BTEC Level 3 Health and Social Care Unit
BTEC Level 3 Health and Social Care Unit 1
Unit 1 Overview There are three sections or Learning Aims to this unit – A, B and C. LA A – Human growth and development throughout the life stages: A 1 Physical A 2 Intellectual A 3 Emotional A 4 Social LA C – Effects of ageing: C 1 Physical changes of ageing C 2 Psychological changes of ageing C 3 Societal effects of an ageing population © 2016 Outstanding Resources LA B – Factors affecting human growth and development: B 1 – Nature / nurture debate B 2 Genetic factors that affect development B 3 Environmental factors that affect development B 4 Social factors that affect development B 5 Economic factors that affect development B 6 Major life events that affect development
A 1 Physical development across the life stages In order to complete this unit you need to know the difference between ‘Growth’ and ‘Development’. These are two separate things. What do you think they mean? Principles of growth – growth is variable across different parts of the body and is measured using height, weight and dimensions. Percentile Charts are used to determine whether or not someone is growing at the norm for their age. These are often used with children to track that they are the correct weight and height for their age. Health visitors often monitor the growth of children, especially babies. During a check they will measure the length of the baby, its weight and its head circumference. If the head grows to fast or to slow it could indicate other medical issues. © 2016 Outstanding Resources Principles of development – development follows an orderly sequence and is the acquisition of skills and abilities Intellectual Physical There are four types of development Social Emotional
A 1 Physical development across the life stages RECAP If you have studied level 2 or GCSE Health and Social Care you should be aware that there are several life stages. What are they and what are the age ranges for each? Look at the images to help you if you are struggling. As we go through periods of our life we are said to be in different ‘life stages’. We all develop at roughly the same rate and do things around the same age. Within each life stage specific development characteristics occur. We will be looking at each life stage in turn. © 2016 Outstanding Resources
A 1 Physical development across the life stages Infancy 0 -2 years Physical development is split into two separate sections. Fine motor skills and gross motor skills. Do the following things; Stand up and sit down Walk around the room Raise your arms up and down © 2016 Outstanding Resources What you have just done is use your gross motor skills. So what do we mean by the term ‘Gross motor skills’? Gross motor skills is the use of the large muscles in the body. Therefore what do you think is meant by the term ‘Fine motor skills’? Fine motor skills refers to the smaller movements that we make. It’s about using things such as our hands, wrists, fingers, feet, toes, lips etc. What can infants do? Using the timeline on the next slide, list all the things you can think of that an infant can do. Make sure that you are concentrating on physical development. Above the line list the fine motor skills and below the gross motor skills. Use the internet to textbooks to help you. To be completed at home: Produce a document which outlines the different reflexes that babies are automatically born with and explain each one.
Fine motor skills Uses a primitive pincer grasp (thumb and first finger) Will begin to look for objects that are out of sight Uses index finger to point Pokes objects with index finger Can hold a small toy for a short period of time before dropping it. Looks at hands and plays with hands and fingers Puts objects in mouth Will reach for small toys Will pass toys from one hand to the other Will be able to pull a peg off an object 3 months 6 months 9 months Able to sit in a high chair with a straight back Able to sit on the floor with lower back support Able to hold almost all weight when supported in a standing position Able to lift chest and head while on stomach Sits up with support. Enjoys standing and jumping. Grabs toys using the whole hand (palmar grasp Sits for long periods Pulls self to standing position Reaches for objects while sitting Bangs objects together Throws or shakes objects Crawl upstairs Might begin to cruise Starting to be able to hold their own head steady for a few minutes without support. Can turn head. Gross motor skills © 2016 Outstanding Resources Uses a pincer grasp to pick up small objects Uses both hands Puts small objects into containers Drops and throws toys Uses a tripod grasp to hold things May hold a crayon using a palmar grasp May try to turn book pages 12 months Can crawl, bear walk, shuffle to move Can sit unsupported Can stand alone May take a few steps with help Claps hands May build a tower of 2 Can pick up a drink with two hands Tries to eat with a spoon but it maybe upside down 15 months Walks independently using the arms to balance Can crawl downstairs Can throw a large ball but may lose balance Can get from siting to standing without help Can clap hands together Can turn door knobs Can build a tower of 3 Can string together large beads Uses a mature pincer grasp Begins to use a tripod grasp Can pull off shoes 18 months Can walk confidently Can pick up toys bending from the waist Can squat May be able to walk up and down stairs with some help Runs but bumps into objects Can push and pull toys whilst walking Can turn pages in a book one by one Has good handeye coordination Can build a tower of 6 Uses a mature pincer grasp Holds a pencil and can form lines and circles Can do up zips 2 years Can walk up and down stairs two feet at a time Enjoys climbing Can kick a ball that is not moving Walks and runs steadily Can sit and move a tricycle uses feet
Answer the question Sally is two years old. Describe gross and fine motor skills in relation to how Sally’s ability to grasp objects should develop. (6 Marks) The verb is ‘DESCRIBE’ This means you need to give a detailed account using words. ‘Gross and fine motor skills’ – What are they? Give a definition to let the examiner know you understand these terms Remember Sally is TWO! Do not waffle! They want to know about the grasps/grips that Sally will use linked to the correct age © 2016 Outstanding Resources
Two answers. Look at each answer. How many marks would you give each piece? (6 marks in total) Gross motor skills involve the movement of large muscles such as those in the arms, legs, torso, hands and feet. Sally will begin to use more gross motor skills after 6 months. One of the first milestones developed will be the palm grasp, allowing her to move things from one palm to the other. Fine motor skills are associated with the smaller, more refined movements of things such as the fingers, toes, mouth. At about 9 to 12 months Sally will be able to use a pincer grip which is much more precise. It involves holding something using the thumb and forefinger. © 2016 Outstanding Resources Gross motor skills are using large muscles and fine motor skills are using small muscles. Sally will learn how to hold things in her hand using her whole hand. She will also learn to hold things using her thumb and finger as she gets older. She will be able to do things like crawl and walk as she gets older.
Gross motor skills involve the movement of large muscles such as those in the arms, legs, torso, hands and feet. Sally will begin to use more gross motor skills after 6 months. One of the first milestones developed will be the palm grasp, allowing her to move things from one palm to the other. Fine motor skills are associated with the smaller, more refined movements of things such as the fingers, toes, mouth. At about 9 to 12 months Sally will be able to use a pincer grip which is much more precise. It involves holding something using the thumb and forefinger. This candidate has given a detailed definition for both gross and motor skills (1 point for each). They have given a key term for each and explain what that key term means (1 mark for each). They have given the age of the child when these things occur (1 mark for each). This candidate would receive 6 marks for this answer. This is only a sample. Remember you could have chosen different grasps at different ages. Gross motor skills are using large muscles and fine motor skills are using small muscles. Sally will learn how to hold things in her hand using her whole hand. She will also learn to hold things using her thumb and finger as she gets older. She will be able to do things like crawl and walk as she gets older. This candidate gives a very simple definition for both gross and fine motor skills. They don’t name any grasps. They show limited understanding of the question as the blue highlighted area show that they have not stuck to the question and are waffling. This would probably receive 2 marks. © 2016 Outstanding Resources
Describe three differences between fine and gross motor skills (6 marks). The verb is ‘DESCRIBE’ This means you need to give a detailed account using words. Three differences between fine and gross motor skills. 2 marks for each difference, 1 mark for accurate statements without differences. • Fine motor skills are precise, sophisticated movements(1) whereas gross motor skills are coarse movements, less exact. (1) • Fine motor skills are mainly by the finger muscles(1) whereas gross motor skills are from the head and trunk. (1) • Fine motor skills are from small muscles (1) whereas gross motor skills are from large muscle groups(1). • Fine motor skills develop later than gross motor skills(1) because the nervous system has to develop first (1) Accept two accurate examples, eg drawing and crawling © 2016 Outstanding Resources
A 1 Physical development across the life stages Independent work Using all of the information available to you such as textbooks and the internet. You need to produce a list of milestones for childhood (3 -8 years) based on physical development. This should be split into two sections: • Gross motor skills • Fine motor skills • You should include visual aids, such as pictures or video clips etc. • You need to produce this as a Power. Point, large poster, mind map or any other means that you can think of which will make this interesting to others. • This should be completed and handed in on the date agreed. © 2016 Outstanding Resources
A 1 Physical development across the life stages Jan is a single mother with a three-month-old baby. The baby is growing and developing well. She is a carer for her grandfather Bill who is 69 years of age and a widower. Jan lives close to Bill and supports him by cooking, cleaning and shopping. As a result of a stroke two years ago Bill has weakness in his left arm. Recent hospital tests showed that Bill has developed Type 2 Diabetes. Define the term ‘growth’. (2 marks) DEFINE means to explain the meaning of a word Definition of growth, 2 marks for a full definition 1 mark for a partial definition, maximum 2 marks For example: Increase in size (1), in height/mass (1) Increase in size of body cells (1) and the number of cells (1) Accept other appropriate responses. © 2016 Outstanding Resources
A 1 Physical development across the life stages Describe two ways in which a baby’s physical growth can be monitored during infancy. (4 marks) The verb is ‘DESCRIBE’ This means you need to give a detailed account using words. Description of ways to monitor infant progress (2 x 2) For example: • Regular weighing (1) to check for increase in mass/size/growth(1) • Checking for milestones (1) such as lifting head, smiling etc (1) • Checking for increase in gross and fine motor skills (1)such as holding a rattle (1) • Monitoring vocalisation (1) such as babbling, first words etc (1) • Monitoring senses (1) such as responding to voices, following objects with eyes etc. © 2016 Outstanding Resources
A 1 Physical development across the life stages development of primary and secondary sexual characteristics Physical development in adolescence We are born with very obvious primary sexual characteristics that allow us to identify males from females. An example of this would be the penis in males and the vagina in females. Can you think of any others? Primary sexual characteristics © 2016 Outstanding Resources We know that puberty occurs during adolescence. But what do we mean by primary and secondary sexual characteristics? Secondary sexual characteristics are feature that appear at puberty. Both the males and female alter. What secondary characteristics do you know and do they occur for the male, female or both? An example for the male would be the voice breaking making the male voice deeper. Secondary sexual characteristics
A 1 Physical development across the life stages the role of hormones in sexual maturity Watch the clip below. Take notes on the key points raised. https: //www. youtube. com/watch? v=hidui. Tq 1 ei 8 hormones In order to have a full understanding of sexual maturity we need to understand the role of hormones within the body. You have just looked at the sexual characteristics that occur during adolescence but how does this happen? When puberty starts, the hypothalamus increases the release of gonadotropin releasing hormone (Gn. RH). This hormone is needed for sexual maturity and normal reproduction. The pituitary gland has two sections: the posterior and the anterior pituitary. Physical development in adolescence © 2016 Outstanding Resources
A 1 Physical development across the life stages the role of hormones in sexual maturity In females the anterior pituitary gland produces Luteinising Hormone (LH) and Follicle Stimulating Hormone (FSH) which together stimulate the production of the sex hormones by the ovaries. The ovaries start to produce oestrogen and progesterone which begin the bodily changes that happen during puberty. In males the pituitary gland produces LH and FSH, which together stimulate the production of the sex hormones. The testes start to produce testosterone which begins the development of secondary sexual characteristics. © 2016 Outstanding Resources RECAP
A 1 Physical development across the life stages physical strength peaks, pregnancy and lactation occur Physical development in early adulthood Once we hit early adulthood we are said to have reached our ‘physical maturity’. What does this mean? Pregnancy is common in early adulthood. In early adulthood, our physical abilities are at their peak, including muscle strength, reaction time, sensory abilities, and cardiac functioning. The aging process also begins during early adulthood and is characterized by changes in skin, vision, and reproductive capability © 2016 Outstanding Resources
A 1 Physical development across the life stages physical strength peaks, pregnancy and lactation occur The hormone PROLACTIN stimulates the production of milk The hormone OXYTOCIN stimulates the flow of milk Lactation describes the secretion of milk from the mammary gland. Physical development in early adulthood © 2016 Outstanding Resources
A 1 Physical development across the life stages https: //www. youtube. com/watch? v=6 HLS 2_27 cyk perimenopause Physical development in early adulthood As the female body approaches middle age, hormones - specifically oestrogen and progesterone - begin to decrease in production. Key points • The endocrine system tells the body to produce less follicle stimulating hormone (FSH). • With less FSH in the body, the stimulation of the ovaries also decreases. • The reduction of oestrogen and progesterone levels results in perimenopause symptoms, such as hot flushes and mood swings. https: //www. youtube. c om/watch? v=U 8 UWOu Oj. Z-4 menopause © 2016 Outstanding Resources This will lead onto the menopause the occurs in middle adulthood. Physical development in middle adulthood You need to be able to explain which hormones are involved in the perimenopause and the menopause.
Describe three physical symptoms of the perimenopause. (6 marks) The verb is ‘DESCRIBE’ This means you need to give a detailed account using words. The examiner is looking for 3 physical symptoms. There are 6 marks, so 2 per symptom. One to identify each and then one to explain each. You can have any physical symptom for 1 Mark but you must explain the impact the symptom has. These are just examples • irregularity in menstruation/menorrhagia (1) leading to an eventual cessation of periods (1) • difficulties with becoming pregnant (1) due to irregular ovulation(1) • night sweats/hot flushes due to hormonal fluctuations (1) leading to insomnia/sleeping problems (1) • loss of libido/sex drive (1) often due to vaginal dryness/pain during intercourse (1). © 2016 Outstanding Resources
Rose had a problem with her reproductive system and had part of it removed in an operation. This caused an early menopause. Identify two physical and two emotional effects of the menopause. (4 marks) 2 physical and 2 emotional effects of the menopause, 1 x 4. For example: Physical • Menstruation stops or is irregular (1) • No more eggs/ova produced (1) • Reduction of female hormones (1) • Unable to bear children/ fertility decreases (1) • Night sweats/hot flushes (1) • Vaginal dryness (1) Emotional • Irritability (1) • Mood swings (1) • Sadness –growing older/unable to have children/ empty nest syndrome (1) • Depression (1) • Anxiety (1) • Negative self-concept (1) © 2016 Outstanding Resources The verb is ‘Identify’ So you need to name two physical and 2 emotional
A 1 Physical development across the life stages Physical development in middle adulthood Aging speeds up during middle adulthood (ages 40– 65) and is characterized by decline in vision, hearing, and immune-system functioning. Each person experiences age-related changes based on many factors: biological factors such as molecular and cellular changes are called primary aging, while aging that occurs due to controllable factors, such as lack of physical exercise and poor diet, is called secondary aging. Around the age of 60, the eyes lose their ability to adjust to objects at varying distances. Most people between the ages of 40 and 60 will need some form of corrective lenses for vision deficits. Middle-aged adults are also at higher risk than younger adults for certain eye problem, such as glaucoma. © 2016 Outstanding Resources
A 1 Physical development across the life stages Physical development in Later adulthood During late adulthood the skin continues to lose elasticity, reaction time slows further, muscle strength and mobility diminishes, hearing and vision decline, and the immune system weakens. Cataracts, or cloudy areas of the eyes that result in vision loss, are frequent. The other senses, such as taste, touch, and smell, are also less sensitive than they were in earlier years. The immune system is weakened, and many older people are more susceptible to illness, cancer, diabetes, and other ailments. Cardiovascular and respiratory problems become more common in old age. Seniors also experience a decrease in physical mobility and a loss of balance, which can result in falls and injuries. Research osteoporosis and arthritis – what are these conditions? How do they have an impact on physical development? When are they likely to occur? © 2016 Outstanding Resources
A 2 Intellectual development across the life stages In infancy and early childhood there is rapid growth in intellectual and language skills: Noam Chomsky Language Acquisition Device (LAD) Jean Piaget Cognitive Development Piaget and Chomsky have different views on language and cognitive development. You need to ensure that you understand their theories. © 2016 Outstanding Resources
A 2 Intellectual development across the life stages – infancy and early childhood You are going to produce a Power. Point presentation on the following areas; Chomsky • his views on Language Acquisition Device (LAD) • What is it? • How is theory supported? • Examples Piaget • Stages of cognitive development • What are schemas and how do they develop? • Tests of conservation • What is egocentrism? To help you begin we will go through a few key points and also we will watch some clips that reinforce some of the information above. © 2016 Outstanding Resources
A 2 Intellectual development across the life stages – infancy and early childhood Chomsky believes that children are born with an inherited ability to learn any human language. Chomsky believes that every child has a ‘language acquisition device’ or LAD which encodes the major principles of a language and its grammatical structures into the child’s brain. Chomsky points out that a child could not possibly learn a language through imitation alone because the language spoken around them is highly irregular – adult’s speech is often broken up and even sometimes ungrammatical. All children, regardless of their intellectual ability, become fluent in their native language within five or six years. © 2016 Outstanding Resources What Chomsky believes. https: //www. youtube. com/w atch? v=7 Cgpfw 4 z 8 cw
A 2 Intellectual development across the life stages – infancy and early childhood • Chomsky's work discusses the biological basis for language and claims that children have innate abilities to learn language. • Chomsky terms this innate ability the "language acquisition device. " Chomsky proposed that every child was born with a LAD that holds the fundamental rules for language • Children are born with an understanding of the rules of language; they simply need to acquire the vocabulary. • He believes children instinctively learn language without any formal instruction. • He also believes children have a natural need to use language, and that in the absence of formal language children will develop a system of communication to meet their needs.
A 2 Intellectual development across the life stages – early adulthood Piaget recognized there was a difference between infant, child and adult understanding of the world. Infants have simple concepts of the world and develop more complex concepts as they get older Infants have simple ‘SCHEMAS’ – a package of information stored in memory e. g. sucking & grasping, basic reflexes More complex schemas are developed through; ASSIMILATION – making sense of a new situation + ACCOMODATION - Adjusting an existing schema © 2016 Outstanding Resources https: //www. youtub e. com/watch? v=d. OB 2 Mhw 6 XCE Piaget schemas and stages of cognitive development
A 2 Intellectual development across the life stages – infancy and early childhood Piaget came up with 4 stages of development, these stages are universal: © 2016 Outstanding Resources SENSORIMOTOR 0 -2 yrs PREOPERATIONAL 2 -7 yrs CONCRETE OPERATIONS 7 -11 yrs FORMAL OPERATIONS 11+ https: //www. yout ube. com/watch? v =Jt 3 -PIC 2 n. Cs Watch the clip and make notes on the 4 stages identified by Piaget. https: //www. youtub e. com/watch? v=TRF 27 F 2 bn-A Examples of Piaget’s cognitive development
A 2 Intellectual development across the life stages – infancy and early childhood • • The sensorimotor stage occurs from birth to age 2. He suggests that infants "think" by manipulating the world around them. This is done by using all five senses: seeing, hearing, touching, tasting, and smelling. Children figure out ways to do things such as pulling a lever on a music box to hear a sound, placing a block in a bucket and pulling it back out, or throwing an object to see what happens. Between 5 and 8 months old, the child develops object permanence is the understanding that objects continue to exist even when they cannot be seen. For example, a child learns that even though his mother leaves the room, she has not ceased to exist; similarly, a ball does not disappear because a bucket is placed over it. Babies first schemas are physical as they learn to repeat and control their movements. Near the end of this stage the child starts to use symbols e. g. Language. • • • The preoperational stage occurs from age 2 to age 7. During this stage, children can use symbols to represent words, images, and ideas, which is why children in this stage engage in imaginative play. A child’s arms might become airplane wings as she zooms around the room, or a child with a stick might become a brave knight with a sword. A box might become a spaceship etc. Logical thinking is still not present, so children cannot rationalise or understand more complex ideas. Children at this stage are very egocentric, meaning they focus on themselves and how actions will impact them, rather than others. They are not able to take on the perspective of others, and they think that everyone sees, thinks, and feels just like they do. © 2017 Outstanding Resources
A 2 Intellectual development across the life stages – infancy and early childhood • • The concrete operational stage occurs from age 7 to age 11. Children's reasoning becomes focused and logical. They use objects to aid understanding such as using counters to carry put addition. Children demonstrate a logical understanding of conservation principles, the ability to recognise that key properties of a substance do not change even as their physical appearance may be altered. For example, a child who understands the principles of conservation will recognise that identical quantities of liquid will remain the same despite the size of the container in which they are poured. Children who do not yet grasp conservation and logical thinking will believe that the taller or larger glass must contain more liquid. Children begin to organise objects by classes and subclasses, and they can perform mathematical operations and understand transformations, such as addition is the opposite of subtraction and multiplication is the opposite of division • Reversibility is the idea that something can be changed back to its original state after it has been altered (for example, pouring water back and forth between two differently shaped glasses and still having the same amount of water) • The formal operational stage occurs from age 11 to 15. Children can now manipulate thoughts and ideas to solve problems without needing prompts. Children are able to speculate or propose and idea or theory. For example that would be able to explain what they would do if someone broke into their home. By the end of this stage, children have developed logical and systematic thinking, are capable of deductive reasoning, and can create hypothetical ideas to explain various concepts • • • In relation to this section research: Egocentrism, conservation, centration, animism Now you have looked at Chomsky and Piaget watch the following clip. Discuss your thoughts afterwards. https: //www. youtube. com/watch? v=Vj. Zol. HCr. C 8 E © 2017 Outstanding Resources
A 2 Intellectual development across the life stages – the effects of age The effects of age on the functions of memory: memory loss in later adulthood. The aging process generally results in changes and lower functioning in the brain, leading to problems like memory loss and decreased intellectual function. Age is a major risk factor for most common neurodegenerative diseases, including mild cognitive impairment. Alzheimer's disease, cerebrovascular disease, Parkinson's disease, and Lou Gehrig's disease. Independent task Research the following; What is Alzheimer’s disease? How does it affect the cognitive abilities of the individual? What type of help may people require? What are the symptoms? Pick one other disease from the list above to research. © 2016 Outstanding Resources
A 2 Intellectual development across the life stages – infancy and early childhood Evaluate possible explanations for the development of grammar with reference to Chomsky’s theory of language acquisition (10 marks) This question has asked you to EVALUATE. So you need to analyse Chomsky’s theory and explain the points that you make Chomsky’s theory: children learn words innate, biological grammar knowledge of verbs and nouns language acquisition device. Arguments in support: children learning to speak never make grammatical errors such as getting their subjects, verbs and objects in the wrong order if an adult deliberately said a grammatically incorrect sentence, the child would notice children often say things that are ungrammatical such as ‘mama ball’, which they cannot have learned passively children go through the same stages of language acquisition at similar times regardless of language spoken. Arguments against: no evidence that children have a LAD language learning could merely be through general learning and understanding abilities and interactions with other people emphasis is on grammar and not meaning phonetics may play an important role in the acquisition of language. © 2016 Outstanding Resources
A 2 Intellectual development across the life stages – infancy and early childhood Outline two features of the constructivist perspective from Piaget (4 marks) • Intelligence not fixed at birth (1) develops through experiences (1) • Humans learn through the construction of one logical structure after another (1) children constantly construct and reconstruct reality (1) • Natural sequence for the development of thought (1) Identified four stages of development (1) • Pre-operational/Concrete operational/Formal operational stage for pupils (1) e. g. of characteristic within a stage (animism/object permanence, etc) • Knowledge comes from personal experience of environment (1)through discovery learning (1) • Schemas/box of knowledge about the world(1) through accommodation & assimilation (1) © 2016 Outstanding Resources
A 2 Intellectual development across the life stages – infancy and early childhood Abbey house is a pupil referral unit. Pupils have lessons in literacy and numeracy Evaluate how the work of Piaget could help staff plan the literacy and numeracy lessons at Abbey House. (9 marks) • • • Humans learn through the construction of one logical structure after another Children constantly construct and reconstruct reality Natural sequence for the development of thought Identified four stages of development – teachers should work at the right stage Formal operation stage for clients – children can manipulate abstract ideas, make hypotheses and see implications of their thinking and that of others. Knowledge comes from personal experience Recognise that the logic of children and their modes of thinking are initially entirely different from those of adults Setting appropriate challenges Schemas © 2016 Outstanding Resources Evaluate – Analyse and consider! • • • Active learners so lessons should be active Child – centred including discovery learning Impact on staff ratio – this will need to be smaller than in mainstream schools Teachers should plan work at the correct stage/level for each student Examples of appropriate tasks set relate to literacy/numeracy Teachers conduct baseline assessment Tasks should be varied to keep pupils occupied Curriculum planned at the pupils current capability Work with experienced/competent peers Strategies for independent learning
A 2 Intellectual development across the life stages – infancy and early childhood Allocation of marks 7 -9 marks There is good understanding of theory with a detailed evaluation of theory. There will be a good range of relevant examples of how the staff will use theory when planning the lessons, which are clearly linked to the pupils 4 -6 marks There is some understanding of theory with a reasonable evaluation of theory. There will be relevant examples of how the staff will use theory when planning the lessons, most of which are linked to the pupils 1 -3 marks There is little understanding of theory with a limited evaluation of theory provided which is either not specific or minimal. The candidates may focus on planning the lessons but there is little or no link to the pupils. © 2016 Outstanding Resources
Explain how children learn according to Piaget’s theory (6 marks) Piaget – one of the first to point out that children think differently to adults. Stages of development: Sensori-motor stage: 0 -2 years Pre-operational stage: 2 -7 years Concrete operational stage: 7 -11 years Formal operational stage: 11+ years A child in any particular stage is not able to understand or master tasks from the next, higher, stage until they are psychologically mature enough to do so. For example, a baby in the sensori-motor stage is egocentric and is not able to take anyone else’s needs into account, and a child in the preoperational stage is unable to really understand logical rules. Schema – defined as a set of linked mental representations of the world, used to understand respond to situations. These mental representations are stored and applied as we need them. (For example, a schema about buying a meal in a restaurant is a stored form of the pattern of behaviour of looking at a menu, ordering food, eating it and paying the bill. This is an example of a type of schema called a ‘script’. ) Learning – takes place through the processes of: Assimilation – using an existing schema (knowledge) to deal with a new object or situation. Accommodation – the existing schema (knowledge) does not work and needs to be changed to deal with a new object or situation. Equilibration – the force which moves development along. Piaget believed that cognitive development did not progress at a steady rate but rather in leaps and bounds. A child’s schemas can deal with most new information through assimilation. Disequilibrium – occurs when new information doesn’t fit into existing schemas (assimilation) © 2016 Outstanding Resources
Allocation of marks 5 -6 marks: Answers that give a clear, detailed explanation of how children learn according to the Piaget. Answers are well structured and clearly expressed. Specialist terms used with ease and accuracy. 3 -4 marks: Answers that give a clear explanation of how children learn according to Piaget. Answers are structured and communicate meaning, with some use of specialist vocabulary. 0 -2 marks: Answers that give a basic explanation of how children learn according to Piaget. Answers lack detail, with little use of specialist vocabulary. © 2016 Outstanding Resources
A 3 Emotional development across the life stages theories of attachment, to include types of attachment and disruptions to attachment. Theories of attachment What do you already know about the term ‘Attachment’? Can you think of a definition? Attachment is an emotional tie between two people. In respect of infants/babies it is the emotional link between them and their parent/caregiver. We are going to look at different theories of attachment. The first one we will look at is by John Bowlby. Create a chart or spider diagram on the following four sections. Secure Ambivalent Attachment can be separated into types. Avoidant © 2016 Outstanding Resources Disorganised
A 3 Emotional development across the life stages Secure attachment characteristics theories of attachment, to include types of attachment and disruptions to attachment. A child will: • Be able to separate from a parent • Prefers parents to strangers • Seek comfort from a parent or caregiver if they are frightened • Become excited when they see their parent/caregiver Ambivalent attachment characteristics A child will: • Be wary of strangers • Become very distressed when a parent/caregiver leaves • Do not appear to be comforted in the return of a parent/caregiver © 2016 Outstanding Resources
A 3 Emotional development across the life stages Avoidant attachment characteristics theories of attachment, to include types of attachment and disruptions to attachment. Children may: • May avoid parents • Don’t really seek comfort from parents of caregivers • Show no real preference between a parent/caregiver or a stranger Disorganised attachment characteristics Characteristics change with age. A child of at age 1. • Mixture of avoidance and resistant behaviours • Can seem confused and apprehensive A child at 6 • May take on a parent role • Some may act as a caregiver towards the parent © 2016 Outstanding Resources
A 3 Emotional development across the life stages Bowlby: Main points 1. A child has an innate (i. e. inborn) need to attach to one main attachment figure (i. e. monotropy). There should be a primary bond which was much more important than any other (usually the mother). 2. A child should receive the continuous care of this single most important attachment figure for approximately the first two years of life. (Critical period) Bowlby believed that babies needed to have developed their main attachment by the age of 1 year. During a child’s first three to four years, prolonged separation from this person would cause long-term psychological damage. 3. Children need ‘parenting’ Simply meeting a child’s physical and care needs is not enough for health growth and development. Children need the main attachment in their early lives to give them consistent support. theories of attachment, to include types of attachment and disruptions to attachment. 4. Short term separation from an attachment figure leads to distress. Bowlby outline a pattern of distress that babies and children showed when separated from their carers. A) Protest: The child cries, screams and protests angrily when the parent leaves. They will try to cling on to the parent to stop them leaving. B) Despair: The child’s protesting begins to stop and they appear to be calmer although still upset. The child refuses others’ attempts for comfort and often seems withdrawn and uninterested in anything. C) Detachment: If separation continues the child will start to engage with other people again. They will reject the caregiver on their return and show strong signs of anger. © 2017 Outstanding Resources
A 3 Emotional development across the life stages Bowlby’s theory of development of attachments, internal working models (IWMs). 5. The child’s attachment relationship with their primary caregiver leads to the development of an internal working model (IWM) The first attachment between a baby and their caregiver provides the child with an internal working model or template for their future relationships. The attachment helps children to develop a view of themselves in relation to others. Separating babies and children from their main carer. Have you witnessed how children and babies react when they are separated from their main carer? What have you seen on your work placement? Has the child's reaction changed overtime? Why does their reaction change? © 2017 Outstanding Resources You may have noticed that the older the child the easier it is for them to be separated from their carer. This is because they have formed other relationships with staff and other children. Babies and young children find this difficult. Bowlby noticed that there was a pattern to the way children reacted when separated from their main attachment. This is often called separation anxiety. This pattern mentioned on the last slide under heading 4. https: //www. youtube. com/watch? v=e. RN 5_p 48 n. Xk Example of separation anxiety
A 3 Emotional development across the life stages Mary Ainsworth theories of attachment, to include types of attachment and disruptions to attachment. Mary Ainsworth created an experiment to look at attachment in children. This was called ‘Strange situation’ https: //www. youtube. com/watch? v=s 608077 Nt. NI Watch the clip and make notes on the experiment that you see. Key points: • The child is observed with the main parent or caregiver • The parent and child are left alone in a room with a hidden camera • The child explores the room, without help from the parent • A stranger enters the room and speaks to the parent and then approaches the child • The parent leaves the room without the child knowing • The parent returns to the room and comforts the child • Ainsworth looks at the child's reaction to the parent returning to the room to work out the attachment style. © 2016 Outstanding Resources
A 3 Emotional development across the life stages Ainsworth categorised the behaviour into three types. 2. Secure Attachment: A child who is securely attached to its caregiver will explore freely while the caregiver is present, 1. Anxious-Avoidant Insecure Attachment: will engage with strangers, will be visibly upset when the caregiver departs, and happy to see A child with an anxious-avoidant attachment the caregiver return. The child will not engage with the stranger if the style will avoid or ignore the caregiver and caregiver is not in the room. show little emotion when the caregiver departs or returns. The child will not explore very much, regardless of who is there. 3. Anxious-Ambivalent Insecure Attachment: Strangers will not be treated very differently from the caregiver. There is not much A child with an anxious-resistant attachment emotional range displayed regardless of who style is anxious of exploration and of strangers, is in the room or if it is empty. even when the caregiver is present. When the caregiver departs, the child is extremely distressed. The child will be ambivalent when she returns and will seek to remain close to the caregiver, but will be resentful, and also resistant when the caregiver initiates attention. © 2017 Outstanding Resources
A 3 Emotional development across the life stages theories of attachment, to include types of attachment and disruptions to attachment. Key differences between Ainsworth and Bowlby Ainsworth Evolutionary Situational Hard wired Child makes a choice and adopts learned behaviour (what care will or won’t be given by the parent) Believes that attachment is magnetic between mother and child Bowlby’s work build on the work already done by Conrad Lorenz Biologically wired © 2016 Outstanding Resources This, in turn, impacts on later life This relates to the NURTURE debate Learned behaviour
A 3 Emotional development across the life stages theories of attachment, to include types of attachment and disruptions to attachment. Independent research For each type of attachment style, that Bowlby states, you need to find out what type of behaviour is directed at the child from the parent to produce the attachment style. For example: If a child is displaying avoidance attachment how do the parents treat the child. You also need to investigate the impact this would have on the child in later adulthood. If a child shows avoidance attachment then how does this impact on them in later life? What are the criticisms about Bowlby's views? © 2016 Outstanding Resources
A 3 Emotional development across the life stages Using Bowlby's theory explain how early childhood experiences could affect development later in life. (15 marks) • • • attachment to primary carer of key importance – bonding, enables confident, secure relationships to be made in future separation anxiety similar to loss and grief when babies separated from primary carer – creates anxiety in future relationships, can result in a ‘needy’ fearful adult as a baby is fed, held and spoken to emotional, loving relationships develop and deepen – basis for strong future relationships babies who find that adults respond quickly to their cries become trusting of life and are wellattached in warm, stable relationships babies who do not make close emotional bonds with carer experience general difficulty in forming stable, warm, loving relationships later in life babies who are responded to quickly are less demanding later in life now believed that babies can form close attachments with more than one person – foundations of strong social development quality of the time spent with carers determines emotional attachment difficulties arise from separation at birth e. g. baby needs special care – later relationships may be affected attachment may be more difficult if baby has learning difficulties, vision or hearing impairments children who have experienced many separations from those they have tried to form bonds with find it difficult in later life to understand social situations and form relationships © 2016 Outstanding Resources
Allocation of marks (11– 15 marks) Candidate demonstrates a good understanding of Bowlby’s theory. 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. (6– 10 marks) Candidate attempts to apply knowledge of Bowlby’s theory. Some links are made between the perspective and experiences a child has in early childhood. Some understanding is shown in explaining how at least two experiences in early childhood can affect later development. There is limited ability to organise the information, with the material presented in a way that does not fully address the question. Sentences and paragraphs are not always relevant There may be some errors of grammar, punctuation and spelling. Sub-max of 7 for one experience done well. (0– 5 marks) Candidate makes a limited attempt to explain how early childhood experiences could affect development in later life with little reference to theory. Alternatively the psychodynamic perspective is explained but there is little reference to the child’s future development. The answer may be muddled and list like. Sentences and paragraphs have limited coherence and structure often being doubtful in relevance to the main focus of the question. There may be noticeable and intrusive errors of grammar, punctuation and spelling. © 2016 Outstanding Resources
A 3 Emotional development across the life stages Dean has recently become a father. His wife, Ashleigh, does not spend a lot of time with their baby Rhianna, and they do not seem to have bonded. Dean is worried that Ashleigh’s behaviour could have a negative impact on Rhianna’s emotional development. (a) Define the following terms associated with early childhood attachment. (i) Avoidant attachment (2 marks) (ii) Secure attachment (2 marks) (i)Possible answers may include: • child shows no distress/fear/upset when primary carer leaves them • child displays no anxiety towards strangers • no interest in reunion with carer • no/infrequent affection/communication e. g. child has little or no interest in reunion with primary carer • affection/communication is infrequent with primary carer © 2016 Outstanding Resources (ii)Possible answers may include: • child shows distress/upset when primary carer leaves them • child avoids strangers unless primary carer is present • positive reaction on reunion • reciprocal affection/communication with carer • has formed a positive bond with carer • child feels safe/carer provides safe base e. g. child is happy/positive reaction to reunion with primary carer • affection/communication is reciprocal between primary carer and child
A 3 Emotional development across the life stages What is Self-concept? Self-Concept is a mixture of self-esteem and self-image Self-image is about how we see ourselves © 2016 Outstanding Resources Self-esteem is about our own value. The value you attach to yourself and your skills
A 3 Emotional development across the life stages In pairs come up with a list of positive statements about your self image. Try to think of at least 3 each. In pairs you need to repeat the activity you have just done but think about self esteem. List the things you know you are good at. Due to the things that we see or hear in the media people can develop a negative self concept (self image, self esteem). This can be because of how we think people should look or should behave. The reality is that we are all different! Watch the clip below. What is the point that they are trying to make? https: //www. youtube. com/watch? v=4 n. D 2 v. Zfdz. Gg&nohtml 5=False © 2016 Outstanding Resources
A 3 Emotional development across the life stages How does our self esteem and self image impact on our development? When a baby achieves a milestone, such as crawling, they experience a sense of accomplishment. Think of how adults react around babies when they do something new for the first time. How do you think adults play a part in helping babies feel a sense of happiness when they achieve something? If someone has a low self esteem or low opinion of their self image how would this impact on their health and wellbeing? Think of how it could affect them physically, intellectually, emotionally and socially. Complete the table Adolescence Middle adulthood Physically Intellectually Emotionally Socially Now do the same for someone who has a positive self-image and self-esteem © 2016 Outstanding Resources
A 3 Emotional development across the life stages For each of the following headings list how these factors have an impact on someone's self-concept. Think of at least one negative and one positive for each. primary socialisation (this means someone's family norms, parenting styles etc. ) secondary socialisation (how people react to us and make us feel) by comparing ourselves to others environment and culture how we react to change/success/failure self-fulfilling prophecy (we become what people tell us we will become) pre-disposition towards (Our own personality type) role models Why do some people have a positive self-concept and why do some people have a negative self-concept. Discuss with other and feedback to the class. © 2016 Outstanding Resources
A 3 Emotional development across the life stages Lucy is 14 years old. Her self-concept will develop during adolescence. Explain two possible features of the development of Lucy’s self-concept at this stage. (4 marks) 1 mark for feature and 1 for extension. Example answers • Sense of self becomes stronger (1) which can lead to conflicts/rebellion/anger (1). • Friends replace family as main source of support (1), begin to compare with others in peer group (1). • Capacity to attach oneself to new ideas and concepts becomes stronger (1) which can lead to idealism/fanaticism is apparent (1). © 2016 Outstanding Resources
A 3 Emotional development across the life stages Lilly, aged 23, is currently a patient on a long-stay psychiatric ward. Lilly can be very pleasant but, at times, she can be very difficult and uncooperative. She often screams and throws things in response to simple requests such as to get out of bed, or to wash and get dressed. This is upsetting for other patients and makes life difficult for the staff. Describe what is meant by ‘self-concept’ and how it develops. (3 marks) Award up to 3 marks for a detailed description of what is meant by self concept and how it develops. Likely answers may include: Self-concept starts to develop in childhood. It is an individual’s perception of themselves in relation to a wide range of characteristics including physical and biological attributes, e. g. being male/female, tall or short, etc. Initially these perceptions are based on what we are told about ourselves, e. g. whether or not we are pretty, clever, good, kind, etc. Later, we incorporate our own judgements based on experience, e. g. ‘I do well at sport’, ‘I am no good at maths’, ‘I can’t be very pretty as I don’t have a boyfriend’. © 2016 Outstanding Resources
A 3 Emotional development across the life stages Analyse factors which could influence the development of and individuals self-concept? (15 marks) Analyse is to examine something in detail. So with each factor you need to give (a) environment and culture – this could lead to certain beliefs about oneself detailed reasons (b) (c) (d) (e) (f) (g) (h) according to gender, age, ethnicity etc – these could have positive/negative impacts primary socialisation – social norms within that family; parenting styles could have effect on self-concept secondary socialisation – if people react favourably and help us to feel good about ourselves this will have a positive influence on our self-concept by comparing ourselves to others – if we do not ‘measure up’ we will feel bad about ourselves; may use peers/people in media etc role models – will result in a more complex self-concept how we react to change/success/failure – being able to cope and emerge with self-concept intact self-fulfilling prophecy – we become what people tell us we will become pre-disposition towards – high/low self-concept (personality types) © 2016 Outstanding Resources
Allocation of marks 11 – 15 marks 15 Candidate is able to analyse at least two factors which could influence the development of self-concept. Examples used will demonstrate understanding. 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 the material presented in a balanced, logical and coherent manner. There may be occasional errors of grammar, punctuation and spelling. 6 – 10 marks The candidate is able to explain at least two factors which could influence the development of self-concept. The candidate has shown limited ability to organise the relevant material, using some appropriate health, social care and early year’s terminology. Sentences and paragraphs are not always relevant, with the material presented in a way that does not always address the question. There may be noticeable errors of grammar, punctuation and spelling. Sub-max of 7 for one factor analysed well. 0 – 5 marks The candidate has described at least one factor which could influence the development of self-concept. Alternatively, there will be a general description of self concept. The candidate has used some appropriate health, social care and early years terminology. Sentences and paragraphs have limited coherence and structure, often being of doubtful relevance to the main focus of the question. Errors of grammar, punctuation and spelling may be noticeable and intrusive. © 2016 Outstanding Resources
A 3 Emotional development across the life stages George is 28 years old. He lives in a rented flat. Often he can not afford to buy essential toiletries and foods. Discuss how living in poverty could affect his self-concept. (12 marks) (a) lack of employment/poor job prospects/lack of motivation – feeling worthless/hopeless (b) limited feelings of achievement – low self esteem (c) comparisons with others with more money – feeling inadequate (d) made to feel inferior by others e. g. having to apply for benefits (e) not able to provide for family/children – feelings of guilt (f) poor diet affecting physical appearance/obesity – poor self-image (g) poor housing/surroundings – may feel threatened, vulnerable (h) lack of choice – leisure activities, holidays etc. leading to reduced social opportunities (i) unable to afford material possessions which support self-concept (clothes etc. ) (j) being on benefits leading to feelings of dependency/disempowerment (k) lack of control over life chances – low self efficacy (l) any other suitable example © 2016 Outstanding Resources
A 3 Emotional development across the life stages Allocation of marks (9 -12 marks) Candidates demonstrate clear understanding of the relationship between poverty and self-concept in adulthood. Understanding of the term ‘self-concept’ is evident. At least two relevant examples are given which are appropriate to adults’ self-concept with clear explanation of the links. Evidence from research/reports may be used to support answer, with some understanding shown of ‘relative poverty’ compared with ‘actual poverty’. Has presented answer 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 may be occasional errors of grammar, punctuation and spelling. (5 -8 marks) Candidates show an awareness of what self-concept is and have made some attempt to link this with examples of poverty. At least two relevant examples are given, which clearly relate to adults, and which demonstrate some understanding of the effects of poverty in adulthood. Sentences and paragraphs may contain irrelevancies or may not always address the main focus of the question. There may be noticeable errors of grammar, punctuation and spelling. (0 -4 marks) Self-concept is identified and some understanding shown of what is meant by poverty. Little attempt is made to make links between the two. At least one example is given but this may be very general in nature and not be directly related to adults. A number of examples of poverty may be given but these are not put into the context of the question. Sentences and paragraphs have limited coherence and structure. Errors of grammar, punctuation and spelling may be noticeable and intrusive. © 2016 Outstanding Resources
A 3 Emotional development across the life stages Asses the likely impact on the development of an individual if they have a negative self-concept (15 marks) Physical • self harming • poor posture • over reliance on make up/hairstyle/lack of self interest/ poor hygiene • avoiding eye contact • any other suitable response Intellectual • not contribute in class • fear of failure • not trying • not wanting to stand out • any other suitable response © 2016 Outstanding Resources Emotional • sad, depressed, withdrawn, tearful, upset, bullied/bullying others e any other suitable response Social • not mixing • no friends • withdrawn • not liked • any other suitable response
A 3 Emotional development across the life stages Allocation of marks 12 -15 Candidate assesses impact on the individual showing a detailed understanding of self-concept. Impact on at least three areas of PIES clearly identified and developed. Sentences and paragraphs are for the most part relevant, with the material presented in a balanced and coherent manner which addresses the question. There may be occasional errors of spelling, punctuation and grammar. 7 -11 marks Candidate describes impact of a negative self concept on the individual; these effects show some understanding and consider at least two areas of PIES. Answer is organised and uses some appropriate terminology. Sentences and paragraphs may contain some irrelevancies there may be noticeable errors of grammar, punctuation and spelling. 0 -6 marks Candidate has identified at least one way in which one or more influences could impact on the individual using little, if any, appropriate terminology. Sentences and paragraphs have limited coherence and structure, with limited relevance to main focus of question. Errors of grammar, punctuation and spelling may be noticeable and intrusive. © 2016 Outstanding Resources
A 4 Social Development across the life stages The stages of play in infancy and early childhood: Children learn and develop through play. They have a number of stages that they pass through during their first few years. Solitary play is the first stage. An infant will spend time playing and exploring on their own without interacting with other children. Think of the times when you have seen young infants and babies playing. They tend to be quite content playing on their own as long as they know an adult is nearby. Much of their play is imitative. Normally 0 -2 years of age. © 2016 Outstanding Resources Parallel play is the next stage of play. This is where a child will play alongside another child, but not with each other. Often the children do not even acknowledge each other. They have little interest in what the other child is doing. This normally takes place between 2 and 3 years of age. Cooperative play is the most developed stage of play. This is where children work together to complete tasks and role play together. Children have now developed the skills to complete a task, communicate with each other and have learned skills such as taking turns.
A 4 Social Development across the life stages The importance of friendships and friendship groups: Think of your friendship group. Those people that you spend most of your time with. There are many benefits of having close friends. Create a list of benefits to an individual regarding friendship. Think of your own friendships. What is it about your friends that you value? What social benefits are there in friendships? How does this impact on someone’s development? Have you ever been in a situation where you have felt pressurised to do something that you didn’t really want to do? © 2016 Outstanding Resources What is this called?
A 4 Social Development across the life stages Peer pressure can have a negative or positive impact on your development. It all depends on the type of friendship groups you have and your own personality. Create a list of situations that are positive aspects of peer pressure and one that has negative aspects of peer pressure. Discuss how these could impact on a persons social and emotional development. © 2016 Outstanding Resources Peer pressure is when you feel that you must do the same thing as people around you in order for them to like and respect you. Positive aspects could be motivating each other with your education, encouraging each other to be fit and healthy. Negative aspects could be to start drinking and smoking or trying drugs.
A 4 Social Development across the life stages Think of all the different relationships you have. As we go through life we have a variety of relationships with others. Lets take a look at Beyoncé. Friend also she had a working relationship. Mother to Blue Ivy Daughter. Her father is also her manager and so she has a professional relationship with him as well. Wife to Jay Z. They also have a working relationship © 2016 Outstanding Resources
A 4 Social Development across the life stages All relationships have positive and negative features. For each of the following relationships produce a list of positive and negative features for each. For example, a positive feature of family relationships is protection. A negative feature of family relationships could be the death of a family member. Positive Family relationships Friendships Working relationships Intimate/ sexual relationship © 2016 Outstanding Resources Negative
A 4 Social Development across the life stages How has your relationship with others changed over the years? Think of three people you have relationships with for example, sibling, parent, close friend, work colleague, teacher, neighbour etc. How has your relationship with each of those changed over the years? The development of independence through the life stages: peer influence in adolescence, starting employment, leaving home, starting a family. For each life stage create a list of situations which demonstrate the development of independence. For example, In childhood we go to school and leave our main carer, creating independence. © 2016 Outstanding Resources
B 1 Development across the lifespan is a result of genetic or inherited factors – Gesell’s maturation theory Nature/Nurture debate Do we behaviour a certain why because of our genetic predisposition or because of the environment around us? Gesell’s Maturation theory Gesell observed large groups of children to establish what skills and abilities children had at different ages. These are what we refer to as ‘norms’ or ‘milestones’. These are used today to measure development in all children. Gesell believed that children move through these at their own pace. He stated that development was predetermined and the environment around them had little impact on development. • Development is genetically determined by a universal process of maturation • Personality develops out of social and mental development as part of the process of maturation • Gessell indicated that environmental influences were also important to some extent • Gessell’s theory offers only a bare outline in respect of personality development • Gessell’s theory offers very little in the way of explanation for personality differences. © 2016 Outstanding Resources
B 1 Development across the lifespan is a result of environmental factors – Bandura’s social learning theory Bandura’s Social Learning Theory Bandura believes that behaviour is a result of environmental factors. Do you believe that our behaviour is influenced by what we see? A six year old is playing a video game that involves mild violence. Do you think that this will cause the child to become violent or are there other things to consider? Watch the clips below and write notes on the information given. You need to understand the experiment that Bandura conducts and the outcome of this experiment in terms of the development of behaviour. https: //www. yout ube. com/watch? v= Ps. Tl. Jyox 0 Kg bobo introduction © 2016 Outstanding Resources https: //www. youtube. com/watch? v=128 Ts 5 r 9 NRE Bobo experiment
B 1 Development across the lifespan is a result of environmental factors – Bandura’s social learning theory • The social learning theory is sometimes Bandura’s Social Learning Theory called the ‘observational learning’ and ‘social • After watching the video, the child was cognitive theory’ left alone with a Bobo doll in the room • Social learning theories suggest that children • Bandura secretly watched from another learn through conditioning and by observing room. He counted how many aggressive others. acts - such as hitting, yelling, cursing, and punching - that each child engaged Bobo doll experiment in. • Bandura's study focused on children • He found that the children who between the ages of three and six. watched the adult get rewarded for • Each child was shown a video of an adult showing aggression were more likely to hitting and yelling at an inflatable clown doll, show aggression themselves. called a 'Bobo doll. ' • The children were divided into three groups: • He also found that, no matter which version of the video they saw, boys • One group saw the adult punished after were more likely than girls to imitate showing aggression towards the Bobo doll Key words the aggressive behaviour of the adults • one group saw the adult rewarded after Model: the person whose in the video. showing aggression behaviour is being imitated • one group saw the aggression but did not see Modelling : process by which learning takes place the adult either punished or rewarded for the aggression. © 2017 Outstanding Resources
B 1 Development across the lifespan is a result of environmental factors – Bandura’s social learning theory • Bandura concluded that children learn behaviour by watching the people around them. • This is known as social learning theory. • Since this work Bandura suggests that there are several conditions required in order for children to learn from watching others. Conditions. Attention – The child needs to be interested to pay attention. They have to focus on the right elements and avoid anything irrelevant. E. g. an adult showing a child how to write the letter ‘A’. If the adult stops to scratch their foot the child has to be able to filter out this irrelevant information. This is a skills that takes time. Research the terms ‘self-efficacy’ and ‘empowerment’ © 2017 Outstanding Resources Encoding and retrieving information Encoding and retrieving memories is a difficult process is still developing in childhood. Things that are complex to understand are difficult for children to learn. Opportunity to reproduce actions Children need to be able to replicate what they have seen. E. g. an adult brushing painting or tidying away toys. The child needs the opportunity to join in. Physical skill The child needs to be at a sufficient level of physical skill in order to copy an adult. E. g. A child may watch an adult put beads on a piece of string but the child may not have the fine motor skills to do the activity therefore they don't learn from this.
B 1 Development across the lifespan is a result of environmental factors – Bandura’s social learning theory Bandura theorist from the social learning perspective Outline two features of Banduras theory (4 marks) 1 mark for identification and 1 mark for development Bandura - observation and imitation/copying of behaviour - choose role models who can be identified with - low self esteem can lead to greater imitation - vicarious reinforcement increases likelihood of imitation - reward often intrinsic – does not depend on imitator receiving reward/recognition - experimental work based on Bobo doll © 2016 Outstanding Resources
B 1 Development across the lifespan is a result of environmental factors – Bandura’s social learning theory Using Banduras theory explain the possible changes in behaviour which often occur during adolescence (10 marks) • adolescence is a ‘social construct’ which is the result of the society in which the person is brought up • responses to the physical changes of puberty are learned behaviours resulting from upbringing and societal influences • examples could include: smoking, experimenting with drugs, fashion changes, taste in music, antisocial behaviour, supporting causes (eg ‘green issues’) Plus any other appropriate exam • Bobo doll experiment likely to be described – should be linked to adolescence • behaviour is copied/imitated from those who a - person identifies with - person looks up to/sees as role models - person sees being rewarded • it is more likely to be imitated by those who - lack self-confidence} commonly a feature of - have poor self image} adolescence • adolescents are more likely to copy peers/friends/celebrities rather than parents © 2016 Outstanding Resources
Allocation of marks (8 -10 marks) Candidate demonstrates clear understanding of an appropriate theory. At least two relevant changes in behaviour which can occur during adolescence are clearly explained and are clearly linked to features of theory selected. Detailed knowledge of theory should be evident at this level with specific relevance to the changes which take place during adolescence. 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 errors of grammar, punctuation and spelling. (5 -7 marks) Candidate briefly explains an appropriate theory and some links are made to changes in behaviour during adolescence. At least one relevant change in behaviour which can occur in adolescence is given. An attempt is made to show the theory can be used to explain changes in behaviour. Sentences and paragraphs may contain irrelevancies or may not always address the main focus of the question. There may be occasional errors of grammar, punctuation and spelling. (0 -4 marks) Candidate gives only a very brief explanation which is more of a description of an appropriate theory, little or no reference is made to changes in behaviour which can occur during adolescence. Alternatively a description of behaviours characteristic of adolescence may be given but with little or no reference to theory chosen. Answer may be list like, sentences and paragraphs have limited coherence and structure. Errors of grammar, punctuation and spelling may be noticeable and intrusive. © 2016 Outstanding Resources
B 1 Development across the lifespan is a result of environmental factors – Bandura’s social learning theory Describe the work of Bandura (8 Marks) • • • • • Bandura (candidates may illustrate points with reference to a study) Observational learning Deterministic view of behaviour The child pays attention to what the ‘model’ is doing High self-efficacy Some models are more influential than others, parents, siblings, teachers The child encodes AW /forms a memory of the behaviour The child/observer later retrieves that information/memory And imitates it Retrieval/memory ideas contribute to this theory sometimes being referred to as cognitive attribution Whether the child copies the behaviour can be due to motivation This motivation can be due to factors such as reinforcement Reinforcement makes imitation more likely Especially if the observer/child values the reinforcer the model achieves Punishment – imitation is less likely Vicarious reinforcement and punishment Direct/indirect reinforcement Believed in the ‘nurture’ side of behaviour – all born with a blank slate and therefore we can control our own destiny/freedom Low self-esteem can lead to greater imitation Bandura used Bobo dolls to apply these ideas to the study of anti-social behaviour © 2016 Outstanding Resources
B 1 Development across the lifespan is a result of environmental factors – Bandura’s social learning theory Bandura suggested that “people learn from one another”. Assess how the social learning approach accounts for the acquisition of behaviour in young children. (8 marks) Bandura claimed that one of the ways that children learned was by observing and imitating another person – observational learning, e. g. if a child sees an older child ‘sneak’ two biscuits at break time, he may copy that behaviour so that he too can have more than one biscuit • if a child sees another person, the model, getting a reward, they are more likely to try and copy it; if children see an older child get something by using aggression – or by being polite – they may copy the behaviour • some people will be more important to a child than others, e. g. an older child or parent, and these people's behaviour is more likely to be copied • also, same-sex models are more likely to be copied than opposite-sex models, e. g. boys copy the masculine role of their father or other boys – sex-role identification • if the model has social status, power, or great skill, they are more likely to be imitated, e. g. pop stars and other celebrities or older children • if children copy a certain behaviour and they are rewarded in some way, they are more likely to repeat the behaviour, whether it is good or bad • Bandura believed that children imitated both good and bad behaviours; for example, in his most famous experiment, the Bobo doll, the children learned to be aggressive towards a doll by watching others be aggressive towards it; they were more aggressive if the 'model' was rewarded but, even if it were not, the behaviour was still copied • social learning techniques are widely used in education • social learning studies only observable behaviour, so its methods and theories can be easily replicated and confirmed; observational learning has been demonstrated in a number of animal experiments. • social learning theory has overcome many of the weaknesses of behaviourist theory, but it does not take account of fact that children's ability/learning is age-related • if social learning theory was true, the children's personalities would be constantly changing, depending on who they were copying at the time • there is some evidence that some characteristics, such as gender behaviour and aggression are determined genetically © 2016 Outstanding Resources •
B 1 Development across the lifespan is a result of environmental factors – Bandura’s social learning theory Allocation of marks 6 -8 marks: Answers should demonstrate detailed knowledge of social learning theories and address their limitations, and assess how far they account for the acquisition of behaviour. Answer is well structured and clearly expressed. Specialist terms are used with ease and accuracy. 3 -5 marks: Answers that discuss some assumptions of the social learning approach and give a basic evaluative comment. Answers communicate meaning with some use of specialist vocabulary. 0 -2 marks: Answers give a basic explanation of the social learning approach with little or no attempt to assess. Answers convey meaning but lack detail. Little or no use of specialist vocabulary. © 2016 Outstanding Resources
B 1 The nature/nurture debate related to factors Patrick has been diagnosed with asthma, which can be due to nature and/or nurture. Explain the difference between nature and nurture. (2 marks) • One difference between nature and nurture. 1 mark each for meaning of nature and nurture and 1 mark for a clear difference. For example : • The characteristics transferred by genes are called nature (1) whereas the factors due to the environment surrounding us are nurture (1). • Nurture is how we are brought up (1) whereas nature consists of inherited factors (1) or genes. • An individual can control nurture to a large extent (1) but cannot control nature (1). • Nurture can be changed (1) whereas nature cannot (1). © 2016 Outstanding Resources
B 1 Diathesis- stress model The diathesis–stress model is a psychological theory. It looks at how nature and nurture affect behaviour. It looks at predisposition to a illness and the stress needed for it to occur. The diathesis-stress model shows the inheritance of vulnerability to a specific condition such as depression, anxiety, or addiction. For a more vulnerable person, less environmental stress is necessary to trigger a mental illness. A person with very little vulnerability can endure high amounts of stress without developing a mental disorder. For example two soldiers experience a traumatic event. One has developed post-traumatic stress disorder. The other has not developed this, even though they have witnessed the same traumatic event. But why? This is because some people have a genetic predisposition toward PTSD, while some do not. Those with a genetic vulnerability are much more likely to have PTSD triggered by a traumatic event. People with a lesser genetic vulnerability can experience the same event without developing the same disorder. © 2016 Outstanding Resources
B 2 Genetic factors that affect development A genetic predisposition is an increased likelihood of developing a particular disease based on a person's genetic makeup. https: //www. youtube. com/wa tch? v=Vi. Jb. UYNKc 8 c This clip explains how some people carry the cystic fibrosis gene and why some people have cystic fibrosis One in 25 people carry the CF gene. For someone to be born with CF, both parents must carry the faulty gene. © 2016 Outstanding Resources
B 2 Genetic factors that affect development You need to investigate the genetic predisposition of a number of conditions. You should be able to explain the genetic make up and symptoms of each condition. Between the whole class you need to ensure each condition is covered. Discuss which conditions you are going to research. You can work in pairs if you find this easier. You then need to produce a detailed presentation to the rest of the class with revision materials for the conditions you have chosen. (make sure you don’t cover the same topic as someone else in the room). cystic fibrosis, brittle bone disease, phenylketonuria (PKU), Huntington’s disease, Klinefelter’s syndrome, Down’s syndrome, colour blindness, Duchenne muscular dystrophy © 2016 Outstanding Resources
B 2 Genetic factors that affect development Identify one genetically inherited condition. Explain ways in which an individual’s intellectual and physical development could be affected by this condition. (5 marks) Physical • unable to take part in physical activity • appearance eg those specific to condition • visual/hearing impairment • physical tics • coughing/breathing difficulties • any other suitable response Intellectual • missing school • literacy/numeracy problems • SEN • inability to concentrate • employment issues • any other suitable response © 2016 Outstanding Resources
Allocation of marks 3 -5 marks Accurately named condition and a full explanation of impact on physical and intellectual development which clearly indicates a high level of understanding. 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 the material presented in a balanced, logical and coherent manner. There may be occasional errors of grammar, punctuation and spelling. 3 -4 marks Named condition showing some understanding. Links made to both physical and intellectual effects identified, but lacking in detail. The candidate has shown limited ability to organise the relevant material, using some appropriate health, social care and early year’s terminology. Sentences and paragraphs are not always relevant, with the material presented in a way that does not always address the question. There may be noticeable errors of grammar, punctuation and spelling. 0 -2 marks Identify either physical or intellectual effects. Basic comments made lacks clarity and coherence. The candidate has used little if any appropriate health, social care and early years terminology. Sentences and paragraphs have limited coherence and structure, often being of doubtful relevance to the main focus of the question. Errors of grammar, punctuation and spelling may be noticeable and intrusive. © 2016 Outstanding Resources
B 2 Genetic factors that affect development Why are some people more susceptible to developing condition such as cancer, diabetes and high blood pressure? https: //www. youtube. com/ watch? v=Qja 4 z 1 HGDQo Why don’t we all have cancer? https: //www. youtube. co m/watch? v=i. HOspvc 4 yb 0 Science of cancer Take sometime to find information about why some of us are more likely to develop cancer, high blood pressure and diabetes. Are there any similarities that could contribute to people developing these? © 2016 Outstanding Resources
B 2 Genetic factors that affect development Biological factors that affect development During pregnancy the mothers diet and lifestyle have an impact on the development of the foetus. Research the following related to pregnant women: Diet – foods to avoid and why The importance of folic acid Being Overweight The impact of drinking alcohol with specific reference to foetal alcohol syndrome Smoking Taking drugs https: //www. youtu be. com/watch? v=4 QOob. VCbz 2 A smoking © 2016 Outstanding Resources https: //www. yo utube. com/wat ch? v=80 o. JMZHj QTA Drug addiction https: //www. youtube. c om/watch? v=ZNRb 9 va. Z 2 k. Q Foetal alcohol syndrome
B 3 Environmental factors that affect development Pollution Pollutants of major public health concern include carbon monoxide, ozone, nitrogen dioxide Sulphur dioxide. These can cause respiratory disorders, cardiovascular problems and allergies. https: //www. youtube. com/watch ? v=TAb. OVe. KYgj. U Introduction to pollution © 2016 Outstanding Resources Research one respiratory, cardiovascular and allergy that are most commonly cause by pollution.
B 3 Environmental factors that affect development https: //www. youtube. com/watch? v=o 3 Ger 3 -2 Ju. Y Poor housing conditions can lead to a number of problems for many people. Dampness, mould, fungus growing in the house due to lack of heating. Respiratory disorders such as asthma are common in these circumstances. Not having the income to support the heating of the home can lead to hypothermia in the elderly. Constant health problems and stress from bills can lead to anxiety in many. https: //www. youtube. com /watch? v=v 7 t. QLTMEx. Fs Age UK– fuel poverty © 2016 Outstanding Resources
B 3 Environmental factors that affect development Examine the picture of the high rise flats and use the information gathered from the video clips you have just watched. Discuss the impact living here could have on the development of an elderly person and a teenager. Below are some points to consider. Research on the internet to help you. • Housing increasing the risk of respiratory and cardiovascular disease, mental health conditions such as anxiety and depression. • Damp and cold houses increase mould and structural defects these can increase illness and potential accidents • Overcrowding within a household can limit access to washing, cleaning and cooking. Indoor air pollution such as drying clothes indoors and having inadequate ventilation can be linked to respiratory disorders. Increase spread of infection is linked to overcrowding and inadequate sanitary provisions. • Lack space for physical activities which could lead to cardiovascular problems. What types of cardiovascular, respiratory and mental health issues are cause by this type of poor housing? © 2016 Outstanding Resources
B 3 Environmental factors that affect development Betty is 80 years old. She has a number of medical issues. She has arthritis and has to use a walking stick to help her to balance and move. She can not move far without assistance from another person. Betty lives on her own in a small cottage in the countryside. She can not drive and has no family members nearby that can help her. Betty also has diabetes and has to be mindful of her diet. Research the health and social care services that are available to support Betty. Access to health and social care services – availability of transport, opening hours of services, ability to understand the needs and requirements of particular services. © 2016 Outstanding Resources
B 3 Environmental factors that affect development Analyse how environmental influences could affect the development of children. (12 marks) (a) Air pollution examples asthma/respiratory infections and consequences on physical development. Positive factors -good environment - playing out in clean, safe community - social, emotional and physical development (b) Water pollution examples could include physical health - impact on physical development may be knock on effects of being ill and missing school(intellectual) (c) Noise pollution - concentration - intellectual. Emotional strain etc (d) Location – including housing, access to facilities, public transport (e) Social exclusion – including crime (as victims/drawn into early offending) (f) Nurture (side of nature/nurture debate) – quality of environment, care they receive, housing, etc. © 2016 Outstanding Resources
B 3 Environmental factors that affect development Allocation [9 -12 marks] Candidates analyse at least two environmental influences could affect the development of children. At least three aspects of PIES are covered 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 and coherent manner which addresses the question, there may be occasional errors of grammar, punctuation and spelling. (5 -8 marks) Candidates describe at least two environmental influences relating to at least two aspects of PIES. An attempt will be made to link influences to development of children. Answer is organised and uses some appropriate terminology. Sentences and paragraphs may contain some irrelevancies but indicate a sound understanding of the question. There may be noticeable errors of grammar punctuation and spelling. One aspect of PIES done very well can achieve up to half marks [0 -4 marks] Candidate has identified at least one way in which environmental influences could influence development using some appropriate terminology. May only look at one area of PIES. Sentences and paragraphs have limited coherence and structure, with limited relevance to main focus of question. Errors of grammar, punctuation and spelling may be noticeable and intrusive. © 2016 Outstanding Resources
B 3 Environmental factors that affect development Explain how environmental influences can affect an individual’s development (10 marks) • air pollution because it could cause respiratory problems in turn affecting physical health and development • air pollution because of above children may miss school and therefore intellectual development suffers • air pollution because if living in clean air environment will encourage positive physical health therefore allowing for physical and intellectual development • noise pollution because too much noise can cause stress thus affecting emotional and social development OR VISE VERSA IN QUIET ENVIRONMENT • noise pollution because too much noise can make it difficult to concentrate and so affect intellectual development • Water pollution because can cause illness and so affect all PIES • urban v rural because generally healthier to live in urban areas ie less pollution, stress, fear, anxiety etc © 2016 Outstanding Resources
B 3 Environmental factors that affect development Allocation of marks 8 - 10 marks Candidates can give a detailed explanation of at least two environmental influences which can affect at least two PIES in an individual. 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 the material presented in a balanced, logical and coherent manner. There may be occasional errors of grammar, punctuation and spelling. 4 - 7 marks Candidates can describe at least two environmental influences which can affect at least two PIES in an individual. The candidate has shown limited ability to organise the relevant material, using some appropriate health, social care and early year’s terminology. Sentences and paragraphs are not always relevant, with the material presented in a way that does not always address the question. There may be noticeable errors of grammar, punctuation and spelling. SUB MAX OF 5 IF ONE DONE VERY WELL. 0 – 3 marks Candidates can identify at least one environmental influence which can affect at least one area of PIES in an individual. Sentences and paragraphs have limited coherence and structure, often being of doubtful relevance to the main focus of the question. Errors of grammar, punctuation and spelling may be noticeable and intrusive. © 2016 Outstanding Resources
B 3 Environmental factors that affect development Discuss how living in poverty could affect an adult’s self-concept. (12 marks) (a) lack of employment/poor job prospects/lack of motivation – feeling worthless/hopeless (b) limited feelings of achievement – low self esteem (c) comparisons with others with more money – feeling inadequate (d) made to feel inferior by others eg having to apply for benefits (e) not able to provide for family/children – feelings of guilt (f) poor diet affecting physical appearance/obesity – poor self-image (g) poor housing/surroundings – may feel threatened, vulnerable (h) lack of choice – leisure activities, holidays etc leading to reduced social opportunities (i) unable to afford material possessions which support self-concept (clothes etc) (j) being on benefits leading to feelings of dependency/disempowerment (k) lack of control over life chances – low self efficacy © 2016 Outstanding Resources
B 3 Environmental factors that affect development Allocation of marks 9 -12 marks Candidates demonstrate clear understanding of the relationship between poverty and selfconcept in adulthood. Understanding of the term ‘self-concept’ is evident. At least two relevant examples are given which are appropriate to adults’ self-concept with clear explanation of the links. Evidence from research/reports may be used to support answer, with some understanding shown of ‘relative poverty’ compared with ‘actual poverty’. Has presented answer 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 may be occasional errors of grammar, punctuation and spelling. (5 -8 marks) Candidates show an awareness of what self-concept is and have made some attempt to link this with examples of poverty. At least two relevant examples are given, which clearly relate to adults, and which demonstrate some understanding of the effects of poverty in adulthood. Sentences and paragraphs may contain irrelevancies or may not always address the main focus of the question. There may be noticeable errors of grammar, punctuation and spelling. (0 -4 marks) Self-concept is identified and some understanding shown of what is meant by poverty. Little attempt is made to make links between the two. At least one example is given but this may be very general in nature and not be directly related to adults. A number of examples of poverty may be given but these are not put into the context of the question. Sentences and paragraphs have limited coherence and structure. Errors of grammar, punctuation and spelling may be noticeable and intrusive. © 2016 Outstanding Resources
B 3 Environmental factors that affect development Identify reasons why people might find it difficult to access health services. Explain how these might affect their development. (8 marks) transport difficulties – cost of/no public transport, no car, cannot drive low income – cost of parking when attending for check up some health care treatments have to be paid for by user e. g dentist, chiropodist difficulties travelling with babies/young children mobility difficulties – through age or disability working hours and unable to take time off homeless and not registered with GP etc works away from home/travels frequently responsibilities as a carer – cannot leave person being cared for/cannot take with them psychological difficulties – frightened, agoraphobic, embarrassed, fear of leaving the house (because of intimidating neighbourhood etc) lack of specialist facilities available locally/distance to travel eg Dialysis, cancer treatments language difficulties lack of knowledge of what is available lack of understanding of the importance of services cultural/gender barriers to accessing services © 2016 Outstanding Resources Physical illnesses take longer to clear up/not treated illnesses not identified/diagnosed � individual in pain complications arise (eg flu develops into pneumonia) earlier death Intellectual not learning about the importance of health care eg immunisation, screening lack of information about what is available not knowing what is wrong not understanding/knowing what treatment is available Emotional feeling ‘disempowered’ depression worried/fearful stressed Angry Social ‘social exclusion’ isolated lack of contact with health professionals
B 3 Environmental factors that affect development Allocation of marks (7 – 8 marks) Candidate identifies at least two reasons why individuals might find it difficult to access health services and explains how at least three aspects of development would be affected. Appropriate links are made between the reasons and the effects showing understanding. 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 may be occasional errors of grammar, punctuation and spelling. (4 – 6 marks) Candidate identifies at least two reasons why individuals might find it difficult to access health services and explains how at least two aspects of development would be affected. The candidate has shown limited ability to organise the relevant information, using some appropriate health, social care and early years terminology. Sentences and paragraphs are not always relevant, with the material presented in a way that does not always address the focus of the question. There may be noticeable errors of grammar, punctuation and spelling. (0 – 3 marks) Candidate identifies at least one reason why individuals might find it difficult to access health services. There may be no reference to effects. The answer may be muddled and list like, lacking detail. The candidate has used little, if any, appropriate health, social care and early years terminology. Sentences and paragraphs have limited coherence and structure. Errors of grammar, punctuation and spelling may be noticeable and intrusive. © 2016 Outstanding Resources
B 4 Social factors that affect development https: //www. youtube. co m/watch? v=c. Kc. Nyf. Xb. Qz Q Positive Family dysfunction – parental divorce or separation, sibling rivalry, parenting style Watch the clip. Record the positive and negative aspects related to a child’s development due to divorce. Negative Divorce can also have an impact on the parents. Create a chart which outlines positive and negative aspects of divorce in relation to the adults involved. Explain each aspect. For example. Someone may have been in an abusive relationship but their divorce has now ensure their safety and they have become more confident in themselves. Discuss how sibling rivalry and parenting styles can impact on an individuals development © 2016 Outstanding Resources
B 4 Social factors that affect development Sarah was 5 years old when her mum and dad divorced. Outline how this divorce may have affected Sarah’s emotional development. (6 marks) Negative outcomes of divorce: • emotional trauma caused by divorce (1) • grieving due to absence of father (1) • uncomfortable with attention on her (1) • feels responsible for brother and mother/anxious (1) • lowered self-esteem/negative self-concept (1) • depressed and sad/stressed/upset (1) • missing friends to talk to (1). Positive outcomes of divorce: • closer relationship with mother (1) • less arguing/stress at home (1) • possible increase in external social support such as extended • family (1) • possibility of step-siblings and a greater opportunity to socialise • (1). • Accept any other suitable answers. © 2016 Outstanding Resources
B 4 Social factors that affect development In small groups investigate how the following social factors can have an impact on a persons development. Create a presentation that you will deliver to the rest of the class. You must also produce revision material for this section. • Bullying – effects of bullying on self-esteem, selfharm, suicide • Effects of culture, religion and belief – beliefs that may prevent medical intervention, dietary restrictions © 2016 Outstanding Resources
B 5 Economic factors that affect development The following economic factors have both positive and negative impacts on development. • Income and expenditure. • Employment status. • Education. • Lifestyle. Investigate how each category can have both positive and negative impacts on development. Some ideas to help you to get started. Find out what the average income is in the UK. Create a list of all the things that someone needs to pay out each month. Ask members of your family what they have to pay for. How much does the average person have to pay out each month in order to live? What are the issues with living in poverty? How does employment affect development? What issues arise due to unemployment? How does this affect development? Why is education so important? What opportunities arise from a good education? What difficulties occur from having little or no education? With reference to lifestyle how does the lifestyle of someone in employment differ from someone who is not in employment? Link each of the above to PIES development. © 2016 Outstanding Resources
B 6 Major life events that affect development Predictable events: these are events that are expected to happen at a particular time. While expected, they may still have an effect on a person’s health and wellbeing. This effect can be positive or negative, regardless of the event. Unpredictable events: these are events that happen unexpectedly and can have serious physical and psychological effects on an individual. These effects can be positive or negative, regardless of the event. As we go through life we know that certain events will happen. These are called ‘expected life events’. Sometimes things happen that we didn’t plan for or we didn’t expect to happen. These are called ‘unexpected life events’. Create a list of expected and unexpected life events. Be prepared to feedback to the group. You have 5 minutes Expected life events Unexpected life events Going to school Divorce Learning to read Going into care © 2016 Outstanding Resources
B 6 Major life events that affect development Holmes-Rahe social readjustment rating scale • Holmes-Rahe created a list of life events that could cause someone stress. • The list is called the social readjustment rating scale • The list was made into a questionnaire and measures how vulnerable someone is to stress related illness. • There were 43 stressful life events on the list. • Each one had a Life Change Unit depending on how traumatic it was felt by the sample of participates that took part. • A total values for stressful life events could be worked out by adding up the scores for each event experienced over a 12 month period. • If a person had less than 150 life change units they would have a 30% change of suffering from a stress related illness. • 150 -199 units equates to a 50% change of suffering from a stress related illness. • If the score is over 300 then they would have an 80% change of suffering from a stress related illness. The following slide shows the life events and the life unit change score per event. © 2016 Outstanding Resources
Life event Life change units Death of a spouse 100 Divorce 73 Death of a close friend 37 Change in schools 20 Change to different line of work 36 Change in working hours or conditions 20 35 Change in church activities 19 32 Change in recreation 19 Change in social activities 18 Minor mortgage or loan 17 Marital separation 65 Change in frequency of arguments Death of a close family member 63 Major mortgage Imprisonment 63 Personal injury or illness Foreclosure of mortgage 30 or loan 53 Marriage 50 Dismissal from work 47 Marital reconciliation 45 Retirement Change in responsibilities at work 29 Child leaving home 29 Trouble with in-laws 29 Change in sleeping habits 16 45 28 Change in health of family member Outstanding personal achievement 15 44 Change in eating habits Beginning or end school 26 Pregnancy 40 15 26 Business readjustment 39 Spouse starts or stops work Change in number of family reunions 13 Gain a new family member 39 Change in living conditions Vacation 25 Major Holiday 12 Sexual difficulties 39 Revision of personal habits 24 Minor violation of law 11 Change in financial state 38 Trouble with boss 23 Change in residence 20 © 2016 Outstanding Resources
B 6 Major life events that affect development Return to your list of expected and unexpected life events that you created earlier. Pick 3 events and explain how these events could have a positive or negative impact on a persons health. © 2016 Outstanding Resources
Arthur is a 77 -year-old widower. His health has deteriorated since his wife died. He does not follow a healthy diet. In addition, he has breathing difficulties and a raised cholesterol level. He has taken to drinking alcohol to try and brighten his mood. After he retired, Arthur worked occasionally stacking shelves in a supermarket. However, an increasing problem with his breathing led to him missing many days of work. Then, last year, following incidents of drinking at work, he was asked to leave the supermarket job. Since then, Arthur has become unhappy and drinks heavily. His health problems have been getting progressively worse, which makes it difficult for him to get around the house and he needs to use a stick to walk. His personal hygiene has become increasingly poor and he is more forgetful Due to deterioration in his health, Arthur had a period of respite in a residential care home. When carers refused to buy him alcohol, Arthur argued aggressively with them and occasionally tried to strike out at them. He often refused to eat the meals provided and would not go to bed, stating he was more comfortable sleeping in his chair. His personal hygiene habits resulted in some staff refusing to work with him. After he assaulted a member of staff, the police were called to the residential home and Arthur was charged with assault. Following discussions with residential staff and an examination by a GP, the charges were dropped and he was transferred to a local inpatient respite facility. During Arthur’s time at this facility he made numerous allegations about being assaulted by hospital staff. However, when investigated, staff claimed that ‘bathing’ him could not be construed as assault; and that they had been using allowable ‘restraint’ techniques when he became violent. More recently, a combination of drug therapy, a healthier diet and some focused help with his alcohol problem has brought about some changes for the better. © 2016 Outstanding Resources Read the extract and answer the questions.
Arthur has experienced several major changes in his life over the past few years. To what extent might recent life changes have affected Arthur’s emotional wellbeing? (12 marks) Positives: • his health improved, allowing him to return home • retiring from work can give Joseph more time for his hobbies/interests, • building his self-esteem • gaining employment following retirement • having a supportive family. Negatives: • becoming widowed • retirement can have negative effects • losing his post–retirement job • health issues • reduced mobility restricts his physical ability • negative effects of increased drinking • bouts of forgetfulness • having to go into a residential home for respite care • deterioration of personal hygiene • detention in hospital against his will • feelings of mistrust in his carers. Impact on emotional wellbeing: • stress, low mood, negative self-concept, anger, frustration, depression, • low on Maslow’s hierarchy of needs as not meeting his own needs, poor • self-concept, low self-esteem. © 2016 Outstanding Resources
C 1 The physical changes of ageing Independent learning task. • Cardiovascular disease – age can increase the risks of cardiovascular disease. This can be exacerbated by lifestyle choices. • The degeneration of the nervous tissue. • Osteoarthritis. • Degeneration of the sense organs. • The reduced absorption of nutrients. • Dementia, to include Alzheimer’s disease. • Effects of illnesses that are common in ageing. Research all of the information above. Create a Power. Point presentation that covers all areas. A good place to start is the website http: //www. ageuk. org. uk/ At no point should you copy and paste information. Everything you write should be in your own words or quoted from your source. © 2016 Outstanding Resources
C 2 The psychological changes of ageing With reference the psychological effects of ageing investigate how each of the points below has an impact on development in later adulthood. Effects on confidence and self-esteem. • Effects of social change: o role changes o loss of a partner o loss of friends o increase in leisure time. • Financial concerns. • Effects of culture religion and beliefs. Useful sites: http: //www. seniorhomes. com/p/impacts-of-aging/ https: //www. mentalhealth. org. uk/a-to-z/m/mental-health-later-life © 2016 Outstanding Resources
C 2 The psychological changes of ageing Look at the two pictures. Explain what you see. How do you think they feel? What do you think their life is like? Social disengagement theory Disengagement theory was the first theory of ageing developed by social scientists The disengagement theory of aging claims that it is natural and acceptable for older adults to withdraw from society and personal relationships as they age. Activity theory proposes that successful ageing occurs when older adults stay active and maintain social interactions. Research both the disengagement and activity theory with reference to the impact these have on development. © 2016 Outstanding Resources
Arthur is a 77 -year-old widower. His health has deteriorated since his wife died. He does not follow a healthy diet. In addition, he has breathing difficulties and a raised cholesterol level. He has taken to drinking alcohol to try and brighten his mood. After he retired, Arthur worked occasionally stacking shelves in a supermarket. However, an increasing problem with his breathing led to him missing many days of work. Then, last year, following incidents of drinking at work, he was asked to leave the supermarket job. Since then, Arthur has become unhappy and drinks heavily. His health problems have been getting progressively worse, which makes it difficult for him to get around the house and he needs to use a stick to walk. His personal hygiene has become increasingly poor and he is more forgetful Due to deterioration in his health, Arthur had a period of respite in a residential care home. When carers refused to buy him alcohol, Arthur argued aggressively with them and occasionally tried to strike out at them. He often refused to eat the meals provided and would not go to bed, stating he was more comfortable sleeping in his chair. His personal hygiene habits resulted in some staff refusing to work with him. After he assaulted a member of staff, the police were called to the residential home and Arthur was charged with assault. Following discussions with residential staff and an examination by a GP, the charges were dropped and he was transferred to a local inpatient respite facility. During Arthur’s time at this facility he made numerous allegations about being assaulted by hospital staff. However, when investigated, staff claimed that ‘bathing’ him could not be construed as assault; and that they had been using allowable ‘restraint’ techniques when he became violent. More recently, a combination of drug therapy, a healthier diet and some focused help with his alcohol problem has brought about some changes for the better. © 2016 Outstanding Resources One of the statements in social disengagement theory is that everybody’s abilities are likely to deteriorate over time. With reference to the scenario, explain giving two examples of how social disengagement theory applies to Arthur’s recent life. (6 marks)
C 2 The psychological changes of ageing • Arthur has a poor diet and/or mobility and this affects his health(1). • Arthur is unable to maintain a job/go to social settings (1). • Arthur has less opportunity to socialise/social disengagement (1). • Arthur is becoming very forgetful/aggressive (1). • This results in poor hygiene/less sociability (1). • Arthur has less people to socialise with/social disengagement (1). Award up to 3 marks for correctly identifying a feature of Arthur’s recent life related to social disengagement theory. Up to 3 extra marks are to be awarded for appropriate expansion and assessment of these features. Accept any other suitable answers. © 2016 Outstanding Resources
C 3 The societal effects of an ageing population https: //www. youtu be. com/watch? v=zl SQEp. G 1 Ac. Q Economic effects of an ageing population Watch the clip. Outline the effects on the economy because of an ageing population. Research the Health and social care provision in our area for the elderly. What types of things and places are available? Is there enough finance to support care for the elderly? © 2016 Outstanding Resources https: //www. youtube. com/ watch? v=yh. EDf. Rp. XC 2 g UK social care system news
C 3 The societal effects of an ageing population Arthur is a 77 -year-old widower. His health has deteriorated since his wife died. He does not follow a healthy diet. In addition, he has breathing difficulties and a raised cholesterol level. He has taken to drinking alcohol to try and brighten his mood. After he retired, Arthur worked occasionally stacking shelves in a supermarket. However, an increasing problem with his breathing led to him missing many days of work. Then, last year, following incidents of drinking at work, he was asked to leave the supermarket job. Since then, Arthur has become unhappy and drinks heavily. His health problems have been getting progressively worse, which makes it difficult for him to get around the house and he needs to use a stick to walk. His personal hygiene has become increasingly poor and he is more forgetful Due to deterioration in his health, Arthur had a period of respite in a residential care home. When carers refused to buy him alcohol, Arthur argued aggressively with them and occasionally tried to strike out at them. He often refused to eat the meals provided and would not go to bed, stating he was more comfortable sleeping in his chair. His personal hygiene habits resulted in some staff refusing to work with him. After he assaulted a member of staff, the police were called to the residential home and Arthur was charged with assault. Following discussions with residential staff and an examination by a GP, the charges were dropped and he was transferred to a local inpatient respite facility. During Arthur’s time at this facility he made numerous allegations about being assaulted by hospital staff. However, when investigated, staff claimed that ‘bathing’ him could not be construed as assault; and that they had been using allowable ‘restraint’ techniques when he became violent. More recently, a combination of drug therapy, a healthier diet and some focused help with his alcohol problem has brought about some changes for the better. © 2016 Outstanding Resources Identify the services that might be available to support Arthur in his home when he is discharged from the respite facility 1. 2. 3. (3 marks) • • • Meals on wheels (1). Home help (1). Befriending (1). Domiciliary care (1). District nurse (1). Award up to 3 marks for appropriate services answers.
- Slides: 115