approaches june mocks
Sigmund Freud psychodynamic
propose that early childhood experiences can reside in our unconscious mind and greatly influence our adult lives
unconscious biological drivers and desires influence our conscious mind and our behaviour
The structure of personality Psychodynamic
id
Ego
Superego
The role of the unconscious Psychodynamic
Drives motivates and is the force behind our behaviour and personality
Protect the conscious mind from fear and anxiety, Act as a defence mechanism
Contains our biological instincts and drives
id psychodynamic
Entirely conscious
Focuses on the self
Governed by the pleasure principle
Consists of primal urges, Seeks nothing but pleasure and instant gratification
Formed from birth-18 months
ego psychodynamic
Conscious
Governed by the reality principle
Aims to reduce the conflict between two opposing forces
Arises in response To interactions with the world and control by others
Formed at around 2 years old
Superego Psychodynamic
unconscious, but can influence conscious thoughts
Governed by the morality principle
Acts as the conscience, (inner voice) Moral guide
Internal parent
Formed around 4/5 Years old
defence mechanisms
Provide compromise solutions to deal with unsolvable conflict
repression
Denial
Displacement
repression
When a traumatically distressing memories is forced out of the conscious awareness and into the unconscious mind
Continues to influence behaviour without the individual being consciously aware of it
denial
A refusal to accept the truth or reality of a situation acting as though nothing distressing happened
displacement
feelings towards a target individual cannot be expressed directly and therefore a transferred onto someone else
psychosexual stages of development
At each stage, there is a conflict that needs to be resolved
If a child fails to resolve the conflict, they may develop a fixation that resides in their unconscious mind, Affecting an adult personality
Oral anal phallic Latent genital
oral
age 0-2
Conflict- pleasure and satisfaction mainly because of feeding/weaning
Breasts being the focus of desire
Conflict to be resolved, relates to weaning
fixation- Sucking thumb, biting nails
anal
Age 2-3
Conflict- directed towards bladder and bowels
Focus of pleasure comes from controlling bladder and bowel movement
Conflict to be resolved, relates to toilet training
Fixation-
anal retentive: obsessive perfectionist
anal explusive: messy and thoughtless
phallic
Age 3-5
Conflict- Directed towards genitals
Oedipus complex- Boys must overcome their unconscious sexual desire for their mother
electra complex- same ^ (girls)
Fixation- Boys look for a mother figure and girls look for a father figure
latent
age 5-puberty
conflict- Libido energy is calm, dormant and not active
Individual can focus on world around them informed friendships
Fixation- If conflict is unresolved, it can lead to immaturity
genital
age puberty+ into adult life
Conflict- The formation of adult relationships and sexual interest in the opposite sex
Fixation- Might struggle to form heterosexual relationships
psychodynamic strengths
Real world application- It's practical application into therapy, Much of what was behind many forms of mental illnesses which traumatic experience from the past that I've been repressed into their unconscious mind
Psychodynamic approaches made significant contribution to our understanding of human behaviour towards psychotherapy
Foundation for future Theories- the focus freud placed On our early childhood experiences and relationships can influence and shape who we become and how we act in the future
psychodynamic limitations
case studies- Case study research is limited and its ability to make universal laws about human behaviour, Findings from research of very difficult to generalise to other people
Cultural bias- All of Freud's patients came from the Viennese middle class, Evidence to suggest that it is only suitable for cultures where discussion of personal problems is encouraged
behaviourist approach
One of the most influential approaches in modern psychology
Behaviour shaped through learning and experience
classical conditioning
pavlovs dog
Behaviour through association
when two stimuli are repeatedly paired together, they become associated with one another
generalisation- Conditioned stimulus (bell) Could be generalised to other sounds
Discrimination- Sound becomes too different that no salvation occurs
Extinction- Gradual weakening of a conditioned response
Spontaneous recovery- Sudden display of behaviour that was thought to be extinct
operant conditioning
positive reinforcement- When a behaviour is followed by a desirable consequence (reward) And he's more likely to be repeated
Negative reinforcement- When a behaviour is followed by the removal of an adverse consequence and is more likely to be repeated, Avoid something unpleasant
Punishment- Consequence that decreases the likelihood of a particular behaviour being repeated
skinner
Positive- Animal pressed lever, Rewarded with food
Negative- rat pressed lever to avoid electric shock
behaviourist strengths
Highly scientific research methodology- Highly controlled laboratory settings, Possible extraneous variables are removed, Cause an affect relationship relationships can be established
influential- Encouraged research that focused on more objective dimensions of behaviour, Lead to increasingly valid and reliable understanding of human behaviour
behaviourist limitations
Use of animals- Unethical as there is less concern about protection from harm for non-human subjects
Findings from animal experiments are not generalisable to human behaviour
maslows hierarchy of needs (1943)
self-actualisation- acceptance, inner potential
self-esteem- confidence, achievement
love+belonging- friendships + family
safety+security- havinf a home, good healrh
psychological needs- food, water
self-actualisation
the innate desire to achieve of fulfil ones full potential
it is where people experience purpose and meaning in life
someone who is self-actualised does not focus on themselves or on how other people percieve them
self-transcendence
the need to connect to something beyond and higher than ourselves
the self-concept
carl rogers
self-image - how your see yourself right now
ideal self- who you want to be or feel you should be
self-esteen- how much you like and accept who you are
congruence
when there is an overalp agreement between an individuals self-image and ideal self
self actualisation is most likely to be acheieved when there is congruence between them
developing congruence
1. the need for unconditional positive regard from other people
2. the need for self-worth
incongruence
where the self-image and ideal self do not overlap, dont match and arent in agreement
unhappiness is the outcome of a psychological gap between ideal self and self-image
influence of counselling psychology
to reduce incongruence, it requires deep reflection on how you see yourself as well as your own motivations
1. increase the persons feelings of self-worth
2. reduce the level of incongruence between the self-image and ideal self
3. help the person become a more fully functioning person
humanistic strengths
depth of insight- qualitative research methods- case studies, open-ended questionnaires, structured interviews
give a more valid insight into the richness of human behaviour than typical laboratory-based experiments
real world application- maslows hierarchy of needs helped inform businesses with their understanding of the needs of their employees to make them be more successful and effective
humanistic limitations
culturally bias- concepts of self-actualisation and self-esteem are a product of western society and cant be applied to all cultures
unscientific- many of the ideas and concepts are subjective and difficult to test, self-actualisation and congruence are rather vague and difficult to define which makes it untestable in any scientific way
social learning theory definition
behaviour is learned from experience observation and imitation of others
recognises the importance of mediational and cognitive processes, through modelling and having a role model
role model + modelling
the person someone identifies with
the process of imitating
identification
involves assoiciating with the qualities, characteristics and views of role models
vicarious reinforcement
reinforcement which is not directly experienced by us but occurs through observing someone else being reinforced or punished for a behaviour
4 mediational processes
1. attention- observed behaviours
2. retention- remembered
3. motor reproduction- ability to perform
4. motivation- will to perform
if behaviour is rewarded, imitation us more likely
bobo doll experiement
bandura (1961)
investigate whether aggression can be learned
matched pairs design
72 children
aggressive model- child played while asult hit doll (24)
non-aggressive model- child played while adult didnt hit doll (24)
control group- child didnt see model (24)
bobo doll results+conclusions
childeen demonstrated same aggressive acts as adults
boys identified with males
girls physical- males
girls verbal- females
aggressive behaviour can be learned through observation and imitation of a role model
slt strengths
highly scientific research methodology- high controlled labroatory setting, high control of extraneous variables, enables cause and effect relationship to be established
more than 1 observer- reliability can be checked with inter-observer reliability, level of agreeableness in banduras study was +0.89 -> strong positive correlation, results are meaningful
slt limitations
methodological issues- method critisised, use of experimental laboratory method- articificial and contrived, possibility of deman characteristics, lowers internal validity
nature vs nurture- nurture-view focused, fails to consider the inportance of biological factors in human behaviour
how behaviour is lesrned through observation of role models
p & h difference
The humanistic approach assumes people have a free choice over their behaviour And are capable of change, Whereas the psychodynamic approach assumes that behaviour is determined by unconscious factors and early childhood experiences
psychodynamic is mostly Nature, Behaviour is the product of innate drives but shaped by early childhood experience. Humanistic is mostly nurture, Behaviour is shaped by the environment as human strive to achieve self actualisation
p & h similarities
both are much less scientific than other approaches, Psychodynamic relies on subjective interpretation, Humanistic rejects scientific methods and is unable to provide empirical evidence
Rogers believed that counselling can be used to help client solve their problems, Overcome conditions of work and enable their potential for self actualisation, Whereas Freud believed that psychoanalysis can lead to improve improvements in clients through psychotherapy
b & slt differences
in operant conditioning processes are direct whereas in social learning they are vicarious and indirect and a can occur through observation and imitation
Operant conditioning assumes that all behaviour is environmentally determined by external influences that we are unable to control (Environmental determinism), Social learning assumes that as well as being influenced by our environment cognitive factors can mediate learning and that we exert some influence upon it through the behaviour as we choose to perform (Reciprocal determinism)
b & slt similarities
both assume that all aspects of behaviour can be investigated scientifically and use laboratory experiments taking into account mediational processes
both assume that human development is a consequence of nurture both suggest that behaviour is a result of learnt associations and reinforcement