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This course is suitable for teachers, parents, carers, foster carers, social workers, teaching assistants and anyone working with teenagers.
The Teenage years are a time of massive changes. How a teenager thinks and develops during the adolescent period is an interesting area to learn about. This certificate level course helps you to understand more about teenagers and how they change.
There are three Core Modules (compulsory):-
£499.00
Once your enrolment has been received you will receive your enrolment confirmation email which contains your login details within one working day
This course is suitable for teachers, parents, carers, foster carers, social workers, teaching assistants and anyone working with teenagers.
The Teenage years are a time of massive changes. How a teenager thinks and develops during the adolescent period is an interesting area to learn about. This certificate level course helps you to understand more about teenagers and how they change.
There are three Core Modules (compulsory)
Study the psychology and behaviour of adolescents
Modules: The Certificate in Adolescent Studies requires successful completion of three Core Modules plus three Elective Modules. Within each module are a number of lessons. Each of these culminates in an assignment for submission to the school. The assignment is marked by the school’s tutors and returned to you with any relevant suggestions, comments and, where appropriate, extra reading.
Course Structure & Content:
Core Modules
These modules provide foundation knowledge for the CERTIFICATE IN ADOLESCENT STUDIES
Elective Modules
In addition to the core modules, students study any 3 of the following 6 modules.
Some people have a biological susceptibility to changing from a seemingly normal person into one that behaves well outside of the norm. Others may be affected, through no fault of their own, by circumstances that change their psychology and ultimately trigger changes in their behaviour.
Psychological or physical pain may be the start of a change in behaviour which may then manifest in anything from withdrawal or abuse of relationships to self-abuse or drug abuse. Over time behavioural changes can become increasingly exaggerated and abnormal
Conditioning
Classical conditioning was first described by Ivan Pavlov in the 1890s. He conducted a series of experiments with dogs based upon the observation that when a dog is presented with food (unconditional stimulus, US) it salivates (unconditional response, UR). This is an inborn response. Pavlov presented various other stimuli at the same time as the food, so these other stimuli became associated with food. For example, the dog may hear a bell sound at the same time as food is presented. Through repeated pairing of the bell and the presentation of food, the dog learns to salivate upon hearing the bell only. The sound of the bell is now a conditioned stimulus (CS) and the salivation a conditioned response (CR) because it is not an inborn response to that stimulus (although it is the same as the UR).
Pavlov found that he could replace the sight of food with a range of other unconditioned stimuli and still produce the unconditioned response of salivation. This is known as classical conditioning.
In the same way, classical conditioning can explain drug and alcohol use. For instance, cues or stimuli can produce responses like cravings or withdrawal symptoms. Cues may be of internal origin, like feelings of depression or anxiety, or of environmental origin such as the sight of a public bar or observing someone smoke a cigarette. Witnessing stimuli associated with substance use can trigger the response in the individual.
Another type of conditioning is operant conditioning. Operant behaviour can be viewed as when an animal ‘operates’ spontaneously on its environment. That is, it is not brought about by any influence from an outside stimulus.
B.F. Skinner took Pavlov’s work a stage further to develop his own theories of ‘operant conditioning’. He devised the ‘Skinner box’, in which he placed rats. When the rat pressed down a bar inside the box, a food pellet was delivered into a tray. After exploring its environment and accidentally pressing the bar a number of times, the rat eventually made the connection between pressing the bar and the arrival of the food pellet.
The appearance of the food can be said to be ‘positive reinforcement’. The bar pressing behaviour is reinforced because the rat is rewarded for its efforts. In addition, Skinner was able to demonstrate that such behaviour can also be learned to avoid unpleasant consequences. When pressing the bar cut off a mild electric current that ran through the box, the rat soon learned to adopt this behaviour. This is known as ‘aversive conditioning’ and results from ‘negative reinforcement.’
In relation to substance use, behaviour may be reinforced if the right cues are present, for instance, consuming a substance like alcohol can be a positive reinforcer for drinking and may be associated with a range of cues like a family meal. For some though, the cues may become generalised so that they consume alcohol in response to a range of different internal cues, i.e., different moods or external cues – anywhere, anytime.
The negative consequences of such behaviour (e.g., feeling hung over or sleeping in and missing work) do not support the positive reinforcement of them, but these negative ramifications usually come later. The initial response to taking the substance is usually one of pleasure and reward or reduction of cravings. Despite acknowledging problems associated with their behaviour and making vows to address it, many users become overwhelmed when faced with the stimuli which prompt them to use and so relapse is frequent. Hence many people need help with abstinence and quitting.
Social Cognitions
Social learning theory suggests that much of what we learn is through modelling and imitation of others. It has given rise to the client-centred approaches to therapy (Carl Rogers) and motivational interviewing techniques which seem to be of benefit in dealing with substance use problems. Social learning theory emerged because some psychologists found behavioural explanations of behaviour too simplistic, i.e., people don’t always respond to stimuli in predictable ways. People play a more active role in deciding what they do. One of the things they found was that people’s expectations played a key part in their behaviour.
When applied to substance use expectations may arise from rewards and stimuli, but also that they can influence how people react to stimuli, behaviour and the consequences. That is, people have an active role in how they respond. Other influences such as modelling, perceived levels of self-control (i.e., self-efficacy beliefs), need for positive regard and self-evaluations also influence our choices.
Personality
It has been suggested that some people may have a personality type which makes them more prone to using substances. However, there is little evidence to support this proposal. What is perhaps more credible is that personality traits may influence an individual’s substance use behaviour. But once again, research has failed to consistently identify specific traits or clusters of traits associated with drug use that support this theory. However, a few studies, e.g., Molina et al. 2002, have suggested that there may be a link between personality traits and the onset of alcohol use disorders. Antisocial personality traits have been linked to alcohol related problems in teens and young adults.
Also, some neurological problems like attention deficit and hyperactivity, impulsiveness, emotional instability, lack of inhibition, aggressiveness, and pre-alcoholic essential tremor have been found to be associated with alcohol problems. Poor academic achievement, truancy and delinquency are also linked and so is sensation seeking behaviour.
Mental health disorders also have a complex relationship with drug and alcohol use. As alluded to already, some people with mental health problems take substances to self-medicate but sometimes mental health problems may be incurred through use of substances. There may also be a history of personality disorder or mental health issues in families where there are members with drug or alcohol disorders.
Social Theories
The environment may also play a significant role in an individual’s vulnerability to drug and alcohol related disorders. For instance, how substances are perceived in society can influence an individual’s decisions about taking them. In most Western societies alcohol is seen as an acceptable drug and many people grow up surrounded by family members and role models who drink. In these societies young people may feel peer pressure to drink alcohol. Children who watch their parents drinking to relieve stress are more likely to accept it as a means of coping with problems. Conversely, in many countries where there is a Muslim majority alcohol is prohibited and there are few alcohols related problems. As well as availability, cost can be a determinant in the development of use disorders. Where prices are higher usage is likely to be lower.
Other social factors such as homelessness and unemployment are linked to problems with substance use. Within the family network factors such as abuse, neglect, separation, divorce, and poor social support are all possible risk factors for substance use. The family system itself can promote and maintain substance use behaviours through rituals, e.g., every Sunday they drink alcohol with dinner as a family tradition.
Conclusion
Given the divergent and occasionally complementary explanations of why people use substances and become addicted to them it is apparent that there is no satisfactory approach which describes all cases. Therefore, any attempt at understanding a person’s substance use behaviour must be an integrated one. There are biological, psychological, and social influences on whether a person uses substances and the consequences of use. Responses may lead to tolerance, reinforcement and generalisation of substance use to a variety of internal and external cues. Often individuals with substance use disorders associate with others who are similarly inclined and avoid those who may not condone their behaviour.
Study abnormal psychology with this certificate level qualification
Abnormal psychology sounds like such a negative term, but many people today are suffering psychologically, dealing with behavioural, emotional, or physical conditions or disorders. This course will provide you with a detailed insight into abnormal psychology and the issues adults and children can face in today’s modern world.
This course is suitable for –
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