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Unit 11 Psychological perspectives
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- PEARSON (PEARSON)
This is a Distinction coursework for Unit 11
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Aksa Ali 33202Unit 11 – Psychological Perspective
Learning Aim A: Examine how psychological perspective contribute to the
understanding of human development and behaviour
Case studies:
Andy who is thirty-two years old and has recently been involved in a road
traffic accident where his partner died. Andy has been diagnosed as having
post – traumatic stress disorder and has begun to self-harm.
Keira who is fifty-four has become addicted to pain killers following surgery
three years ago. Keira found the surgery traumatic as it followed a diagnosis
of cancer and has altered her appearance.
(P1) Explain how psychological perspectives are applied to the understanding
of human development.
Paragraph 1:
In this section I will be explaining how psychological perspectives are applied to the
understanding of human development. I will explain the psychological
perspectives and apply them to specific human behaviours, also analyse the
perspectives. I will explain how they would analyse human behaviour and the
impact on the individual. Finally, I will also evaluate the use of psychological
approaches.
Paragraph 2:
The behaviourist approach says is the cause of human behaviour is learnt
through the environment. We are born on a blank slate, and the environment
determines who we are, our behaviour, and our personality. Our behaviour is the
result of education. (theory, 2022). A behaviourist approach is classical
conditioning. Behaviours is learned through association. This is a form of learning
that happens unconsciously, which leads to a conditioned response paired with a
conditioned stimulus that then creates behaviour. Another behavioural approach is
operant conditioning, which learns through punishments, rewards, and
punishments. Behaviour is repeated depending on people's reactions, for example, if
the reinforcement is positive, the child is more likely to repeat the behaviour because
it is praised, but if the reinforcement is negative, the child is less likely to repeat the
behaviour because of the negative reaction.
Paragraph 3:
The Social learning theory says the cause of human behaviour is learning from
people we are exposed to in our environment. (Kurt, 2020) One way to learn is
through role models. We pay attention to other people then lead to imitate their
behaviour. The first step is attention, we notice and observe the behaviour of others,
then restraint, which means remembering what you observed, which leads to the
imitation of behaviour called reproduction, and finally, motivation, which decides to
repeat the behaviour in the future dependent on whether it is a positive or negative
reinforcement. This way of learning, called ARRM, involves the use of role models.
This is because children perceive the behaviour of the people they see as role
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models and imitate them when they look up to them. Another explanation for how
SLT causes human behaviour is through self-fulfilling prophecy. This prophecy
shows that our actions determine our behaviour and what others see of us. For
example, I care about and love people, which leads you to positive behaviour, which
makes other people treat you that way.
Paragraph 4:
The Psychodynamic approach says the cause of human behaviour is the
unconscious mind and childhood / past experiences. Our feelings and decisions are
strongly influenced by our past experiences and are stored in the subconscious
mind. (Mcleod, 2021) There are three parts of our mind that determine our
behaviour. One part is the superego. This is the conscious part, and it holds true and
wrong based on parental values. Elevated levels of anxiety can be produced if it is
an overactive superego. Next is the ID This is the unconscious part that expects
immediate gratification, and an overactive identity can lead to selfish and impulsive
behaviour. the last is the ego that balances the need for id and superego Taken
together, this theory suggests that events in childhood have a significant impact on
our behaviour and personality, as events that have occurred are forced into the
unconscious by the ego, which we are not even aware of and can cause problems
as we grow up, it can then manifest itself as a mental illness, such as depression
due to this unresolved conflict. In the psychodynamic approach, there are five
psychosexual stages. This step is a way of explaining how the ID has been
sexually satisfied at birth. If the conflict is not resolved, it intervenes and leads to
certain behaviours in the future, such as depression, anxiety, and addiction.
Paragraph 5:
The Humanist approach says the cause of human behaviour is what we think and
feel. It is our own choice and our own rational, conscious beings. Maslow's
Hierarchy of Needs shows that there are stages each person must go through in the
hierarchy before they can achieve self-actualisation. You cannot move forward or
skip steps until your basic physiological needs are met. The only way for you to
develop is if all goes well in your life. There are three parts to the same concept. The
first part is the self-concept. (Mcleod, 1970). This refers to how we perceive
ourselves physically and biologically, for example women or men. It is also how we
view our personality traits such as demanding work, love, kindness and so on.
Children learn what others think of them, which then becomes part of their self-
image. It is formed at an early age. If they receive positive praise like you are
amazing etc, they will have positive self-esteem, and if they are told they are rude
and stupid, their self-esteem will be negative. Another part is self-esteem. It is
similar in concept, but it is about what you think it stands for, how we value
ourselves. For example, if you are loved and treated right, you treat others as you
feel loved and worthy, and that is how you think you should be. However, if you have
low self-esteem, you are more likely to put others down and make them feel like you.
Finally, the third part is congruence. This is the feeling that we should be and want
to be. This is called the perfect self. If our perceived self and ideal self-match, then
you are in a state of harmony. However, if the ideal self does not match the real self,
the person is in a state of dissonance. This can lead to mental health problems in the
future as you become unhappy and problematic.
Paragraph 6:
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The cognitive approach says the cause of human behaviour is by internal mental
processes. Our patterns are part of what we pay attention to, such as behaviour,
which then processes it, produces, and generates specific behaviour. (Mcleod,
2015). The form is a form of inner mental processing. It is a mental representation of
our experience and knowledge, which is stored in long-term memory. With age, your
scheme can change and evolve with new experiences and better knowledge, such
as knowing how you behave and how you behave when you are at school or in a
restaurant. It should and this is different from the way it works. The house. Non-
adaptive models develop in childhood or adolescence but can develop later in
adulthood through traumatic situations. Inadequate patterns occur when the basic
needs of the child such as safety, care, love, etc. are not met. In general, there are
four main ways in which an error scheme is formed. One way is if the child's needs
are not being met. These needs include love, respect, and safety. which makes
children unable to build a good mental foundation Another way is if the child is
injured or dies. This is usually because their primary caregiver as a mother or father
was very violent and controlling. Another way is by adopting the voice of the child
caregiver. Babysitter can be toxic and have an aggressive and very rude tone of
voice. Children can see what their prototype does. Then they repeat the behaviour.
Another way is when you get a lot out of a good thing. Too much protection, too
much freedom, no restrictions or excessive enjoyment can also lead to inappropriate
patterns. Maladaptive schemas can cause you to develop mental illnesses like
depression because people have negative ideas about themselves, the world, and
their future, which can lead to mental illness. Piaget explores the cognitive
development of children. In the theory of cognitive development, he observed that
children of the same age, no matter how smart they were, committed the same
reasoning errors. He believed that intelligence was not a fixed trait and believed that
cognitive development is a process that occurs because of biological maturation and
interactions with the environment. Piaget believes that there are several stages,
each new stage builds on the previous one. Each child goes through these stages in
the following order: sensorimotor age 0-2 years, preoperative age 2-7 years, specific
surgery age 7-11 years and then formal surgery age 11 years. Children go through
this stage in diverse ways, and some people may not fully reach the later stages.
Paragraph 7:
The biological approach says the cause of human behaviour is our biology such
as genes, hormones, DNA, etc. It is believed that our behaviour is predetermined
from birth. It is believed that nature determines our behaviour and who we are, not
the environment. (Mcleod, 1970). One thing that affects our behaviour is heredity.
Genetic explanations claim that behavioural traits such as mental disorders and
intelligence are genetically inherited in the same way that physical traits such as eye
colour are inherited, which is why behaviour runs in families. Genetic explanations
claim that obsessive-compulsive disorder is due to the inheritance of one or more
maladaptive genes, and biological psychologists claim that it is associated with
certain genes, such as anxiety. Gesell’s theory of maturation considers that
development is caused by nature and not by nutrition. He believes that the
environmental impact is minimal and that children are born with genetic instructions
from their parents. Gesell believes that there is a process of maturation that begins
with their development in the womb after several stages. The one nervous system
and endocrine systems can affect individuals' development and behaviour. The
central nervous system believes that the reason people behave is due to the way the
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