In this course, you have learned about different perspectives in psychology and how perspectives might
vary for psychologists from different disciplines. For example, if you are examining why someone forgot
his mother's name, someone from the psychoanalytic perspective might say it was because he had
unresolved anger toward his mother. Someone from the behavioral perspective might say it was because
he never received positive reinforcement for saying her name, but instead was punished if he said it.
For each case study below, provide an explanation from the viewpoint of the following five perspectives to explain or
describe the behaviors:
• Neurobiological
• Humanistic
• Psychodynamic
• Behavioral
• Cognitive
Devote a paragraph to each perspective.
Case Study #1: Mrs. B has been teaching English for the past 12 years. Until this year, she always
planned interesting and creative lessons for students with a variety of different
activities. This year, the quality of her lessons gradually deteriorated. She began to
doubt her ability to motivate students, believing her students found her "boring." In an
evaluation, the school principal mentioned that her classes appeared "poorly
organized." During the past year she has undergone a variety of life changes, including
the death of her 82-year-old father and the departure of her only child for college out of
state. She confided in a close friend that she has been feeling overwhelmed and lonely.
Case Study #2: Barry is a 45-year-old computer programmer who has never been married and lives
with his mother. He spends his evenings and weekends either playing Scrabble with his
mother, surfing the Internet or participating in chat rooms. His friend Eddie set him up
on a blind date with a woman from his work. Yet Barry forgot the time and showed up
so late that his date had already left, thinking she’d been stood up. Barry would like to
date her, but is too ashamed to call and apologize for not keeping their date. Until
recently, his work had been going really well, but after he missed an important project
date, the client withdrew the contract offer.
Neurobiological perspective: From a neurobiological perspective, Mrs. B's deteriorating quality of lessons and feelings of doubt and loneliness could be attributed to changes in her brain chemistry. The stress of the life changes she has experienced, such as the death of her father and the departure of her child, may have led to imbalances in neurotransmitters such as serotonin and dopamine, which can affect mood, motivation, and cognitive function. These imbalances may be contributing to her decreased ability to plan interesting and creative lessons and her feelings of self-doubt.
Humanistic perspective: From a humanistic perspective, Mrs. B's change in behavior and self-perception may be a result of her struggle to find meaning and fulfillment in her teaching career. The loss of her father and the departure of her child may have triggered a reevaluation of her life's purpose and caused her to question her impact on her students. She may be feeling disconnected and unfulfilled, leading to a decline in her motivation and creativity. This perspective would emphasize the importance of providing Mrs. B with support, validation, and opportunities for personal growth to help her regain her sense of purpose and regain her passion for teaching.
Psychodynamic perspective: From a psychodynamic perspective, Mrs. B's deteriorating quality of lessons and feelings of doubt and loneliness may be linked to unconscious conflicts and unresolved issues from her past. The death of her father and the departure of her child may have stirred up unresolved feelings of loss and abandonment, which are now manifesting in her professional life. Her feelings of self-doubt and fear of being seen as "boring" may stem from deeper insecurities and anxieties. Exploring these underlying conflicts and working through them in therapy could help Mrs. B regain her confidence and improve her teaching performance.
Behavioral perspective: From a behavioral perspective, Mrs. B's declining performance and self-doubt may be the result of the consequences she has experienced. If her students have shown decreased engagement and the school principal has commented on her poorly organized classes, these negative feedback loops may have reinforced her belief that she is not a good teacher. Her current behavior may be influenced by prior experiences of receiving positive reinforcement for effective teaching and creativity, and the absence of such reinforcement may have contributed to her decline. Behavior modification techniques, such as positive reinforcement and self-monitoring, may help Mrs. B regain her motivation and improve her teaching skills.
Cognitive perspective: From a cognitive perspective, Mrs. B's declining quality of lessons and self-doubt may be due to changes in her thinking patterns and cognitive processes. The stress and life changes she has experienced could have led to negative thoughts and beliefs about her abilities and effectiveness as a teacher. These negative thoughts may be influencing her motivation, creativity, and organization skills. Cognitive restructuring techniques, such as challenging and replacing negative thoughts with more positive and realistic ones, could help Mrs. B regain her confidence and improve her teaching performance.