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Great Thinkers in Psychology

Great Thinkers in Psychology. Schools of Psychology Beliefs and Treatments. MEDIEVAL MEDICAL PRACTICES. TREPHINING FLAGELLANTS BLOODLETTING. THE CRIB. THE STRAITJACKET. REFORMS ARE NEEDED. THE MENTALLY ILL WERE JAILED DEPLORABLE CONDITIONS

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Great Thinkers in Psychology

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  1. Great Thinkers in Psychology Schools of Psychology Beliefs and Treatments

  2. MEDIEVAL MEDICAL PRACTICES • TREPHINING • FLAGELLANTS • BLOODLETTING

  3. THE CRIB

  4. THE STRAITJACKET

  5. REFORMS ARE NEEDED • THE MENTALLY ILL WERE JAILED • DEPLORABLE CONDITIONS • NO SEPARATION OF MENTAL PATIENTS FROM CRIMINALS

  6. PSYCHOANALYTIC THINKERS • SIGMUND FREUD • ANNA FREUD • CARL JUNG • ERIK ERIKSON • ALFRED ADLER

  7. CHILDHOOD INNOCENCE • FREUD’S IDEAS SHOCKED THE VICTORIAN SENSIBILITIES • HIS CONCEPTS CONTRADICTED THE VICTORIAN NOTION OF CHILDREN AS “INNOCENT”

  8. THE SECOND MIND • HUMANS ARE ENDOWED WITH AN UNCONSCIOUS • IN THE UNCONSCIOUS DWELLS POTENT SEXUAL & AGGRESSIVE DRIVES

  9. THE EFFECTS OF THE UNCONSCIOUS • REPRESSION: TO PUSH OR BANISH PAINFUL THOUGHTS FROM OUR CONSCIOUS MIND • THESE THOUGHTS CAN AFFECT EVERYDAY BEHAVIOR

  10. DREAM ANALYSIS • MANIFEST (FACE VALUE) • LATENT (HIDDEN MEANING) • SYMBOLIC DREAM INTERPRETATIONS

  11. THE TALKING CURE • TALK THERAPY • THE SCIENCE OF PSYCHOANALYSIS AND NEUROSIS • FREE ASSOCIATION

  12. THE ID IS THE FIRST TO FORM • THE ID OPERATES ON THE “PLEASURE PRINCIPLE” • THE ID DEMANDS IMMEDIATE SATISFACTION • THE ID DOES NOT CARE WHAT SOCIETY THINKS

  13. MORE ABOUT THE ID • THE ID IS AGGRESSIVE • THE ID IS PLAYFUL • THE ID REPRESENTS THE CHILD IN ALL OF US

  14. DIAGRAM OF THE ID

  15. DIAGRAM OF THE SUPEREGO • GAINING EXPERIENCE WITH RULES AND VALUES • THE SUPEREGO IS NOT ALWAYS CONSCIOUS • TOO MUCH SUPEREGO LEADS TO INFLEXIBILITY

  16. THE EGO • THE EGO IS LOGICAL • THE EGO IS THE DECISION MAKER • THE EGO COMPROMISES BETWEEN THE ID AND THE SUPEREGO

  17. THE ORAL STAGE • AGES BIRTH THROUGH TWO YEARS • THE INFANT’S FOCUS IS ON THE MOUTH • THE PLEASURE PRINCIPLE

  18. THE ANAL STAGE • THE INFANT’S PLEASURE SEEKING IS CENTERED AROUND THE FUNCTIONS OF ELIMINATION • AGES 18 MONTHS–3 YEARS • TOILET TRAINING

  19. THE PHALLIC STAGE • THE CHILD’S PLEASURE SEEKING IS FOCUSED ON THE GENITALS • AGES 3–6 • AWARENESS OF PHYSICAL DIFFERENCES BETWEEN BOYS & GIRLS

  20. THE LATENT STAGE • SEXUAL THOUGHTS REPRESSED • SOCIAL & INTELLECTUAL DEVELOPMENT OUTWEIGHS SEXUAL INTEREST • AGE 6–PUBERTY • SUBLIMATION

  21. THE GENITAL STAGE • SEXUAL DESIRES ARE REKINDLED • THERE IS A DESIRE FOR RELATIONSHIPS • AGES: PUBERTY THROUGHOUT ADULTHOOD

  22. FIXATIONS • THE FAILURE TO MOVE FORWARD FROM ONE STAGE TO ANOTHER • FIXATIONS AFFECT PERSONALITY • ORAL/GULLIBLE, ANAL/CONTROLLING, PHALLIC/IMMATURE

  23. ANNA FREUD • DAUGHTER OF SIGMUND FREUD • THE HAMPSTEAD CHILD THERAPY CLINIC • ANALYSIS OF CHILDREN • DEFENSE MECHANISMS

  24. CARL JUNG’S ANALYTICAL PSYCHOLOGY • BACKGROUND & EARLY YEARS • HE BEGAN TO WRITE TO FREUD • HE EMPHASIZED THE UNCONSCIOUS DETERMINANTS OF PERSONALITY

  25. UNCONSCIOUS LAYERS • THE PERSONAL UNCONSCIOUS HOUSES MATERIAL THAT IS NOT WITHIN ONE’S CONSCIOUS AWARENESS BECAUSE IT HAS BEENREPRESSED • THE COLLECTIVE UNCONSCIOUS IS A STOREHOUSE OF LATENT MEMORIES INHERITED FROM OUR ANCESTRAL PAST

  26. JUNG’S ARCHETYPES • ARCHETYPES ARE EMOTIONALLY CHARGED IMAGES THAT HAVE UNIVERSAL MEANING • THEY APPEAR IN ART, LITERATURE, AND RELIGION

  27. INTROVERT VS. EXTROVERT • INTROVERT=INNER-DIRECTED, PREOCCUPIED WITH THE WORLD OF THEIR OWN THOUGHTS • EXTROVERT= INTERESTED IN OTHER PEOPLE & THINGS

  28. ERIK ERIKSON • A NEO-FREUDIAN • HE BELIEVED THERE IS A STRONG NEED FOR SOCIAL APPROVAL • PSYCHOSOCIAL DEVELOPMENT • CRISES

  29. STAGE ONE • EARLY INFANCY/MEETING BASIC NEEDS • TRUST VS. MISTRUST • FOR EVEN DEVELOPMENT, EACH CRISIS MUST BE MET ON TIME

  30. STAGE TWO • AUTONOMY VS. SHAME AND DOUBT • AGES 1–3 • SELF-RELIANCE OR RELIANCE ON OTHERS

  31. STAGE THREE • INITIATIVE VS. GUILT: AGES 3–6 • SELF-ESTEEM: “AM I GOOD OR AM I BAD ?”

  32. STAGE FOUR • INDUSTRY VS. INFERIORITY • AGES 6–12 • THE CHILD ASKS, “AM I SUCCESSFUL OR NO GOOD?”

  33. STAGE FIVE • IDENTITY VS. ROLE CONFUSION • EARLY TEENS/PEER PRESSURE • QUESTION: “WHO AM I?”

  34. STAGE SIX • INTIMACY VS. ISOLATION • CHOOSING TO SHARE YOUR LIFE WITH ANOTHER OR LIVE ALONE

  35. STAGE SEVEN • GENERATIVITY VS. STAGNATION • MIDDLE AGE/MID -LIFE CRISIS • QUESTION: “AM I SUCCESFUL IN MY LIFE?”

  36. STAGE EIGHT • INTEGRITY VS. DESPAIR • OLDER ADULTS • QUESTION: “HAVE I LIVED A FULL AND COMPLETE LIFE?”

  37. ALFRED ADLER’S INDIVIDUAL PSYCHOLOGY • EARLY YEARS IN VIENNA • OPHTHALMOLOGY • THE VIENNA PSYCHOANALYTIC SOCIETY • DEVELOPED HIS OWN THEORIES AFTER A BREAK WITH FREUD

  38. INDIVIDUAL PSYCHOLOGY • ADLER FELT FREUD HAD GONE OVERBOARD IN CENTERING HIS THEORIES ON SEXUAL CONFLICTS • MORE IMPORTANT IS A STRIVING FOR SUPERIORITY

  39. BEHAVIORAL THEORISTS • IVAN PAVLOV • B.F. SKINNER • A MAJOR PREMISE AND ORIENTATION BEHIND BEHAVIORISM IS THAT PSYCHOLOGY SHOULD STUDY ONLY OBSERVABLE BEHAVIOR

  40. IVAN PAVLOV • RUSSIAN PHYSIOLOGIST • HE STUDIED THE IMPORTANCE OF SALIVA IN THE DIGESTIVE PROCESS OF DOGS

  41. PSYCHIC REFLEXES • DOGS RESTRAINED IN HARNESS • COLLECTED SALIVA • HE PAIRED MEAT POWDER WITH DIFFERENT STIMULI

  42. IMPLICATIONS OF PAVLOV’S WORK • CLASSICAL CONDITIONING PLAYS A KEY ROLE IN SHAPING EMOTIONAL RESPONSES LIKE FEAR, ANXIETY, AND PHOBIAS • USED IN ADVERTISING

  43. B.F. SKINNER • A STRICT BEHAVIORIST • HE DID NOT BELIEVE IN INTERNAL MENTAL STATES • THE SKINNER BOX & OPERANT CONDITIONING

  44. SKINNER’S THEORY • BEHAVIOR IS INFLUENCED BY REWARDS AND PUNSHMENTS • HE TRAINED RATS TO RESPOND TO LIGHTS AND SOUNDS • REINFORCEMENT

  45. APPLICATION OF SKINNER’S WORK • USED IN PRISONS AND MENTAL HOSPITALS • REINFORCERS ARE USED TO PRODUCE POSITIVE BEHAVIORS • TOKEN ECONOMIES SHAPE BEHAVIOR

  46. THE HUMANISTIC APPROACH MASLOW & ROGERS

  47. ABRAHAM MASLOW • HUMANISTS BELIEVED THAT PSYCHOANALYSIS AND BEHAVIOR-ISM ARE “DEHUMANIZING” • EMPHASIS ON UNIQUENESS • POSITIVE, OPTIMISTIC

  48. HUMANS HAVE MANY NEEDS • PEOPLE HAVE MANY NEEDS THAT COMPETE • BIOLOGICAL MOTIVES • SOCIAL MOTIVES • HUMAN NEEDS ARE ORGANIZED IN A HIERARCHY

  49. MASLOW’S HIERARCHY • THE NEEDS AT THE BOTTOM ARE THE MOST BASIC (HUNGER) • THE NEXT LEVEL=SAFETY NEEDS • NEXT= BELONGING AND LOVE

  50. PYRAMID CONTINUED • ESTEEM NEEDS • COGNITIVE NEEDS • AESTHETIC NEEDS • SELF-ACTUALIZED

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