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Case Study #1 Neurobiological: Mrs. B’s lack of enthusiasm could be because of chemical changes in her body as a result of aging or menopause. Since Mrs. B has been teaching English for the past 12 years we could assume she is around middle age and her body processes are starting to slow down. A slowing body could also cause her enthusiastic attitude to slow down. Changes in her body chemistry over the past year could lead her to act apathetic.

Humanistic: Mrs. B’s lessons have lacked creativity because of the lonely and overwhelmed feelings she has been experiencing. She is too emotionally damaged to to carry on normally in the classroom. She is insecure and doesn’t feel like her efforts will be appreciated.

Psychodynamic: Mrs. B’s lack of effort in her class could stem from a lifetime of trying to make her father proud and not having him there anymore. It is possible that a motive in Mrs. B working so hard to become a good teacher was because she wanted to impress her father. Without her father there, she no longer feels the urge to to work quite as hard or she doesn’t see the point anymore so she becomes mediocre. Behavioral: With both her father and child gone from her everyday life, Mrs. B has had an obvious upset in routine. The system she is used to to has undergone a very large change and Mrs. B is not sure how to adapt. Because her home life has changed so dramatically, it is possible Mrs. B wants monotony in some aspects of her life thus she has made her class boring and unimaginative. Another possibility is the changes in her life outside of school have upset her structure so much her school life has also become disorganized.

Cognitive: The dramatic changes in Mrs. B’s life have caused her to revaluate the way she thinks about things. This makes her doubt herself and her ability to motivate motivate her students. She no longer feels sure about things, including the way her students feel about her.

Case Study #2 Neurobiological: Studies have shown that people with a larger hippocampus are more likely to be thrill seekers. It is possible that that Barry has a smaller hippocampus and this causes his behaviors of avoiding more adventurous situations. situations. He avoids these by safely living through his computer.

Humanistic: Barry has low self-esteem and is unsure of himself. He is too ashamed to apologize to the woman from the date and possibly even afraid of her reaction. He would like to date, but he doesn’t feel comfortable putting himself out there.

Psychodynamic: Barry’s current situation is the result of an unconscious fear of taking a risk as a result of a risk he had taken having negative consequences in his past. Barry made a limited effort to arrive at his date on time because he was unconsciously scared of being rejected by the woman.

Behavioral: Barry is so used to the lifestyle he has grown up with his whole life he is unwilling to take chances that could possibly lead to changes in his life. Barry doesn’t take risks. Instead he plays it safe by spending his free time at home with his mother instead of trying something different. He is so used to the pattern of his life he has developed that deviations from it are hard for him.

Cognitive: Because Barry sticks to things he knows, he isn’t exposed to different perspectives of the world that could change the way he thinks about his life. He knows things could be better, but at the same time he is comfortable with the way things are now. He avoided the blind date because he didn’t want someone fresh coming into his life and making him reevaluate his outlook.

Part 2: The evolutionary perspective of psychology is a perspective that bases explanations off of the theory of evolution. People learned and developed instincts by experiencing negative consequences when they ran into problems. The same strategy is used with corporal punishment. When a child misbehaves, negative consequences ensue with the idea that the child will learn from their bad behavior and not do it again. The evolutionary perspective also is significant with corporal punishment with the idea of leaders letting others know they are in charge. The parents discipline the child to let them know they’re the ones in charge much like our ancestors disciplined nations they conquered. Socio-cultural perspective says personalities, beliefs and attitudes are shaped by the environment one is raised in. This applies to corporal punishment because people that had the punishment used on them are more likely to find it acceptable because they believe they turned out okay. Another way socio-cultural socio-cultura l pertains to corporal corpor al punishment is the religious justification of it. Some people are raised in a religious environment where the practice is considered as not only acceptable but also as a character-builder. In their culture it is acceptable to practice corporal punishment on children because others of the same religion do it.