Reflect on instances in your everyday life where you’ve noticed the influence of instinct, drive, or arousal in motivating your actions.
For instance, think about a time when you instinctively reacted to a sudden loud noise, a moment when you felt driven to satisfy a basic need like hunger or thirst, and an occasion where you performed optimally due to an appropriate level of arousal. How did each of these theories manifest in your behavior?
As a helpful reminder:
Instinct Theory (William James) suggests that behavior is primarily driven by innate biological patterns essential for survival.
Drive Theory posits that behavior is motivated by the desire to maintain homeostasis, with physiological needs creating drive states that prompt actions to restore balance.
Arousal Theory proposes that individuals seek to maintain an optimal level of arousal, with performance being best at moderate arousal levels, as per the Yerkes-Dodson law.
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DB#10
Think of Erikson’s Psychosocial stage of Initiative vs. Guilt experienced in Preschool Years. Reflect on a scenario where you observed a preschool-aged child demonstrating either initiative or feelings of guilt. How might encouraging or discouraging behaviors impact a child’s sense of purpose and accomplishment during this developmental stage?
Helpful reminder:
Initiative vs. Guilt stage: Preschoolers are brimming with energy and imagination, eager to take initiative in activities and explore their social world. They initiate games, create elaborate stories, and assert themselves through play. Erikson highlights the importance of encouraging this initiative. By providing props and praising their creativity, we foster a sense of purpose and accomplishment. However, if constantly reprimanded for their playful exploration they may develop feelings of guilt and stifle their natural curiosity.
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DB#11
The psychodynamic perspective of personality discusses defense mechanisms being part of an individual’s personality.
Choose one of the following mechanisms and discuss whether you have observed yourself or any other individual use them and in what situation.
Denial: Refusing to accept real events because they are unpleasant
Sublimation: Unacceptable urges are channeled into more appropriate activities
Repression: Suppression of painful memories
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DB#12
There are 2 types of primary stress:
Eustress, or positive stress, is beneficial and motivating. It’s associated with feelings of excitement and fulfillment that arise from engaging, challenging, but achievable tasks.
Distress, on the other hand, is negative stress that occurs when challenges become overwhelming and exceed our ability to cope. It is often the result of situations that seem insurmountable or uncontrollable
Share one example of Eustress and one example of distress in everyday life and describe any key differences or similarities that you notice between the two examples.
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DB#13
Choose three types of therapy from the list below that you think would be helpful in managing Generalized Anxiety Disorder. Describe why each might be useful in a different way.
Generalized Anxiety Disorder (GAD) involves persistent and excessive worry about various aspects of life, extending beyond typical concerns. Individuals with GAD may constantly fret about their health, finances, relationships, or daily tasks, experiencing physical symptoms like muscle tension, restlessness, and difficulty concentrating. Unlike situational anxiety, GAD causes significant distress and interferes with daily functioning.
Therapies discussed in Chapter
Psychodynamic psychotherapy: Talk therapy based on belief that the unconscious and childhood conflicts impact behavior
Play therapy: Psychoanalytic therapy wherein interaction with toys is used instead of talk; used in child therapy
Behavior therapy: Principles of learning applied to change undesirable behaviors
Cognitive therapy: Awareness of cognitive process helps patients eliminate thought patterns that lead to distress
Cognitive-behavioral therapy: Work to change cognitive distortions and self-defeating behaviors
Humanistic therapy: Increase self-awareness and acceptance through focus on conscious thoughts
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DB#14
In a high school group project, Sarah, Jack, and Emily are tasked with designing a presentation on climate change. Sarah, the group leader, is enthusiastic about using innovative technology to create visually appealing slides. Jack prefers a traditional approach with straightforward data and facts, while Emily suggests incorporating personal stories and testimonials from local activists. Despite initial disagreements, the group eventually agrees to Sarah’s vision, feeling pressured to conform to her ideas to avoid conflict.
Question
Reflect on a time when you were part of a group decision-making process similar to the scenario described. Did you notice any instances of conformity or groupthink influencing the outcome? How did these dynamics impact the final decision, and what strategies could have been employed to encourage more diverse perspectives and foster better collaboration? For your reference,
Conformity: Changing your behavior to go along with the group even if you do not agree with the group.
Groupthink: Tendency to prioritize group cohesion over critical thinking that might lead to poor decision making; more likely to occur when there is perceived unanimity among the group.
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solution
DB#10 – Instinct, Drive, and Arousal
One morning, I instinctively jumped when a car backfired nearby, my body reacting before I could think—an example of Instinct Theory at work to prepare me for potential danger. Later that day, I felt driven to find food when hunger pangs set in, illustrating Drive Theory’s concept of restoring homeostasis. In the evening, I performed well during a public speaking engagement because my excitement was high but manageable, demonstrating the Arousal Theory’s idea that optimal performance occurs at moderate arousal levels under the Yerkes-Dodson law.
DB#11 – Initiative vs. Guilt
I observed a preschooler eagerly setting up a pretend grocery store, inviting friends to “shop” while she ran the register, showing strong initiative. Her caregiver encouraged her creativity and even joined the play, which boosted her confidence and sense of accomplishment. Had the caregiver dismissed the game as silly, it might have led to guilt and hesitation, stifling her willingness to take on new roles in the future.
DB#12 – Defense Mechanism
I once noticed a coworker using denial when a project failed; instead of acknowledging the missed deadlines, they insisted the outcome was due entirely to external factors beyond their control. This refusal to accept the real cause allowed them to temporarily avoid uncomfortable feelings but prevented them from addressing the underlying issues that could improve future performance.
DB#13 – Eustress vs. Distress
Eustress for me occurred when preparing for a job interview—though challenging, it motivated me to research and practice, leaving me energized. Distress happened when unexpected car trouble drained my savings, creating feelings of anxiety and helplessness. While both situations involved stress, eustress felt productive and empowering, whereas distress felt overwhelming and draining.
DB#14 – Therapies for GAD
Cognitive-behavioral therapy (CBT) can help someone with GAD by challenging irrational worries and teaching coping strategies to change self-defeating patterns. Cognitive therapy focuses specifically on recognizing and reframing negative thought patterns that trigger anxiety. Humanistic therapy could provide a supportive space for self-exploration, increasing self-awareness and acceptance, which may reduce overall tension and promote emotional balance.
DB#15 – Conformity and Groupthink
In a college project, my group quickly adopted one member’s idea to avoid conflict, even though several of us had concerns—an example of groupthink. This limited the range of perspectives and resulted in a less creative final product. Encouraging open discussion, rotating leadership roles, and using anonymous idea submissions could have reduced conformity pressures and fostered more balanced collaboration.
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