Forensic Industrial Psychology - PowerPoint PPT Presentation

Loading...

PPT – Forensic Industrial Psychology PowerPoint presentation | free to download - id: 4a3976-ZGE2Y



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Forensic Industrial Psychology

Description:

IOP 203S SU 1- Introduction * Humanistic-existential school(cont) Existential therapy Originators: Irvin Yalom (1931- ) and Rollo May (1909-1994) Draws ... – PowerPoint PPT presentation

Number of Views:105
Avg rating:3.0/5.0
Slides: 39
Provided by: Bar75
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Forensic Industrial Psychology


1
Forensic Industrial Psychology
2
SU 1 Introduction to forensic psychology
  • See SG page 2 9
  • See prescribe book of Roos Voster 2009 -
    Introduction

3
Learning outcomes
  • Explain the role of the psychologist in the
    forensic context in SA
  • Differentiate between the various specialisation
    areas in psychology

4
(No Transcript)
5
(No Transcript)
6
(No Transcript)
7
(No Transcript)
8
(No Transcript)
9
(No Transcript)
10
History of forensic psychology in South Africa
  • Group discussion
  • See prescribed book

11
1.2 The role of the Psychologist in the
forensic context
  • Do activity 1.1 in class
  • Page 3 SG

12
Functions of a Psychologist
  • Civil cases
  • Degree of damage sustained in 3rd party claims or
    other cases
  • Assist in divorce proceedings court has to
    award custody and control over children
  • Advise on decisions about an individuals
    competency to handle his own affairs

13
Functions of a Psychologist(cont)
  • Criminal cases
  • Assess the criminal capacity of the accused
  • Assist the court in deciding on mitigation of
    sentence

14
1.3 Specialisation categories in Psychology
  • Three Counseling and Therapy Schools 
  • The psychodynamic school 
  • The term psychodynamic refers to the transfer
    of psychic or mental energy between the different
    structures and levels of consciousness within
    peoples minds. Psychodynamic approaches emphasize
    the importance of unconscious influences on how
    people function. Therapy aims to increase
    clients abilities to exercise greater conscious
    control over their lives. Analysis or
    interpretation of dreams can be a central part of
    therapy. 

15
Three Counseling and Therapy Schools (cont)
  • The humanistic - existential school 
  • The humanistic school is based on humanism, a
    system of values and beliefs that emphasizes the
    better qualities of humankind and peoples
    abilities to develop their human potential.
    Humanistic therapists emphasize enhancing
    clients abilities to experience their feelings
    and think and act in harmony with their
    underlying tendencies to actualize themselves as
    unique individuals. Existential approaches to
    therapy stress peoples capacity to choose how
    they create their existences. 

16
Three Counseling and Therapy Schools (cont)
  • The cognitive-behavioural school 
  • Traditional behaviour therapy focuses mainly on
    changing observable behaviours by means of
    providing different or rewarding consequences.
    The cognitive-behavioural school broadens
    behaviour therapy to incorporate the contribution
    of how people think to creating, sustaining and
    changing their problems. In cognitive-behavioural
    approaches, therapists assess clients and then
    intervene to help them to change specific ways of
    thinking and behaving that sustain their problems

17
Specialisation categories in Psychology (Cont)
  • Overview of counselling and therapy approaches 
  • Psychodynamic school 
  • Classical psychoanalysis Originator Sigmund
    Freud (1856 - 1939) Pays great attention to
    unconscious factors related to infantile
    sexuality in the development of neurosis.
    Psychoanalysis, which may last for many years,
    emphasizes working through the transference, in
    which clients perceive their therapists as
    reincarnations of important figures from their
    childhoods, and the interpretation of dreams. 

18
Psychodynamic school(cont)
  • Analytical therapy Originator Carl Jung (1875 -
    1961) Divides the unconscious into the personal
    unconscious and the collective unconscious, the
    latter being a storehouse of universal archetypes
    and primordial images. Therapy includes analysis
    of the transference, active imagination and dream
    analysis. Jung was particularly interested in
    working with clients in the second half of life. 

19
Humanistic-existential school 
  • Person-centred therapy Originator Carl Rogers
    (1902 - 1987) Lays great stress on the primacy of
    subjective experience and how clients can become
    out of touch with their actualizing tendency
    through introjecting others evaluations and
    treating them as if their own. Therapy emphasizes
    a relationship characterized by accurate empathy,
    respect and non-possessive warmth. 

20
Humanistic-existential school(cont)
  • Gestalt therapy Originator Fritz Perls
    (1893-1970) Individuals become neurotic by losing
    touch with their senses and interfering with
    their capacity to make strong contact with their
    environments. Therapy emphasizes increasing
    clients awareness and vitality through awareness
    techniques, experiments, sympathy and
    frustration, and dream work. 

21
Humanistic-existential school(cont)
  • Transactional analysis Originator Eric Berne
    (1910 - 1970) Transactions between people take
    place between their Parent, Adult and Child ego
    states. Therapy includes structural analysis of
    ego states, analysis of specific transactions,
    analysis of games - a series of transactions
    having ulterior motivations, and analysis of
    clients life scripts. 

22
Humanistic-existential school(cont)
  • Reality therapy Originator William Glasser
    (1925-) Clients choose to maintain their misery
    through choosing inappropriate ways to control
    the world to satisfy their needs. Therapy
    includes identifying clients wants and needs,
    teaching choice theory, planning and, where
    appropriate, training clients in behaviours they
    need to succeed. 

23
Humanistic-existential school(cont)
  • Existential therapy Originators Irvin Yalom
    (1931- ) and Rollo May (1909-1994) Draws on the
    work of existential philosophers and focuses on
    helping clients deal with anxieties connected
    with four main ultimate concerns of human
    existence death, freedom, isolation and
    meaninglessness. Therapy focuses on clients
    current situations, with different interventions
    used according to the nature of clients
    enveloping fears. 

24
Humanistic-existential school(cont)
  • Logotherapy Originator Viktor Frankl (1905 -
    1997) Clients can become neurotic because they
    face an existential vacuum in which they are
    unable to find meaning in their lives.
    Logotherapists use methods such as teaching the
    importance of assuming responsibility for finding
    meaning, Socratic questioning, offering meanings
    and analysing dreams. 

25
Cognitive-behavioural school 
  • Behaviour therapy Important figures theory, Ivan
    Pavlov (1849 - 1936) and B. F. Skinner (1904 -
    1990) practice, Joseph Wolpe (1915 - 1997)
    Emphasizes the learning of behaviour through
    classical conditioning, operant conditioning and
    modelling. Therapy consists of learning adaptive
    behaviours by methods such as systematic
    desensitization, reinforcement programmes and
    behaviour rehearsal. 

26
Cognitive-behavioural school
  • Rational emotive behaviour therapy Originator
    Albert Ellis (1913 - ) Emphasizes clients
    re-indoctrinating themselves with irrational
    beliefs that lead to unwanted feelings and
    self-defeating actions. Therapy involves
    disputing clients irrational beliefs and
    replacing them with more rational beliefs.
    Elegant or profound therapy entails changing
    clients philosophies of life. 

27
Cognitive-behavioural school
  • Cognitive therapy Originator Aaron Beck (1921 -
    ) Clients become distressed because they are
    faulty processors of information with a tendency
    to jump to unwarranted conclusions. Therapy
    consists of educating clients in how to test the
    reality of their thinking by interventions such
    as Socratic questioning and conducting real-life
    experiments. 

28
Cognitive-behavioural school
  • Multimodal therapy Originator Arnold Lazarus
    (1932 - ) Clients respond to situations according
    to their predominant modalities behaviour,
    affect, sensation, imagery, cognition,
    interpersonal and drugs/biology. Based on a
    multimodal assessment, therapists are technically
    eclectic, using a range of techniques selected on
    the basis of empirical evidence and client need.

29
Name the same generic principles of psychology
  • Respect for
  • Assistance with
  • Acceptance of and
  • The ability to share with
  • Understanding

30
Activity 1.3
  • Page 7 SG and also Prescribed book
  • Definitions in groups

31
Specialisation Category
  • Research psychologist
  • Clinical psychologist
  • Counselling psychologist
  • Industrial organisational psychologist
  • Educational psychologist

32
Interesting facts
  • Overseas we get some more specialisations

33
(No Transcript)
34
(No Transcript)
35
(No Transcript)
36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
About PowerShow.com