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Approaches and origins, Hunner et al used a beep whilst doing a task and…
Approaches and origins
Psychodynamic approach- early 19th century, Sigmund Freud main psychologist.
- Our adulthood behaviour is influenced by early childhood experiences.
- Our unconscious thoughts in our mind determine thoughts and feelings and behaviour.
- Abnormal behaviour is the result of mental conflict.
Iceberg Analogy:
- Above the surface we have our conscious this is what we are aware of, whom we describe ourselves to be.
- We then have our preconscious which is the dream state and stored info capable of being made conscious.
- We then have our unconscious which is our instincts traumas paranoias and fears. It is an inaccessible storehouse of desires and instincts that have significant influence on our behaviour and personality. It also includes distressing or embarrassing behaviour.
The unconscious is the driving force behind our emotions, trauma and distress can damage the psych and are repressed to protect the psych.
Freud shaped us into 3 main tripartite interacting elements:
- ID: this is our instincts and pleasure principle (18 months) it is unconscious, focusses on self, is irrational and emotional and is driven to satisfy biological needs, the aim is gratification.
- EGO: This is our reality principle and levels ID and SUPEREGO it is conscious and plans things, the use of defence mechanisms (3 years)
- SUPEREGO: This is our morality principle, right and wrong, (3-6 years), represents moral standards and same sex parents and societal values, punishes ego through guilt, unconscious.
- These are unconscious strategies to prevent us from being overwhelmed, they involve distortion of reality-long term unhealthy. It involves Repression- keeping unacceptable desires or thought out of the conscious. Denial- ignoring or rejecting unpleasant material. Displacement - focus of a strong emotion is expressed to a neutral person or object.
Psychosexual stages:
- Oral (0-18months)- pleasure principle mouth. Satisfaction from feeding, biting, nibbling and sucking breast, if unresolved- smoking, biting nails, sarcastic and critical, needs to grow up normally.
- Anal (18months-3.5 years)- pleasure principle is anus, satisfaction from withholding and expelling faeces. if retentive: perfectionist, obsessive, if expulsive: messy, thoughtless. Potty training is needed and socialisation.
- Phallic (3.5years-6years)- pleasure zone is genitals, satisfaction from unconscious sexual desires, can result in narcissism, reckless, problem sex and sexual identity issues.
- Latency (6years-puberty)- repressed sexual urges.
- Genital (puberty-adulthood)- pleasure principle is genitals, awakened sexual urges, satisfaction from sexual urges, if unresolved difficulty forming heterosexual relations.
- Oedipus complex: incestuous feelings towards mothers and hatred towards fathers, they fear their fathers will castrate them. It is traumatic and the EGO develops defence mechanisms to forget incestuous feelings and take on fathers gender role. - Electra complex: penis envy and desire their father, they believe their mother has castrated them as the penis is the main love making object. Girls replace father desire with baby desire and hatred for mother.
Techniques used to bring unconscious to conscious to release anxiety.
- Free association: expressing thoughts as they come up.
- Dream interpretation: analyse latent content or manifest content.
- Projective tests: e.g. Rorschach test- images and interpretations.
Social learning theory:
- Extension of behaviourist.
- people learn through observation and imitation of others within a social context.
Key Words: -
imitation- copying behaviour of others. -
modelling- demonstrating a specific behaviour, imitating a specific behaviour of a positive role model. -
identification- involves associating with the qualities, characteristic La and views of the role models to become more like that person, more likely to imitate those they identify with.
when rewarded (reinforced) with behaviour they’ve seen people are more likely to imitate it this is called vicarious reinforcement
attention-notice
retention-remember
motor reproduction-physically produce
motivation-perform to achieve reward
The cognitive approach:
- This focuses on how people perceive, store, manipulate and interpret information.
- How they use their memory, mental processes cannot be directly observed, therefore psychologists studied the indirect actions of the brain..
- Inference- process of drawing conclusions on the way mental processes operate on the basis of observed behaviour.
- We have selective attention as information processing has a limited capacity and is sequential..
There are 2 models:
- Theoretical models: sight, smell, sound, touch, taste in sensory memory-> short term memory-><- long term memory.
- Computer model: input process-> information manipulation processes(<-> information storage)-> output process.
Role of schema:
- Cognitive processing is often affected by a persons beliefs of expectations, schemas are packages of ideas and info developed through experience, a cognitive framework that helps us interpret info in the brain.
- They help s to process large amount of information taking short-cuts preventing us from being overwhelmed by environmental stimuli, but they can distort our stereotypes e.g. expectations of how something appears.
Cognitive neuroscience: -The biology of brain structures behind mental processes, bridging the gap between cognitive and biological. First identified when Broca identified damage to the front lobe was for languages These helped develop scanning techniques for the brain.
biological approach
- behaviour as direct products of interactions within the body.
key assumptions
- direct correlation between brain activity and cognition.
- Biochemical imbalances can affect behaviour.
- Brain psyiology can affect behaviour.
- Brain can be inherited.
Genotype
- written into DNA inherited
Phenotype
- expression of genes which lead to observable characteristics.
Evolution:
change in inherited characteristics in biological population over successive generationsNatural selection:
any genetically determined behaviour that enhances survival
2 mechanisms:
- limited environmental resources. -
- variations in species making them more equipped to find food
The behaviourist approach: - We are born as a blank slate
- We learn through experience and our environment- nurture.
- In order to be scientific should focus on observable behaviour which can be objectively measured, lab experiments.
- Uses animal experiments
Classical conditioning: PAVLOV learning through association, an involuntary reflex to a new stimuli.
- before: NS->UCR, UCS->UCR
- during: NS+UCS->UCR
- after: NS->CR
Operant conditioning: SKINNER learning through reinforcement.
- Positive reinforcement: desirable reward, therefore more likely to be repeated.
- Negative reinforcement: removal of adverse consequence therefore behaviour is more likely to be repeated.
- Punishment: unpleasant consequence, less likely to be repeated.
- Origins- Wundt opened first experimental lab in 1879. He separated philosophy and biology. First biologist, developed an independent branch of science.
- His approach became known as structuralism as he used experiments to find basic building blocks of thoughts and their interactions, he used perception and sensation to analyse their behaviour and reactions breaking them down. He presented a stimulus and then measured the amount of time taken to respond thus measuring the mental processes.
- Introspection- he then developed this, examining your thoughts, emotions, feelings and sensations. looks into
+still used today by psychologists and allowed them to investigate it further.
-subjective, lacks reliability.
Humanistic approach: - "Third force" to replace two main approaches.
- Concerned with uniqueness, experiences, meaning, freedom and choice. Potential for growth, development and self actualisation.
- Free will and self determining, rational and conscious, subjective experiences and understanding of the world is more important, viewed as a whole and not parts-rejects reductionism, each person is unique.
- -The approach is ethnocentric, has unscientific concepts and cultural bias.
- +However it has real life application and is a positive approach.
- Maslow's hierarchy of needs:
- 5 stages, without one of these stages one is unable to meet self-actualisation and strive towards the best self you can become.
- Physiological -breathing, food, sex and sleep.
- Safety -employment, resources, family.
- Love and belonging -friendship and family.
- Esteem -self and confidence.
- Self-actualisation -morality and creativity.
- According to Maslow once these 'deficiency needs' have been met people can focus on stage 5 including spirituality, creativity and acceptance of the world now. Self growth is essential part of being human.
CARL ROGERS Congruence: - Two basic needs, self-worth and unconditional positive regard, both emerge from good relationships from family and friendships. - Unconditional positive regard is the feelings of acceptance and value regardless of who you are and what you've done. A persons self concept and ideal self should be congruent, self concept develops through childhood from personal experience and evaluation from others.
- Conditional positive regard leads to the development of conditions of worth (conditions you perceive other people to have put upon you).
- Those who are able to self-actualise become a fully functioning person and live for the 'here and now', they are in touch with their subjective feelings and are continually growing, this is rarely achieved.
- Client centred therapy: the aim is to help clients achieve self-actualisation, genuineness empathy and unconditional positive regard.
Hunner et al used a beep whilst doing a task and asked to write down feelings-happier when doing task.