Health & Social Care & D&T Teaching Resource



|Topic- Health and Social Care-|Revision topics |

|Unit 3- Understanding Personal| |

|Development and Relationships | |

|Human growth and development |Human growth and development- revise definitions |

| |Growth- increase in size and mass- ie getting taller |

| |Development-increase in skills, abilities and emotions, ie learning to read, learning to talk |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |PIES- You need to know about the 4 different areas of development-(physical, intellectual, emotional and |

| |social development) |

| | |

| |Relate PIES to life stages- what happens to growth and development in each life stage |

| | |

| |-Infancy (0-3) |

| |-Childhood (4-10) |

| |-Adolescence (11-19) |

| |-Adulthood (19-65) |

| |-Later adulthood (65+) |

| | |

| | |

| |You need to be able to define norms and milestones |

|Factors that effect growth and|You need to know that the factors which influence growth and development can be split in to 4 main |

|development |categories: |

| | |

| |Physical |

| |Social and Emotional |

| |Economic |

| |Environmental |

| | |

| | |

| |Physical Factors |

| | |

| |-Genetic inheritance |

| | |

| |-Diet |

| | |

| |-Physical exercise |

| | |

| |-illness or disease |

| | |

| | |

| |Social & Emotional |

| | |

| |-Gender |

| | |

| |-Family relationships |

| | |

| |-Friendships |

| | |

| |-Education |

| | |

| |-Ethnicity/religion |

| | |

| |-Life experiences |

| | |

| |-Marriage |

| | |

| |-Divorce |

| | |

| |-Death |

| | |

| |Economic |

| | |

| |-Income |

| | |

| |- material possessions |

| | |

| |Environmental |

| | |

| |-Housing |

| | |

| |-Pollution |

| | |

| |-Access to health and welfare services |

| | |

| |You then need to say how each of the above factors influences our: |

| | |

| |Self-esteem |

| | |

| |Physical and mental health (physical= flu, cold etc, mental= depression, anxiety) |

| | |

| |employment prospects (what are our chances of getting a job |

| | |

| |level of education (how well will we do at school) |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Effects of relationships on |You need to know about the different types of relationships: |

|personal development | |

| | |

| |Family (parents, siblings etc) |

| | |

| |What are the key features of family relationships (support, care, love, understanding) |

| | |

| |Friendships |

| | |

| |What are key features of good friendship (trust, support) and poor friendship (disloyalty, untrustworthy, |

| |unsupportive) |

| | |

| |intimate personal and sexual relationships |

| | |

| |What are key features of good intimate relationships (love, warmth, care) and bad intimate relationships |

| |(abuse, neglect, domestic violence) |

| | |

| |working relationships (employer/ employee, teacher/ student etc) |

| | |

| |What are key features of good working relationships (support, respect, loyalty, kindness) and poor working |

| |relationships (power, disrespect, unsupportive) |

| | |

| |What are the main types of abuse (physical, sexual, emotional, domestic violence, neglect) |

| | |

| | |

| |You need to know the effects of positive and negative relationships at each life stage |

|The self concept |What is self-concept? |

| | |

| |What is self esteem? (how we view ourselves) |

| |What is self image? (how other people react to us- what other people think about us) |

| | |

| |What is a positive self concept? (feeling positive, confident, happy with life, believe you are good at |

| |something) |

| | |

| |What is a negative self concept? (opposite of above) |

| | |

| |Why is self concept important? |

| | |

| |Self concept development (How does self concept develop through life stages?- e.g we are born without a self |

| |concept etc) |

| | |

| |What are the factors that affect self concept? |

| | |

| |-Age and appearance |

| | |

| |-Gender |

|Influences on self-concept | |

| |- Culture |

| | |

| |- Emotional maturity |

| | |

| |- Education |

| | |

| |- Relationships with others (family, friends, neighbours) |

| | |

| |- Sexual orientation (gay or straight) |

| | |

| |- Life experiences (How are we affected by life experiences such as starting school and getting married etc?)|

|The effects of life events on |What are Expected or unexpected life events? |

|personal development | |

| | |

| |Changes in relationships |

| |-marriage |

| |-divorce |

| |-living with partner, -birth of a sibling, |

| |-birth of own child, -death of a relative or friend |

| | |

| | |

| |Physical changes |

| |-puberty, |

| |-accident/injury |

| |-menopause |

| | |

| | |

| |Changes in life circumstances |

| |-moving house |

| |-starting school |

| |-starting college |

| |-starting work |

| |-retirement |

|Sources of support |-redundancy/ unemployment |

| | |

| |What are the sources of support available to people who need help |

| | |

| |-Partners, family and friends |

| |-Professional care workers (nurses, carers etc) |

| |- Voluntary (charity) and faith based (church) services |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

[pic]

LIFE STAGES

0-3 Infancy- once crawling, pulling him/herself up and walking- called a toddler- fast development- body changing and growing quickly- dependent on carers- basic needs met by someone else.

4-10 Childhood- stage we develop control over bodies- emotions more complex- more controlled responses- more communication skills- relate to others better

11-18 Adolescence

Child- Adult- stage of sexual maturity- new roles and responsibilities- relationships develop with all ages and sexes- learn skills for work, achieve independence, sense of personal identity, develop set of moral values, develop socially respectable behaviour, prepare for lasting relationships.

19-65 Adulthood

Time of stability- we begin to settle down- new skills and knowledge acquired, never stop learning, but it slows- problem- solving begins- where to live, job, money, health

65+ Late Adulthood

Retirement, ageing, less strength, loss (death), homes, grandkids

There are expected patterns of growth and development during each of five main life stages.

Growth- increase in mass and height

Development- Gradual change and increase abilities and emotions as people get older

4 MAIN AREAS OF DEVELOPMENT

PHYSICAL

• Measured by centile charts- weight and height measured by health professionals (nurses) and compared with chart

• Body increases in weight and height

• Hormones control growth

• Physical development is also called ageing

INTELLECTUAL

• Most rapid up to age 18

• Includes learning to talk, read and count

• Being able to recognise, remember things and think about them

• Intellectual development is the way we acquire ability to use language.

• It is the way we develop concepts and

think.

• It is also called cognitive development

• Jean Piaget- important theorist- says children progress through stages

- Sensori motor (0-2) Babies find out things around them

- Pre-op (2-7) Thought processes develop- we see and feel

things to learn

- Concrete op (7-11) Logical thinking- follow rules-

-Formal Operational Stage-logical thinking- decision making

EMOTIONAL

• It is maintained through relationship with family throughout life

- It starts with successful attachment or bonding

[pic]

• There are 2 aspects of Emotional development

1. As people mature, we experience wide range of emotions- get a better understanding of the feelings of others. We develop beliefs about ourselves. Emotional development is all about feelings- and how they affect our behaviour-for example love, hate, fear. We begin to take other peoples feelings in to account. Basically we learn to understand our feelings and the feelings of those around us

2. Also about how person learns to control their behaviour (coping skills).

SOCIAL

• Learning to socialise

• Learning how to get on with others

• Social development is about relationships

• We are social beings- we need, comfort, support and company.

KEY POINTS ABOUT DEVELOPMENT AT EACH LIFE STAGE

(0-3) (INFANCY)

PHYSICAL

• Fast developmental stage- body changes and grows

• Completely dependent on carers- basic needs must bemet by someone else

• Reflexes- babies are born with a number of physical reflexes (automatic, uncontrollable response to physical change)

• Babies learn to control their muscles in first 3 years- control of large muscles (gross motor skills)- control of smaller muscles (fine motor skills)

INTELLECTUAL

• Babies gain the ability to use and understand language

• Babies use simple words

- ‘Bye-bye’ (6-9 months)

- ‘3 word vocab (1 year old)

- ‘2 word phrases’ ‘Zoe sleep’ (2 year old)

• They use their own language pattern to communicate- ‘cat goed’

• It is important not to correct language

• Stages of language development

- 2 word statements (I want drink)

- Questions (what that?)

- Sentences (doggy come in)

• Intellectual Development is helped by play- infants put objects in their mouth, learn by handling, listening and looking- Their carer important for stimulation

EMOTIONAL

• Babies have simple emotions- don’t have wide range of responses to emotions- They need to bond or attach with main carer in order to feel jealous- If we don’t bond we may become disruptive- For example some children have tantrums

SOCIAL

• Bonding- get to know main carers face, voice, smell and touch

• Take interest in other kids

- 0-2- play alone

- Age 2- parallel play

- Age 4 co-operative play

4-10 (CHILDHOOD)

PHYSICAL

• Lose baby shape

• Good balance – can climb, jump etc

• 5-7- Growth spurt

INTELLECTUAL

• Development of brain and mind- can able us to understand concepts (way we organise our thoughts and information)- our mind groups things together in groups- ie size, colour and symbols.

• Children become interested in everything- ask lots of questions

• Children begin to recognise words, learn communication skills, begin to make logical decisions and become creative.

• Children start more complex activities- ie reading, doing sums, forming relationships, table manners and rules

• Learn between right and wrong

• Can mix different skills- ie play football- physical act of kicking, teamwork and following rules.

• Learn by watching others

EMOTIONAL

• Children learn to cope with their own feelings and feelings of others by playing with others

• Tantrums persist until age 5 due to lack of emotional responses

• Age 5- able to play with others

• Age 10- can cope with feelings like jealousy, anger- they know what guilty is and know between right and wrong.

• Emotional characteristics that develop are love, fear, anger, jealousy, value, respect.

SOCIAL

• Begin attending school and mixing helps children to understand feelings of others

• Kind of skills learned are dependent on culture- e.g- non- approval of male/female interaction may mean child becomes closer to same sex.

• Some children- have lots of social relationships, some have a few special friends

• Play is very important

- develops practical skills (making things)

- develops social (good relationships with others- playing co- operatively)

- develops intellectually (looking at pictures with adults)

11-18 (ADOLESCENCE)

PHYSICAL

• Hormones cause changes- stimulate production of oestrogen (F) and testosterone (M).

• Puberty- Taller and weight gain and women grow breasts

INTELLECTUAL

• Imagine and think about things they’ve never seen/done

• Imagine future and solve problems- new ability to think for self- use imagination to solve problems

• PIAGET- says it’s ‘formal operational stage’ of development- helps solve problems at work and in life- logical problem solving- decision making skills difficult- acquired all through life

EMOTIONAL

• Hormones are out of balance, which cause mood swings

• Teenagers need someone to talk to in this stage to help understand feelings and emotions

• They may have a lack of self confidence (insecurity) low self esteem, depression-They look for a sense of identity and begin to discover who they are

• They also react against parents views and ideas

SOCIAL

• Adolescents become independent of families and dependent on friends/peer groups.

• They have a strong desire to belong to group- share the same or similar clothes and interests to their friends

• They also explore their sexuality- test out relationships and sexual behaviour

• May be conflict/arguments with parents

(19-65) (ADULTHOOD)

PHYSICAL

• 20’s, 30’s- reproductive peek (having children)

• 40’s physical change- deteriorating eyesight, skin loses elasticity, menopause, fertility declines

INTELLECTUAL

• Skills and abilities increase if exercised (get a job- learn new skills- learn skills when you leave home, cooking, managing a home, money, children)

• Older adults- slower working out logical problems

• Knowledge increased and wisdom increased- years of experience make made adults better at solving problems

EMOTIONAL

• Adults begin to look for steady satisfying relationships- couples give love security, and companionship

• Adults may have children –they become protective over them and togetherness develops

• Adults could however, live alone (independence develops)

• Relationships develop- anger resentment and jealousy may occur but we learn to cope through honest open communication during difficult times)

• Emotional maturity develops- respond to emotions in a controlled way to prevent arguments

• Some relationships fail- result in anxiety, stress and bitterness

SOCIAL

• Have children- no going out without friends

• Have social relationships in home- friends come to house

• Adults need to balance the need for money with needs of family- can be stressful

• Adults may get married- relationships with parents change

• Young adults relate to parents as equals

• Build working relationships- mix more with other couples, in-laws, new relatives etc.

(65+) (LATE ADULTHOOD)

PHYSICAL

• Subtle ageing process

• Mid-60’s changes (skin changes, brittle bones, stiff joints, reduced height, impaired balance, weak muscles, hearing/sight defects, lens of eye blocks (cataracts) susceptible to burns and hypothermia (reduction in skins sensitivity) muscles round lungs weaker (breathing difficulty), blood pressure increases – artery walls become harder- risk of stroke- diabetes (keeping fit can help) hip replacement

INTELLECTUAL

• Older adults may need support when gaining new abilities

• People in good health with exercised minds can retain mental abilities and develop store of knowledge

• Wisdom increases but older adults may have difficulty remembering things- They may have slower reactions and become confused

EMOTIONAL

• Self Concepts changes- may become depressed- retirement can affect this

• Unclear who you are because no job

• Health problems- self esteem decreases due to way that others treat them

• Death of friends- traumatic

SOCIAL

• Varied lives- opportunities for making new friends due to more leisure time

• Network of friends and family to help and support- vital practical and emotional support

• Social problems resulting from health problems- ie can’t leave house due to severe arthritis

• Difficulty visiting friends if in wheelchair

SUMMARY OF PIES

PHYSICAL DEVELOPMENT

THE PROCESS THAT HELPS CHILDREN TO LEARN TO MOVE AND USE THEIR BODIES- EG- WALKING, THROWING AND CATCHING- REFLEXES IN INFANCY

INTELLECTUAL DEVELOPMENT

THE WAY THAT CHILDREN LEARN TO THINK, USE THEIR BRAINS, MEMORIES AND SOLVE PROBLEMS

EMOTIONAL DEVELOPMENT

THE WAY WE LEARN TO EXPRESS AND CONTROL FEELINGS (IE LOVE, JEALOUSY)- EMOTIONAL DEVELOPMENT STARTS WITH SUCCESSFUL BONDING/ATTACHMENT

SOCIAL DEVELOPMENT

THE WAY WE LEARN TO PLAY AND WORK WITH OTHER PEOPLE- (ADULTS AND CHILDREN)- FORMING RELATIONSHIPS

NATURE OR NURTURE?

WHAT CAUSES US TO LOOK AND BEHAVE A CERTAIN WAY?

1. Some people believe that all the characteristics of a person are inherited from their parents. Think about your hair colour and eye colour. This is the NATURE argument. Nature is about the genetic influences on our development- think about the phrase- it’s in your genes! Also think about hormones- these are natural too and influence physical growth and development in adolescence- your growth spurt is caused by an increase in activity of hormones in the body. Maturation is a natural process in which human body gradually grows and acquires capacity to attain a variety of skills and abilities through life span.

2. Some people believe that our characteristics are decided by the way that we are brought up or the things around us in the environment- Think about all the things around you that influence you- family, friends, media (TV, film), celebrities- behaviour is therefore learned- we are not born with it. BF Skinner agrees with this theory and says that everything we do is shaped by our experiences- things in the environment influence us and therefore we behave in a certain way

3. Some people believe that nature and nurture can’t be separated-

some of our characteristics are inherited and some are learnt-

Factors that Influence Growth and Development

Each of the factors listed in the table below can affect how we grow and develop. They affect our Physical, Intellectual, Emotional and Social development (PIES). The influencing factors can be split up in to 4 categories, physical, social/emotional, economic and environmental.

|Physical |Social and Emotional |Economic |Environmental |

|Diet |Gender (difference between |Lack of money or owing money |Housing |

| |being male and female- not |(Debt) | |

| |biological sex differences) | | |

|Physical Exercise |Family (parents, grandparents |Lots of money (wealth) |Pollution |

| |etc) | | |

|Illness and disease |Friends | |Local Area |

|Genetic Inheritance (what we |Education (teachers, school) | | |

|inherit from our parents) | | | |

| |Employment | | |

| |Life experiences (Birth, | | |

| |marriage, death) | | |

| | | | |

You need to know what factors influence growth and development and how they can influence an individual’s health, well being and life opportunities.

You should be able to give examples of factors, such as:

PHYSICAL FACTORS (genetic inheritance-nature, diet, physical exercise, illness and disease)

SOCIAL AND EMOTIONAL FACTORS (Gender, family, friends, education, employment, ethnicity, religion, life experiences such as marriage, divorce and death)

ECONOMIC FACTORS (Income, material possessions, debt)

ENVIRONMENTAL FACTORS (Housing, pollution, access to health and welfare services)

You need to know how each of the above factor can positively and negatively influence our growth and development.

You also need to know how each of the factors influence our:

Self esteem

Level of Education

Physical and Mental

Employment Prospects

Some examples are given below:

Diet can affect us physically as if we eat too much, we may put on weight- or if we don’t eat enough, we may develop an eating disorder and lose weight. If we put on weight, we may get low self esteem as we may be unhappy with how we look and get scared of going out because of what other people think about us so we have a negative self concept. We may miss school and learning opportunities so this affects our intellectual development and level of education. We may become ill from all the stress and worry. If we miss out on school, our employment prospects will be affected. Also if we are overweight, we may be unsuitable for some jobs. If we stop going out with friends our social development will become affected also.

Education- By law, a child must receive an education until he or she is sixteen years old. Generally, people who go on to study at university will earn more and work in a more pleasant and secure environment. They will go on to get better jobs and have more opportunities in life. A child’s education is affected by the quality of teaching in school, so if teaching isn’t very good, intellectual development will be affected. If teaching is good, you are more likely to succeed. A person who goes to school regularly can learn more knowledge and skills. People who go to school also meet more friends and socialise. This affects their Social Development. If you go to school and have lots of friends, you are more likely to have high self esteem.

Employment/Unemployment- Employment means to have a job for which you are paid. Some people however work for themselves- they are self-employed. People who are employed will be able to afford a more expensive houses, cars and holidays with their family and friends so will have high self esteem. People who are unemployed (out of work) have less money for their home and for luxuries so they may have low self esteem. They may not have enough money for basic things like food and shelter. However they may lose weight and become ill. Their physical health will then be affected. Some jobs involve physical exercise. This again can affect physical development. People who work learn new skills every day. This relates to intellectual development. People who have a job and can buy nice things will feel happy. This affects our emotional development. People with jobs have busy lives. They meet new people at work. This affects their social development.

Ethnicity/ Religion- Ethnicity is used to describe a group of people who share the same way of life and Culture. A group of people who belong to a different race from the majority of people in society is called an ethnic minority. A religion is a set of beliefs often focused on one individual (ie God or Allah). The way a person behaves is often influenced by religion. Often, one of the things that a group of people have in common is their religion. For example, many white people are christians. People who belong to ethnic minorities tend to have poorer housing and do less well in school than the general population. This can affect their opportunities in life. Their intellectual development would be affected because they didn’t go on to university, and if housing is poor (ie no heating, unclean), they may develop physical illnesses. In summary, ethnicity can affect development in a number of ways- Ethnic minorities may for example not be given a job due to discrimination (being treated unfairly due to race or religion), may not have access to education (university) and may not be able to access health care due to language barriers.

Barriers to Health and Welfare Services`

PHYSICAL

IMAGINE THAT YOU ARE ELDERLY AND CANNOT WALK- YOU NEED TO GO TO THE DOCTORS BUT THE ONLY WAY YOU CAN GET THERE IS BY GOING UP SOME STEEP STEPS- YOU MAY HAVE TO GO WITHOUT TREATMENT BECAUSE YOU PHYSICALLY CANNOT GET THERE

PSYCHOLOGICAL

IMAGINE THAT YOU ARE SCARED OF GOING TO THE DENTIST BECAUSE YOU HAVE A FEAR OF THEM. THIS IS A PSYCHOLOGICAL BARRIER- IT AFFECTS THE WAY WE THINK

FINANCIAL

HOW OFTEN HAVE YOU BEEN PREVENTED FROM DOING SOMETHING BECAUSE IT COSTS TOO MUCH? IMAGINE YOU LIVE A LONG WAY FROM THE DOCTORS- THE COST OF TRAVELLING MAY BE TOO HIGH. MANY PEOPLE HAVE TO PAY FOR PRESCRIPTIONS- THEY MAY NOT BE ABLE TO AFFORD THEM- THIS IS A FINANCIAL BARRIER.

GEOGRAPHICAL

SOME PEOPLE LIVE IN THE COUNTRY WHERE BUSES DO NOT RUN FREQUENTLY- THEY MAY NOT BE ABLE TO GET TO THE HOSPITAL. THIS IS A GEOGRAPHICAL BARRIER.

CULTURAL AND LANGUAGE BARRIERS

IMAGINE YOU DON’T SPEAK ENGLISH……NOW IMAGINE THAT ALL THE LEAFLETS IN YOUR DOCTORS SURGERY ARE WRITTEN IN ENGLISH- HOW CAN A NON-SPEAKING ENGLISH PERSON UNDERSTAND THE LEAFLET?

RESOURCE BARRIERS

SOMETIMES WE ARE NOT ABLE TO GET THE SERVICE WE WANT BECAUSE THERE IS A SHORTAGE OF MONEY OR STAFF- THIS IS CALLED A LACK OF RESOURCES.

FAMILIES

- EXTENDED FAMILY (ONE WITH GRANDPARENTS, AUNTS, MUM, DAD, BROTHERS, SISTERS ETC)

- LONE PARENT FAMILY (SINGLE MUM/DAD)

- RECONSTITUTED FAMILY (GOT A MUM AND DAD WHO HAVE SPLIT UP- MUM REMARRIES SO YOU HAVE A STEP DAD AND STEP BROTHERS AND SISTERS)

- NUCLEAR FAMILY (MUM, DAD, CHILDREN)

RELATIONSHIPS

1. Make sure you know what the 4 different types of relationships are?

Intimate (sexual), working, family, friends

2. Makes sure you know how relationships change through the life stages

3. Make sure you know which relationships are most important at which life stage.

Infancy- most important relationship is with parents/carers- form attachment- care for child, provide food, love, shelter, clothes

Childhood- as with infancy- plus beginning to form relationships with siblings and other family members such as grandparents. Children also begin to have relationships with other children at nursery- playing games with them, and sharing toys etc

Adolescence- Become more independent from their parents- still have relationships with parents but may argue more- don’t listen to them as much-Generally become closer to friends- They form closer more meaningful friendships- they turn to friends for support and advice, perhaps more than they turn to parents. Adolescents may also begin to develop an interest in the opposite sex- they may become intimate with them and begin a sexual relationship. They develop relationships with teachers and may get a part time or full time job and then develop relationships with work colleagues and employers

Adulthood- may get married or cohabit (live with someone)- may have their own children. Family provides support and love- They probably still have relationships with parents, but may not see them as often because they are working full time and have their own children to look after. Adults may see friends less when they have their own family- but may see them more, if they choose not to marry or live with someone.

Late Adulthood- Roles are likely to be reversed- older people may need their children to look after them in old age, as they develop illness and become weaker. They may socialize more when they retire (leave work) but may socialize less, if friends die, and they become too ill to leave the house.

They will probably not have working relationships when they retire, but intimacy is still likely to be important- They may however seek companionship (someone to talk to and go places with) rather than sex.

4. Make sure you know the effect that positive (good) relationships have on development- (in other words how do positive relationships affect self esteem, physical and mental health, employment opportunities and level of education)

Love, caring, support, loyalty, respect, kindness are all positives

-make us feel happy, special, so we have high SELF

ESTEEM

- feel positive about self, makes us feel secure.

- We go to school and enjoy it because we feel happy so we learn more and then have a better chance of getting a job

5. Make sure you know the effect that negative (bad)

relationships have on development.

Think about physical and sexual abuse, neglect and domestic violence-

-This makes us feel sad, depressed, unhappy, lonely, not worth anything- low SELF ESTEEM

-We may stop eating and lose weight, or comfort eat, and gain weight.

-We may become physically and mentally ill- depression, etc so we may have to have time off work or quit work altogether

-We may stop socializing with friends

- We may not go to school so we miss out on learning opportunities. As a result, our employment opportunities will be reduced, as we won’t have had a good education

-If we are an adult, we may not go to work- If we are unemployed we may not look for work- Therefore our EMPLOYMENT OPPORTUNITES are reduced

SELF ESTEEM

HOW DO WE VALUE OURSELVES? WHAT DO WE THINK ABOUT OURSELVES?

IF WE THINK POSITIVELY ABOUT OURSELVES, AND ARE CONFIDENT, WE HAVE HIGH SELF ESTEEM

IF WE THINK NEGATIVELY ABOUT OURSELVES WE HAVE LOW SELF ESTEEM

…………………………………………………………………………………………..

SELF CONCEPT- THE PICTURE OR VIEW THAT WE HAVE OF OURSELVES- LIKE A SELF PORTRAIT: OUR SELF CONCEPT IS MADE UP OF 2 THINGS

1. SELF ESTEEM (SEE ABOVE)

2. SELF IMAGE- FORMED FROM OTHER PEOPLES REACTION TO US- HOW OTHER PEOPLE SEE US

INFLUENCES ON SELF CONCEPT

Age

Appearance (how we look, face, body)

Gender (male or female)

Emotional Maturity (how mature/grown up we are)

Relationships with others (family, neighbours, friends)

Culture (the group in society to which we belong)

Education (teachers, other pupils, friends, work, exams)

Sexual Orientation (gay or straight)

Life experiences (starting school, moving in with someone)

You need to know how each of the above can positively and negatively influence our self concept

EXPECTED AND UNEXPECTED LIFE EVENTS

EXPECTED LIFE EVENTS

Getting married or cohabiting with a partner

Having children

Starting work/getting a job

The physical changes of ageing

Puberty

Menopause

Retirement from work

Expected life events are like ‘social transitions’- They are events or ‘milestones’ in a person’s life that occur at predictable points in the life cycle.

UNEXPECTED LIFE EVENTS

Serious illness

Acquiring a disability

Getting divorce

Seeing your parents divorce

Death of a partner, close friend or relative (Bereavement)

Redundancy (losing your job)

Unexpected life events can have a negative effect on development- They can sometimes be traumatic- we don’t expect them to happen.

SOURCES OF SUPPORT

IT IS GOOD TO BE INDEPENDENT! SOMETIMES BEING DEPENDENT (RELYING ON OTHERS) IS SEEN AS QUITE NEGATIVE- A WEAKNESS- A SIGN THAT YOU CANNOT COPE VERY WELL- HOWEVER SOMETIMES WE NEED SUPPORT. THERE ARE A NUMBER OF SOURCES OF SUPPORT (people who can help us):

-Family

-Friends

-Social Support Groups (Marriage Guidance, Connexions- a careers organisation for young people)

-Professional help from health and social care workers (care workers, GPs, social workers, counsellors, specialist nurses)

-Informal Support from members of faith (church) groups

………AND FINALLY……

.. GOOD LUCK!

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download