psych ch6

explain mental or emotional forces or development, esp childhood, and their effects of behavior and mental status
-study of unconscious

-freud
-unconscious mind only rarely recognized by conscious

-id- unconscious desires
-ego- memory, perception, motor control, reality, relationships
-superego- ethics, self-critism

object relations-psychological attachment to another person or object (determins ability to have relationships)
Sexuality- if not expressed anxiety results, end produce of development

-accessing unconscious to resolve conflicts that originate in childhood
-restructures personality thru free association and dream interpretation

transference-displacement of thoughts and feelings associated with significant other from childhood onto therapist
countertransference- direction of all therapist's feelings/attitudes toward patient (interfers with ability to understand patient)

-inferiority if motivation of life, avoiding the feeling of inferiority leads to unreasoning desire for power and unrealistic

extrovert and introverts, libido channeling in one direction or another, persona- what someone appears to be

challenged Freud's penis envy (male bias) and argued women where disadvantaged b/c of authoritian culture

neurosis was attributed to primary trauma of birth

desire and needs are formed by society
playing with toys revealed earlier infantile fantasies and anxieties

health or sickness of one's personality was determined by how they dealt with other people
-dev was related to relationships

human potential for good, one is able to learn about self, accept self, and explore personality thru therapeutic relationships

empathy, unconditional positive regard and genuineness is therapeutic

thru indiv and group exercise unmet needs surface and awareness of natural desires come out

basic needs to self actualizations needs

explanation of how people learn and act
-does not explain cause of mental illnes, just normal behavior

classical conditioning
-unconditional stimulus, unconditional response, conditional stimulus, unconditional response

behaviorism-frequency and recency also influence response

respondent behavior-classical conditioning is elicited by a specific stimuli
operant behavior-reaction to particular behavorial response
conditioning-if stimuli occurs and reinforcement is there it will repeat

combo of internal thought process and human behavior

behavior is learned from other people
-modeling
-dishibition-when someone else is doing it, they do it too, even though they shouldn't
-elicitation-no desire present but b/c others are doing they do it too
-self-efficacy

faulty beliefs cause errors in judgement and become habitual
-negative thinking