Psychology as The Science of Observable Behavior 

In this essay, we will discuss about the study of mind. Psychology evolved from the more established fields of biology and philosophy. Psychology is the science of behavior and mental processes. Psychology has many activities ranging from recording nerve-cell activity to psychotherapy. Psychology began as the science of mental life. This was only until 1920. Then a man by the name of John Watson redefined psychology as the science of observable behavior. Psychology then changed again in 1960. Bringing back the initial interest of mental processes through studies of how our minds process and retain information, or how we perceive, think and remember. To be able to include both the observable behavior as well as the inner thoughts and feelings psychology became the science of behavior and mental processes. This is what psychology is today.

Statement of Research Topic and Question:

Prison inmates are some of the most poorly adjusted people in society. Most inmates have had too little discipline or too much. Many are from broken homes, they have no self-esteem and many were labeled as deviants in early adolescence. Most inmates are very insecure and are at war with themselves as well as society.

When individuals are labeled as criminals, many begin to strive to be that label. So they will strive to be criminals. Many people believe that if we want to rehabilitate criminals we must do more than just send them to prison. For instance, we could give them a chance to acquire job skills; which in turn will improve the chances that inmates will become productive citizens upon release. The programs must aim to change those who want to change. Those who are taught to produce useful goods and to be productive are likely to develop the self-esteem essential to a normal, integrated personality.

This kind of program would provide skills and habits that can replace the sense of hopelessness that many inmates feel. 

Corporate Crimes and Computer Crimes

In this essay the exciting criminal phenomenon known as white-collar crime will be discussed. Corporate Crime and Computer Crime will be discussed in detail. Crime preventative agencies such as the NCPC (National Crime Prevention Council) will also be researched.

The late Professor Edwin Sutherland coined the term white-collar crime about 1941. Sutherland defined white-collar crime as "a crime committed by a person of respectability and high social status in the course of his occupation" (Siegel 337)

White-collar crime includes, by way of example, such acts as promulgating false or misleading advertising, illegal exploitation of employees, mislabeling of goods, violation of weights and measures statutes, conspiring to fix prices, evading corporate taxes, computer crimes, and so on.

White-collar crime is most distinctively defined in terms of attitudes toward those who commit it. These crimes are punishable by law, however it is generally regarded by the courts and by sections of the general public as much less reprehensible than crimes usually punished by the courts. The other types of crime are blue-collar offenses, which are predominately crimes of the under-privileged. White-collar crimes are punished far less harshly than blue-collar crimes, which shows societies attitudes towards the two sections of society. White-collar crime is attractive to criminals because it brings material rewards with little or no loss of status. (Taft & England 201)

For some, white-collar crime is not viewed as a "crime" at all, because of its non-violent nature. Violent crime has an immediate and observable impact on its victim which raises the ire of the public, whereas white-collar crime frequently goes undetected or is viewed as a bending of the rules. Yet white-collar crime can create the greater havoc. The victim of an assault will recover; however, the impact of a fraud can last a lifetime. This is especially true when the elderly are victimized, as they have little or no hope of re-establishing themselves in financial terms. Contrary to the popular belief, white-collar criminals are thieves and the methods used to conceal their offenses are both artful and ingenious. Concealment of the crime is always an objective of the offender, and it becomes an element of the crime itself. Because it is an artful form of deceit, which is skillfully disguised, the investigation itself is often long and laborious as far as proving criminal intent is concerned. The offence itself may be disguised in a maze of legitimate transactions, which are quite proper if viewed in isolation; however, the cumulative effect is the commission of a criminal offence. From the standpoint of the criminal, the ideal white- collar crime is one that will never be recognized or detected as a criminal act. (Radzinowicz 325-335)

Corporate crime is the type of crime that is engaged in by individuals and groups of individuals who become involved in criminal conspiracies designed to improve the market share or profitability of their corporations. ( Siegel 338)

Corporations are legal entities, which can be and are subjected to criminal processes. There is today little restriction on the range of crimes for which corporations may be held responsible, though a corporation cannot be imprisoned. The most controversial issue in regard to the study of corporate crime revolves around the question of whether corporate crime is "really crime." Corporate officials, politicians, and many criminologists object to the criminological study of corporate criminality on the strictest sense of the word. The conventional and strictly legal definition of crime is that it is an act, which violates the criminal law and is thereby punishable by a criminal court. From this perspective a criminal is one who has been convicted in a criminal court. Given these widely accepted notions of crime and criminals, it is argued that what is called corporate crime is not really crime and should not be considered as such by either the public or criminologists. (Hochstedler 22)

It does appear that now in recent times society has had a growing concern about white-collar and corporate crime. Studies have indicated that the public now judges white-collar criminality to be more serious than it had been in the past, people now have lost confidence in the people running major companies, and most American corporate executives are believed to be dishonest. The public's concern with corporate crime has grown recently, but has been evident for several years. I will use one of the most memorable corporate crime cases in history; The Ford Pinto Case to prove my statement. (Cullen/Maakestad/Cavender 43)

The product liability lawsuit and appeal titled Grimshaw v. Ford Motor Company is a case in point and ought to be read by everyone. Grimshaw is an example of the type of thing that can happen when an industry isolates itself.

Education and Knowledge

This essay is an example of what makes us human. What is Education? Education is a very broad word because education can be any environment or situation where you learn something or acquire knowledge. This paper will discuss what education is, For example schooling, training, upbringing even trial and error. This paper will also show that you don't have to go to school to get educated or to be able to do something with your life and that education never stops we are always learning therefor we are always getting educated. Some of the most famous people in history never even finished grade school. Such as Thomas Edison, The inventor of the light bulb and Henry ford the inventor of the model T car for the masses.

For most people, education means going to a place called school where teachers enrich us with their wisdom but education can be a variety of thing For example, Education can be schooling, training, upbringing or trial and error. Schooling, Is delivered through a controlled environment. For example in a class room where you are given a book by an instructor and he or she teaches you what they want to teach you. When you're a kid you go to school to learn to read and write. Many people go to school to get additional education to get a better job. For example someone who wants to be a nurse has to go to school for a minimum of 3 years to get a job in the Nursing field. A nurse has to know how to draw blood administer an Iv (intravenous drip) and how to give an EKG (electrocardiogram) and those things you have to go to school to learn.

Training is another form of education. Training is form of education that refers to learning with a view toward preparing someone with a specific knowledge, skill-set, or ability that can be directly applied immediately following completion. For example, When we start a new job you get training to learn how to do that job.

What factors are related to academic success in high school students?

This essay tells us about the conscious mind of Young People about the High School. High school is a critical time in the life of young people. On the one hand, teenagers are eager to enjoy their freedom and independence. On the other hand, they must be disciplined enough to keep their priorities straight. In my opinion, three social institutions impact high school students the most at this vulnerable time – the family, peer group and school.

First, the family plays the central role by providing the backdrop in a young person’s life. A positive family environment provides love, support and encouragement for the student to do his/her best. Simultaneously, the family aims to instill discipline and ambition in the child. The influence and expectations of family members remain paramount at this time and throughout a young person's life.

Second, as a child turns into a teenager, the peer group begins to play an increasingly important role in his/her life. The friendships one develops at this highly sensitive stage can affect ones attitude to studies, authority, society and the world. In the right company, young people can get involved in positive activities that support their academic performance. With the wrong crowd, teenagers could develop a host of unhealthy and dangerous habits which impact not only their grades but all aspects of their lives.

Lastly, the school itself is a deciding factor in the student's academic success. A variety of elements determine how the students feel about school: the teachers, the staff, the facilities, the subjects, the text books, the method of instruction and more. All of these have a significant impact on the young person’s motivation to excel.

In conclusion, high school success is the product of various influences. We are all fortunate that, aside from a few unfortunate exceptions, the majority of students worldwide aspire to do well and grow up to become active and healthy participants in the world around them.

A Case Study of Life Depression

This is a case study of sub-conscious brain.

1. The path from cognition to affect, motivation, and behavior

2. Negative emotions are clinical symptoms to be reduced through modified thoughts

3. The patient must be socialized to the cognitive therapy model

4. Monitoring and modification of automatic thoughts, assumptions, and beliefs

5. Affect regulation and problems solving techniques

6. CBT use for depression treatment

7. Negative cognition affects mood

8. Depression is linked to faulty interpretations of life events

9. Depression is linked to negative beliefs about the self, the world, and the future

10. Depression is linked to a tendency to dwell on negative beliefs

11. CBT considers emotions as well as thoughts

12. CBT for depression relies on establishing connections between negative emotions and antecedent thoughts

B. Emotion-focused theory of treatment

2. Emotion schemes are cognitive, affective, motivational-behavioral networks which produce emotional experience and meaning

3. Emotional experience and meaning are related to well-being

4. Emotional schemes need to be uncovered with attention to memory of past events and their connection to body states

5. Treatment may involve desensitization in-vivo and problem solving to deal with emotions that are activated during the arousal of emotional memories

6. Treatment also involves cognitive restructuring associated with past and current situations

1. Bowlby's attachment or object relations theory

2. Internal objects are the working models

3. Emotion is basic in attachment and object seeking

A Case Study of Female with Self Confidence

This is a case study for how she gained Self- Confidence. She does suspect that Denise's birth, 18 months after her own, was not planned, but she does not recall being threatened by her sister's arrival in the family, nor does she base this belief on any specific remark of her parents.

About this time, Maggie entered the anal stage, becoming toilet trained and being somewhat preoccupied with her bowel movements. Her mother tells her that she learned to use the bathroom very quickly, and Maggie speculates that this may have been her most significant reaction to the arrival of her sister: by mastering her bodily functions, she was no longer a baby, giving her power over Denise, who now assumed the inferior position in the family. This marked the period in which she was developing her ego, the beginnings of her consciousness of herself as a separate individual.

In Erikson's schema, she was starting the period in which the individual learns to develop autonomy and overcome shame and doubt. She was walking at this point, starting to explore her world on her own. She remembers and has photographs of herself walking through the fenced-in backyard with the family dog, Lizzie. In several of these photographs, she has managed to shed her clothes; rather than make her feel ashamed of her nakedness, her mother laughed and took discrete pictures, but Maggie does remember her mother then gently cautioning her to put on clothes when going outside.

Maggie remembers starting to be aware of herself during this time. Her earliest true memories are from the end of this period, when she was about 3. Before this time, she is uncertain that what she remembers is more than a constructed memory, built on old photographs and family stories.

In the early stages of becoming aware of herself as a person, Maggie was experiencing what Seymour Epstein (1973, May) calls the development of the self-concept, an important step which "organizes the data of experience, particularly experience involving social interaction, into predictable sequences of action and reaction . . . [and] facilitates attempts to fulfill needs while avoiding disapproval and anxiety" (p. 407). Maggie was learning to think of herself as a separate individual, capable of making sense of the world around her and manipulating it to meet her own needs.

The next three years were spent in the phallic stage, during which the superego begins to coalesce. Freud argues that this is the period in which the child begins to establish a sexual role identity, attaching to the same-sex parent and, usually unconsciously, battling the other parent for control in the relationship. Charlie was born during this time, and Maggie remembers her father's delight that he now had a son. She also recalls being secretly happy that her father was distracted by Charlie's arrival, since the experience gave her more of her mother's attention.

In Erikson's view, this is the period of developing initiative and overcome excessive guilt. Erikson does not suggest that, at any critical stage, the child learns to overcome the negative crisis to the extent that it never plays a role in the individual's life again; instead, he is arguing that each stage allows the child to grapple with the crisis and try to master it. Therefore, Maggie's confrontation with the concept of guilt did not relieve her from ever having to feel guilty again; instead, it provided her with a healthy response to the guilt she learned when she failed at what she was attempting or when she discovered herself wishing for outcomes she knew society or her family would not approve. She remembers trying to make paper dolls by cutting up one of Denise's coloring books and later trying to cover up her botched attempts by hiding the scraps of paper under the rug in her bedroom. Her mother punished her but later showed her how to use scissors and glue with plain construction paper to make some simple figures.

A Better School Environment for an Academic Excellence

This essay is about the sub-conscious and conscious and how they both work in a specific environment to a further Excellence. Such a student often sees little opportunity to improve or to effect any change so he or she becomes at-risk for dropping out of school completely. This decision is a traumatic one, and contributes to a self-defeating cycle of low confidence and low self-concept.

A component of learning that contributes much to school culture and climate is moral education. This component is often missing in American schools. Moral education is, however, a compulsory subject in most Asian schools. The objective is to make students morally aware and to foster their moral development. Lessons in moral education are both theoretical and practical. For instance, in Japan, teachers may use textbooks or innovative techniques such as role-playing. One of the commonest forms of teaching is for students to watch short dramas on a weekly basis. These dramas emphasize fundamental matters such as the value of life, the foolishness of fighting, the importance of friendship, or the problems of the elderly. The dramas need not focus on a specific message. In discussing the moral problems raised by the drama with the class, the teacher is free to steer the discussion toward a specific theme or allow the class to explore related themes.

Practical moral education in Japan also takes the form of requiring students to take responsibility for the upkeep of their classrooms. Rural schools, in particular, do not have the funds to support the full-time maintenance staffs typical of American schools. Thus Asian children and the teachers themselves are often required to do the domestic work of the school, such as serving, clearing up school lunches and general cleaning. Although there is a distinct advantage of saving money with this practice, the primary purpose is moral. It conveys to students such lessons that if they litter, it is they themselves who must go around and pick it up later. These chores also foster a collective sense of moral responsibility for the cleanliness and appearance of the school since the students realize that everyone can make a contribution to this end. Japanese elementary school students exhibit such pride and ownership in their schools and classrooms that vandalism is rarely a problem: "In fact, while students in America can't wait to leave school, Japanese students never seem to want to go home" (Baris-Sanders, 1997, p. 3). Moral education empowers students.

In the past, American educators have been reluctant to include a moral education component in the curriculum. Many fear that moral education will inevitably translate into the teaching of religious values, thus threatening the separation between church and state. The preference of educators is that morality be taught at home. The situation at many schools, however, has reached such a stage of crisis that the concept of morality is intimately connected to school effectiveness: "Although virtue is a justifiable end in its own right, the evidence from research on school effectiveness . . . and school culture . . . increasingly suggests that effective schools have virtuous qualities that account for a large measure of their success" (Sergiovanni, 1992, p. 99). Teachers must provide students with the moral leadership to overcome the negative pull of certain student subcultures.

In many schools, student subcultures create patterns of behavior that hinder learning. Social norms are very powerful. Once they are in place, patterns tend to determine what is and is not acceptable behavior. Negative group norms can be so powerful that they destroy a person's reality: "It is no secret that the norms of the student subculture can often force students to behave in ways that they might not choose otherwise" (Sergiovanni, 1992, p. 101). Such norms encourage antisocial behavior, ranging from skipping classes, smoking or drug abuse on school property, and vandalism, on to a wide range of serious criminal behavior. Only by altering such group norms and substituting positive expectations can educators create a school climate and culture that says its acceptable to study, cooperate, be civil, and excel in academics.

The starting point for altering negative group norms is with a discussion of core values. This instruction in virtues should begin with the acknowledgement that Americans have more in common than they realize. Sergiovanni (1994) cites a recent school study that suggests that despite wide cultural differences, variation in values is minimal: "parents, teachers, students, staff and administrators of all ethnicities and classes, value and desire education, honesty, integrity, beauty, care, justice, truth, courage, and meaningful hard work" (pp. 19-20). Unfortunately, very little time is spent in classrooms discussing these core values.