Freud's Psychoanalytic Theories PDF

Okay, I will convert the information from the images into a structured markdown format. ### PSYCHOSOCIAL THEORIES 1. Psychoanalytic 2. Developmental 3. Interpersonal 4. Humanistic 5. Behavioral 6. Existential ### PSYCHOANALYTIC THEORIES * Sigmund Freud (1856-1939): the Father of Psyc...

Okay, I will convert the information from the images into a structured markdown format. ### PSYCHOSOCIAL THEORIES 1. Psychoanalytic 2. Developmental 3. Interpersonal 4. Humanistic 5. Behavioral 6. Existential ### PSYCHOANALYTIC THEORIES * Sigmund Freud (1856-1939): the Father of Psychoanalysis * He developed psychoanalytic theory in the late 19th and early 20th centuries in Vienna. * Psychoanalytic theory supports the notion that all human behavior is CAUSED and can be explained (deterministic theory) * He believed that repressed (driven from the conscious awareness) sexual impulses and desires motivate much human behavior. * He concluded that many of the problems resulted from childhood trauma or failure to complete tasks of psychosexual development. (People repressed their unmet needs and sexual feelings as well as traumatic events.) * The hysterical or neurotic behaviors resulted from these unresolved conflicts #### PERSONALITY COMPONENTS 1. ID - the part of one's nature that reflects basic or innate desire, such as pleasure-seeking behavior, aggression, and sexual impulses. * The ID seeks instant gratification, causes impulsive, unthinking behavior, and has no regard for rules or social convention. 2. Superego - the part of the person's nature that reflects moral and ethical concepts, values, and parental and social expectations. (It is in direct opposition to the id). 3. Ego - the balancing or mediating force between the id and the superego. It represents the mature and adaptive behavior that allows a person to function successfully in the world. Freud believed that anxiety resulted from the ego's attempt to balance the impulsive instincts of the id with the stringent rules of the superego. #### THREE LEVELS OF AWARENESS 1. Conscious - refers to the perceptions, thoughts, and emotions or a person's awareness, such as being aware of happy feelings or thinking about a loved one. 2. Preconscious - thoughts and emotions are not currently in the person's awareness, but he or she can recall them with some effort (ex. An adult remembering what he or she did, thought, or felt as a child). * is the realm of thoughts and feelings that motivates 3. Unconscious - a person even though he or she is totally unaware of them. This realm includes most defense mechanisms and some instinctual drives or motivations. #### FREUD'S THEORIES 1. The person represses into the unconscious the memory of traumatic events that are too painful to remember. 2. Much of what we do and say is motivated by our subconscious (preconscious or unconscious level) thoughts or feelings. 3. Freudian slip (slip of the tongue) are not accidents or coincidences, but rather are indications of subconscious feelings or thoughts that accidentally emerge in casual day-to-day conversation. 4. A person's dreams reflect his or her subconscious and have significant meaning, although sometimes the meaning is hidden or symbolic. #### Techniques Used in Psychoanalysis 1. Dream analysis - involves discussing a client's dreams to discover their true meaning and significance. 2. Free Association - the therapist tries to uncover the client's true thoughts and feelings by saying a word and asking the client to respond quickly with the first thing that comes to mind. Freud believed that such quick responses would be likely to uncover subconscious or repressed thoughts or feelings. * Methods of attempting to protect the self and cope with basic drives or emotionally painful thoughts, events. * Most defense mechanisms operate at the unconscious level of awareness; people are not aware of what they are doing and often need help to see the reality. ### DEFENSE MECHANISM 1. Compensation 2. Conversion 3. Denial 4. Displacement ### EGO DEFENSE MECHANISMS | | DESCRIPTION/EXAMPLE | | :------------------ | :---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | **Compensation** | Overachievement in one area to offset real or perceived deficiencies in another area. Ex. Nurse with low self-esteem working double shifts so her supervisor will like her. | | **Conversion** | Expression of an emotional conflict through the development of a physical symptom, usually sensorimotor in nature. Ex. Teenager forbidden to see X-rated movies is tempted to do so by friends and develops blindness, and the teenager is concerned about the loss of sight. | | **Denial** | Failure to acknowledge an unbearable condition failure to admit the reality of a situation or how one enables the problem to continue. Ex. Diabetic person eating chocolate candy. | | **Displacement** | Ventilation of intense feelings toward persons less threatening than the one who aroused those feelings. Ex. Person who is mad at the boss yells at his or her spouse. | | **Dissociation** | Dealing with emotional conflict by a temporary alteration in consciousness or identity. Ex. Amnesia that prevents recall of yesterday's auto accident. | | **Fixation** | Immobilization of a portion of the personality resulting from unsuccessful completion of tasks in a developmental stage. Ex. Lack of a clear sense of identity as an adult. | | **Identification** | Modeling actions and opinions of influential others while searching for identity, or aspiring to reach a personal, social, or occupational goal Ex. Nursing student becoming a critical care nurse because this is the specialty of an instructor she admires. | | **Intellectualization** | Separation of the emotions of a painful event or situation from the facts involved: acknowledging the facts but not the emotions. Ex. Person shows no emotional expression when discussing a serious car accident. | | **Introjection** | Accepting another person's attitudes, beliefs, and values as one's own. Ex. Person who dislikes guns becomes an avid hunter, just like a best friend. | | **Projection** | Unconscious blaming of unacceptable inclinations or thoughts on an external object. Ex. Person with many prejudices loudly identifies others as bigots. | | **Rationalization** | Excusing own behavior to avoid guilt, responsibility, conflict, anxiety, or loss of self-respect Ex. Student blames failure on the teacher being mean. | | **Reaction formation** | Acting the opposite of what one thinks or feels. Ex. Person who despises a boss tells everyone what a great boss she is. | | **Regression** | Moving back to a previous developmental stage to feel safe or have needs met. Ex. A 5-year-old child asks for a bottle when a new baby brother is being fed. | | **Repression** | Excluding emotionally painful or anxiety-provoking thoughts and feelings from conscious awareness. Ex. Woman has no memory before age 7, when she was removed from abusive parents. | | **Resistance** | Overt or covert antagonism toward remembering or processing anxiety-producing information. Ex. Nurse is too busy with tasks to spend time talking to a dying patient. | | **Sublimation** | Substituting a socially acceptable activity for an impulse that is unacceptable. Ex. Person who has quit smoking sucks on hard candy when the urge to smoke arises. | | **Substitution** | Replacing the desired gratification with one that is more readily available. Ex. Woman who would like to have her own children opens a daycare center. | | **Suppression** | Conscious exclusion of unacceptable thoughts and feelings from conscious awareness. Ex. Student decides not to think about a parent's illness to study for a test. | | **Undoing** | Exhibiting behavior to make up for an unacceptable behavior Ex. Man buys the spouse a bouquet of roses after abusing her. | ### FREUD'S DEVELOPMENTAL STAGES | Age | Focus | | :---------------- | :------------------------------------------------------------------------------------------------------------------------------------------------------------- | | Oral | Birth to 18 months - Major site of tension and gratification is the mouth, lips, and tongue: includes biting and sucking activities. -Id is present at birth. | | Anal | 18-36 months - anus and surrounding area are a major source of interest. -voluntary sphincter control (toilet training) is acquired. | | Phallic/ oedipal | 3-5 years -Genital is the focus of interest, stimulation, and excitement. -penis is an organ of interest for both sexes. -Masturbation is common. | | Latency | 5-11 or 13 -Resolution of the Oedipal complex Sexual drive channeled to socially appropriate activities. -Formation of Superego | | Genital | 11-13 Begins with puberty and biologic capacity for orgasm involves the capacity for true intimacy. | #### SOME CONCEPTS INTRODUCED BY FREUD 1. Transference - occurs when the client displaces onto the therapist attitudes and feelings that the client originally experienced in other relationships. its patterns are automatic and unconscious in the therapeutic relationship. 2. Countertransference - occurs when the therapist displaces onto the client attitudes or feelings from his or her past. 3. Psychoanalysis - focuses on discovering the causes of the client's unconscious and repressed thoughts, feelings, and conflicts believed to cause anxiety and on helping the client to gain insight into and resolve these conflicts and anxieties. "Therapy for the Wealthy" ### Developmental Theories: Erik Erikson and Psychosocial Stages of Development * Erik Erikson (1902-1994) was a German-born psychoanalyst, who extended Freud's work on personality development across the lifespan while focusing on social and psychological development in the life stages. * He described eight psychosocial stages of development. * In each stage, the person must complete a task that is essential to his or her well-being and mental health. ### Erikson's Stages of Psychosocial Development | STAGE | VIRTUE | TASK | | :-------------------------------- | :---------- | :---------------------------------------------------------------- | | 1. Trust vs. Mistrust (Infant) | Hope | Viewing the world as safe and reliable; relationships as nurturing, stable, and dependable. | | 2. Autonomy vs. Shame and Doubt (toddler) | Will | Achieving a sense of control and free will. | | 3. Initiative vs. Guilt (preschool) | Purpose | Beginning development of a conscience; learning to manage a conflict and anxiety. | | 4. Industry vs. Inferiority (school age) | Competence | Emerging confidence in own abilities taking pleasure in accomplishments. | | 5. Identity vs. Role Confusion (Adolescence) | Fidelity | Formulating a sense of self and belonging. | | 6. Intimacy vs isolation (Young adulthood) | Love | Formulating adult, love relationships and meaningful attachments to others. | | 7. Generativity vs Stagnation (Middle Adulthood) | Care | Being creative and productive, establishing the nest generation. | | 8. Ego Integrity vs Despair (Maturity) | Wisdom | Accepting responsibility for oneself and life. | ### Erikson's Stages of Psychosocial Development | Approximate Age | Psychosocial Crisis/Task | Virtue Developed | | :-------------- | :------------------------- | :--------------- | | Infant-18 months | Trust vs Mistrust | Hope | | 18 months - 3 years | Autonomy vs Shame/Doubt | Will | | 3-5 years | Initiative vs Guilt | Purpose | | 5-13 years | Industry vs Inferiority | Competency | | 13-21 years | Identity vs Role Confusion | Fidelity | | Young Adulthood | Intimacy vs Isolation | Love | | Middle Adulthood | Generativity vs Stagnation | Care | | Late Adulthood | Integrity vs Despair | Wisdom | ### Developmental Stages | STAGES | AGE | TASK | | :-------------------- | :---------------------------------- | :------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | 1. Sensorimotor | Birth to 2 years | The child develops a sense of self as separate from the environment and the concept of object permanence that tangible object does not cease to exist just because they are out of sight. Begins to form mental images | | 2. Preoperational | 2 to 6 years | The child develops the ability to express self with language, understands the meaning of symbolic gestures, and begins to classify objects | | 3. Concrete operations | 6 to 12 years | The child begins to apply logic to thinking, understands spatiality and reversibility, and is increasingly social and able to apply rules however, thinking is still concrete | | 4. Formal operations | 12 to 15 years and beyond | The child learns to think and reason in abstract terms, further develops logical thinking and reasoning, and achieves cognitive maturity | ### HARRY STACK SULLIVAN: INTERPERSONAL RELATIONSHIP and MILIEU THERAPY | Sage | Ages | Focus | | :---------------- | :-------------------- | :--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | 1. Infancy | Birth to onset of language | Primary need exists for bodily contact and tenderness Prototaxic mode dominates (no relation between experiences).Prototaxic -Primary zones are oral and anal If needs are met, the infant has a sense of well-being unmet needs lead to dread and anxiety | | 2. Childhood | Language to 5 years | Parents are viewed as a source of praise and acceptance Shift to paralaxic mode: Experiences are connected in sequence with each other Primary zone is anal Gratification leads to positive self-esteem Moderate anxiety leads insecurity Shift to the syntaxic mode begins | | 3. Juvenile | 5 to 8 years | Opportunities for approval and acceptance of others Learn to negotiate own needs. Severe anxiety may result attitudes | | STAGE | AGES | FOCUS | | :------------ | :--------------------- | :---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | 4. Preadolescence | 8 to 12 years | Move to genuine intimacy with a friend of the same sex. Move away from the family as the source of satisfaction in relationships. Major shift to syntaxic mode occurs Capacity for attachment, love, and collaboration emerges or fails to develop. | | 5. Adolescence | Puberty to adulthood | Lust is added to the interpersonal equation Need for a special sharing relationship shifts to the opposite sex New opportunities for social experimentation leads to the consolidation of self-esteem and self-ridicule. | ### Therapeutic Community or Milieu