The document discusses several theories of psychoneurological and psychodynamic perspectives:
- Psychoneurological theory examines biological factors of emotional and behavioral disorders and divides them into congenital, biochemical, and acquired categories. Congenital factors include prenatal events, genetics, and toxins. Biochemical theory looks at how biochemistry affects behavior. Acquired theory involves physical brain damage.
- Psychodynamic theory studies unconscious motivation. Freud's theories include the id/ego/superego and psychosexual stages. Erikson expanded on psychosexual stages and added psychosocial stages throughout life.
- Behavioral theories include classical conditioning, operant conditioning, social learning theory, and ecological systems theory. Cognitive
2. Congenital Theory
īPrenatal and perinatal event.
īGenetic disorders, exposure to toxins, &
inflection.
īUsed to explain schizophrenia, autism spectrum
disorder, attention-deficit hyperactive disorder
īExample : Smoking during pregnancy or expose
to metal caused baby with ADHD
3. Biochemical Theory
īBiochemistry effects the behavior
īFeingold Diet
īDeveloped by Benjamin F. Feingold(1899~1982)
īTreatment on children with ADHD and autism
īEliminates three groups of synthetic food additives and
one class of synthetic sweeteners:
ī Synthetic colors (FD&C and D&C colors)
ī Synthetic flavors (several thousand different chemicals)
ī Synthetic preservatives (BHA, BHT, and TBHQ)
ī Artificial sweeteners (Aspartame, Neotame, and Alitame)
5. PSYCHODYNAMIC THEORY
īThe systematized study and theory of the
psychological forces that underlie human
behavior, emphasizing the interplay between
unconscious and conscious motivation and the
functional significance of emotion. (Stedmanâs
Medical Dictionary 28th Edition,2006 )
6. Fruedâs(1856 ~ 1939) Theory
īFrued studied on
psychoanalytic theory
īTwo important theories:
īId, ego & superego
īFive Psychosexual
stages
8. Id, Ego & Superego
īID
īSeek for immediate satisfaction
īBased on self-pleasured principle, not considerate
īUnconscious mind
īDeveloped started from oral stage or birth
īPlay important role in fullfill basic need of new born
child
9. Id, Ego & Superego (Cont.)
īEgo
īDeveloped from ID
īStarted to develop during anal stage
īEnsure that ID need can be express in an acceptable
way in real world
īBased on reality principle
īHealthy personality results in a well balance between
ID & Superego. (good ego strength).
10. Id, Ego & Superego (Cont.)
īSuperego
īStarted to develop at the end of phallic stage (at the age
of 5~6)
īBased on idealistic standards, aims for perfection
īAll about moral values, guidelines, right or wrong,
standardâĻ
12. Fruedâs Psychosexual Stage (Cont.)
īOral stage (birth ~ 1 yr)
īFocusing on oral pleasure (sucking)
īToo much or too little gratification can results in oral
fixation.
īBehavior : smoking, drinking alcohol, bite nails, over
eat, dependent, pessimism
13. Fruedâs Psychosexual Stage (Cont.)
īAnal stage ( 1 ~ 3 yrs)
īPleasure focusing on eliminating and retaining feces.
īDue to societyâs pressure, children have to learn
controlling anal stimulation.
īAnal fixation behavior : messy & disorganized (anal
expulsive); obsession in cleanliness, perfection &
control (anal retentive)
15. Fruedâs Psychosexual Stage (Cont.)
īLatency stage (6 ~ 11 yrs)
īSexual urges is in depression.
īLike to play with same sex peers
īGenital stage (adolescence)
īStill sexual urges.
īShows interesting to opposite sex peers
16. Erikson(1902 ~ 1992) Psychosocial Theory
īEpigenesis
īSimilar to Fruedâs Psychosexual Stages but added
4 adult stages
īIncluded influence of social and environment
īHave eight stages.
ī Basic trust vs Mistrust (Birth ~ 1 yr)
ī Autonomy vs Shame and Doubt (1 ~ 3 yrs)
ī Initiative vs Guilt (3 ~ 6 yrs)
ī Industry vs inferiority diffusion (6 ~ 11 yrs)
ī Identity vs Identity Confusion (adolescence)
ī Intimacy vs Isolation (young adult)
ī Generativity vs Stagnation (middle adulthood)
ī Ego Integrity vs Despair (old age)
17. Erikson Psychosocial Theory (Cont.)
īBasic trust vs Mistrust (birth ~ 1 yr)
īImportant role play by caregivers
īSuccessful results in confident, feels secured
īFailure results in anxiety, heighteness insecurities
īAutonomy vs Shame and Doubt (1 ~ 3 yrs)
īLearn self-control and independent
īEgo start to develop
īNegative results such as guilty and dependent if being
criticized, over controlled.
18. Erikson Psychosocial Theory (Cont.)
īInitiative vs Guilt (3 ~ 6 yrs)
īAmbition and responsibility
īBegin to assert their power
īLearns about their sexual being.
īDevelopment of superego and adopts characteristic or
values from same-sex parent
īIndustry vs Inferiority Diffusion (6 ~ 11 yrs)
īInterested in rules and routines.
īLearn to coorperate
īBegin to develop a sense of pride in their
accomplishments
īTeachers play important roles
19. Erikson Psychosocial Theory (Cont.)
īIdentity vs Identity Confusion (adolescence)
īSexual interest reappear
īDevelop a sense of self
īConcerning about how others view them
īIntimacy vs Isolation (young adult)
īEstablish intimate relationship with others
20. Erikson Psychosocial Theory (Cont.)
īGenerativity vs Stagnation (middle adulthood)
īFocusing on career and family, build our lives
īBe productive and contribute to society
īEgo Integrity vs Despair (old age)
īReflecting back on their life
īLife wasted or integrity
23. Social Learning Theory
īChampioned by Albert Bandura
īBlends of social interaction and
operant conditioning
īLearned by watching
īSelf-efficacy
īCultural expectation
24. Ecology System Theory
īUrie Bronfenbrenner one of pioneered
īThe Microsystem
īThe Mesosystem
īThe Exosystem
īThe Marcrosystem
īThe Chronosystem
25. Cognitive Theory
īDeveloped by Jean Piaget
(1896 â1980)
īBelieved that development
precedes learning.
īSchema
An organizational structure of
knowledge which we use it to
categorize things.
26. īAssimilation
īOccurs when children gain new knowledge and
incorporate into existing schema.
īAccommodation
ī A process where children change their schema.
Cognitive Theory (Conât)
27. Cognitive Theory (Conât)
ī4 stages of cognitive development
īSensorimotor stage (Birth- 2 years)
ī Uses senses and motor skills to gain knowledge
ī Object permanent
īPreoperational stage (2-7 years)
ī Symbolic and linguistic learning
ī Awareness
ī Egocentric
ī Unable to conserve
ī Unable to classify object
28. Cognitive Theory (Conât)
īConcrete operational stage (7-11 years)
ī More logical in thinking
ī Schema are limited to concrete objects or events
ī Understand conservation and reversibility problem
ī Able to classify concrete object
īFormal operational stage (11-adolescent)
ī Able to think logically to abstract issues
ī Making assumption without having any real evidence
29. Sociological Theories
īDeveloped by Lev Vygotsky
(1896-1934)
īBelieved that social interaction
precedes development;
īConsciousness and cognition
are the end product of
socialization and social
behavior.
30. īHe states:
âEvery function in the childâs cultural
development appears twice: first, on the
social level, and later, on the individual
level; first, between people (inter
psychological) and then inside the child
(intra psychological).â (Vygotsky, 1978).
Sociological Theories(conât)
31. īMore Knowledgeable Other (MKO)
īRefers to anyone who has a better understanding
or a higher ability level than the learner.
īZone of Proximal Development (ZPD)
īRefer to the distance between a studentâs ability to
perform a task under adult guidance and/or with
peer collaboration and the studentâs ability solving
the problem independently.
īLearning occurred in this zone.
Sociological Theories(conât)
32. Moral Development
īPiagetâs Theory of Moral Development
īLawrence Kohlbergâs Moral Development
Stages
īCarol Giliganâs Theory of Moral
Development
33. Moral Development (conât)
Piagetâs Theory
īDivided into 2 stages
īHeteronomous morality (5-10 years)
īRules are unchangeable
īFocus on amount of damage done, not on
accidental or intentional purposes
īAutonomous morality (9-12 years)
īIntentions and outcomes of the acts are taken into
consideration
īRules can be revised depend on circumstances
īReciprocity
34. Lawrence Kohlbergâs Theory
īDivided into 3 stages
īPre conventional Level
ī Punishment and Obedience Orientation
ī Instrumental Relativist Orientation
īConventional Level
ī Good Boy-Good Girl Orientation
ī Social Order Maintaining Orientation
īPost conventional Level
ī Social Contract Orientation
ī Universal Ethical Principal Orientation
Moral Development (conât)
35. īHeinz dilemma: Heinz Steals the Drug In Europe.
A woman was near death from a special kind of cancer. There
was one drug that the doctors thought might save her. It was a
form of radium that a druggist in the same town had recently
discovered. The drug was expensive to make, but the druggist
was charging ten times what the drug cost him to produce. The
sick woman's husband, Heinz, went to everyone he knew to
borrow the money, but he could only get half of what it cost. He
told the druggist that his wife was dying and asked him to sell it
cheaper or let him pay later. But the druggist refused to do so. So
Heinz got desperate and broke into the man's store to steal the
drug for his wife.
Moral Development (conât)
36. Should Heinz have broken into the laboratory t
Why or why not?
Moral Development (conât)
37. Carol Giliganâs Theory
īBelieved that menâs morality is
based on rules and justice and
women are more on caring and
relationship.
ī3 sequences
īOrientation toward self-interest
īGoodness as self sacrifice
īMorality of nonviolence
Moral Development (conât)