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Dealing with Challenging Behaviour:

Values Dealing with Challenging Behaviour

Slide2:

Values are things we attach importance to in life, things that are good, beneficial, important, useful, beautiful, desirable, appropriate etc. Our values help to guide how we live. Often we value people like our family, guardians and friends, sometimes we value material objects like the latest technology, designer clothes and cars. We can also value personal qualities like altruism (selfless concern for others), wisdom and compassion. Often we value people, objects and qualities in our search for happiness.

Values in the Simpsons:

Values in the Simpsons

Slide4:

Moral lesson - a moral lesson is a positive message that can be taken from a story In each Simpsons episode, both positive and negative values are shown. Often a moral lesson is learned.

Slide5:

Watch the Simpsons episode, 'The Father, The Son and the Holy Guest Star.' Write down these three headings: Positive values Negative values Moral Lesson When you are watching, think about these three things and note down your thoughts.

Task:

Happiness for me is about valuing... Good looks Thinking of others Religious beliefs Being popular Family Being rich Friendship Honesty Designer clothes Love Latest gadget Being famous Education Health and wellbeing Going on holiday abroad Task Most important Important Not Important

Positive and Negative Values:

Positive Values Negative Values Honesty Dishonesty Equality Inequality Responsibility Irresponsibility Friendliness Hatred Compassion Cruelty Positive and Negative Values

What is the difference between beliefs and values?:

What is the difference between beliefs and values?

Slide9:

Knowing the difference between your beliefs and values can be confusing as they both guide our actions and behaviour in society. They often underpin how we think, relate to others and act in the world. Our beliefs are opinions that we accept as true but without always having proof or evidence. Beliefs are assumptions we make about the world. Our values come from these beliefs. Our personal values are things that we attach importance to and live by e.g. equality, wisdom and compassion. Values define who we are as individuals and can say a lot about a person.

Slide10:

Values can change over time as we grow and experience new things or mix with different people. Our way of thinking is often altered by our new stage of life e.g. becoming a teenager. Beliefs are less likely to change over time. Whilst lifestyles and friends may alter, we often cling to our beliefs and find it very hard to be persuaded to adapt them. Our beliefs and values can make a difference to the world.

What is a value? :

What is a value? Qualities, characteristics, or ideas about which we feel strongly. Our values affect our decisions, goals and behaviour . A belief or feeling that someone or something is worthwhile. Values define what is of worth, what is beneficial, and what is harmful Values are standards to guide your action, judgments, and attitudes.

Personal Values are.......:

Personal Values are....... What we choose to regard as ethically relevant or worth owning and standing up for They say something about us and who we are Although we may hold values in common with others the 'set' of values we come to hold are individual to us.

You have been given a cheque for €1000.00 to do whatever you like with. What would you do with it?:

You have been given a cheque for €1000.00 to do whatever you like with. What would you do with it? What you spend the money on has everything to do with what you value

What things did you do during the last week?:

What things did you do during the last week? What you choose to do with your time also has everything to do with what you value.

Why do values matter?:

Why do values matter? Attention to our values helps us; Become more self-aware. Make ethical decisions. Develop credibility, Understanding one's own core values is integral to becoming self-aware. Self-awareness helps us understand how people perceive us, it enables us to identify the personal qualities that we would like to change. Values influence our choices, but our choices also influence our values.

Direction:

Values give direction and consistency to behaviour. Values help you know what to (and what not to) make time for. Values establish a relationship between you and the world. Values set the direction for one's life. Direction

What would you do?:

What would you do? Carry on walking Smile at her & keep walking Give her some money

What does this demonstrate about our values?:

A strong positive value base may result in you talking to the woman or offering her support. A strong negative value base may result in you applying blame to her. A neutral value base may result in you just walking by All of these demonstrate that you have a value based reaction. This highlights that values form your every response to a situation, and do not always imply a negative connotation. What does this demonstrate about our values?

How do personal values affect professional work?:

Health & social care professionals are required to make or contribute to the making of decisions that effect service users. Such decisions are usually very important to the service user, sometimes they can change the course of a service users life. These decisions may be based on a sound assessment or policies but the subjective element that includes personal values not only remains present but often influences the outcome How do personal values affect professional work? .

Paternalism:

A value position that health & social care professions have been accused of often adopting is Paternalism, which originates from the Latin pater, and means to act like a father, or to treat another person like a child. There is an implied intention to act for the good of another person but often without that person's consent, or limited agreement in a manner that parents might do for their children. Paternalists advance people's interests (such as life, health, or safety) at the expense of their own self determination. Paternalists suppose that they can make wiser decisions than the people for whom they act. Paternalism

Professional Values:

No one value base is shared by all the professionals. Value base of ALL professions have their own set of "informal" rules and meanings, deriving from the sub-cultures within the organisation. The professionals self-image reflects the value base if the organisation in which they work. The professional value base of the organisation gives that organisation its professional identity. Professional Values

Professional values should be ...:

Central to practice. They are what we believe in and place value on. Help us decide on a particular course of action. Need to be actively implemented within our practice. The adopting of, commitment to and acting upon appropriate values is central to good practice. Professional values should be ...

Conflicts between personal & professional values:

These will occur but the worker should try to reach an accommodation where possible. Significant failure to do so could result in the worker having a sense of cognitive dissonance, a sense of incongruity or lack of fit between thoughts and actions the worker is required to carry out. Conflicts between personal & professional values

Where do we get values? :

our homes, school, society, friends, TV, church, music, books, families, Where do we get values? culture, employers, time-period in which you were raised (70's anti-establishment, peace, individuality. 80's money, prestige, don't get caught, etc. 90's earth, green peace, health and fitness), etc.

Your age will greatly influence your values. Different people and things influence you at different ages: :

Your age will greatly influence your values. Different people and things influence you at different ages: Ages 1-7: parents Ages 8-13: teachers, heroes (sports, rocks, TV) Ages 14-20: peers (values because of peers or peers because of values?) Ages 21+: your values are established, but you may test your values from time to time.

Slide26:

Personal values will always override organizational values. All behaviour is values and belief-based. Aligned personal values and organizational values are key to optimal performance.

Types of Values:

2- 27 Types of Values Terminal values: refers to goals that a person would like to achieve during his or her lifetime Instrumental values refers to preferable modes of behaviour , or means of achieving the terminal values

Examples of Terminal Values:

2- 28 Examples of Terminal Values A comfortable life (a prosperous life) An exciting life (stimulating, active life) A sense of accomplishment (lasting contribution) A world of peace (free of war and conflict) A world of beauty (beauty of nature and the arts) Equality (brotherhood, equal opportunity for all) Family security (taking care of loved ones) Freedom (independence, free choice) Happiness (contentedness)

Examples of Instrumental Values:

2- 29 Examples of Instrumental Values Ambitious (hard working, aspiring) Broad-minded (open-minded) Capable (competent, efficient) Cheerful (lighthearted, joyful) Clean (neat, tidy) Courageous (standing up for your beliefs) Forgiving (willing to pardon others) Helpful (working for the welfare of others) Honest (sincere, truthful)

Agree or disagree?:

It is always right to tell the truth? It is wrong to murder people. Grown up children always make sure their elderly parents are looked after. It is always wrong to steal Agree or disagree?

It is always wrong to murder people:

You have found out that someone is going to put poison in the local water supply and you haven't time to warn the police. The only way for you to prevent the death of thousands of innocent people is to murder the person responsible before they have a chance to act. It is always wrong to murder people

Grown up children should always look after their elderly parents:

What if your father was a mass murderer? Grown up children should always look after their elderly parents

It is always wrong to steal:

Mary is a single parent who is struggling financially. She has been caught stealing from a supermarket. However, she has only stolen nappies and food for her 6 month old daughter as she cannot afford to buy them. Is this still stealing and is it ok in the circumstances? It is always wrong to steal

It is always right to tell the truth:

A group of drug dealers want to kill your friend because s/he have been stopping young people from buying drugs. They ask you if you know where your friend is. You do, but you know that if you say yes, they will torture you until you tell them, then they will find and kill your friend. Is it still always right to tell the truth? It is always right to tell the truth

Summary:

Summary Each of us has a set of personal values. As each individual is unique, so is their value base they hold. There is no set prescription/format for a personal value base. Values can be challenged, defended or changed Just because you do not have a strong reaction to an issue does not mean you do not have a value base. You are in the process of developing and hopefully adopting a professional value base There may be conflict between personal and professional values. Where possible any conflict should be reduced to a minimum

Presentation Description

No description available.

Presentation Transcript

Dealing with Challenging Behaviour:

Values Dealing with Challenging Behaviour

Slide2:

Values are things we attach importance to in life, things that are good, beneficial, important, useful, beautiful, desirable, appropriate etc. Our values help to guide how we live. Often we value people like our family, guardians and friends, sometimes we value material objects like the latest technology, designer clothes and cars. We can also value personal qualities like altruism (selfless concern for others), wisdom and compassion. Often we value people, objects and qualities in our search for happiness.

Values in the Simpsons:

Values in the Simpsons

Slide4:

Moral lesson - a moral lesson is a positive message that can be taken from a story In each Simpsons episode, both positive and negative values are shown. Often a moral lesson is learned.

Slide5:

Watch the Simpsons episode, 'The Father, The Son and the Holy Guest Star.' Write down these three headings: Positive values Negative values Moral Lesson When you are watching, think about these three things and note down your thoughts.

Task:

Happiness for me is about valuing... Good looks Thinking of others Religious beliefs Being popular Family Being rich Friendship Honesty Designer clothes Love Latest gadget Being famous Education Health and wellbeing Going on holiday abroad Task Most important Important Not Important

Positive and Negative Values:

Positive Values Negative Values Honesty Dishonesty Equality Inequality Responsibility Irresponsibility Friendliness Hatred Compassion Cruelty Positive and Negative Values

What is the difference between beliefs and values?:

What is the difference between beliefs and values?

Slide9:

Knowing the difference between your beliefs and values can be confusing as they both guide our actions and behaviour in society. They often underpin how we think, relate to others and act in the world. Our beliefs are opinions that we accept as true but without always having proof or evidence. Beliefs are assumptions we make about the world. Our values come from these beliefs. Our personal values are things that we attach importance to and live by e.g. equality, wisdom and compassion. Values define who we are as individuals and can say a lot about a person.

Slide10:

Values can change over time as we grow and experience new things or mix with different people. Our way of thinking is often altered by our new stage of life e.g. becoming a teenager. Beliefs are less likely to change over time. Whilst lifestyles and friends may alter, we often cling to our beliefs and find it very hard to be persuaded to adapt them. Our beliefs and values can make a difference to the world.

What is a value? :

What is a value? Qualities, characteristics, or ideas about which we feel strongly. Our values affect our decisions, goals and behaviour . A belief or feeling that someone or something is worthwhile. Values define what is of worth, what is beneficial, and what is harmful Values are standards to guide your action, judgments, and attitudes.

Personal Values are.......:

Personal Values are....... What we choose to regard as ethically relevant or worth owning and standing up for They say something about us and who we are Although we may hold values in common with others the 'set' of values we come to hold are individual to us.

You have been given a cheque for €1000.00 to do whatever you like with. What would you do with it?:

You have been given a cheque for €1000.00 to do whatever you like with. What would you do with it? What you spend the money on has everything to do with what you value

What things did you do during the last week?:

What things did you do during the last week? What you choose to do with your time also has everything to do with what you value.

Why do values matter?:

Why do values matter? Attention to our values helps us; Become more self-aware. Make ethical decisions. Develop credibility, Understanding one's own core values is integral to becoming self-aware. Self-awareness helps us understand how people perceive us, it enables us to identify the personal qualities that we would like to change. Values influence our choices, but our choices also influence our values.

Direction:

Values give direction and consistency to behaviour. Values help you know what to (and what not to) make time for. Values establish a relationship between you and the world. Values set the direction for one's life. Direction

What would you do?:

What would you do? Carry on walking Smile at her & keep walking Give her some money

What does this demonstrate about our values?:

A strong positive value base may result in you talking to the woman or offering her support. A strong negative value base may result in you applying blame to her. A neutral value base may result in you just walking by All of these demonstrate that you have a value based reaction. This highlights that values form your every response to a situation, and do not always imply a negative connotation. What does this demonstrate about our values?

How do personal values affect professional work?:

Health & social care professionals are required to make or contribute to the making of decisions that effect service users. Such decisions are usually very important to the service user, sometimes they can change the course of a service users life. These decisions may be based on a sound assessment or policies but the subjective element that includes personal values not only remains present but often influences the outcome How do personal values affect professional work? .

Paternalism:

A value position that health & social care professions have been accused of often adopting is Paternalism, which originates from the Latin pater, and means to act like a father, or to treat another person like a child. There is an implied intention to act for the good of another person but often without that person's consent, or limited agreement in a manner that parents might do for their children. Paternalists advance people's interests (such as life, health, or safety) at the expense of their own self determination. Paternalists suppose that they can make wiser decisions than the people for whom they act. Paternalism

Professional Values:

No one value base is shared by all the professionals. Value base of ALL professions have their own set of "informal" rules and meanings, deriving from the sub-cultures within the organisation. The professionals self-image reflects the value base if the organisation in which they work. The professional value base of the organisation gives that organisation its professional identity. Professional Values

Professional values should be ...:

Central to practice. They are what we believe in and place value on. Help us decide on a particular course of action. Need to be actively implemented within our practice. The adopting of, commitment to and acting upon appropriate values is central to good practice. Professional values should be ...

Conflicts between personal & professional values:

These will occur but the worker should try to reach an accommodation where possible. Significant failure to do so could result in the worker having a sense of cognitive dissonance, a sense of incongruity or lack of fit between thoughts and actions the worker is required to carry out. Conflicts between personal & professional values

Where do we get values? :

our homes, school, society, friends, TV, church, music, books, families, Where do we get values? culture, employers, time-period in which you were raised (70's anti-establishment, peace, individuality. 80's money, prestige, don't get caught, etc. 90's earth, green peace, health and fitness), etc.

Your age will greatly influence your values. Different people and things influence you at different ages: :

Your age will greatly influence your values. Different people and things influence you at different ages: Ages 1-7: parents Ages 8-13: teachers, heroes (sports, rocks, TV) Ages 14-20: peers (values because of peers or peers because of values?) Ages 21+: your values are established, but you may test your values from time to time.

Slide26:

Personal values will always override organizational values. All behaviour is values and belief-based. Aligned personal values and organizational values are key to optimal performance.

Types of Values:

2- 27 Types of Values Terminal values: refers to goals that a person would like to achieve during his or her lifetime Instrumental values refers to preferable modes of behaviour , or means of achieving the terminal values

Examples of Terminal Values:

2- 28 Examples of Terminal Values A comfortable life (a prosperous life) An exciting life (stimulating, active life) A sense of accomplishment (lasting contribution) A world of peace (free of war and conflict) A world of beauty (beauty of nature and the arts) Equality (brotherhood, equal opportunity for all) Family security (taking care of loved ones) Freedom (independence, free choice) Happiness (contentedness)

Examples of Instrumental Values:

2- 29 Examples of Instrumental Values Ambitious (hard working, aspiring) Broad-minded (open-minded) Capable (competent, efficient) Cheerful (lighthearted, joyful) Clean (neat, tidy) Courageous (standing up for your beliefs) Forgiving (willing to pardon others) Helpful (working for the welfare of others) Honest (sincere, truthful)

Agree or disagree?:

It is always right to tell the truth? It is wrong to murder people. Grown up children always make sure their elderly parents are looked after. It is always wrong to steal Agree or disagree?

It is always wrong to murder people:

You have found out that someone is going to put poison in the local water supply and you haven't time to warn the police. The only way for you to prevent the death of thousands of innocent people is to murder the person responsible before they have a chance to act. It is always wrong to murder people

Grown up children should always look after their elderly parents:

What if your father was a mass murderer? Grown up children should always look after their elderly parents

It is always wrong to steal:

Mary is a single parent who is struggling financially. She has been caught stealing from a supermarket. However, she has only stolen nappies and food for her 6 month old daughter as she cannot afford to buy them. Is this still stealing and is it ok in the circumstances? It is always wrong to steal

It is always right to tell the truth:

A group of drug dealers want to kill your friend because s/he have been stopping young people from buying drugs. They ask you if you know where your friend is. You do, but you know that if you say yes, they will torture you until you tell them, then they will find and kill your friend. Is it still always right to tell the truth? It is always right to tell the truth

Summary:

Summary Each of us has a set of personal values. As each individual is unique, so is their value base they hold. There is no set prescription/format for a personal value base. Values can be challenged, defended or changed Just because you do not have a strong reaction to an issue does not mean you do not have a value base. You are in the process of developing and hopefully adopting a professional value base There may be conflict between personal and professional values. Where possible any conflict should be reduced to a minimum

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# data[].attributes.attachment_link.description
No description available. Values Dealing with Challenging Behaviour Values are things we attach importance to in life, things that are good, beneficial, important, useful, beautiful, desirable, appropriate etc. Our values help to guide how we live. Often we value people like our family, guardians and friends, sometimes we value material objects like the latest technology, designer clothes and cars.

# data[].attributes.attachment_link.readable_text
Presentation Description

No description available.

Presentation Transcript

Development Through Life Stages:

Development Through Life Stages How we develop attachment?

OBJECTIVES:

What is attachment? How and why do we develop attachment relationships? OBJECTIVES

What was your first attachment relationship?:

What was y our first attachment relationship?

The first special relationship we experience develops between parent and child:

The first special relationship we experience develops between parent and child It is believed that this relationship will influence the development of our future relationships

What is Attachment?:

Attachment is a strong, long-lasting emotional connection A close emotional bond that is "person- specific" and is enduring across time. What is Attachment?

How do you know an infant is attached to someone?:

How do you know an infant is attached to someone? Infants show their attachment through proximity-seeking behaviours, meaning infants like to be near those they are attached to.

Why do infants form attachments?:

Bowlby (1977) argued that the infant's emotional tie with its mother ( principal caregiver ) evolved because it promotes survival . Children who form an attachment to an adult develop a deeper parent-child relationship and are more likely to survive. He also believed that an infant's early interactions with a parent were crucial to "normal development" Why do infants form attachments?

How does love develop between mother and child?:

How does love develop between mother and child? Harry Harlow studied the impact of security and "contact comfort" on infant attachment.

Harry Harlow (1959) "The Monkey Love experiments":

Harlow evaluated whether feeding or contact comfort was more important to infant attachment. The young animals were "raised" by two kinds of surrogate monkey mother machines. One mother was made of soft terry cloth, the other made of wire mesh Harry Harlow (1959) "The Monkey Love experiments"

Monkey Love Experiments:

Harlow's research showed that the need for affection created a stronger bond between mother and infant than did physical needs (food). Monkey Love Experiments

Harlow's work suggested that the development of a child's love for their caregiver was emotional rather than physiological:

Harlow's work suggested that the development of a child's love for their caregiver was emotional rather than physiological

What does this mean for humans?:

Harlow showed that the development of attachment was closely associated with critical periods in early life. It is difficult or impossible to compensate for the loss of initial emotional security What does this mean for humans?

:

Further experiments on abusive conditions showed that no matter how abusive the "Iron Maidens" were, the baby monkeys always came back and displayed affection towards them. Even in the face of abuse, the need for love was overwhelming

What happened to these monkeys?:

Monkeys raised without their mothers or other monkeys were socially maladjusted the rest of their lives. When confronted with fear, they displayed autistic and institutionalized behaviors-throwing themselves on the floor, clutched themselves, rocked back and forth, and screamed in terror. They were incapable of having sexual relations and they were also unable to parent their offspring, either abusing or neglecting them. What happened to these monkeys?

Did Harlow's work influence our society? :

Less than 50 years ago parents were told by doctors that rocking or picking up a crying infant could "damage" them. True or False? Did Harlow's work influence our society?

True or False?:

Lack of attachment can be made up for later in life by a lot of contact with peers True or False? True or False?

True or False?:

"Do not overindulge them. Do not kiss them goodnight. Rather, give a brief bow and shake their hand before turning off the light." True or False?

True or False?:

It is beneficial to place a newborn directly on its mother's belly after birth True or False True or False?

Do we all need attachment and physical contact?:

Yes, according the theories of John Bowlby (1969, 1991), that children who form an attachment to an adult are more likely to survive. Attachment not only deepens the parent-child relationship, but may have contributed to human survival. Do we all need attachment and physical contact?

The Quality of Attachment:

Based on how the infant reacts to separation from the caregiver and the reunion by using a procedure known as the Strange Situation . The Quality of Attachment

Ainsworth (1993) and others have identified 4 basic types of attachment relationships :

Secure Attachment Insecure/Resistant Insecure/Avoidant Insecure/Disorganized Ainsworth (1993) and others have identified 4 basic types of attachment relationships

Types of Attachment:

Secure attachment is a relationship of trust and confidence. During infancy this relationship provides a secure base for exploration of the environment. This group seems to say "I missed you terribly, but now that you're back, I'm okay." Types of Attachment

3 Types of Insecure Attachment :

Insecure-Avoidant attachment: Infants or young children seem somewhat indifferent toward their caregivers and may even avoid their caregivers 3 Types of Insecure Attachment

As if to say, "you left me again, I always have to take care of myself!" :

If they do get upset when left alone, they are as easily comforted by a stranger as by a parent. 20% of American infant have avoidant- attachment As if to say, "you left me again, I always have to take care of myself!"

Resistant/ambivalent Attachment:

Resistant/ambivalent Attachment Infants or young children are clingy and stay close to their caregivers rather than exploring their environment. The baby is upset when the mother leaves and remains upset or even angry when she returns, and is difficult to console

Disorganized attachment:

Disorganized attachment Infants or young children have no consistent way to coping with the stress of the "Strange Situation" The baby seems confused when the mother leaves and when she returns. This leads to problems with emotional regulation, social function and severe emotional problems. Less than 5% of middle-class Americans fall into this category.

Name that Attachment Relationship!:

Name that Attachment Relationship! A baby in this group might say "I missed you terribly, but now that you're back, I'm okay." A baby in this group might say "You left me again. I always have to take care of myself."

Name that Attachment Relationship!:

Name that Attachment Relationship! A baby in this group might say "I missed you terribly, but now that you're back, I'm okay." A baby in this group might say "You left me again. I always have to take care of myself." Secure Insecure/Avoidant

Name that Attachment Relationship!:

Name that Attachment Relationship! A baby in this group might say "Why do you do this? I get so angry when you're like this." A baby in this group might say "What's going on here? I want you to be here, but you left and now you're back. I don't know whether to laugh or cry."

Name that Attachment Relationship!:

Name that Attachment Relationship! A baby in this group might say "Why do you do this? I get so angry when you're like this." A baby in this group might say "What's going on here? I want you to be here, but you left and now you're back. I don't know whether to laugh or cry." Disorganized Resistant

Presentation Description

No description available.

Presentation Transcript

Development Through Life Stages:

Development Through Life Stages How we develop attachment?

OBJECTIVES:

What is attachment? How and why do we develop attachment relationships? OBJECTIVES

What was your first attachment relationship?:

What was y our first attachment relationship?

The first special relationship we experience develops between parent and child:

The first special relationship we experience develops between parent and child It is believed that this relationship will influence the development of our future relationships

What is Attachment?:

Attachment is a strong, long-lasting emotional connection A close emotional bond that is "person- specific" and is enduring across time. What is Attachment?

How do you know an infant is attached to someone?:

How do you know an infant is attached to someone? Infants show their attachment through proximity-seeking behaviours, meaning infants like to be near those they are attached to.

Why do infants form attachments?:

Bowlby (1977) argued that the infant's emotional tie with its mother ( principal caregiver ) evolved because it promotes survival . Children who form an attachment to an adult develop a deeper parent-child relationship and are more likely to survive. He also believed that an infant's early interactions with a parent were crucial to "normal development" Why do infants form attachments?

How does love develop between mother and child?:

How does love develop between mother and child? Harry Harlow studied the impact of security and "contact comfort" on infant attachment.

Harry Harlow (1959) "The Monkey Love experiments":

Harlow evaluated whether feeding or contact comfort was more important to infant attachment. The young animals were "raised" by two kinds of surrogate monkey mother machines. One mother was made of soft terry cloth, the other made of wire mesh Harry Harlow (1959) "The Monkey Love experiments"

Monkey Love Experiments:

Harlow's research showed that the need for affection created a stronger bond between mother and infant than did physical needs (food). Monkey Love Experiments

Harlow's work suggested that the development of a child's love for their caregiver was emotional rather than physiological:

Harlow's work suggested that the development of a child's love for their caregiver was emotional rather than physiological

What does this mean for humans?:

Harlow showed that the development of attachment was closely associated with critical periods in early life. It is difficult or impossible to compensate for the loss of initial emotional security What does this mean for humans?

:

Further experiments on abusive conditions showed that no matter how abusive the "Iron Maidens" were, the baby monkeys always came back and displayed affection towards them. Even in the face of abuse, the need for love was overwhelming

What happened to these monkeys?:

Monkeys raised without their mothers or other monkeys were socially maladjusted the rest of their lives. When confronted with fear, they displayed autistic and institutionalized behaviors-throwing themselves on the floor, clutched themselves, rocked back and forth, and screamed in terror. They were incapable of having sexual relations and they were also unable to parent their offspring, either abusing or neglecting them. What happened to these monkeys?

Did Harlow's work influence our society? :

Less than 50 years ago parents were told by doctors that rocking or picking up a crying infant could "damage" them. True or False? Did Harlow's work influence our society?

True or False?:

Lack of attachment can be made up for later in life by a lot of contact with peers True or False? True or False?

True or False?:

"Do not overindulge them. Do not kiss them goodnight. Rather, give a brief bow and shake their hand before turning off the light." True or False?

True or False?:

It is beneficial to place a newborn directly on its mother's belly after birth True or False True or False?

Do we all need attachment and physical contact?:

Yes, according the theories of John Bowlby (1969, 1991), that children who form an attachment to an adult are more likely to survive. Attachment not only deepens the parent-child relationship, but may have contributed to human survival. Do we all need attachment and physical contact?

The Quality of Attachment:

Based on how the infant reacts to separation from the caregiver and the reunion by using a procedure known as the Strange Situation . The Quality of Attachment

Ainsworth (1993) and others have identified 4 basic types of attachment relationships :

Secure Attachment Insecure/Resistant Insecure/Avoidant Insecure/Disorganized Ainsworth (1993) and others have identified 4 basic types of attachment relationships

Types of Attachment:

Secure attachment is a relationship of trust and confidence. During infancy this relationship provides a secure base for exploration of the environment. This group seems to say "I missed you terribly, but now that you're back, I'm okay." Types of Attachment

3 Types of Insecure Attachment :

Insecure-Avoidant attachment: Infants or young children seem somewhat indifferent toward their caregivers and may even avoid their caregivers 3 Types of Insecure Attachment

As if to say, "you left me again, I always have to take care of myself!" :

If they do get upset when left alone, they are as easily comforted by a stranger as by a parent. 20% of American infant have avoidant- attachment As if to say, "you left me again, I always have to take care of myself!"

Resistant/ambivalent Attachment:

Resistant/ambivalent Attachment Infants or young children are clingy and stay close to their caregivers rather than exploring their environment. The baby is upset when the mother leaves and remains upset or even angry when she returns, and is difficult to console

Disorganized attachment:

Disorganized attachment Infants or young children have no consistent way to coping with the stress of the "Strange Situation" The baby seems confused when the mother leaves and when she returns. This leads to problems with emotional regulation, social function and severe emotional problems. Less than 5% of middle-class Americans fall into this category.

Name that Attachment Relationship!:

Name that Attachment Relationship! A baby in this group might say "I missed you terribly, but now that you're back, I'm okay." A baby in this group might say "You left me again. I always have to take care of myself."

Name that Attachment Relationship!:

Name that Attachment Relationship! A baby in this group might say "I missed you terribly, but now that you're back, I'm okay." A baby in this group might say "You left me again. I always have to take care of myself." Secure Insecure/Avoidant

Name that Attachment Relationship!:

Name that Attachment Relationship! A baby in this group might say "Why do you do this? I get so angry when you're like this." A baby in this group might say "What's going on here? I want you to be here, but you left and now you're back. I don't know whether to laugh or cry."

Name that Attachment Relationship!:

Name that Attachment Relationship! A baby in this group might say "Why do you do this? I get so angry when you're like this." A baby in this group might say "What's going on here? I want you to be here, but you left and now you're back. I don't know whether to laugh or cry." Disorganized Resistant

Have a question? Call us at
US 210-787-1860

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# data[].attributes.attachment_link.description
No description available. Development Through Life Stages How we develop attachment? What is attachment? How and why do we develop attachment relationships? OBJECTIVES What was y our first attachment relationship?

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Skills of informal and formal carers

# data[].attributes.attachment_link.readable_text
Presentation Description

No description available.

Presentation Transcript

Dealing with Challenging Behaviour:

Skills of Informal & Formal Carers Dealing with Challenging Behaviour

Informal Carers:

The majority of informal carers are women, with almost a third of all carers providing at least 20 hours per week of care ( Visser et al, 2004; Kellehear , 2009). Informal carers have been estimated to save the national economy billions per year therefore, informal carers have a critical economic as well as a social role During any 24-hour period the tasks that carers are expected to undertake are numerous and they face many challenges Informal Carers

Informal Carers:

Informal carers gain a wealth of skills and experience while performing their caregiving tasks. These skills and competences are generally undervalued. These skills include personal care (bathing, washing, feed, dressing, managing incontinence...) Specific medical care (such as home-based dialyses, management of oxygen/nebulisers, monitoring of blood and insulin levels in the case of diabetes, tracheotomy patient care, blood pressure monitoring, colostomy bag management, administering medication, diet and eating monitoring, etc.) Informal Carers

Informal Carers:

Carers also demonstrate and develop specific communication skills e.g. with people affected by dementia or other mental illness or severe learning disabilities They often have to deal with challenging behaviours in this context. Informal carers tend to organise and manage care arrangements for their loved ones, involving a range of health and social care professionals, while also managing their own professional and family responsibilities. Planning, managing competing priorities, organising, sharing information, coordinating are some of the skills they apply in their everyday life. Informal Carers

Your grandad has dementia and has recently started becoming quite aggressive when you try to help him to eat or to dress. You have decided to employ a carer to help look after him during the daytime. What skills would you look for in the carer?:

Your grandad has dementia and has recently started becoming quite aggressive when you try to help him to eat or to dress. You have decided to employ a carer to help look after him during the daytime. What skills would you look for in the carer?

Your neighbour has a twelve year old boy who has a severe learning disability and exhibits challenging behaviour. She has asked you to interview people who have applied for a part time caring role - so that she can go to work part time. What qualities and skills would you be looking for in the applicants?:

Your neighbour has a twelve year old boy who has a severe learning disability and exhibits challenging behaviour. She has asked you to interview people who have applied for a part time caring role - so that she can go to work part time. What qualities and skills would you be looking for in the applicants?

Slide7:

Understanding the nature of behaviour that challenges Understanding positive strategies to support and address behaviour that challenges Using person centred approaches Communication skills Non-aversive interventions

Understanding the nature of behaviour that challenges :

There is more that is the same than different between individuals whose behaviour challenges and those that do not. Focusing on the commonalities helps to identify what we are aiming to achieve before focusing on the differences. using approaches such as Positive Behaviour Support (PBS) Understanding the nature of behaviour that challenges

Understanding positive strategies to support and address behaviour that challenges :

Understanding the unique nature of the behaviour and life wishes of each individual is a central starting point for effective support Understanding positive strategies to support and address behaviour that challenges

Using person centred approaches :

Effective services start by listening to the individual, their wishes and aspirations, and planning and designing services around that. Effective person centred planning is the best way of achieving success - and thus has to remain at the heart of staff practice - no matter how great the challenges that a person presents. Using person centred approaches

Communication skills:

The most effective starting point for understanding behaviour that challenges is to acknowledge that it is functional - i.e. people's behaviour is a way of communicating something (whether they are able to speak or not) and staff respond accordingly. Key point 9: Staff need to have access to a range of approaches to communication that will enable the person's voice, whether spoken or not, and the voices of their families and carers, to be clearly heard. Communication skills

Non-aversive interventions:

Aversive behaviour intervention can be described as punishing an individual in order to suppress the behaviour that challenges. Over the past two decades the emphasis has been on intervening before the challenge occurs using 'non-aversive interventions'. Such interventions are essentially how positive behaviour support can be described (McDonnell 2010). Key point 10: All staff that may work with people who challenge in ways that result in such behaviour need to be trained in appropriate non-aversive techniques - and understand the limits of when and where they should use such approaches. Non-aversive interventions

Presentation Description

No description available.

Presentation Transcript

Dealing with Challenging Behaviour:

Skills of Informal & Formal Carers Dealing with Challenging Behaviour

Informal Carers:

The majority of informal carers are women, with almost a third of all carers providing at least 20 hours per week of care ( Visser et al, 2004; Kellehear , 2009). Informal carers have been estimated to save the national economy billions per year therefore, informal carers have a critical economic as well as a social role During any 24-hour period the tasks that carers are expected to undertake are numerous and they face many challenges Informal Carers

Informal Carers:

Informal carers gain a wealth of skills and experience while performing their caregiving tasks. These skills and competences are generally undervalued. These skills include personal care (bathing, washing, feed, dressing, managing incontinence...) Specific medical care (such as home-based dialyses, management of oxygen/nebulisers, monitoring of blood and insulin levels in the case of diabetes, tracheotomy patient care, blood pressure monitoring, colostomy bag management, administering medication, diet and eating monitoring, etc.) Informal Carers

Informal Carers:

Carers also demonstrate and develop specific communication skills e.g. with people affected by dementia or other mental illness or severe learning disabilities They often have to deal with challenging behaviours in this context. Informal carers tend to organise and manage care arrangements for their loved ones, involving a range of health and social care professionals, while also managing their own professional and family responsibilities. Planning, managing competing priorities, organising, sharing information, coordinating are some of the skills they apply in their everyday life. Informal Carers

Your grandad has dementia and has recently started becoming quite aggressive when you try to help him to eat or to dress. You have decided to employ a carer to help look after him during the daytime. What skills would you look for in the carer?:

Your grandad has dementia and has recently started becoming quite aggressive when you try to help him to eat or to dress. You have decided to employ a carer to help look after him during the daytime. What skills would you look for in the carer?

Your neighbour has a twelve year old boy who has a severe learning disability and exhibits challenging behaviour. She has asked you to interview people who have applied for a part time caring role - so that she can go to work part time. What qualities and skills would you be looking for in the applicants?:

Your neighbour has a twelve year old boy who has a severe learning disability and exhibits challenging behaviour. She has asked you to interview people who have applied for a part time caring role - so that she can go to work part time. What qualities and skills would you be looking for in the applicants?

Slide7:

Understanding the nature of behaviour that challenges Understanding positive strategies to support and address behaviour that challenges Using person centred approaches Communication skills Non-aversive interventions

Understanding the nature of behaviour that challenges :

There is more that is the same than different between individuals whose behaviour challenges and those that do not. Focusing on the commonalities helps to identify what we are aiming to achieve before focusing on the differences. using approaches such as Positive Behaviour Support (PBS) Understanding the nature of behaviour that challenges

Understanding positive strategies to support and address behaviour that challenges :

Understanding the unique nature of the behaviour and life wishes of each individual is a central starting point for effective support Understanding positive strategies to support and address behaviour that challenges

Using person centred approaches :

Effective services start by listening to the individual, their wishes and aspirations, and planning and designing services around that. Effective person centred planning is the best way of achieving success - and thus has to remain at the heart of staff practice - no matter how great the challenges that a person presents. Using person centred approaches

Communication skills:

The most effective starting point for understanding behaviour that challenges is to acknowledge that it is functional - i.e. people's behaviour is a way of communicating something (whether they are able to speak or not) and staff respond accordingly. Key point 9: Staff need to have access to a range of approaches to communication that will enable the person's voice, whether spoken or not, and the voices of their families and carers, to be clearly heard. Communication skills

Non-aversive interventions:

Aversive behaviour intervention can be described as punishing an individual in order to suppress the behaviour that challenges. Over the past two decades the emphasis has been on intervening before the challenge occurs using 'non-aversive interventions'. Such interventions are essentially how positive behaviour support can be described (McDonnell 2010). Key point 10: All staff that may work with people who challenge in ways that result in such behaviour need to be trained in appropriate non-aversive techniques - and understand the limits of when and where they should use such approaches. Non-aversive interventions

Have a question? Call us at
US 210-787-1860

Open Monday to Friday, 8 AM to 6 PM EST

# data[].attributes.attachment_link.description
No description available. Skills of Informal & Formal Carers Dealing with Challenging Behaviour The majority of informal carers are women, with almost a third of all carers providing at least 20 hours per week of care ( Visser et al, 2004; Kellehear , 2009).

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Dealing with Challenging Behaviour:

Positive Behaviour Support Dealing with Challenging Behaviour

From the person's perspective.....:

Functional: It does something for them Effective: It works for them Learnt: It is a consequence of previous experiences. Only means for successfully influencing their environment.** Communicative: Only means of communicating their need. From the person's perspective.....

Positive Behaviour Support:

Positive Behaviour Support An individualized approach to developing effective interventions for people with severe challenging behaviour Developed from behaviour modification (Skinner) Interventions are based on understanding the purposes of the challenging behavior Use of positive strategies to support the person in achieving meaningful long term outcomes

Positive Behaviour Support:

Positive Behaviour Support The goal in PBS is not to eliminate behaviour. Rather, it is to understand the behaviour's purpose so that the person can replace it with new, prosocial behaviours that achieve the same purpose (Carr et al, 1994; Horner et al., 1992). PBS uses multiple approaches to reduce challenging behaviours: changing interactions, altering environments, teaching skills and coping abilities.

How does it work?:

Step 1: a team of individuals who are concerned and knowledgeable about the person Step 2: gather information about the person's behaviour ( functional assessment ) Step 3: Develop a behaviour support plan Step 4: Implement and evaluate the success of the plan How does it work?

Functional Assessment:

Used to understand the purpose or function of a specific problem behaviour. Team members observe the person and write down what happens before, during and after the person's challenging behaviour. Interview teachers or carers and family members about the nature of the behaviour, what the person might gain through the behaviour, what predicts the behaviour, etc. Functional Assessment

What is Included in the Behaviour Support Plan?:

Procedures for teaching new REPLACEMENT skills. Strategies for RESPONDING so that new skills are maintained and acknowledged. Strategies for modifying the curriculum, environment, activity, or interactions to PREVENT the occurrence of the behaviour. What is Included in the Behaviour Support Plan?

Preventing:

Prevention strategies reduce the likelihood that the person will need or want to use the challenging behaviour. How can the environment be changed to reduce the likelihood that the behaviour will occur? What procedures can I select that fit in with the natural routines and structure of the home, classroom or family? How can I build on what works? What can be done to help the child deal with or avoid behaviour triggers? Preventing

Replacing:

Teach alternatives to challenging behaviour - find a behaviour that serves the same function as the challenging behaviour but helps the person achieve THEIR objective in a more socially acceptable manner than the challenging behaviour Replacement skills must be efficient and effective (work quickly for the person) Consider skills the person already has Make sure the reward for appropriate behaviour is consistent Replacing

Responding:

What will be done when the challenging behaviour occurs to ensure that the challenging behaviour is not reinforced and the new skill is learned. A good basic strategy is to redirect the person to use an alternative skill or a new skill. Make sure rewards for appropriate behaviour equal or exceed the rewards for challenging behaviour. Responding

Examples of responding:

Redirect the person to use replacement skill. Praise/reinforce when replacement skill is used. State exactly what is expected. Examples of responding

Case Study:

Heather is 5 years old with moderate cognitive impairment (learning disability) and autism. The teacher notices that during break time Heather is socially withdrawn and spends most of her time spinning the wheels on a toy truck or jiggling items in her hand (pop bead chain, doll by hair, etc.). A functional assessment has shown that she does this for sensory stimulation. What would be a possible replacement behaviour for Heather that addresses her sensory needs but also helps her to engage with other children? Case Study

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9. Positive Behaviour Support Challenging Behaviour

# data[].attributes.attachment_link.description
Positive Behaviour Support Dealing with Challenging Behaviour Functional: It does something for them Effective: It works for them Learnt: It is a consequence of previous experiences. Only means for successfully influencing their environment.** Communicative: Only means of communicating their need. From the person's perspective.....

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Presentation Description

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Presentation Transcript

Dealing with Challenging Behaviour:

Dealing with Challenging Behaviour The Care Network

What is the difference between a formal and an informal caregiver?:

What is the difference between a formal and an informal caregiver?

Formal Care:

Services are provided by trained, qualified and licensed professionals Services are controlled by the state and other types of organisations Caregivers have defined responsibilities and contracts specifying care responsibilities Caregivers are paid and entitled to social rights and employment regulations Care tasks are specified according to professional qualification Care workers have a time schedule and go 'off' duty Formal Care

Informal Care:

Care is mainly provided by family, close relatives, friends or neighbours Carers are non-professionls and not trained to provide care; in some cases they may benefit from special training Carers have no contract regarding care responsibilities Carers are not paid although they may receive some financial contribution, welfare or subsidy Carers provide a wide range of tasks, including emotional support and assistance There are no limits to time spent on care - they are never or rarely 'off' duty No general entitlement to social rights Informal Care

Informal & Formal Care:

Responsibility Orientation Stakeholder Orientation Employment Orientation User Orientation Formal Care Care as a responsibility of the state Services are delivered by various types of organisations and considered as a source of income for professional carers Care as an activity belonging to the labour market Service users and informal carers are thought of as marketable clients Informal Care Care as an individual or family responsibility Services provided freely by family members or other private people Care as an activity not entitled to work regulations Service users cons i dered as belonging to family (private) sphere Informal & Formal Care

Shared Care Obligations:

Shar ed Car e Obligations Family Based Provisions Mix of informal (including volunteers) & formal care for long term care provision Public based long term care provisions Link to health & social care system

Care Tasks & Activities Provided by Informal Carers:

Personal Care or routine Activities of Daily Living (ADL's) Activities that provide company and emotional support Promote social inclusion Support with activities related to appointments, health and social care administration and care Supervision to manage behavioural symptoms or to prevent dangerous events Care Tasks & Activities Provide d by Informal Carers

Impact on the Informal Caregiver:

Various stressors have been identified as having an impact on the informal care givers physical health :- Caring for someone with high level care needs Caring for more than one person with an intellectual disability Caring for someone with behavioural problems Caring for someone with regularly disturbed sleeping patterns Not receiving enough support in the caring role Poor family functioning levels Time constraints limiting the ability to attend to one's own needs Impact on the Informal Caregiver

Impact on the Informal Caregiver:

Factors that can have an impact on the mental well being of informal care givers:- Difficulty in dealing with service providers Lack of support from family and friends Concerns regarding the acceptability of a person with challenging behaviour Marital Relationships Family relationships Employment Impact on the Informal Caregiver

Impact on the Informal Caregiver:

Economic and Financial Impact on the informal care giver:- People with an intellectual disability can multiple other agency visit s Families devote a large amount of time providing care to their family member with a disability Out of pocket expenses for care requirements Financial loss due to hours lost in activities that can generate income Impact on the Informal Caregiver

Pearlin's Stress-Process Model (1990):

Pearlin's Stress-Process Model (1990)

Pearlin's Stress-Process Model of Stress in Carers (1990):

Background & Context - culture, socio economic status, family network, personal history Mediators - internal coping resources, social support Primary Stressors - care recipient behaviour, care recipient care needs, carers subjective stress Secondary Role Strains - conflict with job, family, and social life, financial problems Secondary Intra Personal Strains - d amage to self esteem, sense of control, self identity Outcomes - impact on mental well-being, impact on physical health, giving up provision of care Pearlin's Stress-Process Model of Stress in Carers (1990)

Risk Factors for Carer Psychological Distress:

Care Giver Factors Research Findings Gender Women have higher rates of depression in the caregiving role than males Women are more likely to be compliant with environmental modification interventions, implement recommended strategies and get the most benefit from these Male carers adopt a more managerial style to care which allows them to distance themselves from stressful situations by delegating Age Age associated impairments makes care giving more difficult for the older caregiver Caregiver Health Caregiver health is a significant predictor of caregiver depression Caregivers are more likely to develop mild hypertension, serious illness & increased mortality risk compared to non caregivers the same age Ethnicity Ethnicity has an impact on the care giver experience Racial and ethnic backgrounds have differences in stress, psychological outcomes and service utilisation for caregivers Social Support Social support has profound effects on caregiver outcomes More social support corresponds with less depression Caregiving is associated with isolation and withdrawal Social support is also important for caregivers to form a network of available services Risk Factors for Carer Psychological Distress

Impact on the Family:

Family Structure Siblings Severity of Disability Level of Functional Capacity Well-Being of the Parents I mpact on the Family

Impact on the Family:

Impact on the Family The family experiences a range of emotions:- Embarassment Resentment Anxiety Fear Loneliness Isolation Pride Unity Fulfilment Motivation Love Appreciation

Care & Support Needs - Respite Care:

The presence of challenging behaviour is the most common reason for families seeking respite care. Parents express concern about the increasing difficulty in managing these behaviours as the child grows physically . The level of intellectual disability is another important factor. T he more severe the disability levels, t he more likely caregivers will seek respite care. Complex needs present difficulties; 24-hour care can prove to be overwhelming. Care & Support Needs - Respite Care

Care & Support Needs - Respite Care:

Concerns for the well-being of siblings is another reason to seek respite care. Even short breaks have been demonstrated to have positive effects on the well-being of the other children in the family. These breaks allowed parents to engage in activities with their other children which would not be possible if the child with a disability were present (Robertson et al, 2011) . Additionally, being able to spend extra time with the other children, giving undivided attention, is shown to be of great benefit to both parents and children. The general well-being of parents - p arents reported that their high levels of stress led them to seek respite care for their children ( Chadwick et al , 2002). Care & Support Needs - Respite Care

Care & Support Needs:

Significant communication deficits - are unable to communicate if and when they are in pain, or assist in any way in the diagnostic process. Difficulty comprehending the need for physical examinations and treatments, or that the medical professionals are seeking to help and not hurt them. The presence of challenging behaviours means that check ups and treatment are longer and more complex. The presence of pain or discomfort has the potential to exacerbate existing challenging behaviours. Health professionals are sometimes not able to distinguish between behavioural problems which arise from being in pain, and those which accompany their disability . Care & Support Needs

Care & Support Needs:

Waiting times are an issue - in a new environment w hich is sometimes intimidating and they do not have the social skills to sit and wait their turn. There is also of course, the issue with other people in the waiting room, who do not understand the nature of the disability and the challenging behaviours associated with it . May require sedation or general anaesthetic t o be administered in order for basic examination and treatment processes to be carried out, which is time-consuming to organise . Lack of knowledge about the particular disabilities and challenging behaviour of the person - h ealth professionals display a lack of knowledge about the particular needs of i ndividuals with challenging behaviour. Insensitive comments by staff, unwillingness to listen to the primary caregivers, who generally understand and know the person well and proceeding with a treatment plan that the caregiver knows will not work for the person. Care & Support Needs

Care & Support Needs - Current Trends:

Care & Support Needs - Current Trends Care Allowances Attendance Allowances Home Based Professional Services Home support devices and adaptations Counselling Training & Education Online Resources Employment Support Advocacy & Informal Carers Association Self help & peer support groups

Understanding & Supporting the Informal Carer:

Caring context - where the caring takes place, how often, what other services are used, and the carer's relationship to the care recipient Functional level of care - the activities of daily living that the carer helps with and how this relates to the level of the care recipient's independence Health - the carer's own health and wellbeing, as well as the health and wellbeing of the care recipient Financial, legal & employment - the carer's financial and employment situation, access to benefit entitlements, the legal relationships and obligations to the care recipient, like power of attorney, financial management and guardianship. Confidence & Competence - the carer's skill level and confidence in performing the required caring tasks Understanding & Supporting the Informal Carer

Understanding & Supporting the Informal Carer:

Positive aspects of caring - how the carer feels about the situation and what the carer gets out of it Knowledge - the carer's knowledge of available support options for themselves and the care recipient, like respite care Social Support - the carer and care recipient's support networks including friends, family, community groups and services like transport and shopping Coping Strategies - how the carer copes with the situation Values & Preferences - including cultural and religious values and beliefs that reflect on the situation Strengths & Risks - areas where the carer is doing well, and areas where they need support -support that would make the difference future care needs Understanding & Supporting the Informal Carer

Presentation Description

No description available.

Presentation Transcript

Dealing with Challenging Behaviour:

Dealing with Challenging Behaviour The Care Network

What is the difference between a formal and an informal caregiver?:

What is the difference between a formal and an informal caregiver?

Formal Care:

Services are provided by trained, qualified and licensed professionals Services are controlled by the state and other types of organisations Caregivers have defined responsibilities and contracts specifying care responsibilities Caregivers are paid and entitled to social rights and employment regulations Care tasks are specified according to professional qualification Care workers have a time schedule and go 'off' duty Formal Care

Informal Care:

Care is mainly provided by family, close relatives, friends or neighbours Carers are non-professionls and not trained to provide care; in some cases they may benefit from special training Carers have no contract regarding care responsibilities Carers are not paid although they may receive some financial contribution, welfare or subsidy Carers provide a wide range of tasks, including emotional support and assistance There are no limits to time spent on care - they are never or rarely 'off' duty No general entitlement to social rights Informal Care

Informal & Formal Care:

Responsibility Orientation Stakeholder Orientation Employment Orientation User Orientation Formal Care Care as a responsibility of the state Services are delivered by various types of organisations and considered as a source of income for professional carers Care as an activity belonging to the labour market Service users and informal carers are thought of as marketable clients Informal Care Care as an individual or family responsibility Services provided freely by family members or other private people Care as an activity not entitled to work regulations Service users cons i dered as belonging to family (private) sphere Informal & Formal Care

Shared Care Obligations:

Shar ed Car e Obligations Family Based Provisions Mix of informal (including volunteers) & formal care for long term care provision Public based long term care provisions Link to health & social care system

Care Tasks & Activities Provided by Informal Carers:

Personal Care or routine Activities of Daily Living (ADL's) Activities that provide company and emotional support Promote social inclusion Support with activities related to appointments, health and social care administration and care Supervision to manage behavioural symptoms or to prevent dangerous events Care Tasks & Activities Provide d by Informal Carers

Impact on the Informal Caregiver:

Various stressors have been identified as having an impact on the informal care givers physical health :- Caring for someone with high level care needs Caring for more than one person with an intellectual disability Caring for someone with behavioural problems Caring for someone with regularly disturbed sleeping patterns Not receiving enough support in the caring role Poor family functioning levels Time constraints limiting the ability to attend to one's own needs Impact on the Informal Caregiver

Impact on the Informal Caregiver:

Factors that can have an impact on the mental well being of informal care givers:- Difficulty in dealing with service providers Lack of support from family and friends Concerns regarding the acceptability of a person with challenging behaviour Marital Relationships Family relationships Employment Impact on the Informal Caregiver

Impact on the Informal Caregiver:

Economic and Financial Impact on the informal care giver:- People with an intellectual disability can multiple other agency visit s Families devote a large amount of time providing care to their family member with a disability Out of pocket expenses for care requirements Financial loss due to hours lost in activities that can generate income Impact on the Informal Caregiver

Pearlin's Stress-Process Model (1990):

Pearlin's Stress-Process Model (1990)

Pearlin's Stress-Process Model of Stress in Carers (1990):

Background & Context - culture, socio economic status, family network, personal history Mediators - internal coping resources, social support Primary Stressors - care recipient behaviour, care recipient care needs, carers subjective stress Secondary Role Strains - conflict with job, family, and social life, financial problems Secondary Intra Personal Strains - d amage to self esteem, sense of control, self identity Outcomes - impact on mental well-being, impact on physical health, giving up provision of care Pearlin's Stress-Process Model of Stress in Carers (1990)

Risk Factors for Carer Psychological Distress:

Care Giver Factors Research Findings Gender Women have higher rates of depression in the caregiving role than males Women are more likely to be compliant with environmental modification interventions, implement recommended strategies and get the most benefit from these Male carers adopt a more managerial style to care which allows them to distance themselves from stressful situations by delegating Age Age associated impairments makes care giving more difficult for the older caregiver Caregiver Health Caregiver health is a significant predictor of caregiver depression Caregivers are more likely to develop mild hypertension, serious illness & increased mortality risk compared to non caregivers the same age Ethnicity Ethnicity has an impact on the care giver experience Racial and ethnic backgrounds have differences in stress, psychological outcomes and service utilisation for caregivers Social Support Social support has profound effects on caregiver outcomes More social support corresponds with less depression Caregiving is associated with isolation and withdrawal Social support is also important for caregivers to form a network of available services Risk Factors for Carer Psychological Distress

Impact on the Family:

Family Structure Siblings Severity of Disability Level of Functional Capacity Well-Being of the Parents I mpact on the Family

Impact on the Family:

Impact on the Family The family experiences a range of emotions:- Embarassment Resentment Anxiety Fear Loneliness Isolation Pride Unity Fulfilment Motivation Love Appreciation

Care & Support Needs - Respite Care:

The presence of challenging behaviour is the most common reason for families seeking respite care. Parents express concern about the increasing difficulty in managing these behaviours as the child grows physically . The level of intellectual disability is another important factor. T he more severe the disability levels, t he more likely caregivers will seek respite care. Complex needs present difficulties; 24-hour care can prove to be overwhelming. Care & Support Needs - Respite Care

Care & Support Needs - Respite Care:

Concerns for the well-being of siblings is another reason to seek respite care. Even short breaks have been demonstrated to have positive effects on the well-being of the other children in the family. These breaks allowed parents to engage in activities with their other children which would not be possible if the child with a disability were present (Robertson et al, 2011) . Additionally, being able to spend extra time with the other children, giving undivided attention, is shown to be of great benefit to both parents and children. The general well-being of parents - p arents reported that their high levels of stress led them to seek respite care for their children ( Chadwick et al , 2002). Care & Support Needs - Respite Care

Care & Support Needs:

Significant communication deficits - are unable to communicate if and when they are in pain, or assist in any way in the diagnostic process. Difficulty comprehending the need for physical examinations and treatments, or that the medical professionals are seeking to help and not hurt them. The presence of challenging behaviours means that check ups and treatment are longer and more complex. The presence of pain or discomfort has the potential to exacerbate existing challenging behaviours. Health professionals are sometimes not able to distinguish between behavioural problems which arise from being in pain, and those which accompany their disability . Care & Support Needs

Care & Support Needs:

Waiting times are an issue - in a new environment w hich is sometimes intimidating and they do not have the social skills to sit and wait their turn. There is also of course, the issue with other people in the waiting room, who do not understand the nature of the disability and the challenging behaviours associated with it . May require sedation or general anaesthetic t o be administered in order for basic examination and treatment processes to be carried out, which is time-consuming to organise . Lack of knowledge about the particular disabilities and challenging behaviour of the person - h ealth professionals display a lack of knowledge about the particular needs of i ndividuals with challenging behaviour. Insensitive comments by staff, unwillingness to listen to the primary caregivers, who generally understand and know the person well and proceeding with a treatment plan that the caregiver knows will not work for the person. Care & Support Needs

Care & Support Needs - Current Trends:

Care & Support Needs - Current Trends Care Allowances Attendance Allowances Home Based Professional Services Home support devices and adaptations Counselling Training & Education Online Resources Employment Support Advocacy & Informal Carers Association Self help & peer support groups

Understanding & Supporting the Informal Carer:

Caring context - where the caring takes place, how often, what other services are used, and the carer's relationship to the care recipient Functional level of care - the activities of daily living that the carer helps with and how this relates to the level of the care recipient's independence Health - the carer's own health and wellbeing, as well as the health and wellbeing of the care recipient Financial, legal & employment - the carer's financial and employment situation, access to benefit entitlements, the legal relationships and obligations to the care recipient, like power of attorney, financial management and guardianship. Confidence & Competence - the carer's skill level and confidence in performing the required caring tasks Understanding & Supporting the Informal Carer

Understanding & Supporting the Informal Carer:

Positive aspects of caring - how the carer feels about the situation and what the carer gets out of it Knowledge - the carer's knowledge of available support options for themselves and the care recipient, like respite care Social Support - the carer and care recipient's support networks including friends, family, community groups and services like transport and shopping Coping Strategies - how the carer copes with the situation Values & Preferences - including cultural and religious values and beliefs that reflect on the situation Strengths & Risks - areas where the carer is doing well, and areas where they need support -support that would make the difference future care needs Understanding & Supporting the Informal Carer

Have a question? Call us at
US 210-787-1860

Open Monday to Friday, 8 AM to 6 PM EST

# data[].attributes.attachment_link.description
No description available. Dealing with Challenging Behaviour The Care Network What is the difference between a formal and an informal caregiver?

# data[].attributes.attachment_link.readable_text
Presentation Description

No description available.

Presentation Transcript

Dealing with Challenging Behaviour:

Dealing with Challenging Behaviour

Severely challenging behaviour refers to culturally abnormal behaviour of such intensity, frequency or duration that the physical safety of the person or others is placed in serious jeopardy, or behaviour which is likely to seriously limit or deny access to the use of ordinary community facilities' (Emerson, 1993):

Severely challenging behaviour refers to culturally abnormal behaviour of such intensity, frequency or duration that the physical safety of the person or others is placed in serious jeopardy, or behaviour which is likely to seriously limit or deny access to the use of ordinary community facilities' (Emerson, 1993)

Slide3:

Three weeks ago Claire (who has a mild learning disability) asked her mum if she could go to Paceville with her friends. Her mum said no. Claire, who is usually very well behaved, threw herself on the floor and started pulling her own hair. Challenging behaviour? Peter attends MCAST. He is mildly autistic. When he thinks that people are laughing at him he goes into the toilets and scratches his arms until they bleed. He has been doing this ever since secondary school. Challenging behaviour?

Slide4:

Tessie Borg has been called attention seeking because she calls for help from her room but does not seem to need anything when people go in. Finding out about her background showed that she was one of 13 children. She married at 17 and had seven children of her own, all of whom now live away. She worked in the family grocer for most of her life. People who knew her when she was young said she was the life and soul of the party. She always sought out company. What could be the potential cause of her 'attention seeking' behaviour?

Lets recap ....:

Challenging behaviour is a significant problem in health and social care. This includes behaviour which results from an inability to communicate needs e.g. arising from dementia, delirium, injury to the head and brain, tumour, substance and alcohol abuse and withdrawal, mental health conditions and learning disabilities. It may also result from other factors, such as bereavement, anxiety and fear, adverse reactions to medication and treatment, or a feeling that staff are not listening or hearing. Behaviours that are challenging such as grabbing, biting, scratching, pinching, poking, hair pulling, punching, hitting, kicking and slapping, along with self-injurious behaviours can pose a significant safety risk to staff; or result in the person bringing harm to themselves; as well as cause alarm and distress to other patients and visitors. Lets recap ....

Slide6:

It can take place in any health and social care environment. It is important to stress that these individuals, many of whom are vulnerable and may have problems communicating the reasons for their distress, should not be labelled or stigmatised as being violent and aggressive. Challenging behaviour is usually an act of an individual who is not responsible for their actions and it does not form a necessary 'part of their condition.'

What happens if we don't deal with challenging behaviour?:

What happens if we don't deal with challenging behaviour?

What happens if we don't deal with challenging behaviour?:

The consequences of challenging behaviour to the delivery of care can be severe, especially over the long term resulting in: Exclusion of the individual and restriction of opportunities to engage in every day living Ineffective delivery of health and social care An overreliance on anti-psychotic medication, seclusion and physical interventions Increased physical injuries and psychological ill health to patients/residents and staff (carers at home) Reductions in staffing due to sickness and absence What happens if we don't deal with challenging behaviour?

What happens if we don't deal with challenging behaviour?:

Reduced morale and confidence, especially in those who repeatedly face challenging behaviours with nothing seemingly been done to prevent it from recurring Higher staff turnover, maybe reductions in permanent staff and more agency cover Difficult management decisions around staffing, resources and training Inability of an organisation to meet its legal duties to protect staff and vulnerable individuals Diminished organisational reputation and negative publicity An increased number of complaints. What happens if we don't deal with challenging behaviour?

Slide10:

Common characteristics A frequent characteristic of individuals who manifest such behaviour is that they often have some degree of cognitive impairment, either chronic (e.g. dementia, or learning disability) or acute (e.g. delirium, drug or alcohol intoxication). It may also be seen in other mental health conditions such as psychosis or personality disorder . It describes any deliberate or non-deliberate behaviour that is non-verbal, verbal or physical in nature. It can include other behaviours which may be judged as being on the fringes of challenging behaviour, such as apathy, lethargy, fatigue, hyperactivity, hypoactivity and non-compliance, if staff need to intervene because the behaviour poses a safety risk to staff, patients/residents or others e.g. an individual trying to get out of bed when they cannot stand and may fall. Types of behaviour

Slide11:

Non-verbal Verbal Physical 1 2 3 4 5

Slide12:

Non-Verbal Verbal Physical Wandering Shouting Scratching Agitation Swearing Grabbing Pacing Crying Biting Following Screaming Hitting Intimidating facial expressions Repetitive statements / questions Punching Intimidating body posture Personal comments / questions Slapping Cornering / invading personal space Racist / sexist / offensive speech Kicking Staring Bizarre/ psychotic speech not based on reality Pushing / shoving Spitting Throwing objects Striking furniture / objects Inappropriate touching - self or others Interference with equipment Undressing Self harm Absconding Removal of medical equipment Non-compliance to treatment

Slide13:

Behaviours may escalate up from non-verbal, to verbal and physical actions, and where someone is sufficiently distressed or alarmed, their behaviour may instantly result in a physical action. There is always a cause of clinically related challenging behaviour, even if it is not evident at the time.

Reasons for challenging behaviour:

The main reasons are often complex, however for the purposes of understanding behaviour and managing risk they can be categorized as: Physical factors Cognitive factors Psychological /emotional factors Environmental factors Reasons for challenging behaviour

Lets look a bit more closely at environmental factors ....:

Sensitivity to change - difficulty adjusting & learning new things New & unfamiliar situations / people Routines Embarrassment No personal space - restrictive environment Stress - too hot / too cold / noisy / over stimulating Lets look a bit more closely at environmental factors ....

The Care Environment:

In order to respond appropriately and inclusively to challenging behaviour it is important to understand the following issues:- The characteristics of the care environment How we can help environments be more capable What professionals need to do to provide capable support The Care Environment

Characteristics of Capable Environments:

The characteristics of capable care environments have two particular features. These are:- They produce positive outcomes for individuals including an improved quality of life They aim to prevent instances of challenging behaviour Although not all instances of challenging behaviour can be prevented, they will ensure that the individual (in some cases, despite persistent challenging behaviour), is living as good a life as possible at that point in time Characteristics of Capable Environments

Characteristic One Positive Social Interactions:

What does this involve? Carers like the person and interact (speak, sign, physically etc.) frequently with them in ways that the person enjoys and understands. Why is this Important? In situations where the individual receives unconditional, positive social interactions they are less likely to display challenging behaviour to obtain social interaction; carers who establish good relationships with individuals can embed any necessary less positive interactions (e.g. physical care that may be uncomfortable or distressing). Most individuals want to receive positive social interactions from those around them. Characteristic One Positive Social Interactions

Characteristic Two Support for Communication:

What does this involve? Carers communicate in ways the individual understands and are able to notice, interpret and respond to the individual's own communications whether indicated by speech, sign, gesture, behaviour or other. This support for communication is seen across all areas of the individual's life and people are supported in rich communication environments. This knowledge of communication is shared across environments and with unfamiliar communication partners. Why is this Important? Challenging behaviour is less likely when the individual understands and is understood by those around them. Most people want to communicate with those around them, especially those they are close to. Characteristic Two Support for Communication

Characteristic Three Support for Participation in Meaningful Activity:

What does this involve? Carers provide tailored assistance for the individual to engage meaningfully in preferred domestic, leisure, work activities and social interactions. Assistance meaningfully employs speech, manual signs, symbols or objects of reference as appropriate. Why is this Important? Challenging behaviour is less likely when the individual is meaningfully occupied. Skilled support ensures that they can participate at least partially even in relatively complex activities so that they learn to cope with demands and difficulties that might otherwise provoke challenging behaviour. Most people like to be busy. Characteristic Three Support for Participation in Meaningful Activity

Characteristic Four Provision of Consistent & Predictable Environments :

What does this involve? Carers support the individual consistently so that the individual's experience is similar no matter who is providing the support. Carers use a range of communication and other approaches tailored to the individual (e.g. visual timetables, regular routines) to ensure that the individual understands as much as possible about what is happening and about to happen. Why is this Important? Challenging behaviour is more likely when the individual is supported inconsistently or when in transition between one activity/environment and another activity/environment. Most people value consistent and predictable support. Characteristic Four Provision of Consistent & Predictable Environments

Characteristic Five Support to establish and/or maintain relationships:

What does this involve? Carers understand the lifelong importance to most people of their family, and the significance of relationships with others (partners, friends, acquaintances etc.). Carers actively support all such relationships while being aware of the risks that sometimes arise in close or intimate relationships. Why is this Important? Challenging behaviour is less likely when the individual is with family members or others with whom they have positive relationships. For most people, relationships with family and friends are a central part of their life Characteristic Five Support to establish and/or maintain relationships

Characteristic Six Provision of Opportunities of Choice:

What does this involve? Carers ensure that the individual is involved as much as possible in deciding how to spend their time and the nature of the support they receive from the relatively mundane (e.g. choice of breakfast cereal) to the rather more serious (e.g. who supports them). Why is this Important? Challenging behaviour is less likely when the individual is doing things that they have chosen to do or with people that they have chosen to be with. Most people value the opportunity to decide things for themselves. Characteristic Six Provision of Opportunities of Choice

Characteristic Seven Encouragement of more independent functioning:

What does this involve? Carers support the individual to learn new skills, to try new experiences and to take more responsibility for their own occupation, care and safety. Why is this Important? The development of new skills and independent functioning enables the individual to have more control over their life. Most people like to be independent. Characteristic Seven Encouragement of more independent functioning

Characteristic Eight Personal Care & Health Support:

What does this involve? Carers are attentive to the individual's personal and healthcare needs, identifying pain/discomfort, enabling access to professional healthcare support where necessary and tactfully supporting compliance with healthcare treatments. Why is this Important? Challenging behaviour is less likely when the individual is healthy and not in pain or discomfort. Most people attach the highest possible value to "good health" and want to receive personal support in dignified ways. Characteristic Eight Personal Care & Health Support

Characteristic Nine Provision of acceptable physical environment:

What does this involve? Carers support the individual to access and maintain environments which meet the individual's needs/preferences in respect of space, aesthetics (including sensory preferences), noise, lighting, state of repair and safety. Why is this Important? Challenging behaviour is less likely in the absence of environmental "pollutants" (e.g. excessive noise). Most people want to live and work in safe, attractive environments where they feel at home. Characteristic Nine Provision of acceptable physical environment

Characteristic Ten Mindful, skilled carers :

What does this involve? Carers understand both the general causes of challenging behaviour and the specific influences on the individual's behaviour. They draw on the expert knowledge of the individual's family and friends to improve their understanding. They reflect on, and adjust, their support to prevent and/or quickly identify circumstances that may provoke challenging behaviour. Why is this Important? Challenging behaviour is less likely when carers understand its causes and do not take it as personally directed at them. Most people, when in situations where they require support, want their carers to attend to and know what they are doing. Characteristic Ten Mindful, skilled carers

Characteristic Eleven Effective Management & Support:

What does this involve? Carers are managed and/or supported by individuals with administrative competence and the skills to lead all aspects of capable practice. Why is this Important? Challenging behaviour is less likely when carers are well-managed, led and supported. Most people want to be confident that their carers (if they need them) are, themselves, well supported and can get help when they need it Characteristic Eleven Effective Management & Support

Characteristic Twelve Effective organisational context:

What does this involve? Support provided by carers is delivered and arranged within a broader understanding of challenging behaviour that recognises (among other things) the need to ensure safety and quality of care for both individuals and carers. Why is this Important? Challenging behaviour is less likely when positive behaviour support informs the culture of families, service providers and service commissioners. Most people want to receive evidence-based, well governed supports. Characteristic Twelve Effective organisational context

How can we help environments be more capable?:

Whole environment training is required to improve the quality of support provided by care professionals and support staff. This includes the following:- Hands on training Collaboration with the management to strengthen their competence and role in providing practice leadership Ensure that staff are recruited appropriately and that policies are implemented in a manner that enhances good practice Implement a management information system that monitors the staff's performance and the individual patient outcomes How can we help environments be more capable?

How can we help environments be more capable?:

How can we help environments be more capable? For this to take place the following are required:- Organisational support Practical training Effective mechanisms for communication processes Monitoring of standards

Professionals:

Care environments require ongoing support. Individuals whose needs are particularly challenging will require the services of professionals such as psychologists, psychiatrists and therapists. When the individual is supported by informal caregivers professional involvement may be required more frequently. In both scenarios the professional needs to work in partnership with the carers. Professionals

Professionals :

Professionals should ensure the capability of all environments where individuals at risk of displaying challenging behaviour are supported. Management and authorities should invest in capable environments of excellent quality. The expectations of the capability of the environments should be clear. These should be monitored through both internal and external specification processes. There should be an investment in expertise that supports the development and sustainability of capable environments. Professionals should engage both in the process of supporting capable environments and, in providing effective support to both family and paid carers. Professionals

The Care Environment should support individuals with challenging behaviour to be:-:

liked and frequently interacted with in meaningful ways supported in rich communication environments where their communication skills are consistently recognised and responded to and where communication is considered in all areas of the individual's life supported to participate in meaningful activity, using skilled support, which provides enough support to ensure success supported consistently and be given support to understand and predict events The Care Environment should support individuals with challenging behaviour to be:-

The Care Environment should support individuals with challenging behaviour to be:-:

supported to maintain relationships with family and friends offered experiences which lead to meaningful choices which are clearly communicated supported to try new experiences, develop skills and increase independence supported in dignified ways to care for and look after themselves and their health The Care Environment should support individuals with challenging behaviour to be:-

The Care Environment should support individuals with challenging behaviour to be:-:

The Care Environment should support individuals with challenging behaviour to be:- supported in acceptable physical environments supported by skilled and mindful carers who have the skills to lead all aspects of capable practice receiving support that is delivered and arranged within a broader understanding of challenging behaviour that recognises (among other things) the need to ensure safety and quality of care for both individuals and carers.

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Dealing with Challenging Behaviour:

Dealing with Challenging Behaviour

Severely challenging behaviour refers to culturally abnormal behaviour of such intensity, frequency or duration that the physical safety of the person or others is placed in serious jeopardy, or behaviour which is likely to seriously limit or deny access to the use of ordinary community facilities' (Emerson, 1993):

Severely challenging behaviour refers to culturally abnormal behaviour of such intensity, frequency or duration that the physical safety of the person or others is placed in serious jeopardy, or behaviour which is likely to seriously limit or deny access to the use of ordinary community facilities' (Emerson, 1993)

Slide3:

Three weeks ago Claire (who has a mild learning disability) asked her mum if she could go to Paceville with her friends. Her mum said no. Claire, who is usually very well behaved, threw herself on the floor and started pulling her own hair. Challenging behaviour? Peter attends MCAST. He is mildly autistic. When he thinks that people are laughing at him he goes into the toilets and scratches his arms until they bleed. He has been doing this ever since secondary school. Challenging behaviour?

Slide4:

Tessie Borg has been called attention seeking because she calls for help from her room but does not seem to need anything when people go in. Finding out about her background showed that she was one of 13 children. She married at 17 and had seven children of her own, all of whom now live away. She worked in the family grocer for most of her life. People who knew her when she was young said she was the life and soul of the party. She always sought out company. What could be the potential cause of her 'attention seeking' behaviour?

Lets recap ....:

Challenging behaviour is a significant problem in health and social care. This includes behaviour which results from an inability to communicate needs e.g. arising from dementia, delirium, injury to the head and brain, tumour, substance and alcohol abuse and withdrawal, mental health conditions and learning disabilities. It may also result from other factors, such as bereavement, anxiety and fear, adverse reactions to medication and treatment, or a feeling that staff are not listening or hearing. Behaviours that are challenging such as grabbing, biting, scratching, pinching, poking, hair pulling, punching, hitting, kicking and slapping, along with self-injurious behaviours can pose a significant safety risk to staff; or result in the person bringing harm to themselves; as well as cause alarm and distress to other patients and visitors. Lets recap ....

Slide6:

It can take place in any health and social care environment. It is important to stress that these individuals, many of whom are vulnerable and may have problems communicating the reasons for their distress, should not be labelled or stigmatised as being violent and aggressive. Challenging behaviour is usually an act of an individual who is not responsible for their actions and it does not form a necessary 'part of their condition.'

What happens if we don't deal with challenging behaviour?:

What happens if we don't deal with challenging behaviour?

What happens if we don't deal with challenging behaviour?:

The consequences of challenging behaviour to the delivery of care can be severe, especially over the long term resulting in: Exclusion of the individual and restriction of opportunities to engage in every day living Ineffective delivery of health and social care An overreliance on anti-psychotic medication, seclusion and physical interventions Increased physical injuries and psychological ill health to patients/residents and staff (carers at home) Reductions in staffing due to sickness and absence What happens if we don't deal with challenging behaviour?

What happens if we don't deal with challenging behaviour?:

Reduced morale and confidence, especially in those who repeatedly face challenging behaviours with nothing seemingly been done to prevent it from recurring Higher staff turnover, maybe reductions in permanent staff and more agency cover Difficult management decisions around staffing, resources and training Inability of an organisation to meet its legal duties to protect staff and vulnerable individuals Diminished organisational reputation and negative publicity An increased number of complaints. What happens if we don't deal with challenging behaviour?

Slide10:

Common characteristics A frequent characteristic of individuals who manifest such behaviour is that they often have some degree of cognitive impairment, either chronic (e.g. dementia, or learning disability) or acute (e.g. delirium, drug or alcohol intoxication). It may also be seen in other mental health conditions such as psychosis or personality disorder . It describes any deliberate or non-deliberate behaviour that is non-verbal, verbal or physical in nature. It can include other behaviours which may be judged as being on the fringes of challenging behaviour, such as apathy, lethargy, fatigue, hyperactivity, hypoactivity and non-compliance, if staff need to intervene because the behaviour poses a safety risk to staff, patients/residents or others e.g. an individual trying to get out of bed when they cannot stand and may fall. Types of behaviour

Slide11:

Non-verbal Verbal Physical 1 2 3 4 5

Slide12:

Non-Verbal Verbal Physical Wandering Shouting Scratching Agitation Swearing Grabbing Pacing Crying Biting Following Screaming Hitting Intimidating facial expressions Repetitive statements / questions Punching Intimidating body posture Personal comments / questions Slapping Cornering / invading personal space Racist / sexist / offensive speech Kicking Staring Bizarre/ psychotic speech not based on reality Pushing / shoving Spitting Throwing objects Striking furniture / objects Inappropriate touching - self or others Interference with equipment Undressing Self harm Absconding Removal of medical equipment Non-compliance to treatment

Slide13:

Behaviours may escalate up from non-verbal, to verbal and physical actions, and where someone is sufficiently distressed or alarmed, their behaviour may instantly result in a physical action. There is always a cause of clinically related challenging behaviour, even if it is not evident at the time.

Reasons for challenging behaviour:

The main reasons are often complex, however for the purposes of understanding behaviour and managing risk they can be categorized as: Physical factors Cognitive factors Psychological /emotional factors Environmental factors Reasons for challenging behaviour

Lets look a bit more closely at environmental factors ....:

Sensitivity to change - difficulty adjusting & learning new things New & unfamiliar situations / people Routines Embarrassment No personal space - restrictive environment Stress - too hot / too cold / noisy / over stimulating Lets look a bit more closely at environmental factors ....

The Care Environment:

In order to respond appropriately and inclusively to challenging behaviour it is important to understand the following issues:- The characteristics of the care environment How we can help environments be more capable What professionals need to do to provide capable support The Care Environment

Characteristics of Capable Environments:

The characteristics of capable care environments have two particular features. These are:- They produce positive outcomes for individuals including an improved quality of life They aim to prevent instances of challenging behaviour Although not all instances of challenging behaviour can be prevented, they will ensure that the individual (in some cases, despite persistent challenging behaviour), is living as good a life as possible at that point in time Characteristics of Capable Environments

Characteristic One Positive Social Interactions:

What does this involve? Carers like the person and interact (speak, sign, physically etc.) frequently with them in ways that the person enjoys and understands. Why is this Important? In situations where the individual receives unconditional, positive social interactions they are less likely to display challenging behaviour to obtain social interaction; carers who establish good relationships with individuals can embed any necessary less positive interactions (e.g. physical care that may be uncomfortable or distressing). Most individuals want to receive positive social interactions from those around them. Characteristic One Positive Social Interactions

Characteristic Two Support for Communication:

What does this involve? Carers communicate in ways the individual understands and are able to notice, interpret and respond to the individual's own communications whether indicated by speech, sign, gesture, behaviour or other. This support for communication is seen across all areas of the individual's life and people are supported in rich communication environments. This knowledge of communication is shared across environments and with unfamiliar communication partners. Why is this Important? Challenging behaviour is less likely when the individual understands and is understood by those around them. Most people want to communicate with those around them, especially those they are close to. Characteristic Two Support for Communication

Characteristic Three Support for Participation in Meaningful Activity:

What does this involve? Carers provide tailored assistance for the individual to engage meaningfully in preferred domestic, leisure, work activities and social interactions. Assistance meaningfully employs speech, manual signs, symbols or objects of reference as appropriate. Why is this Important? Challenging behaviour is less likely when the individual is meaningfully occupied. Skilled support ensures that they can participate at least partially even in relatively complex activities so that they learn to cope with demands and difficulties that might otherwise provoke challenging behaviour. Most people like to be busy. Characteristic Three Support for Participation in Meaningful Activity

Characteristic Four Provision of Consistent & Predictable Environments :

What does this involve? Carers support the individual consistently so that the individual's experience is similar no matter who is providing the support. Carers use a range of communication and other approaches tailored to the individual (e.g. visual timetables, regular routines) to ensure that the individual understands as much as possible about what is happening and about to happen. Why is this Important? Challenging behaviour is more likely when the individual is supported inconsistently or when in transition between one activity/environment and another activity/environment. Most people value consistent and predictable support. Characteristic Four Provision of Consistent & Predictable Environments

Characteristic Five Support to establish and/or maintain relationships:

What does this involve? Carers understand the lifelong importance to most people of their family, and the significance of relationships with others (partners, friends, acquaintances etc.). Carers actively support all such relationships while being aware of the risks that sometimes arise in close or intimate relationships. Why is this Important? Challenging behaviour is less likely when the individual is with family members or others with whom they have positive relationships. For most people, relationships with family and friends are a central part of their life Characteristic Five Support to establish and/or maintain relationships

Characteristic Six Provision of Opportunities of Choice:

What does this involve? Carers ensure that the individual is involved as much as possible in deciding how to spend their time and the nature of the support they receive from the relatively mundane (e.g. choice of breakfast cereal) to the rather more serious (e.g. who supports them). Why is this Important? Challenging behaviour is less likely when the individual is doing things that they have chosen to do or with people that they have chosen to be with. Most people value the opportunity to decide things for themselves. Characteristic Six Provision of Opportunities of Choice

Characteristic Seven Encouragement of more independent functioning:

What does this involve? Carers support the individual to learn new skills, to try new experiences and to take more responsibility for their own occupation, care and safety. Why is this Important? The development of new skills and independent functioning enables the individual to have more control over their life. Most people like to be independent. Characteristic Seven Encouragement of more independent functioning

Characteristic Eight Personal Care & Health Support:

What does this involve? Carers are attentive to the individual's personal and healthcare needs, identifying pain/discomfort, enabling access to professional healthcare support where necessary and tactfully supporting compliance with healthcare treatments. Why is this Important? Challenging behaviour is less likely when the individual is healthy and not in pain or discomfort. Most people attach the highest possible value to "good health" and want to receive personal support in dignified ways. Characteristic Eight Personal Care & Health Support

Characteristic Nine Provision of acceptable physical environment:

What does this involve? Carers support the individual to access and maintain environments which meet the individual's needs/preferences in respect of space, aesthetics (including sensory preferences), noise, lighting, state of repair and safety. Why is this Important? Challenging behaviour is less likely in the absence of environmental "pollutants" (e.g. excessive noise). Most people want to live and work in safe, attractive environments where they feel at home. Characteristic Nine Provision of acceptable physical environment

Characteristic Ten Mindful, skilled carers :

What does this involve? Carers understand both the general causes of challenging behaviour and the specific influences on the individual's behaviour. They draw on the expert knowledge of the individual's family and friends to improve their understanding. They reflect on, and adjust, their support to prevent and/or quickly identify circumstances that may provoke challenging behaviour. Why is this Important? Challenging behaviour is less likely when carers understand its causes and do not take it as personally directed at them. Most people, when in situations where they require support, want their carers to attend to and know what they are doing. Characteristic Ten Mindful, skilled carers

Characteristic Eleven Effective Management & Support:

What does this involve? Carers are managed and/or supported by individuals with administrative competence and the skills to lead all aspects of capable practice. Why is this Important? Challenging behaviour is less likely when carers are well-managed, led and supported. Most people want to be confident that their carers (if they need them) are, themselves, well supported and can get help when they need it Characteristic Eleven Effective Management & Support

Characteristic Twelve Effective organisational context:

What does this involve? Support provided by carers is delivered and arranged within a broader understanding of challenging behaviour that recognises (among other things) the need to ensure safety and quality of care for both individuals and carers. Why is this Important? Challenging behaviour is less likely when positive behaviour support informs the culture of families, service providers and service commissioners. Most people want to receive evidence-based, well governed supports. Characteristic Twelve Effective organisational context

How can we help environments be more capable?:

Whole environment training is required to improve the quality of support provided by care professionals and support staff. This includes the following:- Hands on training Collaboration with the management to strengthen their competence and role in providing practice leadership Ensure that staff are recruited appropriately and that policies are implemented in a manner that enhances good practice Implement a management information system that monitors the staff's performance and the individual patient outcomes How can we help environments be more capable?

How can we help environments be more capable?:

How can we help environments be more capable? For this to take place the following are required:- Organisational support Practical training Effective mechanisms for communication processes Monitoring of standards

Professionals:

Care environments require ongoing support. Individuals whose needs are particularly challenging will require the services of professionals such as psychologists, psychiatrists and therapists. When the individual is supported by informal caregivers professional involvement may be required more frequently. In both scenarios the professional needs to work in partnership with the carers. Professionals

Professionals :

Professionals should ensure the capability of all environments where individuals at risk of displaying challenging behaviour are supported. Management and authorities should invest in capable environments of excellent quality. The expectations of the capability of the environments should be clear. These should be monitored through both internal and external specification processes. There should be an investment in expertise that supports the development and sustainability of capable environments. Professionals should engage both in the process of supporting capable environments and, in providing effective support to both family and paid carers. Professionals

The Care Environment should support individuals with challenging behaviour to be:-:

liked and frequently interacted with in meaningful ways supported in rich communication environments where their communication skills are consistently recognised and responded to and where communication is considered in all areas of the individual's life supported to participate in meaningful activity, using skilled support, which provides enough support to ensure success supported consistently and be given support to understand and predict events The Care Environment should support individuals with challenging behaviour to be:-

The Care Environment should support individuals with challenging behaviour to be:-:

supported to maintain relationships with family and friends offered experiences which lead to meaningful choices which are clearly communicated supported to try new experiences, develop skills and increase independence supported in dignified ways to care for and look after themselves and their health The Care Environment should support individuals with challenging behaviour to be:-

The Care Environment should support individuals with challenging behaviour to be:-:

The Care Environment should support individuals with challenging behaviour to be:- supported in acceptable physical environments supported by skilled and mindful carers who have the skills to lead all aspects of capable practice receiving support that is delivered and arranged within a broader understanding of challenging behaviour that recognises (among other things) the need to ensure safety and quality of care for both individuals and carers.

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No description available. Dealing with Challenging Behaviour Severely challenging behaviour refers to culturally abnormal behaviour of such intensity, frequency or duration that the physical safety of the person or others is placed in serious jeopardy, or behaviour which is likely to seriously limit or deny access to the use of ordinary community facilities' (Emerson, 1993) Three weeks ago Claire (who has a mild learning disability) asked her mum if she could go to Paceville with her friends.

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Presentation Description

Psychology and challenging behaviour

Presentation Transcript

Dealing with Challenging Behaviour:

Psychology & Challenging Behaviour Dealing with Challenging Behaviour

Maslow's Hierarchy of Needs Theory:

Maslow's Hierarchy of Needs Theory

Physiological Needs:

Clothing Shelter Warmth Metabolic needs - air, water, food, rest Physiological Needs

Safety Needs:

Security Job security and stability Freedom from fear - safety of property against natural disasters, wars Safety Needs

Social Needs:

Belonging Need for love Affection Friends & family Spouse, partner, lover Identification Social Needs

Esteem Needs:

Desire for success Self respect Achievement (and recognition) Esteem Needs

Self-Actualisation:

Self-fulfilment Realisation of capability or potential Self-Actualisation

Dealing with challenging behaviour:

Understanding why some clients engage in difficult behaviour helps us to choose strategies to deal with the behaviour effectively. Psychologist Abraham Maslow's (1908 - 1970) needs hierarchy suggests that unmet needs help explain difficult behaviour patterns. While doing research, Maslow noticed that some needs took precedence over others. For example, if hungry and thirsty, most people deal with thirst first, a "stronger" need than hunger. And even if we are extremely thirsty, but unable to breathe, everyone would agree that breathing is more important. Dealing with challenging behaviour

Slide9:

Maslow's theory holds that human beings are motivated by unsatisfied needs; lower needs take precedence over higher needs and must be satisfied first. When a need is mostly satisfied it no longer motivates and the next higher need takes its place.

Slide10:

Maslow's theory offers insight about the motivations behind difficult or challenging behaviours. Many of our clients have unsatisfied needs in the hierarchy's first four levels. People who are homeless, for example, are focused at the most basic physiological needs. Many other clients are focused on safety needs. Their level of need has implications for what kind of information clients need from us, how we might deliver that information, and how they might react when we don't or can't deliver what they need. An example might be?

Physiological Needs:

Physiological needs are the very basic needs such as air, water, food, sleep, sex. When unsatisfied we may feel sick, irritated, uncomfortable. These feelings motivate us to alleviate them as soon as possible to re-establish our equilibrium. Once alleviated, we are able focus on other things. Physiological Needs: can affect perception - when on a diet, we are preoccupied with food; can be satisfied, e.g., by getting enough to eat, drink; at work, focuses us on the next pay check; if deprived, can cause illness, e.g., lack of Vitamin D can result in rickets; if pathological, we can eat, drink too much or engage in hoarding behaviours. Physiological Needs

Safety Needs:

When physiological needs are largely satisfied, we become increasingly interested in finding safe circumstances, stability, and protection. We might develop a need for structure, order, some limits. In many adults, this set of needs manifests itself in wanting a home in a safe neighbourhood, some job security, or a good retirement plan. When safety needs are not met, we can't move to the next level. If one partner in a relationship is abusive to the other for example, the abused partner cannot move to the next level because of constant concern for safety. Love and belongingness have to wait until fear subsides. Safety needs: can affect our perception, e.g., paranoia; can be satisfied, e.g., getting a stable job; at work, focuses us on getting fringe benefits, such dental insurance; if deprived, can lead to mental illness, insecurity; if pathological, can develop phobias such as agoraphobia. Safety Needs

Social (Belonging) Needs:

When physiological needs and safety needs mostly are met, we begin to feel the need for friends, a partner, children, affectionate relationships, a sense of community. Humans have a desire to live and belong to groups including clubs, work groups, religious groups, family, gangs. We need to feel loved and accepted by others. When we are viewed negatively, we become increasing vulnerable to loneliness and social anxieties. Social Belonging Needs: can affect our perception, e.g., singles vs. couples; can be satisfied; e.g., good partnership or marriage; at work , we focus on getting a good boss and good working conditions if deprived, can lead to loneliness if pathological, can lead to antisocial behaviour. Social (Belonging) Needs

Esteem Needs:

Maslow posed two types -- lower and higher esteem needs. Lower form needs are respect from others, for status, fame, glory, recognition, attention, reputation, appreciation, dignity, even dominance. Higher form involves the need for self-respect, including such feelings as confidence, competence, achievement, mastery, independence, and freedom. Maslow considers this latter type a "higher" form because he considers self-respect as harder to lose than respect from others. Low self-esteem and an inferiority complex are negative versions of these needs. Maslow believed that self-esteem needs are at the root of many, if not most, psychological problems. This theory also assumes that the more basic physiological, safety and love-belonging needs are mostly satisfied. Esteem needs: can affect our perception, e.g., "I get no respect;" can be satisfied, e.g., doing a job well; at work, can focus us on "employee of the month" awards; if deprived, can lead to feelings of inferiority; if pathological, can lead to depression. Esteem Needs

Self-Actualisation Needs:

The need for self-actualization is "the desire to become more and more what one is, to become everything that one is capable of becoming." People can seek knowledge, peace, aesthetic experiences, self-fulfilment. Self-actualization needs: do not distort our perception as do the other needs; when self-actualized, we more accurately perceive what exists; can never be satisfied -- when can you have enough truth, beauty, or justice? at work, focus on creativity, fulfilment; ways to increase employee enjoyment and satisfaction; if deprived, can cause feelings on lack of meaning in life, boredom; if pathological - boredom, cynicism, alienation. Self-Actualisation Needs

Deficit Needs:

The first four levels -- physiological, safety, belonging, self-esteem -- Maslow calls deficit needs, or D-needs. If you don't have enough of something, i.e., you have a deficit -- you feel the need. But if needs are met, they are no longer significant and you feel nothing at all. Consequently, these needs don't motivate. Hunger = we eat = hunger stops Deficit Needs

Slide17:

Maslow conceived overall human development as sequentially satisfying these basic needs. As newborns , our focus -- if not our entire set of needs -- is on the physiological. Soon, we begin to recognize that we need to be safe. Soon after that, we crave attention and affection. A bit later, we look for self-esteem.

Regression:

Under stressful conditions, or when survival is threatened, we can "regress" to a lower need level. When our great career falls flat, we might seek some attention. When we have family problems, it seems that love is again all we ever wanted. When we face bankruptcy even after a long and happy life, we suddenly can't think of anything except money. Regression can occur on a society-wide basis as well. When society suddenly flounders, people start looking for a strong leader to make things right. When planes start flying into buildings, they look for safety. When food stops coming into the stores, needs become even more basic. Regression

Regression:

If we have significant problems along our development -- a period of extreme insecurity or hunger, loss of a family member, or significant neglect or abuse -- we may "fixate" on a particular needs set for the rest of our lives. Maslow understands this as fixation at a certain needs level. If people grew up poor but now have everything they need and yet still find themselves obsessing over having enough money and keeping the cupboards well-stocked. Or perhaps parents divorced when a person was young and now despite a wonderful partner, she gets insanely jealous or worries that her partner will leave because she's not "good enough." Regression

'Being' Needs:

Maslow referred to the highest level as growth motivation, 'being needs' (B-needs) or self-actualization. They involve the continuous desire to fulfill potential, to "be all that you can be." They are a matter of becoming the most complete, the fullest "you" - hence the term, self-actualization. According to Maslow, if we want to be truly self-actualizing, we need to have our lower needs mostly satisfied. In other words, if hungry, we scramble for food; if unsafe, we are continuously on guard; if isolated and unloved, we constantly are seeking love from other people or groups; if a low sense of self-esteem, we can be defensive or seek other ways to compensate. When lower needs are unmet, we can't fully devote ourselves to fulfilling our potential. 'Being' Needs

'Being' Needs:

Maslow suggested that as we become more self-actualized we become wiser, knowing what to do in a wide variety of situations. At one point he suggested only about two percent of the world's population is truly, self-actualizing. 'Being' Needs

Reflective Task:

All of us can and do move up and down this hierarchy of needs at different points in our lives. Think about how this may have happened to you: for example, how the focus on succeeding at college suddenly takes second place to the need to find love, affection and belonging when a significant relationship in our lives breaks down. Reflective Task

Reflective Task:

When defining self-actualisation Maslow looked to the individual characteristics of people, including: human centeredness, sense of personal autonomy, dignity, spontaneity, creativity and solitude. Do you think these values still hold true in the fast-paced world of today, when success is often measured by material resources, or do you think Maslow's work is outdated? Reflective Task

Physiological or survival needs:

Physiological or survival needs Maslow placed basic human needs, such as the needs for food, water and warmth, at the foundation of his triangle. Human behaviour is driven by survival and physiological needs, and these will dominate until they are met. Examples are: " I'm hungry " It's stuffy in here " I'm cold " I'm hot " I'm tired " I'm thirsty

Safety needs:

Once these basic human needs are met, behaviour can then be motivated by the need to feel safe. Living in a safe and secure physical environment is a key need. Children need to feel safe in their learning environment. If they feel vulnerable in any way, such as being afraid of making mistakes, afraid of not fitting in with the peer group, afraid of bullying, they will be unable to learn. Examples are: " I'm worried about my mum " I'm scared of those boys Safety needs

Belonging:

Once we feel safe, we look for security through feeling a 'sense of love, affection and belonging'. This includes the need to be accepted and to have friends. Children need to feel part of their learning group if they are to learn effectively. Examples are: My teacher doesn't notice when I try my hardest I don't know the kids on my table These people don't like me My teacher likes the other kids better than me Belonging

Self-esteem:

Out of the need to experience affection and belonging, the need for a 'sense of self-esteem' will emerge. Children need to have a positive image of themselves and to feel that they have recognition and appreciation from others for their contributions. The need for self-esteem and the fear of losing it is a key factor in children's' learning. Examples are: " I'm naughty " My work is rubbish " I'm no good at getting on with other kids " I'm ugly " I'm different Self-esteem

Self-Actualisation:

The highest level of need is only relevant when all others are satisfied. Maslow's term ' selfactualisation ' relates to the ability to achieve our full potential, to do the work required to succeed, to learn and to be confident. The chance to be creative and autonomous is vitally important. Examples are: I can't say what I mean I'm not satisfied with my work I can't do my work properly I could do better than this Self-Actualisation

Case Study:

Norman is 11. He lives with his mother and older brother. His parents split up when he was six years old and he sees his father only occasionally. His mother finds him hard to manage. She describes him as "always on the go, restless and argumentative". The only thing that keeps him occupied is playing video games, often violent ones. He has begun to go around with a group of older boys from his village who are often in trouble. At school he rarely sits still for long, talks incessantly, calls out inappropriately and often gets into arguments with other pupils, for example over equipment or who sits where. In class he works best on practical activities. He is achieving below the expectations for his age in most subjects, and he has quite significant literacy difficulties. In mathematics, he has strengths in shape and space, and data handling, but struggles with calculations. He considers himself to be "stupid". When he was younger, his teachers found him hard work, but likeable. "He's always so sorry for the things he does wrong", one teacher said, "even if he then just goes and does them again". She felt his difficulties were the result of having had a number of temporary teachers at different times in his schooling. His school had a number of staff changes. His current teachers cannot cope with his behaviour and are feeling increasingly negative about him. Case Study

Slide31:

What messages do you think Norman's behaviour might be giving about his unmet needs? In which areas are his needs unmet? What might the teacher be able to do to help meet these needs and what might be outside the influence of teachers? While it would not be the teacher's role to try to fix Norman's relationship with his father, could anything be done to help Norman belong better in his class? What could be done to convince Norman that he is not stupid and to build his self-esteem?

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Psychology and challenging behaviour Psychology & Challenging Behaviour Dealing with Challenging Behaviour Maslow's Hierarchy of Needs Theory Clothing Shelter Warmth Metabolic needs - air, water, food, rest Physiological Needs Security Job security and stability Freedom from fear - safety of property against natural disasters, wars Safety Needs Belonging Need for love Affection Friends & family Spouse, partner, lover Identification Social Needs Desire for success Self respect Achievement (and recognition) Esteem Needs Self-fulfilment Realisation of capability or potential Self-Actualisation Understanding why some clients engage in difficult behaviour helps us to choose strategies to deal with the behaviour effectively.

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Development Through Life Stages:

Development Through Life Stages P I E S

P I E S:

P I E S When we study human growth and development in each of the life stages, we split the different aspects up into four groups: physical, intellectual, emotional and social (PIES).

Physical change ...:

happens to the human body throughout each of the life stages. when we are young our physical skills improve and develop; however, as we age physical growth might be negative. for example, some older people may lose their hearing and not see as well as when they were younger. Physical change ...

Intellectual Development:

Intellectual development involves changes in the brain and acquisition of thinking and reasoning skills (learning). From birth, our memory develops and improves and we can start to solve problems and make sense of the world we live in. Intellectual development is also known as cognitive development In young children cognitive development is the way children develop thought processes, perception, memory, imagination and problem solving, and are able to increase their knowledge and understanding of their environment. Provide an example of a skill that a child may be able to master once they have improved their problem solving skills. Intellectual Development

Emotional Development:

Emotional Development Understanding and managing our feelings is an important part of emotional development. As people pass through adolescence and adulthood, most people become better at handling their feelings. In young children emotional and behavioural development is how children develop feelings and express their emotions through behaviour, and the development of self-concept and self-esteem. What type of emotion might a young child express through their behaviour and how?

Social Development:

Social development includes the ability to interact with others in society and build relationships. Human beings are social animals and as such need to be able to build relationships with others. In childhood social development is how children develop friendships with peers, cooperate with others and become aware of role models. Who might a child's role models include? Who might an adolescents role models include? Who might an adults role models include? Social Development

Key characteristics of human growth and development across the life stages.:

Key characteristics of human growth and development across the life stages.

Infancy 0 - 2:

From being born weighing just a few kilos to reaching the age of two, an infant grows and develops in many ways. In fact, infancy is the time when growth and development are at their most rapid (quick). New borns are born with uncontrolled reflexes such as sucking, rooting, stepping and grasping. These reflexes are automatic. Infancy 0 - 2

Infancy 0 - 2:

Reflex Explanation Rooting reflex Sucking reflex Stepping reflex Grasping reflex Infancy 0 - 2

Slide10:

In young children physical development can be divided into gross and fine motor physical development: Gross motor physical development: this is the large movement of limbs, e.g. developing locomotion, balance and coordination. What movements might a child do as part of their gross motor physical development? Fine motor physical development: this is fine manipulative movement of fingers developing hand-eye coordination, e.g. thread laces, drawing

Infancy 0 - 2:

In the first three months of life, newborns' fine motor skills develop as they learn to grasp and hold things in their hands for short periods. Between six months and 12 months, children's coordination and control of hand movements develops, e.g. can use a pincer grasp (index finger and thumb), can deliberately release objects by dropping them, can point. Young children's gross and fine motor skills develop at a rapid pace between 12 months and three years as they gain control and mastery of their actions. Infancy 0 - 2

Infancy 0 - 2:

Gross motor development: Young children become more stable and are able to walk unaided, climb, run, use sit and ride toys and walk upstairs. Fine motor development: Young children's fine motor skills develop as they start to use more controlled intentional actions, e.g. hold and use crayons, draw circles and feed self with spoon. What activities can you do with young children to help them develop their fine motor skills? Infancy 0 - 2

Infancy 0 - 2:

Intellectual development is about thinking and the way the mind works. At birth babies respond to the world through their senses and communicate mainly through sound. During infancy a baby experiences the world through its senses and can only see the world from their viewpoint. This is known as being egocentric . From birth to 12 months, the child becomes aware of the world around them and develops knowledge and understanding of how to interact with their environment, e.g. learns by trial and error, understands that objects out of sight still exist. Infancy 0 - 2

Slide14:

Children also develop communication and language. Communication and language development is the way children communicate and develop speech, including reading and writing.

Slide16:

Between 12 months and three years, the young child develops an increasing awareness of their world and starts to explore the environment with purpose. They start to become aware of themselves, e.g. recognise themselves in a mirror and can complete simple puzzles. Words do not usually form part of communication until around the age of one year. Before learning to use words, infants babble a lot to express their feelings. Smiles and noises become the main way of communicating with carers. If infants are hungry they cry. By 18 months most infants will know about six words and by two years most will be able to put two to three words together into a simple sentence. Language development is a major intellectual change during infancy.

Communication & Language Development:

Communication & Language Development Come up with one activity to encourage each stage of communication and language development in the table below. In the first 12 months of life, babies develop their communication and language skills, e.g. turning their head to familiar voices, making babbling sounds, vocalising simple words, understanding simple instructions. By two years, a child has a vocabulary of up to 50 words and enjoys looking at books. By three years, their vocabulary has increased to around 200 words and they are starting to use simple sentences and ask questions.

Emotional Development:

During the first two years of life infants bond with those who care for them. Up to about six months babies do not mind who holds them, though they may not like being put down. Between 7 and 12 months infants form a strong bond with their main carers and will be wary/afraid of strangers and often cry if held by others. From about 12 months infants are able to start to form bonds with other people. This is known as the attachment process . It is important that infants receive love and affection during the attachment process as this influences emotional development throughout future life stages. Emotional Development

Emotional Development:

From birth to 12 months, babies develop relationships with others and form specific attachments to primary carers such as parents, carers, early years professionals. How might a child react and behave the first time they are away from their primary carer? Emotional Development

Homework:

Carry out some research on John Bowlby's attachment theory. Explain the experiments of Bowlby Explain what he found - his theory Explain how not making an attachment to a main carer could affect an individual's emotional development Homework

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Development Through Life Stages:

Development Through Life Stages P I E S

P I E S:

P I E S When we study human growth and development in each of the life stages, we split the different aspects up into four groups: physical, intellectual, emotional and social (PIES).

Physical change ...:

happens to the human body throughout each of the life stages. when we are young our physical skills improve and develop; however, as we age physical growth might be negative. for example, some older people may lose their hearing and not see as well as when they were younger. Physical change ...

Intellectual Development:

Intellectual development involves changes in the brain and acquisition of thinking and reasoning skills (learning). From birth, our memory develops and improves and we can start to solve problems and make sense of the world we live in. Intellectual development is also known as cognitive development In young children cognitive development is the way children develop thought processes, perception, memory, imagination and problem solving, and are able to increase their knowledge and understanding of their environment. Provide an example of a skill that a child may be able to master once they have improved their problem solving skills. Intellectual Development

Emotional Development:

Emotional Development Understanding and managing our feelings is an important part of emotional development. As people pass through adolescence and adulthood, most people become better at handling their feelings. In young children emotional and behavioural development is how children develop feelings and express their emotions through behaviour, and the development of self-concept and self-esteem. What type of emotion might a young child express through their behaviour and how?

Social Development:

Social development includes the ability to interact with others in society and build relationships. Human beings are social animals and as such need to be able to build relationships with others. In childhood social development is how children develop friendships with peers, cooperate with others and become aware of role models. Who might a child's role models include? Who might an adolescents role models include? Who might an adults role models include? Social Development

Key characteristics of human growth and development across the life stages.:

Key characteristics of human growth and development across the life stages.

Infancy 0 - 2:

From being born weighing just a few kilos to reaching the age of two, an infant grows and develops in many ways. In fact, infancy is the time when growth and development are at their most rapid (quick). New borns are born with uncontrolled reflexes such as sucking, rooting, stepping and grasping. These reflexes are automatic. Infancy 0 - 2

Infancy 0 - 2:

Reflex Explanation Rooting reflex Sucking reflex Stepping reflex Grasping reflex Infancy 0 - 2

Slide10:

In young children physical development can be divided into gross and fine motor physical development: Gross motor physical development: this is the large movement of limbs, e.g. developing locomotion, balance and coordination. What movements might a child do as part of their gross motor physical development? Fine motor physical development: this is fine manipulative movement of fingers developing hand-eye coordination, e.g. thread laces, drawing

Infancy 0 - 2:

In the first three months of life, newborns' fine motor skills develop as they learn to grasp and hold things in their hands for short periods. Between six months and 12 months, children's coordination and control of hand movements develops, e.g. can use a pincer grasp (index finger and thumb), can deliberately release objects by dropping them, can point. Young children's gross and fine motor skills develop at a rapid pace between 12 months and three years as they gain control and mastery of their actions. Infancy 0 - 2

Infancy 0 - 2:

Gross motor development: Young children become more stable and are able to walk unaided, climb, run, use sit and ride toys and walk upstairs. Fine motor development: Young children's fine motor skills develop as they start to use more controlled intentional actions, e.g. hold and use crayons, draw circles and feed self with spoon. What activities can you do with young children to help them develop their fine motor skills? Infancy 0 - 2

Infancy 0 - 2:

Intellectual development is about thinking and the way the mind works. At birth babies respond to the world through their senses and communicate mainly through sound. During infancy a baby experiences the world through its senses and can only see the world from their viewpoint. This is known as being egocentric . From birth to 12 months, the child becomes aware of the world around them and develops knowledge and understanding of how to interact with their environment, e.g. learns by trial and error, understands that objects out of sight still exist. Infancy 0 - 2

Slide14:

Children also develop communication and language. Communication and language development is the way children communicate and develop speech, including reading and writing.

Slide16:

Between 12 months and three years, the young child develops an increasing awareness of their world and starts to explore the environment with purpose. They start to become aware of themselves, e.g. recognise themselves in a mirror and can complete simple puzzles. Words do not usually form part of communication until around the age of one year. Before learning to use words, infants babble a lot to express their feelings. Smiles and noises become the main way of communicating with carers. If infants are hungry they cry. By 18 months most infants will know about six words and by two years most will be able to put two to three words together into a simple sentence. Language development is a major intellectual change during infancy.

Communication & Language Development:

Communication & Language Development Come up with one activity to encourage each stage of communication and language development in the table below. In the first 12 months of life, babies develop their communication and language skills, e.g. turning their head to familiar voices, making babbling sounds, vocalising simple words, understanding simple instructions. By two years, a child has a vocabulary of up to 50 words and enjoys looking at books. By three years, their vocabulary has increased to around 200 words and they are starting to use simple sentences and ask questions.

Emotional Development:

During the first two years of life infants bond with those who care for them. Up to about six months babies do not mind who holds them, though they may not like being put down. Between 7 and 12 months infants form a strong bond with their main carers and will be wary/afraid of strangers and often cry if held by others. From about 12 months infants are able to start to form bonds with other people. This is known as the attachment process . It is important that infants receive love and affection during the attachment process as this influences emotional development throughout future life stages. Emotional Development

Emotional Development:

From birth to 12 months, babies develop relationships with others and form specific attachments to primary carers such as parents, carers, early years professionals. How might a child react and behave the first time they are away from their primary carer? Emotional Development

Homework:

Carry out some research on John Bowlby's attachment theory. Explain the experiments of Bowlby Explain what he found - his theory Explain how not making an attachment to a main carer could affect an individual's emotional development Homework

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Week 7 Development Through Life Stages (1)-2

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No description available. Development Through Life Stages P I E S P I E S When we study human growth and development in each of the life stages, we split the different aspects up into four groups: physical, intellectual, emotional and social (PIES). happens to the human body throughout each of the life stages.

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Development Through Life Stages:

Development Through Life Stages FACTORS AFFECTING DEVELOPMENT

Introduction:

Introduction Human growth and development are orderly, predictable processes beginning with conception and continuing until death. All persons progress through definite phases of growth and development from simple to complex, and highly individualized rate It is the ability to progress through each developmental phase influences the holistic health of individual. The success or failure experienced within a phase may affect the ability to compete subsequent phase.

Introduction:

Introduction If individuals experience repeated developmental failures, shortfalls may result. When an individual experiences repeated successes, health is promoted. Understanding normal growth and development help us predict, prevent, and detect any deviation from normal expected patterns.

Introduction:

As infants and children grow and mature, they pass through predictable stages of development. Knowledge and assessment of growth and development help provide screening for physical and emotional problems. Offer anticipatory guidance to parents and caregivers. Develop a relationship with the 'patient' to enhance the provision of health care. Provide education to the family to build a healthy lifestyle for the future. Introduction

Growth:

Growth is a series of anatomical and physiological changes which alter the body's size and composition. Growth is an increase in size by multiplication of cells, and increase in numbers and intracellular substance. It is a continuous process although the rate of growth is far more obvious during the first year of life than any other time. Growth is measurable. Indicators of growth include height, weight, bone size & dentition (development of teeth). Growth

Development:

Development refers to the continuous process of unfolding of behaviour which results from the interaction between human organism and environment over the life span. Development is a maturation of organs and systems. Development is gaining of skills, ability of adaptation, assumption of responsibilities Development

Developmental Screening:

Growth usually takes place during our first 20 years and then we continue to develop. Assessment tools have been created to determine the overall developmental age of a child or to detect specific areas of development that are lacking. They identify areas of strengths & weaknesses. Another method for developmental screening involves interviewing the parent or caregiver about attainment of developmental milestones. Developmental Screening

Maturation:

Maturation is the process of aging. Involves individual's biological ability and physiological condition. Is independent of the environment but its timing may be influence by the environment. To mature, an individual may have to give up previous behaviour and learning & integrate new patterns into existing behaviour. Maturation influences the sequence and timing of changes associated with growth and development. For example: The infant relinquishes crawling for walking because walking permits more extensive investigation of environment and more learning. Maturation

1. GENETIC FACTORS:

1. GENETIC FACTORS Every cell contains 23 pairs of chromosomes (46) Half from father, half from mother Genetic patterns are different from both parents, making us each unique These determine hair and eye colour amongst many other things

1. GENETIC FACTORS:

1. GENETIC FACTORS Coeliac disease Person cannot digest gluten Gluten causes immune system to attack lining of small intestine May require dietary control/gluten-free diet Cystic Fibrosis Caused by defective gene - a damaged gene that doesn't work properly Leads to production of defective protein causing mucus production in lungs, pancreas & intestines This causes problems breathing

1. GENETIC FACTORS:

1. GENETIC FACTORS Brittle bone disease Causes increased likelihood of fracturing bones Often passed on, but can be caused by genetic mutation Can often be helped by physiotherapy

1. GENETIC FACTORS:

1. GENETIC FACTORS Rheumatic disease Covers wide range of disorders involving inflammation of joints, ligaments, bones & muscles Rheumatoid arthritis affects approx. 8/1000 in UK - increased risk through genetics

1. GENETIC FACTORS:

1. GENETIC FACTORS Asthma Airways become swollen Can be caused by genetics With most genetic diseases, people can normally lead a healthy life but their needs may differ

2. BIOLOGICAL FACTORS:

2. BIOLOGICAL FACTORS Often influential before birth e.g., mothers who smoke often give birth to babies of lower birth weight. Drugs & alcohol can also influence the development of the baby in the womb.

2. BIOLOGICAL FACTORS:

2. BIOLOGICAL FACTORS Foetal alcohol syndrome Mothers who drink large quantities of alcohol Children tend to be smaller Tend to have smaller heads than usual Children may have heart problems and learning difficulties

2. BIOLOGICAL FACTORS:

2. BIOLOGICAL FACTORS Infections during pregnancy E.g. rubella ( german measles); cytomegalovirus (herpes-type) Rubella can cause impaired hearing/eyesight or heart damage Cytomegalovirus can cause deafness & learning difficulties

2. BIOLOGICAL FACTORS:

2. BIOLOGICAL FACTORS Effects of Diet You will be affected by what your mother ate during pregnancy If your mum's diet is high in fat and sugar you will have increased cholesterol and a risk of heart disease Malnutrition or a lack of healthy food during pregnancy could lead to poor health for the child. Pregnant women should have a healthy balanced diet when pregnant

What follows are commonly held facts & beliefs :

What follows are commonly held facts & beliefs NOT A JUDGEMENT !!!

3. ENVIRONMENTAL FACTORS:

3. ENVIRONMENTAL FACTORS Pollution Air & water - major source of ill-health Lack of sanitation/sewers - cholera Lead pollution from petrol fumes Air pollution from busy roads Chemical pollution may damage developing brains - chemicals used in household products

3. Environmental Factors - HOUSING:

3. Environmental Factors - HOUSING Higher income - more choice, higher mortgage Low income - rent in densely populated areas Poor quality housing - poorer health - damp, cold, non-safety glass, poor maintenance

3. Environmental Factors - HOUSING Poor Quality housing can lead to....:

3. Environmental Factors - HOUSING Poor Quality housing can lead to....

3. Environmental Factors - ACCESS TO RECREATIONAL FACILITIES:

3. Environmental Factors - ACCESS TO RECREATIONAL FACILITIES Low income can restrict travel 2007 - 92% high income had access to home computer; 54% of low income households did not have access to a car Difficulty accessing information - only 25% with internet

3. Environmental Factors - Barriers to accessing leisure facilities :

3. Environmental Factors - Barriers to accessing leisure facilities

3. Environmental factors - DISCRIMINATION/BULLYING:

3 . Environmental factors - DISCRIMINATION/BULLYING Discrimination has a negative impact - influence on development Bullying threatens self-confidence, causing stress, anxiety & depression Many children experience it in school Bullying is: when an individual or group of people intimidate or harass others.

3. Environmental factors - What bullying can involve:

3. Environmental factors - What bullying can involve

3. Environmental factors - Access to health & social care services :

3. Environmental factors - Access to health & social care services Low income areas have poorer facilities than more wealthy areas Some groups of people may not receive the same quality of care Low income areas have greater difficulty in recruiting GPs and nurses

3. Environmental factors - FAMILY DYSFUNCTION:

3. Environmental factors - FAMILY DYSFUNCTION Group of people related genetically or by marriage Extended - different generations live together/near each other Nuclear - parents & children Reconstituted - children not all biologically related to both adults Lone parent - one parent with children

3. Environmental factors - A well functioning family provides::

3. Environmental factors - A well functioning family provides: First emotional attachments First experience of social interaction Influence view of being socially acceptable What we assume to be normal Setting to meet physical needs Emotional support/protect from stress Financial/practical help

3. Environmental factors - A dysfunctional family :

3. Environmental factors - A dysfunctional family This is a family that does not work well Family members may become stressed because of health problems, poor housing or low incomes Some adults may have poor parenting skills Some may have aggressive or manipulative ways Others may neglect their children

3. Environmental factors - CULTURE & BELIEFS:

3. Environmental factors - CULTURE & BELIEFS Culture is the collection of values, beliefs, customs & behaviours that make groups of people distinctive Children learn customs associated with family's culture during childhood We now live in a multi-cultural society People identify with others over the internet

4. Socio - Economic Factors :

4. Socio - Economic Factors Socio economic factors are factors that relate to both people and money

4. Socio - economic factors INCOME & EXPENDITURE:

4. Socio - economic factors INCOME & EXPENDITURE Income comes from - wages, profits, benefits, investments, property sales Income is taxed - the government takes necessary money Poorer people can claim benefits Low income people tend to be - lone-parents, unemployed, elderly, sick/disabled, single earners, unskilled couples

4. Socio - economic factors SOCIAL CLASS, INCOME & EMPLOYMENT:

4. Socio - economic factors SOCIAL CLASS, INCOME & EMPLOYMENT Occupation determines social class Link between occupation & health - higher birth weights in higher classes Higher income = better living conditions, more expensive homes & better lifestyle choices

4. Socio - economic factors IMPACT OF LOW INCOME:

4. Socio - economic factors IMPACT OF LOW INCOME

4. Socio - Economic factors -EDUCATION:

4. Socio - Economic factors -EDUCATION Schools in deprived areas more likely to suffer problems than those in affluent areas (Acheson Report, 1998) Children in higher social classes achieve more than twice A-C GCSE grades Higher social classes tend to continue into higher education Lack of qualifications - low income

4. Socio - economic factors MEDIA/PEER GROUPS:

4. Socio - economic factors MEDIA/PEER GROUPS Newspapers, radio, TV, internet, adverts, magazines, posters Peers can influence most lifestyle choices Peer group is a group of people our own age Provide 2 nd source of social learning after 1 st source of family

4. Socio - economic factors Values and Attitudes :

4. Socio - economic factors Values and Attitudes Attitudes: assumptions that we use to make sense of our social experience Values: principles that we use to guide our thoughts and decisions Your values and attitudes will be impacted by your life experiences

5. LIFESTYLE FACTORS:

5. LIFESTYLE FACTORS Lifestyle is how someone spends time & money to create a way of living Lifestyle factors include : Nutrition & diet Exercise Stress Substance abuse

5. Lifestyle factors - NUTRITION & DIET:

5. Lifestyle factors - NUTRITION & DIET Low income may mean less healthy diet Normally due to cost - more processed food is cheaper This means they are prone to obesity, have reduced birth weights and are less likely to breastfeed Cost of travelling to supermarkets so they cant stock up on cheaper foods

5. Lifestyle factors - SUBSTANCE ABUSE:

5. Lifestyle factors - SUBSTANCE ABUSE Alcohol 65% men, 49% women exceed government recommendations for alcohol consumption Drugs 14% men, 8% women taken illegal drugs in previous year; cannabis use more common Smoking Heart & lung disease; smoking is associated with socio-economic class; manual occupations tend to smoke more

6. Major Life events:

6. Major Life events Predictable and unpredictable life events Some life choices are chosen or predicted Others are unpredicted - didn't know they would happen

6. Major Life events :

6. Major Life events Predictable life events Events that are predicted Positive learning Risk of stress 1. Starting school/nursery Learning to make new friends Feeling unsafe - withdrawing from others. Loss of support from parents 2. Beginning and changing employment Choosing a work role and having an income Feeling pressured by new demands on time and mental energy. Loss of previous lifestyle 3. Leaving home Achieving independence Feeling unable to cope with a new situation

6. Major Life events:

6. Major Life events Predictable life events Events that are predicted Positive learning Risk of stress 4. Leaving prison Coping with the freedom and choice Loss of routine and lack of support 5. Marriage Making emotional attachments and experiencing intimacy Possible loss of independence 6. Parenthood Attachment to infant. Learning parenting Disruption of previous lifestyle 7. Retirement Controlling own life and disengaging from work Loss of previous work roles. Difficulty establishing a new lifestyle

6. Major Life events :

6. Major Life events Unpredictable life events Events that are often unpredicted Positive learning Risk of stress 1. Birth of a sibling Learning to make new emotional attachments Jealously and rivalry 2. Redundancy - loss of Job Learning to adapt to changes in income and lifestyle Refusal to accept change. Anger or depression 3.Illness and serious injury Learning to adapt with physical change Grief at loss of health. Anger or depression 4. Divorce Learning to cope with a new lifestyle Grief, failure to adapt to a new lifestyle. 5. Bereavement (death ) Learning to cope with loss Grief and failure to adapt

6. Major Life events:

6. Major Life events Many of these life events involve some kind of change. And many involve a loss

6. Major Life Events - RECIPROCAL INFLUENCE:

6. Major Life Events - RECIPROCAL INFLUENCE Reciprocal - goes both ways (give & take) Make responses to environment we are in E.g. respond to poverty (stress) by smoking, drinking, taking drugs. Damages health, increases problems with debt. The whole thing is an interactive process and can be a 'Vicious circle' You can influence your own environment it is down to choices we make

EXERCISE:

EXERCISE Regular exercise helps prevent heart disease, prolongs life May help to combat depression Some people spend more time on socialising & career - little time to exercise Cultural factors - exercise of little importance

GENDER:

GENDER Gender roles - social & cultural expectations about the ways men & women should behave Still a gender pay gap - women earn 82% of men's earnings (2004) Social expectations still influence views

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Development Through Life Stages:

Development Through Life Stages FACTORS AFFECTING DEVELOPMENT

Introduction:

Introduction Human growth and development are orderly, predictable processes beginning with conception and continuing until death. All persons progress through definite phases of growth and development from simple to complex, and highly individualized rate It is the ability to progress through each developmental phase influences the holistic health of individual. The success or failure experienced within a phase may affect the ability to compete subsequent phase.

Introduction:

Introduction If individuals experience repeated developmental failures, shortfalls may result. When an individual experiences repeated successes, health is promoted. Understanding normal growth and development help us predict, prevent, and detect any deviation from normal expected patterns.

Introduction:

As infants and children grow and mature, they pass through predictable stages of development. Knowledge and assessment of growth and development help provide screening for physical and emotional problems. Offer anticipatory guidance to parents and caregivers. Develop a relationship with the 'patient' to enhance the provision of health care. Provide education to the family to build a healthy lifestyle for the future. Introduction

Growth:

Growth is a series of anatomical and physiological changes which alter the body's size and composition. Growth is an increase in size by multiplication of cells, and increase in numbers and intracellular substance. It is a continuous process although the rate of growth is far more obvious during the first year of life than any other time. Growth is measurable. Indicators of growth include height, weight, bone size & dentition (development of teeth). Growth

Development:

Development refers to the continuous process of unfolding of behaviour which results from the interaction between human organism and environment over the life span. Development is a maturation of organs and systems. Development is gaining of skills, ability of adaptation, assumption of responsibilities Development

Developmental Screening:

Growth usually takes place during our first 20 years and then we continue to develop. Assessment tools have been created to determine the overall developmental age of a child or to detect specific areas of development that are lacking. They identify areas of strengths & weaknesses. Another method for developmental screening involves interviewing the parent or caregiver about attainment of developmental milestones. Developmental Screening

Maturation:

Maturation is the process of aging. Involves individual's biological ability and physiological condition. Is independent of the environment but its timing may be influence by the environment. To mature, an individual may have to give up previous behaviour and learning & integrate new patterns into existing behaviour. Maturation influences the sequence and timing of changes associated with growth and development. For example: The infant relinquishes crawling for walking because walking permits more extensive investigation of environment and more learning. Maturation

1. GENETIC FACTORS:

1. GENETIC FACTORS Every cell contains 23 pairs of chromosomes (46) Half from father, half from mother Genetic patterns are different from both parents, making us each unique These determine hair and eye colour amongst many other things

1. GENETIC FACTORS:

1. GENETIC FACTORS Coeliac disease Person cannot digest gluten Gluten causes immune system to attack lining of small intestine May require dietary control/gluten-free diet Cystic Fibrosis Caused by defective gene - a damaged gene that doesn't work properly Leads to production of defective protein causing mucus production in lungs, pancreas & intestines This causes problems breathing

1. GENETIC FACTORS:

1. GENETIC FACTORS Brittle bone disease Causes increased likelihood of fracturing bones Often passed on, but can be caused by genetic mutation Can often be helped by physiotherapy

1. GENETIC FACTORS:

1. GENETIC FACTORS Rheumatic disease Covers wide range of disorders involving inflammation of joints, ligaments, bones & muscles Rheumatoid arthritis affects approx. 8/1000 in UK - increased risk through genetics

1. GENETIC FACTORS:

1. GENETIC FACTORS Asthma Airways become swollen Can be caused by genetics With most genetic diseases, people can normally lead a healthy life but their needs may differ

2. BIOLOGICAL FACTORS:

2. BIOLOGICAL FACTORS Often influential before birth e.g., mothers who smoke often give birth to babies of lower birth weight. Drugs & alcohol can also influence the development of the baby in the womb.

2. BIOLOGICAL FACTORS:

2. BIOLOGICAL FACTORS Foetal alcohol syndrome Mothers who drink large quantities of alcohol Children tend to be smaller Tend to have smaller heads than usual Children may have heart problems and learning difficulties

2. BIOLOGICAL FACTORS:

2. BIOLOGICAL FACTORS Infections during pregnancy E.g. rubella ( german measles); cytomegalovirus (herpes-type) Rubella can cause impaired hearing/eyesight or heart damage Cytomegalovirus can cause deafness & learning difficulties

2. BIOLOGICAL FACTORS:

2. BIOLOGICAL FACTORS Effects of Diet You will be affected by what your mother ate during pregnancy If your mum's diet is high in fat and sugar you will have increased cholesterol and a risk of heart disease Malnutrition or a lack of healthy food during pregnancy could lead to poor health for the child. Pregnant women should have a healthy balanced diet when pregnant

What follows are commonly held facts & beliefs :

What follows are commonly held facts & beliefs NOT A JUDGEMENT !!!

3. ENVIRONMENTAL FACTORS:

3. ENVIRONMENTAL FACTORS Pollution Air & water - major source of ill-health Lack of sanitation/sewers - cholera Lead pollution from petrol fumes Air pollution from busy roads Chemical pollution may damage developing brains - chemicals used in household products

3. Environmental Factors - HOUSING:

3. Environmental Factors - HOUSING Higher income - more choice, higher mortgage Low income - rent in densely populated areas Poor quality housing - poorer health - damp, cold, non-safety glass, poor maintenance

3. Environmental Factors - HOUSING Poor Quality housing can lead to....:

3. Environmental Factors - HOUSING Poor Quality housing can lead to....

3. Environmental Factors - ACCESS TO RECREATIONAL FACILITIES:

3. Environmental Factors - ACCESS TO RECREATIONAL FACILITIES Low income can restrict travel 2007 - 92% high income had access to home computer; 54% of low income households did not have access to a car Difficulty accessing information - only 25% with internet

3. Environmental Factors - Barriers to accessing leisure facilities :

3. Environmental Factors - Barriers to accessing leisure facilities

3. Environmental factors - DISCRIMINATION/BULLYING:

3 . Environmental factors - DISCRIMINATION/BULLYING Discrimination has a negative impact - influence on development Bullying threatens self-confidence, causing stress, anxiety & depression Many children experience it in school Bullying is: when an individual or group of people intimidate or harass others.

3. Environmental factors - What bullying can involve:

3. Environmental factors - What bullying can involve

3. Environmental factors - Access to health & social care services :

3. Environmental factors - Access to health & social care services Low income areas have poorer facilities than more wealthy areas Some groups of people may not receive the same quality of care Low income areas have greater difficulty in recruiting GPs and nurses

3. Environmental factors - FAMILY DYSFUNCTION:

3. Environmental factors - FAMILY DYSFUNCTION Group of people related genetically or by marriage Extended - different generations live together/near each other Nuclear - parents & children Reconstituted - children not all biologically related to both adults Lone parent - one parent with children

3. Environmental factors - A well functioning family provides::

3. Environmental factors - A well functioning family provides: First emotional attachments First experience of social interaction Influence view of being socially acceptable What we assume to be normal Setting to meet physical needs Emotional support/protect from stress Financial/practical help

3. Environmental factors - A dysfunctional family :

3. Environmental factors - A dysfunctional family This is a family that does not work well Family members may become stressed because of health problems, poor housing or low incomes Some adults may have poor parenting skills Some may have aggressive or manipulative ways Others may neglect their children

3. Environmental factors - CULTURE & BELIEFS:

3. Environmental factors - CULTURE & BELIEFS Culture is the collection of values, beliefs, customs & behaviours that make groups of people distinctive Children learn customs associated with family's culture during childhood We now live in a multi-cultural society People identify with others over the internet

4. Socio - Economic Factors :

4. Socio - Economic Factors Socio economic factors are factors that relate to both people and money

4. Socio - economic factors INCOME & EXPENDITURE:

4. Socio - economic factors INCOME & EXPENDITURE Income comes from - wages, profits, benefits, investments, property sales Income is taxed - the government takes necessary money Poorer people can claim benefits Low income people tend to be - lone-parents, unemployed, elderly, sick/disabled, single earners, unskilled couples

4. Socio - economic factors SOCIAL CLASS, INCOME & EMPLOYMENT:

4. Socio - economic factors SOCIAL CLASS, INCOME & EMPLOYMENT Occupation determines social class Link between occupation & health - higher birth weights in higher classes Higher income = better living conditions, more expensive homes & better lifestyle choices

4. Socio - economic factors IMPACT OF LOW INCOME:

4. Socio - economic factors IMPACT OF LOW INCOME

4. Socio - Economic factors -EDUCATION:

4. Socio - Economic factors -EDUCATION Schools in deprived areas more likely to suffer problems than those in affluent areas (Acheson Report, 1998) Children in higher social classes achieve more than twice A-C GCSE grades Higher social classes tend to continue into higher education Lack of qualifications - low income

4. Socio - economic factors MEDIA/PEER GROUPS:

4. Socio - economic factors MEDIA/PEER GROUPS Newspapers, radio, TV, internet, adverts, magazines, posters Peers can influence most lifestyle choices Peer group is a group of people our own age Provide 2 nd source of social learning after 1 st source of family

4. Socio - economic factors Values and Attitudes :

4. Socio - economic factors Values and Attitudes Attitudes: assumptions that we use to make sense of our social experience Values: principles that we use to guide our thoughts and decisions Your values and attitudes will be impacted by your life experiences

5. LIFESTYLE FACTORS:

5. LIFESTYLE FACTORS Lifestyle is how someone spends time & money to create a way of living Lifestyle factors include : Nutrition & diet Exercise Stress Substance abuse

5. Lifestyle factors - NUTRITION & DIET:

5. Lifestyle factors - NUTRITION & DIET Low income may mean less healthy diet Normally due to cost - more processed food is cheaper This means they are prone to obesity, have reduced birth weights and are less likely to breastfeed Cost of travelling to supermarkets so they cant stock up on cheaper foods

5. Lifestyle factors - SUBSTANCE ABUSE:

5. Lifestyle factors - SUBSTANCE ABUSE Alcohol 65% men, 49% women exceed government recommendations for alcohol consumption Drugs 14% men, 8% women taken illegal drugs in previous year; cannabis use more common Smoking Heart & lung disease; smoking is associated with socio-economic class; manual occupations tend to smoke more

6. Major Life events:

6. Major Life events Predictable and unpredictable life events Some life choices are chosen or predicted Others are unpredicted - didn't know they would happen

6. Major Life events :

6. Major Life events Predictable life events Events that are predicted Positive learning Risk of stress 1. Starting school/nursery Learning to make new friends Feeling unsafe - withdrawing from others. Loss of support from parents 2. Beginning and changing employment Choosing a work role and having an income Feeling pressured by new demands on time and mental energy. Loss of previous lifestyle 3. Leaving home Achieving independence Feeling unable to cope with a new situation

6. Major Life events:

6. Major Life events Predictable life events Events that are predicted Positive learning Risk of stress 4. Leaving prison Coping with the freedom and choice Loss of routine and lack of support 5. Marriage Making emotional attachments and experiencing intimacy Possible loss of independence 6. Parenthood Attachment to infant. Learning parenting Disruption of previous lifestyle 7. Retirement Controlling own life and disengaging from work Loss of previous work roles. Difficulty establishing a new lifestyle

6. Major Life events :

6. Major Life events Unpredictable life events Events that are often unpredicted Positive learning Risk of stress 1. Birth of a sibling Learning to make new emotional attachments Jealously and rivalry 2. Redundancy - loss of Job Learning to adapt to changes in income and lifestyle Refusal to accept change. Anger or depression 3.Illness and serious injury Learning to adapt with physical change Grief at loss of health. Anger or depression 4. Divorce Learning to cope with a new lifestyle Grief, failure to adapt to a new lifestyle. 5. Bereavement (death ) Learning to cope with loss Grief and failure to adapt

6. Major Life events:

6. Major Life events Many of these life events involve some kind of change. And many involve a loss

6. Major Life Events - RECIPROCAL INFLUENCE:

6. Major Life Events - RECIPROCAL INFLUENCE Reciprocal - goes both ways (give & take) Make responses to environment we are in E.g. respond to poverty (stress) by smoking, drinking, taking drugs. Damages health, increases problems with debt. The whole thing is an interactive process and can be a 'Vicious circle' You can influence your own environment it is down to choices we make

EXERCISE:

EXERCISE Regular exercise helps prevent heart disease, prolongs life May help to combat depression Some people spend more time on socialising & career - little time to exercise Cultural factors - exercise of little importance

GENDER:

GENDER Gender roles - social & cultural expectations about the ways men & women should behave Still a gender pay gap - women earn 82% of men's earnings (2004) Social expectations still influence views

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Week Six Development Through Life Stages 1

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No description available. Development Through Life Stages FACTORS AFFECTING DEVELOPMENT Introduction Human growth and development are orderly, predictable processes beginning with conception and continuing until death. All persons progress through definite phases of growth and development from simple to complex, and highly individualized rate It is the ability to progress through each developmental phase influences the holistic health of individual.

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How do genes influence who you are and what you do? :

Genes are instructions that dictate how a person's body is made, in the same way that blueprints are instructions to build a house. Information from genes let the body know what characteristics a person will have, like if they will have hairy or hairless ears and/or a small or big chin. These instructions come from our parents; when their genes are mixed together, our genes are formed. This is why we often look like a mixture of our parents! I have my mother's blue eyes, but my father's forehead! Almost everyone has different information in their genes, which makes sense given how much variety there is in how people look and act. How do genes influence who you are and what you do?

Going Back to Twins ...:

Now consider the exception - identical twins. Identical twins look exactly the same because each twin shares the same genes as their identical sibling. Why? When a mother is pregnant, the egg holds the mixture of genes from both the mother and father. Occasionally this egg splits into two eggs with the exact same mixture of genes . This results in two identical people who are similar to another in the way they look and behave. Going Back to Twins ...

Consider this example: :

Consider this example: Jennifer and Karen are identical twins. If both girls have genetic information (genes) associated with obesity, does this mean that they will have no control over their weight ? Or , if the girls are adopted by different families and have different life experiences, will their environment dictate how much they will ultimately weigh?

How do your life experiences influence your genes? :

Suppose Jennifer is raised by wealthy parents who have access to the best, healthiest foods. Her parents cook nutritious meals like vegetable risotto and lentil soup and limit the amount of sugar, salt, and fat their daughter consumes. Jennifer learns to love fruits and vegetables, and doesn't crave excessively salty or sweet foods. Her parents have a significant amount of time to play with her and teach her to live an active lifestyle. By eating nutritious foods and staying physically active, the genes increasing her chance of developing obesity are not expressed and she never develops obesity. How do your life experiences influence your genes?

Slide9:

Genes can carry instructions that can make it more likely for you to develop certain illnesses or conditions. For example, Jennifer and Karen both have genes associated with obesity. Their genes could tell their body to: increase the size of their fat cells or dictate how they use fat in their body release chemicals (like hormones) which control hunger and appetite influence behaviour as Jennifer and Karen interact with their environment. For example, if Karen begins to gain weight, she may avoid opportunities to exercise because going to the gym makes her feel uncomfortable.

How do your life experiences influence your genes?:

Karen however is raised by parents who live in an area where fresh, healthy food is scarce and expensive. Because her parents can't afford expensive fruits and vegetables, Karen eats a lot of frozen, packaged meals and fast food, which are higher in sugar, fat, and salt. Her parents both work multiple jobs, and Karen spends her time alone in front of the television. Karen's eating and physical activity habits enhance the expression of her genes for obesity. How do your life experiences influence your genes?

Factors That Influence How Genes Are Expressed :

Whether or not a gene is expressed depends on two different things: the interaction of the gene with other genes and the continual interaction between the genotype and the environment . Factors That Influence How Genes Are Expressed

Slide13:

The characteristics (physical traits and behaviours ) that you are born with and what you experience throughout your life are both important. Your characteristics can impact your experiences and your experiences can impact your characteristics. Karen and Jennifer's life experiences influenced when and how their genes were expressed. The relationship between your genes and behaviour can change over time as you have new experiences. In some situations, genes play a larger role in determining your behaviour ; in other situations, environment plays a larger role in influencing your behaviour . If you had a whole different set of experiences over your lifetime your genes may be expressed in different ways, and you may behave differently than you do now. If Jennifer and Karen had grown up in the same environment, their health behaviours would probably be more similar to one another.

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No description available.

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How do genes influence who you are and what you do? :

Genes are instructions that dictate how a person's body is made, in the same way that blueprints are instructions to build a house. Information from genes let the body know what characteristics a person will have, like if they will have hairy or hairless ears and/or a small or big chin. These instructions come from our parents; when their genes are mixed together, our genes are formed. This is why we often look like a mixture of our parents! I have my mother's blue eyes, but my father's forehead! Almost everyone has different information in their genes, which makes sense given how much variety there is in how people look and act. How do genes influence who you are and what you do?

Going Back to Twins ...:

Now consider the exception - identical twins. Identical twins look exactly the same because each twin shares the same genes as their identical sibling. Why? When a mother is pregnant, the egg holds the mixture of genes from both the mother and father. Occasionally this egg splits into two eggs with the exact same mixture of genes . This results in two identical people who are similar to another in the way they look and behave. Going Back to Twins ...

Consider this example: :

Consider this example: Jennifer and Karen are identical twins. If both girls have genetic information (genes) associated with obesity, does this mean that they will have no control over their weight ? Or , if the girls are adopted by different families and have different life experiences, will their environment dictate how much they will ultimately weigh?

How do your life experiences influence your genes? :

Suppose Jennifer is raised by wealthy parents who have access to the best, healthiest foods. Her parents cook nutritious meals like vegetable risotto and lentil soup and limit the amount of sugar, salt, and fat their daughter consumes. Jennifer learns to love fruits and vegetables, and doesn't crave excessively salty or sweet foods. Her parents have a significant amount of time to play with her and teach her to live an active lifestyle. By eating nutritious foods and staying physically active, the genes increasing her chance of developing obesity are not expressed and she never develops obesity. How do your life experiences influence your genes?

Slide9:

Genes can carry instructions that can make it more likely for you to develop certain illnesses or conditions. For example, Jennifer and Karen both have genes associated with obesity. Their genes could tell their body to: increase the size of their fat cells or dictate how they use fat in their body release chemicals (like hormones) which control hunger and appetite influence behaviour as Jennifer and Karen interact with their environment. For example, if Karen begins to gain weight, she may avoid opportunities to exercise because going to the gym makes her feel uncomfortable.

How do your life experiences influence your genes?:

Karen however is raised by parents who live in an area where fresh, healthy food is scarce and expensive. Because her parents can't afford expensive fruits and vegetables, Karen eats a lot of frozen, packaged meals and fast food, which are higher in sugar, fat, and salt. Her parents both work multiple jobs, and Karen spends her time alone in front of the television. Karen's eating and physical activity habits enhance the expression of her genes for obesity. How do your life experiences influence your genes?

Factors That Influence How Genes Are Expressed :

Whether or not a gene is expressed depends on two different things: the interaction of the gene with other genes and the continual interaction between the genotype and the environment . Factors That Influence How Genes Are Expressed

Slide13:

The characteristics (physical traits and behaviours ) that you are born with and what you experience throughout your life are both important. Your characteristics can impact your experiences and your experiences can impact your characteristics. Karen and Jennifer's life experiences influenced when and how their genes were expressed. The relationship between your genes and behaviour can change over time as you have new experiences. In some situations, genes play a larger role in determining your behaviour ; in other situations, environment plays a larger role in influencing your behaviour . If you had a whole different set of experiences over your lifetime your genes may be expressed in different ways, and you may behave differently than you do now. If Jennifer and Karen had grown up in the same environment, their health behaviours would probably be more similar to one another.

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Week Five for AUTHORSTREAM Development Through Life Stages

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Week Five for AUTHORSTREAM Development Through Life Stages - authorSTREAM Presentation

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Development Through Life Stages:

Development Through Life Stages Nature vs Nurture

Questions ...:

Questions ... Is there a biological reason why girls tend to like dolls and clothes? Is there a biological reason why boys tend to like toy cars and guns? Or are these things that children are nurtured to like by their parents and wider society?

Nature vs Nurture Debate:

Nature vs Nurture Debate NATURE: Our genetics determine our behaviour, abilities and personality traits NURTURE: Our environment and life experiences determine our behaviour, abilities and personality traits

Nature vs Nurture Debate:

Nature vs Nurture Debate NATURE: We genetically inherit physical traits from our biological parents but also personality traits, intelligence & preferences. NURTURE: Environmental factors (the household & town where we grew up, how we were raised by our parents, teachers & friends) determine who we are.

So who is right?:

So who is right? Nature ... Research shows that we inherit genes from our parents t hat are related to certain personality traits. Nurture ... Often identical twins grow up to have very different personalities & preferences

Nature vs Nurture Debate:

Nowadays we know that both nature and nurture help to shape our behaviour & personalities. But which one has the greater influence ? Nature vs Nurture Debate

Do you share any personality traits with your biological parents or grandparents? :

Do you share any personality traits with your biological parents or grandparents?

Will this child be more like his birth parents or adoptive parents?:

Will this child be more like his birth parents or adoptive parents?

Twin Studies:

Twin Studies are used to help us answer the question of " nature vs . nurture." Because identical twins share the same genetic makeup , we can assume that differences between them are due to environmental factors. Twin Studies

Twin Studies:

Twin Studies In twins who have the same DNA and were raised in the same environment: If their intelligence is different - we can assume that there are differences in their environment (such as different friends, the amount of time they study etc.) which caused the difference. If their intelligence is the same - it would be hard to tell if it is due to genetics or environment.

Twin Studies:

Twin Studies In twins who have the same DNA but were brought up in different environments: If their intelligence is the same it is most likely due to genetics If it is different it is likely to be due to environment.

Twin Studies:

To understand the effects of "nature and nurture" on human development, some scholars have studied identical twins separated at birth and adopted by different families. One important study by Peter Neubauer used adopted twins without their knowledge. These studies revealed that even twins separated at birth share some characteristics with their siblings years later. This proves that while some traits are genetically inherited, others are learned from the environment in which a child is raised. Twin Studies

How strongly twins shared the same traits:

How strongly twins shared the same traits

What does research tell us?:

Men who carry one or two extra copies of a gene called allele 334 often behave differently in relationships than men who don't have this gene. Men with an extra copy of the gene felt a weaker, less permanent attachment to their partners, and were more likely to be unfaithful. Men who had two copies of allele 334 were also twice as likely to have had a marital or relationship crisis in the past year than those don't have the gene. What does research tell us?

What does research tell us?:

Novelty-seeking behaviour ( impulsive decision-making , the need to explore, lack of organization) is related to the presence of a certain gene in the body, and is highly inheritable . ( Golimbet et al., 2007 ). What does research tell us?

This boy had genius parents. Do you think his genes or his environment will have a greater impact on his life?:

This boy had genius parents. Do you think his genes or his environment will have a greater impact on his life?

Slide17:

Research shows that in the case of children who live in poverty, it doesn't matter if they had good genes or not. The negative impact of the environment always plays a greater role in their success that their genes do. For children from wealthy homes, genes play a much greater role in the child's success. Researchers concluded that for children in harsh living conditions, it is harder for exceptional genes to "shine through."

Feral Children:

Feral Children

Feral Children:

Feral Children are those who lived away from human contact from a very young age, and have little or no experience of human care , loving or social behaviour , or human language. Feral Children

Slide21:

In these cases there is a common theme that children who spend prolonged periods of their formative years in the wild, develop behaviour that replicates and adapts to their surroundings. Therefore all of these cases support the notion that behaviour is influenced by the process of nurturing rather than nature . Besides functions such as ordinary reflexes, breathing, eating, and passing waste, when rescued almost all of the feral children didn't possess any human traits. They crawled on all fours, ate raw meat, and had no language, social, or reading and writing skills. This proves that in order for a human to become an ordinary human being that we recognise in normal society, behaviour and everything we know must be learnt from our guardians. Behaviours such as learning stand up right, talking, sitting at a table when eating, reading and writing are all learned traits and are not instinctive or passed on genetically. The same applies to social skills such as friendliness, honesty, unselfishness and respect; all of these qualities are not hard wired into a child and must be learnt.

Born Evil?:

Born Evil? Is it possible for a child to be born evil?

Psychopathy:

Psychopathy A personality disorder in which a person shows a lack of remorse and empathy. Also known as anti-social personality disorder and sociopaths. Characterised by a lack of conscience. A psychopath may understand society's definition of right & wrong but they either don't care or don't understand why they need to conform to it.

Some features of psychopaths ...:

Some features of psychopaths ... They are charming and good at pretending to be a normal & likeable person They think they are better than others and have an inflated image of their own greatness They are good at manipulating others They frequently lie They do not show any emotions or sympathy for others They are reckless & fearless

Some facts* ...:

Some facts* ... 1% of the population are psychopaths Men are 3 times more likely to be psychopaths than women 15-25% of all prisoners in jail are psychopaths The profession with the highest number of psychopaths is company CEO's. Other professions - lawyers, surgeons and politicians 

How does someone become a psychopath?:

How does someone become a psychopath?

Brain Damage:

1966 - Charles Whitman was a 25 year old engineering student and former Marine who killed 17 people and wounded 32 in a mass shooting at the University of Texas. He was shot and killed by the police. Earlier the same day he had killed his wife & mother. An autopsy found that he had a brain tumour pressing against the part of the brain that controls emotion. Brain Damage

Brain Abnormalities:

When the brain doesn't develop normally after the person is born. Brain Abnormalities

Causes of brain abnormalities:

Causes of brain abnormalities A type of birth defect Can be caused by: Errors in gene inheritance (too few/many/damaged chromosomes) Inherited diseases Alcohol or drug use by mother Diet & overall health of mother Exposure of mother to chemicals / toxins etc

Conclusion:

Conclusion No human being is entirely composed of either learned behaviour's or inherited traits. Every person is composed of a combination of traits from each of these categories. Some traits can be link to genetics, whilst others are clearly learned behaviour's.

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Development Through Life Stages:

Development Through Life Stages Nature vs Nurture

Questions ...:

Questions ... Is there a biological reason why girls tend to like dolls and clothes? Is there a biological reason why boys tend to like toy cars and guns? Or are these things that children are nurtured to like by their parents and wider society?

Nature vs Nurture Debate:

Nature vs Nurture Debate NATURE: Our genetics determine our behaviour, abilities and personality traits NURTURE: Our environment and life experiences determine our behaviour, abilities and personality traits

Nature vs Nurture Debate:

Nature vs Nurture Debate NATURE: We genetically inherit physical traits from our biological parents but also personality traits, intelligence & preferences. NURTURE: Environmental factors (the household & town where we grew up, how we were raised by our parents, teachers & friends) determine who we are.

So who is right?:

So who is right? Nature ... Research shows that we inherit genes from our parents t hat are related to certain personality traits. Nurture ... Often identical twins grow up to have very different personalities & preferences

Nature vs Nurture Debate:

Nowadays we know that both nature and nurture help to shape our behaviour & personalities. But which one has the greater influence ? Nature vs Nurture Debate

Do you share any personality traits with your biological parents or grandparents? :

Do you share any personality traits with your biological parents or grandparents?

Will this child be more like his birth parents or adoptive parents?:

Will this child be more like his birth parents or adoptive parents?

Twin Studies:

Twin Studies are used to help us answer the question of " nature vs . nurture." Because identical twins share the same genetic makeup , we can assume that differences between them are due to environmental factors. Twin Studies

Twin Studies:

Twin Studies In twins who have the same DNA and were raised in the same environment: If their intelligence is different - we can assume that there are differences in their environment (such as different friends, the amount of time they study etc.) which caused the difference. If their intelligence is the same - it would be hard to tell if it is due to genetics or environment.

Twin Studies:

Twin Studies In twins who have the same DNA but were brought up in different environments: If their intelligence is the same it is most likely due to genetics If it is different it is likely to be due to environment.

Twin Studies:

To understand the effects of "nature and nurture" on human development, some scholars have studied identical twins separated at birth and adopted by different families. One important study by Peter Neubauer used adopted twins without their knowledge. These studies revealed that even twins separated at birth share some characteristics with their siblings years later. This proves that while some traits are genetically inherited, others are learned from the environment in which a child is raised. Twin Studies

How strongly twins shared the same traits:

How strongly twins shared the same traits

What does research tell us?:

Men who carry one or two extra copies of a gene called allele 334 often behave differently in relationships than men who don't have this gene. Men with an extra copy of the gene felt a weaker, less permanent attachment to their partners, and were more likely to be unfaithful. Men who had two copies of allele 334 were also twice as likely to have had a marital or relationship crisis in the past year than those don't have the gene. What does research tell us?

What does research tell us?:

Novelty-seeking behaviour ( impulsive decision-making , the need to explore, lack of organization) is related to the presence of a certain gene in the body, and is highly inheritable . ( Golimbet et al., 2007 ). What does research tell us?

This boy had genius parents. Do you think his genes or his environment will have a greater impact on his life?:

This boy had genius parents. Do you think his genes or his environment will have a greater impact on his life?

Slide17:

Research shows that in the case of children who live in poverty, it doesn't matter if they had good genes or not. The negative impact of the environment always plays a greater role in their success that their genes do. For children from wealthy homes, genes play a much greater role in the child's success. Researchers concluded that for children in harsh living conditions, it is harder for exceptional genes to "shine through."

Feral Children:

Feral Children

Feral Children:

Feral Children are those who lived away from human contact from a very young age, and have little or no experience of human care , loving or social behaviour , or human language. Feral Children

Slide21:

In these cases there is a common theme that children who spend prolonged periods of their formative years in the wild, develop behaviour that replicates and adapts to their surroundings. Therefore all of these cases support the notion that behaviour is influenced by the process of nurturing rather than nature . Besides functions such as ordinary reflexes, breathing, eating, and passing waste, when rescued almost all of the feral children didn't possess any human traits. They crawled on all fours, ate raw meat, and had no language, social, or reading and writing skills. This proves that in order for a human to become an ordinary human being that we recognise in normal society, behaviour and everything we know must be learnt from our guardians. Behaviours such as learning stand up right, talking, sitting at a table when eating, reading and writing are all learned traits and are not instinctive or passed on genetically. The same applies to social skills such as friendliness, honesty, unselfishness and respect; all of these qualities are not hard wired into a child and must be learnt.

Born Evil?:

Born Evil? Is it possible for a child to be born evil?

Psychopathy:

Psychopathy A personality disorder in which a person shows a lack of remorse and empathy. Also known as anti-social personality disorder and sociopaths. Characterised by a lack of conscience. A psychopath may understand society's definition of right & wrong but they either don't care or don't understand why they need to conform to it.

Some features of psychopaths ...:

Some features of psychopaths ... They are charming and good at pretending to be a normal & likeable person They think they are better than others and have an inflated image of their own greatness They are good at manipulating others They frequently lie They do not show any emotions or sympathy for others They are reckless & fearless

Some facts* ...:

Some facts* ... 1% of the population are psychopaths Men are 3 times more likely to be psychopaths than women 15-25% of all prisoners in jail are psychopaths The profession with the highest number of psychopaths is company CEO's. Other professions - lawyers, surgeons and politicians 

How does someone become a psychopath?:

How does someone become a psychopath?

Brain Damage:

1966 - Charles Whitman was a 25 year old engineering student and former Marine who killed 17 people and wounded 32 in a mass shooting at the University of Texas. He was shot and killed by the police. Earlier the same day he had killed his wife & mother. An autopsy found that he had a brain tumour pressing against the part of the brain that controls emotion. Brain Damage

Brain Abnormalities:

When the brain doesn't develop normally after the person is born. Brain Abnormalities

Causes of brain abnormalities:

Causes of brain abnormalities A type of birth defect Can be caused by: Errors in gene inheritance (too few/many/damaged chromosomes) Inherited diseases Alcohol or drug use by mother Diet & overall health of mother Exposure of mother to chemicals / toxins etc

Conclusion:

Conclusion No human being is entirely composed of either learned behaviour's or inherited traits. Every person is composed of a combination of traits from each of these categories. Some traits can be link to genetics, whilst others are clearly learned behaviour's.

Have a question? Call us at
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Week 3 & 4 Development Through Life Stages Nature Nurture

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Mental Illness:

Mental Illness Not every one who has mental illness has challenging behaviours. *Caution - symptom alert !!!!!

Schizophrenia:

Schizophrenia is a chronic, incapacitating disorder, characterized by an inability to distinguish between what is real and what isn't. A person with schizophrenia experiences hallucinations and delusional thoughts and is unable to think rationally, communicate properly, make decisions or remember information. Schizophrenia

Schizophrenia:

Characteristic symptoms: Delusions Hallucinations Disorganised speech pattern Very disorganised behaviour (e.g. dressing inappropriately, crying frequently) or catatonic behaviour Lack or decline in emotional expression/response, lack or decline in speech, or lack or decline in motivation. Schizophrenia

Bipolar Disorder:

Mania - increased activity, rapid thoughts & speech, overly high self-esteem, reduced need for sleep, risky & impulsive behaviours, quick mood changes e.g. happiness to anger Depression - loss of motivation & interest, low self-esteem, insomnia, loss of appetite, suicidal thoughts Bipolar Disorder

Personality disorders:

Behaviours that are different from the cultural norm. Unstable personal relationships, self-image & emotions. Impulsive. Inappropriate intense anger. Sometimes paranoid thoughts. Personality disorders

Major Depression:

Depressed most of the day Little interest or pleasure on all, or almost all, activities Insomnia Sleeps too much Psychomotor agitation Feelings of being worthless Lack of concentration or being indecisive Recurrent thoughts of death - thinking about & planning suicide. Major Depression

Anxiety disorders:

Anxiety, worry, and stress are a part of life. Anxiety is a necessary warning signal of a dangerous or difficult situation. Without anxiety, we would have no way of anticipating difficulties ahead or preparing for them. Anxiety becomes a disorder when the symptoms become chronic and interfere with our daily lives and our ability to function. Examples of AD's are PTSD / Phobias / OCD Anxiety disorders

Autism Spectrum Disorders:

Issues in showing or sharing enjoyment, social interactions Poor non-verbal communication behaviours Difficulties in developing, maintaining or understanding relationships Repetitive motor movements or speech Inflexible (routines) Rituals Preoccupations, attachments to unusual objects High pain tolerance Hyper or hypo reaction to sensory aspects Autism Spectrum Disorders

Dementia:

Dementia is not one specific disease. It is a collection of symptoms caused by disorders affecting the brain. Brain function is affected enough to interfere with the person's normal activities of daily life Dementia affects: thinking memory mood behaviour and the ability to perform everyday tasks. Dementia

Physiological Reasons:

Diabetes - anxiety, personality changes, automatic behaviour Lack of oxygen - confusion, disorientation, hallucinations, behaviour changes Low sodium / high sodium (salts)- restlessness, irritability, confusion Hormones - menopause/ testosterone - irritability, aggression, hyperactivity etc. Sleep deprivation/Insomnia - irritability , behavioural problems Physiological Reasons

Drugs:

Drugs Many drugs, both legal and illegal can cause challenging behaviour Can be if they are taken together - causing a reaction On their own (e.g. amphetamines) When they are stopped

Dementia:

Dementia is an illness that affects the brain and eventually causes a person to lose the ability to perform daily self care. All areas of daily living are effected over the course of the disease. Over time a person with dementia loses the ability to learn new information, make decisions, and plan the future. Communication with other people becomes difficult. People with dementia ultimately lose the ability to perform daily tasks and to recognize the world around them. Dementia

Many types ...:

Many types ...

Dementia:

In the beginning of the disease, the person may be aware of some of the changes in memory and rely more on others for reminders. As dementia worsens , the person may get lost easily and be unable to drive or manage finances. In advanced dementia, the person will lose the ability to eat, drink, bathe, dress , or use the toilet without assistance. Eventually, someone who is at the end of life may not be able to swallow safely, talk, or get out of bed and will be totally dependent on others for help with every daily activity. Throughout the course of the disease , individuals may become sad, agitated, wander, or resist care. Dementia

Some facts:

Two thirds of people with dementia are women At end of life, one third of people will have dementia Dementia is most common in older people but younger people (under 65) can get it too. 40-64 years: 1 in 1,400 65-69 years: 1 in 100 70-79 years: 1 in 25 80+ years: 1 in 6 Some facts

Dementia:

Dementia 50% of nursing home nurses have been physically abused by a patient in the past year 48% have suffered emotional abuse by a patient www.cihi.ca Findings from the 2005 National Survey of the Work and Health of Nurses (Ottawa:Statistics Canada, 2006)

Types of challenging behaviours:

Agitation: General restlessness Near-constant, no triggers noted Specific restlessness - Such as with dressing, bathing, feeding Disruptive vocalizations - Yelling , questioning, swearing Disrobing Hoarding/stealing - Especially new onset with the dementia Wandering/pacing 20% Types of challenging behaviours

Types of challenging behaviours:

Other than Agitation: Aggression - Towards self, residents or staff - Focused or random Hypersexuality - Verbal , physical or both Resistance/noncompliance - With medications, meals, carers Sleep difficulties - Up all night, asleep all day - fragmented sleep Types of challenging behaviours

What makes a behaviour a problem?:

What makes a behaviour a problem? Dysfunction Changes in the day-to-day functioning of the resident and peers due to the behavior Aggression towards others so severe that it puts their placement in jeopardy by harming others or themselves Disruptive vocalizations so intense that their safety is at risk from the aggressive peers Generalized restlessness so profound it leads to a fall and hip fracture in a resident with gait problems

What makes a behaviour a problem?:

The CONTEXT of the behaviour is often what makes it a problem At a physically small nursing home a person who walks constantly may be pacing whereas at a larger facility they are "walking the halls" No men, likely no hyper sexuality Frail resident means little threat of injury to others if aggressive Non-compliance with multivitamin vs. insulin Continued soft spoken talking vs. yelling What makes a behaviour a problem?

What makes a behaviour a problem?:

Dysfunction and Context together ... Worse if ... Physical symptoms directed towards others Verbal symptoms directed towards others Less disruptive if: The resident talks all the time but never raises their voice The resident sleeps too much The resident is too weak to hurt anyone when they are aggressive What makes a behaviour a problem?

A definition ...:

... a behaviourally defined developmental condition resulting from neurological characteristics caused by genetic factors A definition ...

Autism:

Key features: the inability to relate themselves in the ordinary way to people and situations the absence of spontaneous sentence formation insistence on sameness Autism

Autism:

Many people with autism have a limited range of behaviour and a limited capacity to learn new skills Given this, they are likely to 'stick with what works' Behaviour becomes deeply ingrained through repetition If 'what works' is inappropriate we need to replace it Autism

Asperger's Syndrome:

difficulties in interpreting non-verbal communication such as facial expressions and body movements peculiar use of language obsessive interests in narrowly defined areas clumsiness and poor body awareness behavioural problems Asperger's Syndrome

Asperger's Syndrome:

Asperger's Syndrome There are three main differences between Asperger's, as it is viewed, and autism. Compared with classic autism, people with Asperger's have IQs that fall in the normal or even superior range. Those with autism typically have lower intelligence, as measured by standardized assessment measures. Speech is the second difference. People with autism do not typically develop the normal abilities to use sounds and language as means of communication, whereas the speech of those with Asperger's is intact. They may not understand the subtleties of language, such as irony and humor , or understand the give-and-take nature of communication but their ability to speak is intact, whereas that is not the case in autism. The third difference is the age of detection. Typically, Asperger's becomes noticeable when the child enters school and difficulties with socialization become apparent, whereas autism is generally observable by two years of age, even earlier, when persistent failure to engage with people is observable.

Slide32:

familial and gender patterns 1:100 Gender bias: Classical Autism = 4 boys to 1 girl Asperger's Syndrome = 9 boys to 1 girl

The Triad of Impairments:

The Triad of Impairments Social Understanding Imagination Social Communication

Mind-blindness:

Mind-blindness People with autism lack an ability to appreciate the mental states of other people Evident from about age four onwards Appreciating the mental states of other people is essential for forming social groups

Central Coherence:

Central Coherence The ability to ... see the bigger picture understand the context get the gist

The hidden curriculum:

The hidden curriculum

Executive Function:

Executive Function switch our attention from one thing to another prioritise make decisions plan strategically

Challenges with communication :

Receptive/expressive language Language : rhythm, pitch, inflection and volume Body language, facial affect, interpretation of non-verbal behaviour of others Concrete and literal thinking Challenges with communication

Challenges with communication :

Difficulty understanding language with multiple meanings Humor Sarcasm Synonyms Idioms Metaphors Challenges with communication

Challenges with behaviour:

Self-stimulation E.g . Rubbing fingers, pulling hair, rocking Perseverative topics of conversation Limited/obsessive range of interests Non-functional routines or rituals E.g . Having to have books in specific order Anxiety/depression Tantrums/meltdowns Challenges with behaviour

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Mental Illness:

Mental Illness Not every one who has mental illness has challenging behaviours. *Caution - symptom alert !!!!!

Schizophrenia:

Schizophrenia is a chronic, incapacitating disorder, characterized by an inability to distinguish between what is real and what isn't. A person with schizophrenia experiences hallucinations and delusional thoughts and is unable to think rationally, communicate properly, make decisions or remember information. Schizophrenia

Schizophrenia:

Characteristic symptoms: Delusions Hallucinations Disorganised speech pattern Very disorganised behaviour (e.g. dressing inappropriately, crying frequently) or catatonic behaviour Lack or decline in emotional expression/response, lack or decline in speech, or lack or decline in motivation. Schizophrenia

Bipolar Disorder:

Mania - increased activity, rapid thoughts & speech, overly high self-esteem, reduced need for sleep, risky & impulsive behaviours, quick mood changes e.g. happiness to anger Depression - loss of motivation & interest, low self-esteem, insomnia, loss of appetite, suicidal thoughts Bipolar Disorder

Personality disorders:

Behaviours that are different from the cultural norm. Unstable personal relationships, self-image & emotions. Impulsive. Inappropriate intense anger. Sometimes paranoid thoughts. Personality disorders

Major Depression:

Depressed most of the day Little interest or pleasure on all, or almost all, activities Insomnia Sleeps too much Psychomotor agitation Feelings of being worthless Lack of concentration or being indecisive Recurrent thoughts of death - thinking about & planning suicide. Major Depression

Anxiety disorders:

Anxiety, worry, and stress are a part of life. Anxiety is a necessary warning signal of a dangerous or difficult situation. Without anxiety, we would have no way of anticipating difficulties ahead or preparing for them. Anxiety becomes a disorder when the symptoms become chronic and interfere with our daily lives and our ability to function. Examples of AD's are PTSD / Phobias / OCD Anxiety disorders

Autism Spectrum Disorders:

Issues in showing or sharing enjoyment, social interactions Poor non-verbal communication behaviours Difficulties in developing, maintaining or understanding relationships Repetitive motor movements or speech Inflexible (routines) Rituals Preoccupations, attachments to unusual objects High pain tolerance Hyper or hypo reaction to sensory aspects Autism Spectrum Disorders

Dementia:

Dementia is not one specific disease. It is a collection of symptoms caused by disorders affecting the brain. Brain function is affected enough to interfere with the person's normal activities of daily life Dementia affects: thinking memory mood behaviour and the ability to perform everyday tasks. Dementia

Physiological Reasons:

Diabetes - anxiety, personality changes, automatic behaviour Lack of oxygen - confusion, disorientation, hallucinations, behaviour changes Low sodium / high sodium (salts)- restlessness, irritability, confusion Hormones - menopause/ testosterone - irritability, aggression, hyperactivity etc. Sleep deprivation/Insomnia - irritability , behavioural problems Physiological Reasons

Drugs:

Drugs Many drugs, both legal and illegal can cause challenging behaviour Can be if they are taken together - causing a reaction On their own (e.g. amphetamines) When they are stopped

Dementia:

Dementia is an illness that affects the brain and eventually causes a person to lose the ability to perform daily self care. All areas of daily living are effected over the course of the disease. Over time a person with dementia loses the ability to learn new information, make decisions, and plan the future. Communication with other people becomes difficult. People with dementia ultimately lose the ability to perform daily tasks and to recognize the world around them. Dementia

Many types ...:

Many types ...

Dementia:

In the beginning of the disease, the person may be aware of some of the changes in memory and rely more on others for reminders. As dementia worsens , the person may get lost easily and be unable to drive or manage finances. In advanced dementia, the person will lose the ability to eat, drink, bathe, dress , or use the toilet without assistance. Eventually, someone who is at the end of life may not be able to swallow safely, talk, or get out of bed and will be totally dependent on others for help with every daily activity. Throughout the course of the disease , individuals may become sad, agitated, wander, or resist care. Dementia

Some facts:

Two thirds of people with dementia are women At end of life, one third of people will have dementia Dementia is most common in older people but younger people (under 65) can get it too. 40-64 years: 1 in 1,400 65-69 years: 1 in 100 70-79 years: 1 in 25 80+ years: 1 in 6 Some facts

Dementia:

Dementia 50% of nursing home nurses have been physically abused by a patient in the past year 48% have suffered emotional abuse by a patient www.cihi.ca Findings from the 2005 National Survey of the Work and Health of Nurses (Ottawa:Statistics Canada, 2006)

Types of challenging behaviours:

Agitation: General restlessness Near-constant, no triggers noted Specific restlessness - Such as with dressing, bathing, feeding Disruptive vocalizations - Yelling , questioning, swearing Disrobing Hoarding/stealing - Especially new onset with the dementia Wandering/pacing 20% Types of challenging behaviours

Types of challenging behaviours:

Other than Agitation: Aggression - Towards self, residents or staff - Focused or random Hypersexuality - Verbal , physical or both Resistance/noncompliance - With medications, meals, carers Sleep difficulties - Up all night, asleep all day - fragmented sleep Types of challenging behaviours

What makes a behaviour a problem?:

What makes a behaviour a problem? Dysfunction Changes in the day-to-day functioning of the resident and peers due to the behavior Aggression towards others so severe that it puts their placement in jeopardy by harming others or themselves Disruptive vocalizations so intense that their safety is at risk from the aggressive peers Generalized restlessness so profound it leads to a fall and hip fracture in a resident with gait problems

What makes a behaviour a problem?:

The CONTEXT of the behaviour is often what makes it a problem At a physically small nursing home a person who walks constantly may be pacing whereas at a larger facility they are "walking the halls" No men, likely no hyper sexuality Frail resident means little threat of injury to others if aggressive Non-compliance with multivitamin vs. insulin Continued soft spoken talking vs. yelling What makes a behaviour a problem?

What makes a behaviour a problem?:

Dysfunction and Context together ... Worse if ... Physical symptoms directed towards others Verbal symptoms directed towards others Less disruptive if: The resident talks all the time but never raises their voice The resident sleeps too much The resident is too weak to hurt anyone when they are aggressive What makes a behaviour a problem?

A definition ...:

... a behaviourally defined developmental condition resulting from neurological characteristics caused by genetic factors A definition ...

Autism:

Key features: the inability to relate themselves in the ordinary way to people and situations the absence of spontaneous sentence formation insistence on sameness Autism

Autism:

Many people with autism have a limited range of behaviour and a limited capacity to learn new skills Given this, they are likely to 'stick with what works' Behaviour becomes deeply ingrained through repetition If 'what works' is inappropriate we need to replace it Autism

Asperger's Syndrome:

difficulties in interpreting non-verbal communication such as facial expressions and body movements peculiar use of language obsessive interests in narrowly defined areas clumsiness and poor body awareness behavioural problems Asperger's Syndrome

Asperger's Syndrome:

Asperger's Syndrome There are three main differences between Asperger's, as it is viewed, and autism. Compared with classic autism, people with Asperger's have IQs that fall in the normal or even superior range. Those with autism typically have lower intelligence, as measured by standardized assessment measures. Speech is the second difference. People with autism do not typically develop the normal abilities to use sounds and language as means of communication, whereas the speech of those with Asperger's is intact. They may not understand the subtleties of language, such as irony and humor , or understand the give-and-take nature of communication but their ability to speak is intact, whereas that is not the case in autism. The third difference is the age of detection. Typically, Asperger's becomes noticeable when the child enters school and difficulties with socialization become apparent, whereas autism is generally observable by two years of age, even earlier, when persistent failure to engage with people is observable.

Slide32:

familial and gender patterns 1:100 Gender bias: Classical Autism = 4 boys to 1 girl Asperger's Syndrome = 9 boys to 1 girl

The Triad of Impairments:

The Triad of Impairments Social Understanding Imagination Social Communication

Mind-blindness:

Mind-blindness People with autism lack an ability to appreciate the mental states of other people Evident from about age four onwards Appreciating the mental states of other people is essential for forming social groups

Central Coherence:

Central Coherence The ability to ... see the bigger picture understand the context get the gist

The hidden curriculum:

The hidden curriculum

Executive Function:

Executive Function switch our attention from one thing to another prioritise make decisions plan strategically

Challenges with communication :

Receptive/expressive language Language : rhythm, pitch, inflection and volume Body language, facial affect, interpretation of non-verbal behaviour of others Concrete and literal thinking Challenges with communication

Challenges with communication :

Difficulty understanding language with multiple meanings Humor Sarcasm Synonyms Idioms Metaphors Challenges with communication

Challenges with behaviour:

Self-stimulation E.g . Rubbing fingers, pulling hair, rocking Perseverative topics of conversation Limited/obsessive range of interests Non-functional routines or rituals E.g . Having to have books in specific order Anxiety/depression Tantrums/meltdowns Challenges with behaviour

Have a question? Call us at
US 210-787-1860

Open Monday to Friday, 8 AM to 6 PM EST

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Week Three CB Conditions Associated With CB

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Dealing with Challenging Behaviour:

Dealing with Challenging Behaviour Definitions of Challenging Behaviour

Behaviour ...:

Behaviour can be defined as the way in which an individual behaves or acts. It is the way an individual conducts herself/himself. Behaviour should be seen in relation to an occurrence phenomenon, an object or person. It can be seen in reference to society norms, or the way in which one treats others. Behaviour , therefore, is the way an individual acts towards people, society or objects. It can be either bad or good. It can be normal or abnormal according to society norms. Society will always try to correct bad behaviour and try to bring abnormal behaviour back to normal. Behaviour ...

Behaviour problems:

Behaviour problems Each society has accepted ways of life which are known as norms . The way one conforms to, or deviates from, these norms will form good or bad behaviour.

In your society, what behaviours are regarded as good behaviours (norms)? Think of 5 ....:

In your society, what behaviours are regarded as good behaviours (norms)? Think of 5 ... . Not talking with your mouth full Not stealing Respecting others Saying please and thank you

In life there are rules which govern our everyday life. What are some of the rules at MCAST?:

In life there are rules which govern our everyday life. What are some of the rules at MCAST ? What are some of the rules that are present in your everyday life?

When someone does not follow the 'rules' we say that their behaviour is abnormal or disordered.:

The difference between many normal and abnormal behaviours is usually a question of degree. When someone does not follow the 'rules' we say that their behaviour is abnormal or disordered.

Definition:

"Behaviour of such intensity, frequency and duration that the physical safety of the person or others is likely to be placed in serious jeopardy or behaviour which is likely to seriously limit or delay access to and use of ordinary community facilities ... " Emerson et al (1987 ) Definition

Definition:

"Behaviour of such intensity , frequency and duration that the physical safety of the person or others is likely to be placed in serious jeopardy or behaviour which is likely to seriously limit or delay access to and use of ordinary community facilities ... " Emerson et al (1987 ) Definition

Another one ...:

Prevents participation - In appropriate activities; Often isolates people from their peers; Affects learning & functioning; Drastically reduces opportunities for involvement in ordinary community activities; Makes excessive demand on staff & resources; Places the person or others in physical danger; Makes the possibilities for future placement difficult. Harris et al (1996) Another one ...

About a lettuce :

About a lettuce When you plant lettuce, if it does not grow well, you don't blame the lettuce. You look into the reasons it is not doing well. It may need fertilizer, or more water, or less sun. You never blame the lettuce. Yet if we have problems with our friends or our family, we blame the other person. But if we know how to take care of them, they will grow well, like lettuce. Blaming has no positive effect at all, nor does trying to persuade using reason and arguments. That is my experience. No blame, no reasoning, no argument, just understanding. If you understand, and you show that you understand, you can love, and the situation will change. Thích Nhat Hanh (Buddhist priest)

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Development Through Life Stages:

Development Through Life Stages Conceptions of Development

Ancient conceptions of development:

People have been thinking for a long time about how we change with age throughout life. Lets examine three ancient ways of conceptualizing human development. Ancient conceptions of development

Slide3:

Probably the oldest known classification of the life course is in the ' Dharmashastras ', the sacred law books of the Hindu religion, written about 3,000 years ago; In this classification there are four stages of a man's life, each lasting about 25 years (in an ideal life span of 100 years): Apprentice, ages 0-25 Householder, ages 26-50 Forest dweller, ages 51-75 Renunciant , ages 75-100 (strict / restrained)

Slide4:

The apprentice stage involves childhood and adolescence. In this stage a boy is dependent on his parents, as he grows up and learns the skills necessary for adult life. In the householder stage, the young man has married and is in charge of his own household. This is a time of many responsibilities, ranging from providing for a wife and family, to taking care of elderly parents, to engaging in productive work.

Slide5:

The forest dweller stage begins when a man's first grandson is born. The religious ideal in this stage is for a man to withdraw from the world and literally live in the forest, devoting himself to prayer and religious study, and cultivating patience and compassion. Few Hindus ever actually withdraw to the forest, but even those who remain within society are supposed to begin to withdraw from worldly attachments. This means an end to sexual life, a decline in work responsibilities, and the beginning of a transfer of household responsibilities to the sons of the family.

Slide6:

The final stage of life is that of renunciant . The renunciant goes even further than the forest dweller in rejecting worldly attachments. The purpose of life in this stage is simply to prepare for the end of this life and entry into the next (Hindus believe in reincarnation). Keep in mind, of course, that this stage begins at age 75, an age that few people reached thousands of years ago when the Dharmashastras were written and that even now marks the beginning of a rather short stage of life for most people who reach it.

Solon, a philosopher in ancient Greece about 2,500 years ago:

Solon, a philosopher in ancient Greece about 2,500 years ago Solon believed that the life span was comprised of 10 seven year segments lasting from birth to age 70

Slide8:

Ages 0-7: A stage of being "unripe." Ages 7-14: Signs of approaching manhood "show in the bud." Ages 14-21: His limbs are growing, his chin is "touched with fleecy down," and the bloom of his cheek is gone. Ages 21-28: Now the young man "ripens to greatest completeness" physically, and "his worth becomes plain to see." Ages 28-35: The ages of marriage and parenthood, when "he bethinks him that this is the season for courting, bethinks him that sons will preserve and continue his line." Ages 35-42: A stage of maturity of mind and morals, when "his mind, ever open to virtue, broadens, and never inspires him to profitless deeds." Ages 42-56: Two 7-year segments combine in this stage, when "the tongue and mind for fourteen years are at their best." Ages 56-63: The first signs of decline, when "he is able, but never so nimble in speech and wit as he was in the days of his prime." Ages 63-70: The end of life. At this point the man "has come to the time to depart on the ebb tide of death."

Slide9:

A third ancient conception of the life course comes from the Jewish holy book the Talmud, written about 1,500 years ago. Like the Hindu Dharmashastras , the life course described in the Talmud goes up to age 100, but in smaller segments.

Slide10:

Age 5 is the age for beginning to read Scripture. Age 10 is for beginning to learn the religious laws of the Jewish people. Age 13 is the age of moral responsibility, when a boy has his Bar Mitzvah signifying that he is responsible for keeping the religious commandments, rather than his parents being responsible for him. Age 15 is for first being able to discuss the Talmud. Age 18 is for the wedding canopy. Age 20 is for seeking an occupation. Age 30 is for attaining full strength. Age 40 is for understanding. Age 50 is for giving counsel. Age 60 is for becoming an elder and attaining wisdom. Age 70 is for white hair. Age 80 is for reaching a new, special strength of old age. Age 90 is for being bent under the weight of the years. Age 100 is for being as if already dead and passed away from the world.

Slide11:

Although all of these conceptions of life development were written in vastly different places & time - they share certain similarities: All are based on the ideal. Preparation for life starts in youth, youth is a sign of immaturity Adulthood is a time of gaining skills, being productive & having responsibilities Wisdom and peace come with old age, which is the age of preparing to die.

Why were women excluded from these three ancient conceptions of human development?:

Why were women excluded from these three ancient conceptions of human development? The absence of women from these conceptions of human development reflects the fact that in most cultures throughout history, men have held most of the power and have often kept women excluded from areas such as religious leadership and philosophy that inspired life-stage conceptions.

More Modern Conceptions of Human Development:

The scientific study of human development has been around for a relatively short time, only about 120 years. During that time there have been three major ways of conceptualizing human development: the psychosexual approach the psychosocial approach the ecological approach. More Modern Conceptions of Human Development

What is a theory?:

A theory provides reasoning for why something may occur or explain patterns in behaviour. A scientific theory is an idea that is formed through thorough research, and aims to explain a particular part of a subject. All scientific theories have vast amounts of data from innumerable observations performed independently by innumerable scientists otherwise it is a hypothesis. What is a theory?

Sigmund Freud. 1856 - 1939:

Sigmund Freud. 1856 - 1939 Freud developed a theory of personality development. He believed that our behaviour in later life is shaped by our early childhood influences. When he talks about personality he means the character traits that people have.

Psychosexual Development:

Freud believed that human beings, from birth, possess an instinctive sexual energy that develops in five stages: Oral Anal Phallic Latent Genital Psychosexual Development

Freud believed ...:

Our mental processes and personality are developed sexually. Personality is established by the age of 5. Early experiences play a huge role in personality development ... Healthy Personality results when the psychosexual stages are completed successfully Fixation - persistent focus on an early psychosexual stage - occurs if certain issues are not resolved at the appropriate stage. Freud believed ...

The Oral Stage:

Occurs when a child is in their first year of life and the area of pleasure is focussed on their mouth. Babies often learn with their mouths - chewing & sucking on objects. A disturbance of the oral stage may result in a permanent fixation on the mouth for gratification. Too much - the child does NOT learn that s/he does not control the environment and becomes impatient and greedy. Too little - child becomes passive and dependent. Orally fixated children may grow up to overeat, smoke or drink excessively. The Oral Stage

The Anal Stage:

Occurs between the ages of one and three. Child experiences pleasure from the elimination of faeces. Toilet training teaches control of bodily needs If dealt with well - child feels a sense of accomplishment & independence. Freud believed that parents who are too strict with their children during toilet training, could cause a 'fixation' in their child. In later life this may be seen as an obsessive personality or a control or neat freak. If parents were not strict enough the child could grow up to become elf-indulgent, messy, destructive and disorganised. The Anal Stage

The Phallic Stage:

Primary focus of the child between 3 and 6 years old is the genitals. Children begin to discover the differences between males & females. Freud talks about two complexes. The Phallic Stage

The Oedipus & Electra Complexes:

The Oedipus complex is found in boys. Freud says that a boy between 3 and 6 develops feelings towards his mother and his father becomes his rival causing a tense relationship. It is resolved when he identifies with his father. In girls, a similar disorder is called the Electra complex. The girl, Freud says, develops feelings for her father and develops penis envy. In later life - a disturbance in this stage can result in authority problems. The Oedipus & Electra Complexes

The Latent Period:

Age 6 to puberty. Sexual desires are put away for the time being. This stage begins when children enter school. The 'energy' is directed towards other areas such as learning, friendships and hobbies. This period is important in the development of social & communication skills and self-confidence. The Latent Period

The Genital Stage:

From puberty to death. The person develops a strong sexual interest in the opposite sex* Becomes more interested in the welfare of others. If all other stages have been completed successfully, the person should be well balanced, warm and caring. If not - the person cannot shift focus away from their own bodies / parents / needs towards the responsibilities that come with adulthood. The Genital Stage

Evaluating Freud's theory ...:

Evaluating Freud's theory ... What do you think?

Evaluating Freud's theory ...:

Freud mainly focuses on male development An excessive emphasis on the sexual drive as a basis for development His theories are difficult to test scientifically Difficult to assess cause & effect- dues to the passage of time Freud based his theories on mentally ill patients - not on actual observation and study of children Nevertheless, Freud's psychosexual theory was the dominant view of human development throughout the first half of the 20th century. Evaluating Freud's theory ...

Erik Erikson 1902 - 1994:

Erik Erikson 1902 - 1994 Erikson doubted Freud's psychosexual theory and he proposed a theory with two crucial differences. Firstly - it was a psychosocial theory - emphasising not sexuality as being the driving force in development, but rather the human need to become integrated into the social & cultural environment. Secondly Erikson viewed development as continuing throughout the life span.

Erikson's Stages of Development:

8 stages of development. Addresses bio, social, situational, personal influences Each stage has a unique developmental (social) challenge that each person must resolve. Once resolved the person is ready for the next stage of development. But if a person has a problem with the challenge in one stage and tries to move on, they will have problems in the next one. Lets look at the stages. Erikson's Stages of Development

Erikson's 8 stages of development:

Erikson's 8 stages of development

Trust vs Mistrust:

From birth to 12 months of age, infants must learn that adults can be trusted. This occurs when adults meet a child's basic needs for survival. Infants are dependent upon their caregivers, so caregivers who are responsive and sensitive to their infant's needs help their baby to develop a sense of trust; their baby will see the world as a safe, predictable place. Unresponsive caregivers who do not meet their baby's needs can cause feelings of anxiety, fear, and mistrust; their baby may see the world as unpredictable. If infants are treated cruelly or their needs are not met appropriately, they will likely grow up with a sense of mistrust for people in the world. Trust vs Mistrust

Autonomy vs Shame/Doubt:

As toddlers (ages 1-3 years) begin to explore their world, they learn that they can control their actions and act on their environment to get results. They begin to show clear preferences for certain elements of the environment, such as food, toys, and clothing. A toddler's main challenge is to deal with the issue of autonomy vs. shame and doubt by working to establish independence. This is the "me do it" stage. For example, we might observe a growing sense of independence in a 2-year-old child who wants to choose her clothes and dress herself. Although her outfits might not be appropriate for the situation, her input in such basic decisions has an effect on her sense of independence . If denied the opportunity to act on her environment, she may begin to doubt her abilities, which could lead to low self-esteem and feelings of shame. Autonomy vs Shame/Doubt

Initiative vs Guilt:

Pre-school ages 3-5 Child expresses desire to take initiative in activities Parents punish child for initiative: child develops feelings of guilt that will affect self-directed activity throughout life Initiative vs Guilt

Industry vs Inferiority :

During the elementary school stage (ages 6-12), children face the task of industry vs. inferiority. Children begin to compare themselves with their peers to see how they measure up. They either develop a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior and inadequate because they feel that they don't measure up. If children do not learn to get along with others or have negative experiences at home or with peers, an inferiority complex might develop into adolescence and adulthood. Industry vs Inferiority

Identity vs Role Confusion :

In adolescence (ages 12-18), an adolescent's main task is developing a sense of self. Adolescents struggle with questions such as "Who am I?" and "What do I want to do with my life?" Along the way, most adolescents try on many different selves to see which ones fit; they explore various roles and ideas, set goals, and attempt to discover their "adult" selves. Adolescents who are successful at this stage have a strong sense of identity and are able to remain true to their beliefs and values in the face of problems and other people's perspectives. When adolescents are apathetic, do not make a conscious search for identity, or are pressured to conform to their parents' ideas for the future, they may develop a weak sense of self and experience role confusion. They will be unsure of their identity and confused about the future. Teenagers who struggle to adopt a positive role will likely struggle to "find" themselves as adults. Identity vs Role Confusion

Intimacy vs Isolation:

People in early adulthood (20s through early 40s) are concerned with intimacy vs. isolation. After we have developed a sense of self in adolescence, we are ready to share our life with others. However, if other stages have not been successfully resolved, young adults may have trouble developing and maintaining successful relationships with others. Erikson said that we must have a strong sense of self before we can develop successful intimate relationships. Adults who do not develop a positive self-concept in adolescence may experience feelings of loneliness and emotional isolation. Intimacy vs Isolation

Generativity vs Stagnation:

When people reach their 40s, they enter the time known as middle adulthood, which extends to the mid-60s. The social task of middle adulthood is generativity vs. stagnation . Generativity involves finding your life's work and contributing to the development of others through activities such as volunteering, mentoring, and raising children. During this stage, middle-aged adults begin contributing to the next generation, often through childbirth and caring for others; they also engage in meaningful and productive work which contributes positively to society. Those who do not master this task may experience stagnation and feel as though they are not leaving a mark on the world in a meaningful way; they may have little connection with others and little interest in productivity and self-improvement. Generativity vs Stagnation

Integrity vs Despair:

From the mid-60s to the end of life, we are in the period of development known as late adulthood. Erikson's task at this stage is called integrity vs. despair. He said that people in late adulthood reflect on their lives and feel either a sense of satisfaction or a sense of failure. People who feel proud of their accomplishments feel a sense of integrity, and they can look back on their lives with few regrets . However, people who are not successful at this stage may feel as if their life has been wasted. They focus on what "would have," "should have," and "could have" been. They face the end of their lives with feelings of bitterness, depression, and despair. Integrity vs Despair

Activity:

Eric's kindergarten teacher is very concerned about him. He is hesitant to get involved in group activities, and though he seems bright verbally, he tells his teacher he "can't" do the work and will not start assignments unless the teacher is there to help and reassure him. Additionally, he always waits for the teacher to help him put on his coat and boots, even though she has encouraged him to do so himself. Activity

What do you think?:

What do you think? Based on your own life experiences up until today - which theory of human development do you consider to be more valid - Freud's or Erikson's?

Urie Bronfenbrenner:

Urie Bronfenbrenner Unlike Freud and Erikson (stage theories), Bronfenbrenner's theory is that human development is shaped by five interrelated systems in the social environment

Bronfenbrenner's systems ...:

Bronfenbrenner's systems ... Microsystem Mesosystem Exosystem Macrosystem Chronosystem

Microsystem:

The microsystem is Bronfenbrenner's term for the immediate environment , the settings where people experience their daily lives. Microsystems in most cultures include relationships with each parent, with siblings, and perhaps with extended family ; with peers and friends; with teachers; and with other adults ( such as coaches, religious leaders, and employers). Personality traits or behaviour of parents, friends, influence a child's development. The child builds his or her 'first perspectives' through the family and people who are close. Bronfenbrenner emphasizes that the child is an active agent in the microsystems. For example, children are affected by their parents but children's behaviour affects their parents as well; children are affected by their friends but they also make choices about whom to have as friends . Microsystem

Mesosystem:

The mesosystem is the network of interconnections between the various microsystems . For example, a child who is experiencing abusive treatment from parents may become difficult to handle in relationships with teachers; or, if a parent's employer demands longer hours in the workplace the parent's relationship with the child may be affected . Parent teacher relation, impact of what a teacher says about the child's performance or behaviour; as an excellent or average student. A conflict or a divorce among the parents naturally increases emotional tension for the child. The strife between parents, if reflected in their relation with kids, disrupts the children's idea of a peaceful family. Mesosystem

Exosystem:

The exosystem refers to the societal institutions that have indirect but potentially important influences on development. (so not the child influences - but is influenced!!) These institutions include schools, religious institutions, and media. Eg ., in Asian countries such as South Korea, competition to get into college is intense and depends chiefly on adolescents' performance on a national exam at the end of high school. Consequently , the high school years are a period of extreme academic stress . Parent's workplace impacting children. If one of the parents is promoted or is sacked, it has indirect repercussions on children too. The atmosphere at home may undergo a big change. Change in their place of work (a parent traveling for work), may affect the relation where the child feels closer to the parent he spends more time with, going away from the other for no reason. Exosystem

Macrosystem:

The macrosystem is the broad system of cultural beliefs and values, and the economic and governmental systems that are built on those beliefs and values . For example, in countries such as Iran and Saudi Arabia, cultural beliefs and values are based in the religion of Islam, and the economic and governmental systems of those countries are also based on the teachings of Islam. In contrast, in most developed countries, beliefs in the value of individual freedom are reflected in a capitalist economic system and in governmental systems of representative democracy. Macrosystem

Chronosystem:

The chronosystem refers to changes that occur in developmental circumstances over time, both with respect to individual development and to historical changes. For example , with respect to individual development, losing your job is a much different experience at 15 than it would be at 45; With respect to historical changes, the occupational opportunities open to young women in many countries today are much broader than they were for young women half a century ago. Chronosystem

So ...:

So ... A child is picked on at home by older sibling and goes to school and is withdrawn from others or goes to school and picks on smaller children. (? system) Due to the child's religious beliefs the child cannot participate in holiday activities like classroom Christmas parties, Halloween parties, etc. (? system)

Slide50:

There are many characteristics of Bronfenbrenner's ecological theory that make it important. Many developmental theories make no mention of culture, but culture is an important component of Bronfenbrenner's theory. He recognizes that the cultural beliefs and values of the macrosystem are the basis for many of the other conditions of children's development. Furthermore, his theory recognizes the importance of historical contexts as influences on development. Also , Bronfenbrenner emphasized that children and adolescents are active participants in their development, not merely the passive recipients of external influences.

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Development Through Life Stages:

Development Through Life Stages Conceptions of Development

Ancient conceptions of development:

People have been thinking for a long time about how we change with age throughout life. Lets examine three ancient ways of conceptualizing human development. Ancient conceptions of development

Slide3:

Probably the oldest known classification of the life course is in the ' Dharmashastras ', the sacred law books of the Hindu religion, written about 3,000 years ago; In this classification there are four stages of a man's life, each lasting about 25 years (in an ideal life span of 100 years): Apprentice, ages 0-25 Householder, ages 26-50 Forest dweller, ages 51-75 Renunciant , ages 75-100 (strict / restrained)

Slide4:

The apprentice stage involves childhood and adolescence. In this stage a boy is dependent on his parents, as he grows up and learns the skills necessary for adult life. In the householder stage, the young man has married and is in charge of his own household. This is a time of many responsibilities, ranging from providing for a wife and family, to taking care of elderly parents, to engaging in productive work.

Slide5:

The forest dweller stage begins when a man's first grandson is born. The religious ideal in this stage is for a man to withdraw from the world and literally live in the forest, devoting himself to prayer and religious study, and cultivating patience and compassion. Few Hindus ever actually withdraw to the forest, but even those who remain within society are supposed to begin to withdraw from worldly attachments. This means an end to sexual life, a decline in work responsibilities, and the beginning of a transfer of household responsibilities to the sons of the family.

Slide6:

The final stage of life is that of renunciant . The renunciant goes even further than the forest dweller in rejecting worldly attachments. The purpose of life in this stage is simply to prepare for the end of this life and entry into the next (Hindus believe in reincarnation). Keep in mind, of course, that this stage begins at age 75, an age that few people reached thousands of years ago when the Dharmashastras were written and that even now marks the beginning of a rather short stage of life for most people who reach it.

Solon, a philosopher in ancient Greece about 2,500 years ago:

Solon, a philosopher in ancient Greece about 2,500 years ago Solon believed that the life span was comprised of 10 seven year segments lasting from birth to age 70

Slide8:

Ages 0-7: A stage of being "unripe." Ages 7-14: Signs of approaching manhood "show in the bud." Ages 14-21: His limbs are growing, his chin is "touched with fleecy down," and the bloom of his cheek is gone. Ages 21-28: Now the young man "ripens to greatest completeness" physically, and "his worth becomes plain to see." Ages 28-35: The ages of marriage and parenthood, when "he bethinks him that this is the season for courting, bethinks him that sons will preserve and continue his line." Ages 35-42: A stage of maturity of mind and morals, when "his mind, ever open to virtue, broadens, and never inspires him to profitless deeds." Ages 42-56: Two 7-year segments combine in this stage, when "the tongue and mind for fourteen years are at their best." Ages 56-63: The first signs of decline, when "he is able, but never so nimble in speech and wit as he was in the days of his prime." Ages 63-70: The end of life. At this point the man "has come to the time to depart on the ebb tide of death."

Slide9:

A third ancient conception of the life course comes from the Jewish holy book the Talmud, written about 1,500 years ago. Like the Hindu Dharmashastras , the life course described in the Talmud goes up to age 100, but in smaller segments.

Slide10:

Age 5 is the age for beginning to read Scripture. Age 10 is for beginning to learn the religious laws of the Jewish people. Age 13 is the age of moral responsibility, when a boy has his Bar Mitzvah signifying that he is responsible for keeping the religious commandments, rather than his parents being responsible for him. Age 15 is for first being able to discuss the Talmud. Age 18 is for the wedding canopy. Age 20 is for seeking an occupation. Age 30 is for attaining full strength. Age 40 is for understanding. Age 50 is for giving counsel. Age 60 is for becoming an elder and attaining wisdom. Age 70 is for white hair. Age 80 is for reaching a new, special strength of old age. Age 90 is for being bent under the weight of the years. Age 100 is for being as if already dead and passed away from the world.

Slide11:

Although all of these conceptions of life development were written in vastly different places & time - they share certain similarities: All are based on the ideal. Preparation for life starts in youth, youth is a sign of immaturity Adulthood is a time of gaining skills, being productive & having responsibilities Wisdom and peace come with old age, which is the age of preparing to die.

Why were women excluded from these three ancient conceptions of human development?:

Why were women excluded from these three ancient conceptions of human development? The absence of women from these conceptions of human development reflects the fact that in most cultures throughout history, men have held most of the power and have often kept women excluded from areas such as religious leadership and philosophy that inspired life-stage conceptions.

More Modern Conceptions of Human Development:

The scientific study of human development has been around for a relatively short time, only about 120 years. During that time there have been three major ways of conceptualizing human development: the psychosexual approach the psychosocial approach the ecological approach. More Modern Conceptions of Human Development

What is a theory?:

A theory provides reasoning for why something may occur or explain patterns in behaviour. A scientific theory is an idea that is formed through thorough research, and aims to explain a particular part of a subject. All scientific theories have vast amounts of data from innumerable observations performed independently by innumerable scientists otherwise it is a hypothesis. What is a theory?

Sigmund Freud. 1856 - 1939:

Sigmund Freud. 1856 - 1939 Freud developed a theory of personality development. He believed that our behaviour in later life is shaped by our early childhood influences. When he talks about personality he means the character traits that people have.

Psychosexual Development:

Freud believed that human beings, from birth, possess an instinctive sexual energy that develops in five stages: Oral Anal Phallic Latent Genital Psychosexual Development

Freud believed ...:

Our mental processes and personality are developed sexually. Personality is established by the age of 5. Early experiences play a huge role in personality development ... Healthy Personality results when the psychosexual stages are completed successfully Fixation - persistent focus on an early psychosexual stage - occurs if certain issues are not resolved at the appropriate stage. Freud believed ...

The Oral Stage:

Occurs when a child is in their first year of life and the area of pleasure is focussed on their mouth. Babies often learn with their mouths - chewing & sucking on objects. A disturbance of the oral stage may result in a permanent fixation on the mouth for gratification. Too much - the child does NOT learn that s/he does not control the environment and becomes impatient and greedy. Too little - child becomes passive and dependent. Orally fixated children may grow up to overeat, smoke or drink excessively. The Oral Stage

The Anal Stage:

Occurs between the ages of one and three. Child experiences pleasure from the elimination of faeces. Toilet training teaches control of bodily needs If dealt with well - child feels a sense of accomplishment & independence. Freud believed that parents who are too strict with their children during toilet training, could cause a 'fixation' in their child. In later life this may be seen as an obsessive personality or a control or neat freak. If parents were not strict enough the child could grow up to become elf-indulgent, messy, destructive and disorganised. The Anal Stage

The Phallic Stage:

Primary focus of the child between 3 and 6 years old is the genitals. Children begin to discover the differences between males & females. Freud talks about two complexes. The Phallic Stage

The Oedipus & Electra Complexes:

The Oedipus complex is found in boys. Freud says that a boy between 3 and 6 develops feelings towards his mother and his father becomes his rival causing a tense relationship. It is resolved when he identifies with his father. In girls, a similar disorder is called the Electra complex. The girl, Freud says, develops feelings for her father and develops penis envy. In later life - a disturbance in this stage can result in authority problems. The Oedipus & Electra Complexes

The Latent Period:

Age 6 to puberty. Sexual desires are put away for the time being. This stage begins when children enter school. The 'energy' is directed towards other areas such as learning, friendships and hobbies. This period is important in the development of social & communication skills and self-confidence. The Latent Period

The Genital Stage:

From puberty to death. The person develops a strong sexual interest in the opposite sex* Becomes more interested in the welfare of others. If all other stages have been completed successfully, the person should be well balanced, warm and caring. If not - the person cannot shift focus away from their own bodies / parents / needs towards the responsibilities that come with adulthood. The Genital Stage

Evaluating Freud's theory ...:

Evaluating Freud's theory ... What do you think?

Evaluating Freud's theory ...:

Freud mainly focuses on male development An excessive emphasis on the sexual drive as a basis for development His theories are difficult to test scientifically Difficult to assess cause & effect- dues to the passage of time Freud based his theories on mentally ill patients - not on actual observation and study of children Nevertheless, Freud's psychosexual theory was the dominant view of human development throughout the first half of the 20th century. Evaluating Freud's theory ...

Erik Erikson 1902 - 1994:

Erik Erikson 1902 - 1994 Erikson doubted Freud's psychosexual theory and he proposed a theory with two crucial differences. Firstly - it was a psychosocial theory - emphasising not sexuality as being the driving force in development, but rather the human need to become integrated into the social & cultural environment. Secondly Erikson viewed development as continuing throughout the life span.

Erikson's Stages of Development:

8 stages of development. Addresses bio, social, situational, personal influences Each stage has a unique developmental (social) challenge that each person must resolve. Once resolved the person is ready for the next stage of development. But if a person has a problem with the challenge in one stage and tries to move on, they will have problems in the next one. Lets look at the stages. Erikson's Stages of Development

Erikson's 8 stages of development:

Erikson's 8 stages of development

Trust vs Mistrust:

From birth to 12 months of age, infants must learn that adults can be trusted. This occurs when adults meet a child's basic needs for survival. Infants are dependent upon their caregivers, so caregivers who are responsive and sensitive to their infant's needs help their baby to develop a sense of trust; their baby will see the world as a safe, predictable place. Unresponsive caregivers who do not meet their baby's needs can cause feelings of anxiety, fear, and mistrust; their baby may see the world as unpredictable. If infants are treated cruelly or their needs are not met appropriately, they will likely grow up with a sense of mistrust for people in the world. Trust vs Mistrust

Autonomy vs Shame/Doubt:

As toddlers (ages 1-3 years) begin to explore their world, they learn that they can control their actions and act on their environment to get results. They begin to show clear preferences for certain elements of the environment, such as food, toys, and clothing. A toddler's main challenge is to deal with the issue of autonomy vs. shame and doubt by working to establish independence. This is the "me do it" stage. For example, we might observe a growing sense of independence in a 2-year-old child who wants to choose her clothes and dress herself. Although her outfits might not be appropriate for the situation, her input in such basic decisions has an effect on her sense of independence . If denied the opportunity to act on her environment, she may begin to doubt her abilities, which could lead to low self-esteem and feelings of shame. Autonomy vs Shame/Doubt

Initiative vs Guilt:

Pre-school ages 3-5 Child expresses desire to take initiative in activities Parents punish child for initiative: child develops feelings of guilt that will affect self-directed activity throughout life Initiative vs Guilt

Industry vs Inferiority :

During the elementary school stage (ages 6-12), children face the task of industry vs. inferiority. Children begin to compare themselves with their peers to see how they measure up. They either develop a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior and inadequate because they feel that they don't measure up. If children do not learn to get along with others or have negative experiences at home or with peers, an inferiority complex might develop into adolescence and adulthood. Industry vs Inferiority

Identity vs Role Confusion :

In adolescence (ages 12-18), an adolescent's main task is developing a sense of self. Adolescents struggle with questions such as "Who am I?" and "What do I want to do with my life?" Along the way, most adolescents try on many different selves to see which ones fit; they explore various roles and ideas, set goals, and attempt to discover their "adult" selves. Adolescents who are successful at this stage have a strong sense of identity and are able to remain true to their beliefs and values in the face of problems and other people's perspectives. When adolescents are apathetic, do not make a conscious search for identity, or are pressured to conform to their parents' ideas for the future, they may develop a weak sense of self and experience role confusion. They will be unsure of their identity and confused about the future. Teenagers who struggle to adopt a positive role will likely struggle to "find" themselves as adults. Identity vs Role Confusion

Intimacy vs Isolation:

People in early adulthood (20s through early 40s) are concerned with intimacy vs. isolation. After we have developed a sense of self in adolescence, we are ready to share our life with others. However, if other stages have not been successfully resolved, young adults may have trouble developing and maintaining successful relationships with others. Erikson said that we must have a strong sense of self before we can develop successful intimate relationships. Adults who do not develop a positive self-concept in adolescence may experience feelings of loneliness and emotional isolation. Intimacy vs Isolation

Generativity vs Stagnation:

When people reach their 40s, they enter the time known as middle adulthood, which extends to the mid-60s. The social task of middle adulthood is generativity vs. stagnation . Generativity involves finding your life's work and contributing to the development of others through activities such as volunteering, mentoring, and raising children. During this stage, middle-aged adults begin contributing to the next generation, often through childbirth and caring for others; they also engage in meaningful and productive work which contributes positively to society. Those who do not master this task may experience stagnation and feel as though they are not leaving a mark on the world in a meaningful way; they may have little connection with others and little interest in productivity and self-improvement. Generativity vs Stagnation

Integrity vs Despair:

From the mid-60s to the end of life, we are in the period of development known as late adulthood. Erikson's task at this stage is called integrity vs. despair. He said that people in late adulthood reflect on their lives and feel either a sense of satisfaction or a sense of failure. People who feel proud of their accomplishments feel a sense of integrity, and they can look back on their lives with few regrets . However, people who are not successful at this stage may feel as if their life has been wasted. They focus on what "would have," "should have," and "could have" been. They face the end of their lives with feelings of bitterness, depression, and despair. Integrity vs Despair

Activity:

Eric's kindergarten teacher is very concerned about him. He is hesitant to get involved in group activities, and though he seems bright verbally, he tells his teacher he "can't" do the work and will not start assignments unless the teacher is there to help and reassure him. Additionally, he always waits for the teacher to help him put on his coat and boots, even though she has encouraged him to do so himself. Activity

What do you think?:

What do you think? Based on your own life experiences up until today - which theory of human development do you consider to be more valid - Freud's or Erikson's?

Urie Bronfenbrenner:

Urie Bronfenbrenner Unlike Freud and Erikson (stage theories), Bronfenbrenner's theory is that human development is shaped by five interrelated systems in the social environment

Bronfenbrenner's systems ...:

Bronfenbrenner's systems ... Microsystem Mesosystem Exosystem Macrosystem Chronosystem

Microsystem:

The microsystem is Bronfenbrenner's term for the immediate environment , the settings where people experience their daily lives. Microsystems in most cultures include relationships with each parent, with siblings, and perhaps with extended family ; with peers and friends; with teachers; and with other adults ( such as coaches, religious leaders, and employers). Personality traits or behaviour of parents, friends, influence a child's development. The child builds his or her 'first perspectives' through the family and people who are close. Bronfenbrenner emphasizes that the child is an active agent in the microsystems. For example, children are affected by their parents but children's behaviour affects their parents as well; children are affected by their friends but they also make choices about whom to have as friends . Microsystem

Mesosystem:

The mesosystem is the network of interconnections between the various microsystems . For example, a child who is experiencing abusive treatment from parents may become difficult to handle in relationships with teachers; or, if a parent's employer demands longer hours in the workplace the parent's relationship with the child may be affected . Parent teacher relation, impact of what a teacher says about the child's performance or behaviour; as an excellent or average student. A conflict or a divorce among the parents naturally increases emotional tension for the child. The strife between parents, if reflected in their relation with kids, disrupts the children's idea of a peaceful family. Mesosystem

Exosystem:

The exosystem refers to the societal institutions that have indirect but potentially important influences on development. (so not the child influences - but is influenced!!) These institutions include schools, religious institutions, and media. Eg ., in Asian countries such as South Korea, competition to get into college is intense and depends chiefly on adolescents' performance on a national exam at the end of high school. Consequently , the high school years are a period of extreme academic stress . Parent's workplace impacting children. If one of the parents is promoted or is sacked, it has indirect repercussions on children too. The atmosphere at home may undergo a big change. Change in their place of work (a parent traveling for work), may affect the relation where the child feels closer to the parent he spends more time with, going away from the other for no reason. Exosystem

Macrosystem:

The macrosystem is the broad system of cultural beliefs and values, and the economic and governmental systems that are built on those beliefs and values . For example, in countries such as Iran and Saudi Arabia, cultural beliefs and values are based in the religion of Islam, and the economic and governmental systems of those countries are also based on the teachings of Islam. In contrast, in most developed countries, beliefs in the value of individual freedom are reflected in a capitalist economic system and in governmental systems of representative democracy. Macrosystem

Chronosystem:

The chronosystem refers to changes that occur in developmental circumstances over time, both with respect to individual development and to historical changes. For example , with respect to individual development, losing your job is a much different experience at 15 than it would be at 45; With respect to historical changes, the occupational opportunities open to young women in many countries today are much broader than they were for young women half a century ago. Chronosystem

So ...:

So ... A child is picked on at home by older sibling and goes to school and is withdrawn from others or goes to school and picks on smaller children. (? system) Due to the child's religious beliefs the child cannot participate in holiday activities like classroom Christmas parties, Halloween parties, etc. (? system)

Slide50:

There are many characteristics of Bronfenbrenner's ecological theory that make it important. Many developmental theories make no mention of culture, but culture is an important component of Bronfenbrenner's theory. He recognizes that the cultural beliefs and values of the macrosystem are the basis for many of the other conditions of children's development. Furthermore, his theory recognizes the importance of historical contexts as influences on development. Also , Bronfenbrenner emphasized that children and adolescents are active participants in their development, not merely the passive recipients of external influences.

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Week Two - Development Through Life Stages

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No description available. Development Through Life Stages Conceptions of Development People have been thinking for a long time about how we change with age throughout life. Lets examine three ancient ways of conceptualizing human development.

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Study skills for nurses:

Study skills for nurses

Critiquing Research Articles:

Critiquing Research Articles Critical appraisal of the quality of clinical research is central to informed decision-making in healthcare . Critical appraisal is the process of carefully and systematically examining research evidence to judge its trustworthiness, its value and relevance in a particular context . It allows clinicians to use research evidence reliably and efficiently . A critique is a systematic way of objectively reviewing a piece of research to highlight both its strengths and weaknesses and its applicability to practice.

A bit of background:

A bit of background Researchers try to get their researched published as the final step in their research process They aim to get published in professional journals so that they get the most appropriate readership and have the greatest chance to contribute to professional practice Peer - reviewed journals are considered to be the best for publication because the contents are reviewed by peers for quality.

Peer reviewed journals:

Peer reviewed journals

The publication process:

The publication process Submission of a manuscript to the journal The manuscript is reviewed by at least two experts in the field - who do not know the identity of the authors (Called a blind review) They each write a report - about whether the article / research is relevant, the rigour of the research and its potential contribution to the profession

Rigour then is ... :

Rigour then is ... Trustworthy Dependable Applicable Credible Transferable

The publication process:

The publication process Submission of a manuscript to the journal The manuscript is reviewed by at least two experts in the field - who do not know the identity of the authors (Called a blind review) They each write a report - about whether the article / research is relevant, the rigour of the research and its potential contribution to the profession The reviewers make recommendations about whether the articles should be published or if it requires more work The editors then either accept or reject the paper based on the reviewers reports Authors may do the suggested changes and resubmit - and the whole process starts again

Choosing an article to review:

Choosing an article to review Consider the following ... Who is the target audience Does the journal have an editorial board Is the peer review process clearly explained When was the article published Is the article a seminal piece of research Often cited by others; may have presented an idea of great importance Not all publications follow rigorous procedures before publishing and not all work that is published is truthful or trustworthy

Evidence pyramid:

Evidence pyramid Homework:

So How do you know if an article / study is a 'good' one?:

So How do you know if an article / study is a 'good' one? By critiquing the article or study e valuate / criticise / review

Using a checklist to appraise a research article:

Using a checklist to appraise a research article Focuses on features of research in a step-by-step procedure Allows you to evaluate the strengths & limitations of studies Judge Assess Evaluate

Research Appraisal checklist:

Research Appraisal checklist Title Authors Keywords The abstract The introduction The literature review The aim The research design Data analysis (results & findings section) The discussion The conclusion Reference list or bibliography

Create a table of evidence:

Create a table of evidence Once you have finished critiquing your articles, divide them into three categories: Those you are not going to use Those that are 'keepers' - valuable for your needs Those that are 'questionable' - not immediately seeming to be valuable at this time

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Study skills for nurses Critiquing Research Articles Critical appraisal of the quality of clinical research is central to informed decision-making in healthcare . Critical appraisal is the process of carefully and systematically examining research evidence to judge its trustworthiness, its value and relevance in a particular context .

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Presentation Description

No description available.

Study skills for nurses:

Study skills for nurses

Dr Sally Axiak:

Dr Sally Axiak Nurse Registered Nurse - Learning Disabilities (UK) Registered Nurse - Mental Illness (Malta) BSc (Hons) Psychiatric Nursing MSc Health Service Management PhD (Education)

Some expectations ....:

Some expectations .... Be punctual . Come prepared - make sure you have all necessary materials for the lecture . Put your mobile away (and any other personal electronics ). Be respectful to each other - don't interrupt or disrupt . Be prepared to participate - if you don't understand something - ask . If you miss a session it is your responsibility to catch up with what you have missed. I am here to teach; you are here to learn. I will do my job; if you do yours together we will utilize this year wisely and beneficially .

There is no such thing as a stupid question:

There is no such thing as a stupid question

Practice makes perfect:

Practice makes perfect I hear it I forget it; I see it I remember it; I do it; I understand it

In which areas do you feel you need assistance?:

In which areas do you feel you need assistance?

What about ...:

What about ... Terminology? (related to academic study)? Presenting your work ( powerpoints / prezi )? Reading academic studies? Critical analysis? Exam preparation? Studying in groups?

Do you have any questions so far?:

Do you have any questions so far?

First things first ...:

First things first ... Get a note book and start your own glossary of terms at the back. Stick your photo on the inside (unless you are Warren or Joseph - your name will do) a list of terms in a special subject, field, or area of usage, with accompanying definitions .

What are Learning Styles?:

What are Learning Styles? Information enters your brain three main ways: sight, hearing and touch, which one you use the most is called your Learning Style Visual Learners learn by sight Auditory Learners learn by hearing Tactile Learners (kinesthetic) learn by touch

Visual Learners:

Visual Learners Prefer to see information such as pictures, diagrams, cartoons, demonstrations Picture words and concepts they hear as images Easily distracted in lecture with no visual aids Benefit from using charts, maps, notes, and flash cards when studying

Auditory Learners:

Auditory Learners Prefer to hear information spoken Can absorb a lecture with little effort May not need careful notes to learn. Often avoid eye contact in order to concentrate May read aloud to themselves Like background music when they study

Tactile or Kinesthetic Learners:

Tactile or Kinesthetic Learners Prefer touch as their primary mode for taking in information In traditional lecture situations, they should write out important facts Create study sheets connected to vivid examples Role-playing can help them learn and remember important ideas

Extraversion/Introversion (Social Orientation):

Extraversion/Introversion (Social Orientation) Extroverts Like talking with others and taking action. Prefer active learning and group projects. Introverts Prefer to have others do the talking. Prefer lectures and structured tasks.

Thinking/Feeling (Decision Making):

Thinking/Feeling (Decision Making) Thinkers Like to take an objective approach and emphasize logic and analysis in their decisions. Prefer objective feedback, and thrive when there is pressure to succeed. Feelers Prefer emotion to logic. Give greater weight to the impact of relationships in their decisions. Prefer positive feedback and individual recognition.

Judging/Perceiving (Achieving Goals):

Judging/Perceiving (Achieving Goals) Judgers Prefer clearly defined strategies to achieve goals. May jump to closure too quickly. Prefer orderliness, structure, and deadlines. Perceivers Like to consider all sides to a problem and may be at some risk for not completing their work. Prefer spontaneity and flexibility.

Discovering Your Own Learning Style:

Discovering Your Own Learning Style Think about your favorite classes so far. What do they have in common? Did you like... mastering facts? discussion? or working on your own? lecture? or pairing or grouping? hands-on activities? How do you think you learn?

Build Strengths across the Learning Styles:

Build Strengths across the Learning Styles Make the best use of your learning style. Work harder in skills that don't come easily to you. Be flexible and adaptable, try new things and new ways. Keep growing! Don't be easily satisfied!

Remember! No matter what your Learning Style is it's very important to-:

Remember! No matter what your Learning Style is it's very important to- Be involved in class - participate! Link classroom experience to the outside world Relate class concepts to your own life. Ask questions and offer criticism. Stimulate further relevant discussion. Don't get distracted - stay "on-task" Keep an open mind: there are many ideas beyond your own.

Learning styles:

Learning styles http:// www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml http://www.how-to-study.com/learning-style-assessment /

Discuss the pros and cons of peer pressure in adolescence:

Discuss the pros and cons of peer pressure in adolescence

MINDMAP Activity:

MINDMAP Activity Get into groups Brainstorm about the topic together for fifteen minutes Group similar points into themes (this is called clustering ) - this gives you structure when writing up your findings Once we have done the first mind map - we can then do a literature search to identify points we didn't think of. (useful to write the reference on your map so you don't forget later). When you think you have all the points that you want to include (we can refer to this as saturation ), write up a short composition which answers the original question.

For next week .... DO A MIND MAP IN YOUR NOTEBOOK RELATED TO THE FORMATIVE ASSESSMENT:

For next week .... DO A MIND MAP IN YOUR NOTEBOOK RELATED TO THE FORMATIVE ASSESSMENT

Sneak preview:

Sneak preview You will be presenting your work in 3 minute oral presentations and group powerpoints

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No description available. Study skills for nurses Dr Sally Axiak Nurse Registered Nurse - Learning Disabilities (UK) Registered Nurse - Mental Illness (Malta) BSc (Hons) Psychiatric Nursing MSc Health Service Management PhD (Education) Some expectations .... Be punctual . Come prepared - make sure you have all necessary materials for the lecture .

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Introduction

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Development Through Life Stages:

Development Through Life Stages Lecturer: Dr Sally Axiak

Todays agenda::

Todays agenda: An overview of the Unit content An introduction to some key terms and ideas that you will need to know moving forward in this Unit

Exercise ...... identify key life stages:

Exercise ...... identify key life stages

Life stages or Life cycle:

Life stages or Life cycle The idea that human development passes through a series of stages is a very old one. Roman writers identified three to seven distinct ages of man, proceeding from conception to death. Medieval thinkers formulated a variety of systems of age groups, dividing human life into three, four, five, six and so on - different groups. Today , social scientists use the concept of the "life cycle" to refer to the division of individual lives into a series of sequential stages, such as infancy , childhood, adolescence, middle age, and old age. Each age group has its own unique needs and problems.

Life stages::

Life stages: Main stages of life are linked to ages: Infancy: 0 - 2 years Childhood: 2 to 12 years Adolescence: 12 to 21 years Adulthood: 21 to 65 years Older adulthood: 65 years and above

How much influence do you have on your life course? What factors affect how you develop?:

How much influence do you have on your life course? What factors affect how you develop?

P.I.E.S.:

P.I.E.S. Different factors affect development at each life stage. We can fit these into four broad categories: Physical factors Intellectual factors Emotional factors Social factors Infancy Childhood Adolescence Adulthood Older adulthood

Why are some people good at sport and some are not? :

Why are some people good at sport and some are not?

Nature vs Nurture Debate:

Nature vs Nurture Debate Historically , some philosophers and theorists have argued that we are born to be the way we are. Other theorists have argued that it is the way we are brought up and influenced by our surroundings that makes us the way we are. This historical argument is known as the nature-nurture debate. Nature - genetic and biological influences. Nurture - social, economic and environmental influences.

Developmental norms:

Developmental norms A norm is something that is expected. Certain sequences and developments are expected with respect to physical and intellectual development. Although there are norms it is important to remember that every child will develop in their own way. Norms describe an average set of expectations; if a child develops faster than the norm it does not mean that the child is necessarily 'gifted' and if a child develops more slowly, it does not necessarily mean that there is something wrong. The term 'milestones' is sometimes used instead of the term 'developmental norms'.

Developmental milestones:

Developmental milestones Early human development can be seen as travelling on a journey. On a journey milestones can tell you how far you have travelled. Developmental milestones describe the skills children may be expected to develop during the first months and years of life

Predictable and unpredictable life events:

Predictable and unpredictable life events During our life we are influenced by a range of life factors and we are also influenced by the events which happen to us. Some major changes in life can be predicted and even chosen, while others may be unpredicted. An example of a predicted life event ? (getting married, having a child) An example of an unpredicted life event? (losing job, death of someone close) Each person responds to life events in different ways.

Any questions so far?:

Any questions so far?

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Week One - Development Through Life Stages Introduction

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Development Through Life Stages Lecturer: Dr Sally Axiak Todays agenda: An overview of the Unit content An introduction to some key terms and ideas that you will need to know moving forward in this Unit Exercise ...... identify key life stages Life stages or Life cycle The idea that human development passes through a series of stages is a very old one.

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Erikson

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Erikson’s 8 Stages of Psychosocial Development Explained

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Overview

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Challenging Behaviour - An Overview:

Challenging Behaviour - An Overview

Challenging behaviour ...:

Challenging behaviour ... is a term generally used to refer to difficult or problem behaviours shown by people with a learning disability . of course, challenging behaviour is not limited to only people with a mental handicap, but in general it can be said that challenging behaviour occurs more frequently in people with a learning disability.

Slide3:

Which behaviours are challenging behaviours?

Slide4:

Aggression - hitting, kicking, biting Destruction - ripping clothes, breaking windows, throwing things Self Injury - head banging, self-biting, skin-picking Tantrums Pica Running away Rocking or other stereotypical behaviour

Slide5:

Characteristically the behaviour happens to such an extent that it puts the safety of the person, or others , in jeopardy or has a significant impact on the person, or carers , life. The severity of the behaviour can vary greatly between people. Some can be very dangerous, whilst others not immediately serious, can be disruptive , upsetting or stressful.

Why does it happen?:

Why does it happen? There is not a simple answer to this question. But when making an individual assessment, the following areas should be considered: Medical conditions Biological factors Emotional factors Social & Environmental Intellectual factors Psychiatric factors

Medical Conditions:

Medical Conditions Ear ache Tooth ache Haemorrhoids Constipation PMT Infections

Biological Factors:

Biological Factors Epilepsy Medication Hearing / sight Specific syndromes

Emotional Factors:

Emotional Factors Failure & dependence Adaptation skills Bereavement New staff Abuse Intense response

Social & Environmental :

Social & Environmental Lack of stimulation Lack of privacy Tension / noise Inconsistencies in approach Staff:client ratios Testing the boundaries Reinforced behaviour

Intellectual Factors:

Intellectual Factors Poor communication skills Poor problem solving skills

Psychiatric Factors:

Psychiatric Factors Delusions Hallucinations Mania

Phases of an Incident:

Phases of an Incident 1 2 3 4 5 6 7 Calm Trigger Agitation Acceleration / Escalation Peak De-escalation Recovery INTERVENTION POSSIBLE AT ALL PHASES

Any questions so far?:

Any questions so far?

For next week ...:

For next week ... Think about an incident that you have seen that involved challenging behaviour Write a short description of the event (from beginning to end) Describe the effects of the incident on: The person exhibiting the behaviour The other people involved List the factors that you think contributed to the incident. Be prepared to discuss your examples next week.

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Week One - Introduction to Challenging Behaviour

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Challenging Behaviour - An Overview Challenging behaviour ... is a term generally used to refer to difficult or problem behaviours shown by people with a learning disability . of course, challenging behaviour is not limited to only people with a mental handicap, but in general it can be said that challenging behaviour occurs more frequently in people with a learning disability.