Health and Social

Maslow

• All humans have the same needs. Humans have self motivation to progress-internal drive/learn/be curious/discover for self
• Needs identified in a heirachy-deficit needs must be met beforehigher order needs (intellectual/cognitive) are addressed.
• The environment or carers ca cause barriers that stop an individual reaching their full potential.

Stages

• physical/physiologcal needs
• safety needs
• sense of belonging and love
• self-esteem needs
• self actualisation

Eysenck

• Born with personality

• All personalities can be measured according to two or three basic biologically determined traits. Individuals can be placed at a point on a continuum between extreames: Extroversion-Introversion and Stablity/ Instability (neauroticism) and Tough minded/ Tender minded

• The traits can be measured with personality tests. This means we can predict future behaviours of people. For example Eysenck argued that criminal behaviour can be linked to traits and s particually associated with extroversion and instability.

Erikson (psycho social)

• Personality develops throughout life-focus on social and personality development

• An individual must take on and resolve stages/crises/dilemmas which are linked to each stage

• Childhood very influential on adult emotions. Ability to cope with change in later life linked to ways in which crises/dilemmas are met earlier in life (adaptive/ maladaptive response). Crisis of identity, while at the time painful, are necessary to forge a stronger, more commanding self.

Erikson Stages:

• age 0-1     Trust v Mistrust , Hope v Insecurity
• age 1-2    Autonomy v Shame/Doubt
• age 3-5   Initiative v Guilt
• age 6-Puberty   Industry v Inferiority
• adolescence-18     Identity v Role confusion
• 20's      Intimacy v Isolation
• 20s-50s     Generativity v Stagnation
• 50+   Integrity v Despair/ wisdom/ satisfaction/ acceptance of death v regret/fear of death

Skinner

• Importance of environment- all behaviour is learnt
• Change n behaviour is possible, if environment changes
• Operant conditioning
• Positive and negative reinforcement and punishment
• Schedules of reinforcement behaviour which is reinforced will be repeated.

Bandura

• Behaviour is learnt through observation and imitation
• Role models- emphasis on influence of role models. The role models are more effective if: they are the same gender, warm and loving, more powerful, liked and respected.
• Children/Adults will change their behaviour to "fit in" with the group/enviroment and be accepted

Application of theory to setting

• Children: Care workers are role models to the children
• Adolescents: More likely to copy peers/friends/celebrities than parents so they fit in
• Older people in residential homes: Likely to copy behaviour of other residents

Piaget

Theories of cognitive development, thinking, understanding changes with age.

Ages and Stages

• Sensorimotor stage
• Pre-operatonal stage
• Concrete operational
• Formal operational

Process of learning- accomodation, assimilation and equilibration