Cultural/Systemic Approaches Family Systems
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1. Family systems theory views families as interconnected systems where each individual's behavior impacts and is impacted by others through circular causality. 2. Within families, typical roles and rules develop that maintain homeostasis and resist change, even if change may be desirable. 3. Examples of relationship patterns that can form within families through circular causality include the distancer-pursuer and overfunctioner-underfunctioner dynamics.
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2. Read resources related to the problem and then carefully consider the topic and writing requirements. Proceed through the writing process (pre-writing, outlining/organizing, drafting, revising/editing/proofreading, submit final draft).
3. Respond thoughtfully to the writing prompts below.
·
· Describe this issue/problem in depth.
· Describe the impact that it has on you/your family/community.
· Explain the source of the problem in detail.
· Offer a possible solution(s) to this problem based on the evidence presented earlier in the essay.
· Describe how the issue/problem might be improved with the implementation of the solution.
· 3-4 page paper (750-1000 words)
· APA style formatting
Motivation Psy notes
pyschoneuroimmunology
the sympathetic nervous system releases hormones that decrease T-cell and phagocyte activity
stressors shrink the thymus gland, where T cells mature and lymph nodes
people under stress also take less good care of them selves
problem focused coping, attacking the problem
coping; appraisals and coping are processes not static events
problem focused coping is highest early on
wishful thinking peaks and declines right after the event
first year students do more distance and self-isolation
upperclassmen more problem focused coping self blame, also focused on food more just prior to finals
schopenhauer
argued that incentives for many undertakings, such as mastery of skills, arent sufficient to explain their pursuit, because most are vague
psychological needs
body has an ideal
can be chronic if perpetually deprieved
can be temporary and aroused by situatuions
the process by which a drive is activated or restored is called redintegration
sight of cool gadget might redintegrate a desire for gadgets
sometimes reditegration is a result of classical conditioning
consequences of unfulfilled needs
each unfulfilled need creates a particular psychological deficit, often resulting in symptoms of unhappiness and depression, as well as behaviors to satisfy needs
measuring psychological needs
if the need to achieve its dormant, one has to activate it before measuring
often done using projective tests like the modified TAT
Need for Intimacy
scored people for intimacy; gave them beeper, randomly beep( if they are thinking other people or not)
stronger measure; more need for intimacy on TAT, more positive affect on social interactions
they thought more about others when beeped
Need for Closure
hate ambiguity,
seize&freeze; they will stick with an explanation and ignore counter explanations
need for cognition; need to think about things deeply, consistently want to organize the world ( we want everything to make sense), read more editorials, more likely to expand views
need for meaning; t.
UVA-OB-0744 This technical note was adapted by Pro.docx
This document provides an overview of factors that influence human behavior and motivation. It discusses:
1) Early childhood experiences shape our sense of self and security through answering fundamental questions about being cared for. Negative experiences can leave "holes" that people spend their lives trying to fill.
2) Our genetic makeup and innate tendencies also influence our behavior. As we age, our personality traits solidify based on our nature and nurture.
3) Leaders need to understand what motivates people in order to effectively influence them, beyond just giving commands. A deeper understanding of human behavior provides more leadership tools.
UVA-OB-0744 This technical note was adapted by Pro.docx
UVA-OB-0744
This technical note was adapted by Professor James G. Clawson from his earlier note, UVA-OB-0183. Copyright 2001
by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. To order copies, send
an e-mail to [email protected] No part of this publication may be reproduced, stored in a retrieval system,
used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or
otherwise—without the permission of the Darden School Foundation. ◊
A LEADER’S GUIDE TO WHY PEOPLE BEHAVE THE WAY THEY DO
To be autonomous means to act in accord with one’s self—it means feeling free and
volitional in one’s actions. When autonomous, people are fully willing to do what
they are doing, and they embrace the activity with a sense of interest and
commitment. Their actions emanate from their true sense of self, so they are being
authentic. In contrast, to be controlled means to act because one is being pressured.
When controlled, people act without a sense of personal endorsement. Their
behavior is not an expression of the self, for the self has been subjugated to the
controls. In this condition, people can reasonably be described as alienated.
—Edward Deci, Why We Do What We Do
Leaders influence people. Unless leaders understand why people behave the way they do,
their efforts to influence others will have random, perhaps unpredictable, even alienating effects.
You might try to influence someone and get just the opposite effect that you expected. For instance,
perhaps you have been trying to get a subordinate to do something at work, and no matter what you
do, she just won’t respond. On the other hand, maybe your boss has been asking you to do
something, and you resist. If you’ve ever asked yourself as a leader or a colleague, “Now why did
he do that?” you’ve wrestled with this problem. At home, at work, or at play, you have no doubt
observed people doing things that were, to you, unexpected or unusual. You may have seen two
people in very similar situations respond in very different ways. All of these incidents raise the
question, for leaders, of why people behave the way they do. This is a very complex subject about
which volumes have been and continue to be written. This chapter will introduce some
fundamentals about what motivates people, suggest under what conditions they will give their best
efforts, and then offer a summary framework that has proven pragmatic and powerful for leaders in a
variety of situations.
Some people resist this conversation by saying that you are being asked to be psychologists
rather than leaders. There is a difference. Both leaders and psychologists have to know something
about human behavior, and both are encouraging change. Leaders who resist understanding human
behavior focus at a very superficial level and simply command, “Do this!” or “Do that!”—cl ...
Archetypes
1. Codifying and containing the major archetypes active in modern society.
2. Neurosis is one of the watchwords of psychology.
3. Archetypes are universal templates of behavior.
4. Energy flow and chakra-system vs archetypes: how it works?
5. Mental limitations: the emotional brain uses the certain paths of reaction (stereotypes).
6. How we can choose to change it and add new paths?
Family system
- Emmily C. Domingo earned her MA in guidance and counseling. She was born in 1913 in Tennessee and graduated from the University of Tennessee with a bachelor's degree in science in 1934. She furthered her education at the University of Tennessee Medical School.
- Murray Bowen was born in 1913 in Tennessee. He received his medical degree from the University of Tennessee in 1937. He worked as an intern in New York before joining the military for five years, where he became interested in psychiatry. In 1954, he joined the National Institute of Mental Health and began developing his theory of family systems.
- Virginia Satir was born in 1916 and died in 1988. She started as a teacher but became an internationally renowned
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Assignment InstructionsWrite briefly in response to the foll
Assignment InstructionsWrite briefly in response to the foll
1. Select an issue or problem within your homecommunity that you .docx
1. Select an issue or problem within your homecommunity that you .docx
UVA-OB-0744 This technical note was adapted by Pro.docx
UVA-OB-0744 This technical note was adapted by Pro.docx
UVA-OB-0744 This technical note was adapted by Pro.docx
UVA-OB-0744 This technical note was adapted by Pro.docx
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