Week 7 Flashcards
What is a refugee
A person who has been forced to leave their country of citizenship in order to escape:
War
Natural disaster
Persecution for reasons of race, religion, nationality, membership of a particular social group or politics
Public opinion shifted
In 1905 the ‘alien act’ ended the liberal attitude of welcoming refugees into britain
Asylum seeker
A person who has left their country of origin and applied for asylum in another country but whose application has not yet been concluded
Also a person who is not legally allowed to work and a person who’s benefit entitlement is only £39.63 Per week
What is an undocumented migrant
A person who enters or stays in the UK without the necessary documentation required under immigration regulations
It may be a person who has been trafficked into the country
It may be someone who has not yet received legal advice about their claim to asylum
it may be someone who has outstayed their visa
Moral reasoning
Any time we think about why something is the right or wrong thing to do we engage in moral reasoning
Doctors who can reason morally are better doctors
-better clinical performance
-fewer malpractice claims
Kohlberg’s stages of moral development
Stage 1: authority- punishment
Stage 2: egoistic exchange
Stage 3: “being good” (interpersonal conformity)
Stage 4: societal maintenance
Stage 5: the greatest good
Stage 6: commitment to ethical principles
Kohlbergs model expansion of earlier work by Piaget, developmental model this can be lifelong, the principle concern is justice and ‘justice reasoning’ is seen as pinnacle
Care ethics
Ultimate ethic is about meeting human need
‘This is the right thing to do because it fulfills the needs of this person’
Reductionist
Ignore the complexity of the situation reducing the complex human framework to something easy to work with
Applies abstract principles without much regard for the specifics of detail of the context
Is principally concerned with what is right- not really the downstream, longer term consequences
Fundamentally rights are competing- this is by nature an adversarial system there is the assumption that one individual must ‘win’ and that there will be a cost to be borne by others
The care response
Orientated arounds the needs of the wife and that these are ongoing
Not concerned with whether specific acts can be justified but with the ongoing, evolving situation
Seen this as part of an unfolding narrative where all are held in a web of relationships which need to be sustained in the longer term
Wiling to come up with a novel solution other then the two offered in order to achieve this- rejects a reductionist view of the situation
What is right depends on sacrifices what is right is what best meets the needs of everyone involved
A different worldview
Both justice and care are humanist in their derivation
Justice orients more around human rights care around human needs
Care ethics presents a completely different vision of what is an ethical society
Although care ethics was not described until the 1970s theres a clear care ethics element in the NHS constitution- concept of clinical need
Care itself has ethical value
Caring relationships have ethical import
Humanistic care
Attitudes and behaviour that demonstrate interest in and respect for patients psychological, social, spiritual concerns and values
Whole person care
Respect for peoples intrinsic value
Considering others perspectives
Suspending judgement
Recognising universality- finding common ground humility in the face of shared humanity
Relational focus
What are the legal entitlements of refugees
Become a citizen of the UK and have the same entitlements as every other citizen
Once granted refugee status have 28 days before eviction for asylum accomodation
Granted ‘leave to remain’ for 5 years
What do children develop
Cognitive: psychomotor skills, perception, memory, language, reasoning
Social: attachments, how to behave/rules, relationship, peer friendships
How do children develop
Piaget: developmental biologist, keen to understand how children see the world, children progress through a series of fixed stages, stages appear related to brain growth, brain not fully developed until late adolescence (males later)
Erikson: ascribed ‘psychological’ rather than ‘sexual’ stages of development, each stage has a normative crisis struggle 2 conflicting personalities, based on own observations and clinical practice
Vygotsky: emphasises social and cultural influences, microgenetic, ontogenic, phylogenetic and sociohistorical, tools of intellectual adaptation, zone of proximal development scaffolding guided participation
Birth-2 years
Cognitive: sensorimotor: acquire knowledge through sensory experiences and motor activity, changes from babies who respond through reflexes into goal orientated toddlers, process of 6 sub stages 0-2 years
Social:
0-1 years: trust vs mistrust, primary social is interaction with mother, trust in life sustaining care
1-2 years: autonomy vs shame & doubt, primary social interaction with parents, toilet training, holding on and letting go, the beginnings of autonomous will
2-7 years
Preoperational: aware only of immediate environment, thought remains empirical rather than logical, development of locomotion. Cannot generalise from one experience to another, differentiate poorly btw selves and outsides world, dont spontaneously conceptualise the internal parts of body, magical thinking-people have power over others, confuse physical and psychological causes of illness, developing language skills, dont understand permanence of death
3-5 initiative vs guilt: primary social interaction is nuclear family, start of ‘oedipal’ feelings, development of conscience as governor of initiative, identifies with own gender, enjoys group play
7-12 years
6-puberty: industry vs inferiority: primary social is interaction outside home, enjoys peer relationships of Same gender, impressed by older role models, learns behaviours from parents, peers, role models
Concrete operations: emergence of clear differentiation btw self and others, understand more than one dimension of situation, can still only understand phenomena from real world and not hypothetical situations
Age 12+ (at earliest)
Formal operations: begin to think hypothetically and abstractly, fill in gaps in their knowledge with generalisations from prior experiences, differentiate selves from external world
Adolescence: identity vs role confusion: primary interaction with peers/ heterosexual relations, identity crisis, consolidation from previous stages into coherent sense of self, orientated towards present rather than future, preoccupied with self presentation, physical maturity, initial sexual intimacy and self exploration, distancing from family, make own decisions etc
Early adulthood
Intimacy vs isolation: primary social interaction intimate relationships
Middle age
Generatively vs stagnation: primary social concern is establishing and guiding future generations
Old age
Integrity vs despair: primary social concern is a reflective one: coming to terms with ones place in the world and with relationships with others
Reasons for variation in development
Individual differences
Environmental factors
Developmental or congenital disorders
What to look for- problems with development
At any age- loss of skills or language
Up to 24 months: by 12 months no babble or gesture, by 18 no single words, by 24 no two spontaneous words
By 2 &3 years onwards: communication problems, lack of poor eye contact, extreme emotional reactions and aggression, over or under sensitivity to stimuli
Precocious puberty
Pubic hair or genital enlargement in boys with onset before 9.5 years, breast development in boys before appearance of pubic hair and testicular enlargement
Pubic hair before 8 or breast development in girls with onset before 7, menstruation in girls before 10
When puberty occurs too early
Hypothalamus signals the pituitary gland to release hormones that stimulate ovaries or testicles to make sex hormones
Induces early bone maturation and reduce eventual adult height, emotional and social consequences, can be harmful to children who are mature physically at a time when they’re immature mentally, develop a sex drive inappropriate for their age, could indicate presence of a tumour
Adolescence
Chronological age often used as marker-WHO= 10 years
Marked by onset puberty: attainment of reproductive maturity (primary), secondary sexual characteristics
Period of numerous hormonal changes
Dramatic physical and psychological changes
Continued brain development until late adolescence - connections between neurons not complete
Increasing independence and sexual curiosity
Puberty
Biological event- growth spurt
-boys-significant increase in muscle tissue
-girls- significant increase in fatty tissue
Typically starts earlier in girls
First period and first ejaculation definite markers
Biological reproductive maturity reached in teens sleep longer
Social and intellectual maturity takes longer
Early puberty
Breast cancer risk
Later maturing girls taller thinner
Why interested in adolescence health
Unhealthy behaviours predict later development of disease
Healthy behaviours initiated in childhood/ adolescence are likely to be maintained in adulthood
Adolescent risk taking behaviours tend to cluster
Aggression
Is a reasonably stable attribute for males and females
Children’s aggression can be reduced by creating play environments that are not aggressive
By using behaviour control procedures like time out and incompatible response technique
