Sigmund Freud Psychoanalytic Theory PDF

Sigmund Freud: Psychoanalytic Theory VIEW OF HUMAN NATURE 1. DETERMINISTIC Life is about gaining pleasure and avoiding pain. 2. HUMAN AS ENERGY SYSTEM Freud believes that humans are motivated by the unconscious, where the id is found along with the aggression and sex Instincts. LEVEL...

Sigmund Freud: Psychoanalytic Theory VIEW OF HUMAN NATURE 1. DETERMINISTIC Life is about gaining pleasure and avoiding pain. 2. HUMAN AS ENERGY SYSTEM Freud believes that humans are motivated by the unconscious, where the id is found along with the aggression and sex Instincts. LEVEL OF MENTAL LIFE 1. UNCONSCIOUS Contains all the feeling, urges or Instinct that are beyond our awareness but it affect our expression, fouling, action (E.g. Slip of tongue, dreams, wishes) 2. PRECONSCIOUS Facts stored in a part of the brain, which are not conscious but are available for possible use in the future. (Eg. A person will never think of her home address at that moment but when her friend ask for it, she can carlly recall it) 3. CONSCIOUS Only level of mental life that are directly avaliable to us The awareness of our own mental process [Thoughts/feeling) STRUCTURE OF PERSONALITY Consist of three parts: Id Ego Superego ID  Infants are born with Id intact  Operates on PLEASURE PRINCIPLE - to gain pleasure, avoid pain  Driven by sexual and aggressive urge EGO  The rational level of personality  Operates on REALITY PRINCIPLES -does realistic and logical thinking  The balance between Id and Superego SUPEREGO  Partially unconscious  Able to differentiate between good and bad, right and wrong  Operates on MORAL PRINCIPLES  If people follow their superego, they will feel proud but if they don't follow, they will feel guilty and anxious Example: I want to eat chocolate! - ID Eats a small bar of chocolate - EGO I am on a super diet! - SUPEREGO PSYCHOSEXUAL STAGES Children progress through FIVE psychosexual stages during psychosexual development. A person become 'FIXATED' or stuck in a stage when a basic need is not met, therefore that person will face difficulty in transiting to another stage. ORAL Infant achieves gratification through oral activities such as feeding, thumb sucking and babbling. ANAL The child learns to respond to some of the demands of society (such as bowel and bladder control. PHALLIC The child learns to realize the differences between males and females and becomes aware of sexuality. LATENCY  The child continues his or her development but sexual urges are relatively quiet. GENITAL The growing adolescent shakes off old dependencies and learns to deal maturely with the opposite sex 1. Oral Stage (Birth to 18 months) Pleasure centers on the mouth- sucking, biting, etc. Fixation Oversatisfied: if the child is overstimulated in this stage, an adult she/he may become dependent on cigarette or alcohol, become chatterbox, or derive pleasure from acquiring possessions(collect things) Unsatisfied: if the child is understimulated in this stage, as an adult she/he will make bitingly sarcastic, remarks, or be argumentative. 2. Anal Stage (18 months until 3 years) Pleasure focuses on bowel movement (withholding/eliminating feces) Fixation Oversatisfied: If parents were over-emphasizing petty training, the child will develop a retentive character. He will become obstinate and stingy Unsatisfied: if parents were negligent about out potty training, the child will develop expulsive trait such as bad temper cruelty and messy disorderliness 3. Phallic Stage (3 years to 6 years) Pleasure zone is the sex organ/genitals Fixations: Oedipus complex in males/Electra complex in female: The boy will have the desire to posses his mother and displace his father and the girl will want to posses the father and remove her mother Child whom had been fixated in this stage will develop a phallic character, such as reckless, proud and vain This conflict can also cause the child to be afraid of close relationship and weak sexual Identity Freud stated that fixation may be a root of homosexuality 4. Latency Stage (6 years to 11 years, until puberty) No fixations occur as the child's energy are focused on peer activities and personal mastery of learning and physical skills 5. Genital Stage (12 years onwards) Sexual interest in opposite sex increase The child improve their personal identities, develop caring feeling towards others, establish loving and sexual relationship and progress in successful careers. Fixation: frigidity, impotence, and unsatisfactory relationship. DEFENSE MECHANISM Defense mechanism are invented by the Ego in an attempt to resolve the conflict between Id and Superego - so that personality can operate in a healthy manner. It deny/distort reality while operating in unconscious level. If it is used once a while, the purpose of using it is to reduce stress but if it is used frequently, it means the individual are trying to avoid facing reality 1. Repression Unpleasant experiences are stored deep in the subconscious mind and cant be access by the conscious mind Basic Defense Mechanism EXAMPLE: An accident victim nearly dies but remembers none of the details of the accident 2. Displacement Redirecting the feelings of hostility and violent action from self to another that is less threatening from original source EXAMPLE: Angered by a neighbor's hateful comment, a mother punish her child for accidentally spilling her drinks 3. Rationalization Providing a reasonable explanation to make undesirable behavior appear logical EXAMPLE: A student who fails a test because she did not study hard enough blames her failure on the teacher for using 'tricky' questions 4. Denial Reality is distorted to make it suit to the individual's wishes EXAMPLE: An alcoholic fails to acknowledge that he is addicted to alcohol 5. Regression Returning to a behavior pattern characteristic of an earlier stage of development EXAMPLE: After Lucy's parents bitter divorce, she refuse to sleep alone in her room and crawling into bed with her mother 6. Reaction Formation Thinking or behaving in a way that is the extreme opposite to those that are of real intention EXAMPLE: A woman who loves an unobtainable man and behaves as though she hates him 7. Projection The attribution of one's unacceptable urges or qualities to others EXAMPLE: A person in an extremely bad mood accuses family members of being hard to get along with. According to Freud's psychoanalytic theory, all psychic energy is generated by libido. Freud suggested that our mental states were influenced by two competing forces: Cathexis was described as an investment of mental energy in a person, idea, or object. Anticathexis involves the ego blocking the socially unacceptable needs of the id. Repressing urges and desires is one common form of anticathexis, but this involves a significant investment of energy. If you are hungry, for example, you might create a mental image of a delicious meal that you have been craving. In other cases, the ego might harness some energy from the id (the primitive mind) to seek out activities related to the desire in order to disperse excess energy from the id. Sticking with the same example, if you can't actually seek out food to appease your hunger, you might instead thumb through a cookbook or browse through your favorite recipe blog. Freud also believed that much of human behavior was motivated by two driving instincts (Id): Life instincts (Eros) are those that relate to a basic need for survival, reproduction, and pleasure. They include such things as the need for food, shelter, love, and sex. Death instincts (Thanatos) are the result of an unconscious wish for death, which Freud believed all humans have. Self-destructive behavior was one expression of the death drive, according to Freud. However, he believed that these death instincts were largely tempered by life instincts. Jean Piaget: Cognitive Development Binet Laboratory Age 21: Piaget ears his PhD and heads off to work at the Binet Laboratory with Theophile Simon and Alfred Binet. There he learned many of the key ideas in his revolutionary theory of cognitive development. Stage 1. Sensorimotor Thought (Birth - 2 years) Babies are stuck in the here and now world. They “know the world only in terms of their own sensory input (what they see, smell, taste, touch, and hear) and their physical or motor actions on it (e.g. sucking, reaching, grasping) Stage 2. Preoperational Thought Characterized by:  Intuitive Thought - logic bases only on experiences  Symbols in Play Symbolic Play - use one object to stand for another Fantasy Play - pretend to be something, or pretend activities that are impossible Make believe play - use toys as props  Egocentrism - Child’s inability to take in others’ perspective  Lack of conservation - concept that certain basic properties of n object (e.g. volume, mass, and weight) remain the same even if its physical appearance changes) Stage 3. Concrete Operational Characterized by: ]  Reversibility - relates to the “conservation experiment.” Children in the concrete operational stage understand that if you reverse the action (Pour the water back into the same size cups, the water amount remains the same.)  Logical abilities: class inclusion Stage 4. Formal Operational Thought (age 12 and up) 5 Important Higher-Cognitive Abilities 1. HYPOTHETICO-DEDUCTIVE REASONING "ability to plan systematic tests to explore multiple variables" HUH? IT MEANS SCIENTIFIC REASONING!!! 2. ABSTRACT THOUGHT Thought about things that are not real or tangible" 3. SEPARATING REALITY FROM POSSIBILITY "direction of thinking about reality and possibility reverses reality is thought of as only one of many possible outcomes" How things could be 4. COMBINATIONAL LOGIC Thinking about multiple aspects and combining them logically to solve problems 5. REFLECTIVE THINKING thinking about your own thinking Constructivist Approach to Learning: Children actively build understanding by exploring their environment as “little scientists,” rather than passively absorbing information. Schemas: Mental frameworks for organizing information, growing in number and complexity as children develop, enabling deeper world understanding. Adaptation has 4 parts: Assimilation is fitting new information into existing schemas without changing one’s understanding. For example, a child who has only seen small dogs might call a cat a “dog” due to similar features like fur, four legs, and a tail. Accommodation occurs when existing schemas must be revised to incorporate new information. For instance, a child who believes all animals have four legs would need to accommodate their schema upon seeing a snake. A baby tries to use the same grasping schema to pick up a very small object. It doesn’t work. The baby then changes (accommodates) the schema using the forefinger and thumb to pick up the object. Equilibration: Process of balancing assimilation and accommodation to progress through cognitive stages, resolving conflicts and shifting to new thought patterns. Disequilibrium occurs when new information conflicts with existing schemas, creating cognitive discomfort. This cognitive conflict drives cognitive development and learning. Stage Age Goal Sensorimotor Birth to 18-24 months Object permanence  Preoperational 2 to 7 years Symbolic thought Concrete operational 7 to 11 years Logical thought Adolescence to Formal operational Scientific reasoning adulthood The Sensorimotor Stage - infants develop basic motor skills and learn to perceive and interact with their environment through physical sensations and body coordination. The Preoperational Stage - which occurs between 2 and 7 years. At the beginning of this stage, the child does not use operations (a set of logical rules), so thinking is influenced by how things look or appear to them rather than logical reasoning. The Concrete Operational Stage - the child can use operations (a set of logical rules) so they can conserve quantities, realize that people see the world in a different way (decentring), and demonstrate improvement in inclusion tasks. - Children still have difficulties with abstract thinking. The Formal Operational Stage - As adolescents enter this stage, they gain the ability to think abstractly, the ability to combine and classify items in a more sophisticated way, and the capacity for higher-order reasoning. Erik Erikson: Psychosocial Theory These psychosexual stages are completed successfully, the result is healthy personality. If certain issues are not resolved at the appropriat tage, fixation can occur. A fixation is a persistent focus on an earlie sychosexual stage. Until this conflict is resolved, the individual will remain "stuck" in this stage. For example, a person who is fixated at the oral stage may be over-dependent on others and may seek oral stimulation through smoking, drinking, or eating. Erik Erikson's theory of psychosocial development is one of the best known theories of personality in psychology. Much like Sigmund Freud, Erikson believed that personality develops in a series of stages. Unlik Freud's theory of psychosexual stages, Erikson's theory describes the impact of social experience across the whole lifespan. The Ego Body ego (experiences with our body, a way of seeing the hysical self as different for other people) Ego Ideal (the image we have of ourselves in comparison with an established ideal; it is responsible for our being satisfied not satisfied not only with our physical self but also with our ntire personal identity) Ego identity(the image we have of ourselves in the variety f social roles we play) Epigenetic theory is an emergent theory of development that includes both the genetic origins of behavior and the direct influence that environmental forces have, over time, on the expression of those genes. The theory focuses on the dynamic interaction between these two influences during development. Epigenetic Principle - We develop through an unfolding of our personality in predetermined stages, and that our environment and surrounding culture influence how we progress through these stages. This biological unfolding in relation to ou socio-cultural settings is done in stages of psychosocia development, where "progress through each stage is in bart determined by our success, or lack of success, in al the previous stages." Erik Homberger 1902 - Born on June 15, 1902 at Frankfrut, Germany - His mother, Karla Abrahamsen, is Jewish. 1911 - He was legally adopted by his step-father, Dr. Theodore Homberger. 1919 - He begins to travel throughout Europe. 1927 - He becomes a teacher at Hietzing School in Vienna Peter Blos- his fellow artist; suggested Erik to apply or a teaching position Hietzing School run by Dorothy Burlingham. 1928 He studied child psychology with Anna Freud. - He was psychoanalyzed by Anna Freud herself. 1930 - He met a Canadian dance teacher, Marries Dan Serson. 1933 - At this point in time, they were already married (Erik and Joan). They have hree children, one of them became a sociologist. - When Nazis coming into power, they left Vienna, to Copenhagen, then to oston. 1950s - He begins teaching at Harvard Medical School and practiced child sychoanalysis privately. - He officially changed his name to Erik Erikson when he became an merican citizen. - He wrote Childhood and Society. Influences: Sigmund Freud Anna Freud Psychologists: Henry Murray Kurt Lewin Anthropologists: Gregory Bateson Margaret Mead Ruth Benedict Erikson's Stages of Psychosocial Development Approximate Age Psycho Social Crisis Infant-18 months Trust vs. Mistrust 18 months - 3 years Autonomy vs. Shame & Doubt 3-5 years Initiative vs. Guilt 5-13 years Industry vs. Inferiority 13-21 years Identity vs. Role Confusion 21-39 years Intimacy vs. Isolation 40-65 years Generativity vs. Stagnation 65 and older Ego Integrity vs. Despair Trust vs. Mistrust The first stage of Erikson's theory of psychosocial development occurs between birth and one year of age and is the most fundamental stage in life. Because an infant is utterly dependent, the development of trust is based on the dependability and quality of the child's caregivers. If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children they care for. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable. Stage 1. Trust vs. Mistrust Trust: If the caregiver is reliable, consistent, and nurturing, the child will develop a sense of trust, believing that the world is safe and that people are dependable and affectionate. Mistrust: If the caregiver fails to provide consistent, adequate care and affection, the child may develop a sense of mistrust and insecurity. Stage 2. Autonomy vs. Self Doubt Autonomy: If encouraged and supported in their increased independence, children will become more confident and secure in their ability to survive. Shame and Doubt: On the other hand, if children are overly controlled or criticized, they may begin to feel ashamed of their autonomy and doubt their abilities. Stage 3. Initiative vs. Guilt Initiative: When caregivers encourage and support children to take the initiative, they can start planning activities, accomplish tasks, and face challenges. Guilt: If caregivers discourage the pursuit of independent activities or dismiss or criticize their efforts, children may feel guilty about their desires and initiatives. Stage 4. Industry vs. Inferiority Industry: If children are encouraged by parents and teachers to develop skills, they gain a sense of industry—a feeling of competence and belief in their skills. Inferiority: On the other hand, if children receive negative feedback or are not allowed to demonstrate their skills, they may develop a sense of inferiority. Stage 5. Identity vs. Role Confusion Identity: If adolescents are supported in their exploration and given the freedom to explore different roles, they are likely to emerge from this stage with a strong sense of self and a feeling of independence and control. Role Confusion: If adolescents are restricted and not given the space to explore or find the process too overwhelming or distressing, they may experience role confusion. Stage 6. Intimacy vs. Isolation Intimacy: Individuals who successfully navigate this stage are able to form intimate, reciprocal relationships with others. Isolation: If individuals struggle to form these close relationships, perhaps due to earlier unresolved identity crises or fear of rejection, they may experience isolation. Stage 7. Generativity vs. Stagnation Generativity: If individuals feel they are making valuable contributions to the world, for instance, through raising children or contributing to positive changes in society, they will feel a sense of generativity. Stagnation: If individuals feel they are not making a positive impact or are not involved in productive or creative tasks, they may experience stagnation. Stage 8. Ego Integrity vs. Despair Ego Integrity: If individuals feel they have lived a fulfilling and meaningful life, they will experience ego integrity. Despair: On the other hand, if individuals feel regretful about their past, feel they have made poor decisions, or believe they’ve failed to achieve their life goals, they may experience despair. Lawrence Kohlberg: Moral Development Theory Biography  Lawrence Kohlberg born in 1927  Grew up in Bronxville, New York  Died on January 17th, 1987 at the age of 59  Kohlberg became a professor of education and social psychology at Harvard in 1968  His book on moral development is used by teachers around the world to promote moral reasoning. Kohlberg's Levels of Moral Development LEVEL STAGE CHARACTERISTICS OF STAGE/LEVEL Preconventional Stage 1 PUNISHMENT-OBEDIENCE ORIENTATION Stage 2 INSTRUMENTAL RELATIVIST ORIENTATION Stage 3 INTERPERSONAL CONCORDANCE ORIENTATION Conventional Stage 4 AUTHORITY AND SOCIAL-ORDER MAINTAINING ORIENTATION Postconventional Stage 5 SOCIAL-CONTRACT LEGALISTIC ORIENTATION Autonomous or Principled Stage 6 UNIVERSAL ETHICAL PRINCIPLE ORIENTATION LEVEL ONE Preconventional Morality IN THIS STAGE: - Kids learn a fear of punishment/obedience - Self-interest - Usually occurs in early childhood development Stage 1: Obedience & Punishment  Earliest stage of moral development  Common in young children They see rules as fixed and absolute.  Morality is external At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment. Stage 2: Individualism and Exchange  At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs.  In the Heinz dilemma, children argued that the best course of action was the choice that best- served Heinz's needs.  Reciprocity is possible at this point in moral development, but only if it serves one's own interests. LEVEL TWO Conventional Morality IN THIS STAGE:  Teens learn to conform to others  Rules/laws are upheld  Usually occurs around middle school Stage 3: Interpersonal Relationships  Often referred to as the "good boy- good girl" orientation.  At this stage children who are by now usually entering their teens, see morality as more than simple deals.  Stage of moral development is focused on living up to social expectations and roles (of the family and community). There is an emphasis on conformity, being "nice," and behave in "good" ways.  Good behavior means having good motives and interpersonal feelings such as love, empathy, trust, and concern for others. Stage 4: Maintaining Social Order  People begin to consider society as a whole when making judgment.  Law and order - focus on maintaining law and order and obeying laws - Heinz's motives - Consequences of breaking the law  Stage 1 and stage 4 are giving the same response - Similarity is they both agree that breaking the law is wrong  Differences is for Stage 1 the child can't explain why it is wrong, while Stage 4 the adults are able to deliberate  Education Follow rules and guide lines It is compulsory for all school-age students to attend school Respect property of others Wear appropriate uniform, appropriate shoes to be worn LEVEL THREE Post-Conventional Morality IN THIS STAGE:  Young adults develop their own ideas on important issues  Alternatives are considered  ideas are based on principles  Usually occurs around the college years Stage 5: Social Contract and Individual Rights  At this stage, people begin to account for the differing values, opinions and beliefs of other people.  Rules of law are important for maintaining a society, but members of the society should agree upon these standards. Stage 6: Universal Principles  Based upon universal ethical principles and abstract reasoning.  Based on respect for universal principle and the demands of individual conscience Takes an idealized look at how people might coordinate their interests  At this stage, people follow these Internalized principles of justice, even if they conflict with laws and rules.  Define the principles by which agreement will be most just.  If children are to reorganize their thinking, they must be more active. Principled conscience