1. Schools of Psychology Beliefs and Treatments

2. TREPHINING FLAGELLANTS BLOODLETTING

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

6. SIGMUND FREUD ANNA FREUD CARL JUNG ERIK ERIKSON ALFRED ADLER

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

46. MASLOW & ROGERS

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

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

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

50. ESTEEM NEEDS COGNITIVE NEEDS AESTHETIC NEEDS SELF-ACTUALIZED

51. IN THE FIELD OF BUSINESS IN THE ARTS AND HUMANITIES CRITICISMS

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

70. THE NEWEST APPROACH TO UNDERSTANDING BEHAVIOR MIXTURE OF SOCIOLOGY AND PSYCHOLOGY

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