Applying psychological perpective to a case study

Applying psychological perpective to a case study The aim of this report is to apply psychological perspectives of human growth and development to a specific case study. To demonstrate an understanding of psychological theories of human behaviour with regards to a specific stage in life and to identify ways in which these theories underpin the social work profession. This report will analyse the case of Tina with primarily giving the history and evidence of the case. The report will then explain the possible psychological explanations for Tina’s behaviour, followed by a conclusion and the recommendations the social worker may advise in order to assist Tina. Case history/sequence of events It would appear from Tina’s background she had a difficult upbringing and this appears to have stemmed from her mother leaving when she was three years old. She was left in the care of an abusive alcoholic father and there appears to be significant amount of neglect from her father and issues with poor standards of hygiene. Although, this evidence is from a former friend, both Tina and her brother John were placed on the Child Protection register. Tina was sexually active in early adolescence which then lead to her having a baby at fourteen years old but the baby was taken into emergency foster care as there was evidence of neglect and physical abuse. When Tina was eight months pregnant her GP referred her and her boyfriend Tom to social services due to concerns about their ability to cope with the unborn child because of her previous history. When the social worker visited the family home she reported the conditions of the flat, which is on the fourteenth floor, were unacceptable due to poor standards of hygiene and no signs of preparation for the unborn child. Tom was extremely unreceptive towards the social worker. The social worker received a call from the hospital two days after Tina and Tom had their baby as Tina was seen by staff at the hospital to smack the baby. Psychodynamic explanations of human beha viour Freud’s psychodynamic theory is widely used in the social work profession and is extremely valuable when attempting to understand the relationship between feelings, emotions and behaviour. From a Freudian perspective there appears to be significant evidence surrounding Tina’s childhood experiences and the difficulties she experienced could relate to how her behaviour is affecting her capabilities in looking after her baby. According to Freud (1938) disturbances in the five stages of psychosexual development in childhood could result in abnormal behaviour in adulthood. Perhaps the most important crisis point in these stages is the phallic stage which occurs around the age of three and therefore, does relate to the age when Tina’s mother abandoned her. Freud (1923) would suggest this may cause the child to repress the sexual and aggressive urges into the unconscious causing problems later in life. He suggests children will internalise aspects of their parent ’s standards and would follow what their parents do with regards to aggression and other forms of anti-social behaviour. From a Freudian point of view, it could be argued Tina is exhibiting the same behaviour as her father with being over sexualised and her aggressive behaviour is being displaced unto her newborn baby. Therefore, it would appear the social worker could use the Freudian view of Tina’s behaviour, as it could relate to the disturbances she encountered in her childhood and more specifically the abuse and neglect from her father.

Is Buddhism Truly Compatible With Science Essay Example | Topics and Well Written Essays - 250 words

Is Buddhism Truly Compatible With Science - Essay Example A focal idea is the statement that "everything is produced through mind" (Verhoeven, 2001). b. Buddhism was a moral perfect free of superstitions. i. Buddhism adjusted to the logical perspective of a requested universe ruled by law (Dharma)ii. Buddhism's perspective of the existing universe does not include heavenly mediation (karma) (Verhoeven, 2001). c. Buddhism was a religion of self improvement. i. Buddhism gets rid of the idea of a preeminent being, as does science. ii. Buddhism clarifies the inceptions and workings of the universe regarding regular law (Verhoeven, 2001). 2. No, Buddhism cannot be fully compatible with science. a. Science is taking into account experimental confirmation while Buddhism is focused the subject of "mind". i. Mind is a matter that cannot be measured (Verhoeven, 2001). ii. Mind cannot be approved observationally by an outsider (Verhoeven, 2001). iii. Such investigation cannot be compatible with experimental science. Connection of man to the world an d of the one who knows to the known. i. Buddhism is in light of a thought of non-duality (Verhoeven, 2001). ii. Buddhism prevents numerous from claiming these fundamental refinements that are vital to Western science. c. Science is keen on the exact examination of the material world, while Buddhism, as a religion, focuses on the inner world. i. Buddhism goes for the inward world: moral, otherworldly, mental, and scholarly (Verhoeven, 2001).

Increasing or Restricting Andragogy Essay Example | Topics and Well Written Essays - 3250 words

Increasing or Restricting Andragogy - Essay Example This paper outlines that we have to take into account both the objective semantics of the term as well as try and locate it within a specific twentieth century educational context. The term ‘adult education’ is a comparatively new one, coined much after it was actually in practice. It is a result of many years of evolutions, and its meaning, even now is far from simple and monolithic. Even as early as in 1927, Hall-Quest conceded the difficulties in defining the term. One of the biggest problems related to the definition of ‘adult education’ is, whether it refers to a set of methodologies by which ‘adults’ can be taught, or is it a holistic term that includes the general endeavor of educating adults in a specific way as well as a detailed study of government adaptation and subsequent implementation of policies that target the adults specifically as the subject of educational instruction. Theorists like Alan Rogers have defined adult education as a process ‘whereby anyone over 16 (or whatever) are treated as adults – capable, experienced, responsible and balanced people’. Such a definition has two major problems; first ‘adult education’ becomes synonymous with ‘andragogy’ thus affecting the semantic rigor of the term.