Famous Psychologists Alfred Adler
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Western Pennsylvania Undergraduate Psychology Conferences
Western Pennsylvania Undergraduate Psychology Conferences 1973 - 2011 Host College - Alliance College 1973 st 1 Annual Keynote Speaker - F. A. Geldard “Sensory Saltation” Presenters: Allegheny College: Kathleen A. Spencer Judith Warner Dennis Blair Dorothy Renich Helen Reed Donald Carlson Jeffrey D. Cross Betty A. Vermeire Robert Drust Mark Ingwer Linda Hochuli Alliance College: Susan L. Hanas Jay Bannister Edinboro State College: Otto Lukert Jim Lochner Donald Herman Kenneth Ersbak Greg Walters Janice Savko Findley College: Raymond J. Smiseck Gannon College: Samuel J. Harakal Byron E. Hillin Indiana Univ. of PA: Jamie Bentley Chris Chorpenning Lou Conte Jim Onoran Frank Knapp Kent State University: Joseph P. Vincenzo Kenton College: David R. Gould Andrew M. Bourland Malone College; Darrell Warner Cynthia Hershberger Manhattan College: Anne Cahill Mansfield State College: Karen Brungard Pace University: Liz Zelinski Anne Majewski Michael Travis Stephen Salbod Pat Dockery Seton Hill College: Martha Simoneau Nancy Martin Carol Jarosz Slippery Rock State Col: E. Schleiden A. Falcioni Host College - Allegheny College Keynote Speaker - Dr. Michael Grazzaniga "One Brain, Two Minds" 1974 nd 2 Annual Presenters Adelphi University: Sheila Epstein Lisa Kimmel 2n d Annual Allegheny College: Beth Gilbert Emily Cleveland Carol Gebhardt Jan Cobb Kathie Spencer David Green Judith Bubacz Dennis Blair April Fallon Harry Frechette Betty Vermeire Cheri Geckler Jack Blackhurst Stacy Williams Peter Hickman Mark Russell Baldwin Wallace: Anthony Petruccelli Chatham College: Pamela Fabish C. Obermesser Maureen McHugh Kathie Olsen Heather Roberb Cleveland State University: Charles Baatz Miron Melon Drexel University: John McNichol Helen Rimkus Edinboro University of Pennsylvania: William Pithers Findley College: Neal Ryder Glassboro State University: Benjamin Weinstein Dori Berstressar Hiram College: C. -
Eric Kandel Form in Which This Information Is Stored
RESEARCH I NEWS pendent, this system would be expected to [2] HEEsch and J E Bums. Distance estimation work quite well, since the new recruit bees by foraging honeybees, The Journal ofExperi mental Biology, Vo1.199, pp. 155-162, 1996. tend to take the same route as the experi [3] M V Srinivasan, S W Zhang, M Lehrer, and T enced scout bee. What dOJhe ants do when S Collett, Honeybee Navigation en route to they cover similarly several kilometres on the goal: Visual flight control and odometry, foot to look for food? Preliminary evidence The Journal ofExperimental Biology, Vol. 199, pp. 237-244, 1996. indicates that they don't use an odometer but [4] M V Srinivasan, S W Zhang, M Altwein, and instead might count steps! J Tautz, Honeybee Navigation: Nature and Calibration of the Odometer, Science, Vol. Suggested Reading 287, pp. 851-853, 1996. [1] Karl von Frisch, The dance language and OT Moushumi Sen Sarma, Centre for Ecological Sci ientation of bees, Harvard Univ. Press, Cam ences, Indian Institute of Science, Bangalore 560012, bridge, MA, USA, 1993. India. Email: [email protected] Learning from a Sea Snail: modify future behaviour, then memory is the Eric Kandel form in which this information is stored. Together, they represent one of the most valuable and powerful adaptations ever to Rohini Balakrishnan have evolved in nervous systems, for they In the year 2000, Eric Kandel shared the allow the future to access the past, conferring Nobel Prize in Physiology and Medicinel flexibility to behaviour and improving the with two other neurobiologists: Arvid chances of survival in unpredictable, rapidly Carlsson and Paul Greengard. -
A Descriptive Study of Erikson's Psychosocial
California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 5-2021 THEORY AND DIVERSITY: A DESCRIPTIVE STUDY OF ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGES Anastasiya Samsanovich Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the Social and Behavioral Sciences Commons Recommended Citation Samsanovich, Anastasiya, "THEORY AND DIVERSITY: A DESCRIPTIVE STUDY OF ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGES" (2021). Electronic Theses, Projects, and Dissertations. 1230. https://scholarworks.lib.csusb.edu/etd/1230 This Project is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. THEORY AND DIVERSITY: A DESCRIPTIVE STUDY OF ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGES A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Social Work by Anastasiya Samsanovich May 2021 THEORY AND DIVERSITY: A DESCRIPTIVE STUDY OF ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGES A Project Presented to the Faculty of California State University, San Bernardino by Anastasiya Samsanovich May 2021 Approved by: Joseph Rigaud, Faculty Supervisor, Social Work Armando Barragán, M.S.W. Research Coordinator © 2021 Anastasiya Samsanovich ABSTRACT Theories shape society and become a powerful influence on major social decisions. While society has changed over time, some theories—developed decades ago—have remained the same. Among them is the Psychosocial Development Theory developed in the early 1960s by German-American developmental psychologist and psychoanalyst Erik Erikson. -
Healthy Personality
HEALTHY PERSONALITY Presented by CONTINUING PSYCHOLOGY EDUCATION 6 CONTINUING EDUCATION HOURS “I wanted to prove that human beings are capable of something grander than war and prejudice and hatred.” Abraham Maslow, Psychology Today, 1968, 2, p.55. Course Objective Learning Objectives The purpose of this course is to provide an Upon completion, the participant will understand understanding of the concept of healthy personality. the nature, motivation, and characteristics of the Seven theorists offer their views on the subject, healthy personality. Seven influential including: Gordon Allport, Carl Rogers, Erich psychotherapists-theorists examine the concept Fromm, Abraham Maslow, Carl Jung, Viktor of healthy personality allowing the reader to Frankl, and Fritz Perls. integrate these principles into his or her own life. Accreditation Faculty Continuing Psychology Education is approved to Neil Eddington, Ph.D. provide continuing education by the following: Richard Shuman, LMFT Texas State Board of Social Worker Examiners (Provider # CS3329) - 5 hours for this course; Texas State Board of Examiners of Professional Counselors (LPC Provider # 2013) - 6 hours for this course; Texas State Board of Examiners of Marriage and Family Therapists - 6 hours for this course; this course meets the qualifications for 6 hours of continuing education for Psychologists, LSSPs, LPAs, and Provisionally Licensed Psychologists as required by the Texas State Board of Examiners of Psychologists. Mission Statement Continuing Psychology Education provides the highest quality continuing education designed to fulfill the professional needs and interests of mental health professionals. Resources are offered to improve professional competency, maintain knowledge of the latest advancements, and meet continuing education requirements mandated by the profession. -
Introduction and Historical Perspective
Chapter 1 Introduction and Historical Perspective “ Nothing in biology makes sense except in the light of evolution. ” modified by the developmental history of the organism, Theodosius Dobzhansky its physiology – from cellular to systems levels – and by the social and physical environment. Finally, behaviors are shaped through evolutionary forces of natural selection OVERVIEW that optimize survival and reproduction ( Figure 1.1 ). Truly, the study of behavior provides us with a window through Behavioral genetics aims to understand the genetic which we can view much of biology. mechanisms that enable the nervous system to direct Understanding behaviors requires a multidisciplinary appropriate interactions between organisms and their perspective, with regulation of gene expression at its core. social and physical environments. Early scientific The emerging field of behavioral genetics is still taking explorations of animal behavior defined the fields shape and its boundaries are still being defined. Behavioral of experimental psychology and classical ethology. genetics has evolved through the merger of experimental Behavioral genetics has emerged as an interdisciplin- psychology and classical ethology with evolutionary biol- ary science at the interface of experimental psychology, ogy and genetics, and also incorporates aspects of neuro- classical ethology, genetics, and neuroscience. This science ( Figure 1.2 ). To gain a perspective on the current chapter provides a brief overview of the emergence of definition of this field, it is helpful -
Play and the Young Child: Musical Implications. PUB DATE [88] NOTE 23P
DOCUMENT RESUME ED 358 934 PS 021 454 AUTHOR Brophy, Tim TITLE Play and the Young Child: Musical Implications. PUB DATE [88] NOTE 23p. PUB TYPE Information Analyses (070) EDRS PRICE MFOI/PC01 Plus Postage. DESCRIPTORS Child Development; Developmental Psychology; Early Childhood Education; *Learning Theories; Literature Reviews; *Music Education; *Orff Method; *Piagetian Theory; *Play; *Theory Practice Relationship ABSTRACT After noting the near-universal presence of rhythmic response in play in all cultures, this paper looks first at the historical development of theories of play, and then examines current theories of play and their implications in the teaching of music to young children. The first section reviews 19th and early 20th century theories of play, including Schiller's surplus energy theory, Hall's recapitulation theory. Groos's instinct-practice theory, Patrick's relaxation theory, and Froebel's insights into children's play and its importance in psychological and educational development. The next section provides an overview of more recent theories of play, including Parten's model of levels of social play and Freud's and Erikson's psychoanalytic theory of play. The paper pays particular attention to the role of play in Piaget's cognitive-development theory and Piaget's stages of play development from practice play to symbolic play to games with rules. The final theorist discussed is Sutton-Smith, who proposed the existence of rational and irrational play. The next section discusses the difficulty in integrating the many differing views of play and reviews Frost's efforts in this area. The final section focuses on early childhood music education, particularly Orff Schulwerk, in which play is used as a primary tool for learning. -
Cognitive Dissonance by Leon Festinger
472 SCIENTIFIC AMERICAN Cognitive Dissonance by Leon Festinger SCIENTIFIC AMERICAN OCTOBER 1962 VOL. 207, NO. 4 PP. 92-102 PUBLISHED BY W. H. FREEMAN AND COMPANY 660 MARKET STREET, SAN FRANCISCO, CALIFORNIA 94104 Copyright.; 1962 by Scientific American, Inc. All rights reserved. Printed in the U.S.A. No part of this offprint may be reproduced by any mechanical, photographic or electronic process, or in the form of a phonographic recording, nor may it be stored in a retrieval system, transmitted or otherwise copied for public or private use without written permission of the publisher. The Author its Distinguished Scientific Contribution Award. LEON FESTINGER is professor of psychology at Stanford University. Fes- Bibliography tinger took his B.S. in psychology at the College of the City of New York in 1939. COGNITIVE CONSEQUENCES OF FORCED He received M.A. and Ph.D. degrees COMPLIANCE. Leon Festinger and from the State University of Iowa, where James M. Carlsmith in The Journal of he specialized in the field of child be- Abnormal and Social Psychology, havior, in 1940 and 1942 respectively. Vol. 58, No. 2, pages 203-210; He remained at Iowa as a research asso- March, 1959. ciate until 1943 - and for the next two PREPARATORY ACTION AND BELIEF IN years served as senior statistician on the THE PROBABLE OCCURRENCE OF Committee on Selection and Training FUTURE EVENTS. Ruby B. Yaryan and of Aircraft Pilots at the University of Leon Festinger in The Journal of Ab- Rochester. From 1945 to 1948 he taught normal and Social Psychology, Vol. at the Massachusetts Institute of Tech- 63, No. -
Hierarchy of Needs – Abraham Maslow; 1943 (Content Theory)
Hierarchy of Needs – Abraham Maslow; 1943 (Content Theory) What is the Theory? Maslow’s hierarchy of needs is a theory in psychology proposed by the American psychologist Abraham Maslow in his 1943 paper “A Theory of Human Motivation”. Maslow developed a theory that suggests we are motivated to satisfy five basic needs. These needs are arranged in a hierarchy. Maslow suggests that we seek first to satisfy the lowest level of needs. Once this is done, we seek to satisfy each higher level of need until we have satisfied all five needs. While modern research shows some shortcomings with this theory, Maslow’s Hierarchy of Needs Theory remains an important and simple motivation tool for managers to understand and apply. The Hierarchy of Needs is as follows: 1. Physiological Needs (basic issues of survival such as salary, stable employment, able to eat/drink/sleep well) 2. Security Needs (stable physical and emotional environment issues such as benefits, pension, safe work environment, and fair work practices; job security) 3. “Belongingness” Needs (social acceptance issues such as friendship or cooperation on the job; feeling part of a group/team) 4. Esteem Needs (positive self-image and respect and recognition issues such as job titles, nice work spaces, and prestigious job assignments; being recognised for achievements/improvements) 5. Self-Actualization Needs (achievement issues such as workplace autonomy, challenging work, and subject matter expert status on the job, the need for personal growth and development) Extracts taken from https://managementisajourney.com/motivation-applying-maslows-hierarchy-of-needs-theory/ 1 Hierarchy of Needs – Abraham Maslow; 1943 (Content Theory) How to Apply this Theory to the Workplace 1. -
PSY101: General Psychology 1 Table of Contents Settings
PSY101: General Psychology 1 Table of Contents Settings ..................................................................................................................................................................... 2 Assets ........................................................................................................................................................................ 2 Overview .................................................................................................................................................................. 3 Pre-Course Section Blocks ........................................................................................................................................ 8 Week 1: What Is Psychology? ................................................................................................................................... 9 Post-Course Section Blocks ..................................................................................................................................... 12 ©2020 Essex County College Page: 1 Settings Make the following changes to the appropriate location throughout the course: • Change the Discussion settings outlined in the ECC Moodle Classroom Standard Advanced Forum Settings.docx docuMent. • Change the Assignment settings outlined in the ECC Moodle Classroom Standard Assignment Settings.docx docuMent. • Change the Grade Categories outlined in the ECC Moodle Classroom Grade Category Settings.docx document. • Change the General Settings of -
Depression and Identity in Women
Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1985 Depression and Identity in Women Laura Lynn Pauly Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the Education Commons Recommended Citation Pauly, Laura Lynn, "Depression and Identity in Women" (1985). Master's Theses. 3433. https://ecommons.luc.edu/luc_theses/3433 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1985 Laura Lynn Pauly DEPRESSION AND IDENTITY IN WOMEN by Laura Lynn Pauly A Thesis Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Part~al Fulfillment of the Requirements for the Degree of Master of 'Arts December, 1985 ACKNOWLEDGMENTS I wish to thank Dr. Marilyn Susman, my thesis director, and Dr. Manuel Silverman for their input and contribution in the completion of this thesis. I also would like to express my appreciation to Douglas Bauer, my husband, for his constant support and encouragement during this project and all my scholastic endeavors. ii VITA The author, Laura Lynn Pauly was born on April 7, 1961, in Dubuque, Iowa. She is the daughter of Richard and Sharon Pauly and is married to Douglas G. Bauer. The author's elementary and secondary education was obtained in Dubuque. -
Existential and Humanistic Theories
Existential Theories 1 RUNNING HEAD: EXISTENTIAL THEORIES Existential and Humanistic Theories Paul T. P. Wong Graduate Program in Counselling Psychology Trinity Western University In Wong, P. T. P. (2005). Existential and humanistic theories. In J. C. Thomas, & D. L. Segal (Eds.), Comprehensive Handbook of Personality and Psychopathology (pp. 192-211). Hoboken, NJ: John Wiley & Sons, Inc. Existential Theories 2 ABSTRACT This chapter presents the historical roots of existential and humanistic theories and then describes four specific theories: European existential-phenomenological psychology, Logotherapy and existential analysis, American existential psychology and American humanistic psychology. After examining these theories, the chapter presents a reformulated existential-humanistic theory, which focuses on goal-striving for meaning and fulfillment. This meaning-centered approach to personality incorporates both negative and positive existential givens and addresses four main themes: (a) Human nature and human condition, (b) Personal growth and actualization, (c) The dynamics and structure of personality based on existential givens, and (c) The human context and positive community. The chapter then reviews selected areas of meaning-oriented research and discusses the vital role of meaning in major domains of life. Existential Theories 3 EXISTENTIAL AND HUMANISTIC THEORIES Existential and humanistic theories are as varied as the progenitors associated with them. They are also separated by philosophical disagreements and cultural differences (Spinelli, 1989, 2001). Nevertheless, they all share some fundamental assumptions about human nature and human condition that set them apart from other theories of personality. The overarching assumption is that individuals have the freedom and courage to transcend existential givens and biological/environmental influences to create their own future. -
Person-Centred Therapy Vs. Rational Emotive Behaviour Therapy
PERSON-CENTRED THERAPY VS. RATIONAL EMOTIVE BEHAVIOUR THERAPY The purpose of this paper is to present a brief comparison of the approach to psychotherapy of Carl Rogers and Albert Ellis. I have selected Albert Ellis for comparative purposes since he was one of the other therapists participating with Rogers in the film “Three Approaches to Psycotherapy” , made in 1964, centering on interviews with the client “Gloria”. Person-Centered Therapy Rogers first formulated the essentials of Person-Centered Therapy (PCT), an approach to helping individuals and groups in conflict, in 1940. At the time it was a revolutionary hypothesis that a self-directed growth process would follow the provision and reception of a particular kind of relationship characterized by genuineness, non-judgmental caring, and empathy. Its most fundamental and pervasive concept is trust. The foundation of Rogers’ approach is a human being’s actualizing tendency towards the realization of his or her full potential; which he described as a formative tendency observable in the movement toward 134greater order, complexity and interrelatedness. The person-centered approach is built on trust that individuals and groups can set their own goals and monitor their own progress towards them. It assumes that the clients can be trusted to select their own therapist, choose the frequency and length of their therapy, talk or be silent, decide what needs to be explored, achieve their own insights, and be the architects of own lives. Moreover, groups can be trusted to develop processes right for them and to resolve conflicts in the group. In Person-Centered Therapy, the therapist provides continuous and constant empathy for the client's perceptions, meanings and feelings.