PHYSIOLOGICAL BASES OF

BEHAVIOR
 Learning Objectives:
Identify the parts & functions of the main divisions of
the nervous system.
Explain on how hormonal imbalance affects one’s
behavioral responses.
Describe the anatomy & functions of the major parts
of the brain.
Trace the pathways of the nerve impulse from the
receptor cells to the effectors.
Appreciate the significance of the nervous system in
integrating the different bodily activities.
 Activity
1. Explain why the nervous system is of utmost
importance?

2. Make a diagram about the nervous system and

neuron, then label its parts.
Forer:
Only man is capable of making complex
patterns of adjustment to the different and never
ending changes and demands of his environment.
That is why, man is labeled as animal “par
excellence” and man owns his ability for complex
and invariable behavioral adjustments to his
nervous system.
The Nervous System
 NERVOUS SYSTEM

Central Nervous System Peripheral Nervous System

Spinal Cord Brain

Somatic System Autonomic/Visceral

Nervous System

Cranial Nerves Sympathetic System

Spinal Nerves Parasympathetic System

Diagram showing the major divisions of the nervous system and the component of each division
 Main Divisions:
1. Central Nervous System (CNS)
• located centrally (in the middle)
• Brain (inside the skull) &
spinal cord (inside the
spinal column)
2. Peripheral Nervous System (PNS)
• the part of the NS outside the brain & spinal cord.
• includes all the neurons connecting the receptors to
the spinal cord & the brain (CNS) & which further
connects the CNS to the effectors.
• composed of nerves that connect the brain & spinal
cord to the periphery of the body
Why is the NERVOUS SYSTEM of utmost
importance?
Controls all our bodily activities
& behavioral responses.

Regulates the behavior of the

whole individual to enable him to
survive
Central Nervous System (CNS)
Brain
Considered as the “Master Organ” which
controls and directs all activities in the
nervous system.
Responsible for the integration of the CNS
and PNS
Receives nerve impulses through the
spinal cord, sorts them out, and then
releases this message or information to
the corresponding and appropriate parts
of the CNS for action.
Has three major divisions namely:
Forebrain, Midbrain, and Hindbrain.
CNS…
The Brain
The Brain
 Brain cont.
Forebrain is consists of the cerebrum, thalamus, and
hypothalamus.
Cerebrum is the most complex and largest part of the brain which is
considered as the “seat of consciousness” and is responsible for higher
mental activities. Likewise, it consists of right cerebral hemisphere which
controls the left side of the body and the left cerebral hemisphere which controls
the right side of the body. Each of the cerebral hemisphere is subdivided into
four lobes namely frontal lobe, temporal lobe, parietal lobe, and occipital lobe.
Thalamus serves as “relay center” of the impulses being sent to the brain
areas.
Hypothalamus is considered as the “seat of emotion”. It also maintains
homeostasis by regulating some involuntary activities like body temperature,
thirst, appetite, and sexual drives, as well as our emotional behavior
Brain cont.
Midbrain serves as the bridge between
the hindbrain and the forebrain. It is
responsible in linking the sensory and
motor pathways between the upper and
lower parts of the NS. Some parts of the
midbrain are also involved in auditory and
visual activities. Though small, it serves as
intricate switchboard of receiving nerve
impulses all over the body, and after
sorting them out, it sends them to the
higher brain center.
 Brain cont.
Hindbrain is composed of:
Pons – located in front of the cerebellum and is made
up mostly of the nerve fibers running from one part of
the brain to the others.
Medulla Oblongata – regulates the involuntary
muscles responsible for our heartbeat, rate of breathing
or respiration, swallowing, and movements of the
stomach and intestine.
Cerebellum – otherwise known as “little brain” which
involves in the coordination of voluntary motor
activities, maintains our body balance and posture,
develops our habits and skills, and regulates our tongue
and jaw movements during speech
Spinal Cord
A long and stem-like structure running down the
vertebral column which is composed of nerves
that lead to and from the brain.
The two main functions of the spinal cord are to
provide connector mechanisms for reflex reactions
and to transmit messages to and from the brain.
 Peripheral Nervous System (PNS)
The second major division of the nervous system.
It is divided into Somatic System and Autonomic
System
Somatic System covers 12 pairs of cranial nerves which are
distributed in the head region and 31 pairs of spinal nerves,
which are distributed in the body region. These nerves
resemble the telephone cables that are scattered all over the
body.
• The Somatic System is responsible for the voluntary skeletal movements like
sensing and movements of the arm and legs and the whole body.
31 Pairs of Spinal Nerves 12 Pairs of Cranial Nerves
Olfactory – Nose – SN
Cervical (Neck) -8
Optic – Eyes – SN
Thoracic Region – 12 Oculo-motor –Eyes–MN
Lumbar Region – 5 Trochlear –Eyes-MN
Trigeminal-Eyes,Jaw,Cheek,Tongue-MxN
Sacral Region – 5
Abducent-Eyes-MN
Coccygeal Region - 1 Facial-Face and Forehead- MxN
Glossopharnygeal –tongue and pharynx – MxN
Vagus – neck,thorax,abdomen – MxN
Accessory-pharyngeal and laryngeal muscle –
MN
Hypoglosal-Tongue – MN
Vestibulo-cochlear-Ears-Sn
Peripheral Nervous System (PNS)
Cranial Nerves
PNS cont.
Autonomic or Visceral Nervous System is
composed of the sympathetic system and
parasympathetic system. This division of NS is
responsible for all involuntary movements within
the body that keep us alive.
The Sympathetic System covers the activities of
the internal organs within the thoracic-lumbar
regions. It also activates and speeds up life activities
such as fight reaction to stress. Sympathetic
activation leads to increase heartbeat, respiration,
and increase adrenaline secretion.
Parasympathetic System covers the cranial sacral
regions. It slows down the life activities. This system
restores the body-stored energy, thus calming down
the body after resolving a stressful and emergency
situation.
Autonomic/Visceral Nervous System
What’s this?
The Neuron (Nerve Cell)
the basic structural &
functional unit of the nervous
system (NS).

divided into three parts

namely: cell body or cyton,
dendrites, and axon
Cell Body or Cyton –the central portion
with a nucleus, cytoplasm, and a cell
membrane.
Dendrites – are short branching
processes whose function is to receive
nerve impulse and carry them toward the
cell body
Axon – an elongated strand with one or
several formations which carry messages
away from the cell body and covered by a
myelin sheath that serves as insulators to
the neuron.
Axon of a Neuron with
Myelin Sheath
 Types of Neurons
(According to its Function)
1. Sensory (Afferent) Neurons
• carry nerve impulses (messages) from
the sense organ toward the CNS
(brain & spinal cord)
Sensory (afferent) Neurons
Types…
2. Motor (Efferent) Neurons
• carry nerve impulses (messages) away
from the brain to the effectors like
muscles & glands
Motor (efferent) Neurons
A Typical Motor Neuron
Motor Neuron Diseases
Types…
3. Inter-neurons, connector neurons or
association neurons.
• carry nerve impulses (messages)
within the brain or CNS.
• may carry messages or impulses
from 1 area of the brain to another
area on the same cerebral
hemisphere.
 may receive messages or impulses from the
spinal cord & bring these to the brain.
conduct messages or impulses from 1 cerebral
hemisphere to another hemisphere
Inter-Neurons
2 Neurons Communicating
 Characteristics of Neurons:
1. Irritability – ability to react to external
stimulation.

2. Conductivity – ability to transmit nerve impulses

up to the end of the nerve fiber.
 Laws Governing the Neuron:
1. All or Nothing
- either the neuron or nerve cell
reacts fully or not at all

2. Law of Dynamic Polarity

- nerve impulses travel in 1
direction only from 1 neuron to
another (unidirectional)
 Nerve Impulse
Stimulus
- anything that excites or
initiates an activity
Nerve impulses or messages
- electrical signals
 Nerve Impulse
Resting potential or
polarization stage
- potential energy
Nerve Impulse Cont.
• Action potential
• “Firing” OR sending of a nerve
impulse.
• the speed by which nerve impulses
travel.
( 10-12 m/sec OR
2-270 miles/hr)
Action Potential
 Nerve Impulse cont.
Synapses
- specialized nerve boundaries or
junctures that a nerve impulse has to
pass through before reaching its
destination.
- spaces between the axon of a
neuron
 Neurotransmitters: The Chemical Keys to
Communication
Neurotransmitters – chemical substances involved
in the transmission of neural impulses from one
neuron to another.
Acetylcholine – a neurotransmitter that controls muscle
contractions
Dopamine - a neurotransmitter that affects the ability to
perceive pleasure, voluntary movement and learning and
memory. It is involved in Parkinson’s disease and appears to
play a role in schizophrenia
Norepinephrine - a neurotransmitter
whose action is similar to that of the
hormone epinephrine and that may play a
role in depression
Serotonin - a neurotransmitter involved in
emotional arousal and sleep. Deficiencies
are linked to eating disorders, alcoholism,
depression, aggression, and insomnia.
GABA – an inhibitory neurotransmitter
that apparently helps calm anxiety
Endorphins – inhibitory neurotransmitters
which are similar to the narcotic morphine
in their functions and effects.
 Endocrine System
Otherwise known as DUCTLESS
GLAND, it is involve with the
process of maintaining the
biochemical equilibrium in the
body (homeostasis)
The glands secrete chemical,
excitatory substances called
hormones which go directly
into the bloodstream.
Endocrine System Cont.

Since the hormones

are merged directly
into the bloodstream,
overproduction or
underproduction of
these hormones may
lead to diseases or
abnormalities termed
as “hormonal imbalance”.
Endocrine Glands
1. Pituitary Gland – also known as “the master
gland” because it secretes a number of
hormones that affect the activities of almost all
endocrine glands.
2. Pineal Gland – also known as “gland of
childhood”, it controls the activity of the
reproductive organ. It also secrete the hormone
“melatonin”.
3. Thyroid Gland – are butterfly-shaped gland
which secretes thyroxine and idothyroxine which
affect growth and metabolism.
4. Parathyroid Glands – are pea-shaped gland
which secretes parathormone that controls the
calcium level in the blood.
5.Thymus Gland – called the “gland of babyhood” which secretes the
hormone thymosin. This gland inhibits sexuality during childhood years
and helps build immune system of the body.
6.Adrenal Gland – divided into adrenal cortex (secretes cortin that
controls the appearance of adult sexual characteristics) and adrenal
medulla (secretes adrenaline and noradrenaline) which gives added
strength during emergency thus regarded as the “emergency
hormone”.
7.Islets of Langerhans – found in pancreas, it secretes glucagon
(utilization of sugar by the body cells) and insulin (controls the sugar
level in the blood).
8. Gonads/Sex Glands – Testes (male) which secretes testosterone and
Ovaries (female) which secretes estrogen and progesterone.
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LEARNING
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INTRODUCTION

OBJECTIVES/GOAL
S

PSYCHOGENESIS
EARLY SCHOOLS
OF THOUGHT
CONTEMPORARY
PERSPECTIVES
PSYCHOLOGY
BRANCHES/FIEL
DS CONCEPTS, FIELDS, AND METHODS
METHODS

Next
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LEARNING
OUTCOMES LEARNING OUTCOMES

INTRODUCTION
1. Define psychology.
OBJECTIVES/GOAL
S 2. Describe the various fields of psychology.
PSYCHOGENESIS
3. Describe the origins of psychology and identify
EARLY SCHOOLS people who made significant contributions to the field.
OF THOUGHT
CONTEMPORARY 4. Identify the theoretical perspectives from which
PERSPECTIVES today’s psychologists view behavior and mental
BRANCHES/FIEL processes.
DS
5. Explain how psychologists study behavior and mental
METHODS processes, focusing on critical thinking, research
methods, and ethical considerations.

Next
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LEARNING
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Psychology Defined
INTRODUCTION
OBJECTIVES/GO
❖ Derived from two
ALS
Greek words
PSYCHOGENESIS
psyche meaning
EARLY SCHOOLS “soul” and logos
OF THOUGHT
CONTEMPORARY
meaning
PERSPECTIVES “study”.
BRANCHES/FIEL
DS
❖ The SCIENTIFIC
METHODS
study of
BEHAVIOR and
MENTAL
PROCESSES.
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OBJECTIVES/GOALS
INTRODUCTION
OBJECTIVES/GO In the attempt to explain that behavior, we must:
ALS ✓ know/describe the events in the environment
PSYCHOGENESIS that have caused that behavior;

EARLY SCHOOLS
✓ explain as to how they differ when observed
OF THOUGHT
CONTEMPORARY with the same events;
PERSPECTIVES
BRANCHES/FIEL ✓ predict the possible consequences of that
DS behavior;
METHODS
✓ control so as to help in the change and
improvement of the lives of every individual.
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LEARNING Where Psychology Comes
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INTRODUCTION
From: A History
OBJECTIVES/GO ANCIENT PERIOD
ALS
PSYCHOGENESIS * the most common way of
explaining behavior during the ancient
EARLY SCHOOLS times is the used of “Animism”- the
OF THOUGHT gods and the spirits were attributed to be
CONTEMPORARY
PERSPECTIVES
the direct cause of events and activities
BRANCHES/FIEL
of man.
DS

METHODS
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INTRODUCTION
From: A History
OBJECTIVES/GO GREEK PERIOD
ALS
* Democritus – theorized that human mind is
PSYCHOGENESIS composed of atoms, which penetrate in and out of the
system.
EARLY SCHOOLS
OF THOUGHT * Plato – believed that the soul is distinct to man and
CONTEMPORARY it is God-given. Thus, it inhibits the body as the
PERSPECTIVES “knower”, thinker”, and “determiner of the individual’s
BRANCHES/FIEL action. He further reiterated that the human psyche
DS consists of 3 distinct elements: element of reason,
spirited element, and element of bodily appetites and
METHODS
desire.
*Aristotle – introduced the 3 functions of the soul:
vegetative – basic maintenance of life, appetitive -
desires and motives, rational – governs reasons.
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LEARNING Where Psychology Comes
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INTRODUCTION
From: A History
OBJECTIVES/GO
ALS
* Hippocrates –theorized that mental
PSYCHOGENESIS disorder arose from natural causes and
classify the different types of mental
EARLY SCHOOLS disorder.
OF THOUGHT
CONTEMPORARY
PERSPECTIVES *Galen – theorized the relation of
BRANCHES/FIEL temperament to physiological factors.
DS Behavior may be attributed to ‘humors” or
vital juices of the body or bile namely
METHODS
sanguine(yellow bile) – for cheerfulness,
Phlegmatic ( green bile) – sluggishness,
melancholic (black bile) for sadness, and
choleric (red bile)- irascibility.
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INTRODUCTION
From: A History
OBJECTIVES/GO MEDIEVAL PERIOD
ALS
St Augustine of Hippo – introduced the
PSYCHOGENESIS method of introspection – describing his
own conscious processes.
EARLY SCHOOLS
OF THOUGHT
CONTEMPORARY St. Thomas Aquinas – merged Aristotle
PERSPECTIVES idea that the mind is a living matter to
BRANCHES/FIEL his idea of immortality. This is the belief
DS
that when the body dies, the soul
METHODS separates and becomes a spirit.
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LEARNING Where Psychology Comes
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INTRODUCTION
From: A History
OBJECTIVES/GO PRE-MODERN PERIOD
ALS
Francis Bacon – known for his concept of naturalism.
PSYCHOGENESIS Proposed that psychology should separate from
philosophy and be treated as a natural science.
EARLY SCHOOLS
OF THOUGHT Rene Descartes – introduce the idea of dualism and the
CONTEMPORARY concept of reflex action which indicates that the mind
PERSPECTIVES and body interact. Mind as the spiritual entity and body
BRANCHES/FIEL as the material entity.
DS
John Locke –known for his concept of Tabula Rasa -at
METHODS birth, mind is like a blank tablet that gathers its
contents through experiences.
David Hume – gave the difference between impression
and ideas and created images and direct sensation.
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INTRODUCTION
From: A History
OBJECTIVES/GO
ALS
Franz Anton Mesmer – utilized the
PSYCHOGENESIS method of ‘animal magnetism’ or
hypnosis.
EARLY SCHOOLS
OF THOUGHT
Immanuel Kant – stated that the mind is
CONTEMPORARY not blank, but rather, the mind is
PERSPECTIVES capable of acquiring knowledge through
BRANCHES/FIEL sensory experience.
DS Charles Darwin – introduced the theory
of evolution and the concept of natural
METHODS
selection.
Paul Broca – observed that persons who
suffered from damaged to a specific area
of the brain’s left hemisphere may lose
their ability to speak fluently.
Francis Galton – father of behavioral
 OUTLINE
LEARNING Where Psychology Comes
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INTRODUCTION
From: A History
OBJECTIVES/GO MODERN PERIOD
ALS
Wilhelm Wundt – established the 1st psychological
PSYCHOGENESIS laboratory in Leipzig, Germany. Regarded as the father
of modern psychology for he went on to use scientific
EARLY SCHOOLS
OF THOUGHT
method in studying phenomenon of the consciousness.
CONTEMPORARY William James – founder of American Psychology
PERSPECTIVES Emil Kraeplin – a German psychiatrist who was first to
BRANCHES/FIEL describe bipolar disorder and is recognized as the
DS
father of modern psychiatry.
METHODS Edward Titchener – develop the idea of structuralism
together with Wilhelm Wundt.
 OUTLINE
LEARNING Where Psychology Comes
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INTRODUCTION
From: A History
OBJECTIVES/GO CONTEMPORARY PERIOD
ALS
Sigmund Freud – father of psychoanalysis who
PSYCHOGENESIS underwent a thorough study of the unconscious mind
and develop the psychoanalytic process of free
EARLY SCHOOLS
OF THOUGHT
association.
CONTEMPORARY Carl Jung – Develop his theory of the origin of
PERSPECTIVES neurosis and established analytic psychology. He gave
BRANCHES/FIEL importance on the collective unconscious as the basis
DS of affective behavior.
METHODS Alfred Adler – conceptualize the importance of
superiority as a factor that affects man’s existence.
Karen Horney – postulated that human beings have
the basic need for love and security.
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INTRODUCTION
From: A History
OBJECTIVES/GO Karl Pearson – had his major contribution to
ALS psychology through the statistical evaluation of
PSYCHOGENESIS human behavior.
Charles Spearman – recognized as the first systematic
EARLY SCHOOLS psychometrician and father of classical test theory.
OF THOUGHT
CONTEMPORARY Ivan Pavlov – known for his theory on classical
PERSPECTIVES conditioning.
BRANCHES/FIEL Edward Thorndike – known as the father of
DS educational psychology and the founding principle of
instrumental learning..
METHODS
B.F. Skinner – Contributed the system of Operant
conditioning in which the organism is in the process of
“operating” on the environment.
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LEARNING
OUTCOMES
SCHOOLS OF THOUGHT
INTRODUCTION
OBJECTIVES/GO
ALS

PSYCHOGENESIS
EARLY SCHOOLS
OF THOUGHT
CONTEMPORARY
PERSPECTIVES
BRANCHES/FIEL
DS

METHODS
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SCHOOLS OF THOUGHT
INTRODUCTION
OBJECTIVES/GO
STRUCTURALISM
ALS
Started by Wilhem Wundt in 1879, it
PSYCHOGENESIS emphasizes on the structure of conscious
experiences formed into its component
EARLY SCHOOLS
OF THOUGHT
elements such as sensations,
CONTEMPORARY perceptions, images, and feelings. These
PERSPECTIVES complex substances are analyzed by
BRANCHES/FIEL using introspection to study the
DS component element of behavior by
describing one’s own memories,
METHODS perceptions, cognitive processes, or
motivations.
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INTRODUCTION
OBJECTIVES/GO
ALS FUNCTIONALISM
Began in the United States with
PSYCHOGENESIS emphasis on the process of conscious
EARLY SCHOOLS activities that is overt and observable
OF THOUGHT behavior rather than its component
CONTEMPORARY elements. It describes the operations of
PERSPECTIVES the mind and not its structures. This
BRANCHES/FIEL best explains the role of an individual’s
DS way of adaptation to his environment as
important in the behavioral process.
METHODS
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INTRODUCTION
OBJECTIVES/GO
BEHAVIORISM
ALS
Founded by American psychologists
PSYCHOGENESIS John B. Watson and Edward Lee
Thorndike, this school rejects the
EARLY SCHOOLS
OF THOUGHT
concept of mental consciousness, but
CONTEMPORARY instead, it advocates measurable and
PERSPECTIVES objective observation of behavior
BRANCHES/FIEL through stimulus-response, habit
DS formation, habit integration, etc. It also
denies the existence of instinct but
METHODS insists on learned behavior through
conditioning.
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SCHOOLS OF THOUGHT
INTRODUCTION
OBJECTIVES/GO
GESTALT
ALS
Established in 1912 by Max
PSYCHOGENESIS Wertheimer, this school had great
influence on the development of
EARLY SCHOOLS
OF THOUGHT
psychology wherein it emphasizes on
CONTEMPORARY the over-all pattern or organization of
PERSPECTIVES any experience rather than on its specific
BRANCHES/FIEL elements.
DS

METHODS
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SCHOOLS OF THOUGHT
INTRODUCTION
OBJECTIVES/GO
PSYCHOANALYSIS
ALS
Introduced by Sigmund Freud,
PSYCHOGENESIS psychoanalysis was developed as a
treatment to mental disorders caused by
EARLY SCHOOLS
OF THOUGHT
extreme fatigue, insomnia, and
CONTEMPORARY nervousness. As a personality theory, it
PERSPECTIVES stresses on the role of man’s cravings,
BRANCHES/FIEL motives, and desires which are often
DS hidden and repressed in the
subconscious or unconscious mind which
METHODS may result to abnormal behavior.
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OUTCOMES
SCHOOLS OF THOUGHT
INTRODUCTION
OBJECTIVES/GO
COGNITIVE
ALS
A theoretical perspective that
PSYCHOGENESIS focuses on the realms of human perception,
thought and memory. It portrays learners
EARLY SCHOOLS
OF THOUGHT
as active processors of information. As
CONTEMPORARY articulated by Jean Piaget, students learn
PERSPECTIVES better when they can invent knowledge
BRANCHES/FIEL through inquiry and experimentation
DS instead of acquiring facts presented by a
teacher in class.
METHODS
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INTRODUCTION
OBJECTIVES/GO
ALS EXISTENTIALISM
It focuses on human condition which
PSYCHOGENESIS dealt with the large, subjective issues
EARLY SCHOOLS such as angst, terror, despair, and even
OF THOUGHT the basic questions of existence: “Why
CONTEMPORARY are we here?” “What is the purpose of
PERSPECTIVES our life?”. Existentialist believe in both
BRANCHES/FIEL free will and the uniqueness of the
DS individual . Individual behaviors are not
seen as evil or good, but neutral,
METHODS interpreted only by the individual.
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OUTCOMES
SCHOOLS OF THOUGHT
INTRODUCTION
OBJECTIVES/GO
HUMANISTIC
ALS
Humanistic psychology believed that
PSYCHOGENESIS an individual’s behavior is primarily
determined by his perception of the
EARLY SCHOOLS
OF THOUGHT
world around him; individuals are not
CONTEMPORARY solely the product of their environment ;
PERSPECTIVES and individuals are internally directed
BRANCHES/FIEL and motivated to fulfill their human
DS potential. Likewise, it restores the
creative, healthy emotional side of
METHODS humanity.
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LEARNING CONTEMPORARY
OUTCOMES
INTRODUCTION
PERSPECTIVES
OBJECTIVES/GO
ALS

PSYCHOGENESIS

EARLY SCHOOLS
OF THOUGHT
CONTEMPORARY
PERSPECTIVES
BRANCHES/FIEL
DS
METHODS
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LEARNING CONTEMPORARY
OUTCOMES
INTRODUCTION
PERSPECTIVES
OBJECTIVES/GO BIOLOGICAL
ALS
The approach to psychology that
PSYCHOGENESIS seeks to understand the nature of the
links between biological process and
EARLY SCHOOLS
structures such as the functioning of the
OF THOUGHT
CONTEMPORARY
brain, the endocrine system, and
PERSPECTIVES heredity, on the one hand, and behavior
BRANCHES/FIEL and mental process, on the other
DS
METHODS
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LEARNING CONTEMPORARY
OUTCOMES
INTRODUCTION
PERSPECTIVES
OBJECTIVES/GO COGNITIVE
ALS
Cognitive psychologist believe that
PSYCHOGENESIS the mind actively processes the information
it receives by the systems of neurons in the
EARLY SCHOOLS
brain and transforms these into new form of
OF THOUGHT
CONTEMPORARY
activities such as reading, seeing , and
PERSPECTIVES memorizing.
BRANCHES/FIEL Cognitive is having to do with mental
DS processes such as sensation and perception, memory,
METHODS intelligence, language, thought, and problem solving
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LEARNING CONTEMPORARY
OUTCOMES
INTRODUCTION
PERSPECTIVES
OBJECTIVES/GO BEHAVIORAL
ALS
It emphasizes on the behavior rather
PSYCHOGENESIS than the internal workings of the brain and
nervous system. Conditioned reflexes as the
EARLY SCHOOLS
building blocks of behavior has been
OF THOUGHT
CONTEMPORARY
forwarded by John B. Watson and B.F.
PERSPECTIVES Skinner, both are important figures and
BRANCHES/FIEL adherents to the behavioral approach as
DS having great influence in psychology. This
approach considers that environmental
METHODS
conditions are important in establishing
objective assessment of the individual’s
development.
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INTRODUCTION
PERSPECTIVES
OBJECTIVES/GO PSYCHODYNAMIC
ALS
It believes that most behavioral
PSYCHOGENESIS processes stem from the unconscious
which is made up of fears, thoughts, and
EARLY SCHOOLS
wishes that the person is unaware of, as
OF THOUGHT
CONTEMPORARY
these have been forbidden form
PERSPECTIVES awareness known as mechanism or
BRANCHES/FIEL repression. Yet, they still influence
DS behavior. Such impulses can find
expressions in dreams, slips of speech,
METHODS
mannerisms, even mental illnesses, as
well as, socially-approved activities.
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INTRODUCTION
PERSPECTIVES
OBJECTIVES/GO HUMANISTIC- EXISTENTIAL
ALS
It focuses on subjective experiences and
PSYCHOGENESIS concerns about the individual’s own perception and
interpretation of events – the individual’s
EARLY SCHOOLS
phenomenology. A humanist rejects the views that
OF THOUGHT
CONTEMPORARY
behavior is determined largely by biological forces,
PERSPECTIVES mechanisms, or the unconscious experience; rather,
BRANCHES/FIEL people can make decisions about their own behavior
DS and life according to their own free will, spontaneity,
creativity, and their potential choice for growth and
METHODS
self-actualization.
Humanism stresses human capacity for self-
fulfillment. On the other hand, existentialism
stresses free choice and personal responsibility.
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LEARNING CONTEMPORARY
OUTCOMES
INTRODUCTION
PERSPECTIVES
OBJECTIVES/GO PERSPECTIVE ON LEARNING
ALS
Social Cognitive
PSYCHOGENESIS
– People modify and create their
EARLY SCHOOLS environment
OF THOUGHT
CONTEMPORARY – Cognition plays a key role
PERSPECTIVES
– Observation
BRANCHES/FIEL
DS
METHODS
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LEARNING CONTEMPORARY
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INTRODUCTION
PERSPECTIVES
OBJECTIVES/GO SOCIO-CULTURAL PERSPECTIVE
ALS
The view that focuses on the roles of
PSYCHOGENESIS ethnicity, gender, culture, and socioeconomic
status in behavior and mental processes.
EARLY SCHOOLS
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CONTEMPORARY
PERSPECTIVES
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METHODS
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INTRODUCTION
OBJECTIVES/GO
ALS

PSYCHOGENESIS

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CONTEMPORARY
PERSPECTIVES
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DS

METHODS
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INTRODUCTION
OBJECTIVES/GO Experimental Psychology
ALS
This includes those behaviorists and
PSYCHOGENESIS cognitive psychologist who use
experimental method in studying
EARLY SCHOOLS
people’s reactions to sensory stimuli,
OF THOUGHT
CONTEMPORARY
perception to the world, learning and
PERSPECTIVES remembering, reasoning, emotional
BRANCHES/FIEL responses and motivation.
DS

METHODS
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BRANCHES/FIELDS
INTRODUCTION
OBJECTIVES/GO Developmental, Social and
ALS Personality Psychology
PSYCHOGENESIS Developmental psychology concerns
with the study of human behavior from
EARLY SCHOOLS
its all aspects of growth and
OF THOUGHT
CONTEMPORARY
development from birth to old age.
PERSPECTIVES Social psychology provides the
BRANCHES/FIEL understanding about people’s interaction
DS with others and in groups as they
influence their attitudes and behavior. As
METHODS personality develops through social
interaction, it also concerns about how
individuals differs despite their unique
characteristics.
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OUTCOMES
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INTRODUCTION
OBJECTIVES/GO Clinical and Counseling Psychology
ALS
Clinical psychology deals with the
PSYCHOGENESIS diagnosis of mental illnesses, emotional
and behavioral problems, juvenile and
EARLY SCHOOLS
criminal behavior, marital conflicts, and
OF THOUGHT
CONTEMPORARY
other serious adjustment problems. It
PERSPECTIVES also concerns about the application of
BRANCHES/FIEL therapeutic techniques to treat mental
DS disorders.
Counseling psychologist handle
METHODS those with less serious problems that
occur in their everyday life, as well as
helping those individuals in their normal
development.
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BRANCHES/FIELDS
INTRODUCTION
OBJECTIVES/GO School and Educational Psychology
ALS
School psychologist are those who
PSYCHOGENESIS have specialized in child development,
and handles problems of children with
EARLY SCHOOLS
learning disabilities.
OF THOUGHT
CONTEMPORARY Educational psychologist evaluate
PERSPECTIVES the educational progress of children in
BRANCHES/FIEL the classroom and conduct consultations
DS with parents and teachers regarding the
children’s behavioral problems that may
METHODS affect their academic performance.
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BRANCHES/FIELDS
INTRODUCTION
OBJECTIVES/GO Industrial and Engineering
ALS Psychology
PSYCHOGENESIS Industrial psychology applies the
methods and finds solutions to problems
EARLY SCHOOLS
related to selection and training of
OF THOUGHT
CONTEMPORARY
human resource. It concerned about the
PERSPECTIVES problems of people in their work, as well
BRANCHES/FIEL as motivating workers.
DS Engineering psychology is concerned
with people and machine interface;
METHODS designs of outer space gadgets or traffic
control systems that may influence each
other in the improvement of life
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INTRODUCTION
OBJECTIVES/GO Other Specialties
ALS
Other career possibilities are
PSYCHOGENESIS available for practitioners in the field.
Legal psychology tackles about human
EARLY SCHOOLS
problems related to crime and its
OF THOUGHT
CONTEMPORARY
prevention, judicial and correctional
PERSPECTIVES systems, as well as provides cross
BRANCHES/FIEL examined testimonies of witnesses which
DS are valuable in forensic investigation.

METHODS
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LEARNING Behavior and Mental
OUTCOMES
Processes
INTRODUCTION
OBJECTIVES/GO The Scientific Method of Social
ALS
Sciences
PSYCHOGENESIS The scientific method is a problem-solving process
EARLY SCHOOLS that leads to theory formulation, theory recasting, and
OF THOUGHT theory supporting activities.
CONTEMPORARY The advantages of using scientific method are that:
PERSPECTIVES
– it promotes SKEPTICISM about its own knowledge
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claim;
DS
– its promotes OBJECTIVITY that its finding should be
METHODS free form personal opinions, or prejudices;
– it follows a SYSTEMATIC and LOGICAL PROCEDURE
in establishing knowledge to develop consensus or
comparability of results and findings.
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OBJECTIVES/GO
ALS
PSYCHOGENESIS

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CONTEMPORARY
PERSPECTIVES
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LEARNING Behavior and Mental
OUTCOMES
Processes
INTRODUCTION
OBJECTIVES/GO Processes/Procedures:
ALS
1. DEFINE the research problem to identify
PSYCHOGENESIS the topic.
EARLY SCHOOLS
OF THOUGHT 2. REVIEW past researches and literature to
CONTEMPORARY find new ideas and researches done in
PERSPECTIVES the field and to give justification for the
BRANCHES/FIEL current research.
DS

METHODS 3. IDENTIFY, DEFINE, and

OPERATIONALIZE the concepts that will
be used in the formulation of
hypotheses.
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LEARNING Behavior and Mental
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Processes
INTRODUCTION
OBJECTIVES/GO 4. CHOOSE the research design that will:
ALS a. Identify the NUMBER and CHARACTERISTICS of the
PSYCHOGENESIS POPULATION to be studied, how many samples will be
needed and chosen;
EARLY SCHOOLS
OF THOUGHT
CONTEMPORARY b. Identify the VARIABLES, how they will be controlled
PERSPECTIVES or manipulated, and measured within a given period of
BRANCHES/FIEL time.
DS

METHODS c. Determine the COST of the study.

d. Determine the METHOD of data collection.

e. Formulate HYPOTHESES.
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INTRODUCTION
OBJECTIVES/GO
ALS
5. COLLECT and
PSYCHOGENESIS ANALYZE the data
qualitatively and
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quantitatively.
OF THOUGHT
CONTEMPORARY
PERSPECTIVES 6. MAKE conclusions.
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DS
7. REPORT the
METHODS findings.
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Processes
INTRODUCTION
OBJECTIVES/GO
ALS DESIGN/METHOD
PSYCHOGENESIS

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CONTEMPORARY
PERSPECTIVES
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METHODS
 OUTLINE How Psychologists Study
LEARNING Behavior and Mental
OUTCOMES
Processes
INTRODUCTION
OBJECTIVES/GO Quantitative Design
ALS An approach for testing objective theories
PSYCHOGENESIS by examining the relationship among
variables. These variables, in turn, can be
EARLY SCHOOLS measured, typically on instruments, so that
OF THOUGHT numbered data can be analyzed using
CONTEMPORARY statistical procedures. These include true
PERSPECTIVES experiments, quasi- experiments and
BRANCHES/FIEL
non-experimental designs (e.g. causal-
DS
comparative research and correlational
METHODS design).
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LEARNING Behavior and Mental
OUTCOMES
Processes
INTRODUCTION
OBJECTIVES/GO Qualitative Design
ALS An approach for exploring and
PSYCHOGENESIS understanding the meaning individuals or
groups ascribe to a social or human
EARLY SCHOOLS problem. The process of research involves
OF THOUGHT emerging questions and procedures, data
CONTEMPORARY typically collected in the participant’s
PERSPECTIVES setting, data analysis inductively building
BRANCHES/FIEL
from particulars to general themes, and the
DS
researcher making interpretations of the
METHODS meaning of the data.
❑ Examples are narrative research,
phenomenological research, grounded
theory, ethnography, case studies
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LEARNING Behavior and Mental
OUTCOMES
Processes
INTRODUCTION
OBJECTIVES/GO Mixed Methods Design
ALS An approach to inquiry involving
PSYCHOGENESIS collecting both quantitative and qualitative
data, integrating the two forms of data,
EARLY SCHOOLS and using distinct designs that may involve
OF THOUGHT philosophical assumptions and theoretical
CONTEMPORARY frameworks. The core assumption of this
PERSPECTIVES form of inquiry is that the combination of
BRANCHES/FIEL
qualitative and quantitative approaches
DS
provides a more complete understanding of
METHODS a research problem than either approach
alone.
❑ Examples are convergent parallel mixed
methods, explanatory sequential mixed
methods , exploratory sequential mixed
methods
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LEARNING
OUTCOMES
Ethics of Research
INTRODUCTION
OBJECTIVES/GO Ethics promote individual dignity,
ALS human welfare and scientific integrity .
Likewise, it ensures no harm will come to
PSYCHOGENESIS
subjects. It includes the following:
EARLY SCHOOLS
OF THOUGHT
1. The researcher must protect the
CONTEMPORARY
subjects from physical and
PERSPECTIVES
psychological harm that have long
BRANCHES/FIEL
DS term negative effects and, as much as
possible, maximize the benefits of the
METHODS study.

2. The researcher must allow the subjects

the freedom of choice whether to
participate in the research or not.
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Ethics of Research
INTRODUCTION
OBJECTIVES/GO 3. The researcher must inform the subjects about the
ALS nature and the purpose of the research. If
deception is used, it must be explained to the subjects
PSYCHOGENESIS
right after the end of the participation of the subjects.
EARLY SCHOOLS The researcher must seek the consent of his subjects to
OF THOUGHT use the data during the debriefing stage.
CONTEMPORARY
PERSPECTIVES
4. The researcher must ensure that the subjects be
BRANCHES/FIEL
DS treated fairly and respectfully during the study.

METHODS
5. The researcher must assure the subjects of the
confidentiality of their identities and the information
revealed in the research, such that even the researcher
will find it difficult, if not impossible, to connect the
scientific informant to the disclosed information.