Scribd Logo
Importer

Bienvenue sur Scribd !

  • Urdu Pcycology

    Transféré par

    rocky794u
    1K vues73 pages

    Copyright

    © Attribution Non-Commercial (BY-NC)

    Formats disponibles

    PDF, TXT ou lisez en ligne sur Scribd

    Avez-vous trouvé ce document utile ?

    Ce contenu est-il inapproprié ?

    Signaler ce document

    Droits d'auteur :

    Attribution Non-Commercial (BY-NC)
    Téléchargez comme PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    1K vues73 pages

    Urdu Pcycology

    Transféré par

    rocky794u

    Droits d'auteur :

    Attribution Non-Commercial (BY-NC)
    Téléchargez comme PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 73
    oy heie Educational Psychology Les a ; Li Sist® M.A, M.Ed. Selorfe eS uimsevig® Bi Siah an ile nae pbsGune tl ei fue @ ~ 2+ (Environment) Uy ust ( Heredity) (Individual Differences) 2B QiZIZ ye (r abe € Behaviour itz! Attitudes 2 ug (r oe sturdyb tung Sue (nr ) Ua uE (0 SVLVPSIEC oe Learning )UpwHSEL ve (4 -sb-€ (Experience see E PE SP Eid fete eu bb SLI (Discipline ia (i+ bb Sect al ext FUBPE Ei -t/(Evalution) Aa Lars free ¥ (Exceptional - Children us bxr74 (Ir ob abu deadudresugde abs tM sdb L velo b¥ (Special abilities} (Developmental Stages) ar Vb eta Fin AL Mei? (r a MASSE PL ot BEN ASE Tusa asube (0 -Vhinfiny ae td Sb mig Petty (1 wyFinrtne Fresher & -e dhol Heiie Ue bene whe UCAS Sih tet si me HUH AL Pe Pe Midis oS eee . or Scope of Educational Psychology | Yc ae ENS Gils Moshe toa CL PPM Le yee Syme We tTP tee LSabut da L Bitar Be ty LeBalebe wet ue StU Mela Aye mutchbor eth teituoite se tht tL Sider te sO ( SLL Moc ten Lithia (0 PANELS oot ted L yap yee Sig toi Yash Corie WLS Liters iS (r eee AE LW a pu Ber free (r wt ti Sig doieev (0 © Pip olNatu redeS SEC) ~(€(Behavion) wiaturede SS LEMS ese B/S (Behavioun 47 Ke elie lywhBL etree WAGT Ibe BIGIIL VEC ES (*6Gitterence Ubd duet: Lode hs 25 tortion, Lut hive Individual )=' heat BE Azle eed ben eis we a ttlesiysypi Stages of )\ip£ ve SuE(r oF € (development Boye ese ble” 2UEL AB Len Boa ly Shun Ko Pour be Uap wu. (Speical Needxt nt SuElr “ 6 bewot fore Gitere dete? ste uprPr bP L bax es £5 erties es Suns Sipiber put Gr UIP Supe. Beerbh rh Wiluieul oF Glass best ewwLeie? (Limitations of Educational Psychology) Fer BS SPE vais (0 ee turn ye UL eer Lik, Sth fii toes Lilie et Linke denM UL Pei “ u-aab-(r (method Pete CBP BL oI She ud bee a8 Pb Prue (Introspection method) ee ai bivbes He LE ib Kiretonn BIL FL tL sepylera bedi LEU) Introspection BI yLid: Ae (Ae) 'Spiere vai(hy.20) Intro Hive wet Pe Le fodut b KBIYIL ee, Bive nde Aafia Sete nL wie nrbun? oi (ee “Introspection is the notice which the mind takes of its own oprations” (Lock) (A) ei Lp Pr “Introspection is lodking within ”(Titchner) “eye Z rat SSIS L SRL (r ephaPe Se te Ly eL Fr Lat bee celui Phebe lb pleneY Pola tote he ty PAB ine [be Vea Le en 2bnut MobCE Lt -etiovinty lt SL PL pi Leo Bosse" (LGr8) ee Fob ot " Observation is the systamatic and 2 detibrate study through the eyes of sponteneous occurences at the time they occur,” (P.V. Young) I Lue ake Pod we l(r Cape Pe seebyeLodtewe " Observation as a tool of research deals with the enteral behaviour of person in appropriate sitataion, controlled or uncontrolled." (Sukhiya & Mehrotra) aa tepmeriLiturd JEveud ew According to oxford concise dictionary Gums observation is accurate watching or knowing of phenamena as they occur in nature with regard to cause and effect or mutual relationshiop. en ASAP elle Cee eyes oi Ubi dit wtiijce jet ne, Wied eden Avo. be den ecatdoby ween p PE rn CSE FE Ubealtlprdtel {LU pile pte LS ett ted We aSL ms tind fyb Gael Folate ie Bm ters aL nMsla Bec A fe FALL IIE KE" 1 UPC net oF pyed Uutewilayz tbube ug Le eye tel Mew jhe pte (Observation Method) P Gute ete ba PL Sec ue tu Wit, LA Natural Condition we VBP fhetrer file thei BF feu SeneL stibyg Eup Lntdtedrda ch side ub Sho feptynk vedo. tba kof I VEIL ay Lib hausiel JF 5 State SIL hein Gite Leese Cz stud Sata bedtut sedomdbcu Are (Demerits)--Uyre brute? Fgh Lie tithyeLh jd slouel we ph MitiEte era h ire deg nL siz ol beat bE LOMr + Be crt Vit E eke ADE ety ti WE Ae Lei And Spee eben Shei Ande tri SOrusw6boLasb(o Wes mbunyit het ite ete Fo Kasicas ty ier R obras iL ste chSea(r aus USGpele te krcbb ion tL rate(e LEW np BL IEP tle teete WL Jedd bb EL me (a eb ANialba> we be Bingybe wibnd Aye wed Spine La elke ethno tt (Pigalgbed Hsia Spi Sabet SS Gb (Planing of observation) LaltecuifomL sed eee _:( Execution) e¢r ere Labs ~:(Recording)@us! (r Petrov Gjbue ge Leese, CALC (Analysis & Interpretation) CAS tL fh fbiecl pe eos (Merits) bres? we tell OA ul ie WA LIL PRGA IIL Physical treatment ) Gu Gl?giL ebsl(l (through medicine He SEW r AAU LGIL Sr ALA (attituted Zim WF hes Loi t girl EA cbs A RE WL Al Virdee tele 2h) Usaha Play eb t UZ A(Psychodrama) sds) Jb 1¥23s(Role Playing) Fuiiu/ (Therapy II hE RLS (Merits) Usa Moos kas Ls BB inh LIL AZIL Mr (Psychotherapy); hbo En KAS Su Br cay Un@vere Aten Loja apr ~ Feb PL Me Sys Fi pb gl paslafuier -e Oyen gle SF GLK RB Up esl Z IPED Fed Poote rLepafis Arley < wea ilicn BPM Gr esrb (Case study,Clinical Method) we trtinbion cob FAL IL Pateerbiafiins Ar kiveretjA fi ec titite ie Pb witie Sous Bedi wpb uz £(Abnormad SABES ntl y CSPGs we Serer to hf abl Ul Jom Case Historye ul el te Ele uesylyubstiuryss vl Urideaduee PAU Ase deli Bova Lo n€ bodes ber eed BAS \(Case Study) Pb Lele: dined ple Sei Clinical Method) CPP AL Patrol Tal yi Fail Lay -u SS (Abnormal Behaviour stdsL 23 LURE UR ALG x8L Diagnosis) “eth (Physical Examination).t bd case Moet AL Gril bir (history (Psychological testing) Ee 2(r (Clinical interview) ssZ1" (* WPL joan Sumer etibtvecrt Salt lL feast, sw (Treatment eu (PU Liby © Sa als ; 163 087 Pui Independent riteidic aye jr Pu LW Wariable (Dependent Variable) 2 Ft uatuna ehh fe Bh er See Sela ae fob Phas Pee Fe belbvhe BEM red, sein isle Oe beata bh wie Condition ried, 7 Experimenter thd 7, yrdr Stimulus [/(~ Object 41 Responce Sie Beer lv Ree =1us\(Individual Experiments) Ove tetany (Group Experiments) << (Metits)-uks lx ALF bor tanEaud? east the ( Eyl Me He Cyyeiev boc Mey (Demerits)--Vye Sa Ag eal 2 S63 Sa AUC - Cyycowrwée Gorse te nL fer Ce Vveritication) (Experimental Method)_: 3 + a7 MS Pee CLeL EAE AIF Lipzig PL GZ x Port Mire WL daft, forth he U879Ut v'Experiment! 8 6 uli ‘Trait’ < GE e i8t = 'Experimentum’ a a (hey Test (M7) Af OU AOL steht PL iA Loraaltesaunt eiPFe ue AN Fete Sve BAG Le tere Ry 25 PL tues (Variables) sheibs an tboul LL ABingieby (« gis Setallatir Growth and Development iesallienc gibbeiabe -< dr (Quaitatveyn HAL 6 Bte SFP Cotsen iba typsl tr (Development) fhe le EY sbiK ude -e thi = ale Sue (Characteristics of Growth) Loins ESP Eine Oud () seth Yew: Grith ube tuge oul -< eth eh sd (r jt Eile Gn CA Lo Le rbiEiab Ne fre ular b slr eve ube ya Susi bu(r ~eth ONAL enw fo -< Flu cori Poe Cyawtete buih pe ula td for Clee ZL S PIG ans soll Ca! Sper feirsd. HL irelate the ~< Piscler Male Q iL ge na db fle aL Demerits euyeta ds bf EU Gee So Si SEALS (1 Sle a trgaftn det Poy? # Jou! (Independent Variable) 2177 (r Ab iich SiS (intervening Variable) Lu Sas SASL wei (r ite tut tet CLS oe Pith ive Hut nk e Usher ht Live dtl F utd 2 Gt UR dt lot hg eeatck EOWL Jri£ pA : Integration 2 (a Arte. 6 hil yeh hile g ELE IIL YP Aleve HS atnifc we IA ESP SIE pEiudl Ae SPIELE etek 25S WL SIL PAF: interralation PU, (4 She nigi dele tere JAA Sis ALi eve Poe Ake rile le SLO isle tests! EQWE JME AS: Interaction Ay (4 PE eed Herr hte ASE Urey prot dask Lie HEL be Lr athe ni eee ec hein Model UliIndividuat Differences =.6iLs/7h (A LB PUUP LTP BL Jer SEM bwin Be hut tus sof UE bE LBL Pi tae (23 Jeiy:Uniform Pattern 2x (4 PLE SSer Susie i tur etl bite tere toute de ne th MAL MUBL Yat GRIWL Ji lPredictability) JY y° (t+ PAL HIF Pub, Sak -edse eer MU (Characteristics of Development) wet fer Fa Fg Kobe ( -<. 26 Sy \(Leaming) dirt (+ Fike Poy ub wiiene SS (r en Bry Cables ALP POS CUP BLE (r eve BSGeL Mz (Nature/Principles of Growth and Development) CbFL bir ricer (Se st tue BLS BUM Srtely ety Ur iv/':Countinuous Growth BFi7% (1 ie BSiSie Gude re UPVE WL we ee tot Ante bre Wi. ifference of Rate 239 (+ *Ltok oP bor dre tbh utazt PS esi UETE WWE JriisSequnce 477 (r wei SAH bat osiytee UES FL JIL Ui : Direction U4 (r Kp Eslrib we Hide dedi © ete bea tdi = gui? NIB” (r plait Togt nae PGi Seed Chai 3) Seth “One's heredity consist of all the 4 structures, physical characteristics, functions or capacities derived from parents, other ancestry or species." (Douglas & Holland) etn Ptautbebotitaidiadeta” (Fr (psu*) te “Heredity is the transformation of the physical and mental characteristics of the parent to the child.” (James Driver) ee Liles (Laws/Nature of Heredity) (Law of Continuity 86 a2“ S Aly Zz wary geod Law of Resemblance yb ¥en (r (Ub AWE yseut fala Lo ssHs ooungiget uglier ML ye Lets Ley aoopifoth bers bE L Ether Asiut Law of Variation w86«3) (r shed eM Po abi, elisha? (Heredity and Environment) pL ble Et ELS Si pauibierlo uated. Lectobol yt Be tht LAI Individual Diffrences J) yiAi iL: ~etidulnedé Environment rt sHeridity UL isl nf Sac Mth ~ Heredity 219 PogrtLiLe terre re SEAL be uleton® UL n& SIL Ubetinie te GEL! ut & Heredity 2.17 Sobtienay Leth for tee kouten” (1 Linip Pita tig Lh vb Flag (Bs) Se dwnrrutyics “Heredity includs all those things which are present in the individual at the time of start of life not at the time of birth but betore nine month of birth at the time of conception." (Woodworth) ® signi 2 Le IE¥ (Cate) Mi, ENA Be baer WY wax" Yb sublease LL) Fue Jee Cwinship) tus Aged Sicl we Ue nr fouihey sure Zal La Se- JS (Dugdale) 3:31, 6/0 edu sours ee clieifeny (Importance of Heredity for Teacher) fore toudibetuge fei woth tar gue sbe tre a Petra pfei Cdl Mer 2nlAnwerede trent fol tte UES wet VA LP a Pee le SEL User Fe She buen fi Bh SSijider sp ba phogectiattislofoms < GLP BLL tuEe wha (ote ce PF Uwuigie(o ce OLS he a thrnegt (Environment)? Si hast spo tba wb Se Lik Fig spore dite te Bb ale Lr bcett Bre gheael ulin WL ef MSHA tL nS BE Orbe publetir bn if nutiict Situated Shoe, * Law of Regrestion W#5KL2, (" Sedu P HBL pa tb Hel oie VEL ef det ieee (Sorenson) yfyf ur}. tugLLbcionfecslyg thang re ne treFL y HLL 2th leer Sond Low of Inheritance )u# ¥ 21. Je (of Acquired Traits Si Pod Sih fan IHE gi swf Sbrigit 2 leaming of Traits) SR (Mendel's Law) yie¢ Jer SA SLid Sig tebe Ww git Wri, Lois ehoto cnt WSLS Bi bintbi Lege iis abnor Sofie lL LinP ba Zit TL (Role / Influnce of Heredity) Je 6Thornadike) Lb 8-71 UF GRC He LUTION Se € (Kat Pearson de -Aizunsdiacr Sibe cn Az ug tons bead thnd ff o geile Jee Klingberg) Seok AK Fer GB er Ky eal Se” Uri ged Vor Kut oti f bie vk set edeLuge Seite IE (Candole bet, oA s(e Lyte tenis K LBL ei tnd MiB V6L wr EMEC 2 iL sbi etstk tut Sep Snb AUR ae AL SEK (ColeyL tye ao IE Set Spe te Habs Keb t POLI P darth Lary tot brief neces let (Importance of Environment for Teacher) Soleil Gu uyeobeiel! f KitoeidnL bonito Lail ft Guise Ubi ire tila Mie i GUE IeU(r LIA be nL onthe erie tile Figlh Edt eid vistiiaL eds eS remeron Aer Sire Wiig de euA Surfer at LISP re WL Ub ALU FA z WG Leb vir ses LAME Pe Ag tr Gr ese -e de fUry® elo tiomaAWncers an GWU g Gudeesietdzs frie yO Che BL) "The environment is everthing that effects the individual except his genes.” (Boring, Langfield, & Weld) WE SAK rt hearibyer ln tbre (Bobs) “ed Sve “ Environment covers all the outside factors that have acted on the individual since he began life." (woodworth) (3) Se Viehec iby dr " Environment is that external power which influences us. " (Ross) ebb Ae drt (Role / Influence of Environment) UB 6 Franz Bons) 4 2521.25 bit (0 ae pAL IME GE EN tesrete fpeen terol ae Yorn SUB emt Se JEU Gorden)yitpiF jr r Ser BSUS jit a Sh eJaitbade eae BUF Le UB 6 (Cle Sit 4 Pr Seibete ~ (Physical Development) wale, Su aLIDL Fug hu Fugonte thee i pe BLIP patent i tyr Lisle ton aibies eae ds etrmbied SOF tbe Ladd mut 5Sit Sfx Zt Usib ul wiguil -ethxty? “(Mental Doveoomant eae (Ssaust ea Sites Gutta pret hho epive nlite ke Be PILL Lee oh Sree ptklt wie Ke ne Sth Sint ¢ LipohuayhbeLuset te ~(Social Development) CeyseCe ale Ole fils ebeu a ALi eebstet tle tndt Aiubaba “SVE Fe Stages of Development WEL Serb re WE Kyl SA eV turds rhb infancy) S520 (Early Childhood)egk (Later Chitshood) uf fil Jb3=0 Ji6e3 Ji12<6 v18212 UW45<18 (Adolescence) 2i4i(" (Adulthood)s#( 2. (Maturity) F( Y (Old aged Ru aibethi fe Sith we he Pbigtrnet in oa ee wl Py Lung éSte Men &, fous Le ene eile wpe sen Eedudet Be BWR SE guru lh Kip BL espgstrly fa we fey buevidee oF fea Pie Se LS asa ~:(Infancy) eh Sip 2 SSH Fhe Fg SE WE ere LL Age this 2 dj belk # dl65<45 Lic65 eer Ose ~(Characteristics of Infancy) Sir Sleve tute LZ we bne ret EASE ol Gr we dne UeI Ey unpbbens ed LeywE Sdgle be we thols Asie sic AE Subs dn€ GRO mee Ble wele. ete yne in? ble ne bP AAs ab Efe thule Vesnietea Socal Ny Sete Ses weir lILb sult BP tebe xO cde ARNEL HS AL MZ Gule eR REL i et howL PB re Ah TIS Ltr bibitive ire yep PIS trobienulnd OS PCL SPEE(N et Meret buy zl Aadii2 ~(Education in Infancy) HEEL SEZ ( ce trobic Uthurivlelfyun Eb bbb. iti SB tee Pe WEG tic EA SIL tKS pe Ae SFIS LAE tpl -e tue Ec MALS FL ures! et/Gne vet! Lint tlfre f Jukes Lowe ‘ Ubon tA tere ard Gudpicla motional Development LSet! ef betsle. wet CAdve ~:(Moral Development) Kee vein we perf PE IWWL PU SUrce te ASSL Lite Oh ssn Sere CILLA CWE eda hurrle hres LS Woikie gt VL se eulig we Oat LE teri} Wes, @ ii a Bin Bria KALE ~eth ~'Sccial Development Sac PLBAL IEE Seg Sz! hte, See ee ne bata Adela ~Emotional Development SASSI 25 Sucibia pill lle te bod Abele pet eter HLL ALP ir Zeger ~: Moral Development Cidue sit herb AP Ge BL Ab a SEES Poe bev? eres BEI UNG Gaal bh dnb Si LSM eb osha ~:Charateristics of Early Childhood Etim re Paths tls bint -e tt Pea LEU tL Urn teeee LIAL ( wt) BL | ELVA Ur eetee Beir PILE WISE ctnSorabef yah! SoC blah ede elie HI SP UEe aatdhondh/ we bi Pte badnt as Seibierla “Physical eee Lyi bre shoe 4 dle nA LIS: Lom t Avant aplbxtyi fer LAvsb ~:Mental Developement Linke bss tet bu eveyeLetrniuiditl daze (AG rote teoxartutito he ret nL dy Ade My shUE Sie the tase Gin Lh CPi pL Rel ow ut ~: Mental Development 4/43 (B ES soni Bhouras ot 4 a Pe utufaide LiKtumevsie tube ule GAL Freire ten tt ota Sow Pc Rett CASE ~Utbestig Miley? ~'Social Development LAge (Cc rey Gangage A WAT Sd? Beriite tate lL Pte dp LIS Ree beta eaw SF bret LIE EF ie ES WIG ES LS feise tudo Lg tego dry Gata / UFielsl Whoa elt LG AL turk “BEL AGLLS wee tuctithuiint? Ae brginl Sb A(r etl vine Kuges Sef bie Education in Early Childhood vole ib ypie dhe tA befoun “ Pgs, Sache dnsimbec to wustan(r SSA Ee ep dbwreinl bre USP cnbovl owls 1g (0 Enso etSite Pea ASCE ASH tUE (2 -S bt” ot ghar (Later Childhood) Le uAt aS Iveg bel ee JRE ae bape e th? Le Me ttre defini Aloe AS AA, Fuidle (A ~: Physical Development trobie Uuak UI tue lot? exe) pete tee Me wdssts Sotho ein ouditg -e hoi tureBetetle tut bin Korizol tur? Education in Early Childhood Gbad pturd Sesto st BS BL ests sl UP Uisite wade Loy LPL AP ee AME APs Wey hedne tig she SAL gb! we triehe Me Mniete Sr.] Fluid JL w ato sla No Temporament Those adopting Type Approach 1)| Blood} Sanguine! Active, ede idiot uF} Shy hopeful Those adopting Trait Approach IY ~: Type Approach sila 2)| Yellow} — Choleric’ irritable edeCel it tol isbine PLorY Bile] (AD Quick tof Pe mek Ik, eora URLS (pus) anger] | reside srcL iin Pex Werizet | Seve Lnc pert eay 3) Phiegm| Phiegmatic! Calm’ we eet neFL Bit é F] suggish) |} UI Ser tee edeL wile eh] || “eee “ 4)| Black|Melancholic| Depressed,| |) Gi;-42u (Mucus) wind) “= 1s”(bile) Bile oad Slow,| || U&L (Hippocrates) 4b Anbdtye Are (pie) Persimistle | |) oleh See ote nS ee bie Kiterty Al | See Sere weietd Pe! een SPL 0 ei eo AL BW : Van turrrbetMe WL ited ute f ef Gc SLAVS re Ata eke tur tebbsesled er bodes LEW dg © Grint) KS Se Plot WE dir Paes shee PLease afer Solr SLR oil bod Pile teh met telson ethyl =e SG Criticisum on Type Approach wig HIPS SIU ME HSB Ure Luister ne sei Uri LL eBid Le, VEE Shinar aut etic Pane =: Trait Approach Ws dtsi(B Les Oy (Trait) Gs ASA ebb e Soot gipiess Fedele ere CurS$arSerr Esfyss suFve ie senaping! Paeny Pine Bus bitepb dil Fai bor te Sor EPbore thet Pure tray KbiLitel peep teie rte Peeters Pope of hey Uttar bor fez Sila << FMM SCrralts) Ben etc stk ae Kiel © <= sr.| Type?” eb No. Characterstices 1] Extrover |r MAU ys dre (how) GnFrL ui teu Se eg G'stek be Me? eat De Uy eM Bee 2 Introvert} (ote s0f' we deriseuts rie AGW E oie onarz usin 3 Ambivert) (4) og UF batter Lens int uo Ba be 3G aS eee x Freud's Classification : SLA BLAS Wei alos ler WL sho] Type/”| Charaterstioss* 1] Oral - Erotic| Ae uy at Anal Ure 3 Phalic] PFE vd Sh =: USS Type Approach Uist! eatite PLE PEL £ BFL SU v4 berks Pt tel ane alcentrallest J Sly 21 Traits| Ae Gor fe Sloss (Se) [Soy text ly) Py ‘Gah ult ob oP 3|Secondary|Z x Sle fe, Traits]. uf U6 2 ut (Guig)| wwe SK set, isan SSM we (Cattel's Classitiction) lek sll MIT PL Aactitc ur BL A tligien weir toyed Me oy Sr. Traits} Description JS” No. 1 Common) Uzi ez slltt Traits | Pupe be tus (Sli fF) 2 Unique| Traits} (Si) Sythe sez bigot 3 Source] /65¢2£s jx ili! Traits | 65tcL A! (Seat UL bn Le tere itel(o -e Pe YybsGl Frames of )£6 Uy sir Af foc ise -utL JA References we hy IK Senn Eine Xt ein asl fbn eS = Viegoifeudil(r (Allport's Calssification) Slr Pl bh Ly Se UL ere tre bites ban DRIPHL pre pwd! PUI EL ete Mua Steere Uitte Lire FL Slot Description Jo” Sr. Trait No. 1JCardinal|st,72£ 25x slic! Traits| Ande (Suns) haere AP ei Ser stvie Sythe, eAtite < Criticism of Trait dae zu7 bles! ~: (Approach phe PL SL (Trait) 44 431 ebb eCepee sLitndble Ar Le hbo rid Bout Lo Ape Bil Jobe But Lyte Sto -< bide sari nbar Sipe Pes erg Saen(r Fries, tree FAL PE isu sinr arene (ae oA Roger's _: Self Concept #57 Lute wt rt Sava _ wo ae mfieFFfL, Jul PLAST Lis clink Cental MS) Lew be a qhevopy an se (Self) 2 8 (Organism) Ack Li Sy sreGEsA (Organism) Ate -urLxJSe (Reference bot { (Sell) 8 Bc pilLwvodor PAL Te AR tr oh els 96, -e tn P 4, . er SO L8 2 64, > Te Meaning of Self Concept Pe Sk tQn€ lah) VEAL Te} Golf Concept) 4) Surface] dy aL ita suric! Traits) CP ypGne ist, (Suis) ~ SAMI Wag Veoh hedir (Eysenok's Classification) Bho Ne WAS Lees -ViA (Three dimensional Theory: Aan foyo kl Hel guee By 4“ ') Extrorsion <> Introversion Gout dors 2) Normality <* Neuroticism eu 3) Psychoticism GI ALAC: wd ivbisle esd Se o£ Bue Sec tent htleeuite et eee ds Cheyondt = Uke (Trait Approach) idle! Lrebt over, fon Lise Ey Lyd iBle WL ee shert st ten(r “e dil wd AS yL A se(r © wet SL (Theories of Self - Development) Bre tiv rne mie Grou Bierce oA gre tke UE GIE) eo Gator? rt Sle ULE RTL foctbee Lag htac hii peu UUES (Sel Fevien Hy thie Pie beore tet ery ~: (Collay's Theory), 26S PS IIGVELLL G5 “a reibluys Self Looking ) testy MAGES Bb hyptictktu leg MALE PELS Lit tLe skit ALE e IY Beenbrettl He Kemet SUA P LN tort ete Ae) Sate RL nS p6PL Liat eal Be Scale tag Ele Fst Sled KA ie LOY Yl tbrale US Pei fle tS ty Bi Se CA Ph jftae tml pI Aicted (ideal - Self) FUeH Te WL Pb e Fb Pele tere Japipp£. LPP Sl ptir UtZ£ (Phenomenal - Self) Ur Ghote Kt Pails tee SS 2£ (Phenomenal Environment) he DQ P SAL ole bg hers SPN eb ie ben Be Pile tiger ME SRANL ij EERE! Sth AtsecLie Pe tmbeaLett + we (od Nature of Self- Concept UP LAS le trocar pd PU serie AL Joie Lh PSA (Self) FLA eA LAO -<- Gnd 6, 71L (Phenamenal - Self) EUPret fem Ly Air Ser -e bre nfl ie oe Sih re of Maturation Futss 20 Dy SLijpe Sermyp tert Ko cutLnilsi este Labi Sedabe Keser a eS Fpbhetti fi, Mysed tebe CoS fost Ufo dihindi gg ecihse HL yrsle GR ho FSi p1 Phe SPL be Luynehtto bun Gigs? epost WL JFL eSB Gila tA SPL eye KGW Zod AL yh Bethe FL Ube tl PLY elie enidire al Pusic tet wallace Bes oer h Ubeiiale Lite trite WL uy» we tnFL ~:Comments Apr pL be (SetfLooking Glass) F271, SL LY seg iSjae Tui Pf Gy eLuye Ibi Le weal bat watt fi A 7 Syboic ) PUA Tn, Pee Ei tiogle wu! Seg tach Sue Ler$x(Coalive Action Gadinte Sie thecal umadubads ePONGL Ie telestiy ae deter idinli MOE UP Sa Sb ~(Teacher's Role) dep Lake dis on Kr pe tLe ie Pyles Li phensu Prt See Vege ty Sind Sebi Beh oink Viniputbitetpigese | #\ at ~ (Meads Theory), S64 (r “PIA Sul WL oP iv O68 Pulte €(Symblic Coaltive Action) seWbLuywei Pewee aul SP LeiigsesPre% ‘etl ons JL tS Cosh ai Fie yard ea dL Jr bys fpdntsinze 2 pee widfongs Pb Glin h fos tthe wz Poiyme Sy» Slicer Agigde Wipiypthehe fe ptthl we PRU LIL nde curb fei gerd oi(Me and Others) “epi t" Lie VE EAAUL UC, MyselAL « tap wig Soe (Others a9 (Me) tree” Uricplenigtt Me AURAL Uys re sbaaipade yale Lary Later Droge hz Lub dTerwes (Others lens @ esi Sut ete te AE er yir int Lb batihYurtuice de tent cE LiFe Sietaerasietelst UE bre HSH Lol SEW oni g! Be Wl FL Sitowl Jil Lb SAijere diac Lyle ey PUSS IB gpI PSEIICE Sie Su tes ye Keowee tS ei Sas Mus sie brsiubirovl Si tisivsie SSP Bi Benp bh tek bblee Sb -£x Mental Health =7(54_0 LISS Concept of Menial Health LbAB ib turcg et Bev lea Petite vitae Liberte seib70 Yale Mex wet toute Aig hee £ A ep Rle tb ning RABE fle A AGL eAB Meaning and Definitaions VAHL Hou ABL ebay hay 1) " Mental health is full and harmoneous functioning of whole personalty."(Holly Field) GALL vy eg ANI Lori Saw sure ben wlLy Sh AV Adi phauntLyy SL Got ELA Sign vrzer We LE Seti tL SPICE edna VIL WOM Grteee! Omi figxS ben EG wpe: UE Le Fyre bbSee dese -Ex ELBE L We mS peut 65 Behe CE nF Si SS Sesh ud Se Herdtote rE ui ye bee S Se Fo2umubit ter iwrter Leg tnisoentbe vince tee CLS Pool Moulic nbitulule uf OTe tse bs Peo id /fewrulecud ute Eder Gh 2 pour dee eu bt ignites eur Gie SHEE’ WEL beg Su LUPO Uedee itor Lb buf th SAL AFL Su sihiiier Swale ot Estoisey sosisey Luin Saat gd eothest full o£ pih, Lui UgwiletL usr sIMtotec SE ms y SBP L 02 0 0 Fre chair Ebb Luststuged UIlwresL unl, ube KL Pe pdogdiedriLuy bed but tpeete. wutbedi tet tetera esr -< BAY Jerse AGE Be etic Bl Pte ere Me GHA ete SKes edi Aer PML Senta M38 ~—e ~ Adjustment & i bail Oleh Suh Hail Pe Fes best Kiev fier Vigoital( Lew et Fh PL Stef Let uivtesteyiale tn te Coy bre PE re Wig Khe ay bs wutiitadiLetiy ate r£ sai 1) Adjustment Means the modification to compensate for or meet special condition. (James Drever) bin S Pelee ri ssi Ouse) “Ah 2) Adjustment is the process by which a living organism maintains a balance between its needs and the circumstances that influence the satisfaction of these needs." (Shatter) ‘eK AIL Cbs) 2)" Mental health is the ability to adjust satisfactorally to the various strains of the environment in various types of situations in ones life." (Clark) BL Jr tet t Geibieriur (Seco SUP UAL 3)" Mental health menas the ability to make adequate adjustments to the environment on the plans of reality." (Ladell) SEU veri blob bier (hi) eee bile denbretye useu Anes Ae ARO LG ICL PBL aide ne thi Ng Kutz tPF ttic wale ‘Seriprectorer tr SEL ALY Soren tee droit S Ln Kt ding fivl bier iewE Suiniens SE Po tint web Pret 5s we drecla ti Pte AH ale te SE, Abs ere ASAE we Wig Jaen cectnet” wat thie fret ME SEE Sheba Sierete GIG -ube (Social Adjustment) —:bL2in- Gk bale te Rote Be bait he si yurd Seu Se lie tery fe oad Let hason) mn iS tuRe eWightipe we ety It hips dA ec EIS My eenrgr feel uy So tiP GieFL sels HEFL sie tte et baste Me tt br ce ela LbrwetigLiiigeyi tl yin te ligh Foye Jrtetirenrad: edebbiiew tented Ag esiyiolen£ urdl eid IBE SecA SE Mallat bape td Sig kUE beni SA BRE Sig Muipe Lum we dren AK ate Solalee (Symptoms of Maladjustment) Ae PL SL sag bselee£ o} tuber efits, Pewesl wide en Pie cue a eidiats oft aonebitfvicbetig re Poa” (r WE Seu Site MigottetiLowe G) uh Sis! 3) "Adjustment is a continous process in which a person varies his behaviour to produce a more harmonious relationship between himself and his environment.” (Gates & Jersild) bate were IE Lesa (r SWL Fob l rele te ttt Cran) “Ebi = big (Personal Adjustment) Cite tap be Vibe oe PSB, Pete bainjv sty! Ob Le SLL tl ee deg? A'Ego' (Gv) ID! Lost iS uIL (Gr*1)'Superego! S52 Gir AL sali gif ViSZb Me ta spetr Ag Agonisi plese GiPit ICES K eS ttn & PectbLbbatge ab inotrec™ ‘ Gerrit ig Has fiie dg Sig FL YPGL clo stop Re leg i Bling, Leth eter weet __ ena) Jatetbihie debs AP 6IWL BIS te vos fog Aisle PTL le Siento Syie Cee Aidt BL BL Wire” LESS BI Le Sos $Se Poe Ain WL AGL wpe Cnt ~ut2£ (Defence Mechanism).€- (Denial) -61(1 “6h Sf 58 (Aggression) megule(t SAG KLIL Lycee treeeZLEL we Sigil eA Re yl (Compensation) .: Gur(r Wet me prt Ser Sour Lie fps & trl (ETy LL fi witoel Abn ise “Ob gta eA Pesto Ut ure Js be So Pr sure ibe abe Sie Aoi ph Lor igen LSE ele crepe eda ‘ wets (Sublination) SE al aha Sece ew fre ae z Sian (Couses of Maiadjustment) Lai drcesgy iS Soaiien wuditectaRut PU ter bierl EL bt ede wes we dna fiipn frien b hot LacSraiipee™ Wipe Se a fSeitaie Ae wear A LE SES aL La fio SEES RL WE nn LAC APES Pris eri se ele ae drei See Setar havels Lid rhea LHe Liralbed GUEASi(le oe bing kA (Stress Management) -: 5.7! end 6 bt Simp fo SETHE Lettre Uric tte ee @) St ls ATI (Mental Health of peoplils and Teachers) BP tub Pa du wee BAS Sal be she dem Reyes bulode Sree plete L bimbo ed v Cietig tre Ue “aE FBGA (Mental health of pupils) Aig Ler BQPESEEYT Ar Uttel Gute fu WtiA BE te ebnrb Le Lora wt Lows Liber HU be ASLO Pit dima Ser av ioubeh ty wife EE testa Shida wohy dnd Librher suse dase Zt uae ts EEA alot Et Lear usisuet ser Eb SALI ected oe Ube pr OE oe mie en ASSIS M EC 2S PIB tA MELE YEA Henk te nL PCa (Identification) -=44(o Loui tile Lphtoe” NIP Lae SES ol Sire upward ht “Lye (Projection) -: aC Situ indZE Lv uLtagie visi VbL ae A lortbaugeS recete) (Rationalization) -.23"(z ZL pF pete sl Ki} He didi be psig Mien dnutinS rt (Reaction Formation) -: Ban wihoynh LP bit sEKII ZW Pe ale thle tel bd ited (Negativism) -2234-( LL PEL Fi He sh PF hur SRL GI tC Ane DL SAFI QUE Lit AL WLI Lede le ites (Fantacy) ie 6a) Ne HPL KEL HEDy 5ubb JE Se Bi dsle bee IIE Sle LIL Sig Buel wn Ebi l§ “ut : He IGTUB (Mental Health of Teachers) diesg JL Riis theI BST ALE cinie te pes srhets BSE LAS Eneirl hhh d eb awe SP Lb, Sue cepa Sbbaiewl A nur rohenbitositainn’ ot AS auntuter ALS eGuide INKS Aspe tr LOO Pee wtb Lrolsbe tesa shee UA il rrate MSI ate fC enL den Ere WI LHL ABET UY ed Shin hids 2b Ebb te bio kihTu(r Lvl PvE due hEr ‘ WILL b AGS BIL ATr WiLenrersowZ L500 SPS ELK L UL Bios WIE (Job Security) 22% LL VAAL INL ABBAS LOLA hte ihe 2S pin SG ME SiSoul Aline Ail Spe! Aug Prd toes AMGBL Sp PKU reed tUElr LER piel ite ete AS Mr wifi mCi ole LU tet feb Litre da S Fis FSS nee LEAL hO 7 wr 2 eUiBIK eA _Wilgubr LEE Lb on Ute Bole wk VAGurg Pott bn GAHAL JAlo -4b LLM Cee AL Paty Lb SAYS We SIAL ule vie zombie ya Lb Sider ESF ite AY GUTE LVS Ws eb elute, Be PSE oF yr ole Sue 2b peM tA C2 ed tite gL ext, 2) “Learning is the modification of behaviour through experience and training.” (Smith) bette Le Ayr bl Je ir oy 3) "Learning is the modification in “eet behaviour to meet environmental (Murphy) we Site FG (Characteristics & Nature of Learning) -< EI wer pelos LAr LP boire ig MLSE Jot sleubsZoVi(r nett BLES (Hee Hines da Ae PIO eth i tue BIS PL AMO Winstead b et OE SG, Sei G AMY requirments." Suijeudeyl eich td ebb ee iL we ta NE UL are ao Vines I LJN oS Siesta BEV L EG cod betas Paget factinc hele etn MUP std Lb Sable d de afoLan rob rbLos le Ef tiss Ebb Mtn BJA Ms aot iit a boi urue B its deb SEMBLE Ba STU A lerenP Eb SAA (Learning) oon LN 31] Reduse Tealls amd PLS, enn eysor methid Xe-ing (Meaning of Leaming) Se, tuk phshsint siioyngioWl Getdle bbe eu Gurz Aisle UoL vibe me LuiP bre wes FR oe tire urgulAle ne tudtaiyitrr Vine We suet he Ltrs futie Sed Cpe iPrenkGFL5E Pe PE LAN | Uh (Definition of learning) (Lab Ng LPM Ci Wis 4) “Learning is the aquisition of habits ~ knowledge and attitude." anesthe 6 PL (Response) /0\(Stimulus) tet JL eta? PS (Ciassical Conditoning) 2 54(Trial Error} (FL (Operant conditioning) » Ag ix! at We of skinner beravioualsHe Theor y (2OSS OF markt) (Operant conditioning) R-Conditioning “operant conditioning i 7fu<-tethe Instrumental conditioning »! E (Conditioning) 2b) S st. Seid Lf AS ukeoR UES! Sire defer ys t Ade Seber @MALESOEUS SiGe I Oe MSLELI PE Lie eSine ton Mote tute PL PEA Te HOSELE JCL2 (Reinforcement) VIF en Me Aigo PeiLe trot Purest ee eh Atte Joete {Puzzule Box AW tufebbe ute Lis2Gibied feu? e tll Skinner Box Jami K seri Mites debl %, GPO L tediinie Ele gaol pha slpiiege bla F id bbb leerrecth ML aber PLoLee Penl Loe Spiers ELS (Leaming as modification of behaviour) Gibie heansn tebe LEAH at Aas Ne pte te te€ eins Luister sp KASEI bad late hit Bde Uris Ge she 6 TE SP Leh Gre Grn wh-ed Upitb HA He ELE In KEWE ee wvle bubngh ar titcL le msn OAS HEA thE eSipeti Wren hiienei tape eye ert Suteaic tes Ses Ak Sigil Seti ise aidrlgale he titel JL SES we del utile fe ee PLM (Theries of Learning) ened AGH (Behaviourism / connectionism) LPP CMIPE oi asp CU Me netfee ASL ee eS 3L Conditioning (6 She Fy Arte Orbe UL -e Petlh ne tAL ied Se PEE WI SPE atin te PL Conditioning! (Demerits) —: abl SSiuar (Cognative Theories) te luiswL Salers hePsheor fs BIH INS) Soe rote ei ume Sits 2PM (Field Theory) 2 6or tet S (Information -/'¢21..s\(Insight Theory) UL LiretspiProcessing) Sune SLE (Educational Implication) FFL ES vic SRI SP EW Oy iekr2_s5L (Stimulating reinforcemnt) Sebi Ar lulika hend bre Let tind Ge Metallic nbictain dre Py LESH AL Ae BLE Ur nak id Lj ecey eigeie Men BLS Er VEILS Lipo tLa MP PEr sole Our be pF EP OME Leb ee Se 2 Suleblyeble2s3Z Conditioning(r Shep be le Mie we ee SEPL FF 1C0 ~dvsicif (Programmed Leaming) ~fGeTeaching Machine gif SL Ah wel b, Gestentoy : Pela I 4 (Insightful Learning) (insightful Learning) ibe Sethe Bethea te LE HSM SSL ye orgn Pde dndnrat tft el AM FLAS PU ALL ILE SILL PL e theta wu SePule EWL SE SLU t (Reinforcement) = FIL MDL RIDE LE nkosi Seti Eiste% SE Ur < ey Ln thLIVEFh 2, SELLE AIL LY Evie thi Geto) ig Bee abet WL ei SL wade Dbewttoroute Gh Urew( they Ze wire it UbpICe ety OG Lele ete Frivd Lobes}, nA Wibeticr inf te ton' a 0 wih & PES ° (Educational Implication) we SS IIL IL CP bet LLL Petr 6M bay etn ASE Sig AB srs ASi ze He Sur PVE pe Slomp BL sate hte ae “thie Beit re deve Suid jor eR tol SuiL be GL wl B12 We dn Mofo to Lahti iis wate be LONE BUR tenn BLEO LL Li Pe hah POPE MEPL LUE ALE mt Efeke 2 LPL aie S§ . eo SASL byte Big hte bys Sugle Si Mees Lyte dy Petit ie BL Joe 2) (re BL Gestalt” LulierZ Ley WP aia Eel we FY She SMS SA (Configuration) pee

    Vous aimerez peut-être aussi