Lecture 2 Theories of Psychology PDF

Theories of Psychology Presented By: Tahira Yousaf Msc in Applied Psychology, MS(SLP/T) RIPHAH COLLEGE OF REHABILITATION SCIENCES  Points to Ponder…  Have you ever had memories that you never wanted to discuss or think about?  Have you ever felt guilt...

Theories of Psychology Presented By: Tahira Yousaf Msc in Applied Psychology, MS(SLP/T) RIPHAH COLLEGE OF REHABILITATION SCIENCES  Points to Ponder…  Have you ever had memories that you never wanted to discuss or think about?  Have you ever felt guilty about something you said to some one that was wrong and tried to cover what you said by justifying it?  Do you believe that life events in our childhood have an impact on us when we get older?  Do you think that moral development in children is important?  Theoretical Approaches  Since the 1950s, psychologists have adopted a number of diverse approaches to understanding human nature and behavior  These different approaches include:  Psychodynamic  Behaviorist  Humanistic  Cognitive  Physiological  Social constructionist  Freud’s Psycho-Sexual Theory of Development  Basic Concepts of Psychoanalytic Theory:  Behavior is motivated by unconscious biological instincts or drives.  Behavior is influenced by unconscious memories that are kept from awareness by defense mechanisms.  Level of Awarness  The conscious consists of whatever one is aware of at a particular point in time.  For example, at this moment, your conscious may include the train of thought in this text and a dim awareness in the back of your mind that your eyes are getting tired and you’re beginning to get hungry.  The preconscious contains material just beneath the surface of awareness that can easily be retrieved.  Examples might include your middle name, what you had for supper last night, or an argument you had with a friend yesterday.  The unconscious contains thoughts, memories, and desires that are well below the surface of conscious awareness, but that nonetheless exert great influence on behavior.  Examples of material that might be found in your unconscious include a forgotten trauma from childhood, hidden feelings of hostility toward a parent, and repressed sexual desires.  Psychic energy is channeled through three parts of personality:  Id  Ego  Superego  Id It is made up of biological drives/instincts. It is therefore very basic, is inborn and is governed by ‘pleasure principle’, which demands immediate gratification of its urges. The id engages in primary-process thinking, which is primitive, illogical, irrational, and fantasy oriented  Ego  Ego mediates between the urges of the id and demands of the environment  When fully developed it over powers or functions with the id as a guiding force  It operates on Reality Principal and energizes learning and logical thinking  The ego considers social realities— society’s norms, etiquette, rules, and customs—in deciding how to behave.  Superego By the age of about 7 years, the child beings to make judgments about right or wrong This judgment process is called superego, or Conscience It assures that Ego actions are socially and morally correct  Stages of Psychosexual Development  Sigmund Freud proposed five stages of psychosexual development  Particular behaviors are leaned in each stage  Oral stage  Anal stage  Phallic stage  Latent stage  Genital stage  Erikson’s Psychosocial Theory  Human development is determined not only by childhood experiences, but also those of adulthood.  He described eight stages of the life cycle  He described development in terms of critical periods for the achievement of social goals  If a specific goal is not achieved at a specific age, the individual will have difficulty achieving the goal in future.  For example, in Erikson’s stage of basic trust vs mistrust, children must learn to trust others during the first year of life or they will have trouble forming close relationships as adults.  Erikson’s Psychosocial Theory Stage Basic  Trust vs mistrust Attitudes  Ability to trust  Autonomy vs others, shame and trustworthiness doubt  Self-control  Initiative vs guilt  Realistic sense of  Industry vs purpose inferiority  Realization of competence  Identity vs role  Coherent sense confusion of self  Intimacy vs  Capacity for love isolation as mutual  Generativity vs devotion stagnation  Creativity,  Ego integrity vs Productivity despair  Acceptance of worth and uniqueness  Cognitive Development  Cognitive development refers to "...how a person perceives, thinks, and gains an understanding of his or her world through the interaction and influence of genetic and learned factors”.  Cognitive processes involve language, memory, problem-solving and making judgments  Piaget’s Theory of Cognitive Development  Jean Piaget (1952) contributed significantly towards the understanding of children’s cognitive development.  According to Piaget, children are born with two cognitive functions:  Organizational Ability  Adaptive Ability  STAGE DESCRIPTION AGE RANGE Sensorimoto The infant progress from Birth- 2 r reflexive, instinctual actions at years birth to the beginning of learned intentional actions. The child interacts with people and objects The child develops the concept of object permanence: objects still exist even then they are not visible Preoperatio The child begins to represent the 2-7 years nal world with words and images Egocentricism: the inability to perceive reality from the perspective of another person.  STAGE DESCRIPTION AGE RANGE Concrete The child now can perform mental 7-11 years Operationa operations l Concept of conservation Conservation is the ability to recognize that a given quantity, weight or volume remains the same despite changes in shape, length, or position Memory improves The child starts using categories and principles Formal Thinking is based on abstract, and 11-15 years Operationa logical ideas l Use formal problem solving skills This stage represent the attainment of full adult intellectual ability  Behavioral  B.F. Skinner and John Watson (1878 – 1958)  Our environment influences our behavior: parents, community, peers, etc.  Our behavior stems from what we observe in our environment.  We mimic, model, and imitate what we see.  Our behavior is strengthened or weakened through positive or negative reinforcements. Imitation  Humanistic  Carl Rogers and Abraham Maslow (1902 – 1987)  Believe in free will when making choices and these choices impact our behavior.  Our choices define who we are.  Believe we all strive for self-actualization and feeling of self worth and this need motivates the choices we make.  Humanistic View  Abraham Maslow: Personality gradually develops towards self-actualization  Carl Rogers: Our inner experience of ourselves may differ from what we show others Maslow’s Hierarchy of Needs  Moral Thought  At different points in our lives, we exhibit different forms of thoughts and beliefs regarding moral behavior  Moral Judgment: ability to understand moral concepts  Moral Behavior: child’s actual behavior regardless of congruency with moral judgment  Kohlberg Theory of Moral Development  Preconventional Morality  Judgments about right or wrong are based on external consequences and external higher authority  Obedience and Punishment Orientation  Conventional Morality  Moral Judgments are based on fulfilling the expectations of others and following the rules  “Good Child”  Law and Order  Reasoning is based on norms of the group  Postconventional Morality  Judgments are based on personal adherence to principles that are perceived as valid by individual apart from any external authority  Neurobiological  Roger Sperry  Studies the ways in which the brain and nervous system are involved in behavior in term of bodily structure, how body and brain enable emotions, memories?  An organism functioning explained  Looks to the body/mind to explain behavior.  Medications will change behavior.