Cognitive Learning and Affective Learning Outcomes - Term Paper Example

?RUNNING HEAD: Cognitive Learning and Affective Learning Outcomes Cognitive Learning and Affective Learning Outcomes BY YOU YOUR SCHOOL INFO HERE HERE Cognitive Learning and Affective Learning Outcomes Statement of Learning This paper serves as a reinforcement of the quality, integrity and retention of learning provided by the school as a discussion of how all outcomes for the degree have been satisfied by the student. Cognitive Outcomes The historical development of modern psychology stems from changes to the social condition and the societal view of issues such as mental illness. Search for direction in understanding ourselves, our biological processes, and the world around us created new interest in finding causal relationships between behavior, personality and attitudes/motivations. Technology improvements throughout the 20th Century, also, provided new avenues for treating mental illnesses that led to modern psychology as we understand it today. Major theorists in psychology include Karen Horney, a psychodynamic personality theorist, who built on Freud’s theories of sexual regression and neurotic trends found in people with maladjusted personality traits. Other major theorists include Carl Jung who introduced the extrovert versus the introvert to explain attitudes and sociability as well as Solomon Asch who identified the tendency of individuals to consider reference groups when making lifestyle decisions. Abraham Maslow was another major contributor to modern psychology who recognized the fundamental needs, in ascending order, that must be fulfilled to develop self-esteem (Gambrel & Cianci, 2003) and self-actualization (the pinnacle of self-achievement and knowledge). Non-discriminatory behaviors and objective rationale are guiding principles in psychology that regulate psychologist behavior and attitude when dealing with individuals. Many codes of ethics as described by the American Psychological Association are binding principles in all areas of social work and mental health treatment. Behavioral psychology suggests that most behavior is a learning philosophy through operant conditioning or classical condition or through nurture in the social or family environment. It suggests a causal relationship between stimulus and attitude. Biological psychology is interested in the mechanisms of biology, such as neural activity or hormones, that drive an individual to behave in certain ways or predictably due to genetics. Cognitive psychology is a broad division of psychology involving feeling, learning, decision-making, and remembering as it relates to cognitive abilities. Psychoanalytical psychology is mostly associated with Freud and deals with more in-depth aspects of the conscious and unconscious mind related to behavior and personality development. Conflicts within the mind drive psychoanalytical theorists to suggest that emotion and motivation are strongly influenced by past experience or traumatic experience. Social theories deal with social structures and norms that drive society and how people respond to these stimuli. It suggests that social norms “are learned, socially based rules that prescribe what people should or should not do” (faculty.uml.edu, 2007, p.1). This branch of psychology deals with decision-making as it relates to organizations or the social environment. Normal behavior is that which can be compared to a baseline of well-adjusted individuals for active coping skills and functional skills related to social adjustment. Deviant behavior deals with maladjusted social conditioning, such as the inability to follow well-established legal or social rules, with considerable lack of compliance and complacency. Assessment techniques for this include cognitive behavioral therapy (CBT) to help the individual come to grips with their deviant behavior and gain new emotional intelligence. Such treatments might include rational-emotive therapy (Magill, 1998) or communication skills interventions that help the individual reduce their hostility levels and change their irrational beliefs through counseling advocacy (Reilly & Shopshire, 2002). Treatment methods vary after a needs analysis has been conducted by the reputable therapist who will assist in altering negative attributions about lifestyle. Sources of emotion, as identified through many branches of psychology, can include family structures, workplace stress, coping with life crises, or even locus of control related to external stimuli and the perception of external control versus internalized destiny control. Motivation is also created by the social environment related to security and belonging and whether in-group values create a sense of inclusion. Motivation can also be inherent related to goal-attainment or even through avoidance decisions to avoid negative reinforcement. Lifespan development includes that which was identified by Jean Piaget related to youth and adolescence, such as the concrete, formal, sensor-motor, and pre-operational stages related to comprehension and abstract thinking. Moral development occurs during adolescence where more abstract methodology can be predicted due to brain development and the external nurturing environment, such as educational systems. Identify formation occurs in adolescent stages where reference groups are often the motivator for decision-making and where solid relationships with adult figures and peers are developed. More complex needs require fulfillment in mid-adult ages where committed relationships are sought and where demands of career are often the spotlight in the mind of the individual. At the later ages, death and dying becomes a concern for many as well as adjustment to the physical changes that occur later in life. Social behavior is a major construct in adulthood and adolescence, such as those provided by social learning theory that suggests learning can occur through positive social role models and whether observed behaviors are rewarded or punished (Neubert, Carlson, Kacmar, Roberts & Chonko, 2009). Social systems have established norms that people are expected to conform to that can usually act as a predictor for the individual’s ability to function well in society and the workplace. Culture plays a significant role, such as in collectivist versus individualistic cultures, to the level of whether the person finds group affiliation more rewarding and motivating or demands individual acknowledgement for their unique accomplishments. Group dynamics and the organizational processes factor into the social environment in terms of whether autonomy is present or whether there is significant social pressure to conform to group values and norms. Religious values tie into this as many well-established majority social norms are built on these principles such as ethical behavior (especially true in the workplace) and ensuring non-discriminatory treatment for fellow peers and associates. Interpreting human behavior and predicting it requires qualitative questionnaires that describe attitudes and also by looking at established precedents set by researchers in the field who have identified what constitutes normal and well-adjusted behavior. For instance, it is assumed that early-aged youths will have an attachment to their caregiver and can develop a program of intervention based on this known information. Most of what is understood in psychology is borne of research studies with ample-sized participant populations or through observation and experimentation. Access to this data is available in multitudes of secondary research materials. Quantitative research methodology is that which is statistically based and can show correlations based on calculated, scientific data. Surveys are one tool in this methodology that can be charted using SPSS or other data-related software. Qualitative methodology is more subjective an might involve using questionnaires or semi-structured interviews. This is usually less statistical and involves complicated emotions and motivations with a well-qualified researcher able to analyze based on responses from participants. Researchers in both must be concerned with reliability, or the ability of an instrument to test the same under similar conditions with subjects having similar qualities (socialresearchmethods.net, 2010). Validity is the ability of the research instrument to measure what is intended to be measured accurately (writing.colostate.edu, 2010). The structure of surveys or questionnaires must have language that meets what the goal of research actually is. Intervention strategies for deviant behavior are modification strategies to build better emotional intelligence or help remove cognitive distortions from their mental schema. Dysfunctional behavior might be accomplished through operant conditioning or through social learning theory using appropriate role models to guide deviant or dysfunctional behavior. Affective Outcomes An appropriate code of ethics would involve language that describes, first, non-discriminatory attitudes and a competent needs analysis for those being treated. The researcher must respect cultural traditions of ethnic groups and use psychological theories related to the social substructures that guide behavior in certain groups in a non-biased manner. The use of technology can assist in these efforts, such as through training using cognitive software systems to measure intelligence. The content of this software selected must fit ethical guidelines and be applicable to the intervention or treatment goals. Service to the broader community and society involves impartial judgments based on factual or precedent-related data identified through previous research studies. Non-biased and non-discriminatory treatment are primary factors for ethical behavior and ensuring that treatment is provided effectively. The researcher or psychologist must be careful not to make hasty diagnoses without consulting appropriate research studies or peer assistance in expert fields of psychology. Continued learning is also assisted through access to research studies, such as experiments and observational research in multiple domains. Self-awareness and personal development include emotional intelligence, or the level to which the researcher understands their own motivations, needs, and ability to function well in complex social environments. The authentic self, true values, beliefs and feelings (Weis & Hanson, 2008) must be understood before effective treatment can be provided to those in need. Without an understanding an level of control over one’s own emotional states, only irrational interventions could be provided that would not serve the general community or the individual effectively. Self-awareness requires active coping with environmental scenarios and also rewarding or punishing oneself cognitively when distortions have been identified. A true understanding of what drives inherent needs and desires must be attained before becoming truly self-actualized and able to assist others in removing negative distortions from their train of thought. References Faculty.uml.edu. (2007), “Social psychology: General psychology”. Retrieved June 17, 2011 from http://faculty.uml.edu/mhaynes/47.101/Lectures_Spring07/SocialPsychology.pdf Gambrel, P. & Cianci, R. (2003), “Maslow’s Hierarchy of Needs: Does it Apply in a Collectivist Culture?”, Journal of Applied Management and Entrepreneurship, 8(2), pp.143-156. Magill, Frank N. (1998), Psychology Basics, California: Salem Press. Neubert, M., Carlson, D., Kacmar, K., Roberts, J. & Chonko, L. (2009), “The virtuous influence of ethical leadership behavior: Evidence from the field”, Journal of Business Ethics, Vol. 90, pp.157-170. Reilly, P. & Shopshire, M. (2002), “Anger Management for Substance Abuse and Mental Health Clients. A Cognitive Behavioral Therapy Manual”, US Department of Health and Human Services. Retrieved June 17, 2011 from http://kap.samhsa.gov/products/manuals/pdfs/anger1.pdf Socialresearchmethods.net. (2010), “Reliability and Validity: What’s the Difference?”. Retrieved June 16, 2011 from http://www.socialresearchmethods.net/tutorial/Colosi/lcolosi2.htm Weis, William L. & Hanson, L. (2008), “The use of training groups in raising self and social awareness and enhancing emotionally intelligent behaviors”, Allied Academies International Conference: Academy of Organizational Culture, Communications and Conflict, 13(2), pp.26-30. Writing.colostate.edu. (2010), “Validity”, Colorado State University. Retrieved June 16, 2011 from http://writing.colostate.edu/guides/research/relval/pop2b.cfm Bibliography Berten, Hans & Van Rossem, Ronan. (2008), “Mechanisms of peer influence among adolescents: Cohesion versus structural equivalence”, Sociological Perspectives, 54(2), Gluent University, pp.183-204. 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