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  3. University Of The Witwatersrand (wits)
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Women in Psychology and Black Psychologists (and Chabani Manganyi),
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  • Vak
  • Psychology First Year
  • Instelling
  • University Of The Witwatersrand (wits)

Study/Lecture notes on the basics of Women in Psychology and Black Psychologists in South Africa Mary Whiton Calkins, Mary Ainsworth, Anna Freud

Laatste update van het document: 3 jaar geleden

Voorbeeld 2 van de 6  pagina's

Document informatie

  • 3 mei 2021
  • 2 juli 2021
  • 6
  • 2021/2022
  • College aantekeningen
  • Anwynne kern
  • Alle colleges

Onderwerpen

  • women
  • women in psychology
  • anna freud
  • mary whiton calkins
  • mary ainsworth
  • attachment styles
  • infant attachment
  • black psychologists
  • south african psychology
  • chabani manganyi

Geschreven voor

  • University of the Witwatersrand (wits)
  • Psychology First Year
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Voorbeeld van de inhoud

WOMEN IN PSYCHOLOGY


The aim of this particular lecture is to show that women have been contributing to psychology
since its earliest days.
▪ Thus far we have explored the contributions of a number of male psychologists; including
Freud, Watson, Skinner, Pavlov, Rogers, and Wundt.
▪ The valuable contributions of female psychologists are often overlooked; however, these
are important to also investigate as there were a number of women who assisted in
shaping the field of psychology.
▪ Women have made valuable contributions to the field of psychology since it’s earliest
days- as early as 19000’s 1 out of every 10 people in psychology was a woman (USA)


▪ Faced considerable obstacles, discrimination and difficulties.
• Not allowed to study with men
• Not awarded degrees which they had earned
• Difficulties in securing academic positions that would allow them to do research
and publish their findings.


ANNA FREUD
When you hear the surname ‘Freud’, you instantly think psychoanalytic perspectives of Sigmund
Freud, but here we have Anna Freud, who happens to be his daughter, BUT she is also an
influential psychologist.
It is just unfortunate that her work and her contributions are always viewed under her father’s
shadow.
 Expanded on her father’s work and also developed the field of child psychoanalysis.
o She felt that her father’s psychoanalysis was not appropriate for a child, so she
developed a psychoanalysis specifically for children
 She inspired other psychologists such as Erik Erikson (theory of psychosocial
development).
 Introduced the mechanisms of defense focussed on the role of repression .
 She published: Das ich und die Abwehmechanismen (1936; The Ego and Mechanisms of
Defense, 1937)
 she founded the Hampstead Child Therapy Course and Clinic, London, in 1947 and
served as its director from 1952 to 1982

, MARY WHITON CALKINS
 Although never given approval for formal admission, she studied at Harvard (then an all-
male institution) with other prominent people of the time – William James.
 She completed all the requirements of a doctorate degree (dissertation on memory), but
Harvard refused to award this to her as she was a woman.
 She went on to become the first female president of the American Psychological
Association and wrote several papers in her lifetime.


MARY AINSWORTH
 Developmental psychologist famous for her work on childhood attachment
 She was interested in observing attachment behaviour in children.
 She wanted to know how infants act when they are with their primary care-giver.
 Pioneered the Strange Situation Assessment:
o Mother and child sits in an unfamiliar room whilst researchers focus on the child’s
reactions to a number of situations, including a stranger walking into the room,
being left alone with the stranger in the room and the mother returning to the
room.
 Three styles of Attachment:
o Secure attachment
o Ambivalent- insecure attachment
o Avoidant-insecure attachment
o (other researchers later added disorganised)

Secure Attachment: such children feel confident that the attachment figure will be available to
meet there needs. They use attachment figure as a safe base to explore
the environment and seek the attachment figure in times of distress.

Insecure Avoidant: Do not orientate to their attachment figure while investigating the
environment. They are very independent of the attachment figure both
physically and emotionally. They do not seek contact with the attachment
figure when distressed.

Insecure Ambivalent/resistant: Adopt an ambivalent behaviour style towards the attachment
figure. The child will commonly exhibit clingy and dependant behaviour but will
be rejecting of the attachment figure when they engage in interaction. They do
not explore the room. High sense of anxiety.

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