Psychoanalytical
Freud
View of person
sexual & aggressive drives in psyche
Structure of personality Ego controls id (drives) while trying
Dynamics of personality
Development of personality
Optimal development
Views on psychopathology Abnormal behaviour - exaggerated,
extreme form of normal behaviour
Social Cognitive Learning
Rotter, Bandura, Mischel
Constant conflict between
& demands & norms of society
psychosocial conflict
Biological determinism
Mechanistic assumption
to satisfy superego (conscience)
Drive theory - conflict between
drive energy (forbidden wishes)
and moral energy (guilt feelings)
Ego drives - survival of individual
Sexual drives - survival of species
Bandura: Symbolising, forethought, vicarious,
Defence mechanisms
Dreams
Parapraxes
Oral - birth to end of 1st year
Anal - 2nd year of life
Phallic - 3 to 6 years
Latent - 6 to start of puberty
Genital - puberty onwards
Only difference between healthy
& disturbed person is degree
Genital personality closest to
optimal development
Self-Actualisation
Maslow
Interactional view (Mischel) /
Reciprocal determinism (Bandura)
Behaviour determined by interaction of
person, situation & behaviour
No fixed structure
Motivation - result of interaction & learning
Rotter: Behaviour determined by possible
rewards & expectations of such rewards
Locus of control
self-regulatory, self-reflective capabilities
Self-efficacy perception
Learning: direct experience, obervational,
self-regulation
Reinforcement: direct, vicarious
self-reinforcement
Learning throughout lifespan
No developmental stages
No specific ideas
Social & cultural environment will
determinewhat behaviour is desirable
Pathological behaviour - learnt
Lack of self-efficacy at root (Bandura)
Self concept Existentialism
Rogers Frankl
Self-actualisation Humanistic-phenomenological Human - spiritual being with
freedom & responsibility
Hierarchy of needs People have basically constructive attitudes
Motivated by will to meaning
Holistic view of person Part played by person's
subjective experience of their world Spiritual / noögenic dimenion
Needs form structural elements Organism - total individual Dimensional ontology
of Maslow's theory Physical, psychological & spiritual / noölogical
Phenomenal field - person's perceptions
& experiences
Self concept vs ideal self
4 basic needs - deficiency motives Actualising tendency Noödynamics - piritual dynamics of being human
1 self-actualisation need - growth motive Need for positive regard
Need for positive self-regard Creative, experiential & attitudinal values
Physiological
Safety Congruence & inconcgruence
Affiliation & love Does self concept correspond with potential
Self-esteem
Self-actualisation (meta-needs or B-values)
No stages General principles of development No detailed developmental theory
rather than stages
Fulfilment of each need is a step
towards self-actualisation Self-concept develops with person's
interaction with envitonment
Unconditionalpostive regard
Conditional positive regard
Conditions of worth
Meets deficiency needs regularly Allow all experiences into self concept Function on spiritual level
Accepts responsibility for self-actualisation Free to make choices & take
responsibility for them
15 characteristics
Prefers "human limitations" Incongruent people malfunction Noögenic neurosis
 Caused by weak ego
Psychoanalytical
Freud
Implications & applications
Psychotherapy Help patient re-experience repressed
wishes & memories to use
dammed up energy
Therapeutic process Transference
Education Parents' behaviour in 1st 6 years critical
Strong ego, but not over-strict superego
Measurement & research Large number of projects to
test catharsis hypothesis
Aggression will decline if
energy is expressed harmlessly
Aggression Result of inherent death drive
Not much can be done about it
Evaluation of theory Somewhat controversial
Concepts widely & vaguely defined
Impossible to find empirical proof
for or against
No predictions for future behaviour
Learnt helplessness & pessimism
Social Cognitive Learning
Rotter, Bandura, Mischel
Improve functioning & perception
of self-efficacy
Modelling
Teachers are reinforcer & role models
Must know children retain behaviour,
even if not reproduced
Highlights problems with psychometric
testing
some use biographical data, situational tests,
S-R inventories
Learned behaviour
Increased by rewarding consequences
More modern academic psychologists support
than any other theory
Difficult to get simple overview
Unfulfilled meta-needs can lead
to boredom & lack of meaning
Self-Actualisation
Maslow
Basic need therapy & Insight therapy
Facilitate growth process
Eupsychian working conditions (industry)
Internal education
Help people to know themselves &
build values
Under-emphasises people's negative
aspects
Exceptions to hierarchy
Incongruent experiences
threaten self concept
Distortion & denial
Self concept
Rogers
Person-centred therapy
Create growth-facilitating climate
Jug & mug
Offer sources & material, but
don't force on students
Self-evaluation
Sessions available on tape
Content analysis
Q-technique, BLRI
Evil not inherent to human nature
Fult must be in environment
Emphasis on person & subjective experience
People are predisposed to constructive choices
Focuses on congruence between
self concept & organismic potential
If will to power (money) or pleasure (sex)
is dominant, will live in an existential vacuum
Reinstated human dignity of mental patient
Existentialism
Frankl
Logotherapy - finding meaning of life
Socratic dialogue
Paradoxical intention & dereflection
Permissiveness - freedom without direction
Youth must find meaning &
exercise reponsibility
No specific contribution
Crumbaugh's "Purpose in Life Test"
Inherent part of human nature
Have freedom & ability to control,
counteract & overcome aggressive impulse
Not based on experimental research
Does not lend itself to empirical investigations
Nazi camps were precise scientific setting