Describe the main theoretical models of child abuse.(
Protecting children. Describe the main theoretical models of child abuse.(1D) Medical model, sociological model, psychological model, feminist model and contextual model are all theories relating to abuse. Although there are many different types of child abuse and many different reasons why it may occur, most cases have been wilted down to fit into one of the five main theories named above. Medical mode is when the reason for abused is classed as a disease or an illness. Kempe and Kempe were the inspiration for this theory when they described it as battered child syndrome which was linked to Bowlby's theory on attachment. Bowlby came to the conclusion that children who failed to form this bond with their mother in the first three years of the child's life would have problems in later life bonding with people and trusting people. He also described a child with a lack of bonding to be an affectionless psychopath, which he described to be someone who shows lack of guilt when done something wrong has difficulties showing emotion to things around them or someone with behaviour problems. Another affect of not having an attachment in this critical period as it was also known in Bowlby's eyes was development retardation which meant the child may grow up with learning difficulties or slower intellectual skills. So if the main caregiver failed to have a strong bond when they were
Ways of dealing with ethical issuers when using human participants in psychology experiments
Ways of dealing with ethical issuers when using human participants in psychology experiments When conducting psychology research, there are several important standards that must be observed in order to protect study participants. Ethics are a set of moral principles used to guide human behaviour. When these guidelines are breached, they become ethical issues. Nowadays the British Psychology Society (BPS) uses a set of ethical guidelines for all psychology experiments to be bound to. Most ethical problems in human research stem from the participant being typically in as much less powerful position then the experimenter. It follows that steps need to be taken to ensure that the participant is not placed in a powerless and vulnerable position. All participants must have the basic right in experiments to stop their involvement at any given point. Furthermore, they do not have to feel obliged to explain the basis on which they have decided to withdraw if they choose not to, and they may also insist the data they provided during the experiment should be destroyed. Informed consent is also another safeguard taken by psychologists to indicate a formal agreement between the experimenter and study participant. However the experimental design, eg. field experiment, may not always enable this as it could potentially seriously affect the validity of the results. Yet a precaution used is
Compare and contrast two of the main approaches to personality psychology
Compare and contrast two of the main approaches to personality psychology Psychology of personality is a difficult concept to define and quantify, therefore most personality theories, however different they may be in other respects, share the basic assumption, that personality is a particular pattern of behaviour and thinking, that prevails across time and situations and differentiates one person from another. Most theories attempting to explain personality represent part of the classic psychological Nature verse Nurture debate. In other words, is personality "inherited", or developed through our interactions with the environment. In addition, we shall compare and contrast two of the main approaches to personality psychology by concentrating on Psychoanalytical Theory (Freud) and Social Learning Theory (Bandura). By looking at the Psychodynamic approach, developed by Freud, we can argue that it emphasizes the interplay of unconscious psychological processes in determining human thought, feelings, and behaviours. The basis of this approach is that psychological factors play a major role in determining behaviour and shaping personality. Freud argued that personality is composed of three major systems the id, the ego, and the superego. The id (biological part of personality) is present at birth and consists of inherited instincts and all psychological energies. The id
An Introduction to Learning Styles and Methods
Nicola Johnson An Introduction to Learning Styles and Methods Introduction Throughout the ages learning has always been important. From newborn to elderly learning forms an integral part of everyday life. Learning techniques have changed over the years, early man relied heavily on visual stimulation to learn and this is still the basis of learning today in early childhood. Learning is knowledge acquired through study and visual stimulation. Good teaching, role models and determination are all factors, which influence learning. Models of learning Teachers in the past thought everyone ought to learn the same way. In the Victorian era it was very stern, one sided and involved a lot of humiliation, as poorer pupils where treated as second-class citizens. There was a lot of caning, shouting and being made to stand in a corner to name a few. This went on for years and many of them went to work as servants for the rich. Many thought this was their way of life forever. Today most of this has changed, we (the students/pupils) still sit in a classroom and learn from the teacher, but the teacher can also learn from us, as we all have different experiences of life however long or short. This is all thanks to a new way of learning from psychologist who have become renowned for their work and ideas of what motivated people to learn. Ivan Pavlov (1849-1936) was born in Russia
The age group I have selected to describe the social emotional and cognitive development from 3 to 7 years old.
E1 Describe the development of children in a selected age range and in TWO areas of development. The age group I have selected to describe the social emotional and cognitive development from 3 to 7 years old. In this age group there are many drastic changes from a child willingly leaving their parent to socialise with other children through to their first friendship emerging and valuing it. From the age of 3-4 most children are happy to leave their primary carers to go to school and socialise with staff and other children. Children start to develop their first real friendships in this age range and together, develop social skills together like turn taking. Children are still very emotional at this age and temper and disagreements can flare up at any time. From the age of 5-7 we can see a child's friendships grow more stable. Children often seek out the attention of their friends for comfort and they will happily share toys and games with their friends. Friends start to become important to the child emotionally, they may feel sad or stressed that their friend isn't in school or isn't sitting with them. Cognitively, children's understandings of education rapidly improve in these 4 years; by 3-4 children should know the primary colours and should be able to count ten objects with support. Within a year to the age gap of 4-5 children should be able to name 8 colours and
Outline and evaluate Bowlbys explanation for attachment
25/10/11 Outline and evaluate Bowlby's explanation for attachment Attachment is a special type of emotional bond between two people and psychologist John Bowlby's theory has had an enormous influence on our understanding. He believed that attachment is adaptive and innate, as infants evoke caregiving and become attached to those who respond most sensitively to their social releasers. The relationship with a primary attachment figure acts as a template for all later relationships as a result of the internal working model. There is considerable research support for the theory, but also some criticisms and refinements. Caregiver sensitivity is one important piece of research that supports Bowlbys theory and can itself be explained by two points. Firstly there are the psychologist Schaffer and Emerson. They made the observation that strongly attached infants had mothers who responded quickly to their demands and who offered their child the most interaction, whilst infants who were weakly attached had mothers who failed to interact with them. Then the study of Harlow's monkeys (1959) can be considered. The infant monkeys formed only a one-way attachment with an unresponsive wire mother. The result was that they all became quite maladjusted as adults and had difficulties in all relationships. This highlights the importance of interaction in attachment as it is not enough to have
Outline and evaluate one or more explanations of attachment
Outline and evaluate one or more explanations of attachment An attachment is a bond between two people especially mother and infant. It keeps a physical closeness between the mother and her child and also promotes a healthy environment. Freud said we attach to the person that feeds us. This is called the Cupboard Love Theory. Children go through psychosexual stages of development. The first stage is called the oral stage and lasts until two years after birth. Babies are satisfied by any stimulation to do with the mouth e.g. sucking and especially feeding. This stage is important in the development of attachments. The mother usually provides the satisfaction by breast feeding in the oral stage so the mother becomes the primary love object and the attachment figure. Freud believes that the mother is unique because she is the first and strongest love object. Her relationship with the child is the prototype for all later love relationships. If babies are deprived of their needs in the oral stage they never feel secure and happy in future relationships. Bowlby's Monotropic Theory of attachments is that the infant bonds with one special attachment figure who is usually the mother because she is special and unique in attachment. The bond with the mother is special because it is different from all other bonds the child makes. Bowlby believed that attachment behaviour was innate
Behaviourist Perspective
Behaviourist Perspective The third psychological perspective we have studied is behaviourist. There are three psychologists that behaviourist perspective and they had different theories. E.G., Pavlov, his own theory on the behaviourist theory and but Thondike and Skinner are similar because Thorndike started the theory and Skinner developed it. They all studied the same perspective, so the theory for the behaviourist can be associated, reinforcement of learning. For example an infant can be seen as a learning machine, E.G., crying can be reinforced by being picked up. Operant learning or conditioning was started by Thorndike. Thorndike believed a type of learning also called instrumental conditioning. Thorndike - carried out a first research on cats and puzzle boxes. He suggested animals learn to associate between the stimuli, for example, being put in a box and response. E.G., pulling the string with the reward e.g., to gain food. Later Thorndike's theory was further developed by Skinner. Operant conditioning can be referred to behaviour, which operates on environment, in order to produce the outcome. Skinner used an operant chamber, which he called Skinner box. The box with a small lever, which delivered food when pressed by the animal. The steps were presented like this: - . Place the rat in the box. 2. Rat explores interior (food deprivation aids exploration and
Describe and evaluate Bowlbys theory of attachment.
'Describe and evaluate Bowlby's theory of attachment' 12 Marks John Bowlby was a British psychologist and psychoanalyst. Born in 1907, he was notable for his interest in child psychology and development, and presented two key theories: the maternal deprivation hypothesis, and, perhaps the more significant, attachment theory. His work was important in that it carried major implications for advising about childcare. His findings will have made people think about how they bring up their children, and what the best way is to care for them. For example, for parents who drop their child off at a nursery at eight am, and collect them at six pm, they began to consider whether allowing the child to be around someone else all day could mean that they form attachments with that person, as opposed to the actual parents. The time when the baby is most often awake is during the day, and the nursery nurses are the ones who care for them during that time, whereas early in the morning or late in the evening contact is not how parents will form the vital attachment with their child. Therefore, it is clear to see why Bowlby played a major part in the psychology of child development. Bowlby argued that attachment was an evolved mechanism that ensured the survival of the child. In other words, forming a bond with someone, often the child's primary care giver was essential in order to survive,
compare and contrast two theories of language development
Compare and contrast two theories of language development "Language is the main way in which human beings communicate." (Beaver, M et Al. 2001. p.139). It is used in different ways to socialise and express a persons needs. There are four main theories of language development but I will explore those of Noam Chomsky and B F Skinner. In the 1960's Chomsky explored the idea that "language development is innate and genetically predetermined." (Bruce, T and Meggitt, C. 2005. p.113). He believed that children are born with the necessary physical and intellectual abilities to acquire language, and therefore are able to invent new words and sentences that they have not previously heard. He suggests children learn to talk through their Language Acquisition Device (LAD). He suggests this structure consists of speech-producing mechanisms, the ability to understand, and parts of the brain. Chomsky's theory is therefore a nature theory as he states the "ability to learn language is instinctive." (Tassoni, P. 2006. p.424). Skinner's theory is a nurture theory, as he believes that we learn language through encouragement and reinforcement. He suggests that "we learn language mainly because when babies try to communicate, their efforts are rewarded or reinforced in some way" (Tassoni, P. 2006. p.423) and so this is a nurture approach. Parents or carers reinforce or encourage the baby
