Freud: Classical Psychoanalysis

Freud: Classical Psychoanalysis

• Developed by Freud in the late 1800s and early 1900s
• Psychoanalysis is a technique used to treat mental disorders
• Freud developed his psychoanalytic theory through observing his patients
• Personality development arises from attempts to resolve conflicts between unconscious sexual and aggressive impulses, and societal demands

Freud's Theory of Development - Key Ideas

• Early childhood experiences uniquely determine the adult
• Adult actions are based on a blueprint laid down in the first few years of life
• Development is learning to handle anti-social impulses acceptably

Freud and Levels of Awareness

• Most mental processes occur unconsciously
• Three levels of awareness include:
• Preconscious
• Conscious
• Unconscious

The Conscious Mind

• Contains information a person is currently paying attention to
• Examples include current sensations like reading words, visual field, sounds, and physical states such as thirst, hunger, or pain

The Preconscious Mind

• Contains information outside of a person's attention, but is readily available if needed.
• Examples are a close friend's phone number and past experiences

The Unconscious

• Contains thoughts, feelings, desires, and memories of which people have no awareness.
• It influences every aspect of an individual's day-to-day life
• Example: Repressed anger or traumatic experiences

How the Unconscious Reveals Itself

• Information in the unconscious tries to become conscious
• Often appears in:
• Slips of the tongue
• Jokes
• Dreams
• Illness symptoms
• Associations people make between ideas

The Freudian Slip

• Example: Mistakenly calling one's mother "beast" instead of "best"
• Reveals unconscious anger

Freud's Components of Personality

• The id
• The ego
• The superego

The Id

• Acts as a reservoir of instinctual energy
• Contains biological urges like impulses toward survival, sex, and aggression
• It is unconscious and driven by the pleasure principle (achieving pleasure, avoiding pain)
• Characterized by illogical, irrational primary process thinking
• Motivated by immediate gratification

The Ego

• Manages conflict between the id and the constraints of the real world
• Parts of the ego are unconscious, preconscious, or conscious
• Operates according to the reality principle (delaying gratification) so as to accommodate external demands
• Characterized by logical and rational secondary process thinking
• Prevents the id from gratifying its impulses in socially inappropriate ways

The Superego

• Acts as the moral component of personality
• Contains moral standards learned from parents and society
• Forces the ego to conform to reality and ideals of morality
• Causes people to feel guilty when they violate societal rules
• Operates at all three levels of awareness

Conflict Among Id, Ego, and Superego

• Constant conflict occurs among the id, the ego, and the superego
• Freud primarily focused on conflicts concerning sexual and aggressive urges, as these are most likely to violate societal rules

Anxiety

• Internal conflicts can induce anxiety
• Anxiety arises when the ego cannot balance the demands of the id and superego
• The id seeks immediate gratification
• The superego demands adherence to moral standards

Defense Mechanisms

• Manage internal conflicts
• Protect against anxiety, often unconsciously and automatically

Repression

• Keeps unpleasant thoughts, memories, and feelings shut up in the unconscious
• Example: Witnessing a traumatic event at a young age and not remembering it as an adult

Reaction Formation

• Behaving in a way opposite to unacceptable behaviors, feelings, or thoughts
• Example: Being attracted to someone but constantly making disparaging comments about them

Projection

• Attributing one’s own unacceptable thoughts or feelings to someone else
• Example: Feeling attracted to others but accusing one's wife of infidelity

Rationalization

• Justifying unacceptable behavior, thoughts, or feelings with incorrect but self-serving explanations
• Example: Running a red light and justifying it by claiming to have already been in the intersection when the light changed

Displacement

• Transferring feelings about a person or event onto someone or something else
• Example: Angry at a professor, then shouting at a stranger

Denial

• Refusing to acknowledge something obvious to others
• Example: Denying having an alcohol problem despite negative consequences

Regression

• Reverting to a more immature state of psychological development
• Example: A child wetting the bed after a new sibling arrives

Sublimation

• Channeling unacceptable thoughts and feelings into socially acceptable behavior
• Example: Expressing anger through writing science fiction stories about battles

Psychosexual Stages of Development

• Freud posited personality development is largely established during childhood, mainly before age five
• Five psychosexual stages in development:
• Oral
• Anal
• Phallic
• Latency
• Genital
• Each stage has unique conflicts that must be resolved
• Successful resolution determines personality type
• Fixation may occur if needs are overly gratified or frustrated

Fixation

• Inability to progress normally from one psychosexual stage to the next
• Lingering desires for pleasure from a specific stage
• Adult manifestation is a tendency to focus on needs from the stage in which the fixation occurred

Sex Drive Basis

• Development stages based on sex drive
• Includes all pleasurable experiences in different organs
• Infancy example: Sucking the breast to satisfy hunger

Oral Stage

• Age range: 0-1 years
• Erogenous zone: Mouth
• Consequences of fixation:
• Orally aggressive (chewing pencils)
• Orally passive (smoking)

Anal Stage

• Age range: 2-3 years
• Erogenous zone and focus: Bowel & bladder control
• Consequences of fixation:
• Anal retentive (obsession with organization)
• Anal expulsive (reckless, disorganized)

Phallic Stage

• Age range: 4-6 years
• Erogenous zone: Genitals
• Consequences of fixation:
• Oedipus complex (boys)
• Electra complex (girls)

Latency Stage

• Age range: 7-10 years
• Focus: Dormant sexual feelings
• Consequences of fixation: People tend not to fixate at this stage, but if they do, they may be sexually unfulfilled

Genital Stage

• Age: 11+ years (puberty and beyond)
• Focus: Sexual interests and mature relationships
• Consequences of Fixation: Frigidity and/or Impotence

Oral Phase

• Occurs from birth to one year
• Gratification centers on mouth and nursing
• Also involves oral exploration of surroundings
• Id is dominant
• Actions based on the pleasure principle

Ego Formation During Oral Phase

• Two main factors:
• Development of body image (infant recognizing the body is distinct from the outer world)
• Experiences involving the delay of gratification (understanding behaviors satisfy needs)

Result of Oral Stage Disturbance

• May result in fixation on oral gratification channels
• Examples: Smoking, overeating, thumb-sucking
• Results in personality traits of:
• Passivity
• Greediness
• Impatience
• Dependence
• Preoccupation with giving and taking

Anal Phase

• Focus of drive energy moves from the upper digestive tract to lower end and anus
• Occurs from about 15 months to the third year

Ego Formation Continues During Anal Stage

• Major experience is toilet training around age two
• Results in conflict between the id and parental demands

Anal Phase: Id Demands

• Immediate gratification including elimination
• Handling feces

Parental Demands

• Postponing gratification
• Eliminating in suitable locations
• Not dirtying oneself with feces

Result of Anal Stage Disturbance

• May stem from exceptionally strict toilet training or intense pleasure during bowel movements
• Too little gratification leads to anal-retentive traits:
• Orderliness
• Rigidity
• Hatred of waste
• Obstinacy
• Stinginess
• Punctuality
• Possessiveness
• Too much gratification results in untidiness, a hot temper, and destructiveness

Phallic Phase

• Occurs from three to five years of age
• Erogenous zone is genitals
• Gratification is focused on genitals but not in the form of adult sexuality
• Stimulation of genitals is welcomed
• Boys may have erections during sleep

Phallic Phase Dynamics

• Children begin forming a sexual identity
• Dynamics differ for boys and girls
• Parents become the focus of drive energy for both sexes

Oedipus Complex

• Boys desire the mother
• Father is seen as a rival who sleeps with the mother, but he is also a caregiver
• The id wants to unite with the mother and kill the father
• The ego recognizes the father is stronger
• The child feels ambivalent
• This results in castration fear which is not rational, and occurs at a subconscious irrational level

Electra Complex

• Freud argued that young girls follow similar psychosexual development as boys
• Girls develop penis envy
• Freud considered the Oedipal conflict experienced by girls more intense than that experienced by boys
• This can potentially result in a more submissive and less confident personality
• Identification of girls with the mother is easier
• Girls realize that neither she nor her mother has a penis

Criticism

• Freud's theory of feminine sexuality is mostly through his own thoughts

Result of Phallic Stage Disturbance

• May result in homosexuality
• Authority problems
• Rejection of appropriate gender roles

Latency Phase

• Is a period between stages
• May begin between ages 3 and 7 extending to 8 to 13
• Freud portrayed this stage is one of relative stability
• He did not pay much attention to it

Latency Phase Dynamics

• The energy used during the Oedipal problem may be focused on developing the self
• The child acquires culturally regarded skills and values

Infantile Amnesia

• The repression of the child's earliest traumatic, overly sexual, or evil memories

Result of Latency Stage Disturbance

• Repressed drives are redirected into other activities
• Formation of friendships
• Hobbies

Genital Phase

• Begins at puberty around age twelve and goes onward throughout life
• Involves detachment from the parents
• Individuals come to terms with the vestiges of early childhood
• Symbolic gratification could include relationships and families, or acceptance of responsibilities

Result of Genital Stage Disturbance

• If too energy expended during earlier three stages, can't reach maturity
• Individual is unable to shift the focus from their own body and immediate needs to larger responsibilities

Evaluation of Freud’s Psychosexual Development Theory

• Theory is focused nearly entirely on male development with little mention of female psychosexual development
• The concepts such as the libido are impossible to measure
• Difficult to prove scientifically
• Predictions are too vague since the length of time between cause and effect is too long to assume a relationship
• Freud’s theory is based upon case studies and not empirical research

Neo-Freudians

• Many psychologists who studied with Freud went on and developed their own theories
• They retained many Freudian concepts and assumptions

Jung: Analytical Psychology

• Carl Jung was a Swiss psychiatrist and protégé of Freud
• Split off from Freud
• Developed analytical psychology (balancing opposing forces of conscious and unconscious thought, and experience)
• A continuous learning process during the second half of life
• Involves awareness of unconscious elements and integration into the conscious.

Carl Jung: Exploring Unconscious

• Studied introversion and extroversion, personal and collective unconscious
• Personality's roots go back to the dawn of human existence
• Jung believed those roots are contained in a collective unconscious
• Collective unconscious contains primordial images he called archetypes
• Archetypes are inherited from past generations
• Archetypes exist for all people

Jung's Split from Freud

• Based on two major disagreements:
• Jung, like Adler and Erikson, did not accept that sexual drive was the primary motivator
• Agreed with Freud’s concept of personal unconscious but thought it to be incomplete

The Collective Unconscious

• A universal version of the personal unconscious
• Holds mental patterns or memory traces common to all (archetypes)
• Archetypes are represented by universal themes in cultures, literature, art, and dreams
• Some of universal themes are facing death, becoming independent, striving for mastery
• The task of integrating unconscious archetypal aspects of the self is part of self-realization

Jung's Break from Freud

• Jung parted ways with Freud
• Personality not solely determined by past events
• Anticipated the humanistic movement with self-actualization and orientation toward the future

Jung's Attitudes Toward Life

• Jung proposed extroversion and introversion toward life
• If one is an extrovert, then outgoing and socially oriented by deriving energy from being around others
• If one is an introvert, then derive energy from inner psychic activity
• Balance between extroversion and introversion serves goal of self-realization

Key Differences Between Introvert and Extrovert

• Introverts are energized by being alone vs. extroverts are energized by being with others
• Introverts avoid attention, whereas extroverts seek attention
• Introverts speak slowly and softly, while extroverts speak quickly and loudly
• Thinking before speaking is for introverts, thinking out loud is for extroverts
• Remaining on one topic vs. jumping topic to topic

Persona

• Jung's concept is that persona is a mask adopted from both our conscious experiences and our collective unconscious
• Meant to exist as a compromise between are true self and what society expects from us
• Help in hiding aspects of ourselves not aligned with societal expectations

Recurring Archetypal Symbols in Folklore

• Recurring surfacing of signs pointed by Jung in folklore, art, dreams, and psychotic patients
• Serves as evidence for their existence

Are Archetypes Genetically Based?

• Jung proposed responses to archetypes are similar to instinctual responses in animals
• Criticism is there is no evidence supporting that the biological basis of archetypes
• Symbolic information wasn't encoded on the genome
• Archetypes are seen to only emerge directly from our experiences and are reflections of cultural characteristics
• Today, Jungian scholars believe collective unconscious and archetypes are based on both innate and environmental influences

III. Adler: Individual Psychology

• Alfred Adler an associate of Freud
• Developed school of individual psychology
• Concentrates on drive to compensate for feelings of inferiority
• Introduced inferiority complex (feeling like one lacks worth and doesn’t measure up)

Differences between Freud and Adler

• Freud said human drive is sexual and aggressive urges
• Adler claimed main driver is feelings of inferiority that drives someone to seek superiority

Inferiority Complex

• Alfred Adler proposed the concept

Social Connections

• Adler thought main component of development was social rather than sexual stages
• Belief humanity must work together and be inter-related
• Idea that happiness of mankind lays in the task of contributing to common welfare which helps gain equal rights for other

Adler's Identified Social Tasks

• Occupational
• Societal
• Love
• Focused on social motives over motives like sexual and aggressive
• Emphasized Conscious over Unconscious

Adler and Birth Order

• Proposes birth order shapes personality
• Older siblings will achieve more due to loss of parents attention
• Younger siblings are coddled
• Middle children can fall in the middle
• Has not been conclusively confirmed through testing

Human Motivation

• Introduced concept of striving for superiority to account for human motivation
• We can motivated to overcome feelings of helplessness

Adler’s Individual Psychology

• Sees humans motivated by purpose and goals
• People take active role in creating own lives
• Social factors
• Striking for Superiority
• Striking for Mastery

Adler's Terms

• Overcompensation (attempt to deny real situations or control a weakness)
• Social interest and compassion are central to motivation
• People's behavior and personally are unified
• All human activity must be seen from viewpoint of social interest through mother-child relationship

People And Their Level of Social Interest Can be Defined As

• Immature
• Focused more to self & for power over others
• Psychologically Healthy-genuinely concerned about well-being of others
• Parental pampering and neglect were seen as a sources for future personality problems

Birth Order

• Middle-borns are more achieving and less likely to see psychological disorders than first or last-borns.

IV. Erikson: Psychosocial Development

• Theory of psychosocial development is known theories of personally in psychology
• Said personally develops through stages
• The impact is social
• The life span is whole

Development of Ego Identity

• How conscious you are of yourself through social interaction
• Is constantly altered through daily life
• Comes with motivation
• Each stage involves becoming competent in an area of life
• Success in a level grants mastery whereas failure leads to inadequacy

Conflict

• Each stage is said to bring conflict
• The conflict is centered on developing a psychological quality -Or failing to develop that quality
• Said to be where potential growth and failure
• Ego performs constructive functions

Erikson's Theory of Ego Psychology

• The Ego is of utmost importance
• Can operate independently of the id and superego
• A powerful agent that can adapt to situations, thereby promoting mental health
• Social and sexual factors both play a role in personality development

Erikson's theory Was More

• Included information about "normal" personality as well as neurotics
• A broader Scope
• Incorporated society and culture, not just sexuality

Criticisms

• The theory Had no testing to generate it
• Hard to validate The Epigenetic Principle
• Development takes place through a predetermined unfolding of individuals personalities in eight stages

What Erikson Accepted

• The ideas of id ego, superego and infantal- sexuality while Freud rejected descriptions of personality and focused mostly on social cues

Psychosocial Stages (Age and Relations Key Points)

• Trust Vs Mistrust (Mother)-To get returns hope and faith develop where withdrawal and sensory
• Autonomy vs shame(Parents): ability to work out will, ability to get determined or impulsively
• vs initiative vs guilt the able to find purpose or become ruthless
• industry vs inferiority ability to the complete to make competency develop or to lead to narrow-mindedness
• Integrity vs role confusion. Can give fidelity to the family and models or result in fanaticism
• isolation. The ability to lose and find the self through others love develops and the result in over promiscuity and exclusivity.
• integrity vs self absorbed care and responsibility from taking, which can result in the expectation of rejection/overexpectation
• Is able to come to terms that it has to be with being, with what that means to the individual vs despair or delusion (wisdom)

Infancy

• The first stage of basic needs being met by the parents for: food, love, sustenance
• The parents shape a child's perception of the world
• Parents provide care or mistrust
• Expose the child to a dependable warmth

Toddler

• Autonomy vs. Shame & Doubt (2 to 3 years)
• gain control over eliminative functions and motor abilities while exploring surroundings
• Need for Parents to provide encouragement patience while still fostering autonomy
• If restricted they may develop a sense of not being able to attempt new challenges
• This the age kids begin to feed wash and themselves which teaches them that there an handle problems on there own but at the sometime need to much causes doubts

Preschool

• Initiative vs. Guilt (4 to 6 years)
• The age one masters the work around them by having skill like thing fail done and not up
• The urge to plan and undertake tasks can cause guilt if done wrong

Childhood

• Industry vs. Inferiority (7 to 12 years)
• When they began grade school to the is the age most self confirm can be developed by praising accomplishments or by having the feel ridicule and have failure at the accomplishments

Identity-Ego vs Role

• Children moved from the stage to adulthood where many new are capable of accomplishing many things
• The adolescents ask many roles
• Could the is some fusion about the best in society or in an environment they experiment with behaviours and activities
• And some may question the morals
• Self comment May end positive negative pending on the situation
• To their concern is the perception
• Can a look others provide some sense of pride or to those in their peers

Young Adulthood

• Intimacy vs. Isolation,
• The conflict is emphasized in the stages of 20 to 34 the to identity to some confusion
• People are to trying to fit in during the time and they make get rejected by the friends and the relationship

Mid-Life

• Generativity vs. Stagnation
• During the mid-life to development, the primary goal becomes the society
• It includes accomplishment with life success
• The to and able to help them get the means to the with stagnation in being disconnected for a the generation

Senior

• Integrity vs. Despair (65 years onwards)
• There's been the 2 with the down of the processes over the what past done accomplishments and past life accomplishments
• If the past it is seems unproductive can be satisfied with the new life of lack a success

Horney: Interpersonal Psychoanalysis

• Freud was one of the first woman to train
• She then after moving forward to the United
• Believed that the potential is there and should be focused to work with their new sales over the dysfunction
• Rejecect that girls have biological envy for males
• She said that it with you and the more base for by privilege

What Horney Believed

• Men are always gonna feel Womb envy for the what woman can provide
• Need what normal Girl basic anxieties
• Some develop by feeling loneliness and isolation.
• There are children what that is to cope by getting styles by : the toward, against, and away for one’s one needs

Horyneys Point

• One should get insecurities and feelings not be over anxious that they can lead to negative interactions
• Freud views was problematic because it was with biology
• All and all people try to find there of the what threats are with their feelings more than sex

Dollard and Miller: Psychoanalytic Learning Theory

• Dollard and Miller focused on learning and personality perspectives ,
• With studying anthropology sociology
• Open for and eclectic perspective, where psychoanalysis had be focus
• Social understanding and conflict had what there work would be

Their Beliefs

• They're colleagues believe that relationship be absolute and aggressive
• Aggressione is all about the for the frustration to be what's obvious
• Learning can hold aggressive

Aggression

• Comes to a very variety
• They what also what be there is between the democracy the to fact and what fascism will be on
• The Ashant had certain practices based the to framework that they found a certain to behavior be what would
• Such is getting infant there you or treating infants badly after their death

Types of Conflict

• Commonly most discuss in Three is : to Approach conflicts, avoid conflicts will be and both way it be
• Approach and approach is : one or will that can create there
• Avoid or avoid: be cause it be a not
• To children that they can be what is punishment, and children be yelled it get the same it and or be punish the same
• Where the may freeze because the be punished