Sigmund Freud was the first to challenge the view that mental disorders were caused by physical illness and proposed that psychological factors were responsible for the illness. The psychodynamic approach highlights the importance of the unconscious mind and early childhood experiences. Psychodynamic psychologist’s attempt to deal with the mental health issues of their patients by incorporating these ideas and creating therapies using these ideas. The basic concept behind psychoanalysis is that a patient that suffers from mental health problems such as depression can address any regressed feelings thus, the patient gains insight of and can learn to work through their emotional baggage. It is a generalised concept that if the cause of the symptoms were tackled it would only be logical that the symptoms would then cease.
: UK : Routledge, 1999, EBSCOhost, viewed 12 December 2012. Frankel, M, Sommerbeck, L, & Rachlin, H 2010, 'Rogers' Concept of the Actualizing Tendency in Relation to Darwinian Theory', Person-Centered & Experiential Psychotherapies, 9, 1, pp. 69-80, Academic Search Premier, EBSCOhost, viewed 10 December 2012. (x7) Feltham, C, & Dryden, W 1993, Dictionary Of Counselling / Colin Feltham And Windy Dryden, n.p. : London : Whurr, 1993., Manchester College Library Catalogue, EBSCOhost, viewed 10 December 2012 'Encyclopedia of Psychology (Book)' Raymond J. Corsini, 1984, Science News, 126, 8, p. 114, Academic Search Premier, EBSCOhost, viewed 12 December 2012.
Numerous theoretical models illustrate the importance of the treatment process for abnormal psychology. The psychosocial model relates to internal conflicts as between the conscious and unconscious mind as the individual responds to environmental stimuli. This aspect model focuses on relationships, social status, memories, and peer group environments (Hansell & Damour, 2008). Contributions of physical and biochemical functions relates to the biological or medical model and how the human body reacts and influences mental illness and dysfunctions. The focus of this model concerns the brain and functions and abnormal behaviors and unobservable deviant thought processes (Hansell & Damour, 2008).
In cultural psychology the mental processes are compared with the society and the individual who has grown up in that society. Comparatively, cross-cultural psychologists systematically research behavior across cultures in different cultural situations (Shiraev & Levy, 2010). Critical Thinking Critical thinking in cross-cultural psychology is important because cross-cultural psychology is about identifying the similarities and differences in individuals and how they function in his or her culture. Critical thinking is about making realistic, valid and reasonable evidence. Critical thinking is described as maintaining an attitude that is open=minded and doubtful (Shiraev & Levy, 2010).
Course Syllabus Updated January 2013 Medical Terminology Table of Contents Faculty Contact Information Course Description General Course Outcomes Course Prerequisites Course Attendance & Participation Policy Computer Requirements Required Course Materials HSC 1531 Term 20132 – Reference 445143 Methods of Instruction Course Schedule and Assignments Grading and Exam Policy Communication Policy Other Policies and Procedures Student Success Tips and Resources Faculty Contact Information Instructor Karen Hoban, MS, RDMS, RDCS, RVT, (R) Office 954-201-2089 Phone: Department 954-201-2149 Phone: Department 954-201-2348 Fax: Email: All communication should be through the course email tool. Use the BC email ONLY if you are unable to
The second concept, coming out of C.G. Jung's analytical psychology, describes the process in which the individual Self develops out of an undifferentiated unconscious. It is a developmental, psychical process, the process whereby the innate elements of personality, the different experiences of a person's life and the different aspects and components of the immature psyche become integrated over time into a well-functioning whole. [citation needed] There is a region where the two could be said to blur into each other, but it is important to recognize that they are in fact speaking of two different (though related) things. [citation needed] According to Jungian psychology, individuation is a process of psychological integration, having for its goal the development of the individual personality.
In his findings, Freud believed the human mind was make up of three main components; the ego, the ID, and the superego. Primary urges being on the ID, personality related being of the ego, and superego described as a part if a person’s personality that values ideas held within from their environment during childhood, also known as peers, parents, and a variety of cultural influences. Humanistic psychology’s primary focus is a person’s free will concept of self- actualization and interpersonal growth. The humanistic school of thought was developed in response to behaviorism and psychoanalysis. The differences among the early school of thought and the humanistic approach is that the emphasis is on helping individuals reach their highest potential rather than being the center of abnormal human behavior.
Whitehouse, M. (2010) Health & Social Care BTEC Level 3 Book 1, A PERSON COMPANY * Abbott, P & Wallace, C (1997) An Introduction to Sociology: Feminist Perspective, second ed. London: Rutledge * Blaxter, M. (1990) Health and Lifestyles London: RutledgeWebsites * Age Concern – www.age.org.uk * Alzheimer’s Society – www.alzheimers.org.uk * Equality and Human Rights Commission – www.equalityhumanrights.com
Defining Personality: Personality is made up the characteristic patterns of thoughts, feelings, and behaviors that make a person unique. It arises from within the individual and remains fairly consistent throughout life. How exactly do psychologists define personality? What are the different components of personality? You can learn about the answers to these questions and more in this overview of personality.
Theoretical positions such as social learning theory which lies heavily on behaviourist principles will be looked at, parenting styles where patterns of parenting will be discussed and inter-generational transmission which serves to perpetuate society’s inequalities and disadvantages with negative connotations for a child’s psychological development (Ding, S. & Littleton, K. 2005). “Disturbed” and “Disturbing Behaviour” will also be explored. The medical model and social model perspectives challenge the understanding in terms of attributing cause of problem behaviour to either the child or environment, discussion will take place around ecological adaptiveness (Brofenbrenner, 1979; Brofenbrenner and Morris, 1998) and how problems are defined through relationships between children, their social context and the beliefs and judgements of the assessing adults (Ding, S. & Littleton, K. 2005). The essay will conclude with a view of just how important sensitive