stuck) at this stage. This result in certain(a) ways of being, or soulfulnessality traits, which are carried through into adulthood and which can explain behaviour later in life.The earliest stage is the oral stage. This focus here is on the mouth and activities such as sucking, biting and licking. Freud believes that there could be two reasons for fixation. If the infant was weaned too early, it would disembodied spirit forever under-gratified and ungratified and would develop into a pessimistic, sarcastic soulfulness. If, on the another(prenominal) hand, it was over-gratified (weaned too late) the individual would develop a gullible personality, naively trusting in others and with a aspiration to swallow 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 days. Here there libido is focussed on aspects to do with deal training, with child feeling forced to use the potty before they are ready, or feeling over- compriseled in various area, they may rebel by retaining their faces the child refuses to go, thus holding on to control and withholding satisfaction from the parent.During the stage of four to five the child passes through the phallic stage. Fixation at this stage is associated with fretfulness and guilty feeling almost sex and fear of castration for males. If this stage is not resolved, the theory suggests that a boy may become homosexual and a girl ma y become lesbian. Freud thought these were abnormal fixation however most people today would not view them this way.Between that age of five to seven and the infringement of puberty, the child enters the latency stage, which is not strictly speaking a developmental phase but a time when the focus is on social pursuit such as sport, academic ex boothence 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 earlier stages, the more easily this stage will be negotiated, resulting in the ability to form strong heterosexual relationship with an ability to be limber up and loving as well as to receive love in a new, mature fashion. A second grave feature early experience is the development of ego defence mechanisms. The use of a defence mechanism allows us to block out events that threaten to overwhelm us.A final curve is that of the mind. Freud suggested tha t 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, morals and values that are repeatedly enforced as we are growing up. The main spot of superego is to try to subdue the activity of the lid. The ego tries to balance the demands of the lid and the superegoThis table 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 be intimate when a sibling us born, having been dry before DenialPushing an event or emotion out of consciousnessDenying that a loved one has diedDisplacementRedirecting desires onto a safe objectKicking the cat at home because your boss gave you hard time at workErik Erikson was psychologist who agrees wit h 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 full on our needs to be accepted by society and lead 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 mistrust in self and other. The social focus this stage is the mother.Psychosocial stages mapKey focus of stagePositive outcomeNegative outcomeStage one (0-1 age)How the infant is parentedDependable, antiphonal caring parenting lead to a sense of trust Parenting that lacks warmth and affection or is inconsistent leads to mistrust Stage 2 (1-3years)Being enabled to do things by yourselfBeing supported in growing indepe ndent lead to a sense of autonomy 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 counterfeit 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 confidence Stage 4 (6-12 years)Understanding how things are made and how they workThe ability to succeed at realistic t asks lead to a sense of industry Being pushed to take on tasks they are not ready for leads to a sense of inferiority Stage 5 12-18 years)Developing a consistent sense of identifying by experiment Experimentation leads to a secure sense of identityThe inability to experiment and develop a sense of indentify leads to role surprise and negative identity companionable learning Culture refers to the shared values, norms and words, customer and practise of a group. Although we tend to thin k 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 lap in front of the television the way in which money is spent and how to talk to your elders. It is important to infer how culture affects our behaviour in order to gain full understanding of the people we encounter and those we work with.There are many influences in our behaviour- from peers, siblings, parents, television, sports personalities and other celebrities. According to thesocial learning theory, role models are very important. While we may learn new behaviours fro, anyone the likelihood of imitating such behaviours is strongly influenced by the way we perceive the person performing the behaviour (the model). If we observe someone we admire behaving in particular way, we are more likely yo u 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 demonstrated than in the experiments conducted in the 1950s by social psychologist Solomon Asch. He was interested in a concept 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 concept in psychology that has a big impact in the way we behave toward others and express them to behave toward us. If we believe ourselves to be worthwhile, pleasant, and likeable them we will almost certainly be polite and cheerful toward those we meet, thus creating a favourable impression. In response, those who come into contract with us per ceive us favourable and behave in an s positive 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(a) within particular culture, society and social group we are influenced by other people. This influence suspensors lead us to adopt 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 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 th e 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 punished 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 free 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 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 n eeds, in which he explained that every human being requires certain basic needs to be met before they can approach the next level.As the diagram shown, Maslow believed they until our basic physiologic needs ate meet we will focus all our energies on getting them met and not begin or progress further. When we are well-housed well-fed and booming 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, blond 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 i nternalise 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 check to ourselves. Someone 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 fruitless, 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/information 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 activity was like the operation of a computer. A great deal of research has been devoted to understanding cognitive pr ocesses such as attention, memory, 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 alike age made the same mistake 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 activity 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 4formal operational11+The child cannot use abstract thoughts and represent problems mentallyGeorge Kelly (1905-1966) developed a unique psychological theory known as th e 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 constrained by our past history but can seek out new, alternative, more positive meanings.Biological perspectiveThe theory of maturation holds that the effects of the environment are minimal. The child is born with a self of genetic instructions passed down from its parents, and its cognitive, physical and other developmental processes only if 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 contact 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 neural system. Bones and muscles develop next and over time the organism develops into a fully 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 nervous system produces its effects through activation of nerve fibre throughout the nervous system, brain and body or by stimulating the release of hormones from endocrinal 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. Th ey 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 synchronize 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.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 break 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 Hunting tons disease, are caused by a single 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 lossInappropriate speech use of jargon or wrongs wordsPersonality changes including anxiety and depression, withdrawal from social interaction. Decreased ability to care 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 recognise that we may not be able to understan d behaviours using question and answer 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 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 variety of strategies. Sometime we use denial- the ostrich approach where we bury our heads in the sand and pretend 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 licking in their daily live as they seek to make sense of w hat 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 widely 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 helpful approach to understanding depression, known as cognitive behaviour therapy. The pattern 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 sentence 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 negative-irrational/distorted thinkingThis can be done by keeping a diary and recording every instance of negative thinking and the feelings that follow. ab initio this can be difficult, asthese 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 helpful to think how others would response or ask the m 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 stress disorderThis disorder consists of a set of symptoms as outlined belowRe-experiencing the traumatic event (intrusion)NightmaresFlashbacksFrequent recall of the eventIntense emotional upset produced by stimuli that symbolize the event (e.g. fireworks may symbolise a battlefields)Avoiding of stimuli associated with the event (or numbering 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 falling or staying asleepDifficulties contractingHyper- VigilanceAn exaggerate startle responseThe above are some, or all of the symptoms experienced by individuals with a diagnosis of pat-tra umatic 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 tons 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 it s 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 fine motor co-ordination skills involves in colouring, cutting and handwriting are assed against 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.