MAN (T.STRAT)

1. By: John Christian Villanueva

3. BEHAVIORIST LEARNING
THEORIES
• Respondent conditioning
(Pavlov)
• Operant conditioning
(Skinner)

4. PAVLOVIAN CONDITIONING

7. SYSTEMATIC
DESENSITIZATION
• Is a technique based on
respondent conditioning
that is used by
psychologists to reduce
fear and anxiety in their
clients.

8. SYSTEMATIC
DESENSITIZATION
• Drug addiction
• Phobias
• Tension headaches
• Children with ADHD or
autism to swallow pills

9. STIMULUS GENERALIZATION
initial learning
• Tendency of to be easily
experiences
applied to other similar
stimuli.

13. SPONTANEOUS RECOVERY
• Useful respondent that
conditioning concept
needs to be given careful
consideration in relapse
prevention programs.

14. Difficult to
completely eliminate
unhealthy habits and
addictive behavior

15. SKINNER’S OPERANT
CONDITIONING

16. POSITIVE REINFORCEMENT
the
• Greatly enhancesresponse
likelihood that a
will be repeated in similar
circumstances

19. NEGATIVE REINFORCEMENT
removal
• Involves thestimulus of an
unpleasant
through either escape
conditioning or avoidance
conditioning.

20. ESCAPE CONDITIONING
an unpleasant stimulus
• Asbeing applied, the
is
individual responds in
some way that causes the
uncomfortable stimulation
to cease

22. AVOIDANCE CONDITIONING
• The unpleasant stimulus is
anticipated rather than
being applied directly.

24. AVOIDANCE CONDITIONING
to explain
• Has been used tendency to
some people’s
become ill so as to avoid
doing something they do
not want to do.

26. PUNISHMENT
a response, an
• Followingstimulus that the
aversive
organism cannot escape or
avoid is applied

28. NONREINFORCEMENT
• An organism’s conditioned
response is not followed by
any kind of positive,
negative, or punishment)

31. GESTALT PERSPECTIVE
importance
• Emphasizes the learning
of perception in
and laid the groundwork for
the various other cognitive
perspectives that followed.

36. GESTALT PERSPECTIVE
• Psychological organization
is directed toward
simplicity, equilibrium, and
regularity.

38. GESTALT PERSPECTIVE
is selective,
• Perceptionseveral
which has
ramifications.

40. INFORMATION PROCESSING
• Cognitive perspective that
emphasizes thinking
processes: thought,
reasoning, the way
information is encountered
and stored, and memory
functioning

41. INFORMATION-PROCESSING
MODEL OF MEMORY

42. COGNITIVE DEVELOPMENT
• Piaget’s stages of cognitive
development

43. PIAGET’S STAGES OF
COGNITIVE DEVELOPMENT
• Sensorimotor
• Sensori-operational
• Preoperational
• Concrete operations
• Formal operations

44. LEV VYGOTSKY
the
• Emphasized of language,
significance
social interaction, and
adult guidance in the
learning process.

45. COGNITIVE-EMOTIONAL
PERSPECTIVE
• Eccles and Wigfield
commented “ ‘cold’
cognitive models cannot
adequately capture
conceptual change; there
is a need to consider affect
as well”

46. COGNITIVE LEARNING THEORY
• Formulating exercisecancer
programs for breast
•
•
patients
Understanding individual
difference in bereavement
Dealing with adolescent
depression in girls

48. BBANDURA’S SOCIAL
LEARNING THEORY
has become
• Learneras central which
viewed
suggests the need to
identify what learners are
perceiving and how they
are interpreting and
responding to social
situations

49. ROLE MODELING AS CENTRAL
CONCEPT OF THE THEORY

53. VICARIOUS REINFORCEMENT.

54. SOCIAL LEARNING THEORY
MODEL

56. FREUD’S PSYCHOSEXUAL
THEORY
• ID
• EGO
• SUPEREGO

57. KUBLER-ROSS STAGES OF
GRIEF AND DYING

58. ERIKSON’S PSYCHOSOCIAL
STAGES OF DEVELOPMENT

59. PSYCHODYNAMIC LEARNING
THEORY
• Understanding patient and
family noncompliance
• Trauma and loss
• Palliative care
• Deeply emotional issues of
terminal illness
• anxiety

61. MASLOW’S HIERARCHY OF
NEEDS

62. CARL ROGERS

63. HUMANISTIC LEARNING
THEORY
young patient
• Children andseparation
undergoing
•
anxiety due to illness,
surgery and recovery
Mental health and palliative
care