Humanistic & Positive Psych Flashcards
(44 cards)
1
Q
BACKGROUND
A
- first 1/2 of 20th century
- American/European mainstream psych dominated by 2 schools of thought:
1. behaviourism (Maslow: “1st force”)
2. psychoanalysis (2nd force) - neither studied values/intentions/meaning as conscious existence elements
2
Q
BEHAVIOURISM & PSYCHOANALYSIS
A
- contributed to human behaviour understanding BUT didn’t include holistic view
- instead focused on:
1. biological reductionism/determinism of classical psychoanalysis - aka. Freud; driven/determined by unconscious motives; sexual/aggressive instincts)
2. mechanistic explanations from behaviourism - environmental stimuli response w/little control; beh determined by situation we are/have been aka. not personal choice)
- humanistic approach/3rd force in response
3
Q
THE 3RD FORCE
A
- humanistic psychology emerged mid 1950s in reaction to behaviourism/psychoanalysis
- key distinction = people largely responsible for actions
- sometimes we respond automatically to events via unconscious impulses BUT we have power to determine own destiny/decide actions at any moment aka. FREE WILL
- main roots = phenomenology/existential philosophy
4
Q
PHENOMENOLOGY: HISTORY
A
- philosophical approach to human nature; started in Europe w/Edmund Husserl (1859-1938)
- phenomenologists/humanistic psychologists strongly question idea that study of mind = just another science that should resemble other sciences ie. physics/chemistry
- mind = fundamentally dif from ie. molecules/atoms as:
1. AWARE
2. KNOWS ITS BEING STUDIED
3. STUDIES ITSELF
5
Q
PHENOMENOLOGY
A
- emphasises subjective experience of individual
- awareness = everything
- everything you hear/feel/think
- immediate/conscious experience > important psychologically that IRL/past experience aka. basis of free will
- past is gone/future not here yet
- you are here now; CHOOSE
6
Q
PHENOMENOLOGY: REALISM & POSITIVISM
A
- philosophies underpin scientific/quantitative approach
- objective reality can be: measured/quantified
- inferences made derive hypotheses/operationalise concepts/set up experiments to test them
- manipulate/measure variables
- nomothetic approach = aim to developing universal laws of cause/effect
7
Q
PHENOMENOLOGY: IDEALISM, CONSTRUCTIVISM & RELATIVISM
A
- philosophies underpin phenomenological/qualitative approach
- world features exist ONLY as result of meaning sets actively constructed by within communities (ie. scientists/students)
- no one valid interpretation of world possible; multiple interpretations exist; each appears equally valid when viewed from interpreter’s perspective
- idiographic approach = aim to understand beh in contexts when it occurs
8
Q
CONSTRUCTIVISM
A
- theory of knowledge
- introduced first by Immanuel Kant (1724-1804)
- human knowledge neither solely dependent on environments/innate qualities but generated from interactions between them
- Piaget contributed constructivist developmental model; we actively construct knowledge individually/collectively
- all have toolkit of conceptions/skills aka. construct knowledge/solve issues presented by environment
9
Q
SOCIAL CONSTRUCTIVISM
A
- emphasises importance of culture/context in producing knowledge
- reality = constructed via human activity; cannot be discovered; does not exist prior to social invention
- knowledge = human product; socially/culturally constructed (ie. who writes history?)
- learning = social process; meaningful learning occurs when individuals engaged in social activities (mediated by language)
10
Q
PSYCHOLOGY OF CONSCIOUS EXPERIENCE
A
WUNDT (1873): PRINCIPLES OF PHYSIOLOGICAL PSYCHOLOGY
- defined scientific psych as systematic study of immediate conscious experience/phenomenally accessible to observer of own mind
11
Q
INTROSPECTION METHOD
A
- trained observers described immediate conscious experience when exposed to standard/repeatable situations in minute detail to try and meet standards of scientific enquiry
- used objective mental processes indicators: reaction time/word associations/discriminative responses to sensory stimuli
- BUT higher mental processes = inaccessible to experimentation; essentially social in character so replaced by behaviourism
12
Q
EXISTENTIALISM
A
- human = challenged by reality of temporary existence; life = no inherent meaning; meaning = constructed by humans
- Sartre/Nietzsche/Kierkegaard
- authentic humans face existential futility and still construct meaningful life
- authenticity = living genuinely w/angst; achieving meaning despite temporary existence
13
Q
EXISTENTIALISM: FREE WILL & CHOICE
A
- helping people BE/take responsibility for lives
- everyone = responsible for actions/everything
- even when we seek advice we choose advisor/have some idea of what they’ll recommend
- freedom entails the burden of responsibility -> anxiety/despair
14
Q
EXISTENTIALISM: KEY BELIEFS
A
OUR ACTS DEFINE US
- we may see/imagine ourselves in ways BUT what defines us is what we DO
FREEDOM TO CHOOSE
- rejection of determinism; freedom to choose constitutes us as human
CHOICE
- we are defined by choices; if we choose not to do things, it’s still a choice
RESPONSIBILITY (CONDEMNED TO FREEDOM)
- we’re responsible for everything we do even if we avoid it
BAD FAITH
- denial of own freedom/responsibility
15
Q
EXISTENTIALISM: PESSIMISM
A
- authentic existence = honestly facing up to mortality; taking responsibility for destiny
- life has no meaning beyond what we give it; any apparent meaning = illusion (subjective interpretations of meaning)
- Satre tried to implement optimism; we musn’t give up; do all we can to better human condition for dignity/freedom to find meaning in life
16
Q
HUMANISTIC PSYCH: HISTORY
A
- early 1950s onwards; Rogers & Maslow
- begins w/existential assumptions
- phenomenology/subjective experience = central; people have free will
- people = basically good; innate need to make themselves/the world better
17
Q
HUMANISTIC PSYCH: OPTIMISM
A
- emphasis on:
1. personal worth of individual
2. centrality of human values
3. creative/active nature of humans - optimistic focus on noble human capacities to:
1. overcome hardship/pain/despair
2. help others/improve world
18
Q
CARL ROGERS (1902-1987)
A
- exemplifies phenomenological approach to personality; optimistically expanded concept of human nature
- disagreed w/Freudian theory/depiction of controlled humans by unconscious forces determined by daily experiences
- emphasised:
1. conscious perceptions of present > residual past
2. interpersonal experiences across lifespan (not just parental relations)
3. capacity to grow/develop psychologically > repeat childhood conflicts/poor relations
19
Q
ROGERS: SUBJECTIVE REALITY
A
- believe IRL = objective daily; Rogers says it’s not
- we react to perceptions of reality; reality = private experience world aka. the phenomenal field
- phenomenal field = subjective construction; reflects not only external reality but internal personal beliefs/needs/goals
- needs shape subjective experiences which we interpret as objective reality
- unique in insight development into comprehensive personality
20
Q
ROGERS: ACTUALISATION TENDENCY
A
- organism’s tendency to grow from single entity -> complex one; dependence -> independence
- build in motivation in every life to develop potential to fullest extent
- 2 desire levels:
1. physical (ie. eating/warmth/avoiding danger)
2. psychological (ie. testing/fulfilling capabilities via new experiences; mastering new skills)
21
Q
ROGERS: ORGANISMIC VALUING PROCESS
A
- people engage w/it in self-actualisation pursuit
- we seek out experiences perceived as enhancing development/avoid perceived bad ones
- link w/Rotter’s learning theory aka. seeking out learning experiences based on others
- fully functioning person = someone who is self-actualising
22
Q
ROGERS: UNCONDITIONAL POSITIVE REGARD
A
- development not confined to early years; people grow toward self-actualisation throughout life
- BUT childhood = important factor in self-actualisation achievement
- all people possess basic psychological need for unconditional positive regard:
1. need to be accepted/respected/receive positive regard
2. positive regard = particularly important in childhood BUT also in life
23
Q
ROGERS: CHILDHOOD
A
- crucial for kids to receive unconditional positive regard for self-actualisation ie:
- affection/approval/acceptance from important people (esp. parents) w/no strings attached -> optimal environment for psychological growth
- results in positive self-regard (self-esteem/worth/image)
- links w/Bandura’s self-efficacy concept
24
Q
ROGERS: CONDITIONS OF WORTH
A
- parents may only show love/respect if kid adheres to certain beh forms (ie. obey rigid beh rules) -> kid denying/distorting true self feature to attain regard/consistent self-concept aka. conditional positive self-regard
- risk of incongruence development between real (who I am)/ideal (who I should be) self; greater gap = greater suffering/neurosis risk via anxiety from incongruity (Horney/psychodynamic link)
- acceptance even when beh = unacceptable aka. “I don’t like what you’re doing” VS “I don’t like you”
25
ROGERS: SELF-ACTUALISATION QUALITIES
OPENNESS TO EXPERIENCE
EXISTENTIAL LIVING
EXPERIENTIAL FREEDOM
CREATIVITY
ORGANISMIC TRUSTING
25
ROGERS: SELF-ACTUALISATION QUALITIES
OPENNESS TO EXPERIENCE
- living w/meaning/challenge/fulfillment
- open to experiences/feelings/opportunities
EXISTENTIAL LIVING
- present = only reality
EXPERIENTIAL FREEDOM
- we feel free--doesn't matter if we really are
- take responsibility for choices
CREATIVITY
- arts/sciences/parental love/doing your best
ORGANISMIC TRUSTING
- trust ourselves; do what's right/natural
26
ROGERS: NON-DIRECTIVE/PERSON-CENTERED THERAPY
- emphasises expertise/curative power of client who possessed inherent drive for psych health
- no "curing" but helping to identify/overcome conditions of worth interfering w/personal growth
- enabling self-actualisation movement
- developing real self VS pursing ideal self
27
ROGERS: THERAPIST QUALITIES
CONGRUENCE
- genuineness/client honesty/no scientific facade
- interpersonally open/transparent
EMPATHY
- perceiving clients experiences as they're experienced by the client
RESPECT
- acceptance
- unconditional positive regard
28
THE HUMAN POTENTIAL MOVEMENT
- Maslow alongside Rogers
- basic personality functioning feature = people have capacity to move forward to realise inherent potentials (self-actualise)
- 3rd force in psychology
- psychoanalysis/behaviourism
29
ABRAHAM MASLOW (1908-1970)
- basic animal motivations -_ higher human motivations
- positive human qualities
- person's ultimate need/motive = self-actualisation
- BUT motive becomes active ONLY if other basic needs are met first
- aka. hierarchy of needs
30
MASLOW: HIERARCHY OF NEEDS
PHYSIOLOGICAL NEEDS
SAFETY NEEDS
BELONGING NEEDS
ESTEEM NEEDS
SELF-ACTUALISATION
31
MASLOW: PHYSIOLOGICAL NEEDS
- bottom hierarchy
- basic/primitive needs
- ie. air/food/water
- for survival
32
MASLOW: SAFETY/PHYSICAL SECURITY NEEDS
- after physiological needs
- ^ interest in finding safe circumstances/stability/protection; need for structure/order
- some contemporary societies = home in safe neighbourhood/job security/pensions/insurance
- negative perspective = fear/anxiety preoccupation
33
MASLOW: LOVE & BELONGINGNESS NEEDS
- after physiological/safety needs
- need for companionship/acceptance/friends/partners/kids; sense of community
- negative perspective = increasingly susceptible to loneliness/social anxiety
34
MASLOW: ESTEEM NEEDS
- after physiological/safety/love needs
LOWER
- esteem ie. respect/fame/glory/reputation/dignity
HIGHER
- self-respect ie. confidence/achievement/freedom
- from within self-respect = harder to lose if found
- low self-esteem = inferiority complexes
- roots of psych issues
35
MASLOW: SELF-ACTUALISATION
- final hierarchy
- growth motivation in contrast w/deficit motivation defining earlier stages
- being needs
- tendency to become whatever you are capable of
- highest of human motives
36
MASLOW: PEAK EXPERIENCES
- intense self-actualisation moments
- close connection w/surroundings
- loss of time sense; awe/wonder/ecstasy
- similar to flow states BUT...
- flow states = intense concentration w/slightly elevated mood where time flows quickly
37
MASLOW: SELF-ACTUALISATION CHARACTERISTICS
REALITY CENTERED
- dishonesty/superficiality VS real distinction
PROBLEM-CENTERED
- treat difficulties w/solutions > surrendering
PERSONAL RELATIONS
- deep personal relations BUT w/few people
HUMAN KINSHIP
- humility/respect/democratic
ACCEPTANCE
- self/others w/flaws
RESIST ENCULTURATION
- nonconformist; form own opinions
FRESHNESS OF APPRECIATION
- view ordinary w/wonder/gratitude
SPONTANEITY
- thought/emotion
INDEPENDENCE
- autonomity
38
MASLOW: SELF-ACTUALISATION POPULATION
- self-actualisation = high aspiration
- basic needs MUST be met
- so only small percentage will ever become self-actualised (-2%)
- limited research but most between love/self-esteem
- self-actualisation relies not just on positive thinking but on opportunities available
39
HUMANISTIC PSYCH: STRENGTHS
- intuitive appeal; emphasises uniqueness/validity of each persons experience
- optimistic/positive/problem-focused; we aren't determined; doesn't only focus on clinical pop
- wide scope; applies to therapy; living whole life w/meaning/authenticity
- emphasis on fully appreciating reality/maintaining close contact w/feelings; life enriching method
- underpins contemporary positive psych field
40
HUMANISTIC PSYCH: WEAKNESSES
- ignores other determinants of being (ie. genetics/learning/unconscious conditions)
- scientific precision lack; what exactly is self-actualisation?
- emphasises free will but some argue that it doesn't exist/just an illusion
- unlikely that humans = really free ie. economic limitations/educational opportunity
41
POSITIVE PSYCHOLOGY MOVEMENT
SELIGMAN & CSIKSZENTMIHALYI (2000)
- Maslow's focus on positive human development aspects/nature anticipated contemporary positive psych movement
- argues psychologists overemphasised human psychopathology/fraility/distress -> over-generalisation resulting in excessive negative emphasis
- psychologists overlooked human strengths; personality underplays the positive
42
SELIGMAN & PETERSON (2003)
- key promoting theorist
- positive psychologists study traits/processes/social institutions promote happy/meaningful lives (ie. optimism/well being)
43
DAHLSGAARD, PETERSON & SELIGMAN (2005)
- tried to identify universal attributes considered virtues in all cultures always
- surveyed key religious documents
- identified 6 key virtues: justice/humanity/temperance/wisdom/transcendence/courage (w/courage found least)
- each counteracts tendency threatening cultural/individual survival (ie. justice VS anarchy/chaos; humanity VS cruelty)
