Sect. 2.1 Schools of Thought
 Systematic and structural ways of approaching questions related to human behaviour that have different sets of underlying assumptions
Psychodynamic Theory
 A new approach to Freudian psychoanalytic therapy
 Based on the belief that unlocking the unconscious mind is the key to understanding human behaviour and relationships
 An approach to therapy that focuses on resolving a patient’s conflicted conscious and unconscious feelings.
Psychodynamic Theorists
Sigmund Freud
 Human consciousness consists of 3 distinct parts: the id, the ego, and the super ego
 Psychosexual stages
Karen Horney
 Neo Freudian
 Feminine Psych
 Studied Neurotic disorder
 Supported basics of psychoanalysis
Carl Jung
 Personality
 Archetypes: born with them, universal, images and symbols that reappear
 Connect us to images and emotions
 Examined past experiences, dreams and fantasies to understand the unconscious
 Expressive therapy, creative projects – painting and using imagination
Behavioural Psychology
 Emphasizes the need for empirical evidence through experimentation to understand and change human behaviour
 Observable behaviours and phenomena are most important as well as using scientifically proven intervention procedures
 Methods can be used to treat a variety of psychological disorders and change undesirable behaviours into more desirable ones
Behavioural Psychologists
Ivan Pavlov
 Classical Conditioning experiment with dogs

BF Skinner
 The Skinner Box
 Skinner Box: experimenting with rats and pigeons
 Big Bang Theory: Sheldon reinforces Penny
John B. Watson – Little Albert p. 65
 Marion Woodman
Humanist Psychology
 More interactive recovery for client
 Favor qualitative research rather than quantitative , such as open ended questions, diary accounts
 Reject quantitative methodology: experiments, which represented a shift in methodology
Humanist Psychologists
Abraham Maslow
 Self Actualization
 Hierarchy of Needs
Viktor Frankl
 Logotherapy: power of having meaning in one’s life
 Based on his experiences in Auschwitz
 Survivors had something to hold on to – loved ones, returning to their lives, faith
 Everyone has an inborn inclination to seek the meaning of his/her existence
 Humans are motivated by their need for meaning
 Those who have no meaning feel empty, which may lead to depression
 Everyone has freewill to respond to situations and shape his/her own life
Carl Rogers
 The Client Centred Model
 Modern psychotherapy
 Freely expressing themselves during therapy
 Impact of Humanistic Psychology on Society
 Working with clients to help them come to their own understanding through a positive environment allowing exploration of motivation and behaviours openly and honestly
Humanism in Education
 Student-Centred (Open education)
 Taking responsibility for your own learning
 Encourages curiosity and creativity
 Teacher understands behaviours and helps achieve growth
 Students are cooperative, creative, independent learners
The Principles of Open Education
 Students learn best what they want and need when they learn the skills to analyze what is important to them and why
 Knowing how to learn is more important than acquiring lots of knowledge

 Self evaluation is the only meaningful evaluation of a student’s work
 Feelings are as important as facts
 Students learn best in a nonthreatening environment
 Experiential learning – doing the discipline rather than reading about it, assignment choices, student ideas and interests considered in instruction
Humanism in the Workplace
 Work environment improves employee motivation because self-esteem needs are considered and more responsibility is given to the individual
 Considering whole person fosters self-actualization
 p. 71Qs 1,2
Cognitive Psychology
 Brain’s mental processes
 Study and application of how the brain learns
 Believe in and consider mental states (beliefs, motivations, desires)
 Cognition refers to the mental processes in the brain that associates with thinking, knowing and remembering.
 Coupled with behavioural in treating some mental illnesses and neurotic disorders
Cognitive Psychologists
Albert Bandura
 Cognitive revolution
 Bobo Doll
 People learn behaviour by watching and imitating others
 Social Learning
Elizabeth Loftus
 False memories and the flexibility and reliability of repressed memories
 Repressed memories rarely exist and can be created through the power of suggestion criticized
Pickrell: Lost in the Mall?
 Testing Loftus’ theory by planting false memories
 People can be lead to remember their past in various ways and even remember a past that didn’t happen
 Law – reliability of eyewitness accounts
False Memories in the Visual Age
Gerald Echterhoff
 false memories created by observation
 Participants more likely to remember actions that they had watched than those they had read about
 False memories occurred even when they were warned
 Seeing something happen stimulates the brain activating a representation similar to one that would occur had they actually done it
 p. 73 Qs 1-3

Cognitive Psychology
 Brain’s mental processes
 Study and application of how the brain learns
 Believe in and consider mental states (beliefs, motivations, desires)
 Coupled with behavioural in treating some mental illnesses and neurotic disorders
Sect. 2.2 Psychological Approaches to Understanding Behaviour
Developmental Psychology
 Research is concerned with providing a variety of theories regarding the gradual development of the human mind
 Allows people to understand themselves and what to expect and what might happen during different periods in their lifetime.
Developmental Psychologists
Sigmund Freud
 Psychosexual Stages
Jean Piaget
 epistemological view
 4 stages of Intellectual/Cognitive development
Erik Erikson
 Psychosocial Developmental Stages
 Neo-Freudian
 Humans continue to develop throughout life not just childhood
 Growth depends on society and personal experiences
Gender Differences?
 Bingham & Stryker 5 stage model for girls
 Socio-Emotional Development
 Development is influenced by society not just biology
 Financial independence, social and emotional skills important in developing autonomous self
 Chart p. 77
Leta Stetter Hollingworth
 Men and women have the same cognitive abilities
 Gifted Children
 Evolution of Common Things enrichment curriculum
 Ordinary everyday things (food, clothing, shelter, transportation) taught
 Greater understanding of their needs and development
 Gifted have difficulty adjusting because they weren’t challenged intellectually or were left alone by adults who thought they could take care of themselves

Harry Harlow
 Surrogate Mother Experiment
 Which urge is stronger?
 Need for affection vs. satisfaction of physical needs (food)
 Isolating young monkeys who are exposed to 2 surrogate mothers both made of wire mesh
 Cloth covered vs. a bottle
 Cloth preferred even though she offered no food
 Meeting emotional needs crucial for attachment
 Psychological problems resulted – misdirected aggression, negligent or abusive mothers if affection lacking early in life
 Food or Security? Harlow's study on monkeys' attachment
 p. 79 Qs 1-4
Mary Ainsworth
 Landmark Case Study: Mary Ainsworth: Infant- Mother Attachment
 Secure Attachment
 Avoidant Attachment
 Resistant Attachment
 Pgs. 80-81 3 Qs
Alfred Binet
 IQ (Intelligence Quotient Tests)
Lawrence Kohlberg
 Moral Reasoning – 3 levels, 6 stages
 Heinz’s Dilemna
Carol Gilligan
 Feminist perspective, Ethics
 Criticizing Kohlberg’s male bias in moral reasoning