The Field of Psychology

What do you think Psychology is?Think Pair Share

Psychology

Definition of Psychology

Psychology is the scientific study of mental processes and behaviour.

Psychology is Theory Based

Theory: a general frame work for scientific study.

Psychologist break the theory into smaller components to gather evidence to prove their theory

History of Psychology

Wilhelm Wundt

The “father of psychology”

1879 he started the first laboratory for studying humans.

Believed you could train peoples brains to acutely describe sensations.

They described 44000 sensations before they realized there was little similarities between sensations

Wundt realized that humans were far to complex to be measured in mechanical measurements.

Which encouraged Wundt to look towards the emotional side of the brain. Posing the question how to people feel

This question formulated the concept of introspection

The process of looking into yourself and describing what is there.

Wilhelm Wundt

When do you use the process of introspection?

Wundt major contribution to psychology was showing the scientific world that human mental processing could be measured in a scientific manner.

Wundt

Sigmund Freud

The father of psychoanalysis

First comprehensive theories of personality. Focused how

personality is developed

Described the Unconscious Mind.

Elaborated the theory that the mind is a complex energy-system. In fact its so complex it has three parts: The Id The Ego The Superego

all developing at different stages in our lives.

Freud

The id consists of all the inherited components of personality, including the sex instinct Eros—t he libido Thanatos– aggressive (death) instinct

The id is the impulsive part of our psyche which responds directly and immediately to the instincts.

The id demands immediate satisfaction and when this happens we experience pleasure, when it is denied we experience ‘unpleasure’ or pain.

The id is not affected by reality, logic or the everyday world.

Operates on the pleasure principle

Id

The ego develops in order to mediate between the unrealistic id and the external real world.

The ego operates according to the reality principle, working our realistic ways of satisfying the id’s demands, often compromising or postponing satisfaction.

Like the id, the ego seeks pleasure and avoids pain but unlike the id the ego is concerned with devising a realistic strategy to obtain pleasure. 

The ego has no concept of right or wrong; something is good simply if it achieves its end of satisfying without causing harm to itself or to the id.

Ego

The superego incorporates the values and morals of society

The superego's function is to control the id's impulses, especially those which society forbids i.e sex and aggression.

It also has the function of persuading the ego to turn to moralistic goals rather than simply realistic ones and to strive for perfection.

Superego

The superego consists of two systems: Conscience Ideal self

The conscience can punish the ego through causing feelings of guilt.

The ideal self (or ego-ideal) is an imaginary picture of how you ought to be, and represents career aspirations, how to treat other people, and how to behavior as a member of society.

Superego

Why don’t I have more of an Id? Why do some people have weaker of

stronger id’s ego’s and superego’s? If the Id is anger and sex, why is murder

worse thing then rape? How many theories do we need to know for

this class? How they know if all of this stuff is true?

Check and Reflect

John B. Watson

Was one the first psychologist to study the impact of learning on human emotion.

His theory inspired the behaviorist approach.

Most famous for his “Little Albert” experiment.

“Little Albert”

In his most famous and controversial experiment

They conditioned a small child to fear a white rat.

They accomplished this by repeatedly pairing the white rat with a loud, frightening clanging noise.

Multiple IntelligencesHoward Gardner

Howard Gardner

•Believed people have a unique combinations of intelligences

•There are 7 different types of intelligences

Linguistic• words and language,

written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning

Typical Roles

•Writers•Lawyers•Journalists•Speakers•Trainers•Copy-Writers•English Teachers•Poets•Editors

•Linguists•Translators•PR consultants•Media Consultants•TV and Radio

Presenters•Voice-Over Artistes

Logical-Mathematical• logical thinking,

detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result

Typical Roles

•Scientists•Engineers•Computer Experts•Accountants•Statisticians•Researchers•Analysts•Traders•Bankers

Bookmakers•Insurance Brokers•Negotiators•Deal-Makers•Trouble-Shooters•Directors

Musical• musical ability,

awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling

Typical Roles

•Musicians•Singers•Composers•DJ's•Music Producers•Piano Tuners•Acoustic Engineers•Entertainers•Party-Planners

•Noise Advisors•Voice Coaches

Bodily-Kinesthetic

•body movement control, manual dexterity, physical agility and balance; eye and body coordination

Typical Roles

•dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers

Spatial-Visual• visual and spatial

perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect

Typical Roles

•artists, designers, cartoonists, story-boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants

Interpersonal• perception of other

people's feelings; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people

Typical Roles

•Therapists•HR

professionals

•Mediators•Leaders•Counsellors•Politicians•Educators

•sales-people•Clergy•Psychologist

s•Teachers•Doctors•Healers•Organisers•Carers

•advertising professionals

•coaches and mentors

Intrapersonal• self-awareness,

personal cognisance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change

Typical Roles

•arguably anyone who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, and other people.

Approaches to Psychology

Biopsychological Approach

An approach that views behaviour as strongly influenced by physiological functions

Biopsychologists examine behaviour like this in terms of the physical changes that take place

Biopsychologist can be found researching physical changes that take place in depression.

Behavioral Approach The behavioural

approach is an approach that views behaviour as the product of learning and associations

Behaviour is viewed as a product of learned responses

Psychoanalytic Approach

Psychoanalysis is a system that views the individual as the product of unconscious forces

Behavior is viewed and a reflection of the unconscious aggressive and sexual impulses

Humanistic Approach Humanistic

approach is an approach that views people as basically good and capable of helping themselves

Behaviour is viewed as a reflection of internal growth

Cognitive Approach Cognitive approach is

an approach that emphasizes how humans use mental processes to handle problems or develop certain personality characteristics

Behaviour is viewed as a product of various internal sentences, or thoughts

Sociocultural Approach Sociocultural approach

is an approach that views behaviour as strongly influenced by the rules and expectations of specific social groups or cultures.

Behaviour is viewed as strongly influenced by the expectations of social groups or cultures

Class Teach Split into groups Each group covers one form of approach

o Teach fellow classmates about psychological approach• What are the characteristic of that approach?• How does this approach look at behaviour?• What are the careers specialize in this approach?

o MAKE IT MEMORABLE!! Biopsychological Behavioural Psychoanalytic Humanistic Cognitive Sociocultural

PowerpointPreziSong

Keep in mind multiple intelligences

Carl Jung

Carl JungO Jung was a colleague

of FreudO He was obsessed with

the unconscious mindO But, Jung viewed the

unconscious mind differently than Freud

O Jung saw personality development as lifelong process of striving to reconcile opposite urges

Jung’s Theory

The Psyche and the Self

Compensation: Example:O principle of the

relationships between the unconscious and consciousness, by which the unconscious provides what is missing from consciousness to make a complete whole

O dreaming about aggression, to compensate for lack of conscious awareness of aggressive impulses

O developing a psychosomatic illness that makes you tired, to compensate for neglecting your need for rest

EgoOJung defines

this as the unconscious mind

Personal UnconsciousOIn Jung’s theory

of personality, one of the two levels of the unconscious; it contains the individual’s repressed thoughts, forgotten experiences, and undeveloped ideas.

Collective Unconscious

OThe level of the unconscious that is inherited and common to all members of a species.

Collective UnconsciousO archetypesO inherited; genetic basis ("racial

unconscious")O shadow and anima/animus as archetypesO other archetypes

O The Great MotherO The Spiritual FatherO The HeroO The TricksterO MandalaO Transformation

O Psychosis: Dangers of the Collective Unconscious

SHADOW those part of the

psyche that is rejected from consciousness by ego because they are inconsistent with one’s self-image

Example: Unacceptable sexual desires and aggression

ANIMA & ANIMUSO Rejecting qualities that are

incompatible with identityO man’s inner feminine (anima)O woman’s inner masculine (animus)O Man possessed by Anima is moody

and emotionalO Woman possessed by animus is

opinionated and power hungryO projection of anima and animus

ArchetypeO In Jung’s theory of personality, thought forms

common to all human beings, stored in the collective unconscious. O 4 main archetypes:

O The SelfO The ShadowO The AnimaO The Animus

O Commonly seen archetypesO The ChildO The HeroO The Great Mother

PersonaO According to Jung, our public self, the

mask we wear to represent ourselves to others.

ExtrovertOAccording to

Jung, a person who usually focuses on social life and the external world instead of on his or her internal experience.

Introvert

OA person who usually focuses on his or her own thoughts and feelings.

Alfred Adler: Individual Psychology

Individual Psychology Focuses on uniqueness of each

person Denies universal biological drives and

goals

Feelings of Inferiority Always present as motivating force in

behavior Source of all human striving Growth results from compensation:

attempts to overcome inferior feelings

Inferiority Complex Inability to overcome inferiority

feelings: helpless, poor self-opinion 3 Sources:

• Organic: Physical deficits• Spoiling: Immediate gratification, little

regard for needs of others• Neglect: Lack love, security, develop

feelings of worthlessness

Superiority Complex Overcompensate for feelings of

inferiority Exaggerated opinion of one’s abilities

and accomplishments

Striving for Superiority Ultimate goal of life Drive to perfection Not an attempt to be better than

others Fictional finalism: Reach goals set in

the future to be complete, whole• Potential goals guide behavior

Style of Life Expression of striving for superiority

to attain goals Learned from early social interactions Guiding framework for all later

behaviors

Creative Power of the Self Ability to create an appropriate style

of life We create ourselves, personality and

character Reactions and interpretations of

experience more important than actual experience

Universal Problems and Styles of Life for Dealing with Problems

Problems:• Involving behavior toward others• Occupational• Relationships/Love

Styles of Life: Specific Types• Dominant: Little social awareness• Getting: Expects to receive satisfaction from others,

becomes dependent• Avoiding: Avoids life’s problems• Socially useful: Cooperates with others, shows social

interest

Social Interest Innate potential to cooperate with

others to reach personal and societal goals

Individual must cooperate with and contribute to society to achieve goals

Birth Order Major social influence in childhood First born: Oriented to past, role of

leader, organized, scrupulous Second born: Optimistic, competitive,

ambitious Youngest: High achievers or helpless

and dependent Only child: Difficulty when not center

of attention, mature early

Assessment: Early Recollections and Dream Analysis

Early Recollections:• Personality created in first 4-5 years • Earliest memories: reveal primary interest in life• Ex: 1st school memory: Attitudes toward achievement,

mastery and independence Dream Analysis:

• Reveal feelings about current problem and intended solution

• Oriented to present and future, not past• Ex: School exams: Unprepared in situations

Research in Adler’s Theory Dreams: Support for solving current

problems Early Recollections: Early memories

may be associated with later problems Ex: Criminals

Neglected children: Later showed more depression (inferiority)

Research in Adler’s Theory Continued

Social Interest: Higher social interest=less depression and stress, higher empathy and popularity

Birth Order: • 1st born: Overrepresented in achievement- oriented

positions• 2nd born: No support for competitive, ambitious nature• Last born: More likely to become alcoholics than 1st

born (pampered excessively)• Only: Adjustment, initiative comparable to groups with

siblings

Research v.s. Applied Psychology

Research

Psychologist who study the origin, cause, or result of a behaviour.

Applied Psychology

Psychologists who uses the direct information from the research psychologist, to deal with their clients.

Scientific Method

Placebo a “medicine” that has no active ingredients

and works by the power of suggestion. Studies on pain relief remedies illustrates that

50% of pain is “cured” by the power of suggestion

Scientific Methods

A study during which neither participants nor researches know to which group any subject belongs

Double-blind Study

A statement of the results that the experimenter expects

Hypothesis

People or animals on whom the study is conducted

Subjects

Factors that change in an experiment Independent variables

The factor that the experimenter manipulates or changes in a study

Dependent variables: The factor in a study that changes or varies as

a result of changes in the independent variables.

Variables

Field Study Research that takes place in a laboratory

Experimental Group The group on which the critical part of the

experiment in performed Controlled group

The group that does not participate in the critical part of the experiment

Types of Studies

Survey Method

A method of research that involves asking subjects questions about their feelings, opinions, or behaviour patterns

Survey

Sample a group that repersents a larger group

Representative Sample A group that truly reflects a selected

characteristics of a larger population

Sample Types

Must create a hypothesis and indicate the different variables included in your study.

Must have at least 10 questions Some psychology survey topics

Intelligence motivation Learning Personality Hobbies Bullying Pick a topic that interests you. For example internet

consumption, favorite food, or favorite music

Survey Creation

Clinical Hypnosis

AcknowledgementsThis presentation was adapted with

permission from:

Melanie A. Gold, D.O.Clinical Associate Professor of Pediatrics

University of Pittsburgh School of MedicineUniversity of Pittsburgh Student Health

Service

Objectives Define clinical hypnosis Define typical hypnotic phenomena Identify the appropriate application of

hypnosis in the clinical setting Know how to introduce hypnosis to

patients and their families Know how to obtain training and

certification in clinical hypnosis Have participated in/observed clinical

hypnosis

Definition Derived from the term "neuro-

hypnotism" (nervous sleep) coined by Dr. James Braid, 1841. (Wikipedia)

Hypnosis An altered state of consciousness Usually, but not always, involving

relaxation (which may or may not be evident)

A heightened concentration on a particular idea or image

Purpose of altering a symptom

Misconceptions About Hypnosis

Misconceptions Patient is under control of

hypnotherapist Patient is asleep Only a few people can be hypnotized Only the weak-willed or minded can be

hypnotized Hypnosis masks symptoms All the patient’s psychiatric defense

mechanisms are abolished in trance

All hypnosis is self hypnosis

3 Laws of Hypnosis Subject must have a clear image of

what the result would feel and be like When will and imagination (or belief)

are in conflict, imagination wins out A suggestion is more likely to be

accepted when tied to a positive emotion or affect with which the subject can identify

Hypnotic PhenomenaCognitive Characteristics

Relaxation Concentration Increased suggestibility Hypermnesia/Amnesia Increased control of

physiologic responses Perception of different

states Concrete thinking

Physical Characteristics

Muscle relaxation Twitching Lacrimation Fluttering eyelids Eye closure Eye movements beneath

lids Changes in respiratory

rate/depth Changes in pulse Jaw relaxation (drooling) Catalepsy (suspended

animation) Decreased postural tone

Hypnotic phenomena Rapport Catalepsy Ideo-motor

activity (not reflex)

Ideo-sensory activity

Memory modification

Ambulation in trance

Time distortion Hypnotic

dreaming Age regression Post-hypnotic

suggestion

Associated and Adverse EffectsAssociated Effects Relaxation Headache Dizziness Nausea Anxiety Tearing or crying

Adverse Effects Precipitate

psychotic or panic reaction

Precipitate suicidal behavior

Symptom substitution

Problems that Respond to Hypnosis Acute and chronic pain Anxiety associated with procedures or

illness Asthma Attention deficit disorder Cerebral palsy Conditioned nausea and vomiting

Problems that Respond to Hypnosis Diabetes mellitus Dysfluency Encopresis Enuresis Facial tics Habit coughs Insomnia

Problems that Respond to Hypnosis Migraine syndromes Nail biting Nightmares Performance anxiety Pruritis Psychogenic seizures

Problems that Respond to Hypnosis Thumb sucking Tongue thrusting Tourette syndrome Trichotillomania Warts

Appropriate Use of HypnosisHypnosis is indicated when:One is responsive to hypnotic

suggestionA problem is treatable with hypnosisGood rapport exists between the

patient and the therapistPatient is motivated to remedy the

problemNo iatrogenic harm is anticipated by

use

Inappropriate Use of HypnosisHypnosis is contraindicated when: It would lead to physical

endangerment It may aggravate existing problems

or create new ones It is used for “fun” or entertainment The problem is more effectively and

appropriately treated with a different treatment modality (e.g. medication or family therapy)

Rules for Using Hypnosis Never treat a condition you are not

qualified to treat without hypnosis Never use authoritarian symptom

removal Do not use for entertainment

Factors Affecting EfficacyPatient Age Intellectual ability Context of

symptom Acceptability of

hypnosis Hypnotizability (?)

Provider Attitude towards

hypnosis Belief in hypnosis Skill in developing

rapport Skill in

encouraging trance capacity

Factors Affecting Efficacy

Milieu Attitude of family towards symptoms

and hypnosis Societal or cultural attitudes toward

symptom and hypnosis Attitude of staff towards symptom and

hypnosis

Introducing Hypnosis Learn about the patient Learn about the problem Explain “hypnosis”.. Or not Elicit patient and family beliefs Demystify Use resources Consider the context

Introducing Hypnosis Using your mind, Pretending about, Imagery,

Imagining, Imaging, Using Imagery, Biofeedback, Personal biofeedback, Mind-body interactions, Inside thinking, Inside talking with your [stomach, head, breathing tubes, muscles, bladder..], Relaxing and imagining, Daydreaming, Daydreaming on purpose, Thinking to help yourself, Meditation on your…, Learning how you work the controls in your mind, Learning about what you didn’t know that you knew, Finding out what breathing can do

Goals of Clinical Hypnosis Develop skills in psychophysiological

self-regulation Balance allopathic therapy (medical

treatment) with self-efficacy Develop integrity in therapeutic

relationships

Steps in Clinical Hypnosis Induction Intensification Therapy in Trance Usual Awareness Ratification/Reflection Follow-up

Clinical Hypnosis Useful therapeutic tool – not a cure all An adjunct to medical or psychiatric

therapy, usually not the primary treatment

Requires self-motivation Not effective when there is a significant

secondary gain maintaining symptom Essentially no adverse effects Gives patient a sense of mastery and

control of symptoms

Educational Media Adulthood and Aging Engineering Rehabilitation Community Forensic Psychology Consumer Behaviour Women Shelters Teaching

Experimental Psychological Testing Physiological Developmental Personality and Social

Behaviour Clinical Industrial Sports Environmental

Specialized Fields of Psychology

42%

32%

16%

10%

Jobs

Universities, college, schools, industry, and self-employedNon-profit organiza-tionsGovernment

Where Psychologist Work