Approaches Flashcards
1
Q
What is Introspection
A
The first systematic experimental attempt to study the bind, by breaking up conscious awareness, into basic structures , of thoughts ,images and sensations .
2
Q
What is Psychology
A
the scientific study of the mind behaviour andexperience .
3
Q
meaning of science
A
a means acquiring knowledge through systematic and objective investigation . THe aim is to discover general laws .
4
Q
Wundt’s lab
A
-18719 Wilhelm Wundt opened the first ever lab dedicated entirely to psychological enquiry in a little town called LEIPZIG , IN Germany .
-Wundt’s work is significant because it marked the beginning, of scientific psychology , separating it from its broader philosophical roots.
5
Q
What was Wundt’s lab
A
Wundt’s aim was to try analyse the nature, of human consciousness and thus represented , the first systematic attempt to study the mind under controlled conditions . His pioneering method became known as introspection .
6
Q
Wundt’s main objectives standardised procedures objectives was what ?
A
One of Wundt’s main objectives was to try and develop theories , about mental processes ,such as language and perception . He and his co-worker , recorded their experiences of various stimuli, they were presented with such as different object or sounds.
-They would divide their observations into three categories , thoughts images and sensations for instance , participants , might be a ticking metronome and they would report their thoughts images and sensations .
7
Q
what is structuralism ?
A
-isolating , the structure , of consciousness in this way is called structuralism . The stimuli , that WUNDT and his co-workers experienced were always presented in the same order and the same instructions were issued to all participants.
8
Q
what happened in the the 17th -19th century
A
psychology is a branch of the broader discipline of philosophy . If psychology has a definition during this time it is as experimental philosophy .
9
Q
1879- Wilhelm Wundt
A
Opens the first experimental psychology , lab in Germany and psychology lab in Germany , and psychology emerges as a distinct discipline in its own right.
10
Q
1990s - Sigmund freud
A
Sigmund Freud emphasises the influence of the unconscious mind on behaviour (the psychodynamic approach ) .
-He also develops this person - centred therapy , psychoanalysis , and shows that physical problems can be explained in terms of conflicts within the mind .
11
Q
1913 - John B Watson
A
writes psychology , as the behaviourists views it and later with B.F skinner , establishes, the behaviourist approach , the psychodynamic and behaviourists approaches dominate psychology for the first half of the 20th century .
12
Q
1950s carl rogers and Abraham Maslow, develop the humanist approach
A
the so called third force in psychology rejecting , the behaviourists and the psychodynamic view is that human behaviourist determined by outside factors . Humanistic psychologists emphasise the importance of self-determination and free will .
13
Q
1950s - the introduction of the digital computer …
A
the introduction of the digital computer gives psychologists a metaphor ,for the operations of the human mind. The cognitive approach reintroduces the study of mental processes to psychology but in a much more scientific way that Wundt’s earlier investigations ;.
14
Q
1960s Albert Bandura-proposes the social learning theory .
A
This approach draws attention to the role of cognitive factors in learning, providing bridge between the newly established cognitive approach and traditional behaviourism .
15
Q
1980s onwards approach
A
the biological begins to establish , itself as the dominant scientific perspective in psychology .
-This is due to advances , in technology that have increased understanding of the brain and biological processes .
16
Q
eve of the21st century
A
towards the end of the last century ,cognitive neuroscience, emerges as a distinct discipline bringing together the cognitive and biological approaches .
-Cognitive neurosciences investigates how bioligcal structures influence mental states .
17
Q
What is wundts lab ?
A
-In 1879 Wilhelm Wundt opened the first ever lab dedicated entirely to psychological enquiry in a little town called Lepizig in Germany .
-Wundt’s work is significant because it marked the beginning of of scientific psychology, separating it from its broader philosophical roots .
18
Q
What was Wundt’s aim ?
A
Wundt’s’ aim was to try to analyse the entire of human consciousness and this , represented the first systematic atempt to study the mind under controlled conditions . His pioneering method became known as introspection .
19
Q
Wundts standardised procedures
A
One of wundts main objectives was to try and develop theories about mental processes , such as language perception .
He and his coworkers recorded their experiences of various stimuli they were presented with such as different objects or sound .
- they would divide their observations into three categories , thoughts images and sensation s, for instance Patti pants might be given a ticking metronome and they would report their thoughts images and sensations zv
20
Q
Strucuralism
A
Isolating the structure of consciousness in this way is
Called structuralism . The stimuli that Wundt and his co-workers experienced were always presented in the same order and the same instructions weren’t issued to all participants.
21
Q
The emergence of psychology as a science - 1900s behaviourists
A
By the beginning of the 20th century , the value of introspection was questioned by many , most notably the behaviourists John b Watson .
The problem was that introspection produced subjective data rather than objective data so that it was very difficult tor establish general
Laws
.
22
Q
1900S behaviouralists part 2
A
Watson and later B.F slimmed proposed that a truly scientific psychology should only study phenomena that can be observed objectively and measured .
- for this reason , behaviourists focused on behaviours that they NBC could see carefully controlled experiments .
- the behaviourists approach would go on to dominate scientific psychology for the next rl 50ueads .
23
Q
Evlauation of Wundts work strength
A
One strength of Wundts work is that some of his
Methods were systematic and well controlled (scientific) all introspections were recorded in the controlled enviroment of the lab , ensuring that possible extraneous variables were not a factor .
-As described on the left ,’procedures and instructions , were carefully standardised so that all participants received the same information and were tested in the same way .
This suggests that Wundt’s research can be considered a forerunner to later scientific approaches in psychology as the behaviourists approach .
24
Q
Evlauation of Wundts work strength
A
One strength of Wundts work is that some of his
Methods were systematic and well controlled (scientific) all introspections were recorded in the controlled enviroment of the lab , ensuring that possible extraneous variables were not a factor .
-As described on the left ,’procedures and instructions , were carefully standardised so that all participants received the same information and were tested in the same way .
This suggests that Wundt’s research can be considered a forerunner to later scientific approaches in psychology as the behaviourists approach .
25
Evaluation - subjective data
One limitation is that other aspects of Wundt’s research would be considered unscientific today . Wundt relied on participant self-reporting their mental processes . Such data is sucker y r . Also participant may have hidden some of their thoughts . It is difficult to establish meaningful law or behaviours from such data . And general ads are useful tomm m predict future behaviour one of the aims in six he .
- this suggests that some or Wundts warlt effort to study the mind flawed and would not meet the criteria for scientific enquiry .
26
Evaluation - subjective data
One limitation is that other aspects of Wundt’s research would be considered unscientific today . Wundt relied on participant self-reporting their mental processes . Such data is sucker y r . Also participant may have hidden some of their thoughts . It is difficult to establish meaningful law or behaviours from such data . And general ads are useful tomm m predict future behaviour one of the aims in six he .
- this suggests that some or Wundts warlt effort to study the mind flawed and would not meet the criteria for scientific enquiry .
27
Evaluation - modern psychology
One strenfth is that research on modern psychology can claim to be scientific . Psychology has the same aims as the natural sciences - to describe understand , predict and contorl behaviour .
-the learning approaches cognitive approach and biological approach all rely on the use of scientific methods , for example , lab sgudies to investigate theories in a controlled and unbiased way .
This suggests that throughout the 20th century and beyond , psychoglt has established itself as a scientific discipline .
28
Evaluation subjective data
One limitation with psychology is that not all approaches use objective methods .
The humanist approach rejects the scientific approach , preferring to focus on idk iodine wzpwricmes and subjective experience . The psychodynamic approach makes use of the case study method with does not use reodebtatice samples .
29
evaluation - modern psychology
one strength is that research in modern psychology can claim , to be scientific .
-psychology , has the same aims as the natural sciences - to describe , understand predict and control behaviour .
-The learning approaches, cognitive approach and biological, aproach , all rely on he use of scientific methods , for example , lab sudies , to investiage thoeries ina controlled nd unbiased wya .
-This suggets , that throughout the 20 th cenutry and beyond , psycholgye stablished istefl s a scientific discipline .
30
evaluation - subjective data
one limitiation , with psycpsychologyholgy is that not all approaches , use objective methods . Humanistic approach rejets the scientific pporach , preferring to foucs on individual experiences , and usbjective experiences .
-The psychodyamic approch mke use of the case study method which does not use representative samples .
-Finally m the subject of study - human beings 0 are active participants in research , responding for example to demand characteristics . Therefore a scientific approach ot the study of human thought and experience may not always a desribale or possible .
31
behaviourist approach
a way of explining behaviour in terms of what is observable and in terms of learning .
32
what is classical conditioning
learning by association , occurs when two stimuli are repeatedly paired together - an uncodnitoned (unlearned) stimulus and UCS and a new neutral stimulus ) .
-The netural stimulus eventually pordproducesuces the same -response that was first prouduproducedced by the unconditioned (unlearned stimulus alone ).
33
operant conditioning
a form of learning in which behaviour is shaped and mintinmaintaineded by its cosnequnces . POssible consequences of behavbehavioriour include reinforcemen t (positive or negative 0 nd punishment.
34
reinforcement
a consequence of behaviour that increases the likelihood of that behaviour being repeated can be positive or negative .
35
assumptions made by the behaviourist approach
-It is only interested in studying behaviour that can be observed and measured . It is not concerned with investigating , mental processes , of the mind because these were seen as irrelevant .
36
assumptions (2)
early behaviourists such as John B Watson , rejected introspection as it involved too many concepts that were vague and difficult to measure . As a result , behaviourists , tried to maintain more control and objectify within their research and relied on lab studies as the best way to achieve this .
37
what do behaviourists believe ?
behaviourists believe , that all behaviour is learned . They describe a a baby's mind as a blank slate and this is written on by experience .
-Following , Darwin's behaviourists suggested that the basic process that govern learning are the same in all species .
-This means , that in behaviourists research , animals replace humans as experimental , subjects .
-behaviourists identified two forms of learning
-CLASSICAL
OPERANT CONDITIONING .
38
Explain classical conditioning - Pavlov's research
classical conditioning is learning through association ad was first demonstrated by Ivan Pavlov .
-Pavlov showed how dogs could be conditioned to SALIVATE , to the sound of a bell .
-if that sound was repeatedly presented at the same time they were given food . Gradually , Pavlov's dogs learned to associate the sound of the bell (a stimulus ) with the food (another stimulus ) and would produce salivation in response every time they heard a sound .
39
Pavlov's research conclusion
Thus , Pavlov was able to show how a neutral stimulus , in this case a bell , can come to elicit , a new learned response (conditioned response ) through association .
40
Operant conditioning - Skinner's research
B.F skinner suggested that learning is an active process , whereby humans and animals operate on their environment . In operant conditioning , behaviour is shaped by consequences .
41
Operant conditioning - what is positive reinforcement ?
Positive reinforcement is receiving a reward when a certain behaviour is performed , for example , praise from a teacher , for answering a question correctly in class .
42
What is negative reinforcement - operant conditioning ?
occurs when an animal (or human ) avoids something unpleasant . The outcome is a positive experience . For example , when a student hands in an essay as not to be told off , the avoidance of something unpleasant is the negative reinforcement . Similarly , a rat , may learn through negative reinforcement that pressing a lever leads to avoidance of an electric shock .
43
what is operant conditioning - punishment
is an unpleasant consequence of behaviour , for example , being shouted at by the teacher for talking during a lesson . (Finding a way to avoid that would be negative reinforcement )
-Positive and negative reinforcement , increases the likelihood that behaviour will be repeated . Punishment decreases the likelihood that behaviour will be repeated .
44
EVALUATION - well controlled research
-one strength of the behaviourist approach is that it is based on well-controlled research .
-Behaviourists focused on the measurement , of observable behaviour within , highly controlled , lab settings .
-by breaking down , behaviour into basic stimulus - response units . all other possible extraneous variables were removed , allowing cause and effect relationships ot be established .
-For instance , Skinner , was able to clearly demonstrate how reinforcement , influenced an animal's behaviour .
-This suggests that behaviourists experiments have scientific credibility .
45
Counterpoint - for well controlled research
however , the problem, with this is that behaviourists may have oversimplified the learning process , By reducing behaviour to such components , behaviourists may have ignored an important influence on learning - that of human thought , other approach , such as social learning theory , and the cognitive approach , have drawn attention to the mental processes involved in learning , . This suggests that learning is more complex , than observable , behaviour alone , and the private mental processes are also essential .
46
EVALUATION - real world application - another strength for the behaviourist approach
-Another strength of the behaviourists approach is that the principles , of conditioning , have been applied to real world behaviours and problems .
-For example, operant conditioning is the basis of token economy systems , that have been used successfully in institutions , such as prisons and psychiatric wads . These work by rewarding appropriatte behaviour wit tokens that can be exchanged for prvileges .
-
47
EVALUATION - real world application - another strength for the behaviourist approach (2)
FOR EXAMPLE , HOW Classical conditioning has been applied to the treatment of phobias . This increases the value of the behaviourists approach because it has widespread application .
48
Evaluation - environmental determinism
one limitation of the behaviourist approach is that it see all behaviour as conditioned by past conditioning experiences . Skinner suggested that everything we do is the sum total of our reinforcement history . When something happens we may think I made the decision to do that but according to skinner our past conditioning history determined the outcome . This ignores any possible influence that free will , may have on behaviour ( skinner himself also said that free will is an illusion ) ,
49
Evaluation - environmental determinism - what is the effect of this ?
This is an extreme position , and ignores the influence of conscious decision making processes , on behaviour , (as suggested in the cognitive approach )
50
EVALUATION EXTRA - ETHICAL ISSUES
-although procedures such as the skinner box allowed behaviourists to maintain a high degree of control over their experimental subjects , they may have questioned the ethics in conducting such investigations . Animals were housed in harsh cramped conditions and deliberately kept below their natural weight so they were always hungry .
51
What is social learning theory ?
A way o explaining behaviour that includes both direct and indirect reinforcement , combining learning theory with the role of cognitive factors .
52
imitation
copying the behaviour of others
53
identification
a desire to be associated with a particular person or group often because the person , group possesses certain desirable characteristics .
54
what is modelling ?
from an observer's perspective , modelling is imitating , the behaviour , of a role model . From the role model's perspective modelling is the precise , demonstration of a specific behaviour that may be imitated by an observer.
55
vicarious reinforcement
reinforcement which is not directly experienced , but occurs through observing someone else being reinforced for a behaviour . this is a key factor in imitation ..
56
Mediational processes
cognitive factors (thinking ) that influence learning come between stimulus and response
57
assumptions about social learning theory
albert bandura - with the behaviourists that behaviour is learned from the experience of slt , proposed a different way in which people learn - through observation and imitation of others . (social involving others . )
-Slt suggested that learning occurs directly through classical and operant conditioning but also indirectly .
58
key thing about vicarious reinforcement
the learner observes a behaviour but most importantly also observes the consequences of a behaviour .
59
the role of mediational processes
slt is often described as the bridge between behaviourists is learning theory and the cognitive approach because it focuses on how mental cognitive factors ae involved in learning , These mental factors mediate in the learning processes to determine whether a new resposne is acquired . Four menal or mediational processes in learning were identified by Bandura .
60
role of mediational processes stages
attention - the extent to which we notice certain behaviours .
retention how well the behaviour is remembered .
-motor reproduction 0 the ability of the observer to perform a certain behaviour .
-motivation - the will to perform the behaviour which is often determined by whether the behaviour was rewarded or punished .
61
stages of the role of mediational processes explained
the first of these relate to the learning , of behaviour and the last two the performance of the behaviour . Unlike traditional behaviourism , the learning and performance of behaviour need not occur together . Observed behaviours may be stored by the observer , and reproduced at a later time .
62
what is identification ?
people especially children are more likely to imitate people they identify with , a process called identification .
-The person they identify with , with a process called identification ,. The process is called identification . The person they identify , with is called a role model and the process is called identification . The person they identify with is called a role model and the process of imitating a orle is called modelling /
63
how does a person become a role model
a person becomes a role model , if they are seen to possess similar characteristics , to the observer , and / or are attractive and have high status . Role models may not necessarily be physically present in the environment and this has important implications for the influence of the media on behaviour .
64
evaluation - cognitive factors
one strength of the social learning theory approach is that it recognises the importance of cognitive factors in learning .
-Neither classical or operant conditioning can offer an adequate amount of learning on this own . Humans and animals can store information about the behaviours of other ,and use this to make judgements about when it is appropriate to perform certain actions as Bandura observed .
65
what did bandura observe - whatever he observed suggests that SLT provides a comprehensive explanation of human learning by recognising the role of mediational processes .
learning would be exceedingly laborious not to mention hazardous , if people had to rely soley on the effects of their own actions , to inform them what they do . From observing others one forms an idea of how new behaviours are performed , and on later occasions this coded information serves a as guide to action .
66
Counterpoint to Bandura - this concludes the fact that biological influences on social learning were under emphasised in slt .
despite this , slt has been criticised for making too little reference to the influence of biological factors on social learning . Although Bandura claimed natural biological differences influenced learning potential , he thought that learning itself was determined by the environment .
-However , recent research suggests that observational learning of the kind bandura was talking about , may be the result of MIRROR NEURONS , in the brain , which allow us to empathise with and imitate other people .
67
evaluation - contrived lab studies
one limitation of social learning theory is that the evidence on which it is based was gathered through lab studies .
-Many of bandura's ideas were developed through observation of young childrn;s behaviour in the lab .
-Lab studies are often criticised for their contrived nature where participants may respond to demand characteristics .
68
what has been suggested by contrived lab studies
it has been suggested in relation to the bobo doll research , that because the main purpose of the doll is to strike it , the children were simply behaving in the way thought was expected of the, .
-This suggests , that the research may tell us little about how children actually learn aggression in everyday life .
69
evaluation - real world application
another strength is that slt principles have been applied of a range of real world behaviours .
-slt has had the advantage of being bale to explain a lot of cultural differences such as modelling imitation and thru media , and this can account for how children learn from others around them . This can then be used to explain how social/cultural norms , are transmitted through particular societies .
-This has proved useful in understanding a range of behaviours such a show children come to understand their gender roles this increases the value of the approach as it can account for real world behaviour .
70
evaluation extra - reciprocal determinism
bandura emphasised , reciprocal determinism , in the sense that we are not merely influenced by our external environment , but we also exert an influence upon it , through the behaviours we choose to perform . This element of choice suggests that there is some free will in the way we behave contrasting the behaviourist approach which denies the possibility of free will .
71
what is cognitive approach ?
the term cognitive approach has come to mean mental processes so this approach is focused on how our mental processes (thoughts ) affect our behaviour .
72
what is the internal mental processes
private operations of the mind such as perception and attention that mediate between stimulus and response .
73
What is a schema ?
A mental framework of beliefs and expectations that influence cognitive processing . They are developed from experience .
74
What is inference ?
the process whereby cognitive psychologists draw conclusions about the way mental processes operate on the basis observed behaviour ..
75
what is cognitive neuroscience ?
the scientific study of those biological structures that underpin cognitive processes .
76
what are the assumptions of the cognitive approach ?
it is in direct contrast to the behaviourist approach , the cognitive approach argues that internal mental processes , can and should be studied scientifically . As a result , the cognitive approach has investigated those areas of human behaviour that were neglected by behaviourists such as memory perception and thinking .
77
cognitive approach - why is it important that these processes are , private ?
therefore they cannot be observed , so cognitive psychology's study them indirectly by making inferences about what is going on , inside people's mind on the basis of their behaviour .
78
what is the role of the schema part one
-cognitive processing can be affected by a person's beliefs or expectations which are referred to as schema .
-Schemas, are packages , of ideas and information and developed through experience ,acting as a mental framework for the interpretation of incoming information received by the cognitive system .
79
example of a schema
for example , you have a chair something will legs that you can sit on , that is a package of information learned through experience that helps you to respond to the object appropriately .
80
babies motor schema
babies have simple motor schema for innate behaviours such as sucking and grasping , For example the grasping schema , consist of moving a hand towards an object and shaping the hand around the object in co-ordination with visual input .
81
how does our schema change as we grow into adults ?
as we get older our schema become more detailed and sophisticated . Adults have developed mental representations for everything from the concepts of psychology to a schema for what happens in a restaurant or what typical zombies look like .
82
does schema help us to process lots of information quickly ?
schema enables us to process lots of information quickly and this is useful as a sort of mental shortcut that prevents us from being overwhelmed by environmental stimuli . However schema may also distort our interpretations of sensory information leading to perceptual errors .
83
theoretical and computer levels
cognitive psychologists use both theoretical and computer models to help them understand internal mental processes . In reality , there are overlaps between these two models but basically theoretical models are abstract whereas computer models are concrete things .
84
theoretical and computer models (2)
one important , theoretical model is the information processing approach , which suggest , that information flows through the cognitive system in a sequence of stages . These include input , storage retrieval , as the multi-store model .
85
theoretical and computer models (3)
this information processing approach is baeed on the way thAT computers function but a computer model would invovle actually programming a computer to see if such instructions produce a similr output to humans . If they do , we can suggest that similr processes are going on in the human kind . Such computational models of the mind hae proved useful int he development of thinking machines or artificial intelligcne .
86
the emergence of cognitive neuroscience
cognitive neurosceince is the study of the influence of brain structurues on metl processes .
-mapping brain areas to specific cogntiive functions has long hisotry in pscyholg (early as paul broca had identified how damage to an are of the frontal love couple mean permanentl impair speech production
87
what has advances in brain imaging , done give examples
such as fmri and PET scans that scientists have been able to systemaically observe and describe the neuroloigcal basis of mental processes . For example , in research , invovling tasks that requireed the use of episodic and semantic memory , Buckner and Petersen were able to show how these different types of ltm may be locaed on opposite sides of he prefrontl cortex .
88
findings found by the emergence of cogntiive neuroscience ,
-as well as this , the system in overall charge of working memory - the central exceuctive , is thguht to rside in a similar area .
-Scanning techniques hve also proved ueful ine stablishing ]the neurological bass of some mental disorders .
-On our page in our year 1 book we linked the parahippocampal gyrus and ocd as discussed .
89
just some more about the emergenc of cognitive neurosceicne (3)
iot appers to play a role in processing unpleasnt emotions .
-The focus of cogntiive neuroscienc ehas expanded recenlty to include rhe use of computer-generated models that are desgined to read thebrain .
-This has led to the developmen tof mind-mapping technqiues called brain fingerprinting .
-One possible future application of this could be , to analyse the brainw ave patters of eyewitnesses to determine whethere they are lying in court .
90
evaluation of the congtiive approach - scientific methods
-one strneght of the cogntiive paporch is that it uses objective scientific methods .
-Cogntiive psychologists eemploy highlyc ontoled and rigourou methods of study so researchers are able to infer cognitive processes at work .
-This has invovled the use of lab studies ot produce reliable , objectivve data .
-In addition , the emergence of cognitive neurosceince has enabled the two fields of biology and cogntiivre pscyhogl to come ogetehr to enhance he scienitfc basis of study .
*THI MEANS THAT THE STUDY OF THE MIND HAS A CREDIBLE SCIENTIFIC BASIS .
91
EVALUAtion - scientnifc mehtods cogntiive approach - counterpoint
As cognititve psychogl relies on the inference of mental processes rather than direct observation of behaiour , it can occasioanll suffer , from being too abstract , and thoeretical in nature .
-Simialrlil , research studies of mental oricesses are often crried out ousing artifical stimuli m, (memeor tests including word lists ) . These are not present in everydy life .
--Therefore , research on cognitiv eprocess may lack external validity .
92
Evaluation 0 real world application
another strength of the cogntiive approach is that it has practical application .
-The cogntivie apporach is probabl the dominant apporach psycholog today and has been applied to a wide range of practical and theoretical contexts . e.g cogntiive pscyhoolgy has made an important contirubtionin the fields of ai and the developmehnt of thiking machins .
93
cogntivie apporach - real world applicaiton - part 2
these are exctiing adavances may revolutionise how we live int he futue .
-Cognitiv epirncipleshhave lso been applied to the treatment of depression and improved the reliabilti of ewt , supporting the value of the cogntivie approach .
94
evaluation - machine reductionism
one limitiation of the cogntivie approach is that it is based on MACHINE REDUCTIONISM .
-There are similiarities between the human mind nd the operations of a thinking mchine such as a computer (inputs , outputs storage sytems , us eof a central proceor ).
-howeeve rm the comptuer nalogy has been crticiised , such machine reductionism ignores the ignluence of uman emotion and motivation on the cognitive sytem and how this may affect our abilti to process info .
-For instanc e, researc h has ofund that huamn memory may be aected vy theemotional fcotrs such as the nfluec eof anxiety on eyewitnesses suggesting MACHINE REDUCTIONISM MAY WEAKNE THE VLIDIDYTY OF THE COGNITIV EAPPROACH .
94
evaluatioon extra
osft determinism
-the congtiitve appproach is foudned on soft detemrinism i.e the view that human behaviour may be detemrinedb y internal and extenral factors but we also can exert our free willa t times . tEH HARD DETERMINISM VIEW SAYS ALL OUR BEHAVIOUR IS DETERMINED BY FACTORS OTHER HTNA OUR WILL SUCH AS CONDITIONIGN AND geens .
95
biologial approach
a perspectie that empahsises the importance of physical processes in the body such as genetic inheritance ad neural function
96
what are genes
they makeup up chromosomes and consists of dna which codes , the physical features of an organism (such as eye colour height ) , and physiologicl features , (such as mental disorders such intelligence ) . Genes , are transmitted from parent to offspirng i.e inherited
97
biological strucuture
an arrangement or organisation , of parts to form an organ system or living things .
98
neurochemistry
relating to chemical in the brain that regulate biological and psychiolgical funcitonng .
99
genotype
the particular set of genes that a person possesses
100
phenotype
the charaacteristics of an individual both determine dby both genes and the enviornment .
101
evolution
the changes in inherited chracteristiics in bioligcal explantions over successive genertions .
102
assumptions to the biological approach
the biological appraoch suggests that everything psychological is at first biological , so to fully understand human behaviour , we must look to the biological structures and processes within the body . From a biologicla perspective , the mind lives in the brain - meaning that all thoughts , feelings and behaviour ultimatel , have a physical basis . This is in contrast , to say the cognitive , approach that sees mental processes of the mind as being separate , from the physical brain .
103
the neurochemical basis of behaviour
neurochemistry , refers to the action of chemicals in the brain (nerual refers to the brain ) , Much of our thought and behaviour relies on chemical tranmission in the brain . This occurs using neurotransmitters . An imbalance of neurochemicals in the brian has been implicated as a possible cause of mentl disorder for example low levels of the neurotransmiter seroronin in ocd and overpoduction of dopamine in shcizozphernia
104
biological approach - genetic basis of behaviour
phsyiologicl characteristics such as intelligence , are inherited in the same way as height or eye colour . Twin studies , are used to investigate whether certain physiological chraacterisics have a genetic basis .
105
genetic basis of behaviour part 2
this is achieved by analysisng concordance rates - the extent to which twins share the same characteristic .
-If a characteristic is egentic we would expect all idenial (monozygotic) twins to be concordant (share %) of their genes . Wherea sthe same woud not be ture for non-identical (dizygotic) twins who shhare about 0^ if the same geens , however in both cases THE ENVIORNMENT IS ASSUMED TO BE CONSTANT .
106
GENOTYPE AND PHEONOTYPE EXPLAINED
a person;s genotype , is their actual genetic - makeup , whereas phenotype is the way that genes are expressed through physical behaviour and psychological characteristics .
-Despite having the same egenes , the way identical twin's genes are expressed is different - see also example of PKU . This illustrates may biological psychologists would accept that much of human behaviour depends upon an interaction betwene inherited fctors (nature ) and the enviornment (nurture )
107
evolution and behaviour (1)
the evolution of animals and plants is a fact . iNTHE 19TH CENTURY , CHArles darwin proposed a theory to explain this fact - the thoery of natrual selection . The main principle of this thoery is that any genetically determined behaviours that enhances an individual;s survival (and reproduction ) will continue in future generation .
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evolution and behaviour (2)
this happens ina simialr way to a farmer deciding which animals to use for breeding the farmers selects the ones who possess desiorbale characteristics . For example , if one of a farmer;s cow has a high milk yield , the farmer chooses this cow for further breeding so his stock of cows become progresively better milk producers .
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explain in natural selection
in nature this selection takes place natrually no one decides the selection occurs smily because some traits give the possessor , certain oadvanatages . This possessor is more likley to surivive , reporduce and pass on these traits . If the individual does surivive but does not reporduce , the raits do nt remain in the gene pool or successive generations .
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the bioligical world - real world appliation
one strength of the biological approach is that it has real - world applicaion . Increased understadning , of neurochemical , processes in is associated with the use of psychoactive drugs to teat serious mental disorders .
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evaluation - real world application
for example , the biological approach has promoted the treatment of clinical depression using antidepressant drugs that increase levels of the neurotransmitter serooonin at synapse in the brain ,
-Such drugs , have been associated with the reduction , of depressive symptoms , this means that people with depression may be able to manage hteir condiiton and live their lives in the community rather than remain in the hospitl
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evaluation - scieniic methods
another strength of the approach is that it is uses scientific methods of investigation . In order to investiagte the genetic and biological basis of behaviour the biological approach makes use of a range of precise and highly objective mehods .
-These include scanning techniques such as fMRIS an EEGs .
-With advances in technology , it is possible to accuratley measure physiological and neural processes in ways that are not open to bias .
-Meaning much of the biological appraoch is based on objective and reliable data .
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evaluation - biological determinism
one limitiation of the biological approach is that it is determinist .
-THe iological approach is determinist in that it sees human behaviour as governed by internal or genetic causes over which we have no control .
-HOwever we have already seen that the way in which an idnividual;s genotype is expressed ( phenotype ) is heavily influenced by the enviornment .
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evaluation 0 biological determinism
not even idential twins who share the same genes look the same and think the same . Also , a purely genetic argument becomes problemetic when we consdier things such as crime , Could a violen ciminal , for isntance really excuse their actions by claiming their behaviour was controlled by a crime gene .
-this suggests that the bioligcal view is often too simplisitic nd ignores the mediting effects of the environment .
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evaluation extra - natural selection - biological appraoch
critics of darwin's work such as karl popper claim that it is not possible to falsify the theory fo antural selection ( a key criterion of science ) as we cannot show evolution hapepnign , we can only deduce i has taken place . howeve r, others claim that the basic pricniples are supported by fossil records .
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psychodynamic approach
- a perspective that desccribes the different forces dynsmics most of whcih are uncosncious that operate on the mind and direct human behaviour and experience
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the uncocnsious
the part of the mind that we re unaware of but which directs much of our behaviour
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id
entirely uconscious the id is amde up of selfish ggressive instincts that demand immediate gratification .
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ego
the reality check that balances the conflicitng demands of the id and super ego
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SUPERGO
The moralistic prt of our personlaity which represents the ideal self- how we ought to be .
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defence mechanisms
unconcsiocus strategies that the ego uses to manage to conflcit between the id nd superego .
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psychosexual stages
five developmental stages that all children pass through . At each stage there is a different conflict the outcome , of which determines futurue development .
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psychosexual stages - oral 0-1 years description
focus of pleasure is the mouth , mother;s breast can be the object of desire .,
CONSEQUENCE OF UNRESOLVED CONFLICT - oral fixaiton - smoking biting nails sarcstic critical
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psychosexual stages - anal years 1-3 years
focus of pleasure is the anus , Child gaoins pleasure from witholding and expelling faeces .
-CONSEQUENCE OF UNRESOLVED CONFLICT -
-anal retentive - perfectionist , obsessive
-anal expulsive - thoguhtless messy
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psychosexual stages - phallic - 3-6 years
focus of plesure is the genital area .
-CONSEQUENCE OF UNRESOLVED CONFLICT -
-phallic personality narcissitic recjess .
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psychosexual satages - latency
earlier conflicts are repressed
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psychosexual stages - genital - sexual desires beomce conscious alongside the osnent of pubery
consequence of unresovled conflic t
+-diffiuclty forming heteroseual relationships .
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what does the unconcious contain
uncosncious lso contain threatening and siturbing memories that have been repressed / locked away and forgotten .
-These can be accessed of such a slip or dreams , which freud refferes o as parapraxes . An example of such slip is like calling a teacher mum instead of miss .
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the role of the unconscious (1)
sigmmund freud suggested that the part of our mind that we know about and are of - the conscious mind is memery the TIP OF THE ICEBERG .
-Most of our mind is made up of the uncoscious which is a vast storehous of biological drives and instincts that has a sinificant ifnleucne on our behaviour and personalit .
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what does the preconscious contin
jsut bubblin under the surface of our s conscious mind is the preconscious which contins thoughts and memoires which are not currentl in conscious awareness but we can acess if desired .
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strucuture of personality overarching
-id
-ego
-superego
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strucuture of the id describe
the id is the primiritve prt of our personality . It operates on the pleasure principle - the id gets what it wants . It is a seething mass of unconscious drives and instincts . Only the Id is present at birth (freud describes babies as being budneles of id ) .
-Throughuot life the Id is entirely selfish nd demans instant gratification of its needs .
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structure of personality ego
the work ont he reality principle and is the meditor beterrn the othe rtwo aprts of the personality .
-The ego , develops around the age of the two years and its role is to reduc ethe conflict between the deamnd of the Id and the superego it maanages this by emploing a number of defence mechanisms .
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srstructure of personality superego
is formed at the end of the phallic stage , around the age of five it is our internalised sense of right and wrong . Bsed on the morality prinicple it represents the moral standrds of the child's same gender parents and punsihes the ego for wrongdoing (thru guilt )
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psychosexual stage
freud claimed that child development occured in five stages . each stage apart from latency is marked by a different conflict that the child must revovle in order to progress successfullly to the next stage . An psychosexual conflictt that is unresolved lead to fication , where the child becomes stuck and carries certain behaviours and conlicts assoiciated with that stage through to adult life .
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defece mechanism
the ego has a difficulkt job balancing , demands of the Id and the supergo but it does have help in the form of defence mechanisms . These are unconscious and ensure that the ego is able to prevent us from being overwhlemed by temproary threats or traumas . However , they often invovled some form of distortion of realiy and as a long - term solution they are regrded as psychologically unhealthy undesirable .
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evaluation - real world application
one strength of the psychodynamic pproach is that it introduced the idea of psychotherpa .
-Freud , brought to the world a new form of therpay - psychoanalysis . This was the first attempt to treat mental disorders pscyhologically rather than physically .
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evaluaiton - real wrld application for the psychodynamic apporadch
-the new theyrapy emploed a rang of techniques designed to access the unconscious such as dream analsis . Pyschoanalysis claims to help clinets by bringing their reprssed emotions into their conscious mind so they can be dealt with .
-
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evaluaiton - real wrld application for the psychodynamic apporadch (2)
-Psychoanalsis is the ofrerunne to many modern day talking herapies such as counselling that have sinc been establsuhed this show the value of the psychodynamic aporahc in creating a new approach to treatment .
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evaluation - explanatory power
another strength of freud's theory is its abilit to explain human behaviour . Freud's theory is controversial in many ways and occasionll bizarre , but it has nevertheless hd a hge infleunce on psychogl and contemporary thought .
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evaluation - explanatory power (2)
another strenght of freud's thoery is its ability to explain human behaviour , Freud;s theor is controversial in many ways , and occasionally bizzare but it has neevrtheless had a huge infelucne on psychogl an conetmporary thought .
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evaluation explanaotr power (3)
-The approach is also significant in drawing attention to the connection between experiences in childhood , such as our relationship with our parents and our later development .
-Thi suggests that , overall the pychodynamic approach has has had a positive impact on psychology - and lso on literature art and other human endevaours .
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evalutation 0 explanaotry power (3)
--Alongside , behviourism , the pscyhodyamoic apporahc has remianed a key force in pscyholgt for the first half of the 20th century and has been used to explain a wide range of phenomena icnlduing personality development , the oriings of psychoglogical disorders , moral development and gender idenitty .
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untestable concepts - EVALUATION (1)
one limitation of the psychodynamic pproach is that mcuh of its unestable m The philospoher of science karl popper argued that the psychodynamic approach does not meet the scientific criterion of fasifiction .
-It is not open to empricaltesting (and the possiiliy of eing disporved ) .
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untestable concepts - EVALUATION 2)
untestable concepts - EVALUATION (1)
-Many of Freud;s concepts sh as the id and he odepipus complex are said o occur a an ucnsncious level making them difficult if its not possihle to test .
-Furthermore , his ideas wee based on the subjective sutdy of signle indivdiuals such as little hans which makes it difficult to if not impossible o test . Making it difficult to make universal claism about human behaviour .
-Thos suggests taht Freud;s thoery was pseudoscientificic rather tahn ea estbalished fact
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evaluation extra psychic determinism
the psychodynamic approach suggets rhat mcuh of our behaviour si detemrined b uncosiou conlicts rooted in childhood . Freud eleived there is no such thing as acciden . Eventhough something as randoma s slip of toungie si diven by ucnoscious foces and has deep mearnign critics beleive his is an exreme veiw as it dismiesses any possible infleuc eof free will on behaviour .
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meaning of humanisitc psychology
an apporach to understanding gbehaviour , that emphasises the importance of subjective infomration and each person's capacity for self determination .
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free will
the notion that humans can make chhoices and their behaviour / thoguhts are not determined by internal biologicl or external forces .
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self actualisation
the desire to grow psychologicallya nd fufil one's full potentila becoming what you are capable of .
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hierachy of needs
a five levelled hierachial sequence in whch asic physiological needs such as hunger must be satisfied before higher psychological needs (such as seld-wssteeem and self actualisation can be achieved .
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what is the self
the ideas and values that characterise i and me and include perception and valuing of what i am @ and what i ca n do
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what is congruene
when two thigns seem to match .
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what are the conditons of worth
when a parent places limits or boundaries on their love of their children .
-For instance , a parent saying to a child , i will only love ou iff , you split up iwthh that bo
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how have all the appraoches so far been DETERMINIST t o to some degree
In their suggestion that behaviour is entirely or at least partly shaped by forces over which we have no control .
-Even the cognitive approach which claims we are fre to choose our own thoughts , would still argue that succh choice is constrained by the limits of our cogntivie system .
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how is humanistic psycholog different to our other approhes
it is quite different in thi repsect , claiming that human beings are esentiallys elf-determining and have free will . people are still affected b y external and internal influences , but are also active agents who can determine thier own development .
-FOR THIS REASON , HUANISTIC PSYCHOLOGISTS SUCH AS rOGERS AND mASLOW , REJECT MORE SCIENTIFIC MODELS THAT ATTEMPT TO ESTABLISH GENERAL PRINCIPLES OF human behaviour .
-As active genets ,w e are all unique and pscyholgy should concern itself with the sutdy of subjective expereicne rther than egeneral laws - PERSON CENTERED APPROACH in psycholog .
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What is Maslow's hierchy of needs suggesting
Abrahaam Maslow was one of the founders of the humanisic movement in pscholgoy .
-ne of his min interess ws in what motivates people .
-he described a hierachy of needs that motivate our behaviour .
-in order to achieve our priamr goal of SELF-ACTUALISTIOn , a number of other deficencey needs must first be met .
-At the bottom , are physiological needs sucha s food and water . Imagine you wanted to porduce the best psychology essay you ha ever written this owuld be very difficulut if ouw as hungry .
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Maslow's hierachy of needs part 2
moving up the hierachy the next deficency
needs is safet and securiy
followed by love and belongingness and
then self esteem
A person is only able to progress through the heirachy once the current need in the sequence has been met . AT the top is self-actualisaiton .
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Self actualisation (part one )
most people have an innate diesire to achive thier full potential - to become the best they can possibl be .
-SELF-ACTUALISATION REPRESENTS THE UPPERMOST LEVEL OF mASLOW'S HIERACHY OF NEEDS .
-aLL FOUR LOWER LEVELS OF THE HEIRACHY 'DEFICENCY NEEDS' must be met before the individual ca work towards self actualisation , and fufil their potnential .
-This aplies to early development when a abay is first focused on phsiologicl needs and applies throughout life .
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self actualisaiton (part two )
Humanistic psychoogists regard personal growth as an essential part of what it is to be human .
Personal growth is concerned with developing and changing as a person to become fufilled ,, satisfied and goal-orientated . Not everyone will manage this , however , nd here are improtant psychological brriers that may prevent a person from reaching thier poteintial .
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the self congruence and conditions of worth (1)
carl rogers argugers argues that for personal growth to be achieved an idnvidual's cocnept of self (the way theys ee themselves) , mus be broadl euivalent or to have congruence with , their idal self (the person htey want tobe ) . If a too big a gap exists ebteween the two selves the person , the person will experience a state of incogruence and self actualisation will not be possile due to the negative eelings of self worth that arise from incongruence .
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the self congruence and condition sof worth SOLUTION
In order to reduce the gap between ,t he self-concept and the ideal self , rogers developed client-centered therpay , also called counselling . To help oepeople cope with the problems of everyday livign . ROgers , climed that many of the issues we experience as adults such as worthlessness and low self-esteem have thier roots in childhood and can be explained often by a lack of uncoditnoal postiive regard ( i willl only love you if ) from our parents .
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evaluation for humanistic approach 0 what odoes a paren who sets boundaries or limits on their love for heir child do
it stores up psocyhoglical problems for that child in the futrue ,. Thu roger saw one of his orles as an effective therpsit as being able to provide his clients iwth uncoditional positive regrd thaat they had filed to receive as children .
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evaluation - not reducitionist 0 a strenth
one strength of the humanistic apporach is that it rejects attempts to breakup behaviour and expeirence ino smaller components . (reductionism)
-Behaviourists explain human and animal learning in terms of simple stimulus resposne connections . Supporters of the cogntitive approach see humans as little more than information processing machines .
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evaluation - not reductionist - part two
biolgical psycholgosits reduce behaviour to its basic physiological processes . Freud described the whole of peronality as a coflcit between three thigns . Id ego and suepr ego .
-in contrast , HUMANSITIC PSYCHOLOGISTS ADVOCATE HOLISM , HE IDEA THAT SUBJECTIE EXPERIECE , CAN ONL BE UNDERSTOOD BY CONSIDERING , THE WHOLE PERSON . tHIS APPROCH MA HAVE MORE VALIDITY THAN ITS ALTERNATIVES BY CONSIDERING MEANIGNFUL HUMAN BEHAVIOUR within its real world context .
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evaluation - not reductionist - COUNTERPOINT
Having sid that , reductionists aapproachs may be more scienitific . Thi sis because the ideal of science is the experiemtn nd the experiments reduce behviour to independent and depedent variables .
-One issue ,w ith humansitic psychoglo is that unlike behaviourism , there are relaitvely few concept tht can e broken down to single variables and measured .
this means tht humnistic psychology , in geenrl is short on emprical evidence to support its claims .
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evalaution - positive approaches
another strength of the humanisitc apporach is that is is optimisitc . Humansitic psycholgosits havebeen praised for bringing the person back into psccholog and prpomoting a positive image o the human condiiton .
-Freud saw himan being as priosners of their past and climed ll of us existed somewehere between common unhappiness and aboslute despair .
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evaluation - postive approach (2)
*-in contrast , HUAMNSITIC PSYCHOGOSITS SELL ALL PEOPLE A SBASIVLL GOOD , FREE TO WORK TOWARD THE CHIEVEMENT OF THEIR POTENTIAL AND CONTROL OF THEIR LIVES , SUGGESTING THAT HUMAN PSCYHOLGO OFFERS A refreshing and optimisc alternative to other approches .
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evaluation - cultural bias (1)
one limitation of the approach is that it may be culturally biased . Many of the ideas that are central to humanistic pscyholgoy , uch as individual freedom , autonomy and personaly groth would be much more readilya sssociated with counries that have more indvidualsit tendencies .
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evluation 0cultural bias (2)
-Countries wutg cikkectivist m tendencies empahssise more needs othe group thn interdpeendence , . In such , coutnries the idea of humansitc psychology , may not be as important as in others . tHEREFORE IT IS POSSINE THA THIS APPROACH DOES NOT APPLY UNIVERSALLY AND IS A PORDUCT OF THE CULTURAL CONTEXT WITHIN WHICH IT WAS developed .
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evalution extra - limited application
critics have argued that huamsnitic psycholgo has had reltively little impact in psychology , or little practical , application in the real world , such behaviourism , or the biological approach , . The approach , has been described not as comprehensive theory but as loose set of abstract ideas . ON the other hNS , rOGERIAN THERPAY , revolutionise cousnelling , techniques and Maslow's hierachy if needs has been sued to eplain motvation particualrly int he workpalce .
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Views on development part one
in terms of child developemnt . , the psyhodybanic pporch presents msot cohereent theory of developemnt trying it s concepts and processes to specific psychosexual , stages that are deetermined by age . That said , freud sw very little further development onc e achild enters he genital stage in teen years .
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views on developmet part 2
stage theorwithin the cognitive approach has contributedd to oue understadnding of child development . For examp , as part of thier intellecutal development , children forming incresiny complex cocnepts (schema ) as they get older .
-Maturation is an improta principle within the iologicala approach wheerby genetically determined changes in a childs physiological status infleunce psychological and behavioural characteristic .
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vi on development part three
humanistic ychologists see the development of the self s ongoing throughout life . HOwever , childho a particualrly important period and child's relationshp with their parents is important in terms of uncodnitonal positive regard .
-Finally the behaviourist apporach oand socirnign theory do eno ofer a coherent stage thoeiries of development but insted the the processes that udnerpin learning as conitnous occuring at any stage .
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nature vs nurtrue part two
In contrast m the biological approach rgues that from a postiion , that behaviour is the result of a geentic blue print that we inherit from our parent (genotpe ) though the way it is pexrpessed is infleunced bye enviornment (phenotype ) .
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nature vs nurure part one
e deabout whther human behaviour is more influenced by inherited biolgical factors (nature ) or by the enviornment and experience (nurture has a long hisotry in psychologgy .
-The biological pproch and the two learning approaches are ththerst apart in this repect . Bbehaviourists characterised babies as blank slates at birth and suggest that all behviours comes and about through lening associations reinofrcement contingens or in th case of socil learning theory observt and imitation .
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naturue vs nurture part 3
freud thought that mcuh of our behaviour was drien by biological drives and isntincts , but he also saw relatiosnhips iwth parents as playing a fundamental role in futurue developemnt .
-Simialrily , humanistic psychologists regard prents , friendd , and wider society as having a criticial impac ton the person' sself cocnept .
-Finally , although cogntivie , psychologists would recognise that amny of our information procesing abiltiies and shcema are innate they are constantl refined through experience .
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What is reductionism
Reductionism refers to the belief that huamn behviour can bemost efectivel expalined by breking it down into constituent parts . The opposing view is holism , that phenomena , are best understood by looking at the interplay and interaction of many different factors .
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how is behaviourism reductionsit
in the sense tha it breaks up complex behaviour into stimulus - response units , for ease of testiong in the lab . The biological , approach is also reductionist in the way that it explains human behaviour and pschological sattes at the level of a gene or neuron .
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how is the cogntitive approareducionist
the cogntiive approach ahs been accused of machine retionism by presenting people as information processing ytems and ignoring the infleunce of emotion on behaviour .
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how is the psychodynamic apporach reductionsit
it reduces much of our behaviour to the infleucne of sexual drives and biologicl instincts Although Freud;s argumen that personality , us a dynmic interaction between the three parts of the personalit is often viewed as holsitic explanation .
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social learning approach reductionist
it reduces complex learning to a handful of key processing . Tthough they do t least place mpahsis on cognitive factors tht mediate learnign nd how thes einterec iwth external infleunces .
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how is the huamnsitic psychology reductionist
it is not , humansitic psychology formualates a holsiitc apporach to understadning huamn behaivour . THis invovles investigitng alla spects of the individual inclduin gthe ffects of interaction with others and wider society .
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how is determinism different to reductionism
thoguh many forms of determinist explanations are also reductionsit , determinism proposes that all beahviour ahs an internal or external cause and is thus predictable .
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what does the ehaviourist approavh see all behviour as
th things descirbed are hard determinism
it sees alll behaviour as enviornlly determined by external ifluences thatw e are unable to control (oeprant conditioning ) .
-Th ebiological approach advocates a form of egentic deerminism in its assumption that much of our behaviour is directed by inate infleunces .
PSYCHIC DETERMINSIM , is a key feature of the psychodynamic approach in so far as the the uncoscious force that dives our behaiour are the ulimare causes of behaviour and tht these are simply rationalsied b our conscious minds .
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give two examples of soft determnism approaches
-the cogntiive approach suggestts thatw e are the choosers of our thoughts and beahviorus , yet these choices cn only oeprate iwthin the limits of what we know and what we have experiences .
-Social learnnig theoriss like Bandura , ptu forward the notion of reciprocal determinism - t he idea that as wella s bein influced by our enviornment , we also exert some infleunce upon it throgh the bheviours we hose to perform , only humansitic psychologys tands alone in it assserion that huamn beings have free will and operar as acrive agents who determine htier own development .
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explanation and treatemnt of psychologicl disorders 91)
the behaviourists mdoels sees abnromaily as ariring from maladaptive or faulty learning in the sense that inapproporiate or destructive pttenrs of behaviour have been reinforced . BEHAVIOUR THERPIES SUCH AS systematic desensitisation which aim to conditon new more healthy reposnes havve been applied successfulyt ot he treatmen tof phobias .
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explanation and treamtne tof psycholgicail disorders (2)
social learning theory , has had rrelatiely littl applciation to treatment but hte principles of modelling and observational learnign have been used to explain how negativ ebehaviours such as aggeression may be lerned through the infleucne of dysfunctional role model s.
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explanariotion and treatment of psychologicl disorders (3)
freud saw anxiety disorders as emerging from ucnscious conflcit ,c hildhood truma ,a nd the overuse of defence mechansims s.
-psychoanalsysis has had some success as a therapy but tit si not appropriate ofr everyone because it requires a consdierbale input rom the pateint in therms of time nd also ability to talk about and reflect emotions .
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epxplanations and treatmrnt of psychoglocial disorders - cogntiive beahcioural therpay
cbt is much more effective and apale especially when combined with behaiour therapcbt for example in the reatment of depressionducae fault thinking whch is assumed to be the root cause of maaldaptive ba=ehavioru .
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lanation oand treatment of psychal disorders - humanisitc therpay
alsoeffectives in humansitithrapy based on roger;s phiolosphy that closing the gap between self cocnept nd the ideal self will increase self-esteem nd stimulate personl growth .
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explanation and treatment of psyhcholgical disoers - drug therapy
finally , many would claim the blofical approach has revolutionsied the treatmnt of mental disorders through the vlualtes chhemical imabalcnes in the brain .
