Psychology can be viewed from various perspectives. The selection
focuses on aspects frequently addressed in social work.

I
Human Behavior

It is important for aspiring social workers to be able to briefly
describe the history of psychology and its subfields.
They will then be familiar with several limitations of human perception
and the ins and outs of the following concepts: ‘recording,’
‘intelligence,’ ‘nature/nurture debate,’ ‘motivation,’ and — more
specifically related to social psychology — ‘attitudes,’ ‘attributions,’
‘leadership,’ and ‘conflict strategies.’
Among other things, the question “How can you change people’s behavior?”
will be addressed.

II
Analysis Models: Behavior, Cognition, Interaction

It is important for social workers to understand the conditions,
cognitions, and interactions that determine people’s behavior, symptoms,
or complaints. To determine this, it is essential to be able to analyze,
and models exist for this purpose.
Subsequently, working hypotheses must be formulated based on the
analyses, which can then be linked to treatment methods.

III
Analysis models: feeling, sensation

For the practitioner, it is somewhat important to record their own,
authentic psychological state and demonstrate insight into working with
the concepts of ‘feeling’ and ‘sensation’: they are able to analyze a
specific type of behavior, symptom, or complaint (for example, relating
to themselves) using these concepts. They can also formulate working
hypotheses and link treatment methods to them.
Consider behavior to be analyzed, such as behavior determined by
repressed feelings and behavior resulting from unfinished business.

IV
Developmental Psychology

Every person goes through a unique developmental process, but there is
also an average developmental trajectory. For example, based on
averages, there are several phases in the development of attachment
processes, personality and temperament, fears, conscience, sexuality,
and intelligence in children.
Broadly speaking, it’s easy to determine what you can and can’t expect
from a child at each developmental stage. What can you expect and demand
of children? What are they capable of at what age? What mistakes do they
make in the development of their conscience? Toilet training; a matter
of consistency? What does it mean to respond to a child’s signals?
Rewarding, punishing—when is that useful? Above all, let the baby cry,
otherwise you’ll spoil it, and that will come back to haunt you later…

Remember, every child has a unique development, or goes through a unique
development.

V
Analysis Models: The Unconscious

For social workers, it is important to understand the concept of “the
unconscious” and the related concepts from Freud’s psychodynamic
analysis model: the worker is able to analyze a specific type of
behavior, symptom, or complaint (for example, one that relates to
itself) from this perspective, formulate a working hypothesis for it,
and link it to a treatment method. Freud’s analysis model aligns with
the aforementioned models (including behaviorism, systems theory, and
the humanistic psychology model).

VI
Psychiatry

In the year 2000, for example, a distinction was made between neuroses
and psychoses. It was important to understand these disorders from the
perspective of an internal psychological dynamic, often aimed at
survival. This understanding was primarily focused on making the most
accurate referral possible.
Disorders covered in Psychology VI included: phobias, anxiety neuroses,
psychosomatic disorders, borderline personality disorder, psychosis,
antisocial personality disorder, and schizophrenia.