PsychologyPsychology

What is Psychology?What is Psychology? study of how and why study of how and why

humans act/behave as humans act/behave as they dothey do

Instead of studying how Instead of studying how humans function in humans function in cultures or societies, cultures or societies, psychology focuses on the psychology focuses on the individual, and the individual, and the personal and unique personal and unique experiences that influence experiences that influence how the individual how the individual behaves and thinksbehaves and thinks

Types of PsychologyTypes of Psychology

Experimental PsychologyExperimental Psychology The branch of the The branch of the

discipline that sets up discipline that sets up experiments to see how experiments to see how individuals act in individuals act in particular situationsparticular situations

QuestionQuestion - Would you help - Would you help a complete stranger that a complete stranger that was being threatened with was being threatened with violence from another violence from another person?person?

Clinical PsychologyClinical Psychology CLINICAL PSYCHOLOGYCLINICAL PSYCHOLOGY is is

the branch of the discipline the branch of the discipline that develops programs for that develops programs for treating individuals suffering treating individuals suffering from mental illnesses and from mental illnesses and behavioural disordersbehavioural disorders

Eg. Psychologists treat Eg. Psychologists treat dangerous offenders in dangerous offenders in federal prisons in an attempt federal prisons in an attempt to prevent them from to prevent them from reoffending on releasereoffending on release

Psychological Schools of Psychological Schools of ThoughtThought

Like the other social sciences, psychology Like the other social sciences, psychology

has been divided into a number of schools has been divided into a number of schools

of thought:of thought:

Psychoanalytic TheoryPsychoanalytic Theory BehaviourismBehaviourism Learning TheoryLearning Theory

Psychoanalytic TheoryPsychoanalytic Theory The mind is divided The mind is divided

into two parts: the into two parts: the consciousconscious (aware of ) (aware of ) and the and the unconscious unconscious (not aware of)(not aware of)

According to According to psychologists, our psychologists, our unconscious mind has unconscious mind has more influence than more influence than our conscious mind on our conscious mind on our personalities and our personalities and behaviourbehaviour

The Unconscious MindThe Unconscious Mind

The Unconscious mind is The Unconscious mind is divided into three parts:divided into three parts:

1.1. IdId – which encourages us – which encourages us to seek physical to seek physical satisfactionsatisfaction

2.2. SuperegoSuperego – prompts us – prompts us to do the moral thing, not to do the moral thing, not the one that feels bestthe one that feels best

3.3. EgoEgo – the referee between – the referee between the two and deals with the two and deals with external reality, this is our external reality, this is our most conscious selfmost conscious self

Sigmund FreudSigmund Freud The founder of psychoanalytic theoryThe founder of psychoanalytic theory He believed our early childhood He believed our early childhood

experiences, usually involving our experiences, usually involving our relationships with parents and family, relationships with parents and family, are stored in our unconscious mindare stored in our unconscious mind

While we are normally unaware of While we are normally unaware of these memories, they can have a these memories, they can have a powerful influence on the way we powerful influence on the way we functionfunction

Those that live with a general sense of Those that live with a general sense of frustration, our behaviour may become frustration, our behaviour may become neurotic neurotic and connected with anxiety and connected with anxiety or obsessiveness which can be treated or obsessiveness which can be treated using dream analysis, hypnosis and using dream analysis, hypnosis and individual counseling individual counseling

Freud felt that individual sexual Freud felt that individual sexual satisfaction or frustration was the key satisfaction or frustration was the key element in personality developmentelement in personality development

Alfred Adler Alfred Adler (1870-(1870-1937)1937)

Adler believed that Adler believed that difficulties people difficulties people encounter in gaining encounter in gaining self-esteem and self-esteem and recognition, if not recognition, if not overcome by the overcome by the normal means lead to normal means lead to compensatory compensatory behaviour and resultant behaviour and resultant personality disorders personality disorders which are now widely which are now widely referred to as an referred to as an inferiority complexinferiority complex. .

Carl Jung (1875-Carl Jung (1875-1961) 1961)

Responsible for the Responsible for the identification of the identification of the ExtrovertedExtroverted (outward-looking; outgoing; rely (outward-looking; outgoing; rely on others for sense of well on others for sense of well being) and being) and IntrovertedIntroverted (inward- (inward-looking; emotionally self looking; emotionally self sufficient; well being comes sufficient; well being comes from within) personality types. from within) personality types.

Worked closely with Freud but Worked closely with Freud but split later in their careerssplit later in their careers

The other aspect of Jung's work The other aspect of Jung's work which has been very influential which has been very influential is his approach to the analysis is his approach to the analysis of dreams. of dreams.

BehaviourismBehaviourism Behaviourists believe that Behaviourists believe that

psychologists can predict and psychologists can predict and control or modify human control or modify human behaviour by identifying the behaviour by identifying the factors that motivate it in the factors that motivate it in the first placefirst place

Behaviourists placed particular Behaviourists placed particular stress on the early childhood stress on the early childhood years, and the rules or practices years, and the rules or practices parents use to raise their parents use to raise their children because they believe children because they believe these methods have a huge these methods have a huge influence on the character of influence on the character of individuals even into adulthoodindividuals even into adulthood

Charles B. Watson (1878-Charles B. Watson (1878-1958) 1958)

The founder of The founder of behaviourismbehaviourism

He used animal He used animal experiments to determine experiments to determine whether strict of flexible whether strict of flexible learning patterns are more learning patterns are more effectiveeffective

Wrote book “Psychological Wrote book “Psychological Care of the Infant and Care of the Infant and Child” concluded that Child” concluded that children should be brought children should be brought up using a ‘scientific’, up using a ‘scientific’, strictly scheduled, rules-strictly scheduled, rules-based model.based model.

Benjamin Spock (1903-Benjamin Spock (1903-1998)1998)

He believed that a He believed that a permissive approach to permissive approach to child rearing, rather child rearing, rather than a strict one, would than a strict one, would result in successful, result in successful, well-adjusted adults.well-adjusted adults.

He encouraged parents He encouraged parents to be loving, flexible to be loving, flexible and supportiveand supportive

Wrote book “Baby and Wrote book “Baby and Child Care”Child Care”

Learning Learning TheoryTheory

Learning Theorists agree that Learning Theorists agree that humans are born with little instinct humans are born with little instinct but much learning potentialbut much learning potential

They believe that most human They believe that most human behaviour is learned, especially in behaviour is learned, especially in child and youthchild and youth

By controlling the way in which By controlling the way in which humans learn behaviours, society humans learn behaviours, society can have a great influence on their can have a great influence on their ultimate personalities ultimate personalities

Believe that children who were Believe that children who were brought up in loving families would brought up in loving families would grow up to become secure and grow up to become secure and loving adults, but only if parents loving adults, but only if parents provided clear and consistent provided clear and consistent expectations for good behaviour, expectations for good behaviour, and swift but fair consequences for and swift but fair consequences for bad behaviourbad behaviour

Psychological Questions Psychological Questions Focus on people’s behaviours (what they do) Focus on people’s behaviours (what they do)

and attitudes (what they think)and attitudes (what they think) Key Questions:Key Questions:

-what must people do to successfully change -what must people do to successfully change their behaviours?their behaviours?-what factors make behaviour-modification -what factors make behaviour-modification programs successful?programs successful?-do most people need help changing -do most people need help changing behaviour, or can they be self changers?behaviour, or can they be self changers?

Example: Consider an individual who has been convicted three times Example: Consider an individual who has been convicted three times for driving under the influence. Is it necessary to change a person’s for driving under the influence. Is it necessary to change a person’s attitude about drinking before he or she will stop drinking and driving?attitude about drinking before he or she will stop drinking and driving?

Theory of Attitude Theory of Attitude ChangeChange

Cognitive Dissonance Theory Cognitive Dissonance Theory Six Stages of Change (Behaviour Six Stages of Change (Behaviour

Modification)Modification)-Pre-contemplation (denial, refusal)-Pre-contemplation (denial, refusal)-Contemplation (questioning)-Contemplation (questioning)-Preparation (investigation)-Preparation (investigation)-Action (commitment)-Action (commitment)-Maintenance (transition)-Maintenance (transition)-Termination (completion)-Termination (completion)

Positive and Negative ReinforcementPositive and Negative Reinforcement

B.F. Skinner B.F. Skinner (1904-1990)(1904-1990)

Skinner proved that pigeons could Skinner proved that pigeons could be trained to peck at a particular be trained to peck at a particular coloured disk to get food rewardscoloured disk to get food rewards

Rats received food rewards for Rats received food rewards for pressing specific levers in a pressing specific levers in a complicated sequence leading complicated sequence leading many theorists to believe that many theorists to believe that learning was a learning was a STIMULUS-STIMULUS-RESPONSERESPONSE effect effect

He believed that if the subject is He believed that if the subject is correctly stimulated it will give the correctly stimulated it will give the appropriate responseappropriate response

Theory of OPERANT Theory of OPERANT CONDITIONING: learning can be CONDITIONING: learning can be programmed by whatever programmed by whatever consequences follows a particular consequences follows a particular behaviour behaviour

Abraham Maslow (1908-Abraham Maslow (1908-1970)1970)

Analysis of human needs Analysis of human needs organized into a hierarchy organized into a hierarchy ranging from basic survival ranging from basic survival through to the need for through to the need for love, security and esteemlove, security and esteem

Highest level was “self Highest level was “self actualization (integration of actualization (integration of the self > making the the self > making the personality whole)personality whole)

Maslow’s theories had most Maslow’s theories had most profound impact on profound impact on industrial psychology industrial psychology (making workplace a (making workplace a satisfying experience by satisfying experience by raising morale of workers to raising morale of workers to improve performance)improve performance)

Ivan Pavlov (1849-Ivan Pavlov (1849-1936) 1936)

Pavlov’s experiments Pavlov’s experiments with dogs showed that with dogs showed that it was possible to get it was possible to get a dog to associate the a dog to associate the sound of a bell with sound of a bell with the imminent arrival the imminent arrival of foodof food

At the sound of a bell, At the sound of a bell, the dog would salivate the dog would salivate in anticipationin anticipation

Alfred Bandura (Born in Alfred Bandura (Born in 1925)1925)

Bandura concluded that learning is Bandura concluded that learning is largely a modeling experience and more largely a modeling experience and more complicated than a mere stimulus-complicated than a mere stimulus-response effectresponse effect

When humans observe behaviour – either When humans observe behaviour – either acceptable or unacceptable – they are acceptable or unacceptable – they are more likely to practice itmore likely to practice it

Experiment- used a Bobo doll to see if Experiment- used a Bobo doll to see if children would act aggressively towards children would act aggressively towards the doll after seeing adults hit the Bobo the doll after seeing adults hit the Bobo doll first – some children wanted to use doll first – some children wanted to use toy guns to hit the Bobo doll even though toy guns to hit the Bobo doll even though the adults did not behave this waythe adults did not behave this way