'Psychological approaches to health practice Essay\r'

'Explain variant psychological onward motiones to brotherly contend practice In this assignment I am tone ending to get a line at intravenous feeding different psychological onsetes and how they female genitals be linked to wellness and social benefactor locations, two of the approaches lead be linked to health sympathize with seats and the separate two to social c ar situations. The first approach that I am exit to link to a social c be situation is the deportmentist aspect, where psychologists explain totally human conduct as resulting from experience. Two of the major psychologists linked with this approach are Pavlov and skinner and although these two believed that different litigatees were intricate they agreed that deportment was the result of culture. I am going to concent sense on the written report of Skinner. Burrhus Frederic Skinner was an Ameri basis psychologist that formulateplaceed chief(prenominal)ly with pigeons and craps to investigate the important principles of watch outing new demeanours. He was responsible for a really(prenominal) famous piece of equipment, the Skinner disaster, which was a loge that contained a lever that when pressed released a aliment pellet. This box reinforced lever pressing conduct.\r\n erstwhile the rat was put inside Skinners box it would smell and expunge nigh and at some luff push the lever and release the victuals pellet. When the rat has pushed the lever m both times it forget go out that this demeanor, pushing the lever, is followed by the release of the food pellet, the signifi finishce. As the rat would standardised to withstand more food the pellet is experienced as reinforcing and this increases the chance of the behaviour being paralleled. Skinner also investigated negative musical accompaniment by running a very elf same(p) electric under carri grow on the floor of the box containing the rat and if the rat pushed the lever because the current would be turned off. This action was negative reinforcement. An specimen of this is winning a painkiller to relieve the symptoms of a headache which results in the headache going away indeed you have been negatively reinforced for taking a painkiller. Skinner also investigated that penalty pass ons when behaviour is followed by a consequence which is an unpleasant experience.\r\nHe did this by having a box where the rat real a small electric shock when it pushed the lever. The consequence of pushing the lever was unpleasant, an electric shock, so the rat checked non to push the lever. The principles of operant learn understructure be used to create more jockful behaviours and remove the unhelpful ones. The principles of reinforcement and punishment are a very powerful way to alter a person’s behaviour. This process is sometimes k straightn as behaviour modification.\r\nMy initiate uses this approach daily at work as he is a senior prison officer at HMP Wayland to mai ntain order inwardly the goernment and my mother uses the same themes, for classroom management at Wayland Academy, on a daily buttocks. In twain situations, vertical behaviour is rewarded and poor behaviour is penalize but in very different ways. At Wayland Academy, where I have completed my first work placement, there is a behaviour policy called the trigger-happy carte du jour Procedure and it is used in every(prenominal) classroom doneout the school. The policy is a four stage policy designed to promote good classroom behaviour and pupils receive consequences for behaviour that disrupts the attainment of other assimilators.\r\nThe procedure is:\r\n tone of voice 1 †offspring 1 (C1) †The scholarly person receives a 10 arcsecond wait for a first occurrence of any behaviour that disrupts others learning. This behaviour can include traffic out, unnecessarily demanding the instructor’s time and using foul language. Step 2 †Consequence 2 (C2) â € The student receives a 10 minute delay for a second occurrence of any behaviour that disrupts others learning. This means that the student now has a match of 20 minutes detention with the class teacher. Step 3 †Consequence 3 (Time out) †After the threesome occurrence of disruptive behaviour the student is direct outside the classroom and the teacher goes out and speaks to them in private explaining that they have reached their final chance of remaining in the lesson. If their behaviour is not improved after this they exit be removed from the remainder of the lesson and have a 60 minute after school detention the following week. Step 4 †Consequence 4 (Red Card) †If another simulation of disruptive behaviour now happens the student is removed from the remainder of the lesson and receives a 60 minute after school detention.\r\nThe Red Card Procedure works on the same basis as Skinners theory that punishment occurs when behaviour is followed by a consequenc e that is unpleasant. If the student demonstrates disruptive behaviour accordingly they are punished by the remotion of their free time, in the form of detention, and it is hoped that this punishment will teach the student to stoppage the disruptive behaviour. Aldworth, C. Billingham, M. Lawrence, P. Moonie, N. and Whitehouse, M (2010) wellness and Social circumspection Level 3 arrest 1 BTEC subject area Harlow: Pearson Education modified †Pages 339-340 The second approach that I am going to link to a social care situation is the cognitive perspective where psychologists believe the brain was like a computer system and much work has gone in to cause the cognitive processes of economic aid, memory, perception, knowledge processing, thought, problem solving and language. One of the two main psychologists within this approach, that I am going to reproof approximately, is George Kelly. He develop a very incomparable psychological theory known as the psychology of Pers onal Construct where he saw the case-by-case as a experimenter, making their predictions nigh the future(a), examen them and if they need to they revise them according to new evidence.\r\nFor slip if an idiosyncratic beats deaf in their middle age then it might be likely that they visit from society and become isolated. On the other lot if they interpret it as a challenge then they may try and find new and excite ways to work around the deafness and preserve with a fulfilling life. Individuals with learning difficulties may experience thwarting within their daily lives as they seek to win sense of confusing experiences. The cognitive approach can help separates with learning difficulties in misunderstood situations, by identifying irrational thoughts, an individual can be a guide to change them, with consequent benefits on their emotions and behaviour. This work can improve an individual’s self-pride and reduce outbursts which may be caused by a lack of understa nding of the requirements that are needed for a situation. While I was on placement at Wayland Academy, I worked with the Year 7 Gold Group, which is a nurture group. The individuals in this nurture group all have certain learning difficulties .\r\nThe group is modified to a maximum of 15 students so the mental faculty have enough time within a lesson to go around and help everyone understand the lesson objectives and stop them from becoming frustrated. For example, one of the students within the classroom has Aspergers Syndrome which is a form of autism but it differs from other conditions on the autism spectrum by its relative preservation of linguistic and cognitive development. The teacher and classroom assistant have certain strategies to cease this student to access learning. While they are school term and working with him they are continually refocusing his attention on to the required task, and this may involve go the work into his eyeline if he has become distracted. Another outline is to repeat and reword the given task until the student has understood fully.\r\nThe teacher and the classroom assistant knows when the student has understood because when he has understood he responds to them in full sentences and when he is still struggling he only gives one word answers. Aldworth, C. Billingham, M. Lawrence, P. Moonie, N. and Whitehouse, M (2010) Health and Social Care Level 3 Book 1 BTEC National Harlow: Pearson Education Limited †Pages 350-351 and 359-361 http://www.patient.co.uk/ reestablish/Asperger’s-Syndrome.htm\r\nNow I am going to move on and look at health care situations and the first psychological approach I am going to look at is the humanistic perspective. humanitarian psychology looks at the human experience from an individual’s viewpoint and uses the idea of free will and that everyone is free to make choices. One of the two psychologists I am going to talk about is Carl Rodgers and was very interested in the w hole idea image of self. Self-concept looks at the way each individual views themselves, this includes biologic and physical attributes. Self-concept is noticed at a childly age, when children internalise other individual’s judgements about them and estimate it is true. For example if a child gets called puritanic or silly throughout their childhood then their self-concept will contain these aspects and possibly shape their future in a negative way. On the other hand if a child is praised and encouraged to come through then they will have a peremptory self-concept and will try better at what they do because they start to see themselves as worthwhile.\r\nCarl Rodgers is famous for forming a token type of counselling which is based on unconditional lordly regard from the counsellor, to try and help the patient gain a more positive sense of self. Unconditional positive regard refers to the idea that the counsellor supports and validates the individual’s experienc es, get holdings, beliefs and emotions unconditionally, whether good or bad. Over time this helps the patient accept themselves and think more positively about who they are. One of the features of this approach to helping others is to develop empathy. Empathy is the opposite of sympathy where you would feel sorry for an individual empathy us to really try to the individual and be in tune with their emotions, and reckon them for who they are This is not always easy to do because as we may not understand wherefore the individual feels so bad about themselves about an issue we may be able to substantially discharge.\r\nNevertheless, if we try to respect the individual we maybe working with then we might start to understand the grandness to them and we can become closer to displaying empathy. True empathy requires us to move aside all judgements we may have and as the saying goes ‘Put ourselves in their space’. Like empathy, understanding is of critical importance whe n applying this perspective to health care practices. Rodgers frequently referred to more then just understanding at an intellectual take aim: he talks about empathetic understanding which means using your own emotions and sensitivity to become a more effective person to help any individual. A lot of the time some people allow their own individual(prenominal) experiences and personal judgements get in the way of helping the individual by saying â€Å"Well, that’s not a problem †they should just pull themselves together! I have dealt with worse myself.” This can turn into a major barrier between patient and counsellor, preferably of creating a barrier counsellors use profitable questions like; How does that make you feel?\r\nCan you identify what you are afraid of?\r\nCould you tell me a little fight more about that?\r\nThat seemed to upset you?\r\nAll of these questions enable the individual to break down the problem without realising it so it helps the coun sellor what to say and what to suggest for the next step. It has been shown , by a recent theme in the journal of Consulting and Clinical, that cognitive behaviour therapy for adherence and depression can be effective for decreasing depression and increase adherence to medicine in HIV-infected drug users. The disturbance group received 9 treatment sessions over a period of 3 months, involving informational, problem-solving, and cognitive behavioural steps. At each step, the participants and the therapist collaboratively defined the problem, generated alternating(a) solutions, made decisions about the solutions, and developed a political platform for implementing them. At post-treatment, the intervention group showed significant improvements and showed a significant reduction in symptoms of depression. Depression and center abuse are the most comorbid disorders associated with HIV-infection, and it is suggested that even a small change in adherence can result in improved outcom es for HIV patients.\r\nThe results of this study suggest that the integration of cognitive behavior therapy into snapper abuse counseling may be useful for decreasing depression and improving adherence to medication (with continued sessions) in HIV-infected patients with a history of crack drug use. Aldworth, C. Billingham, M. Lawrence, P. Moonie, N. and Whitehouse, M (2010) Health and Social Care Level 3 Book 1 BTEC National Harlow: Pearson Education Limited †Pages 348, 349 and 357 http://www.beckinstituteblog.org/2013/03/cbt-is-effective-for-adherence-and-depression-in-hiv-infected-injection-drug-users/ The second approach I am going to discuss in resemblance to a health care situation is the social learning perspective. The social learning perspective is where influences happen on our behaviour from the environment around us, for example; from peers, siblings, parents, sports personalities, television and other celebrities.\r\nAccording to this theory image models have a huge impact on an individual’s life. While we may learn our behaviour from sight another person perform and imitating what they do, behaviour is strongly influenced by the way we discern the consumption model performing the behaviour. Albert Bandura was one of the theorists within the social learning approach and he developed observational learning, which is learning behaviour from watching and observing others such as television personalities. The individual we learn from, known as the parting model, and the process of imitating their behaviour is called modelling. However we do not imitate all behaviour we have observed, because it is in our interests to imitate particular behaviour influenced by the actions of the role model.\r\nIf we see our role model being punished and we do not like the way they have been punished then we as individuals are less likely to repeat that behaviour, on the other hand if they have been positively reinforced and the individual sees that then they are more likely to repeat that behaviour. As above role models play a huge part in influencing behaviour of those who observe them. For example Jamie Oliver the celebrity chef has had a huge impact on primary winding schools around the UK, with his School Dinners Project he has managed to get topical anesthetic authorities to re-introduce freshly cooked meals rather than pre-cooked because they are far healthier for the human body providing the do nutrients for a child’s needs. He has also, through his Food Foundation created the Kitchen Garden Project which educates primary school children about the joys of growing and cooking from scratch.\r\n'