Psychology for Social Workers by Martin Herbert (auth.)

By Martin Herbert (auth.)

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Extra resources for Psychology for Social Workers

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The social worker should be familiar with the evidence (see chapter 9). We look at four areas in this vohtme: 34 The child and the family * * * * the family heritage: some sources of individual differences are described; the child as a developing organism: this concerns the foundational influence!! of early experience; reference is made to the range, direction and potency of subsequent development; the family as a social system: this subsection is concerned with the dynamic inter-relatedness of a child's earliest encounter between self and others; the interior of the family: here we consider the unique experience of each family as a complex and dynamic psycho-social system.

What goes before, or leads up to, the particular action. This is our A term. For example, a child might learn vicariously to fear a teacher because she's observed him treating another child harshly. All of this is not to deny the importance of the C term (consequences) in this example of observational learning. A child's imitations of various socially-approved behaviours are given even greater impetus by praise and encouragement; in other words, they are reinforced by 'social' (or 'symbolic') rewards.

The cells themselves consist of chemical compounds. The nerve impulses are essentially electro-chemical events. All this means that a study of the biochemistry of the brain (as well as its anatomy and physiology) is crucial for understanding mental functions like learning. Neurologists have pointed out that the brain of the infant is different from the adult's; the cells are smaller and the connections between them poorly insulated. Although immature, the baby's brain (as we shall see) functions efficiently enough to serve some remarkable perceptual abilities.

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