Running Head: PSYCHOLOGY CONCEPTS

A Discussion of Concepts in Psychology

PYC3005 Exploring Psychology
Final Paper
Adnan Alshareef
John F. Kennedy University
Summer Quarter 2015

A Discussion of Concepts in Psychology

PSYCHOLOGY CONCEPTS

The paper discusses some concepts studied in the course. The concepts I selected are
emotion, stress, motivation, and culture. The discussions include four aspects: a definition of the
concept that includes applicable theory or theorists, how the concept can be applied to a real-life
situation, the application of the concept to some situation in my life, and an evaluation of the
results of the application.
Emotion
Myers (2014) defines emotion as a response of the whole organism physiologically through
arousal, behaviorally through expression, and cognitively as a conscious experience (pp. 398399). In the James-Lange theory, arousal happens before emotion; the latter reflects our
physiological response to emotion-arousing stimuli (Myers, 2014, p.399). In the Cannon-Bard
theory, arousal or physiological response and emotion or subjective experience happen
simultaneously (Myers, 2014, p. 399). Schachter-Singer argue that there are two ingredients to
emotion: physical arousal and cognitive appraisal (Myers, 2014, p. 400). Zajonc and LeDoux
contend that many emotions happen instantly without need for cognitive appraisal, especially in
matters of simple likes, dislikes, and fears (Myers, 2014, p. 402). Lazarus agrees with them up
to a point, but argues that some emotions require cognitive appraisal (Myers, 2014, p.402).
A very important point I learned from the course is that much of communication is nonverbal, expressed and experienced through body movements, facial expressions, and voice tones.
I had just begun to make an assignment presentation when I was rudely interrupted, scolded, and
berated by the instructor for tardiness in the first in-person class meeting last July. My reaction
and emotions mixed my surprise, fear, and shame. I immediately felt them. I was very puzzled
by the instructors outburst, which continued even as he and the class could see that I began to
lose focus on my assignment presentation. I felt the instructors contempt, and the ambivalence

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of the class, which deeply hurt and made me angry inside. I sat in class, analyzing what had just
happened to me. I was subjected to verbal abuse in public. Aside from anger and hurt, I also felt
very sad and disappointed because, except for one classmate, no one else had the courage to
speak out against what happened. That episode destroyed my interest in the course. I dropped
the course, and will never take any other courses from that instructor.
I was reared in a culture where respect for elders and dignity are paramount. Although I felt
very powerful emotions in class, and for weeks after that, chose not to show those emotions and
not to confront the instructor. In Arab culture, avoidance of conflict is more important. Besides,
strong emotions can only be shown within the family or with close friends. I do not have family
here. My classmates, most of whom I thought were friends, did not show empathy or support. I
was able to unburden myself of the emotional baggage, and rebalance my perspectives, only after
several discussions with my international student adviser.
Stress
The episode I narrated was an isolated incident, but it was highly stressful for me. Myers
(2014) defines stress as the process of appraising and responding to a threatening or challenging
event (p. 419). In the 1920s, Walter Cannon explained that in a unified mind-body system, a
release of stress hormones from the adrenal glands triggers the stress response system, which
prepares the mind and body to respond and adapt to stress either through fight or flight (Myers,
2014, p. 420). Hans Selye argued that, regardless of the stressor, there is a general adaptive
response or general adaptation syndrome with three phases: alarm reaction, resistance, and
exhaustion; and that although the body copes well with temporary stress, prolonged stress can
damage the body reflected by lowered resistance to infections and other threats to mental and
physical well-being such as cancer and heart disease (Myers, 2014, p. 421, 425).

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The three major stressors surround us. There is the constant threat of catastrophes such as
earthquakes, super-typhoons and hurricanes, floods, epidemic and pandemic diseases, and war.
Many of us will experience significant life changes such as separation from our family and
friends, loss of employment, marriage, divorce, and death of people dear to us. We all face daily
hassles such as traffic, air pollution, financial worries, pressures at work, and pressures at school.
I underwent a significant change in my life when I came to America to study. It meant losing
the comfort zone provided by family and friends, and having to acclimate to a vastly different
culture and way of life suddenly. Adjusting in terms of socialization and language was stressful. I
was not eating well and sleeping only a few hours at night. At one point, I seriously considered
returning to my country. However, after several meetings with my international student
counselor, I decided not to give up. We agreed that I would go on an extended holiday to see
more of America. I enjoyed seeing new places and meeting new people. I learned to relax and to
take things a day at a time. I also joined a local association of international students from the
Middle East. I learned through that group that many of my peers had gone through the same
stressful experiences I had encountered.
In no time at all, my stress levels began to decline measurably. I receive regular
encouragement and support from my counselor and my peers. I have a new circle of friends with
whom to socialize and unwind. I have more balance between academic life and social life. I
exercise regularly and eat well-balanced meals. I have learned to deal with stress and be happy
again.
Motivation and Personality
One of my most important takeaways from the course is a better understanding of my
motivations and personality. Maslow proposed that humans act and react based on a hierarchy of

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needs. The hierarchy of needs ranked lowest to highest are: physiological, safety, belongingness
and love, esteem, self-actualization, and self-transcendence (Myers, 2014, p. 379, 463). Rogers
person-centered perspective argued that man is primed for growth and fulfillment (Myers,
2014, p. 463) through a growth-promoting climate that promotes genuineness, acceptance, and
empathy. It often seems difficult to find these three elements in one-self and in others, but it is
imperative that we strive for them because I believe that we will discover and attract more of
those types of persons to aid us in experiencing psychological growth and self-fulfillment.
Humanistic theories such as those of Maslow and Rogers have great impact on me because
they are highly positive, and underscore the dignity of actualizing human potential.
The humanistic approach emphasizes the personal worth of the individual, the
centrality of human values, and the creative, active nature of human beings. The approach
is optimistic and focuses on noble human capacity to overcome hardship, pain and
despair. This means that each person, in different ways, seeks to grow
psychologically and continuously enhance themselves (McLeod, 2015, para. 10-11).
I came to America for college to learn and understand Western perspectives about business
and economics, and use them to help my country progress. My most important learning targets
are acquiring leadership and socialization skills, and gaining proficiency in analytical thinking
and communication. The course has helped me understand myself, the level of my skills and
abilities, and how to improve them. I believe that I have the resolve and clear-mindedness to
achieve my goals of growth, fulfillment and satisfaction in life. My being obsessed with success
does simply reflects my strong needs for esteem and self-actualization.

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6
Culture and Self

The other important practice I learned from the course is self-assessment. Some might
characterize me as more individualistic because I am developing a strong sense of personal goals
and a desire for individual achievement. However, the culture in which I was reared and through
which my value system was built is collectivist. Myers (2014) explains the impact of
collectivism in the context of being in a foreign land. It directly applies to my personal
experiences in America thus far.
You might experience a greater loss of identity. Cut off from family groups, and loyal
friends, you would lose the connections that have defined who you are. In a collectivist
culture, group identifications provide a sense of belonging, a set of values, a network of
caring individuals, an assurance of security (Myers, 2014, p. 483).
Zimmerman (2015) defines culture as the characteristics and knowledge of a particular
group of people, defined by everything from language, religion, cuisine, social habits, music and
artsshared patterns of behaviors and interactions, cognitive constructs and understanding that
are learned by socialization (para 1-2). Social psychologist Geert Hofstede (2015) provides a
paradigm that helps to assess and understand cultural aspects and behavior. For example, Saudi
Arabia scores high in the dimensions of power-distance, masculinity, and uncertainty avoidance,
and low in the individualism dimension. These mean that Saudis readily accept hierarchical
order, are extremely sensitive to shame and loss of face, are driven by competition, achievement,
and success, and prefer to avoid uncertainties (Hofstede, 2015, para. 3, 5, 6, 10). I see all, if not
most, of these elements in my own value system and behavior.
The challenge for me is to adapt my behavior to the environment in which I choose to
function. That is why Banduras theory of reciprocal determinism also resonates with me.

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Banduras theory helps me to understand that my behavior is inextricably linked to internal

personal factors and environmental influences (Myers, 2014, p. 476); that my choices (for
example, choosing to live and study in the U.S.) create the environment that shapes me; that my
personality (for example, being more of an emotional and feeling person) shapes how I interpret
and react to events; and that how I view and treat people (for example, I am a warm and caring
person who seeks harmonious relationships) determine how they act and react towards me and I
to them. Understanding Banduras perspectives about social conditioning and cognition, and
observational learning, will greatly assist me in adjusting to situations and events as I move
through my college years in America, and when I have the opportunity to engage in a
professional business career here.
Conclusion
The paper gave my insights into emotion, stress, motivation, and culture. These are the
course topics from which I learned much, and to which I could easily relate in the context of my
academic and social life in America.

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References

Hofstede, G. (2015). Cultural insights, the Hofstede center: strategy, culture, change. Retrieved
on September 5, 2015 from the Geert Hofstede website: http://geert-hofstede.com/
McLeod, S. (2015). Humanism. Retrieved from the simply psychology website: http://
www.simplypsychology.org/humanistic.html
Myers, D. (2014). Exploring psychology in modules (9th ed.). New York, NY: Worth Publishers.
Zimmerman, K. (2015). What is culture? Retrieved from the Live Science website:
http://www.livescience.com/21478-what-is-culture-definition-of-culture.html