Schools of Psychology Beliefs and Treatments

TREPHINING FLAGELLANTS BLOODLETTING

THE MENTALLY ILL WERE JAILED DEPLORABLE CONDITIONS NO SEPARATION OF MENTAL PATIENTS FROM CRIMINALS

SIGMUND FREUD ANNA FREUD CARL JUNG ERIK ERIKSON ALFRED ADLER

FREUD’S IDEAS SHOCKED THE VICTORIAN SENSIBILITIES HIS CONCEPTS CONTRADICTED THE VICTORIAN NOTION OF CHILDREN AS “INNOCENT”

HUMANS ARE ENDOWED WITH AN UNCONSCIOUS IN THE UNCONSCIOUS DWELLS POTENT SEXUAL & AGGRESSIVE DRIVES

REPRESSION: TO PUSH OR BANISH PAINFUL THOUGHTS FROM OUR CONSCIOUS MIND THESE THOUGHTS CAN AFFECT EVERYDAY BEHAVIOR

MANIFEST (FACE VALUE) LATENT (HIDDEN MEANING) SYMBOLIC DREAM INTERPRETATIONS

TALK THERAPY THE SCIENCE OF PSYCHOANALYSIS AND NEUROSIS FREE ASSOCIATION

THE ID OPERATES ON THE “PLEASURE PRINCIPLE” THE ID DEMANDS IMMEDIATE SATISFACTION THE ID DOES NOT CARE WHAT SOCIETY THINKS

THE ID IS AGGRESSIVE THE ID IS PLAYFUL THE ID REPRESENTS THE CHILD IN ALL OF US

GAINING EXPERIENCE WITH RULES AND VALUES THE SUPEREGO IS NOT ALWAYS CONSCIOUS TOO MUCH SUPEREGO LEADS TO INFLEXIBILITY

THE EGO IS LOGICAL THE EGO IS THE DECISION MAKER THE EGO COMPROMISES BETWEEN THE ID AND THE SUPEREGO

AGES BIRTH THROUGH TWO YEARS THE INFANT’S FOCUS IS ON THE MOUTH THE PLEASURE PRINCIPLE

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

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

SEXUAL THOUGHTS REPRESSED SOCIAL & INTELLECTUAL DEVELOPMENT OUTWEIGHS SEXUAL INTEREST AGE 6–PUBERTY SUBLIMATION

SEXUAL DESIRES ARE REKINDLED THERE IS A DESIRE FOR RELATIONSHIPS AGES: PUBERTY THROUGHOUT ADULTHOOD

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

DAUGHTER OF SIGMUND FREUD THE HAMPSTEAD CHILD THERAPY CLINIC ANALYSIS OF CHILDREN DEFENSE MECHANISMS

BACKGROUND & EARLY YEARS HE BEGAN TO WRITE TO FREUD HE EMPHASIZED THE UNCONSCIOUS DETERMINANTS OF PERSONALITY

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

ARCHETYPES ARE EMOTIONALLY CHARGED IMAGES THAT HAVE UNIVERSAL MEANING THEY APPEAR IN ART, LITERATURE, AND RELIGION

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

A NEO-FREUDIAN HE BELIEVED THERE IS A STRONG NEED FOR SOCIAL APPROVAL PSYCHOSOCIAL DEVELOPMENT CRISES

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

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

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

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

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

INTIMACY VS. ISOLATION CHOOSING TO SHARE YOUR LIFE WITH ANOTHER OR LIVE ALONE

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

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

EARLY YEARS IN VIENNA OPHTHALMOLOGY THE VIENNA PSYCHOANALYTIC SOCIETY DEVELOPED HIS OWN THEORIES AFTER A BREAK WITH FREUD

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

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

RUSSIAN PHYSIOLOGIST HE STUDIED THE IMPORTANCE OF SALIVA IN THE DIGESTIVE PROCESS OF DOGS

DOGS RESTRAINED IN HARNESS COLLECTED SALIVA HE PAIRED MEAT POWDER WITH DIFFERENT STIMULI

CLASSICAL CONDITIONING PLAYS A KEY ROLE IN SHAPING EMOTIONAL RESPONSES LIKE FEAR, ANXIETY, AND PHOBIAS USED IN ADVERTISING

A STRICT BEHAVIORIST HE DID NOT BELIEVE IN INTERNAL MENTAL STATES THE SKINNER BOX & OPERANT CONDITIONING

BEHAVIOR IS INFLUENCED BY REWARDS AND PUNSHMENTS HE TRAINED RATS TO RESPOND TO LIGHTS AND SOUNDS REINFORCEMENT

USED IN PRISONS AND MENTAL HOSPITALS REINFORCERS ARE USED TO PRODUCE POSITIVE BEHAVIORS TOKEN ECONOMIES SHAPE BEHAVIOR

MASLOW & ROGERS

HUMANISTS BELIEVED THAT PSYCHOANALYSIS AND BEHAVIOR- ISM ARE “DEHUMANIZING” EMPHASIS ON UNIQUENESS POSITIVE, OPTIMISTIC

PEOPLE HAVE MANY NEEDS THAT COMPETE BIOLOGICAL MOTIVES SOCIAL MOTIVES HUMAN NEEDS ARE ORGANIZED IN A HIERARCHY

THE NEEDS AT THE BOTTOM ARE THE MOST BASIC (HUNGER) THE NEXT LEVEL=SAFETY NEEDS NEXT= BELONGING AND LOVE

ESTEEM NEEDS COGNITIVE NEEDS AESTHETIC NEEDS SELF-ACTUALIZED

IN THE FIELD OF BUSINESS IN THE ARTS AND HUMANITIES CRITICISMS

CLIENT-CENTERED THERAPY CCT PROVIDES A SUPPORTIVE ENVIRONMENT IN CCT, THE CLIENT DETERMINES THE PACE & DIRECTION OF THERAPY

ANXIETY IS CAUSED BY INCONSISTENCY BETWEEN A PERSON’S SELF- CONCEPT AND REALITY. HOW YOU PERCEIVE YOURSELF

ROGERS BELIEVED THIS WAS THE ROOT CAUSE OF CLIENTS' PROBLEMS THE CLIENT NEEDS TO DEVELOP INSIGHT YOU CAN’T ALWAYS PLEASE OTHERS

HUMAN BEHAVIOR CANNOT BE FULLY UNDERSTOOD WITHOUT EXAMINING HOW PEOPLE ACQUIRE, STORE, AND PROCESS INFORMATION ELLIS & PIAGET WERE INFLUENTIAL COGNITIVE THINKERS

CHILD PSYCHOLOGIST HE FOUND ANSWERS TO HUMAN BEHAVIOR BY STUDYING CHILDREN INFLUENTIAL IN SCHOOL REFORM

CHILDREN ARE NOT “BLANK SLATES” OR “EMPTY VESSELS” CHILDREN INVENT THEIR OWN LOGIC OBSERVATION OF CHILDREN’S MINDS

CHILDREN TAKING IQ TESTS MADE SIMILAR ERRORS KNOWLEDGE IS DISCOVERED BY OBSERVING A CHILD’S MIND KNOWLEDGE BUILDS AS KIDS GROW

THE PRINCIPLE OF CONSERVATION (AGES 5–7) CHILDREN UNDER AGE 5 ARE EGOCENTRIC BY AGE 7 OBJECT PERMANENCE IS RECOGNIZED

SIMPLE MOTOR RESPONSES TO SENSORY STIMULI; NO CONCEPTION OF OBJECT PERMANENCE USE OF SCHEMAS

AGES 1 ½–7 EXHIBITS EGOCENTRIC THINKING LACKS CONCEPT OF CONSERVA- TION USES SYMBOLS, WORDS, MENTAL IMAGES

AGES 7–11 BEGINS TO UNDERSTAND THE CONCEPT OF CONSERVATION STILL HAS SOME TROUBLE WITH ABSTRACT IDEAS CLASSIFICATION

AGES 11 – ADULT UNDERSTANDS ABSTRACT IDEAS AND HYPOTHETICAL SITUATIONS CAPABLE OF LOGICAL THINKING NERVOUS SYSTEM

RATIONAL- EMOTIVE THERAPY (RET) ANXIETY,GUILT, AND DEPRESSION ARE CAUSED BY IRRATIONAL OR SELF-DEFEATING THOUGHTS BEING LOVED

USE OF MODELING,ENCOUR- AGEMENT, LOGIC REPLACE OLD, UNREALISTIC THOUGHTS WITH MORE BENEFICIAL THOUGHTS COGNITIVE RESTRUCTURING

AN ORGANISM’S FUNCTIONING CAN BE EXPLAINED IN TERMS OF THE BODILY STRUCTURE AND BIOCHEMICAL PROCESSES THAT UNDERLIE BEHAVIOR

BECAME FAMOUS IN THE AREA OF NEUROBIOLOGY A PIONEER IN SPLIT-BRAIN RESEARCH WON THE NOBEL PRIZE IN 1981

THE BRAIN IS DIVIDED INTO TWO HEMISPHERES EACH HEMISPHERE HAS DIFFERENT FUNCTIONS THE HEMISPHERES ARE CONNECTED BY THE CORPUS CALLOSUM

SOCIOCULTURAL PSYCHOLOGISTS STUDY HOW ETHNICITY, GENDER, CULTURE, AND SOCIOECONOMIC STATUS INFLUENCE OUR BEHAVIOR

THE NEWEST APPROACH TO UNDERSTANDING BEHAVIOR MIXTURE OF SOCIOLOGY AND PSYCHOLOGY

JEAN PIAGET HARRY HARLOW ALBERT BANDURA SOLOMAN ASCH G. STANLEY HALL STANLEY MILGRAM