3.2 - Psychosocial, Sociocultural Viewpoints

• Psychodynamic Perspectives

• Behavioral Perspectives

• Cognitive-Behavioral Perspectives

The Psychosocial Viewpoints:

• Freud

• Object Relations Theory

Psychodynamic Perspectives:

Object Relations Theory

the "good" and "bad“ aspects of their caregivers

• Classical Conditioning

• Operant Conditioning

Behavioral Perspectives:

Id

Libido

Id

Pleasure principle

Id

Primary Process thinking

Ego

Secondary process thinking

Ego

Reality principle

Superego

The conscience

Superego

Executive branch of the personality

• Denial of reality

• Displacement

• Fixation

• Projection

• Rationalization

• Reaction formation

• Regression

• Repression

• Sublimation

Psychodynamic: Ego-Defense Mechanisms

DDFPRRRRS

• Oral stage (0-2 yrs old)

• Anal stage (2-3 yrs old)

• Phallic stage (3-5/6 yrs old)

• Latency stage (6-12 yrs old)

• Genital stage (After puberty)

• Fixation

• Oedipus complex

• Electra complex

The Psychodynamic Perspectives: Psychosexual Stages of Development

Castration amxiety

Oedipus complex:

• Object-relations theory

• The interpersonal perspective

• Sullivan’s interpersonal theory

• Interpersonal accommodation and attachment

Newer Psychodynamic Perspectives:

• Extinction

• Spontaneous recovery

• Generalization

• Discrimination

Classical conditioning: (4)

Extinction

Disappearance

Spontaneous recovery

Reappearance

Generalization

Reaction to the same stimuli (CS - conditioned stimulus)

Discrimination

distinguish the difference of original CS.

Operant Conditioning

The likelihood of a behavior is either increased or decreased by the consequence which follows the behavior.

Reinforcement

the process by which a stimulus or event strengthens or increases the probability of the response that follows

Punishment

the process by which a stimulus or event weakens or reduces the probability of the response that it follows

Positive Reinforcement

A desirable stimulus is added after a behavior, making it more likely to occur again.

Positive Reinforcement

Example: A dog learns to sit when given a treat after performing the sit action.

Negative Reinforcement

An aversive (unpleasant) stimulus is removed after a behavior, increasing the likelihood of that behavior in the future.

Negative Reinforcement

Example: A child wearing headphones to block loud fireworks noise is more likely to wear them the next time they see fireworks, as the headphones removed the aversive sound.

Positive Punishment

An aversive stimulus is added after a behavior, making the behavior less likely to occur again.

Positive Punishment

Example: A child touches a hot stove and gets burned; the pain makes them less likely to touch the stove again.

Negative Punishment

A desirable stimulus is removed after a behavior, decreasing the frequency of that behavior

Negative Punishment

Example: A teenager who breaks curfew has their phone taken away for a week, making them less likely to break curfew in the future

• Attributions

• Attributional style

• Cognitive therapy

• Schema

The Cognitive-Behavioral Perspective: (4)

• Schema

• Self-schema

• Assimilation

• Accommodation

• We Prefer Predictability and Controllability

Psychosocial Causal Factors: (5)

Schema

an organized representation of prior knowledge about a concept or about some stimulus that helps guide the processing of current information

• Schemas about people, social roles, etc.

Self-schema

our views of what we are, what we might become, and what is important to us.

Self-schema

Not completely based in “reality”

Assimilation

process of working new experiences into existing cognitive frameworks (schemas) even if the new information has to be reinterpreted or distorted to make it fit

Accommodation

process of changing existing cognitive frameworks to make possible the incorporation of discrepant information

Institutionalism

the effects on children who grow up in institutions (like orphanages, hospitals, or residential care homes), especially when they lack consistent caregivers, emotional warmth, and stimulation.

Harmonious

More positive outcomes when moved to a _______ home

• Less enriched environment

• emotional/physical contact

______________ and lack of __________ are harmful to biological, personality, social development

Institutionalism

Negative correlation between time spent in an institution and healthy development

• Failure to Thrive Syndrome

• Increased Aggression

• Emotional and Social Problems

• Anxiety and Depression

• Disorganized or Disoriented Attachment

• Style

• Decreases in IQ

• Self-Injurious Behavior

Deprivation and Abuse in the Home:

Environment

Negative effects can decrease when ________ improves

Psychic Trauma

Other Childhood Traumas

• Authoritative parenting

• Authoritarian parenting

• Permissive-Indulgent parenting

• Neglectful-uninvolved parenting

Parenting styles:

Connection-Regulation-Autonomy

Parenting Behavior’s (Style) update:

Authoritative

Parents are high on warmth and moderate on control, very careful to set clear limits and restrictions regarding certain kinds of behaviors.

Authoritative

Research Shows: Children tend to be friendly and to show development of general competencies for dealing with others and with their environments.

Authoritarian

Parents are low on warmth and high on control and often cold and demanding.

Authoritarian

Research Shows: Children tend to be conflicted, irritable, and moody. When followed into adolescence, these children have more negative outcomes, the boys doing particularly poorly in social and cognitive skills.

Permissive/Indulgent

Parents are high on warmth and low on control and discipline.

Permissive/Indulgent

Research Shows: Children tend to be impulsive and aggressive. Overly indulged children are characteristically spoiled, selfish, impatient, inconsiderate, and demanding

Neglectful/Uninvolved

Parents are low on warmth and low on control.

Neglectful/Uninvolved

Research Shows: Children tend to be moody and to have low self-esteem and conduct problems later in childhood. They also have problems with peer relations and with academic performance.

• Effects of divorce on parents

• Effects of divorce on children

Divorced families:

• Cross-cultural studies

• Cultural differences in which disorders develop and how they are experienced

• Culture and undercontrolled behaviour

• Culture and overcontrolled behaviour

• The sociocultural environment

• Pathogenic societal influences

The Sociocultural Viewpoints:

• Socioeconomic status

• Unemployment

• Disorder-engendering social roles

• Prejudice and discrimination

• Social change and uncertainty

Pathogenic societal influences:

• Advantages of having a theoretical viewpoint

• The eclectic approach

• The biopsychosocial, unified approach

Unresolved Issues: