BEHAVIORIST PERSPECTIVE AND VIOLENCE:Shadow’s violence, Child’s violence

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Forensic Psychology (PSY - 513)

Lesson 13

BEHAVIORIST PERSPECTIVE AND VIOLENCE

Objectives:

To understand the concept of archetypal constellations and violence

To understand the scientific theory of behaviorist perspective

To understand the classical conditioning and extinction

Few topics from previous lesson

Archetypal Constellations and Violence

Shadow's violence

When shadow is dominant that is when nations go for war. Shadow is the bad side of the person and

person himself is unaware of this evil side. Like master minded and logical leaders of one country

attacking other poor countries and justifying their brutal acts although the whole world can view but

such cruel leaders can not. Wars, violence epidemics, chaos are the examples of the manifestations of

shadow.

Child's violence

Child wants every thing now and behaves with out considering the consequences. So when ever

obstacles come in his way, is frustrated, angry wants some thing, resort to violence.

Great mother's violence

Great mother's violence except the child is threatened. Then becomes "Kali Devi", "Durga Mata" and

uncover the sword and even drinks the blood of foes. She becomes fearsome to protect love ones.

Hero's violence

By nature is a violent figure. Because always fighting with the dragon or villain but the fighting cause is

noble.

Wise old man's violence

Usually does not commit violence but when ever perverted shows violence in the form of deceive,

treachery and betrayal and misguides the hero and takes a shape of trickster.

Anima's violence

Typically does not commit the violence but soften the ways to avoid brutality. Even legitimate violence

is required it makes hindrances by creating weakness.

Animus's violence

Makes more violent women perverted form can commit same kind of bloodshed as shadow commits.

Trickster's violence

Trickster exhibits extreme kind of aggression just as shadow shows.

Self's violence

Self shows justifiable and holy violence like "Jihad" crusade, battle that is take up only in the name of

Allah and not only person indulge in this kind of violence but also the other people are convinced too.

When different archetypes fail to work in collimating manner, violence can be a result.

BEHAVIORIST PERSPECTIVE

Behaviorist perspective presents the scientific theory of psychology. they introduced the ideas in the

field of psychology that

I. Man learns just like an animal

II. Man behaves just like an animal

Forensic Psychology (PSY - 513)

The conjectured if you want some one to learn some new material, present that thing in association with

already known material. They not only created a new language but also a new philosophy and a new

promise was made that we can understand human behaviour by breaking it into small pieces.

Classical Conditioning

Classical conditioning was the first type of learning to be discovered and studied within the behaviorist

tradition (hence the name classical). The major theorist in the development of classical conditioning is

Ivan Pavlov, a Russian scientist trained in biology and medicine (as was his contemporary, Sigmund

Freud). Pavlov was studying the digestive system of dogs and became intrigued with his observation

that dogs deprived of food began to salivate when one of his assistants walked into the room. He began

to investigate this phenomenon and established the laws of classical conditioning

Major concepts

Classical conditioning is Stimulus (s) ----------------Response (R) conditioning. And the stimulus

antecedent stimulus causes the involuntary response to occur. Classical conditioning starts with a reflex:

an innate, involuntary behavior elicited or caused by an antecedent environmental event. For example, if

air is blown into your eye, you blink. You have no voluntary or conscious control over whether the blink

occurs or not

Unconditioned Stimulus leads to Unconditioned Response.

Conditioned Stimulus before Unconditioned Stimulus.

Conditioned Stimulus leads to Conditioned Response.

Un Conditioned Stimulus---- Un Conditioned Response

Un Conditioned Stimulus---- Conditioned Stimulus -----Unconditioned Response

(Repetition)

Conditioned Stimulus Conditioned Response.

The specific model for classical conditioning is:

1. Unconditioned Stimulus (US) elicits ---------- Unconditioned Response (UR):

A stimulus will naturally (without learning) elicit or bring about a reflexive response

2. Neutral Stimulus (NS)------------------does not elicit the response of interest

This stimulus (sometimes called an orienting stimulus as it elicits an orienting response) is a neutral

stimulus since it does not elicit the Unconditioned (or reflexive) Response.

3. The Neutral Stimulus (NS) is repeatedly paired with the Unconditioned/Natural Stimulus (US).

4. The NS is transformed into a Conditioned Stimulus (CS)

That is, when the CS is presented by itself, it elicits or causes the CR (which is the same

involuntary response as the UR

The name changes because it is elicited by a different stimulus. This is written CS elicits >

CR.

In classical conditioning no new behaviors are learned. Instead, an association is developed (through

pairing) between the NS and the US so that the animal / person responds to both events

The following is a restatement of these basic principles using figures of Pavlov's original

experiments as an example.

Forensic Psychology (PSY - 513)

Before conditioning

In order to have classical or respondent conditioning, there must exist a

stimulus that will automatically or reflexively elicit a specific response.

This stimulus is called the Unconditioned Stimulus or UCS because there

is no learning involved in connecting the stimulus and response. There

must also be a stimulus that will not elicit this specific response, but will

elicit an orienting response. This stimulus is called a Neutral Stimulus.

During conditioning

During conditioning, the neutral stimulus will first be presented,

followed by the unconditioned stimulus. Over time, the learner will

develop an association between these two stimuli (i.e., will learn to make

a connection between the two stimuli.

After conditioning

After conditioning, the previously neutral or orienting stimulus will elicit

the response previously only elicited by the unconditioned stimulus. The

stimulus is now called a conditioned stimulus because it will now elicit a

different response as a result of conditioning or learning. The response is

now called a conditioned response because it is elicited by a stimulus as

a result of learning. The two responses, unconditioned and conditioned,

look the same, but they are elicited by different stimuli and are therefore

given different labels.

Classical conditioning primarily influences our emotional behavior.

Things that make us happy, sad, angry, etc. become associated with

neutral stimuli that gain our attention. All of our childhood learning is

voluntary for instance a person likes green color this could be the result

of an association of a nice guest, who show tenderness and always come

wearing green colour.

But the question is how people learn to hurt other and become violent? How childhood learning can get

connected to other adult behaviors. Pavlov concluded that if an animal learn in this way the man must

learn in the same way.

"How we forget" issue

Only tangibles are the subject matter of behaviorists and forgetting is a relevant to memory.

Behaviorists subjected the issue of forgetting in the same way.

Extinction

Extinction refers to the weakening/elimination of a CR when the CS is no longer followed by the UCS.

Elimination of the conditioned response by repeatedly presenting the conditioned stimulus without the

unconditioned stimulus- for example, repeatedly rings of bell without presenting food afterward.

Pavlov explained the phenomena of forgetting by extinction. So, Major concepts of extinction are

Conditioned Stimulus No Un Conditioned Stimulus (Repetition)

Conditioned Stimulus No Conditioned Response

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