y13 Understanding Human Behaviour Flashcards

Question

Identify one theorist from the social learning perspective. Summarise their theory. (7)

Answer 1

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

Answer 2

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

Answer 3

``` 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

Answer 4

``` 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

Answer 5

``` 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

Answer 6

``` 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

Answer 7

``` 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

Answer 8

``` 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.

Answer 9

``` 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

Answer 10

``` 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

Answer 11

``` 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 ```

Answer 12

``` 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

Answer 13

``` 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.

Answer 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)

Answer 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)

Answer 16

``` 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

Answer 17

``` 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.

Answer 18

``` 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

Answer 19

``` 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

y13 Understanding Human Behaviour Flashcards

(43 cards)