...in the study of psychology. His theories and views set the standard for the understanding of the human mind and its functions. There are six major schools of thoughts in psychology; functionalism, psychoanalysis, behaviorism, humanistic psychology, cognitivism and Gestalt psychology. This paper will identify three of those schools and examine the basis of each. Functionalism The first psychological school of thought I want to explore is Functionalism. Functionalism is “a late 19th century to early 20th century American school of psychology concerned especially with how the mind functions to adapt the individual to the environment” ("Functionalism." Merriam-Webster.com. Merriam-Webster, n.d. Web. 27 Oct. 2015). The basic reasoning of functionalism is to seek delineation of thought patterns and what they do without questioning. Basically speaking, in order to understand the mind and its functions one must look at what it does and not be concerned with the how and why. Psychoanalysis Another psychological school...
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...eating disorder, but also as an addiction and even more so as an illness. There are many reasons why people become addicted to food, many using eating as a way to cope with problems or stress in their lives. Eating can also help them conceal their emotions, to fill the emptiness that they feel inside. Food is used as a narcotic to not deal with their feelings or emotions. The tendency for people with this eating disorder is overweight because of the abnormal eating habits. People that do not suffer from the epidemic can and won’t empathize with the victims because of the common stereotypes, stereotype such as greed, gluttony or lack of disciple. Simple suggestions to a sufferer such as “Just slow down or go on a diet” are equally insulting as telling a person suffering from Anorexia to “eat something”. Not only are the words hurtful, but this disorder will negatively bleed into the body and causes health risks. A sufferer with this Compulsive Overeating disorder is prone to high blood-pressure and cholesterol, can develop kidney disease or kidney failure, arthritis, deterioration of the bones, strokes, heart attacks, and eventually death. Physically over time this disease takes a toll on the inside and out. “Men and Women who are Compulsive Overeaters will sometimes hide behind their physical appearance, using it as a blockade against society (common in survivors of sexual abuse). They feel guilty for not being "good enough," shame for being overweight, and generally have a very low...
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...six and her father’s second marriage to Raine (a woman she despised) when she was 16. Shortly after her father’s marriage to Raine, Diana failed her “O-levels” (or college placement tests), and was sent to a Swiss finishing school to develop her passion for skiing rather than focus on academics. It was based on this new sense of freedom that caused Diana to exhibit problematic behaviors, such as relentless stubbornness and lying, as well as early symptoms of an eating disorder (Elliot & Pederson, 1995). Thus, it is the purpose of this paper to examine how the events of Diana’s life in conjunction with psychological components contributed to her development of bulimia nervosa. Biological Component Eating disorders like bulimia are a significant public health problem for individuals across the lifespan (American Psychological Association, 2012).More important, the biological explanation of bulimia derived from the concept of multiple causality, suggests symptoms of eating disorders are heavily influenced by non-genetic factors and often co-occur with other disorders (Hansell & Damour, 2008,p.302). For example, in the case of Princess Diana, who was plagued with anxiety about her body (Triggs, 2011), bulimia...
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...Notes for the Course: Religion and Ethics in our Modern Society, 2012 By Dr H Ndlovu Definition and Nature of Christian Ethics Ethics is derived from the Greek word “ethos” that is also comes from another word “ethika.” Ethika means norms, conventions, values, customs the society. Thus ethics is a discipline that examines one’s moral standards or the moral of a society. These are absorbed from family, church and friends. Why Study Ethics There are nine reasons why human beings have to study ethics. 1. Human beings are capable of reasoning from cause to effect with the understanding that everything done has effect. 2. Human beings are capable of making choices after comparing the alternatives, that is, internal and external. People have two cells namely: a. Real – what we have now b. Ideal – what we are aiming at 3. Human beings are self – conscious. This means we can study ourselves by being a subject and be the object at the same time. 4. Human beings are finite or limited not knowing what will happen from the next moment or next door. Thus, we must have principles to apply when situations comes. 5. Human life is an active dynamic phenomenon – We do something as if we do nothing. 6. People also can be taught to be good (Isaiah 1 :18) 7. Human beings are capable of filing an obligation 8. Human beings are also capable of understanding what moral terms like freedom, dignity and so on affects other people. 9. Finally, human beings need to survive. Human civilization...
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...Aileen Wuornos Rebecca McRunnel CRJ 308 Psychology of Criminal Behavior Professor David Ojo October 6, 2014 A serial killer is defined as a “person who murders three or more people over a period of more than 30 days, with a “cooling off” period between each murder, which whose motivation for killing is largely based on psychological gratification.” (University, n.d) Many times serial murders go unsolved and other times it takes decades to unravel. According to the FBI there is no set profile of a serial killer, because they can come in all sizes, ages, shapes, colors and groups. (Welch, 2011) They tend to operate within their comfort zone, which is there area where they work, live or they have relative’s homes. (Roberts, 2011)...
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...Eric Berne Games People Play The psychology of human relationships Table of contents PREFACE.........................................................................................................................................................................3 INTRODUCTION............................................................................................................................................................4 1 SOCIAL INTERCOURSE..........................................................................................................................................4 2 THE STRUCTURING OF TIME ...............................................................................................................................5 PART I ANALYSIS OF GAMES ...................................................................................................................................8 CHAPTER ONE STRUCTURAL ANALYSIS .....................................................................................................................8 CHAPTER TWO TRANSACTIONAL ANALYSIS ............................................................................................................10 CHAPTER THREE PROCEDURES AND RITUALS .........................................................................................................14 CHAPTER FOUR PASTIMES .............................................................................................................................
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...Contents Preface Acknowledgments Introduction 1 BRAIN POWER Myth #1 Most People Use Only 10% of Their Brain Power Myth #2 Some People Are Left-Brained, Others Are Right-Brained Myth #3 Extrasensory Perception (ESP) Is a Well-Established Scientific Phenomenon Myth #4 Visual Perceptions Are Accompanied by Tiny Emissions from the Eyes Myth #5 Subliminal Messages Can Persuade People to Purchase Products 2 FROM WOMB TO TOMB Myth #6 Playing Mozart’s Music to Infants Boosts Their Intelligence Myth #7 Adolescence Is Inevitably a Time of Psychological Turmoil Myth #8 Most People Experience a Midlife Crisis in | 8 Their 40s or Early 50s Myth #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility Myth #10 When Dying, People Pass through a Universal Series of Psychological Stages 3 A REMEMBRANCE OF THINGS PAST Myth #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurate Events We’ve Experienced Myth #12 Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to...
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...July 2002 • NREL/TP-550-30769 A Literature Review of the Effects of Natural Light on Building Occupants L. Edwards and P. Torcellini National Renewable Energy Laboratory 1617 Cole Boulevard Golden, Colorado 80401-3393 NREL is a U.S. Department of Energy Laboratory Operated by Midwest Research Institute • Battelle • Bechtel Contract No. DE-AC36-99-GO10337 July 2002 • NREL/TP-550-30769 A Literature Review of the Effects of Natural Light on Building Occupants L. Edwards and P. Torcellini Prepared under Task No. BEC2.4002 National Renewable Energy Laboratory 1617 Cole Boulevard Golden, Colorado 80401-3393 NREL is a U.S. Department of Energy Laboratory Operated by Midwest Research Institute • Battelle • Bechtel Contract No. DE-AC36-99-GO10337 NOTICE This report was prepared as an account of work sponsored by an agency of the United States government. Neither the United States government nor any agency thereof, nor any of their employees, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States...
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...Study Guide Essentials of Psychology By Robert G. Turner Jr., Ph.D. About the Author Robert G. Turner Jr., Ph.D. has more than 20 years of teaching and education-related experience. He has taught seventh-grade science, worked as a curriculum developer for the Upward Bound Program, and taught sociology, social psychology, anthropology, and honors seminars at the university level. As a professional writer, he has written nonfiction books, journal and magazine articles, novels, and stage plays. Contents Contents INSTRUCTIONS TO STUDENTS LESSON ASSIGNMENTS LESSON 1: PSYCHOLOGY: THE SCIENCE OF THE MIND LESSON 2: THE MIND AT WORK LESSON 3: MOTIVATION, EMOTION, DEVELOPMENT, AND PERSONALITY RESEARCH PROJECT LESSON 4: PSYCHOLOGICAL DISORDERS LESSON 5: PSYCHOLOGY FOR TWO OR MORE CASE STUDIES SELF-CHECK ANSWERS 1 7 9 43 75 117 127 147 167 171 iii YOUR COURSE Instructions Instructions Welcome to your course, Essentials of Psychology. You’re entering a course of study designed to help you better understand yourself and others. For that reason, you can think of this course as practical. It should be of use to you in living your life and reaching the goals you set for yourself. You’ll use two main resources for your course work: this study guide and your textbook, Psychology and Your Life, by Robert S. Feldman. OBJECTIVES When you complete this course, you’ll be able to ■ Describe the science and methodologies of psychology in the context of its...
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...Republic of the Philippines Laguna State Polytechnic University San Pablo City Campus College of Arts and Sciences Bachelor of Science in Psychology Submitted to: Ms. Evangeline Dia Understanding Aggression Handed on February 5, 2014 By: Camille L. Quicho Student no. 11-00131 Psychology (BS), 2nd semester CONTENTS 1 Introduction………………………………………………………………………1 2 What is Aggression………………………………………………………………2 3 Disorders linked from Aggression……………………………………….. ~1~ 1- INTRODUCTION Psychologists classify aggression as instrumental and hostile. Instrumental aggression is aggressive behavior intended to achieve a goal. It is not necessarily intended to hurt another person. For example, a soccer player who knocks a teammate down as they both run to stop the ball from reaching the opposing team's goalpost is not trying to hurt the teammate. Hostile aggression, onthe other hand, is aggressive behavior whose only purpose is to hurt someone.Hostile aggression includes physical or verbal assault and other antisocialbehaviors. Most studies of aggression are geared toward hostile aggression. There are several forms of self-control training, which teaches people to control their own anger and aggression by making verbal statements in which the person tells him/herself to respond to anger and arousal by thinking first and then using less aggressive behavior. Self-control training includes rational restructuring, cognitive self-instruction, and stress inoculation. Self-control...
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...1 HLTH 21: Health Education Spring 2012 Course Orientation This course is all about what YOU want and need to know about personal, family, and community health with an emphasis on epidemiology of disease, nutritional behavior, communicable disease, disease prevention, mental health, and substance abuse. It's really up to you to decide how much you want to get out of this course in terms of meeting your personal and professional goals. Learning Outcomes By the end of this course, students should be able to: Assess health behavior choices, apply that information to everyday life for the improvement of individual, family, and community well-being. Identify preconceived ideas about knowledge, values, and behavior that affect health and compare with established research and accepted scientific evidence. How to be Successful in this Course Plan to spend at least 9 hours per week on this course. Login and keep up with readings, discussions, and quizzes on a weekly basis. Click on Course Map and get familiar with it. First, introduce yourself in the Discussion Forum. Before you begin with the Module readings, take some time to get to know your classmates. Click on the Discussion and Private Messages link to the left of your screen. Click on Discussion Forum titled: Introductions Post a message to tell us a little bit about yourself such as your major, degree plans, career goals, hobbies/interests, and why you are taking this course. Read your...
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...Self-Discipline in 10 days by Theodore Bryant, MSW How To Go From Thinking To Doing Part One Preliminary Information Important! Whenever and wherever I conduct self-discipline workshops, seminars, or classes, I always hear this question: "Can I actually improve my self-discipline in only ten days?" My answer: YES... YES... YES Absolutely. Positively. Definitely. Actually, you will experience improvement in one day! Your improvement will be in direct proportion to how closely you follow the program in this book. A partial effort will generate a partial result. The exercises, tips, and techniques contained in this book came from many different and diverse sources. This book contains the quickest and easiest methods currently available for improving self-discipline. Did you notice that I did not say "The best methods"? The best methods can take lots of time and tons of effort to understand and employ. In this book you will find methods that will work fast and painless; we will use a no-frills approach. But I promise that you will learn more than you will need to improve your self-discipline immediately. To facilitate your consumption and digestion of this material, all psychobabble and jargon have been skimmed off. So you're getting only the real goods in a powerful and concentrated dose. Trust me. The system in this book will give you the insight, techniques, and tips to quickly improve your self - discipline skill. You will note that I said, "skill."...
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...-1- DANIEL GOLEMAN’S EMOTIONAL INTELLIGENCE: WHY IT CAN MATTER MORE THAN IQ (1995)1 False facts are highly injurious to the progress of science, for they often long endure. But false views, if supported by some evidence, do little harm. (Charles Darwin, The Descent of Man and Selection in Relation to Sex, 1871)2 Since its publication in 1995, Daniel Goleman’s Emotional Intelligence: Why It Can Matter More than IQ has been the flagship of a fleet of books that Goleman has authored or co-authored, and the foundation text of a world-wide movement that claims that what has been universally regarded as intelligence is merely one type of intelligence – cognitive intelligence – and is not as important as another type of intelligence – emotional intelligence. As the dust jacket of Emotional Intelligence proclaims, it is, “The groundbreaking book that redefines what it means to be smart.” In this document, I will analyze every book and article that Goleman adduced to denigrate the importance of cognitive intelligence, and even more, the tests that measure it. I will demonstrate that not one of them says what Goleman claims it says, and many say the opposite.3 No one denies that emotional strengths and social abilities often contribute to social and occupational success. But Goleman knew two crucial facts about them that he did not tell his readers. In the introduction to Emotional Intelligence, Goleman wrote (pages xi-xii), This mapping [of emotional intelligence] offers a challenge...
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...-1- DANIEL GOLEMAN’S EMOTIONAL INTELLIGENCE: WHY IT CAN MATTER MORE THAN IQ (1995)1 False facts are highly injurious to the progress of science, for they often long endure. But false views, if supported by some evidence, do little harm. (Charles Darwin, The Descent of Man and Selection in Relation to Sex, 1871)2 Since its publication in 1995, Daniel Goleman’s Emotional Intelligence: Why It Can Matter More than IQ has been the flagship of a fleet of books that Goleman has authored or co-authored, and the foundation text of a world-wide movement that claims that what has been universally regarded as intelligence is merely one type of intelligence – cognitive intelligence – and is not as important as another type of intelligence – emotional intelligence. As the dust jacket of Emotional Intelligence proclaims, it is, “The groundbreaking book that redefines what it means to be smart.” In this document, I will analyze every book and article that Goleman adduced to denigrate the importance of cognitive intelligence, and even more, the tests that measure it. I will demonstrate that not one of them says what Goleman claims it says, and many say the opposite.3 No one denies that emotional strengths and social abilities often contribute to social and occupational success. But Goleman knew two crucial facts about them that he did not tell his readers. In the introduction to Emotional Intelligence, Goleman wrote (pages xi-xii), This mapping [of emotional intelligence] offers a challenge...
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...Chapter 1 SIGMUND FREUD AN INTRODUCTION Sigmund Freud, pioneer of Psychoanalysis, was born on 6th May 1856 in Freiberg to a middle class family. He was born as the eldest child to his father’s second wife. When Freud was four years old, his family shifted and settled in Vienna. Although Freud’s ambition from childhood was a career in law, he decided to enter the field of medicine. In 1873, at the age of seventeen, Freud enrolled in the university as a medical student. During his days in the university, he did his research on the Central Nervous System under the guidance of German physician `Ernst Wilhelm Von Brucke’. Freud received his medical degree in 1881and later in 1883 he began to work in Vienna General Hospital. Freud spent three years working in various departments of the hospital and in 1885 he left his post at the hospital to join the University of Vienna as a lecturer in Neuropathology. Following his appointment as a lecturer, he got the opportunity to work under French neurologist Jean Charcot at Salpetriere, the famous Paris hospital for nervous diseases. So far Freud’s work had been entirely concentrated on physical sciences but Charcot’s work, at that time, concentrated more on hysteria and hypnotism. Freud’s studies under Charcot, which centered largely on hysteria, influenced him greatly in channelising his interests to psychopathology. In 1886, Freud established his private practice in Vienna specializing in nervous diseases...
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