Professional Documents
Culture Documents
SELF-SYSTEM (self-concept)
•“bad me”
•when anxiety is not reduced rejection & tension is experienced.
•arises in negative experiences with the mother
•“not me”
•when severe anxiety occurred causing confusion & the individual is unable to learn &
integrate information into the personality.
•arises out of extreme anxiety that the child rejects as part of self.
•Infant is dependent on others to meet his needs, when needs are satisfied; the infant
develops a sense of basic trust, security & self worth.
•Mothering One – the primary caregiver of the infant, this person & the infant must
establish an emphatic linkage, a symbolic emotional umbilical cord that makes the infant
& the mothering one highly sensitive to each other’s feelings.
•Self-concept- development begins at this stage & is influenced by the quality of the
infant’s feeding experiences.
JUVENILE (6 – 9 years)
•The child learns to relate to peers, & learns competition, compromise & cooperation in
the process.
•The child turns to peers of same sex to provide the sense of satisfaction & security
earlier obtained from parent – thus this is the period of gang formation.
•As the child struggles to maintain acceptance of the gang, he learns to compromise
(adjust), compete & the values of loyalty.
•The peers also help to reinforce or alter the self-concept earlier developed by the child.
•The school experiences are important in the development of self-concept.
•Preschool:
•Child learns to use words to communicate. This skills enables the child to check out his
perceptions & feeling with others called consensual validation. The child learns to
accept delayed gratification of needs & wish fulfillment.
YOUNG ADULTHOOD:
•Learns to be economically, intellectually & emotionally self sufficient
•
BEHAVIORAL THEORY
(B.F. SKINNER - 1953)
BEHAVIORAL THEORY
•Behaviors, both adaptive and maladaptive, are most likely learned.
•Differences in human are accounted for by the experiences in the person’s life that
initiate a response.
•The human beings are like a machine that operates according to fixed laws.
•Behavior can be controlled by the kind and extend of reinforcement that follows a
particular behavior.
RESPONDENT BEHAVIOR
•Occur when a known and specific stimulus elicits a response.
•Can be simple, as in reflex action, or learned, such as those behaviors involved in
conditioning.
OPERANT BEHAVIOR
•Those that obtain a response or reinforcement from the environment or from another
person.
COGNITIVE THEORY
•ARBITRARY INFERENCE
–The process of drawing a specific conclusion in the absence of evidence to support the
conclusion. The evidence may be contrary to the conclusion.
•SELECTIVE ABSTRACTION
–Focusing on a detail taken out of the context, ignoring more salient features of the
situation, and conceptualizing the whole experience on the one detail.
•OVERGENERALIZATION
–The pattern of drawing a general rule or conclusion from one or more isolated incidents
and applying the concept across the board to related and unrelated situations.
•PERSONALIZATION
–The proclivity to relate external events to oneself when there is no basis for making
such a connection.
NEUROBIOLOGICAL THEORIES
An important theory of modern psychiatric therapy is that all behaviors are a reflection
of brain function, and all thought processes represent a range of functions mediated by
nerve cells (neurons) in the brain.
The End!!!