Pearson BTEC Level 3 Nationals in Uniformed Protective Services - Unit 2 - Behaviour and Discipline in the Uniformed Protective Services - Glossary of Terms

Oct 20, 2026

Uploaded by Jake

Glossary of Terms for Pearson BTEC Level 3 Nationals in Uniformed Protective Services, focusing on Unit 2 Behaviour and Discipline in the Uniformed Protective Services. Defines key concepts including behaviourist approaches such as classical and operant conditioning, positive and negative reinforcement, stimuli, and social learning. Covers psychodynamic elements (conscious and unconscious mind, id/ego/superego) and cognitive approaches. Includes other behaviour theories like Type A/B personality, trait and situational theory, planned behaviour, attitude, subjective norm, perceived behavioural control, and mindset theory. Also outlines obedience theories such as conformity, compliance, authority figure, and conscious versus unconscious obedience.

LanguageEnglish

CategoryExam

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Behaviour Theories

Other Theories of Behaviour

Obedience Theories

Definitions

GLOSSARY OF TERMS Pearson BTEC Level 3 Nationals in Uniformed Protective Services Unit 2: Behaviour and Discipline in the Uniformed Protective Services Contents Behaviour Theories ......................................................................................................3 Other Theories of Behaviour ......................................................................................5 Obedience Theories .....................................................................................................7 Theories Related to Stress ........................................................................................10 BEHAVIOUR THEORIES | Behaviourist Approach | Human and animal behaviour can be explained through the use of conditioning. Thoughts and feelings are not considered to influence behaviour and neither do inherited factors. | | --- | --- | | Classical Conditioning | The use of a familiar stimulus to influence behaviour towards a new stimulus by repeatedly pairing them together. E.g. Pavlov’s dog | | Operant Conditioning | The use of reinforcement, both positive and negative, to influence how new behaviours are learnt and how old behaviours are modified. E.g. the Skinner Box. | | Positive
Reinforcement | Use positive reinforcement or reward following a particular behaviour to reinforce learning to ensure that the outcome is repeated. | | Negative
Reinforcement | The removal of an unfavourable outcome. | | Stimulus | A thing or event that causes an individual to react. | | Social Learning Theory | Individuals learn from observing others, imitating and modelling. E.g. Bandura’s Bobo Doll. | | Psychodynamic approach | Behaviour is explained by unconscious thoughts and emotions. E.g. Sigmund Freud’s iceberg analogy. | | Conscious Thinking | The experiences of the senses in the here and now. | | Subconscious Mind | The easily accessible part of the mind that stores experiences, memories and skills. | | Unconscious Mind | The bank of memories, thoughts and urges that individuals are not readily aware of. | | --- | --- | | Id | Primitive and instinctual part of the mind. | | Ego | Realistic part of the mind operating in the real world. | | Superego | The moral thermometer within the mind. | | Humanistic
approach | Individuals operate on their own free will and are able to choose how they act. | | Self-actualization | When an individual can appreciate that they have reached their full potential. E.g. Maslow’s Hierarchy of Needs. | | Free-will | The ability to choose between different courses of action. | | Physiological | Needs that must be met for survival, including food and water. | | Cognitive approach | This theory attempts to explain behaviour by reviewing the thought processes used by the brain in reaching decisions. | | Cognitive
processes | The ability to remember, pay attention and problem solve. | | Experimental cognitive psychology | When Cognitive Psychologists use information as a stimulus so that they can identify how it appears in the brain. | OTHER THEORIES OF BEHAVIOUR | TYPE A and TYPE B Personality Theory | This approach groups all personality traits as either Type A or Type B. | | --- | --- | | TYPE A personality | People with a TYPE A personality have a strong urge for competition and a high desire to achieve goals. They tend to lack tolerance towards others and experience higher levels of anxiety. | | TYPE B
Personality | TYPE B personalities tend to be more tolerant towards others, experience lower levels of anxiety and display higher levels of imagination and creativity. | | Trait theory | Individuals have certain characteristics that explain their patterns of behaviour. | | Trait | An identifying characteristic. | | Extrovert | Outgoing and socially confident. | | Introvert | Shy and quiet. | | Situational theory | The situational approach is different from the trait theory approach as it says that behaviour is dependent on the current situation o

FAQs

What is classical conditioning and how is it used to explain behaviour?

Classical conditioning uses a familiar stimulus to influence behaviour toward a new stimulus by repeatedly pairing them together, such as Pavlov’s dog example.

How does operant conditioning explain learning and behaviour change?

Operant conditioning explains new behaviours through reinforcement, including both positive and negative reinforcement, which influences how behaviours are learnt and modified.

What is the difference between conscious and unconscious obedience?

Conscious obedience involves awareness and a deliberate, informed choice to follow instructions or rules. Unconscious obedience involves following rules automatically as part of routine without fully thinking about actions or reasons.

Oct 20, 2026

Uploaded by Jake