<p>Understanding the role of obedience when working in the uniformed protective services.<br /> • The importance of obeying orders and commands from those in authority:<br /> o following an order to perform a task/to achieve an objective<br /> o a practice to make the service efficient and disciplined<br /> o a personal quality allowing for mutual respect.</p> <p>The impact of obedient and disobedient behaviours<br /> Understanding the positive and negative effects of each behaviour.<br /> • The impact of obedient behaviours:<br /> o extrinsic rewards – praise and respect, medals, extended leave, promotion, pay rise<br /> o intrinsic rewards – pride, job satisfaction, team spirit/morale, trust.</p> <p>• The consequences of disobedient behaviour:<br /> o loss of rank<br /> o reduction in pay<br /> o suspension<br /> o loss of job/dishonourable discharge</p> <p>Full lesson. Videos/discussions/exam question.</p>

<p>Powerpoint lesson covering -</p> <p>Unit overview<br /> Key responsibilities of emergency services<br /> research tasks/ exam question/ kahoot</p>

<p>Powerpoint - overview of unit and all content that covers assignment 1. Activities- independent research tasks/discussions<br /> Criteria guidance within as well</p> <p>Essay plan template.</p>

<p>Outlining the features of different types of obedience.<br /> • Types of obedience:<br /> o conscious<br /> o unconscious.<br /> • Relationship between obedience and compliance.<br /> • Factors that affect obedience, including influences, fear, reward and respect.</p>

<p>Understanding the key features of each theory, their strengths and weaknesses and their<br /> application to working in the uniformed protective services.<br /> • Type A and Type B personality theory:<br /> o Type A personality<br /> o Type B personality.<br /> • Trait theory:<br /> o stable, enduring characteristics that explain behaviour<br /> o genetic basis for personality<br /> o behaviour can be predicted based on an individual’s traits.<br /> • Situational theory:<br /> o behaviour is determined by the environment or situation<br /> o Bandura’s social learning theory:<br /> – social modelling<br /> – social reinforcement<br /> – interactionist theory<br /> – behaviour is the result of an individual’s traits and the situation</p>

<p>Understanding the attitude theories and how attitude impacts on an individual’s behaviour when<br /> dealing with others in protective service situations.<br /> • Development of attitudes:<br /> o previous experiences<br /> o modelling others’ behaviour<br /> o cultural influences.</p>

<p>Understanding the features of different needs and how working in the uniformed protective services<br /> contributes towards meeting these needs.<br /> • Maslow’s hierarchy of needs:<br /> o biological needs<br /> o safety needs<br /> o social needs<br /> o self-esteem needs<br /> o self-actualisation.</p>

<p>Understanding the key features of each theory, their strengths and weaknesses and their application to working in the uniformed protective services.<br /> • Type A and Type B personality theory:<br /> o Type A personality<br /> o Type B personality.</p> <p>• Trait theory:<br /> o stable, enduring characteristics that explain behaviour<br /> o genetic basis for personality<br /> o behaviour can be predicted based on an individual’s traits.</p> <p>• Situational theory:<br /> o behaviour is determined by the environment or situation</p> <p>o Bandura’s social learning theory:<br /> – social modelling<br /> – social reinforcement<br /> – interactionist theory<br /> – behaviour is the result of an individual’s traits and the situation.</p>

<p>Lesson on:</p> <p>Behaviourist:<br /> o emphasis on the role of environmental factors in behaviour<br /> o importance of classical and operational conditioning<br /> o focus on stimulus-response approaches.<br /> • Psychodynamic:<br /> o focus on behaviour being determined by unconscious factors – thoughts,<br /> wishes, memories<br /> o personality is comprised of the id, ego and superego<br /> o conflict between the id and ego regulated by the superego.<br /> • Humanistic:<br /> o belief in the free will of the individual who has the ability to choose how they act<br /> o acknowledgement that only the individual can fully interpret their experiences and<br /> understand their meaning.<br /> • Cognitive:<br /> o information processing approach<br /> o focus on the study of mental processes</p>

<p>An overview of the causes of stress.</p> <p>• External factors:<br /> o trauma<br /> o change in personal circumstances<br /> o violence, war and terrorism<br /> o loss of family member, friend or colleague.<br /> • Internal factors:<br /> o personality<br /> o thoughts<br /> o memories.</p> <p>• Pressures in life:<br /> o work and home responsibilities<br /> o unforeseen events<br /> o personal relationships.</p>

<p>An overview of different factors and the ways in which they may contribute to stress.<br /> • Previous experiences of stress:<br /> o personality type<br /> o social factors<br /> o intelligence.</p> <p>• Stress-vulnerability model (Zubin and Spring, 1977):<br /> o biological vulnerability<br /> o stress<br /> o protective factors/coping skills.</p> <p>• Factors that contribute to stress:<br /> o harassment<br /> o discrimination<br /> o abuse<br /> o bullying</p> <p>o forms of harassment, discrimination, abuse and bullying:<br /> – physical<br /> – psychological<br /> – cyber.</p>

<p>An overview of the key features of each theory, their strengths and weaknesses and their<br /> application to working in the uniformed protective services.<br /> • Milgram’s obedience research (1963):<br /> o remote feedback<br /> o voice feedback<br /> o proximity<br /> o touch-proximity.</p> <p>• Burger (2009) replicating Milgram.</p> <p>• Hofling’s Hospital Experiment of Obedience (1966):<br /> o nurses ordered to inject dangerous levels of a drug in patients<br /> o effect of social pressure on obedience<br /> o implications of study.</p> <p>• Milgram and Hofling’s research outcomes on obedience:<br /> o perception of legitimate authority<br /> o diffusion of responsibility<br /> o socialisation<br /> o entrapment.</p>

<p>Dweck’s spectrum of mindset theories:<br /> o fixed mindset<br /> – personality traits are fixed and cannot be changed through training<br /> – success is based on fixed ability and improvement comes through accessing that ability<br /> o growth mindset<br /> – personality traits attributed to learning, effort, training and practice<br /> – effort and training can change a person’s personality traits for improvement<br /> o how beliefs about ability and talent impact on behaviour (fixed versus growth)<br /> – challenges (avoiding versus embracing)<br /> – obstacles (giving up versus persisting)<br /> – effort (pointless versus essential for mastery of skills)<br /> – criticism (ignore versus learn from it).</p> <p>Full lesson/ kahoot/ videos/discussions</p>

<p>Understand the impact of funding on public service delivery:<br /> ● how funding determines the level, extent and quality of service provided<br /> ● changes in funding leading to changes in delivery of statutory and non-statutory services<br /> ● the need to charge for services provided by public services organisations<br /> ● why public services are allocated to individuals in different ways including universal access, means testing, charging.</p> <p>pretty much straight forward lesson. Assessment practice at the end, few questions.</p>

<p>the meaning and purpose of accountability, responsibility for actions and decisions, obligation to explain actions, being subject to public scrutiny and promoting public confidence, ensuring transparency<br /> ● accountability for finances and budgets, service provision, legal compliance<br /> ● accountability to government, parliament, regulators, the public.</p> <p>Videos to support key points embeded. Few assessment questions at the end. Just a straight forward powerpoint</p>

<p>Understanding the features of each stage of the stress-vulnerability model and application to<br /> situations faced by employees in the protective services.</p> <p>• General adaptation syndrome (GAS):<br /> o alarm reaction<br /> o resistance stage<br /> o exhaustion stage.</p> <p>• The stress process:<br /> o cause of stress<br /> o individual perception of demand<br /> o stress response<br /> o behavioural consequence</p>

<p>Refresher of a previous lesson. Its based off a mock exam we did.</p> <p>Recap of central government, each ministry and department relating to UK Public Services.</p>