PSY230: Personality Lecture Notes (PDF)

(and its transformations) Lecture 15: Psychoanalysis and Neo-Psychoanalysis Dr. William S. Ryan (Will) Announcements Pre-registration grading going well- grades and feedback to be posted by Nov 1st Last midterm I viewing session: TODAY at 1-2:30 pm in SS514a Midterm II on Nov 7th dur...

(and its transformations) Lecture 15: Psychoanalysis and Neo-Psychoanalysis Dr. William S. Ryan (Will) Announcements Pre-registration grading going well- grades and feedback to be posted by Nov 1st Last midterm I viewing session: TODAY at 1-2:30 pm in SS514a Midterm II on Nov 7th during class time Location: EX100 (everyone) ○ *If there is a conflict with this location, you must indicate this here (https://forms.gle/JZEUCGh4wbUQjdgS9Links to an external site.) Covers lectures 9 through (and including) 16 and all accompanying readings. Same format as Midterm 1 Example questions to be posted by Monday 01 Defense Mechanisms & Parapraxes Lecture 02 Freud: Controversy & Contributions Overview 03 Neo-Freudians 04 Object Relations (Next Time)  01. Defense Mechanisms & Parapraxes  Parapraxes & Defenses Manifestations or Outlets Forgetting Slips Parapraxes Psychic Tension Dreams Sexual, Aggressive, or other unresolved impulses, anxiety Jokes Defense Mechanisms Parapraxes- leakage from the unconscious mind (remember psychic determinism?) Defense Mechanisms The ego unconsciously tries to reduce anxiety by activating defense mechanisms. These can be useful (short term) because they protect against painful feelings. ○ Defense mechanisms can be normal and useful ○ Don’t solve the underlying problem (hence the need for psychotherapy to explore the source of the tension) Types of Defense Mechanisms According to Freud: Healthy people use all of them somewhat. The overuse of any one of the defense mechanisms can lead to psychological disorders  02. Controversy & Contributions Evaluating Freud’s Theory: Criticisms 1. Excessive Complexity 5. Lack of free will Lack of parsimony 6. Pessimistic view of 2. Case study method human nature Freud himself was not 7. Overemphasis on sexual an empiricist drives 3. Vague definitions 8. Theory is sexist and Lack of heterosexist operationalization 4. (mostly) Untestable Evaluating Freud’s Theory: Contributions 1. Comprehensive theory Came up with a theory of “all personality and development” 2. Compelling; Generates intense reactions 3. Influence on culture and how we talk about and understand other people’s behaviour 4. He was right about somethings (or at least onto something)  Freud was right that: 1. The unconscious plays an important role in behviour 2. Sexual and aggressive impulses influence thoughts, feelings, and behaviors. These become more regulated with development. 3. Behavior often reflects a compromise between conflicting mental processes (e.g., cognitive dissonance) 4. Childhood experiences influence adult functioning. 5. Mental representations of the self and others guide relationships. 6. Personality development involves movement from a socially dependent way of relating to others to a more mature independent way of relating to others. 7. Talk and insight can be helpful in solving psychological problems (transference and counter transference)  What came after? Everyone was less focused on sex Neo-Freudians Retained many of Freud’s key tenants But also made key innovations Ego-Psychology Object-Relations Focus more on conscious rational Focus on interpersonal relationships processes. Relate to people based on our mental The development of the ego (self) images of them How the ego makes sense of and But these don’t always match reality integrates competing desires and Shaped by early experiences with experiences. caregivers  03. “Neo-Freudians” Who are they? Anna Freud – defense mechanisms! Alfred Adler Carl Jung Karen Horney Erik Erikson Alfred Adler (1870-1937) Individual Psychology Inferiority Instead of focusing on sex, focused on social interest (drive to relate positively and productively with others) Organ inferiority ○ At first about physical limitations Expanded to other “deficiencies” or Feelings of inferiority (Inferiority Complex) ○ Real or perceived inferiority Motivates compensatory behaviour Dealing with Inferiority Compensation ○ Make up for inferiority; strength in another area Problems that may result: ○ Superiority complex: Overcompensation (masculine protest is one type) for inferiority. Exaggerated sense of strengths ○ Inferiority Complex: Undercompensation Exaggerated sense of worthlessness Like Freud- need to find compromise or balance Patterns of behaviour used to compensate = lifestyles Carl Jung  Carl Jung’s Theory of Mind Ego Ego ○ Conscious (Jung) Personal Unconscious ○ Contains: 1) repressed and 2) unimportant info ○ Complexes: clusters of emotionally loaded thoughts Collective Unconscious ○ Inborn memories and ideas that shape thinking and behaviour ○ Transpersonal – shared across all humans Carl Jung’s Theory of Mind: The collective unconcious Archetypes- part of the collective unconscious Not consciously remembered by individuals but shape thoughts, emotions, and behaviors. Myths, fairy tales, and religious stories are similar across cultures because they stem from the same collective unconscious. Examples ○ The hero, the devil, earth mother, the snake ○ Anima: the female component of a man ○ Animus: the male component of a woman Carl Jung’s Theory of Mind Persona: outwardly visible self Shadow: dark part of the Self Self: Resides between persona & shadow ○ Tries to balance conflicting aspects of the mind (ego is just part of the self- the conscious part) Jung’s Theory of Personality: Basic Ways of Thinking Attitude: Relating to the outer world ○ Extraversion: focused outside, social, unfocused ○ Introversion: focused inside, thoughtful, private* Function: How you see the world/process information Thinking: logical, observant Feeling: evaluates in terms to value, liking, worth Sensing: use 5 senses, realistic, concrete Intuiting: use hunches, creative *Note: This is a DIFFERENT way of thinking about introversion compared to Big 5.  Jung’s 8 Personality Types Thinking Feeling Sensing Intuiting Introversion IT IF IS IN Extraversion ET EF ES EN Notice Consider Sensory Hunches Things Worth Activity Remember the MBTI? The MBTI- Types of thinking & Archetypes  Freud vs. Jung Religion not important Religious/Spiritual (Personal) unconscious Includes collective only unconscious Ego spans all levels of the Ego is conscious only mind Libido=non-sexual, general Libido=sexual life energy Development focuses on Development is life long childhood/adolescence Karen Horney & Feminine Psychology (1885-1952) Female Personality Rejection of penis envy Cultural explanation: ○ "The wish to be a man...may be the expression of a wish for all those qualities or privileges which in our culture are regarded as masculine, such as strength, courage, independence, success, sexual freedom, the right to choose a partner“ ○ Power envy Womb envy Anxiety & Neurotic Needs Basic Anxiety acquired in childhood -> neurotic needs in adulthood Neurotic needs: ○ Perfect “other half” ○ To be loved by all Unrealistic and contradictory ○ To dominate others Therefore pursuit of these needs can ○ To be entirely independent lead to contradiction and self-defeating behaviour Erik Erikson (1902-1994) Focused on development of the ego (identity) Ego: integrate individual with social environment Psychosocial development Personality is changeable and develops over the lifespan! Not all conflicts are unconscious Joan Erikson Psychosocial Development Characteristics of the theory ○ Focus on the social environment ○ Personality develops in a fixed order ○ Each state has a Psychosocial Crisis to overcome ○ Each stage has a Virtue to learn ○ Development occurs over the lifespan birth death Autonomy Identity Trust versus Initiative Industry Intimacy Generativity Integrity versus versus Shame versus versus versus versus versus Role Mistrust and Guilt Inferiority Isolation Stagnation Despair Confusion Doubt  Psychosocial Stage 1 0 – 18 months/2 years Trust vs. Mistrust Virtue = Hope and confidence (or fear) How can I be secure? Child develops hope and confidence that needs will be met by caregivers. Psychosocial Stage 2 18 months – 4 years Autonomy vs. Shame & Doubt Virtue = Will (or Self-Doubt) How can I be independent? Adults pressure the child to obey, but on the other hand, child wants control of his or her own life. Psychosocial Stage 3 4 – 7 years Initiative vs. Guilt Virtue = Purpose (or Worthlessness) How can I be powerful? The child begins to anticipate life as an adult; Learning skills, initiating activities, school begins. Support from adults allows sense of initiative Psychosocial Stage 4 8 - 12 years Industry vs. Inferiority Virtue = Competence (or Incompetence) How can I be “good”? The child must develop the skills and attitudes to succeed in the world of work or otherwise contribute to society. Psychosocial Stage 5 13 – 18 years Identity vs. Role confusion Virtue = Fidelity Who am I? What are my values? The adolescent strives to figure out they are and what is and is not important. At this stage individuals choose values and goals that are consistent, personally meaningful, and useful. Psychosocial Stage 6 18 - 25 years (young adulthood) Intimacy vs. Isolation Virtue = Love How can I love? Now the goal is to find an intimate life partner with whom to share important experiences and further development, rather than becoming isolated and lonely. Psychosocial Stage 7 25 – 65 years (middle age) Generativity vs. Stagnation Virtue = Care How can I fashion a “gift”? As a person’s position in life becomes firmly set, does he or she settle in to passive comfort, or begin to turn his or her concerns to the next generation? Psychosocial Stage 8 65+ years (old age) Ego integrity vs. Despair Virtue = Wisdom How can I receive a “gift” (the gift of life)? Does the person despair about earlier mistakes? Or has the person developed wisdom from experience? Stage Psychologica Virtue Description l Crisis 1- 0-18 Trust vs. Hope Trust (or mistrust) that basic needs such as months /2 Mistrust nourishment and affection will be met. Is the years world a safe place? Will others respond to my needs 2- 2-3 Autonomy vs. Will Sense of Independence and self-mastery. years Shame/ doubt Can I do things on my own? Can I express and act on my needs and desires? 3- 3-5 Initiative vs. Purpose If ideas and activities are supported, child Guilt learns initiative. Experiences of success and failure are key. How can I be powerful? 4- 5-12 Industry vs. Com- School-aged children work towards Inferiority petence competence in skills. Failure results in feelings of inferiority. How can I be good? Stage Psychological Virtue Description Crisis 5- 12-18 Identity vs. Fidelity Adolescents search for their personal identity, Confusion leading to a sense of self. Failure results in role confusion. Who am I? How do I fit into the adult world? 6-18-25* Intimacy vs. Love Young adults seek intimate relationships. Isolation Without these, they may experience isolation. (how) can I love? 7- 25*-65 Generativity Care Adults need to create or nurture things that will vs. Stagnation outlast them. Failure leads to stagnation. How can I fashion a “gift”? 8- 65+ Integrity vs. Wisdom In old age, individuals reflect on their lives. A Despair positive reflection leads to wisdom, while failure results in despair. How can I receive a “gift” (the gift of life)? *Some versions of the model put this as high as 40 years  For quizzing yourself Age Psychological Crisis Virtue 0-18 months /2 Trust vs. Mistrust Hope years 2-4 years Autonomy vs. Shame/ doubt Will 4-7 Initiative vs. Guilt Purpose 7-12 Industry vs. Inferiority Competence 12-18 Identity vs. Confusion Fidelity 18-25* Intimacy vs. Isolation Love 25*-65 Generativity vs. Stagnation Care 65+ Integrity vs. Despair Wisdom *Some versions of the model put this as high as 40 years (Some) Critiques Focused on specific social expectations ○ Culturally bound Where are the age cutoffs exactly? Still not enough about adulthood? Erikson vs. Freud: Key differences Freud Erikson Psychosexual stages Psychosocial stages Early childhood Life-span No free will Desire and ability Focused on to pursue personal unconsciousness growth Also focused on consciousness  Summary Everyone was less focused on sex Neo-Freudians Retained many of Freud’s key tenets But also made key innovations Ego-Psychology Object-Relations NEXT TIME Focus more on conscious rational Focus on interpersonal relationships processes. Relate to people based on our mental The development of the ego (self) images of them How the ego makes sense of and But these don’t always match reality integrates competing desires and Shaped by early experiences with experiences. caregivers Thank you!