Individual differences/abnormality.
Psychology AS Level Individual Differences/Abnormality We define behaviour as abnormal if it falls into one of the following categories: Behaviour that is statistically infrequent Behaviour that deviates from social norms Behaviour, which prevents an individual from functioning adequately Behaviour that deviates from ideal mental health Statistical Infrequency If behaviour is frequent it is normal, if it is infrequent then it is abnormal Some behaviour is measured on a quantitative scale e.g. how much anxiety someone experiences This is the same for some physical characteristics e.g. height This definition depends on comparing an individual's behaviour to that of the average person Evaluation Many behaviours are statistically rare but still desirable and healthy e.g. music and maths talent There are behaviours that are not rare but not desirable either e.g. killing Jews in Nazi Germany This equated conformists with normality yet non-conformists are valuable to society There is no point where behaviour goes from normal to abnormal Because of these points many people use this in conjunction with other criteria Deviation from Social Norms Society set rules and anyone who violates them is classified as abnormal This is not universal because these rules vary from culture to culture Evaluation This view assumes that if behaviour is socially acceptable than it
I have decided to do my portfolio on Beaufort Park School, for several reasons. Firstly, my brother and sister both go to the school, which means that most of the staff are familiar with me
Page number E1: Describe the functions and structure of your chosen organisation, explaining its purpose and justifying your choice. E2: Outline how clients gain access to the service and identify any barriers they may face in accessing the chosen service E3: Describe how the service is organised and funded at national and local level. E4: Describe how the organisation relates to formal and informal carers E5: Describe in detail the effects of any recent government reforms, legislation and policies on your chosen organisation C1: Assess and discuss the impact of government policies on the way the organisation functions and is funded, explaining any changes. C2: Analyse how your chosen organisation co-ordinates or interacts with at least one other service, drawing on the range of information gathered. C3: Discuss why some services are charged to the user and others are free. C4: Make realistic suggestions based on research about how access to the service can be improved. C5: Present a thorough and clear account of how one aspect of the service you investigated has developed over time, explaining how this organisation differs from other types of services. A1: Analyse how the public or clients have influenced the practices of the organisation. A2: Evaluate the ways in which the organisation monitors changes in government policy and may alter the services it provides.
Is Popular culture an Influence on Violent Behaviour?
Anoop Joshi Advanced Higher Modern Studies Dissertation Lasswade High School Centre Centre Number: 5546532 Candidate Number: 991086072 Is Popular culture an Influence on Violent Behaviour? Contents Aims of Dissertation page 2 Introduction page 3 A Brief History of Popular Culture page 6 Chapter 1 Popular Culture is an Influence on Violent Behaviour page 7 Experimental Studies into Popular Culture and Violent Behaviour page9 Columbine - A Product of Popular Culture? page 11 Violence in Films and Television page 14 Violence in Music page 17 Experimentation into Music page 19 Studies in Music and Violent Behaviour page 20 Bill Muhlenburg page 22 Long Term Effects of Popular Culture page 24 Chapter 2 Popular Culture Does Not Influence Violent Behaviour page 27 Censorship page 27 Research on Sexually Violent Material page 30 The Music Industry page 31 Theories Which Defeat the Link between Popular Culture and Violence page 33 What Types of People are influenced by Popular Culture? page 35 The Hypodermic Syringe Effect page 37 Uses and Gratifications page 41 Conclusion page 43 Bibliography page 45 Appendix A page 46 Appendix B page 47 Appendix C page 49 Appendix D page 52 Appendix E page 57 Aims of this Dissertation * Is violence a product of popular culture? See pages 10, 13, 16, 19 and 23 * Is there a relationship between violence and
Using studies from the list below, answer the questions which follow: Rosenhan (sane in insane places)Thigpen and Cleckley (multiple personality)Raine, Buchsbaum and LaCasse (brain scans)Freud (Little Hans)
2. A number of studies look at behaviour and experience that is sometimes defined as 'abnormal' Using studies from the list below, answer the questions which follow: Rosenhan (sane in insane places) Thigpen and Cleckley (multiple personality) Raine, Buchsbaum and LaCasse (brain scans) Freud (Little Hans) a. What problems did psychologists have when they tried to categorise and investigate abnormal behaviour in the above studies (10 marks) Rosenhan ,D.L. (1973) ~ On being sane in insane places There have been many attempts to classify what us abnormal behaviuor in history. The most used and most widely accepted approach to classifying abnormal behaviour is known as the medical model. This branch of medicine, which is concerned with treating mental illness, is known as psychiatry. Commencing in the 1950s, this medical approach has used the Diagnostic and Statistical Manual of Mental Disorders (DSM) to classify abnormal behaviour. However, in the 1960s, several psychiatrists and psychotherapists, who called themselves the anti-psychiatry movement, started to fiercely criticize the medical approach to abnormality. David Rosenhan was one of these psychiatrists and he was a critic of the medical model. His study can be seen as an attempt to demonstrate that psychiatric classification is unreliable. The aim of Rosenhan's study was to test the hypothesis that psychiatrists
Task1 Counselling 1aPhysical signs and symptoms of stress
p1 Unit 7 Assignment 1 Applying psychology Task1 Counselling a Physical signs and symptoms of stress By Dawn Bewick P2 Physical signs and symptoms that Mrs.A may be suffering from Because Mrs.A has very low-self-esteem, which is a core identity issue, essential to personal validation and our ability to experience joy, will cause her to feel bad about herself because she has absorbed negative messages constantly from her husband. Due to her low-self-esteem, Mrs A will also feel depressed, stressed and suffer anxiety, causing her physical health to deteriorate rapidly. Many times women with this problem don't go for regular check-ups, exercise, or take personal days because they really don't think they're worth the time. Due to the marital breakdown that Mrs A has gone through, her needs have not been met by her partner because she will feel she does not deserve to have them met, and her relationship with her son has suffered, being unable to discipline effectively, set limits, or demand the respect that she deserves. Physical symptoms that Mrs A maybe suffering from include: * Sleep disturbances * Irregular heartbeat, palpitations * Back, shoulder or neck pain * Tension or migraine headaches * Asthma or shortness of breath * Chest pain * Upset or acid stomach, cramps * Sweaty palms and hands * Cold hands or feet * Constipation, diarrhoea *
Investigating the short-term memory
The aim of this investigation is to investigate the short-term memory, and how it long it can store an information CONTENT PAGE CONTENT PAGE Abstract page 3 Introduction page 4 - 5 Method page 6 - 11 Results page 12 - 13 Discussion page 14 - 16 References page 17 Appendices page 18- 24 Appendix 1 - Average calculations for group 1 page 18 Appendix 2 - Average calculations for group 2 page 19 Appendix 3 - Briefing/Consent form page 20 - 21 Appendix 4 - Word list page 22 Appendix 5 - Scoring sheets page 23 Appendix 6 - Debriefing sheet page 24 ABSTRACT Short-term memory was investigated and how information was encoded or placed into our memories. The Atkinson & Shiffrin 1968 multi-store model proposed the idea which compared mental processes of humans to that of computer operations. It was described that there were many stages, one of which was the short-term memory. The processes of attention and rehearsal controlled the flow of information between these stages. Atkinson & Shiffrin said that a distraction here would cause forgetting or prevent rehearsal. The Independent Variable (IV) in the experiment was the distraction added in the form of music for 1 minute. The Dependant Variable (DV) in the experiment was the number of words
Pro and Anti Social Behaviour
Pro- and Anti-Social Behaviour a) Nature and causes of aggression Use for: a) Outline two psychological theories of aggression (12 marks) b) Evaluate two theories of aggression that you outlined in part a) in terms of relevant research studies (12 marks) a) Outline and evaluate two psychological theories of aggression (24 marks) Aggression is an example of anti-social behaviour. It has been defined as 'any form of behaviour directed towards the goal of harming or injuring another living being who is motivated to avoid such harm'. Social Psychological theories of aggression These explain aggression as a result of social interactions Social Learning Theory (SLT) One of the most influential theories of aggression is the Social Learning theory put forward by Bandura (1973). The nature of the theory suggests human aggression is learned either through direct experience or by observing aggressive behaviour in other people i.e. indirect experience. Bandura produced two assumptions in relation to the social learning theory. He stated that if a child acts aggressively against another child and as a result gets what they want, their aggressive behaviour has been reinforced. This is an example of learning by direct experience, derived from the principles of the traditional learning theory; operant and classical conditioning. Secondly, he stated that if a child
Communication skills in a group interaction.
REFERENCES AND BIBLIOGRAPHY GROUP INTERACTION Abram maslow (1908) - deficiency needs for respecting and valuing individuals. Tuckman (1965) m- four stages of group reformation The actual interaction - this took place 18/12/10.30am Seating pattern - dominating the group interaction Seating pattern - effective group communication Neil moonie (1996) - advanced health and social care ONE TO ONE INTERACTION Martin Seligman (1975) - helplessness in communication (2) Actual interaction - taken place on 4/02/03 at 2.30pm (1) Neil moonie - advanced health and social care www.mental health.com COMMUNICATION SKILLS WITHIN GROUP INTERACTION INTRODUCTION Communication is one of the most imperative things of being a human being. If we were not able to communicate, we would not be able to interact with others; therefore we would most likely be unsuccessful in leading our lives to their full potential. There are two types of communication, which are verbal and non verbal. So we can use our voice along with non verbal communication like your eyes, gestures and voice tone to name a few. Everything that we do can give off a positive or negative vibe about yourself, which could potentially enhance or worsen communication. LOOKING AT EFFECTIVE COMMUNICATION The job of a health and social care worker is to enhance the quality of people's lives. They must allow the clients to be
This curriculum plan is to be based on children aged between nought to two years eleven months, the room I have decided to plan for is 'Bouncy Bens', eighteen to thirty-six months so all the children will be in this age range.
Introduction The curriculum plan I am planning is based on a privately owned day nursery; it is situated along a busy main road on the outskirts of a town centre. The setting has three rooms for the children: * 'Annie Apples' for children aged three to eighteen months * 'Bouncy Bens' for children aged eighteen to thirty-six months (three years) * 'Clever Cats' for children aged thirty-six months to a school staring age (usual five years) This curriculum plan is to be based on children aged between nought to two years eleven months, the room I have decided to plan for is 'Bouncy Bens', eighteen to thirty-six months so all the children will be in this age range. This room has a total of 20 children, however some children only come on certain days of the week so the numbers differ on different days. There is an average of nine children per day. There is certain staff associated with different rooms, there are three main nursery nurses in the 'Bouncy Bens' room. There is a room available for the two younger rooms to use to have a sleep, a paved area for playing with balls, bikes etc, a grassy area for climbing apparatus, slides, swings and a garden where the children can grow flowers/vegetables. The specific age range that this curriculum plan will be suitable is eighteen to thirty-six months (a year and a half to three years). From planning and carrying out this curriculum
What causes crime?
Introduction Crime is defined as an act which is prohibited by criminal law. These criminal activities are prohibited for the protection of society as a whole, or a section of society. Each country has its own series of prohibited criminal acts. In England, if a criminal act is committed, the persons responsible are issued punishment of a fine, community service or imprisonment. Although criminal activity is seen by society to be morally wrong, and is punishable, people still continue to commit crime. Forensic psychology attempts to apply psychological principles to the criminal justice system. For many years psychologists have tried to explain why some individuals will continue to commit crime. There are now several different psychological approaches that are used to explain crime, including the biological approach, the behaviourist approach, the humanistic approach, the cognitive approach, and the psychodynamic approach. Biological Approach The biological approach focuses on how our brain structure, physiology and our chromosomal and genetic make up can affect our behaviour. It would suggest that our physiological components predispose us towards a certain type of behaviour. Lombroso's Theory In the late eighteenth century a number of studies were carried out by phrenologists, who studied the shape and structure of the human head. They believed that there was a
