Health and Social Care > y13 Understanding Human Behaviour > Flashcards
y13 Understanding Human Behaviour Flashcards
Name the theorists from the Social Learning Theory Perspective
Latane, Bandura and Tajfel
Name 2 theorists from the humanist perspective
Maslow and Rogers
Name the theorist that studied deprivation
Bowlby
Name 2 feral child studies
Genie and Victor
Name the 2 main psychologists from the Biological perspective
Eysenck and Cattel
Name the 2 Psychologists from the Psychodynamic perspective.
Freud and Erickson
Name the 2 theorists from the behaviourist perspective
Skinner and Pavlov
Name 2 theorists from the constructivist perspective
Piaget and Vygotsky
What is a chromosome?
This is a thread like structure found in the cell nucleus containing DNA which is coiled as a double helix structure.
What is DNA?
Deoxyribonucleic Acid - it contains a persons genetic information and is found on chromosomes in the nucleus of a cell.
What are the life stages?
- infancy;
- childhood;
- adolescence;
- adulthood;
- later adulthood.
What are the socio-economic influences that could affect a persons development?
family, education, housing, culture, access to health services, nutrition, income differences;
What are the influences of the physical environment that could affect development?
water pollution, air pollution, noise pollution; housing conditions/location, flooding, hygiene;
What are the psychological influences that could affect development?
self concept, concept of others, fear, phobias, anxiety.
What care settings could be used in the exam for a case study?
- pre-schools;
- schools;
- nurseries;
- childminding services;
- children’s centres;
- day-care centres;
- support day-care centres;
- residential homes;
- hospices;
- respite care;
- foster care;
- nursing homes;
- children’s homes.
What genetic influence conditions could be in the exam?
Cystic fibrosis, Down’s Syndrome, Tourette’s Syndrome, haemophilia, Huntington’s disease, susceptibility to cancers and heart disease;
Identify one theorist from the constructivist perspective. Outline two features of their theory. (5)
One mark for a correct response from: Piaget or Vygotsky (Pick Vygotsky as this is the one you have been taught).
Two marks for each feature outlined (two required)
Vygotsky:
-emphasises social interaction and language
- importance of adults/more knowledgeable others
- social processes shape language which is necessary for developing ideas
- zone of proximal development – what a child can do/understand on their own compared to what they can do/understand with help
- ‘self-talk’ aids development of understanding during play
- understanding becomes internalised and thus child’s sphere of knowledge/understanding/ability develops
Use theory from the constructivist perspective to explain how a childminder could contribute to a child’s intellectual development. (15)
Level 4: 13 – 15 marks
Candidate demonstrates a high level of understanding of the constructivist perspective giving a detailed explanation of at least two ways a child minder could use the perspective to contribute to a child’s intellectual development. The answer has a clearly defined structure with a logical approach which fully addresses the focus of the question. Appropriate health, social care and early years terminology is used confidently and accurately. There are few, if any, errors of grammar, punctuation and spelling.
Vygotsky
- The main role of child minder is to interact with child during play to aid learning.
- demonstration/ explanation important to extend understanding.
- opportunities for play can be structured.
- variety of experiences important discussion and use of language / explanation.
- extend child’s understanding by providing experiences beyond current level - ZPD
-may be range of ages being cared for – opportunities for ‘more knowledgeable other’
+ any other appropriate comment
Explain how the biological and behavioural perspectives relate to the development of an
individual’s personality. (13)
Level 3: 10 – 13 marks
Candidate gives a detailed explanation using suitable examples from both biological and behavioural perspectives, demonstrating a high level of understanding of the ways in which aspects of the two perspectives may interact to both affect the development of personality. The answer is in a planned and logical sequence with health, social care and early years terminology used accurately. Sentences and paragraphs are for the most part relevant and address the focus of the question. There are few errors of grammar, punctuation and spelling.
Biological perspective:
-personality is determined by your genes
-pre-determined/set at birth
-inherited from parents
-trait theories from Eysenck and
Cattell
-relates to the ‘nature’ side of the debate (genetics)
Behavioural perspective:
- personality is learned as a direct result of experiences
- behaviour is ‘reinforced’ and so can determine personality
- personality is learned from parents/ parental attitudes
- personality develops and changes throughout life
- conditioning theories from Skinner and Pavlov
- relates to the ‘nurture’ side of the debate
Interaction of aspects of the two perspectives:
- inherited behaviours can be ‘extinguished’ through conditioning e.g. a loud/extrovert child can be taught to behave more quietly.
- individuals can learn to control ‘instinctive’ behaviours e.g. learning to manage aggression/’bad’ temper
- people can develop required behaviours e.g. ‘introverts’ developing skills to perform roles such as acting/teaching/giving presentations
- life experiences can change people – young people leaving home can become more confident/outgoing when living on their own or with friends.
Identify four socio-economic factors (other than access to health services) which could affect human development. (4)
Any four from: family education housing culture nutrition income differences
Explain why a person in later adulthood could have difficulty accessing health services. (8)
Candidate gives a detailed explanation of why a person in later adulthood might find it difficult to access health services, demonstrating clear understanding. The answer is in a planned and logical sequence with health, social care and early years terminology used accurately. Sentences and paragraphs are for the most part relevant and address the focus of he question. There may be occasional errors of grammar, punctuation and spelling.
-Difficulties in accessing health services in later adulthood;
transport difficulties – cost of/no public transport, no car, cannot drive.
- mobility difficulties – unable to walk far, can’t manage stairs/steps, cannot get to ‘town centre’ services such as opticians
- lack of awareness of need to seek help/advice – put problems down to ‘just getting old’
- lack of motivation /‘too much effort’ – can’t be bothered to attend appointments/screening etc
- lack of confidence in services available – because of previous experiences.
- do not want treatment/ think they might not get treatment - because of their age, don’t want to have to explain their reasons
- worried that there may be costs involved – e.g dentists, opticians memory loss/dementia – forgetting appointments etc
+ any other appropriate reasons
Discuss possible effects of poor hygiene in a day care centre on both the people who work there and the people who use the day care services. (8)
Level 3: 7 – 8 marks
Candidate gives a detailed discussion of at least two possible effects of poor hygiene in a day care centre demonstrating clear understanding. Both clients and others working at/visiting the centre are mentioned. The answer is in a planned and logical sequence with health, social care and early years terminology used accurately. Sentences and paragraphs are for the most part relevant and address the focus of the question. There may be occasional errors of grammar, punctuation and spelling.
Effects of poor hygiene in a day care centre:
- spread of infection amongst clients/staff – respiratory conditions/colds etc
- food poisoning/stomach upsets/sickness and diarrhoea
- illnesses might become more serious if clients are very young/elderly/vulnerable/frail illness amongst the staff leading to them taking time off work
- closure of the centre/effects on clients
-failure to meet environmental health requirements
possible prosecution of staff/volunteers
-feelings of guilt if clients become seriously ill
+ any other acceptable suggestion.
Outline two possible causes of anxiety in adolescence. (4)
For each cause:
One mark to be awarded for identification of a possible cause of anxiety in adolescence and one mark to be awarded for an outline of that cause. Answers may be expressed in terms either of why a particular issue might be a cause of anxiety, or how the issue might affect the adolescent, both approaches are acceptable.
Possible causes of anxiety in adolescence (two required):
- appearance/body image – too fat/thin/skin colour/hair texture etc
- friendships – have they got ‘real’ friends, loyalty, jealousy etc
- sexuality- gender issues/concerns, sexually active/ boyfriends/girlfriends etc
- relationships with parents- arguments/too strict/ lack of trust etc
-family issues/bereavement/divorce/ new relationships-creates uncertainty
education/exams – pressures of revision, plans for future etc
learning to drive – self-esteem, cost, fear of failure etc
- money/being able to afford entertainment/hobbies etc
- health/physical development – comparisons with peers, illnesses associated with stress
- bullying-name calling/cyber bullying/physical abuse
- alcohol use/misuse – keeping up with friends, addiction worries etc
- drug use/misuse – trouble with the police, addiction etc
+ any other appropriate suggestions
Use theory from the humanist perspective to analyse ways carers could minimise the anxiety experienced by an adolescent in foster care. (16)
Level 4: 13 – 16 marks
Candidate uses the humanist perspective to give a detailed analysis of at least two ways in which foster carers can minimise anxiety in adolescence, demonstrating a high level of understanding of the humanist perspective. The answer has a clearly defined structure with a logical approach which fully addresses the focus of the question. Appropriate health, social care and early years terminology is used confidently and accurately. There are few, if any, errors of grammar, punctuation and spelling.
Humanist perspective based on meeting needs:
- physiological needs to be met first – nutritious meals, sufficient sleep
- safety/security – reassure adolescent that foster carers will ‘stand by’ and support them
- sense of belonging/love – adolescent feels ‘one of the family’, included in activities, has own room/space
- self-esteem – adolescent praised/ supported/achievements recognised – emotional support given
- positive regard essential to support self esteem
- unconditional love needed
-practical support such as providing space/resources for study helps
reduce anxiety
+ any other appropriate suggestion.
Identify one theorist from the social learning perspective. Summarise their theory. (7)
Level 3: 6 – 7 marks
Candidate identifies an appropriate theorist, giving a clear summary of their theory and demonstrating good understanding. The answer is in a planned and logical sequence, using appropriate health, social care and early year’s terminology accurately. Sentences and paragraphs are relevant, with information presented in a balanced, logical and coherent manner. There will be few errors of grammar, punctuation and spelling.
Bandura:
-behaviour learned/developed through observation /imitation/copying
-importance of role models
child most likely to copy someone -they identify with - gender
- they look up to
- they want to be like
child most likely to copy behaviour which is
- rewarded
- easy to copy
- interesting/different
-rewards may be extrinsic or intrinsic/ tangible or intangible
vicarious reward as effective as direct reinforcement
Bobo doll experiments
Tajfel:
- behaviour changes to fit in with that of the group
- ‘in-groups’ and ‘out-groups’ – child tries to be identified with the ‘in- group’
- children need to ‘belong’, more likely to change behaviour
- less confident children more likely to conform
- experimental work involved allocating rewards on arbitrary basis to groups
Latane:
- individuals behave according to the majority child may behave differently in a group than when on own individuals put in less effort when in a group.
- individuals in a group more likely to wait to be told what to do, to follow others
-social impact leads to conformity and obedience
‘Kitty Genovese’ incident
Evaluate the usefulness of theory from the social learning perspective to practitioners in an early years setting (18)
Level 4: 15 – 18 marks
Candidate gives a detailed evaluation of the usefulness of theory in an early years setting,
demonstrating a high level of understanding. Ways in which the theory could be useful and reasons why it might not be useful are explained and a clear conclusion is drawn. The answer has a clearly defined structure, using appropriate health, social care and early year’s terminology accurately. Sentences and paragraphs are relevant and fully address the focus of the question. There will be few, if any, errors of grammar, punctuation or spelling.
Level 4 checklist- must include:
- Detailed evaluation of usefulness -High level of understanding
- Positive and negative (useful and not useful) ways explained
- Clear conclusion drawn.
Tajfel useful because:
- children want to conform to majority group
- easy to establish high expectations that children will behave well
- possible to organise groups of children to create cohesion within ‘in-group’.
- possible to create ‘social norms’ which children respond to
Tajfel not useful because:
- the behaviour of the majority may not be appropriate
- creation of ‘out-groups’ will create difficulties
- difficult to overcome social groups based on friendships established out of school
Latane useful because:
- children will follow the behaviour of the majority
- children want to conform to the expectations of staff
- easy to create ‘social norms’ of behaviour
- group activities encourage children to take part – useful to create learning opportunities
Latane not useful because:
-children may be reluctant to act on their own, rely on following the group
-may limit the potential of individuals
-difficult for individuals to show initiative
-creates difficulties for children who are different/don’t fit in
+ any other appropriate comment
Bandura useful because:
-adult likely to be a role model – children will copy required behaviour
-children respond positively to reward/praise – encourages good behaviour
-easy to identify and reward required behaviour – establishing ‘good manners’, sharing etc,
-important in group situations
wide range of suitable rewards possible – tangible e.g stickers, points, tokens or ‘intangible’ praise, smiles etc
-children want to please teacher- will behave ‘well’ in order to receive attention – useful for ‘group’ control
-children will copy other children who are praised/rewarded – builds up group expectations of ‘good behaviour’.
Bandura not useful because:
- children choose who they want to imitate – may prefer to copy a child who is ‘misbehaving’
- parents/primary carers may have a stronger influence than staff in the early years setting - child may imitate aggression etc seen at home.
- rewards must be used with care – avoid compliance through bribery
- ‘extrovert’/loud/lively children may generate more reward by behaving more appropriately - quiet, well- behaved children may miss out - seen as being unfair
Explain how one genetic condition could affect the physical development of an individual. (7)
Level 3 (6–7 marks) Candidate has used one appropriate genetic condition to explain the effects on physical development, demonstrating good understanding. The answer relates clearly to physical development. The answer is well structured using appropriate health, social care and early year terminology accurately. There are few, if any, errors of grammar, punctuation and spelling.
Cystic fibrosis
• sticky secretions of mucus clog the airways, leading to breathing difficulties, chest infections
• difficulty in conceiving in females, sterility in males
• very salty sweat
• physiotherapy needed daily to clear lungs
• digestive difficulties lead to inability to absorb
nutrients, ‘failure to thrive’
Haemophilia
- deficiency in blood protein ‘factor viii’ • poor blood clotting
- bruising
- inflammation of joints
- pain
Down’s Syndrome
- distinctive facial features
- poor muscle control of tongue • short stature
- heart defects common
Huntington’s disease
- physical effects not apparent until adulthood • tremors
- jerky movements, twitches
- poor muscle control
- muscle rigidity leading to paralysis
Explain ways in which anxiety could affect the intellectual development of a child. (8)
Level 3 (6–8 marks) Candidate gives a detailed explanation, demonstrating a clear understanding of at least two ways anxiety could affect a child’s intellectual development using relevant examples. The answer is in a planned and logical sequence, using appropriate health, social care and early years terminology. Sentences and paragraphs are for the most part relevant, with information presented in a balanced, logical and coherent manner. There will be few, if any, errors of grammar, punctuation and spelling.
A child who is anxious may:
- not want to go to school - so will miss important foundation learning eg literacy, numeracy
- not be able to concentrate on learning - so will not keep up with/consolidate essential literacy/numeracy skills
- not be motivated to learn - will not willingly read/do homework/show interest in lessons
- not have time/energy to do homework etc – falls behind in learning/get low marks
- not be interested in reading etc – poor literacy skills
- have poor sleep patterns – lack of energy leading to lack of interest in learning, poor progress
- have poor memory because of lack of concentration – poor performance in tests/assessments/exams
- all the above will result in poor performance/test results/qualifications
Use a theory from the behavioural perspective to analyse how carers could influence a child’s language development during their first five-years of life. (15)
Level 3 (11–15 marks) Candidate demonstrates a high level of understanding of the behavioural perspective using it to give a detailed analysis of how carers can influence a child’s language development. Different stages of language development from birth to five years old are mentioned. The answer is in a planned and logical sequence, using appropriate health, social care and early years terminology accurately. There will be few, if any, errors of grammar, punctuation and spelling.
Skinner
• uses operant conditioning - behaviour operates on the environment to produce a response
• positive reinforcement / praise / reward leads to behaviour being repeated and strengthened
• negative reinforcement – avoiding unpleasant situations leads to bringing about ‘desired behaviour’
• behavioural perspective views babies as ‘empty vessels’ which language has to be ‘put in to’
• all language is developed by input from others – children simply absorb and repeat language
• carers react to random babbling sounds made by infants, giving attention, praise, reward etc – encourages infant to repeat the sounds to get more attention/ reaction
• carers ‘interpret’ for child by eg giving a biscuit when child makes an approximate sound such as ‘bi bi’, or pointing to object eg cat (or car) in response to the child saying ‘ca’ and saying/repeating the word
• by talking to the child/ describing what is happening/asking questions carers provide language which the child can imitate
• carers use of an ‘elaborated code’ of language enables child to extend and develop use of vocabulary and grammar
• operant conditioning indicates that sounds and words which are not rewarded are not reinforced and are extinguished
• carers can encourage and support child’s language development by talking to the child, showing interest, engaging the child in conversations
• reading ‘together’, asking the child questions (Where’s Spot) develop thinking skills and associated language
• carers can restrict a child’s language development by over correcting errors/ ignoring / punishing the child’s attempts at speech/language
Explain why a person in later adulthood could have poor levels of nutrition. (5)
Level 2 (3–5 marks) Candidate demonstrates good understanding in explaining why a person in later adulthood might have poor levels of nutrition. At least one example/reason is well explained. Sentences and paragraphs address the focus of the question. There will be few, if any, errors of grammar, punctuation or spelling.
Poor levels of nutrition in later adulthood may be because of difficulties in
• shopping/carrying food from shops/ accessing shops – therefore limited variety of food available – eg basics such as bread, tea, biscuits etc
• lack of facilities/limited storage – limited food available
• appetite may be reduced – less food eaten
• lack of interest in preparing meals if on own – limited diet
• poor manipulative skills – unable to open tins/jars etc, difficulty in preparing foods eg vegetables, difficulties in lifting pans etc out of oven off cooker etc
• cognitive issues – forgetting to eat/not eating regularly
• lack of understanding of nutritional requirements- only eating ‘easy’ foods/meals rather than ensuring nutritional balance
• health issues eg poor digestion – diet limited to easily digested foods
• dental problems – some foods difficult to eat/chew/swallow so are avoided eg fruit
• money issues – not able to afford good quality foods, don’t want to waste food, small portions less economical
• may eat too much, especially fatty foods, high sugar and high carbohydrate foods – may be or become overweight/obese
• may eat too little food - weight loss/ tiredness/lethargy
Analyse the possible effects on the personal hygiene of a person in later adulthood of living in poor quality housing. (8)
Level 3 (7–8 marks) Candidate analyses at least two effects that living in poor quality housing could have on the personal hygiene of a person in later adulthood. The answer is planned and logical; sentences clearly address the focus of the question, demonstrating good understanding. There will be few, if any, errors of grammar, punctuation or spelling.
Effects:
• body odour/smell because
bathroom/toilet is upstairs/difficult to get to/poorly maintained/cold/out of order/broken etc - individual avoids using
• skin problems/sores/lesions etc develop/worsen because unable to wash/bath/shower
• infections (MRSA /urinary infections etc) develop because of lack of facilities/hot water – individuals unable to wash/bath/shower
• dental problems - teeth not cleaned – because of lack of facilities
• constipation/incontinence because toilet difficult to get to/cold/poorly maintained – individual avoids using
• possible infestation eg of lice/fleas/bedbugs etc because clothes unwashed/dirty due to limited facilities for washing
Identify two settings which help to meet the physical needs of people in later adulthood. (2)
One mark for each, TWO required • residential care home • nursing home • day care centre • support day care
Do not accept
services such as meals on wheels, respite care, domiciliary care, GPs etc.
Whilst ‘care home’ would be acceptable, do not accept repeats which imply the same setting e.g. ‘residential home / care home / residential care’.
Accept
- hospital
- hospice
Accept other appropriate settings.
Explain how an adolescent’s cultural background could affect their self-concept. (6)
Level 3 (5–6 marks) Candidate clearly explains how an adolescent’s cultural background could affect their self concept. Candidate demonstrates a good understanding of the focus of the question. The answer is in a planned and logical sequence, using appropriate health, social care and early years terminology accurately. Sentences and paragraphs are for the most part relevant, with information presented in a balanced, logical and coherent manner. There will be few, if any, errors of grammar, punctuation and spelling.
Self-concept
An adolescent’s cultural background and upbringing (primary socialisation) would teach them to be proud of (positive) or to be ashamed of (negative), aspects such as:
• appearance/skin colour • religion/values/lifestyle • family/cultural group • accent/language • clothes/fashion • music/entertainment/films • education/qualifications/career/work • food/dietary observances • traditions/customs/festivals/ celebrations • country of origin • mixed racial background may result in cultural confusion.
All of the above can affect/determine an individual’s self-concept, which can also be affected by :
- media portrayal of a particular culture
- stereotypical views
+ any other appropriate aspect of culture and upbringing
Use theory from the social learning perspective to analyse how an adolescent’s self-concept could affect their behaviour. (14)
Level 3 (11–14 marks) Candidate demonstrates clear understanding of the social learning perspective. Clear links between self concept and at least two relevant changes in behaviour which can occur during adolescence are clearly analysed. Detailed knowledge of theory should be evident at this level. Answer is presented in a planned and logical sequence, using appropriate health, social care and early years terminology accurately. Sentences and paragraphs are for the most part relevant with the material presented in a balanced, logical and coherent manner which addresses the question; there will be few, if any, errors of grammar, punctuation and spelling.
Self-concept may be vulnerable during adolescence.
Adolescents with a low self concept are more likely to be influenced by others.
Self-concept includes:
• self-esteem - how adolescents feel about themselves
• self-image – how adolescents see themselves
Social learning perspective:
• adolescence is a ‘social construct’ which is the result of the society in which the person is brought up
• adolescents will compare themselves with others, how they judge their comparison will affect their self-concept
• responses to the physical changes of puberty are learned behaviours resulting from upbringing and societal influences – including media etc
Examples of changes in behaviour could include: • smoking • experimenting with drugs • fashion changes • taste in music • antisocial behaviour • supporting causes (eg ‘green issues’)
Accept other appropriate examples.
Tajfel
• individuals seek group identity e.g. by age, interests, gender etc
• personal identity is established through socialisation
• groups are seen as being ‘in-groups’ or ‘out-groups’
• behaviour conforms to the expectations of the in-group
• young people in particular want to fit in with their in-group
• adolescents gain a ‘sense of belonging’ by being accepted as a group/gang member, which they may not feel within their family
Latane
• bystander apathy experiments likely to be described
• behaviour conforms to expectations of the group
• people copy the behaviour of those around them
• young people in particular want to fit in with peer group
• people ‘behave like sheep’, adolescents will go along with the views of others in their social group
• adolescents particularly concerned about what others of their age think of them.
Bandura
• Bobo doll experiment likely to be described –should be linked to adolescence and self concept.
• behaviour is copied/imitated from those who:
- aperson identifies with
- a person looks up to/sees as role
models
- a person sees being rewarded
• behaviour is more likely to be imitated by those who
- lack self-confidence–commonly a feature of adolescence
- have poor selfimage–commonly a feature of adolescence
- adolescents are more likely to copy peers/friends/celebrities rather than parents
Evaluate how useful a chosen constructivist theory could be in a pre-school setting in supporting the intellectual development of children.
Level 4 (15–18 marks) A detailed evaluation of the application of the theory in a preschool setting to support children’s intellectual development is given, using appropriate examples and giving both positive and negative aspects of the theory’s usefulness. A clear conclusion has been drawn for full marks. The answer has a clearly defined structure, using appropriate health, social care and early years terminology accurately and with confidence. Sentences and paragraphs, consistently relevant, are well structured and clearly address the focus of the question. There will be few, if any, errors of grammar, punctuation and spelling.
Level 4 checklist:
- Detailed evaluation
- Clear application to setting -Relevant to intellectual development of preschool child
- Appropriate examples given
- Both positive and negative aspects used
- Good understanding
- Conclusion drawn for full marks
Piaget or Vygotsky could be chosen- you choose Vygotsky as this is the one you are studying from this perspective.
Putting Vygotsky into practice
Useful in supporting intellectual development because:
• emphasises role of adult in being able to interact with child to help learning • group work and shared learning activities are seen to be beneficial • children can learn from other children ‘more knowledgeable others’ • planning activities allows flexibility • encourages social interaction – useful in preschool settings • structured learning can be planned more easily for a group
Not useful because:
• family background has major impact on early development • importance of child working quietly on their own minimised – how do children learn to be ‘independent learners’? • same age groupings may not be most beneficial - difficult to arrange mixed age groups • careful observation and recording of progress essential to identify zone of proximal development • ages/stages not so clearly identified –less easy to compare child’s progress
Discuss ways a child who lives in poor quality housing could benefit from attending a day nursery. (10)
Level 3 (8–10 marks) Detailed discussion of at least two benefits to a child of attending a day nursery; good understanding of restrictions caused by living in poor quality housing and the opportunities provided by attending a day nursery. May refer to more than one aspect of development (physical, intellectual, emotional or social). Cohesive, health and social care terminology. There will be few, if any, errors of grammar, punctuation and spelling.
Level 3 checklist:
- Detailed and accurate discussion
- Two + benefits of attending day nursery
- May relate your answer to PIES
- Clear understanding displayed in work
Poor quality housing may:
have restricted space (both indoor and outdoor), therefore restricting opportunities for physical play
be in a poor state of repair, therefore child is at risk of injury
have few facilities, therefore limiting play activities
cause parents/carers to be stressed/ anxious,
therefore putting pressure on the child to ‘be
quiet/behave/sit still’ etc
be unsuitable for inviting other children to play
therefore child has fewer opportunities for socialising with other children
Attending a day nursery is likely to provide opportunities to:
play safely – less risk of accident/injury
engage in active/physical play – more space indoors and outdoors (development of gross
motor skills)
play with large toys – bikes/trikes/see-saws/
climbing frames etc (developing physical skills)
greater variety of toys – different age related
toys/books etc
engage in ‘messy play’- sand/water/playdough (developing fine motor skills)
have more freedom to play – encouraged by play leaders to be active/run around/make a
lot of noise/use energy
play with other children – opportunities to
develop social skills
skilled adults available - stimulate new learning
nutritious meals may be available
Outline what is meant by the ‘nature/nurture’ debate. (4)
Level 2 (3–4 marks) Candidate gives a balanced outline of the debate commenting on both sides. There will be few, if any, errors of grammar, punctuation and spelling.
Nature side emphasises: genetics inheritance cannot be changed biological approach
Nurture side emphasises: upbringing social context development through life social learning approach.
Current view is of interaction between both.
Use either the biological perspective or the social learning perspective to analyse social and emotional development during adolescence. (14)
Level 3 (11–14 marks) Clear understanding of an appropriate perspective. Analysis uses examples of both social and emotional development which can occur during adolescence clearly linked to features of the perspective selected. Detailed knowledge of the perspective should be evident at this level with specific relevance to social and emotional development which takes place during adolescence. The answer is presented in a planned and logical sequence, using appropriate health, social care and early years terminology accurately. Sentences and paragraphs are for the most part relevant with the material presented in a balanced, logical and coherent manner which addresses the question; there will be few, if any, errors of grammar, punctuation and spelling.
Level 3 checklist:
- Detailed and accurate analysis
- Examples of both social and emotional development
- Clear links to adolescence
- Clear understanding of perspective
Social and Emotional development:
friends take on greater influence/ importance than family
strong need to ‘fit in’ with social group
‘struggle’ to form own identity
emphasis on sexual development
changes in friendships as relationships dev
emotionally quite volatile/highly charged
personal social and emotional values dev
developing own (strongly held) views on major issues such as the environment
may feel strongly that they want to become
involved in ‘action’ such as protests, doing voluntary work, becoming vegetarian etc
Biological Perspective:
during adolescence hormonal changes will
influence behaviour
puberty/adolescence represent a
maturational process which affects social and emotional development
Eysenck:
development is inherited/ genetically pre- programmed, this will determine behaviour and responses
personality traits –
- introvert/extrovert
- stable/unstable (neurotic)
- toughminded/tenderminded will influence emotional/social development, behaviour
personality tests available to identify individual’s traits
Cattell:
development is inherited/genetically pre- programmed, this will determine behaviour and responses
personality traits – 16 personality factors (16PF) will influence emotional and social development.
use of personality scale can be used to give a personal profile
Social Learning Perspective:
adolescence is a ‘social construct’ which is the result of the society that the person is brought up in. Social and emotional development is likely to follow learned behaviours.
responses to the physical changes of puberty are learned behaviours resulting from upbringing and societal influences
Bandura:
Bobo doll experiment likely to be described. This needs to be related to the learning of social and emotional behaviours.
behaviour is copied/imitated from those who- a person identifies with / a person looks up to/sees as role models//a person sees being rewarded
behaviour is more likely to be imitated by those who lack self-confidence (common feature of those who have poor self image)
Use theory from the psychodynamic perspective to explain how early childhood experiences could affect development later in life. (15)
Level 3 (11–15 marks) Candidate demonstrates a good understanding of the psychodynamic perspective. One or more appropriate theorist is specifically referred to. The perspective is clearly applied in explaining how at least two childhood experiences could affect their future development and clear links are made between the psychodynamic perspective and the experiences of a child in early childhood. The answer is well planned and has a logical sequence, using appropriate health and social care terminology accurately. Sentences and paragraphs address the focus of the question. There will be few, if any, errors of grammar, punctuation and spelling.
Level 3 checklist:
- Good understanding
- Appropriate theorist used
- At least two experiences explained
- Clear links to psychodynamic perspective.
Freud:
childhood experiences responsible for personality development
stages need to be successfully resolved – fixation at each stage gives rise to specific behaviours:
-oral stage – passive, dependent, gullible, oral pleasures eg smoking, eating drinking or suspicious and avoiding oral pleasure -anal stage – stubborn, mean, obsessed with tidiness, organised or overgenerous,
untidy, open to views of others
-phallic stage – recklessness, risk taking, obsessed with sexual activity or timid and
avoiding reference to sexuality
unconscious feelings direct the way we behave, people do not know why they behave in a certain way
emotion and behaviour driven by the id, ego
and superego. – balancing personal wants with social and moral values.
- id predominating – egocentric, self- seeking and selfish
- super-ego predominating – conformist and self-denying
Defence mechanisms
regression – during periods of stress may exhibit ‘childish’ behaviour –tantrums,
sulking etc
denial – blocking threatening information eg diagnosis of serious illness
repression – blocking unpleasant thoughts eg bereavement
rationalisation – reinterpreting unpleasant events eg reasons for coming into care
displacement – transferring anger eg onto careworker
projection – blaming others for
demonstrating characteristics which we have ourselves eg excessive tidiness
sublimation – redirecting mental energy – eg to objects/ possessions rather than
people
reaction formation – overemphasising opposite emotions eg changing love into hate or hate into aggressive praise eg responses to carers
Erikson:
people continue to develop throughout lives early experiences provide a foundation for later development
generally optimistic – people can change
life stages seen in terms of crises/
dilemmas
development requires resolution of different
stages –each stage has a generally positive or negative outcome which will affect their future behaviour and approach to life:
- trust v mistrust (birth to 18 months) - person is generally trusting, secure and hopeful or mistrustful of people or events, insecure and anxious.
- autonomy v shame and doubt (18 months to 3 years) – person feels good about self and being able to be in control or lacks self belief
- initiative v guilt (3 years to 7 years) – person is willing to try new things and is confident or always feels that they are in the wrong (being a ‘victim’)
- ego-integrity v despair (later adulthood) – person can look back on life with satisfaction and sense of achievement, is content with their life or is regretful, dissatisfied and resentful (link to early experiences)
Explain ways in which having a low income could affect an adult’s ability to access health services. (10)
Level 3 (8–10 marks) Candidate clearly explains at least two ways in which having a low income could affect an adult’s ability to access health services giving a balanced answer. Good understanding of the focus of the question is demonstrated. The answer is in a planned and logical sequence, appropriate health, social care and early years terminology. There are few, if any, errors of grammar, punctuation and spelling.
Level 3 checklist:
- Clear explanation
- At least two ways given
- Good understanding
Adult on low income:
cannot afford expenses associated with
attending appointments/treatment screening check-ups etc such as:
- transport – bus/train/taxi fares; petrol costs/parking
- time off work – would lose pay
- child care costs if children need to be looked after
cannot afford treatment such as dental care, prescriptions (if not exempt), opticians (particularly paying for frames for glasses)
may not be aware of possible benefits (financial) available and so may not seek treatment which has costs
may not be registered with a GP or dentist (because of frequent changes of/no permanent address)
may lack confidence/be intimidated by the medical profession
- less likely to seek appointment
- less likely to question/ask for second opinion
- less likely to attend for screening etc
Explain how one type of pollution could affect the physical development of a young child. (8)
Level 3 (7–8 marks) Candidate gives a clear explanation of how one type of pollution could specifically affect the physical development of a young child demonstrating good understanding of the focus of the question. The answer is planned and logical using appropriate health and social care terminology. There will be few, if any, errors of grammar, punctuation and spelling.
Level 3 checklist:
- One appropriate example of pollution
- Clear explanation
- Good understanding
- Linked to physical development of young child.
One type of pollution from:
Air pollution: Could cause/trigger/exacerbate respiratory conditions such as: asthma bronchitis hay fever
Could be linked to the spread of infectious illnesses leading to:
frequent colds
flu
chest infections
May result in restricted opportunities for outdoor play:
effects on gross physical development
effects on sleep because of lack of exercise
Effects of CO poisoning may be mentioned: headaches lethargy tiredness (death in extreme cases)
Water pollution: Effects of swimming/surfing in polluted water eg rivers/the sea off some beaches could include: stomach upsets diarrhoea nausea/vomiting rashes/skin irritation eye infections
Drinking polluted water eg in third world countries or after disasters eg earthquakes: hepatitis cholera typhoid etc water borne parasites (worms etc)
Industrial accidents (eg Camelford, Cornwall) could result in chemical pollution with a wide range of consequences including
headaches
tiredness
brain damage
Noise pollution:
General noise such as traffic, neighbours etc:
disturbed sleep, which in turn affects
physical growth ( because of effects on
release of growth hormones which takes place during sleep)
More direct, very loud noises can damage hearing, but this is more likely to be a long term consequence of prolonged noise pollution.
Identify one theorist from the humanist perspective and outline their theory. (7)
Level 3 (5–7 marks) Candidate has identified an appropriate theorist and has given a clear outline, demonstrating a good understanding of their theory. The answer is well planned and logical with health, social care and early years terminology used accurately. There will be few, if any, errors of grammar, punctuation and spelling.
Choose Maslow! - this is the one you have studied.
Maslow:
needs met in order/hierarchy – deficit needs met first then higher order needs
physical/physiological needs – food, water, sleep
safety/security – housing, free from threat or intimidation
sense of belonging/love – member of a family or social group
self – esteem – feeling good about self
cognitive – learning, intellectual stimulation
aesthetic – sense of beauty, music, ‘awe and wonder’
self actualisation – ‘being all that you can be’
self motivation to progress – internal drive
Analyse how theory from the humanist perspective could be put into practice by practitioners to support the development of older people in a residential care home. (18)
Level 4 (15–18 marks) Demonstrates extensive understanding of the humanist perspective, using appropriate theory to give a detailed analysis of how it could be put into practice to support the development of older people in a residential care home. Appropriate examples are given to illustrate points made; these are clearly linked to theory and recognise the role of practitioners in a residential care home in meeting the needs of older people. Planned and logical sequence, appropriate health, social care and early years terminology. Sentences and paragraphs are consistently relevant, with information presented in a balanced, logical and coherent manner. There will be few, if any, errors of grammar, punctuation and spelling.
Level 4 checklist: -High level of understanding -Detailed analysis -Appropriate examples Clear links to theory -Linked to residential care and meeting needs of older people
Development includes;
Physical, intellectual, emotional and social aspects (PIES), these relate to aspects of the humanist perspective.
Maslow: Hierarchy of needs: Deficit needs - physical/physiological needs safety and security belonging self-esteem Becoming needs - cognitive aesthetic self-actualisation
Use in providing care in a residential care home:
meet physiological needs by providing appropriate/nutritious food, drink, medication, medical care, comfortable temperature, sleep etc.
necessary support/encouragement/ physical help with eating, drinking, personal hygiene etc given in an appropriate way.
secure environment provided, including emotional security, free from worry, threat, bullying, intimidation etc as well as physical security
sense of belonging created by using preferred name, personal possessions around, own clothes etc
self esteem supported by use of appropriate language, allowing for independence according to need and ability
opportunities made available for involvement in activities appropriate to individual needs.
flexible approach to social visits, family and friends encouraged to visit and to visit at times appropriate to them (shorter, more frequent visits may be more appropriate for someone needing nursing care, who may spend periods of time during the day receiving treatment or asleep)
staff make time to talk, spend time with residents, ensure they have company as meets their need; don’t ignore residents who cannot take part in a conversation, who are often asleep
continuity of carers/identification of carers helps build social and emotional relationships
regular visits from spiritual leaders (priest/vicar/rabbi etc) may be of particular relevance to individuals requiring care
