Edexcel Level 3 BTEC Nationals in Health and Social Care

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UNIT 29: APPLIED PSYCHOLOGICAL PERSPECTIVES FOR HEALTH AND SOCIAL CARE3 Understand the contribution of psychological perspectives to the managementand treatment of specific behavioursContribution of psychological perspectives: eg cognitive behavioural therapy, (egtreatment of phobias, mental illnesses, post traumatic stress disorder,approaches to challenging behaviour, monitoring and improving behaviour); sociallearning theory, (eg use of positive role models, treatment of addictions,treatment of eating disorders); psychodynamic perspective (role in, egpsychoanalysis, dream interpretation, exploration of factors influencingbehaviour), humanistic perspective, (eg person-centred counselling); biologicalperspective, (eg drugs, biofeedback)Interventions: use of perspectives to inform development of therapeutic practicesTherapeutic practices: eg group therapy, family therapy, bereavement therapy,addiction therapy, behaviour modification programmes, counselling; ethicalissues; how the therapies work, reasons for attending therapy sessions4 Understand the contribution of psychological perspectives to residential careprovisionBehaviour of individuals in residential care settings: concept of role; conformityto minority/majority influence (Asch, Moscovichi), conformity to social roles(Zimbardo); obedience (Milgram, Hofling); attitude change (Festinger); factorsinfluencing hostility and aggressionEffects of residential care on individuals: effects of institutionalisation, eg loss ofidentity, learned helplessness, stressPractices in residential care settings: promoting independence andempowerment, eg by respecting individual rights, value base of care372BN018467 – Specification – Edexcel Level 3 BTEC Nationals in Health and Social Care– Issue 1 – February 2007 © Edexcel Limited 2007
UNIT 29: APPLIED PSYCHOLOGICAL PERSPECTIVES FOR HEALTH AND SOCIAL CAREGrading gridIn order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learningoutcomes for the unit. The criteria for a pass grade describe the level of achievement required to pass this unit.Grading criteriaTo achieve a pass grade the evidence mustshow that the learner is able to:P1P2P3P4P5describe three debates in developmentalpsychologyexplain the principal psychologicalperspectives as applied to theunderstanding of the development ofindividualsdescribe four key pieces of research intothe role of attachment in behaviouracquisitionexplain two specific behaviours usingpsychological perspectivesuse examples to explain the contributionof psychological perspectives to themanagement and treatment of twospecific behavioursTo achieve a merit grade the evidence mustshow that, in addition to the pass criteria,the learner is able to:M1M2M3analyse one debate in developmentalpsychologyanalyse the contribution made by thefour pieces of research to theunderstanding of the role of attachmentin behaviour acquisitionanalyse the role of psychologicalperspectives in understanding the twospecific behaviours.To achieve a distinction grade the evidencemust show that, in addition to the pass andmerit criteria, the learner is able to:D1evaluate the contribution made by thefour pieces of research to theunderstanding of the role of attachmentin behaviour acquisitionBN018467 – Specification – Edexcel Level 3 BTEC Nationals in Health and Social Care– Issue 1 – February 2007 © Edexcel Limited 2007373
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Unit 4: Development Through the Lif
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Ten principles for delivering an Ed
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BTEC National DiplomaThe 1080 GLH (
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Structure of the qualificationEdexc
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Edexcel Level 3 BTEC National Certi
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Edexcel Level 3 BTEC National Diplo
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Unit 27: Dealing with Challenging B
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UNIT 9: VALUES AND PLANNING IN SOCI
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UNIT 11: SUPPORTING AND PROTECTING
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UNIT 12: PUBLIC HEALTHUnit content1
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UNIT 12: PUBLIC HEALTHP1 and P2 cou
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UNIT 12: PUBLIC HEALTHIn addition,
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UNIT 12: PUBLIC HEALTHKey skillsAch
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UNIT 12: PUBLIC HEALTHWorking with
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UNIT 13: PHYSIOLOGY OF FLUID BALANC
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UNIT 14: PHYSIOLOGICAL DISORDERSUni
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UNIT 15: BIOCHEMISTRY FOR HEALTHUni
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UNIT 16: SCIENCE IN PRACTICE FOR HE
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UNIT 17: WORKING IN THE SOCIAL CARE
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UNIT 18: WORKING IN THE HEALTH SECT
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UNIT 19: APPLIED SOCIOLOGICAL PERSP
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UNIT 20: HEALTH EDUCATIONUnit conte
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UNIT 20: HEALTH EDUCATIONGrading gr
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UNIT 20: HEALTH EDUCATIONAssessment
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UNIT 20: HEALTH EDUCATIONSome of th
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UNIT 20: HEALTH EDUCATIONKey skills
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UNIT 20: HEALTH EDUCATIONWorking wi
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UNIT 21: NUTRITION FOR HEALTH AND S
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UNIT 22: RESEARCH METHODOLOGY FOR H
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UNIT 23: COMPLEMENTARY THERAPIES FO
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UNIT 34: HUMAN INHERITANCE FOR HEAL
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UNIT 35: INTRODUCTION TO MICROBIOLO
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UNIT 36: COMMUNICABLE DISEASESUnit
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UNIT 38: ENVIRONMENTAL HEALTHUnit c
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UNIT 38: ENVIRONMENTAL HEALTHFor P1
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UNIT 38: ENVIRONMENTAL HEALTHWebsit
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UNIT 38: ENVIRONMENTAL HEALTHInform
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UNIT 39: INFECTION PREVENTION AND C
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UNIT 40: DEMENTIA CAREUnit content1
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UNIT 40: DEMENTIA CAREEssential gui
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UNIT 40: DEMENTIA CAREAdditionally,
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UNIT 41: WORKING WITH MEDICATION IN
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UNIT 42: SUPPORT WORK IN SOCIAL CAR
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UNIT 43: TECHNOLOGY IN HEALTH AND S
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UNIT 44: VOCATIONAL EXPERIENCE FOR
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• to achieve a ‘distinction’
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Centres should note that, in the BT
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Where specific resources are requir
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More mature learners may present a
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Further informationFor further info
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Grading domain 2 Indicative charact
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Grading domain 4 Indicative charact
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Key skills mapping — summary of o
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Key skillsUnit 21Unit 22Unit 23Unit
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Key skillsUnit 41Unit 42Unit 43Unit
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Units 1 2 3 4 5 6 7 8 9 10HSC313
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Old unitsNew unitsUnit 1Unit 2Unit
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BTEC National in Care old (specific
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Old unitsNew unitsUnit 1Unit 2Unit
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Wider curriculum mappingUnit 1Unit
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Unit 37Unit 38Unit 39Unit 40Unit 41
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UnitCore dimensionCore dimension 1:
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Health and Wellbeing dimensionUnit
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RightsRisksThe rights that individu
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Grading criteriaTo achieve a pass g
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