SUBJECT: Philippine Values System Topic: Psychological Models

1. Prepared by: Lima Sierra
Philippine Values System

2. *
Definition:
Theories used to provide a model/pattern for
understanding human thoughts, emotions, and
behaviors.

3. *
It must describe a behavior
It must make predictions about
future behaviors.

4. Behavioral Psychology
Cognitive Theories of Psychology
Developmental Theories
Humanistic Theories
Personality Psychology
Social Psychology.
*

5. *
•known as behaviorism
•a theory of learning based upon
the idea that all behaviors are
acquired through conditioning
INCLUDES
Classical
Conditioning
Theory
Operant
Conditioning
Theory
Connectionism Theory

6. *Classical Conditioning
by Ivan Pavlov
*Concerns the automatic reflexes associated
with digestion. Wherein his dog salivated in the
presence of food but also at the presentation
of stimuli before the food was given.

7. *

8. *
Generalization which is the tendency of a new
stimulus similar to the original conditioned stimulus to
produce a similar response
Discrimination which means that the response is
limited to specific stimuli
Extinction where the conditioned response weakens
in the absence of the unconditioned stimulus.

9. *
*Concerned with learning occurring as
a consequence of behavior

10. *
Operant = a behavior that can be controlled by
altering consequences that follow them.
Example: performing job related tasks
coming to work on time

11. *

12. *
Positive Reinforcement - an action that increases the
strength of response and induces repetition of the behavior
 Negative Reinforcement - strengthens a response by
removing a painful or unpleasant stimulus or enables the
person to avoid it
 Punishment - an uncomfortable consequence of a particular
behavioral response. Lead s to suppression of the behavior
that caused it
 Extinction - the decline in response rate because of non-
reinforcement.

13. *
*views most behaviors as physical
reflexive responses to environmental
stimuli

14. *
posits that some behaviors occur on
account of environmental stimuli rather
than conscious thoughts.
connections are made between specific
stimuli and specific voluntary behaviors.

15. *
Law of Readiness where behaviors that produce
"satisfaction" occur due to readiness; behaviors that
produce "annoyance" occur;
The Law of Exercise where the more often behavior is
followed by satisfaction occurs, the more likely the
behavior will reoccur. It has two parts:
 Law of Use—a response to a stimulus strengthens their connection
and the
 Law of Disuse—when a response is not made to a stimulus, the
connection’s strength is weakened or forgotten.
Law of Effect where actions closely followed by
satisfaction become firmly attached to the situation and
therefore, such actions or behaviors will more likely to
reoccur in similar situations.

16. *
• focuses on the way people process information
• interested in what is happening within our minds
that links stimulus (input) and response (output).
• studies the following:
perception, attention, language, memory,
and thinking.
INCLUDES
Rational Emotive
Behavior Therapy
(REBT)
Cognitive Therapy (CT)
Cognitive Behavior
Therapy (CBT)

17. *
*Makes the basic assumption that you
contribute to your own psychological problems
and symptoms through your interpretations.
(Uncovering irrational beliefs )

18. *
The A-B-C framework
Example:
(A) You are walking down the street. Your friend walks right past and
ignores you.
(B) You think, 'Bob must be angry with me or he would have said hello.'
(C) You ignore your friend the next time you see him because you
assume he does not want to speak to you.
(A) Activating event - - > (B) Beliefs - - > (C) Consequences
Irrational belief - - - - > Bob is angry with you

19. *
(A)Activating event:
You are walking down the street. Your friend walks
right past and ignores you.
(B) Beliefs:
You think, 'It is unlike Bob not to say hello, I wonder
what is going on?'
(C) Consequences:
You turn and call out to Bob. He apologizes for not
seeing you, but explains he is really distracted by
something. You make plans to get together later and
catch up.

20. *
*Suggests that psychological distress is caused by
distorted thoughts about stimuli that trigger
emotional suffering.
*He observed that most depressed people have a
negative interpretation of life events.

21. *
*based on the notion that a person’s thoughts,
feelings, and perceptions influence her actions and
behaviors.
*help change a person’s faulty or negative thinking,
and assists in shifting unhealthy behaviors

22. *
Recognize and Replace Negative Thoughts.
- writing exercises may be used to increase awareness of
and replace negative thoughts.
Exercises: journal writing, keeping a gratitude
journal, using affirmations, and a panic diary.
Skill Building and Behavioral Changes
- gradually introduces the client to anxiety-producing
stimuli while teaching him how to manage his feelings of
anxiety.
Exercises: deep breathing exercises, progressive muscle
relaxation (PMR), yoga, and meditation

23. *
•a scientific approach which aims to explain
growth, change and consistency though the
lifespan.
•looks at how thinking, feeling, and behavior
change throughout a person’s life
INCLUDES
Theory of
Cognitive
Development
Social Development
Theory
Theory of Attachment

24. *
Describe development by focusing on
typical patterns of change, normative
development and on individual variations in
patterns of change
Explain the changes they in relation to
normative processes and individual
differences
Optimize development and apply
theories to help people in practical
situations

25. *
*explains how a child constructs a mental model of the
world.

26. Sensorimotor stage (0-2yrs)
-main achievement is object permanence
Pre-operational stage (2-7yrs)
-young children can think about things symbolically.
Concrete operational stage (7-11yrs)
- the beginning of logical or operational thought.
Formal operational stage (11+ )
-adolescence and adulthood people develop the
ability to think about abstract concepts, and
logically test hypotheses
*

27. *
*stress the fundamental role of social
interaction in the development of cognition
*much important learning by the child occurs
through social interaction with a skillful tutor

28. the More Knowledgeable Other (MKO)
- someone who has a better understanding or a
higher ability level than the learner, with respect to
a particular task, process, or concept
Zone of Proximal Development(ZPD)
-the area where the most sensitive instruction or
guidance should be given - allowing the child to develop
skills they will then use on their own - developing higher
mental functions.
*

29. *
*Suggests that children come into the world
biologically pre-programmed to form attachments
with others, because this will help them to survive
*Attachment behaviors are instinctive and will be
activated by any conditions that seem to threaten
the achievement of proximity, such as separation,
insecurity, and fear.

30. A child has an innate need to attach to one main
attachment figure
A child should receive the continuous care of this single
most important attachment figure for approximately the
first two years of life
The long-term consequences of maternal deprivation
might include, delinquency, reduced
intelligence, increased aggression, depression and
affectionless psychopathy
short-term separation from an attachment figure leads
to distress.
The child’s attachment relationship with their primary
caregiver leads to the development of an internal
working model.
*

31. *

32. *

33. *
•focus on the ability of human beings to think
consciously and rationally, to control their
biological urges, and to achieve their full potential.
•View: people as responsible for their lives and
actions and have the freedom and will to change
their attitudes and behavior.
Hierarchy
of
Needs
Person-
Centered
Theory
INCLUDES

34. *states that people are motivated to achieve certain needs
and that some needs take precedence over others.
*Our most basic need is for physical survival, and this will
be the first thing that motivates our behavior. Once that
level is fulfilled the next level up is what motivates us, and
so on.
*

35. *

36. *
*The self-concept is the most important feature of
personality, and it includes all the thoughts, feelings,
and beliefs people have about themselves.
*Believes that people are aware of their self-concepts.

37. *
Example: A person may consider himself to be very
honest but often lies to his boss about why he is
late to work.
Incongruence - the discrepancy between the self-concept
and reality.
Congruence - a fairly accurate match between the self-
concept and reality.
The example shows INCONGRUENCE

38. *
Example: A person may consider himself to be very
honest but often lies to his boss about why he is
late to work.
Incongruence - the discrepancy between the self-concept
and reality.
Congruence - a fairly accurate match between the self-
concept and reality.
The example shows INCONGRUENCE
NOTE: People who have a high degree of incongruence
are likely to feel very anxious because reality
continually threatens their self-concepts.

39. *
•The observation of the concept of personality and
how it differs among people.
•Looks at the overall psychological makeup of
people, the psychological differences among
individuals and the similarities found within
human nature.
INCLUDES
Trait Theories
Humanistic Theories
Behaviorist Theories Psychoanalytic Theories
Type Theories

40. *Focus on the psychological traits that are generally
stable over time
*Traits are an individual’s patterns of understanding
and dealing with the world around them
*Traits are different for all people, and they tend to
influence an individual’s behavior
*

41. *Type theories analyze personality type or how
people are classified.
*Type theory tends to look at personality based on
absolutes, rather than in varying degrees on a
continuum
*

43. *Explains human behavior through interactions
between the different components of personality.
*Observes and analyzes psychological conflict and
resolution.
*

44. *Looks from outside a person and examines the
way outside events and interactions influence
behavior.
*

45. *Behavior is guided through expectations or
cognitions.
*Places emphasis on the cognitive processes of
thinking or judging
*

46. *Revolve around the idea that people have free will
*Believe that the subjective nature of each
individual’s experience influences their behavior
and relies on the individual to come to their own
conclusions regarding this behavior.
*

47. *
•the scientific study of how people's thoughts,
feelings, and behaviors are influenced by the
actual, imagined, or implied presence of others.
•The study of attitudes is a core topic in social
psychology.
•explain human behavior as a result of the
interaction of mental states and immediate, social
situations. INCLUDES
Evolutionary Theory
Role Theory
Reinforcement Theory
Cognitive Theory
Theory of Symbolic Interactionism

48. *Concerned with social statuses and social roles
*Asserts that people conform to role expectations
and much social behavior is people carrying out
their roles
*

49. *Social statuses
-positions in society, such as student, mail carrier,
mother, or employee.
*Roles
-are expectations for how people in particular social
statuses should behave.
*

50. *Emphasizes the observable behavior of people and hence is
sometimes called a behaviorist perspective
*Asserts that social behavior is caused by external events,
primarily pleasurable rewards.
*Theory predicts that we can encourage some behaviors and
discourage others by rewarding behaviors we like and
punishing those we don’t like.
*

51. *Asserts that mental activities, called cognitive
processes, are important for social behavior
*Attempts to make sense of behaviors based on
underlying perceptions and meanings.
*

52. *Asserts that people communicate using symbols
*Objects have no inherent meaning; rather, their
meanings are negotiated through shared
understandings
*Effective communication requires role-taking in
which an individual imagines how she or he looks
from another person’s perspective
*

53. *Asserts that genes govern social behavior
*Both physical characteristics and social behaviors
are subject to the process of evolution if they
influence the likelihood of individuals passing on
their genetic material through reproduction.
*

54. *

55. *Thank you for
listening!