2 Discussion Question Comparison of Theories on Anxiety Disorders.docx

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2: Discussion Question: Comparison of Theories on Anxiety Disorders By Sunday, March 1, 2015 , respond to the discussion questions below. Submit your response to the appropriate Discussion Area . Use the same Discussion Area to comment on your classmates' submissions by Monday, March 2, 2015 , and continue the discussion until Wednesday, March 4, 2015 . There are numerous theories that attempt to explain the development and manifestation of psychological disorders. Some researchers hold that certain disorders result from learned behaviors (behavioral theory), while other researchers believe that there is a genetic or biological basis to psychological disorders (medical model), while still others hold that psychological disorders stem from unresolved unconscious conflict (psychoanalytic theory). How would each of these theoretical viewpoints explain anxiety disorders? Does one explain the development and manifestation of anxiety disorders better than the others? .

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1 Psychology’s Roots, Big Ideas, and Critical Thinking Tools Revised by Pauline Davey Zeece, University of Nebraska-Lincoln Chapter Overview Psychology’s roots Four big ideas in psychology Why do psychology? How do psychologists ask and answer questions? Psychology’s research ethics Use psychology to become a stronger person—and a better student Psychology’s Roots Psychological science’s birth and development Contemporary psychology The Scientific Attitude Modern science is possible due to three basic attitudes: Curiosity Skepticism Humility Myers/DeWall, Psychology in Everyday Life, 4e, © 2017 Worth Publishers The Scientific Attitude: Curiosity Research commences with the passion to explore and understand the world without misleading or being misled. Questions to consider: Does the idea work? When put to the test, can the idea’s predictions be confirmed? The Scientific Attitude: Skepticism Skeptical testing can reveal which claim best matches the facts. Sifting reality from fantasy requires a healthy skepticism. Attitude that is not cynical, but not gullible either Questions to consider: What does one mean? How does one know? The Scientific Attitude: Humility Researchers can make mistakes and must be willing to be surprised and follow new ideas. One’s opinions do not matter. Truths revealed in response to one’s questioning matter. Myers/DeWall, Psychology in Everyday Life, 4e, © 2017 Worth Publishers Psychology’s Earliest Pioneers: Magellans of the Mind Wilhelm Wundt Charles Darwin Ivan Pavlov Sigmund Freud Jean Piaget William James Mary Whiton Calkins Margaret Floy Washburn Early Definitions of PsychologyGroupsDefinitionEarly pioneersScience of mental lifeBehavioristsScientific study of observable behaviorFreudianEmphasis on unconscious thought processes and emotional responses to childhood experiencesHumanistic psychologistsStress on people’s growth potentialCognitive psychologistsScientific exploration of how information is perceived, processed, and rememberedCognitive neuroscientistsInterdisciplinary study of the brain activity linked with mental activity Psychology Science of behavior and mental processes Behavior - Any action that can be observed and recorded Anything a human or nonhuman animal does Mental processes - Internal states that are inferred from behavior Include thoughts, beliefs, and feelings Retrieve and Remember 1 Describe the three parts of the scientific attitude. What event defined the start of scientific psychology? How did the cognitive revolution affect the field of psychology? ANSWER: The scientific attitude combines (1) curiosity about the world around us, (2) skepticism about unproven claims and ideas, and (3) humility about our own understanding. These three traits guide psychologists as they consider ideas and test them with scientific methods. Ideas that do not hold up will then be discarded. ANSWER: Scientific psychology began in Germany in 1879, when Wilh.

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Assignment 1: The Problems of Evil and Suffering All human beings encounter pain and suffering in life. This can present some difficult questions to organized religions. On some level, all religions answer fundamental questions of human existence, including, "why are we here?" Pain and suffering complicate these basic questions of human existence, whether the religion is monotheistic, polytheistic, or atheistic. Some people endure much more pain and suffering than others. Why is this so? What is the origin of suffering? Is evil external or internal? Does it have any meaning? How should we respond to it? Even more difficult is the problem of moral evil: some people deliberately cause other people to suffer. Why? If there is meaning in the universe, and especially if the universe is ruled by a beneficent deity, how can this be? Write an essay of 1,000 words that examines the basic positions of each of the five religious traditions considering these human questions In your essay, address the following questions: How does each religion respond to the problems of evil and suffering? How are those responses similar? In what ways do the responses differ? What factors account for these differences? Which way of addressing evil is the most similar to your own? What role does reason play in your personal understanding of evil? How does that overlap or contradict with the major religions' uses of reason in explaining evil? Assignment 1 Grading Criteria Maximum Points Introduce how each of the five religions (Judaism, Christianity, Islam, Hinduism, and Buddhism) responds to or address the problems of evil and suffering. 68 Compare the five religions and identify commonalities or similarities between them in addressing both the problem of evil and the problem of suffering. 40 Compare the five religions and identify differences between the five religions and how they address the problem of evil and the problem of suffering. 40 Discuss the factors that account for these differences in how the five religions address the problem of evil and the problem of suffering. 40 Describe which way of addressing evil is the most similar to the student's personal belief system. What role does reason play in your personal understanding of evil? How does that overlap or contradict with the major religions' uses of reason in explaining evil? 48 Style (8 points): Tone, audience, and word choice Organization (16 points): Introduction, transitions, and conclusion Usage and Mechanics (16 points): Grammar, spelling, and sentence structure APA Elements (24 points): In-text citations and references, paraphrasing, and appropriate use of quotations and other elements of style 64 Total: 300 .

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A theory is a based upon a hypothesis and backed by evidence. A theory presents a concept or idea that is testable. In science, a theory is not merely a guess. A theory is a fact-based framework for describing a phenomenon. In psychology, theories are used to provide a model for understanding human thoughts, emotions, and behaviors. Hence study of Psychology theory is essential for SSB and all types of Interviewas it helps us to understand our own developmental psychology.k

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Introduction 1 Thinking Critically about Critical Thinking: An Introduction Brent D. Slife, Stephen Yanchar, Jeffrey Reber Critical thinking has long been acclaimed as an essential skill for any academic or professional endeavor. Within psychology, especially, critical thinking has been consistently championed for all students and professionals (Benjafield, 1994; Bensley, 1998; Griggs, Jackson, Marek, & Christopher, 1998; Halpern, 1998; Halpern & Nummedal, 1995; Levy, 1997; Meltzoff, 1998; Smith, 2002; Yanchar & Slife, in press). Psychologists are taught early in their careers to use their research findings to critically examine common myths and urban legends as well as debunk false beliefs and advertising ploys (e.g., Tavris, 2001). Yet, in spite of this obvious emphasis, psychologists do not typically subject psychology itself to critical evaluation. As many outside observers of psychology have noted (e.g., Bohman, 1993; MacIntyre, 1984; Taylor, 1985), mainstream psychologists often take for granted their philosophies, research methods, and professional practices. Even the tacit assumptions that guide psychological research on critical thinking are rarely critically analyzed or systematically examined. Why? A primary reason for this neglect is that many psychologists have misunderstood critical thinking. Critical thinking has too often been mistaken for rigorous thinking. Rigorous thinking is frequently identified with “scientific analytic reasoning” (Dick, 1991, p. 84), which focuses on methodological concerns such as quality of research design, appropriateness of statistical analyses, and rigor of general reasoning. Psychologists are well known to engage skillfully in this type of thinking. Rigorous reasoning and methods are used not only to conduct psychological investigations but also to administer therapeutic practice. With few exceptions, investigators are supposed to follow the logic of their science, and clients are supposed to follow Introduction 2 the rationality of their therapists. This commitment to rigorous reasoning is so widespread that psychologists conceptualize most of their activities in these terms. Students of psychology are taught this type of rigor in virtually all their courses. One of the main problems with this sort of rigorous thinking is that it selectively excludes certain topics from critical examination. For example, scientific reasoning and methods are often themselves taken for granted, exempting from critical analysis one of the core activities of psychologists. Philosophers of science point to many hidden assumptions and values in scientific methods and practices (Bernstein, 1983; Bem & de Jong, 1997; Bohman, 1993; Curd & Cover, 1998; Slife & Williams, 1995; Taylor, 1985; Toulmin, 1972). Yet, these assumptions and values are rarely included in texts or discussions of research and therapy methods in psychology. C.

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