overall assumptions

• Biological Approach


  Evolutionary Influences

  Localisation of Brain Function

  Neurotransmitters
• Psychodynamic Approach


  Influence of Childhood Experiences

  Unconscious Mind

  Tripartite Personality
• Behaviourist Approach


  Humans Are Born Like A Blank Slate

  Behaviour Learned Through Conditioning

  Humans and Animals Learn In Similar Ways
• Cognitive Approach


  Computer Analogy

  Internal Mental Process

  Schemas
• Positive Approach


  Acknowledgement of Free Will

  Authenticity of Goodness and Excellence

  Focus on The Good Life
• Evolutionary Influences


  The theory of evolution has been used to explain how the human mind and behaviour has changed over the years. Natural selection is the idea that any genetically determined behaviour that enhances an individual's chance of survival and reproduction will be passed on to the next generation. The Environment of Evolutionary Adaptiveness(EEA) is the environment to which any species is adapted nd the selectie pressures that existed at that time.
• Localisation of Brain Function

  This refers to the principle that certain areas of the brain are responsible for different functions. The cerebral cortex is split into 4 regions. Frontal Lobes are involved in thinking and creativity. Parietal Lobes receive sensory info. Temporal Lobes are responsible for memory and auditory processing. Occipital Lobes are concerned with visual processing. There are specific areas of the brain that are linked to the processing of language.
• Neurotransmitters


  Neurons are electrically excitable cells that form the basis of the nervous system. They communicate with each other at a synapse through chemical messengers (neurotransmitters). These have been found to play a significant role in our mental health. For example, serotonin plays a role in our mood, sleep and appetite. Too little serotonin has been found in people suffering from depression, therefore, antidepressant medication works by increasing the availability of serotonin.
• Influence of Childhood Experiences

  Experiences during childhood shape our adult personality. Development takes place in a series of key stages called the Psychosexual stages. Problems at any stage can result in the child getting fixated which will have a long term effect on the personality. Fixation can occur through frustration and overindulgence in any stage. A healthy personality is someone who has passed through the stages leaving nothing to be resolved. The stages are: Oral(0-18mths), Anal(18m-3yrs), Phallic(3-5yrs), Latency(5yrs-puberty) and Genital(puberty+).
• Unconscious Mind


  There are 3 sections to the unconscious mind. Conscious mind is what we are aware of and can easily access. Preconscious mind is the part that we can access if we try, maybe to retrieve a past memory. Unconscious mind is the part we cannot access. It is ruled by pleasure seeking and expresses itself indirectly e.g dreams. It is believed to determine much of our behaviour and is related to the ego defence mechanisms which protect the ego from instinctual desires. 3 main defence mechanisms include: displacement, projection and repression.
• Tripartite Personality


  The adult personality is split into 3 parts. The id is the impulsive part, referred to as the pleasure principle, that we are born with. The Superego is the last part to develop and is the internal representation of the same sex parent, known as the morality principle. The Ego is the rational part that works on the reality principle. The id and superego are often conflicting. Defying the superego can lead to anxiety. The ego mediates between the id and superego and works out with what is socially acceptable.
• Humans Are Born Like A Blank Slate

  We are born 'tabula rasa' which is Latin for blank slate. We are not born with in-built mental content and thinking and emotion do not control our behaviour. All our behaviour is learned through interactions with the environment. Social and environmental factors affect how we behave, think and perceive the world. We do not think about our behaviour. we just react passively to environmental stimuli.
• Behaviour Learned Through Conditioning

  There are 2 types of conditioning. Classical Conditioning is learning through association. The process includes: unconditioned stimulus, unconditioned response, neutral stimulus, conditioned stimulus and conditioned response (Pavlov's dogs). Operant Conditioning is learning through reinforcement. Rewards and punishments will help control the occurrences of certain behaviours and traits.
• Humans and Animals Learn in Similar Ways

  The laws of learning are the same for both humans and non-human animals so therefore we can use animals in laboratory experiments and use the results from that to make generalisations about human behaviour. Pavlov used dogs for classical conditioning research and then applied the principles to humans. Token Economy Systems are a classic example of operant conditioning conditioning whereby desirable behaviour is reinforced with tokens that can be exchanged for rewards
• Computer Analogy


  This is where the human mind is compared to that of a computer. They compare how we take in information, change and store it and then recall it when necessary. During the process stage. we actively use processes of perception, attention, memory etc, thus compared with the hardware of a computer. An example of this is the Multi-store Model of Memory which is very computer-like.
• Internal Mental Processes


  This sees human beings basically as information processors where essential cognitive processes all work together to make sense of, and respond to, the world around us. Processes such as perception, attention, memory and language all relate to each other and constantly work together to help individuals understand their environment. When we use them to understand something, it is also know as information processing.
• Schemas


  These are organised packets of information that are built up through experience and stored in our long-term memory. Generally, they are derived from past experiences but can be refined through further interactions with the people and the world around us. They do not necessarily represent reality as they are often built up through social exchanges rather than personal interactions.
• Acknowledgement of Free Will

  Humans are in charge of their own emotions and have the free will to change how they direct their emotions. The assumption is that as humans, we are self-directing and adaptive and that a good life can be experienced if we use our strengths and virtues to enhance our lives. Happiness is not a result of good genes or luck, it is a result of recognising our own strengths and developing these in order to make our lives better and to minimise negativity.
• Authenticity of Goodness and Excellence

  Feelings of happiness and goodness are as natural as feelings of anxiety and stress and therefore psychologists need to assign these positive states of mind equal attention. Seligman believe that we have inherent traits, called 'signature strengths', such as kindness, generosity and humour. We need to nurture these strengths in order to transform our lives. The role of a positive psychologist is to facilitate positive well-being and help achieve fulfilment.
• Focus on the Good Life

  The good life is the factors that contribute most predominantly to a well-lived life. 3 desirable lives are: the pleasant life, the good life and the meaningful life. The pleasant life is the starting point, then the good life and then the meaningful life is a further area that is encouraged. The good life is a combination of 3 elements: positive connection to others, positive individual traits and life regulation qualities.