1. History of psychology

2. CHARLES DARWIN 1809-1882 Published theory of evolution in 1859

3. Charles Darwin  Was an English biologist - psychology not a science at that time  Darwin’s writings inspired others to study animals in an attempt to understand humans better  Published Origin of Species- 1859 and The Descent of Man - 1871 The Descent of Man - 1871

4. Wilhelm Wundt 1832-1920  Father of Psychology  German philosopher and psychologist  Started the first laboratory for studying humans in 1879  Trained people to describe in detail all sensations they received from objects that they came in contact with  The information was collected and analyzed

5. Wundt used technique of introspection The process of looking inside oneself and describing what one feels, thinks, remembers.

6.  This approach still used today in clinical psychology  Wundt believed that people could use introspection to learn about themselves

7. WUNDT JAMES

8. WILLIAM JAMES 1842-1910  American philosopher considered to be one of the founders of American psychology of the founders of American psychology  Wanted to understand how the mind “functioned” to help people adapt to their environment rather than just describe it  Humans should be studied as complete wholes  Wrote a voluminous textbook on psychology

9. UNDERSTANDING BEHAVIOR  PSYCHOANALYTIC APPROACH  BEHAVIORAL APPROACH  HUMANISTIC APPROACH  COGNITIVE APPROACH  NEUROBIOLOGICAL APPROACH  SOCIOCULTURAL APPROACH

10. SIGMUND FREUD FOUNDER OF PSYCHOANALYSIS

11. SIGMUND FREUD 1856-1939 Austrian physician Emphasized the power of un- conscious conflicts and early childhood experiences Developed one of the first theories of personality

12. PSYCHOANALYSIS UUUUnconscious urges HHHHidden aggressive tendencies SSSSexual impulses CCCChildhood experiences SSSSuppressed memories FFFFantasies THESE UNCONSCIOUS INFLUENCES CONTROL MUCH OF OUR BEHAVIOR

13.  Freud used hypnosis, then free association and interpretation of dreams to learn about the unconscious.  Free association: saying whatever comes to your mind without fear of judgment.

17.  ID –CONTAINS OUR BASIC NEEDS AND DRIVES, SEXUAL AND AND DRIVES, SEXUAL AND AGGRESSIVE IMPULSES LOCATED AGGRESSIVE IMPULSES LOCATED IN THE UNCONSCIOUS PART OF IN THE UNCONSCIOUS PART OF MIND MIND  SUPEREGO- ROUGHLY THE SAME AS OUR CONSCIENCE WHICH CAUSES OUR CONSCIENCE WHICH CAUSES GUILT FOR BEING BAD AND PRIDE GUILT FOR BEING BAD AND PRIDE FOR DOING THE RIGHT THINGS FOR DOING THE RIGHT THINGS

18.  EGO- THE SELF THAT ALLOWS CONTROLLED ID EXPRESSION CONTROLLED ID EXPRESSION WITHIN THE BOUNDARIES OF WITHIN THE BOUNDARIES OF THE SUPEREGO. THE SUPEREGO.  The unconscious can surface in our dreams, through free association, and our “ego” which our dreams, through free association, and our “ego” which allows the expression of the ID. allows the expression of the ID. (Dance of the Boxes)

19. OEDIPUS COMPLEX/ ELECTRA COMPLEX OOOOccurs during the “phallic” stage of childhood development TTTThe child develops sexual fantasies of the parent of the opposite sex and resentment and a feeling of competition with the parent of the same sex.

20. Freud’s theory of child development  Refer to pp. 395-396 for more on this controversial theory.

21. SEDUCTION THEORY HHHHYSTERIA IN ADULTS WAS DUE TO ABUSES (PRIMARILY SEXUAL) THAT OCCURRED IN CHILDHOOD. LLLLATER CHANGED THEORY AND SAID THAT THESE ABUSES MAY HAVE BEEN “FANTASIES” OF SEXUAL ABUSE RATHER THAN ACTUAL ABUSES.

22. DEFENSE MECHANISMS FFFFreud believed that the ego, trying to balance the pressures from the id, superego and external forces, uses defense mechanisms. WWWWhen threatened or under stress, we do our best to keep some kind of balance. WWWWe all use defense mechanisms, however, they can be used too often.

23.  Repression  Denial  Displacement  Reaction formation  Intellectualization  Identification with the aggressor  Regression  Projection  Sublimation  Rationalization

24. ENTER THE BEHAVIORISTS

25. BEHAVIORISM  Learned behavior through rewards and punishments-positive and negative reinforcements, associations  Emphasis on observable behavior  Our behavior is more influenced by consequences (positive or negative) rather than free will. than free will.  Much of our learning is through conditioning

26. IVAN PAVLOV-(1849-1936)  Learned important principles of conditioning through his experiments with dogs (initially investigating the role of saliva in digestion) Not a psychologist, but a Russian physiologist Major contributor to modern psychology.

27.  Learned important principles of conditioning through his experiments with dogs (investigating the role of saliva in digestion)

31. JOHN B. WATSON 1878-1958  One of the first to study the impact of learning on human emotion  Believed that we are what we “learn” to be  Wrote a book on child rearing  Watson believed that behavior NOT the mind should be the focus of psychology  Conducted controversial learning by association experiment on “Little Albert”

32. JOHN WATSON  Founder of behaviorism  Did not believe that psychologist should concentrate on consciousness or mental concentrate on consciousness or mental processes, but on observable behavior. processes, but on observable behavior.

33. EXPERIMENT ON CONDITIONING CONDUCTED ON “LITTLE ALBERT” 9-11 MONTHS OLD BY WATSON IN THE 1920S

35. DRINK COORS LIGHT !

36. B. F. SKINNER 1904-1990  Believed we are controlled by our environment and become whatever the environment forces us to be  Must focus on observable behavior  Automated his experiments and designed the now famous “Skinner Box” –a sound proof chamber with a bar or key than an animal presses or pecks to release food or a reward

37. B.F.SKINNER  Invented the operant chamber which became known as the “Skinner Box”  Coined the term “operant behavior” which refers to behaviors that “operate upon the environment to generate consequences” refers to behaviors that “operate upon the environment to generate consequences”

38. Mr. and Mrs. Skinner view daughter, Debbie, In “box”.

39. HUMANISM  Carl Rogers believed that people had within themselves the resources for self-under- themselves the resources for self-under- standing and the ability to alter their self- standing and the ability to alter their self- concept, attitudes, and behavior with the proper nurturing and environment. People are basically good.

40. CARL ROGERS 1902-1987 HUMANIST Believed the en- vironment does not force us to do any- thing. Maintained that people are basically good

41. ROGERS – We are in control of our own destinies Can exercise free will to make changes in our lives With the right nurturing, we can reach our highest potential Emphasized importance of self-esteem

42. Humanism (continued)  Being understood and valued gives us the freedom to grow. Used “unconditional positive regard” in his therapy. positive regard” in his therapy.  His approach revolutionized therapy. Roger’s techniques became known as Rogerian therapy (client-centered) Rogerian therapy (client-centered)  Abraham Maslow was another psychologist who supported the humanistic approach. who supported the humanistic approach.

43. ABRAHAM MASLOW (Humanist) DEVELOPED IDEA OF HIERARCHY OF NEEDS WITH THE HIGHEST LEVEL OF PERSONAL ACHIEVEMENT BEING SELF-ACTUALIZATION pp. 140-142 in textbook

45. COGNITIVE (THINKING)  Belief that our thoughts and internal sentences are key motivators for behavior.  Irrational thinking such as overgeneralizing, jumping to conclusions, labeling, and jumping to conclusions, labeling, and mental filters lead to socially and mental filters lead to socially and psychologically destructive behavior. psychologically destructive behavior.

46. JEAN PIAGET (1896-1980) ALBERT ELLIS (1913-2007)

47. IRRATIONAL THOUGHTS AFFECT OUR BEHAVIOR  All or nothing thinking  Overgeneralization  Mental filter  Disqualifying the positive  Jumping to conclusions  Exaggerating or minimizing  Emotional reasoning  Should statements  Labeling and mislabeling

48. NEUROBIOLOGICAL  Emphasizes physical changes or conditions in our bodies when explaining behavior brain chemistry, glandular system, nervous brain chemistry, glandular system, nervous system, genes, and any other systems system, genes, and any other systems operating in the body. operating in the body.

49. SOCIOCULTURAL  Focuses on the impact of cultural considerations including :  racial and ethnic background  traditions  religion  family customs  expectations in society.

50. Evolutionary perspective  Explores how the natural selection of traits and behavior promotes the perpetuation of certain genes which insure survival.

51. Behavior Genetics  Focuses on the impact of genes on how we interact with our environment.  Studies how genes contribute to our intelligence, personality, sexual orientation, and vulnerability to mental or physical problems

52. “ECLECTICISM” IN PSYCHOLOGY THE INTEGRATED USE OF TECHNIQUES FROM DIFFERENT PSYCHOTHERAPIES.