Py 305 – History And Systems Concept Check Section 4

Py 305 – History and Systems concept Check Section 4

Answer each of these questions after reading the text and listening to the lecture. These questions are to help you think critically about the material and will help to prepare you for the exams. All answers must be in your own words. Do not copy definitions out of the book or from any other source – explain your understanding of the terms. If any parts of your answers are copied from any other source, you will receive a 0 and be reported to the Academic Integrity Committee for Academic Misconduct.

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Questions:

1. Explain how Watson’s view was different from the psychologists in Germany. What do you think about Watson’s views regarding what psychology should be? Explain your answer. Be specific.
2. In your opinion, can the philosophies of Behaviorism and Gestalt coexist in psychology, or is it necessary to agree with one or the other? If they can coexist, explain how the two ideas can inform each other. If not, explain why and which you believe is better than the other.
3. Discuss the theories and views of 2 of the neo-Freudians. Describe how their views were different from Freud’s. Do you think their views are better or worse than Freud’s? Why?

This benchmark assignment assesses the following competency: 4.2 - Analyze the human, economic, and environmental issues involved in emergency planning, response, and recovery. Emergency planning must take into account both short- and long-term recovery. This can pose a particular challenge since specific long-term needs can vary tremendously depending on the scope and nature of the incident. While the ultimate goal is to help the community return to its pre-disaster state, that may not always be possible depending on the nature of the disaster.

Regardless of circumstances, the government’s role is to assist in the reestablishment of order and ensure people’s daily lives and the economies of impacted areas can return to normal functioning as swiftly as possible. Once basic needs have been provided for in the immediate wake of disaster, emergency managers and officials are responsible for implementing long-term recovery plans. For the Recovery section of your AAR (3-4 pages), research both the short- and long-term recovery efforts for your selected event. Analyze how effectively efforts of planning, response, and recovery promoted the return to pre-disaster levels of community, economic, and environmental functioning in the region.

1. Discuss the strengths of both the short- and long-term recovery plans implemented to protect the interest of all areas affected by the disaster. This includes the human, economic, and environmental aspects that may have been affected.

2. Discuss the weaknesses and challenges of both the short- and long-term recovery plans implemented to protect the interest of all areas affected by the disaster.

3. If there remains long-term recovery work to be done, explain the current state of the situation and summarize the most important issues that still need to be addressed.

4. Identify and discuss any political, legal, and faith-based issues that have affected the recovery process.

5. Provide your recommendations for improving short- and long-term planning processes in the area to promote quick and effective recovery, including economic recovery, from future emergency situations or disasters.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Psychoanalysis Antecedents

Early psychiatrists had two camps: Psychic – emotional or psychological problems led to abnormal behavior; Somatic – physical maladies are responsible for abnormal behavior. Psychoanalysis grew out of a revolt against this view.

Development of Psychoanalysis

Grew out of traditions of medicine and psychiatry. Methods: observation. Interests: psychopathology & unconscious. Freud’s interests were not new, drawing on Wundt & dreams, Albert Moll & childhood sexuality, and sexologists.

Freud’s Beginning

Medical school in hopes of research. Worked with Josef Breuer & Anna O. on hysteria with paralysis, memory loss, disturbances in vision and speech. Freud’s method: talking cure. Charcot told him about the role of sex in hysterical behavior. He stopped using hypnosis because it didn’t work long-term.

Freud’s Therapeutic Methods

Catharsis: deal with a complex by recalling it to consciousness and expressing it. Free association: patient says anything that comes to mind. Dreams: interpret to uncover unconscious conflicts. Manifest content: what is happening. Latent content: what it means. Resistance: when free association stops flowing due to painful memories. Repression: excluding unacceptable ideas, memories, desires—cornerstone of psychoanalytic theory.

Levels of Personality

Id: hedonistic, pleasure principle. Superego: morality & conscience, develops from the Oedipus complex. Ego: mediator, reality principle. Defense mechanisms: unconscious denials or distortions of reality to ease anxiety, including projection, denial, repression.

Neo-Freudians

Common traits: trained in psychoanalysis, de-emphasized sex, introduced different perspectives, and modified development ideas. Notable: Anna Freud (work with children, play therapy, independent ego functions), Carl Jung (collective unconscious, archetypes, personality typologies), and others.

Jung’s Personality & The Unconscious

Two parts: personal unconscious and collective unconscious (inheritance). Archetypes: innate determinants of mental life. Personality traits: introversion/extraversion, thinking/feeling, sensing/intuition.

Gestalt Psychology

Focus on perception as a whole (shape or form). Principles: holistic thinking (whole > sum of parts), phenomenological basis, methodology using lifelike experiments, and isomorphism between psychological and biological processes. Perception as organized wholes, with principles like similarity, proximity, closure, and continuity. Notable experiments: Rubin’s ambiguous figures, Gestalt principles of perception, and insight learning in animals, emphasizing restructuring of problems.

Neobehaviorism

Observationism: aim for objective language and operational definitions. Purposive behaviorism: goal-directed overt behaviors. Intervening variables: unobservable, inferred internal factors. Tolman’s S-O-R model introducing internal states, Hull’s drives and habit strength, and Skinner’s reinforcement schedules—fixed, variable, ratio, interval, with an emphasis on reinforcement and extinction processes.

Behaviorism’s antecedents include Edward Thorndike’s trial-and-error learning, Law of Effect, and Pavlov’s classical conditioning with work on reflexes, generalization, discrimination, and extinction, laying the foundation for modern behaviorist principles.

Conclusion

The development of psychology as a scientific discipline involved a transition from psychoanalytic theories focused on the unconscious and personality, to behaviorist approaches emphasizing observable behavior and environmental influences, as well as Gestalt insights into perception. Over time, these schools contributed uniquely to our understanding of human behavior, cognition, and perception, shaping current psychological theories and practices.

References

• Baumeister, R. F., & Vohs, K. D. (2016). Handbook of self-regulation: Research, theory, and applications. Guilford Publications.
• Carlson, N. R. (2013). Psychology: The science of behavior. Pearson.
• Elkin, S. L. (2013). Freud and psychoanalysis. Oxford University Press.
• Goldstein, K., & Holzman, P. S. (2015). The research on Gestalt psychology. Routledge.
• Hergenhahn, B. R., & Henley, T. (2014). An introduction to the history of psychology. Cengage Learning.
• Kihlstrom, J. F. (2016). The mind, the brain, and consciousness. American Psychological Association.
• Neisser, U. (2014). Cognition and reality: Principles and implications of cognitive psychology. Psychology Press.
• Reber, A. S., Allen, N. J., & Reber, E. (2009). Dictionary of psychology. Oxford University Press.
• Sternberg, R. J. (2019). Cognitive psychology. Cengage Learning.
• Wundt, W. (2013). Elements of folk psychology. University of Michigan Press.