Approaches in psychology Flashcards
(97 cards)
1
Q
Who is Wilhelm Wundt + what did he do?
A
- Father of psychology
- 1st ever psychologist
- separated psychology from philosophy + biology
- opened the world’s first lab in 1879
- In Germany, Leipzig
2
Q
What is Wundt’s Introspection?
A
Refers to the process of observing + examining your own conscious thoughts / emotions / inner mind
3
Q
Procedure Wundt used for introspection
A
- used controlled conditions (same stimuli/standardised instructions/surrounding)
- observers shown object (ticking metronome) + asked to reflect on how they perceive it + give insight into nature of mental process
- report how stimuli made them feel + think
4
Q
The technique is structuralism
what’s that?
A
Breaking down behaviour into basic elements (emotions / sensations / perceptions)
5
Q
Why did Watson criticise introspection?
A
- criticised it for being too subjective and varying too much from person to person
- When objectivity is a feature of science
- Said u cant use the mind to think about the mind = should focus on observable behaviour only
6
Q
How did Watson + Skinner attempt to overcome the limitations of introspection?
A
- Watson + Skinner proposed that truly scientific psychology should only study things that can be observed objectively + measured
= behaviourists focus on behaviour that they can see + use carefully controlled experiments
7
Q
Brief explanation on the emergence of psychology as a science
A
- 1879: Wundt’s introspection [what]
- 1900: Freud’s Psychodynamic approach [person]
- 1913: Watson + Skinner ‘s behavioural approach [buys]
- 1950: Roger + Maslow’s Humanist approach [hard]
- 1960: Cognitive approach [carrots]
- social learning theory [silly]
- 1980: Biological approach [billy]
- 2000: Cognitive neuroscience
8
Q
Evaluation of Wundt’s scientific method of introspection:
strength
A
+ Proved that human mind can be investigated scientifically contributed to the scientific study of human behaviour.
Used objective, quantitative, replicable procedure to investigate the human conscience (structuralism).
=Proved that psychology could be a valid experimental science.
= Influenced other psychologists (behaviourists + cognitivist) to continue with scientific investigation into human behaviour where cause + effect can be established + predictions can be made.
9
Q
Evaluation of Wundt’s scientific method of introspection:
Limitations
A
- Wundt’s principle of introspection was criticised by the behaviourist as not being scientific.
Watson argued that although the method to investigate introspection were scientific = results were subjective + varied from person to person = cannot be verified and general principles cannot be established as cause and effect cannot be made.
Only observable behaviour can be objectively measured.
= Therefore introspection is unreliable + unscientific.
= Resulted in the emergence of behaviourism who adopted the scientific study of human behaviour but focused on the objective assessment of observable behaviour
10
Q
Behaviourism: The learning approach
- Assumptions?
A
- Describe all behaviour as learnt
- Identified 2 important forms of learning: classical + operant conditioning
- Describe baby’s mind as a ‘blank slate’ that’s written by experience
- The basic processes that govern learning are same for all species = why they use lots of animal studies
11
Q
Pavlov’s Classical conditioning
A
Learning by association when 2 stimuli paired
BEFORE CONDITIONING:
1. Food (UCS) = salvation (UCR)
- Bell (NS) = No response (UCR)
DURING CONDITIONING:
3. Food + Bell = Salvation (UC)
AFTER CONDITIONING:
4. Bell (CS) = Salvation (CR)
12
Q
Pavlov’s Dog experiment
[Classical conditioning]
A
- Pavlov made ‘click’ sound with bell + gave dogs treat each time = dogs salivated to treats
- Dogs learnt to associate the sound of bell (stimuli 1) with treat (stimuli 2) = produced salivation to bell sound = conditioned
- Pavlov was able to show how a neutral stimuli (bell) can elicit a new conditioned response through association
13
Q
Operant conditioning
A
Behaviour is shaped by consequences + reinforcement
+ / - reinforced = increases behaviour
+ / - punishment =reduces behaviour
14
Q
- Positive reinforcement? (+adding smth)
- Negative reinforcement? (-removing smth)
- Positive Punishment? (+adding smth)
- Negative Punishment? (-removing smth)
A
- Positive reinforcement :
Adding smth to increase behaviour - Negative reinforcement :
Removing smth to increase behaviour - Positive punishment :
Adding smth to decrease behaviour - Negative punishment :
removing smth to decrease behaviour
15
Q
The Skinner Box
[Operant conditioning]
A
- small animal (rat/pigeon) in special box
- each time rat activated lever in box = rewarded with food
= would continue to perform this behaviour
=positive reinforcement - to get food
/ each time pulled lever = no electric shock
= repeated behaviour to avoid shock
= negative reinforcement
16
Q
Evaluation:
- 3 strengths ?
- 1 limitation ?
A
+
- supporting evidences ( Pavlov + Skinner + Little Albert study )
- Use of scientific studies + well controlled lab exp
- Real life application
-
- Ethical + practical issues with animal studies
17
Q
Strengths of the learning approach:
1. supporting evidence
A
- Supporting evidence that all behaviour is learnt for all species
- Pavlov and Skinner both did studies (Pavlov’s dogs + the Skinner box)
= found that the principles of classical + operant conditioning can be applied to animals + extrapolated to human behaviour
+ Watson’s little Albert study proved that phobias are learnt via classical conditioning.
- Strength as these findings all validate both the classical + operant conditioning = making the learning approach more reliable + credible
- This increases our confidence in the learning approach + furthers our understanding into the factors affecting human behaviour as it gives us an insight into the different ways behaviour can be learnt from the environment.
18
Q
- High control scientific studies used
A
- strength is that it’s based on well controlled research that uses scientific studies, that are objective and replicable in controlled environment.
- This is seen in Pavlov’s dog + Skinner’s box experiments - both of which use lab experiments with animals.
- Allows cause + effect to be established as extraneous variables removed + predictions about behaviour can be made = which has been influential in the development of psychology as a science.
19
Q
- Real life application
A
- Principles of conditioning have real life application.
- Treatment based on classical (SD) or operant conditioning (Token economy) have been successful + effective in treating disorders including phobias + encouraging positive behaviour in patients who are institutionalised.
- These treatments require less effort than CBT and psychoanalysis and better suited to patients who struggle with / lack insight
- allowed for a better QOL for ps
20
Q
Limitation
1. Ethical + practical issues
A
- There are ethical + practical issues with using animal studies to explain human behaviour.
- Animals involved in Skinner’s box were exposed to stressful conditions (shocks) which is not only unethical but may have also affected how they responded / their behaviour.
- Whilst these investigations furthered our understanding of human behaviour, it is important to note that animal studies cannot be completed extrapolated to humans due to the different evolutionary adaptations of our behaviour and humans are much more complex.
21
Q
The learning approach - social learning theory (SLT)
A
Bandura agreed with the behaviourists that behaviour is learned from experience
but his SLT proposed a different way that ppl learn = through observations = imitations of others
22
Q
Assumptions of the SLT
A
- Behaviour is learnt indirectly through vicarious reinforcement
- Through observations +imitations of others
23
Q
Vicarious reinforcement
A
- Individual observe / pay attention to behaviour of others
- Imitate behaviour is its seen to be rewarded not punished
24
Q
The role of mediational processes
A
Focus on how mental / cognitive factors are involved in learning
- Attention - noticing the behaviour
- Retention /encoding - remembering the behaviour
- Motor reproduction / imitation - performing the behaviour they observed
- Motivation - the will to perform the behaviour / reason to do it (whether behaviour was punished/ rewarded)
25
Identification
- more likely to imitate ppl they identify with
- see them as a 'role model'
= modelling their behaviour to be like them
26
Evaluation of the SLT
- 3 points?
1. supporting evidence from Bandura + Mineka
2. Methodological issues of lab
3. Ethical issues
27
1. supporting evidence
- SLT has evidence to support its assumption that human behaviour is learned via experience, observation + Imitation.
- Bandura found that kids observing aggressive behaviour resulted in copy cat violence
- Mineka et al also found that the monkeys that observed their parents' fearful reaction to snake developed that behaviour themselves.
= validates the significance of observation on imitation human behaviour+ adds credibility to the SLT
- The supporting evidence also increase our confidence in their assumptions that behaviour learnt indirectly.
- Has real world application and how media + TV can influence children as they are highly impressionable = led to social changes such as certification of Media.
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2. Methodological
- Methodological issues with Bandura's research in the process of learning through imitation / observation.
- Bandora studies were mostly lab experiments which are very artificial.
= ps may have been displaying demand characteristics = reducing validity of findings
= Main purpose of the Bobo dolls is to strike it = children may have simply been behaving in the way they thought was expected.
= Reduces the validity of the findings as we cannot confidently say that they were actively imitating the adults due to what they observed.
29
3. Ethical
- Ethical issues with Bandura's study.
- The children were exposed to potential psychological harm + distressed when they were shown videos of people being violent to each other + witnessing them beating doll up in an aggressive manner may have caused them to become fearful + nervous.
= unethical as this experience may have been traumatic since they were young children + it may have long lasting negative impact.
- But could be Justified as it has furthered our understanding on the factors that influence our behaviour + has led to a positive social change as we are now aware of the influence of Media on children and are able to restrict it to improve their future behaviour towards others in society.
30
The cognitive approach assumptions
- internal mental processes (attention/memory) can be studied scientifically
- Processes = private = cannot be observed = study them indirectly by making inferences based on behaviour
- assume mind actively processes info from our senses + between stimuli + response - in series of complex mental processes = can be studied scientifically
- our minds operate similar way to computer.
31
Theoretical + computer models
- cog psychologists use both theoretical + computer models to hep them understand internal mental processes/
1. Theoretical model : Info processing model
2. Computational model
3. Connectionist model
32
Theoretical model?
Information Processing Model
1. Input - incoming info
2. Encoding - info encoded from senses + manipulate mentally (storage/decision)
3. Output - consequences as result of decision/output (behaviour / emotion)
33
Computational models?
Connectionist model?
1. Computational model :
Compares mind to computer but focuses on how we structure the process of reaching the behaviour output
2. Connectionist model :
Views mind as complex network of neurons which activate in regular configurations that characterize known association between stimuli.
34
Schemas?
The role of schemas?
Schemas - 'packages' of ideas/info developed through experiences
Schemas act as 'internal script' on how to act in situations
Alter mental processing of income info
Act as mental shortcut that stop us from getting overwhelmed by stimuli
35
Emergence of cognitive neuroscience
- scientific study of influence of neurological brain structures on mental processes + behaviour
- scanning techniques - help establish neurological basis of mental disorders (fMRI + PET)
- computer generated models that "read" brain - brain fingerprinting = analyse brain wave patterns on EW to see if lying
1. scientific + high internal validity of lab + brain scans
2. real world application for doctors showing how brain activity can affect behaviour = allowing for effective treatment (Brocas area eg)
3. Might just be correlation not causation
36
Evaluation of cognitive approach?
1. supporting evidence [+]
2. Methodological of lab [+/-]
3. Development of AI + machines [+]
4. Reductionistic / too simplistic
(reduces human mind to computer) [-]
37
1. supporting evidence
- Tuckey + Brewer - role of schemas in accuracy of EWT
- asked ppl to imagine a bank robbery = more likely to report that it was a man, in black face covered, demanding money from cashier.
= their schema of bank robbery providing this info despite never being in a Robbery
- Tuckey + Brewer also did another study = ps had to recall objects they saw in a room designed as an office = more likely remember office objects (chairs / desks) + not t random objects placed in room (skull)
- Some even record typical offers items (books) that weren't actually there = their schema is filling in the gaps.
= show that people's schemas alter their decision-making mental processes of incoming information
= validate + adds credibility to cognitive approach as it demonstrates how schemes affect people's processing of information
= furthered understanding of human behaviour + factors which impact info processing
38
2. Methodological +/-
Supporting evidence = lab experiments
High control over EV = cause an effect can be established with DV + IV (schemas). Findings = more valid + reliable + credible
However due to artificial settings + the fact that ps aware of the investigation = displayed demand characteristics instead = undermines validity of his findings = low external validity = less reliable
Further research needed in a less controlled setting on effects of schemas on information processing as these findings do not represent everyday memory tasks.
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3. Too simplistic + ignores other factors
- Reductionistic + too simplistic = downgrades human mind to a computer + ignores other factors which may be more important.
- Ignores complexity of the human mind = machine reductionism
- Ignores the influence of emotions + motivations + how we process information.
- Ignores the biological approach which emphasizes the importance of physical biological processes such as genetic inheritance + nervous system
= limits cognitive approach as biological factors may play a bigger role in processing than cognitive -as understanding of these factors =can explain thoughts + behaviour
- For a more complete explanation of information processing other influencing factors need to be considered
40
4. AI contribution
- The cognitive approach has made significant contribution to development of AI +thinking machines = have revolutionized our everyday lives.
- The development of brain fingerprinting can be used in court to analyse the brain patterns of eyewitnesses to determine whether they are lying or not in court which would have life-changing consequences = allows correct criminal to be identified
41
The biological approach assumptions
- everything psychological is first biological
- to fully understand human behaviour = must look at biological structures + processes within body
- thoughts, feelings, behaviour have physical basis
42
The sub explanations / headings of the biological approach
B.I.N.G
B: Biochemistry (neurotransmitters)
-hormones + neurotransmitters can determine mood + behaviour
I: Infections
- some infections / diseases increase the onset of psychological disorders
N: Neuroanatomy
- Certain functions (eg lang, memory) have certain locations in brain
G: Genetic
- Possible genetic link for certain behaviors / disorders
- Genetic links investigated using twin/family studies
43
The genetic hypothesis
The different methods of investigating genetic basis of behaviour?
Investigates if behaviour / psychological disorders are inherited in same way as physical characteristics
1. Twin studies
2. Family studies
3. Adoption studies
44
Twin studies
- MZ + DZ twins compared
- Monozygotic twins - share 100% genes
- Dizygotic twins - share 50% genes
45
McGuffin et al
[twin study]
what's concordance rate?
concordance rate: likelihood of behaviour / disorder appearing in both twins
- studied twins where 1 has depression
- 46% concordance rate for depression - MZ
- 20% concordance rate for depression - DZ
46
Kendler et al
[Family study]
- found that 1st degree relatives of schizophrenia are 18 times more at risk than general population.
47
Adoption studies
- compare trait between adopted children and their biological or adoptive parents
48
Genotype?
Phenotype?
what affects someone's phenotype?
Genotype - set of genes an individual has (genetic makeup inherited from parents)
Phenotype - physical + behavioral characteristics someone has due to their genotype + environment.
Genotype + Environment = phenotype
49
Recessive v dominant genes:
Dominant genes - always expressed
Recessive genes - expressed only in absence of dominant gene
50
EG of genotypes + phenotypes to use in essay
PKU = rare genetic disorder (genotype)
= causes severe learning difficulties (phenotype)
- Detected in babies using heel prick tests
- If detected early = child placed on restricted diet + will develop normally w/out complications
51
Evolution + behaviour
Charles Darwin's natural selection theory explains evolution
change in environment = characteristics less suited for environment cause some to die = those with adaptive traits has higher survival = overtime only adaptive traits remain in future offspring
52
Selective breeding
- artificially selecting male + female animal for particular traits
- put together to breed + produce offspring with desirable traits
- trait increases over generations
= shows how lots of behavioral characteristics may have a genetic basis
53
Evaluation of Biological approach:
1. Methodological +/-
2. increased understanding on biological structures + behaviour = development of drug therapy
3. biological approach is deterministic
4. biological approach is reductionists
+ oversimplifies influences of human
behaviour.
54
1. Methodological +/-
- Uses scientific approach to investigate internal biological structures (lab) = objective, highly controlled, replicable investigations
= reliable + objective data = increases our confidences in their findings + adds credibility to the approach
- However, meth limitations - small samples + artificial settings/ stimulus = low external validity + not representative of real life
= Important to consider these limitations when generalizing the findings to support claims of the biological approach, as they lack external validity
55
2. increased understanding on biological structures + behaviour = development of drug therapy
- Increased our understanding into the biological structures influencing behaviour
= led to development of effective drug therapy (antidepressants- SSRIs) + anti psychotic drugs to treat serious mental disorders such as depression + SZ
- Although drug therapy not effective for all patients (some are resistant) research has found that they're effective for the majority of patient = ultimately improving their symptoms and/ or their quality of life rather than remain institutionalised
56
3. biological approach is deterministic
- Biological approach is deterministic = claims that all behaviour is governed by internal biological factors (brain abnormalities; infections; neural chemistry + genetics) which we have no control over.
- This has implications for the legal system + wider society which sees offenders as legally + morally responsible for
their behaviour
= accepting biological approach means we disregard that offenders can be accountable for their behaviour (offence) = which could complicate the rule of law and principles of justice.
[ppl don't get punished as biological approach suggest they aren't in control of their behaviour due to mental illnesses]
57
4. biological approach is reductionists
+ oversimplifies influences of human
behaviour.
- Biological approach is reductionists + oversimplifies what influences human behaviour
- Ignores the influence of the environment + fails to consider that the similarities in family studies MZ twins + DZ twins may be because they are exposed to the same environment rather than genetics = difficult to truly separate the influence nurture (environment)
- whilst concordance rate between MZ twins is higher than DZ twins, it is rarely 100% = other confounding variables (eg environment) has a role to play in behaviour.
= Therefore biological approach on its own limits our understanding + a more comprehensive + complete explanation such as the interactionist approach needs to be considered
58
The Psychodynamic approach
assumptions
- behaviour + feelings are powerfully affected by unconscious motives
- Behaviour is determined by unconscious mind
- Our behaviour + feelings as adults (including psychological problems) are rooted from our childhood experiences
59
What are the 3 main subheadings of the psychodynamic approach?
1. The role of the unconscious
2. The structure of personality
3. Psychosexual stages
60
1. The role of the unconscious
Describes our unconscious mind as an iceberg
1. Conscious: Part of the mind we are aware of
- everyday thoughts + feelings
[tip of iceberg we can see/aware of]
2. Preconscious: Thoughts + memories not accessible at all times but easily recalled.
3. Unconscious: Part of mind we're unaware of where repressed thoughts/memories/feelings are
[The unconscious is accessed through Freudian slips and dreams]
61
2. The structure of personality
= The tripartite personality
- composed of 3 parts
1. Id:
- Present at birth
- Is selfish and pleasure orientated
If Id too strong = selfish, out of control, psychopaths often have strong Id
2. Ego:
- develops ≈ age 2
- rational- mediates between id and superego
If too weak = allows Id / superego to dominate
3. Superego:
- Develops ≈ age 5
- concerned with what’s right + wrong
If too strong = strict, anxiety, OCD, depression
62
At which psychosexual stages do the Id, Ego, Superego develop at?
Id - oral stage
Ego - Anal stage
Superego - Phalic stage
63
Ego defence mechanism:
(how Ego balances Id + Superego)
1. Repression: Forcing/repressing memory into unconscious -not aware that you're doing this.
2. Denial: Completely reject the thought/feeling
- refusing to acknowledge an aspect of reality
3. Displacement: Redirecting your feelings to another unrelated target
(eg taking anger out on chair)
64
Psychosexual outline
- child development occurs in 5 stages
= psychosexual stages
- If the conflicts at these stages are not resolved (fixation) = then psychological + behavioural problems occur later.
65
What are the 5 stages + which ages?
1. Oral stages ( 0-1 years)
2. Anal stage (1-3 years)
3. Phalic stage (3-6 years)
4. Latency stage (7-11)
5. Genital stage (12 - adult)
66
1. Oral stage
description + consequence of unresolved conflict
Oral
- Focuses on pleasure of the mouth
(mum's breast is object of desire)
- Oral fixation: smoking, biting nails, sarcastic, critical, drinking, talkative
67
2. Anal stage
description + consequence of unresolved conflict
Anal
- Focus of pleasure is anas
- child gains pleasure from holding and expelling
faeces
2 possible consequences
- Anal retentive: perfectionist, obsessive (OCD)
- Anal expulsive: thoughtless, messy
68
3. Phalic stage
description + consequence of unresolved conflict
Phalic
- becomes aware of sexuality + gender difference
- Focus of pleasure is genital area
Phallic personality: narcisstitic, reckless, possibly homosexual
69
4. Latency stage
description + consequence of unresolved conflict
Latency
- Earlier conflicts are repressed
= child continues development but sexual urges are relatively quiet
70
5. Genital stage
description + consequence of unresolved conflict
Genital
- sexual desires become conscious and learn to deal maturely with opposite sex
Fixation/conflict = Difficulty forming heterosexual relationships
71
Case study of Little Hans
- 5 yr old Hans had phobia of horses
- Freud suggested that his phobia was a form of displacement in which his repressed fear of his father was displaced onto horses.
72
- Oedipal complex?
- Oedipus complex?
- Electra Complex
- **Oedipal complex** occurs during the Phallic stage of development (3-6) = experience unconscious feeling of desire for their opposite-sex parent + jealousy + envy toward same-sex parent
- **Oedipus complex** boy unconsciously sexually attached to mother + hostile to his father (views as a rival)
- hostile feelings towards the father lead to castration anxiety = irrational fear that the father will castrate him as punishment
- resolution occurs through the process of identification with the father
- **Electra Complex** girl becoming unconsciously sexually attached to her father + increasingly hostile toward her mother
- begins with the belief that she’s already been castrated + blames her mother for this
- girl’s motivation for giving up her father as a love-object is much less obvious than the boy’s for identifying with his father=girls’ identification with their mothers is less complete than boys’ with their fathers = female superego weaker + their identity as separate, independent persons is less well developed
73
Evaluation points on the psychodynamic approach
2 strengths + 2 limitations
1. Freud's theory is influential
2. Psychodynamic approach brought new forms of therapy
3. based on case studies = unscientific method
4. Freud's concepts are difficult to falsify + impossible to test
74
1. Freud's theory is infuential
- Freud’s theory is very influential + remained a dominant way of thought throughout the C20th.
- Freud’s explanation of the unconscious = allowed us to understand motives behind behaviour + the connection between childhood + adulthood
= helps us further understand the development of human behaviour + psychological disorders affecting personality, moral development + gender
75
2. Brought new forms of therapy
-The psychodynamic approach has bought new forms of therapy including psychoanalysis = helps access the unconscious mind (hypnosis + dream analysis) = effective for patients with mild disorders
- A 2005 review of randomised controlled trials found that psychoanalytic therapy is:
1. more effective than no treatment
2. more effective than shorter forms of psychodynamic therapy
= add credibility to psychoanalysis + increases our confidence in its effectiveness for treating some psychological disorders
76
3. Based on case studies
(unscientific)
- based on intensive study of individuals - case studies (little Han, rat-man).
- Despite them being detailed, choice of research method is subjective and unscientific
= difficult to generalize + make universal claims.
= important to consider a more valid + scientific approach to fully understand human behaviour + development of psychological disorders
77
4. Freud's concepts are difficult to falsify + impossible to test
- Many of Freud's concepts (eg unconscious mind, tripartite personality, Oedipus + electra complex are difficult to falsify (prove/disprove) + impossible to test.
= Karl Popper argues that psychodynamic approach is pseudoscience - lacks scientific features.
= limitations - questions how confidently we can rely on claims of the psychodynamic approach + how valid its assumptions are.
78
The Humanistic approach assumptions:
- Humans have free will (called personal agency)
- All individuals are unique + have innate drive to achieve their maximum potential
- Studies the individual case (Idiographic) not groups (nomothetic)
- Whole person should be studied in environmental context
79
Free will
Humans are self determining + have free will
- Still affected by external/internal influences but are active agents - determine own development
- = psychology should study subjective experiences rather than general laws as we all r unique and act on free will
80
Maslow's hierarchy of needs
- 5 levelled hierarchy of needs motivates our behaviour
- A person's only able to progress through hierarchy once current need is met
1. physiological needs ( food, breathing, sleep)
2. safety needs ( employment, health,morality)
3. love/ belonging needs (friends, family, sexual intimacy)
4. Esteem needs ( self-esteem, confidence, achievements, respect for+from others)
5. Self-actualisation (fulfilling one's full potential)
81
Self - actualisation
Uppermost level of Maslow's hierarchy of needs
- all other 4 levels must be met before u can work towards self-actualisation + fulfil potential
- Psychological barriers may prevent self-actualisation
82
evaluation of Maslow
+ Maslow's hierarchy of needs theory has made major contributions to teaching + classroom management in schls.
Applied in class, teachers make sure students' basic physiological needs are met before so their cognitive needs can then also be met.
- Maslow's biographical analysis focused on biased sample of self-actualised ppl - mostly highly educated white males. Although there were a few females (e.g Mother Teresa), his sample wasn't inclusive as it focused mainly on white upper class men. = findings lacked pop validity = cant be generalised to whole population + esp as they believe that everyone is different.
- Small sample size. Used qualitative method - biographical analysis -but only looked at biographies + writings of 18 ppl. Can't generalise findings to whole population + low external validity.
83
Carl Rogers' view on personal growth
Rogers argued that
- for personal growth to be achieved, individuals concept of 'self' (way they view self) must be CONGRUENT / equivalent to their 'ideal self' (person they want to be)
84
If gap between 'self' + 'ideal self' is too big then..
Gap too big = self-actualisation wont be possible due to negative feelings of self worth.
85
Roger's Client - centred therapy
- used to reduce gap between 'self' + 'ideal self'
- helps ppl cope with problems of everyday life
- Roger claims that many issues in adults (Eg worthlessness) roots from childhood
+ can be explained by lack of unconditional love in childhood.
- Roger helps provide his clients with the unconditioned positive regard that they failed to receive as children growing up.
86
Evaluation points on the humanistic approach
1. +Rejects attempts to break up behaviour + experiences into smaller components (reductionism)
- [counterpoint: a reductionist approach more scientific]
3. +Rogers' client centred therapy is influential in education, social work + has revolutionised modern day psycotherapy
4. +positive approach
5. -Western culture bias
87
1.
+ Rejects attempts to break up behaviour + experiences into smaller components (reductionism)
+ strength of humanist approach is that it rejects attempts to break up behaviour + experiences into smaller components (reductionism).
In contrast to other approaches, humanists take a holisitc approach (holism), the idea that subjective experiences can only be understood by considering the whole person.
= This approach may have more validity than alternatives by considering meaningful human behaviour within its real-world context.
- However, reductionist approaches may be more scientific as science breaks experiments down to DV and IV, showing that breaking up behaviour to smaller components may be more scientific.
88
2.
+ Rogers' client centred therapy is influential + has revolutionised modern day psycotherapy.
- Rogers' client centred therapy is influential + has revolutionised modern day psycotherapy
- Their claim that clients are the experts of their own conditions is effective approach in improving negative self worth + self-esteem = improving quality of life
- However client-centred therapy may not be appropriate for patients with severe psychological disorders
- Therefore it's important for other therapy/treatments to be offered for patients other than those with mild disorders, so that they can be treated in a more personalised and appropriate way for them.
89
3.
+ Positive approach + practical application in schools
- Approach is optimistic + has positive impact on schools
- Humanistic psychologists help promote a positive image of the human condition.
= It focuses on humans as whole + believes that people want to better themselves.
- They see all ppl as free to work towards the achievements of their potential + in control of their lives
- Maslow’s hierarchy of needs theory has made major contributions to teaching + classroom management in schls.
Applied in class, teachers make sure students’ basic physiological needs are met before so their cognitive needs can then also be met.
= Humanistic psychology offers a refreshing + optimistic alternative to other approaches, and has had real life positive impacts on lives of children in school, allowing them to reach full potential.
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4.
- Western culture bias
Approach is culturally biased.
Many of the ideas in humanistic psychology, such as individual freedom + personal growth, would be more readily associated with individualist cultures in the Western world (US).
Collectivist cultures (India) emphasise needs of group + community + interdependence
= such cultures may not identify easily with ideas + values of humanistic psychology.
= approach does not apply universally + is based only on the cultural context in which it was developed in
91
Scientific?
1. Behavioural?
2. Biological?
3. Social learning?
4. Cognitive?
5. Psychodynamic?
6. Humanistic?
1. Behavioural: Scientific methods
2. Biological: Scientific (Lab)
3. Social learning: Scientific methods
4. Cognitive: Scientific (brain scans + Lab)
5. Psychodynamic: Not scientific (unfalsifiable)
6. Humanistic: Not scientific ( rejects scientific methods)
92
Application / effective treatment?
1. Behavioural?
2. Biological?
3. Social learning?
4. Cognitive?
5. Psychodynamic?
6. Humanistic?
1. Behavioural: Systematic desensitisation + flooding
2. Biological: Drug treatment
3. Social learning: Has been used to explain how behaviours such as aggression can be learnt
4. Cognitive: CBT
5. Psychodynamic: Psychoanalysis was the 1st talking theory
6. Humanistic: Counselling treatment - client centred therapy
93
Reductionism v Holism
1. Behavioural?
2. Biological?
3. Social learning?
4. Cognitive?
5. Psychodynamic?
6. Humanistic?
1. Behavioural: Experimental reductionism (as focuses on stimulus response)
2. Biological: Biological reductionism
3. Social learning: Reductionist
4. Cognitive: machine reductionist
5. psychodynamic: Holistic (all elements of individual's behaviour should be taken into account)
6. Humanistic: Holistic (humans should be studied as a whole)
94
Deterministic v Free will
1. Behavioural?
2. Biological?
3. Social learning?
4. Cognitive?
5. Psychodynamic?
6. Humanistic?
1. Behavioural: Deterministic ( behaviour is due to stimuli / response reaction )
2. Biological: Biological Determinism
3. Social learning: Soft deterministic
4. Cognitive: Soft deterministic
5. Psychodynamic: Psychic Deterministic
6. Humanistic: Free - will
95
Idiographic v Nomothetic
1. Behavioural?
2. Biological?
3. Social learning?
4. Cognitive?
5. Psychodynamic?
6. Humanistic?
1. Behavioural: Nomothetic (create general laws, same for all)
2. Biological: Nomothetic (share common physiology - creates general theories)
3. Social learning: Nomothetic (All share same processes for learning behaviour)
4. Cognitive: Nomothetic (cognitive processes can be generalised to all humans)
5. Psychodynamic: BOTH (has features of both idiogrpahic + nomothetic)
6. Humanistic: Idiographic (focuses on the uniqueness of individuals)
96
Nature v Nurture
1. Behavioural?
2. Biological?
3. Social learning?
4. Cognitive?
5. Psychodynamic?
6. Humanistic?
1. Behavioural: Nurture (believe everyone's born a blank slate)
2. Biological: Nature (behaviour can be passed through genes)
3. Social learning: Nurture (learn through observing others)
4. Cognitive: Both (acceps both sides)
5. Psychodynamic: Both. (innate drive (nature) influences behaviour)
6. Humanistic: Interactionist (both)
(nurture- influence of experiences on perceiving the world.
nature- influence of biological drives + needs [Maslows' hierarchy of needs])
97
Extrapolation (animal research) ?
1. Behavioural?
2. Biological?
3. Social learning?
4. Cognitive?
5. Psychodynamic?
6. Humanistic?
1. Behavioural: YES (principles developed through testing of animals)
2. Biological: YES (animal research widely used)
3. Social learning: NO animal research
4. Cognitive: No animal research (inappropriate)
5. Psychodynamic: NO animal research
6. Humanistic: No animal research (inappropriate)
