The document discusses several theories of psychoneurological and psychodynamic perspectives: - Psychoneurological theory examines biological factors of emotional and behavioral disorders and divides them into congenital, biochemical, and acquired categories. Congenital factors include prenatal events, genetics, and toxins. Biochemical theory looks at how biochemistry affects behavior. Acquired theory involves physical brain damage. - Psychodynamic theory studies unconscious motivation. Freud's theories include the id/ego/superego and psychosexual stages. Erikson expanded on psychosexual stages and added psychosocial stages throughout life. - Behavioral theories include classical conditioning, operant conditioning, social learning theory, and ecological systems theory. Cognitive

1. PSYCHONEUROLOGICAL
THEORY
• Biological factors of emotional & behavior
disorders.
• Divided into three categories:
– Congenital Theory
– Biochemical Theory
– Acquired Theory

2. Congenital Theory
Prenatal and perinatal event.
Genetic disorders, exposure to toxins, &
inflection.
Used to explain schizophrenia, autism spectrum
disorder, attention-deficit hyperactive disorder
Example : Smoking during pregnancy or expose
to metal caused baby with ADHD

3. Biochemical Theory
Biochemistry effects the behavior
Feingold Diet
Developed by Benjamin F. Feingold(1899~1982)
Treatment on children with ADHD and autism
Eliminates three groups of synthetic food additives and
one class of synthetic sweeteners:
 Synthetic colors (FD&C and D&C colors)
 Synthetic flavors (several thousand different chemicals)
 Synthetic preservatives (BHA, BHT, and TBHQ)
 Artificial sweeteners (Aspartame, Neotame, and Alitame)

4. Acquired Theory
Physical damage especially on brain increase the
risk of developing ADHD, depression, conduct
disorder.

5. PSYCHODYNAMIC THEORY
The systematized study and theory of the
psychological forces that underlie human
behavior, emphasizing the interplay between
unconscious and conscious motivation and the
functional significance of emotion. (Stedman’s
Medical Dictionary 28th Edition,2006 )

6. Frued’s(1856 ~ 1939) Theory
Frued studied on
psychoanalytic theory
Two important theories:
Id, ego & superego
Five Psychosexual
stages

7. Id, Ego & Superego

8. Id, Ego & Superego
ID
Seek for immediate satisfaction
Based on self-pleasured principle, not considerate
Unconscious mind
Developed started from oral stage or birth
Play important role in fullfill basic need of new born
child

9. Id, Ego & Superego (Cont.)
Ego
Developed from ID
Started to develop during anal stage
Ensure that ID need can be express in an acceptable
way in real world
Based on reality principle
Healthy personality results in a well balance between
ID & Superego. (good ego strength).

10. Id, Ego & Superego (Cont.)
Superego
Started to develop at the end of phallic stage (at the age
of 5~6)
Based on idealistic standards, aims for perfection
All about moral values, guidelines, right or wrong,
standard…

11. Frued’s Psychosexual Stage
5 stages in his theory:
Oral stage (Birth ~ 1yr)
Anal stage (1 ~ 3 yrs)
Phallic stage (3 ~ 6 yrs)
Latency stage (6 ~ 11 yrs)
Genital stage ( adolescence)

12. Frued’s Psychosexual Stage (Cont.)
Oral stage (birth ~ 1 yr)
Focusing on oral pleasure (sucking)
Too much or too little gratification can results in oral
fixation.
Behavior : smoking, drinking alcohol, bite nails, over
eat, dependent, pessimism

13. Frued’s Psychosexual Stage (Cont.)
Anal stage ( 1 ~ 3 yrs)
Pleasure focusing on eliminating and retaining feces.
Due to society’s pressure, children have to learn
controlling anal stimulation.
Anal fixation behavior : messy & disorganized (anal
expulsive); obsession in cleanliness, perfection &
control (anal retentive)

14. Frued’s Psychosexual Stage (Cont.)
Phallic stage (3 ~ 6 yrs)
Pleasure in genital stimulation
Phallic fixation behavior : Oedipus complex (male),
Electra complex (female)

15. Frued’s Psychosexual Stage (Cont.)
Latency stage (6 ~ 11 yrs)
Sexual urges is in depression.
Like to play with same sex peers
Genital stage (adolescence)
Still sexual urges.
Shows interesting to opposite sex peers

16. Erikson(1902 ~ 1992) Psychosocial Theory
Epigenesis
Similar to Frued’s Psychosexual Stages but added
4 adult stages
Included influence of social and environment
Have eight stages.
 Basic trust vs Mistrust (Birth ~ 1 yr)
 Autonomy vs Shame and Doubt (1 ~ 3 yrs)
 Initiative vs Guilt (3 ~ 6 yrs)
 Industry vs inferiority diffusion (6 ~ 11 yrs)
 Identity vs Identity Confusion (adolescence)
 Intimacy vs Isolation (young adult)
 Generativity vs Stagnation (middle adulthood)
 Ego Integrity vs Despair (old age)

17. Erikson Psychosocial Theory (Cont.)
Basic trust vs Mistrust (birth ~ 1 yr)
Important role play by caregivers
Successful results in confident, feels secured
Failure results in anxiety, heighteness insecurities
Autonomy vs Shame and Doubt (1 ~ 3 yrs)
Learn self-control and independent
Ego start to develop
Negative results such as guilty and dependent if being
criticized, over controlled.

18. Erikson Psychosocial Theory (Cont.)
Initiative vs Guilt (3 ~ 6 yrs)
Ambition and responsibility
Begin to assert their power
Learns about their sexual being.
Development of superego and adopts characteristic or
values from same-sex parent
Industry vs Inferiority Diffusion (6 ~ 11 yrs)
Interested in rules and routines.
Learn to coorperate
Begin to develop a sense of pride in their
accomplishments
Teachers play important roles

19. Erikson Psychosocial Theory (Cont.)
Identity vs Identity Confusion (adolescence)
Sexual interest reappear
Develop a sense of self
Concerning about how others view them
Intimacy vs Isolation (young adult)
Establish intimate relationship with others

20. Erikson Psychosocial Theory (Cont.)
Generativity vs Stagnation (middle adulthood)
Focusing on career and family, build our lives
Be productive and contribute to society
Ego Integrity vs Despair (old age)
Reflecting back on their life
Life wasted or integrity

21. Behavioral Theory
Classical Conditioning
Ivan Pavlov
(Physiologist)
John B. Watson ( first Behaviorist)

22. Operant Conditioning
B.F. Skinner pioneered
operant conditioning
4 consequeces :
positive reinforcement
negative reinforcement
extinction
punishment

23. Social Learning Theory
Championed by Albert Bandura
Blends of social interaction and
operant conditioning
Learned by watching
Self-efficacy
Cultural expectation

24. Ecology System Theory
Urie Bronfenbrenner one of pioneered
The Microsystem
The Mesosystem
The Exosystem
The Marcrosystem
The Chronosystem

25. Cognitive Theory
Developed by Jean Piaget
(1896 –1980)
Believed that development
precedes learning.
Schema
An organizational structure of
knowledge which we use it to
categorize things.

26. Assimilation
Occurs when children gain new knowledge and
incorporate into existing schema.
Accommodation
 A process where children change their schema.
Cognitive Theory (Con’t)

27. Cognitive Theory (Con’t)
4 stages of cognitive development
Sensorimotor stage (Birth- 2 years)
 Uses senses and motor skills to gain knowledge
 Object permanent
Preoperational stage (2-7 years)
 Symbolic and linguistic learning
 Awareness
 Egocentric
 Unable to conserve
 Unable to classify object

28. Cognitive Theory (Con’t)
Concrete operational stage (7-11 years)
 More logical in thinking
 Schema are limited to concrete objects or events
 Understand conservation and reversibility problem
 Able to classify concrete object
Formal operational stage (11-adolescent)
 Able to think logically to abstract issues
 Making assumption without having any real evidence

29. Sociological Theories
Developed by Lev Vygotsky
(1896-1934)
Believed that social interaction
precedes development;
Consciousness and cognition
are the end product of
socialization and social
behavior.

30. He states:
“Every function in the child’s cultural
development appears twice: first, on the
social level, and later, on the individual
level; first, between people (inter
psychological) and then inside the child
(intra psychological).” (Vygotsky, 1978).
Sociological Theories(con’t)

31. More Knowledgeable Other (MKO)
Refers to anyone who has a better understanding
or a higher ability level than the learner.
Zone of Proximal Development (ZPD)
Refer to the distance between a student’s ability to
perform a task under adult guidance and/or with
peer collaboration and the student’s ability solving
the problem independently.
Learning occurred in this zone.
Sociological Theories(con’t)

32. Moral Development
Piaget’s Theory of Moral Development
Lawrence Kohlberg’s Moral Development
Stages
Carol Giligan’s Theory of Moral
Development

33. Moral Development (con’t)
Piaget’s Theory
Divided into 2 stages
Heteronomous morality (5-10 years)
Rules are unchangeable
Focus on amount of damage done, not on
accidental or intentional purposes
Autonomous morality (9-12 years)
Intentions and outcomes of the acts are taken into
consideration
Rules can be revised depend on circumstances
Reciprocity

34. Lawrence Kohlberg’s Theory
Divided into 3 stages
Pre conventional Level
 Punishment and Obedience Orientation
 Instrumental Relativist Orientation
Conventional Level
 Good Boy-Good Girl Orientation
 Social Order Maintaining Orientation
Post conventional Level
 Social Contract Orientation
 Universal Ethical Principal Orientation
Moral Development (con’t)

35. Heinz dilemma: Heinz Steals the Drug In Europe.
A woman was near death from a special kind of cancer. There
was one drug that the doctors thought might save her. It was a
form of radium that a druggist in the same town had recently
discovered. The drug was expensive to make, but the druggist
was charging ten times what the drug cost him to produce. The
sick woman's husband, Heinz, went to everyone he knew to
borrow the money, but he could only get half of what it cost. He
told the druggist that his wife was dying and asked him to sell it
cheaper or let him pay later. But the druggist refused to do so. So
Heinz got desperate and broke into the man's store to steal the
drug for his wife.
Moral Development (con’t)

36. Should Heinz have broken into the laboratory t
Why or why not?
Moral Development (con’t)

37. Carol Giligan’s Theory
Believed that men’s morality is
based on rules and justice and
women are more on caring and
relationship.
3 sequences
Orientation toward self-interest
Goodness as self sacrifice
Morality of nonviolence
Moral Development (con’t)

38. Dynamic system perspective