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.
From a neurobiological perspective, Mrs. B's deteriorating lesson planning and self-doubt could be explained by changes in her brain chemistry and functioning. The stress and emotional turmoil she experienced due to the death of her father and her child leaving for college may have led to an imbalance in neurotransmitters such as serotonin and dopamine, which are involved in mood regulation and motivation.
From a humanistic perspective, Mrs. B's behavior can be understood as a reflection of her need for self-actualization and fulfillment in her career as a teacher. The changes in her personal life may have caused her to question her purpose and meaning, leading to a decline in her motivation and creativity. She may be feeling disconnected from her students and lacking a sense of fulfillment in her work.
From a psychodynamic perspective, Mrs. B's behavior can be seen as a result of unresolved conflicts and unconscious processes. The loss of her father and her child leaving for college may have triggered unresolved feelings of loss, abandonment, and loneliness from earlier experiences in her life. These unresolved emotions may be manifesting in her decreased ability to motivate students and organize her lessons effectively.
From a behavioral perspective, Mrs. B's deteriorating lesson planning and self-doubt may be seen as a result of reinforcement and punishment contingencies. It is possible that negative feedback from the school principal and a perceived lack of engagement and interest from her students have led to a decrease in Mrs. B's motivation and creativity. If she received more positive reinforcement and support, it could potentially improve her lesson quality.
From a cognitive perspective, Mrs. B's behavior may be explained by her thoughts and beliefs about herself and her abilities as a teacher. The life changes she experienced may have triggered negative self-perceptions, causing her to doubt her capabilities and view herself as boring. These negative thoughts and beliefs can undermine her motivation and creativity, leading to a decline in her lesson planning and organization. Cognitive therapy techniques aimed at challenging and changing these negative beliefs could potentially help her regain her confidence and enthusiasm in teaching.