This unit aims to enable learners to understand the different psychological approaches that can be used when studying and in particular how these can be used to study health and social care.
On completion of this unit learners will have considered the psychological approach to studying health and social care. The unit encourages reflection, and will be valuable to those learners intending to work with people in a caring capacity.
It will also be useful to learners who intend to progress to study at a higher level. The psychological approach is embedded in several other units in the programme and is extended, in particular, in Unit 29: Applied Psychological Perspectives for Health and Social Care, and Unit 30: Health Psychology.
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Fee EU/Local Students €250 Exam fee: €20 /module
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Easy Pay Option: €150 deposit €55/ week for 2 weeks |
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| Duration: | 3 weeks |
Awarding Body |  |
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| Start Dates: | January/February | September/October | ||
| Entry Requirement: | Applicants must be a minimum of 18 years old |
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Learning Outcome
On completion of this unit a learner should:
1. Understand psychological perspectives
2. Understand psychological approaches to health and social care.
1. Understand psychological perspectives
Principal psychological perspectives: behaviourist (role of reinforcement, conditioning, Pavlov, Skinner);
social learning (effects of other individuals, groups, culture and society on behaviour of individuals,
self-fulfilling prophecy, role theory, Bandura); psychodynamic (importance of the unconscious mind,
importance of early experiences, Freud, Erikson); humanistic (Maslow's hierarchy of needs, selfactualisation,
self-concept, self esteem, Rogers); cognitive/information processing (Piaget, Kelly); biological
(maturational theory, importance of genetic influences on behaviour, influence of nervous and endocrine
systems on behaviour, Gesell)
2. Understand psychological approaches to health and social care
Application of psychological perspectives to health and social care practice: behaviourist, eg understanding
challenging behaviour, changing/shaping behaviour; social learning, eg promotion of anti-discriminatory
behaviours and practices, use of positive role models in health education campaigns; psychodynamic,
eg understanding challenging behaviour, understanding and managing anxiety; humanistic, eg empathy,
understanding, respecting other individuals, active listening, non-judgemental approach; cognitive, eg
supporting individuals with learning difficulties, supporting individuals with emotional problems/depression/
post traumatic stress disorder; biological, eg understanding developmental norms, understanding genetic
predisposition to certain illnesses or health-related behaviours, understanding the effects of shift work on
individuals.
Unit Assessment
Assessment takes the form of written assignments, observations, in-class tests, verbal assessment and projects
To gain the unit learners must achieve, as a minimum, the Pass grade; the Pass grade is in effect the gaining of the credit for the unit, and this contributes to the overall qualification grade. All units must be passes within the rules of combination to achieve the overall qualification.
The table below shows the number of points scored per credit at the unit level and grade
| Level | Points per credit | ||
| Pass | Merit | Distinction | |
| 5 | 7 | 8 | 9 |
| 6 | 9 | 10 | 11 |
Learners who achieve the correct number of points within the ranges shown in the 'qualification grade' tables below will achieve the qualification Pass, Merit, Distinction or Distinction* grades (or combinations of these grades appropriate to the qualification).
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