Brain Structure and Function - Mind Psychology - Lecture Slides, Slides of Psychology

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• Brain Neuroimaging
  • Techniques
    • PET, CAT, MRI, fMRI, QEEG
• Implications for Psychopathology

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“Saturday Side”

• Ecopathology facets (Willerman & Cohen)
  • Proactive ecopathology
  • Reactive “ “
  • Transactive “ “
  • Expressive “ “
  • Selective “ “
  • Inventive “ “
• “Ecopathology – psychopathology correlations are modest” (p. 118)

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The Problem of Unpredictability

• Sheer number of possible causes
• There may be unknown, critical events
• Influences may be unique to the individual
• Two types of causality
  • Systematic (involves unique but non-chance influences on behavior)
  • Unsystematic (involves unique but random events) (Willerman & Cohen, pp. 142-144)

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The Psychoanalytic Paradigm

• The core assumption of the psychoanalytic

paradigm is that abnormal behavior reflects

unconscious conflicts within the person

• The psychoanalytic paradigm is derived from

the theories of personality developed by

Sigmund Freud

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Psychosexual Development

• Freud argued that personality develops in stages: in each stage the id derives pleasurefrom a distinct part of the body
  • Oral • Mouth, lips, gums, & tongue
  • Anal^ •^ Primary satisfaction from sucking & chewing
    • • AnusPleasure derived from feces elimination & retention
  • Phallic • Pleasure derived from sexual organs
    • Sexual desire for opposite sex parent. Afraid of same sex parent, childdesire for the opposite sex parent and identifies with the same sex parent. represses the
      • – Oedipus complexElectra complex
  • – Latent (6 to 12 years): id impulses are dormantGenital (Adulthood): heterosexual interests are dominant
  • Fixation • Too little or too much gratification at any stage leads to fixation.
    • When under stress, individual regresses to that stage.

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Table 2.1 Selected Ego Defense

Mechanisms

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Other Forms of Psychoanalysis

• Ego analysis views the ego as capable of

controlling id impulses and the external

environment

• Brief therapy focuses on a few specific

problems and involves few sessions

• Interpersonal therapy focuses on current

personal problems

• Therapist uses empathic listening and makes suggestions for improvement

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Freud’s Legacy

• Freud contributions include the views that:
  • Childhood experiences help shape adult personality (e.g., infant-parent attachment)
  • There are unconscious influences on personality
  • Defense mechanisms help to control anxiety
  • The causes and purposes of human behavior are not always obvious

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Humanistic/Existential Paradigms

• Humanistic/existential paradigms focus on

insight into the motivations/needs of the

person

• These paradigms place greater emphasis on the persons freedom of choice (free will)
• The humanistic paradigm does not focus on how problems develop in a person

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Assumptions of Rogers’ Client-

Centered Therapy

• Client-centered therapy argues that:
  • People can only be understood from the vantage point of their own feelings
  • Healthy people are:
    • aware of their own behavior
    • innately good and effective
    • purposive and directive
  • Therapy creates conditions under which person makes independent decisions

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Existential Therapy

• The existential view emphasizes personal

growth

• The existential view notes that making

choices results in anxiety

• Existential therapy encourages clients to

confront their anxieties and to make

important decisions about how to relate to

others

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Learning Paradigms

• Learning paradigms argue that abnormal

behavior is learned as are normal behaviors

• Classical conditioning
• Operant conditioning
• Modeling
• Behaviorism focuses on the study of

observable behavior

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Mowrer’s Account Avoidance Learning

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Operant Conditioning

• Behaviors have consequences
  • Positive reinforcement: behaviors followed by pleasant stimuli are strengthened
  • Negative reinforcement: behaviors that terminate a negative stimulus are strengthened
• Behavior can be shaped using method of successive approximations - Reward a series of responses that approximate the final response - Ayllon’s (1965) demonstration: Learning theory vs. psychoanalytic interpretations

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