Psychology Notes: Psychoanalytic & Humanistic Paradigms PDF

Multiple choice exam - Psychoanalysis - The humanistic existential paradigm - Behaviourism Text book: check picture on phone What is a paradigm? A set of ideas, way of making things, a framework to which we interpret reality. Help us understand a phenomenon. Position or view of a partic...

Multiple choice exam - Psychoanalysis - The humanistic existential paradigm - Behaviourism Text book: check picture on phone What is a paradigm? A set of ideas, way of making things, a framework to which we interpret reality. Help us understand a phenomenon. Position or view of a particular discipline at a given time A general idea which is accepted by certain scientists which then turns into a paradigm. Scientists accept the dominant paradigm until anomalies appears until a new paradigm occurs. A scientific revolution: Occurs when the new paradigm explains better the observation and offers a moder closer to the objective's external reality. The new paradigm is incommensurable. No need for a Kuhiian revolution in psychology since paradigms can co-exist. multiparadigmatic discipline Different paradigms provide different ways to understand behaviour. Many branches that reflect the complexity of an organism; psychoanalysis, behaviourism, cognitive psychology, human existential, neuropsychology Three paradigms we will focus on this course: Psychoanalysis- determinism Behaviourisms- reaction to psychoanalysis Humanistic-existential perspective- reaction to both. Belief in human potential All 3 have diverse conceptual frameworks (means to understand what's going on ), diverse practice and interventions. [Psychoanalysis ] **Sigmund Freud** : Emphasises the unconscious process **Deterministic theory-** Focuses on the importance of childhood in development of personality Emphasises that instincts and drives are motivators for behaviour Various in-depth developmental theories **Treatment** focuses on understanding patients and treating them for their symptom or emotional problems by means of making the unconscious conscious The reaction of a person in certain situations is based by the structure of their personality and the function of its traits **Three waves of psychoanalysis:** 1. **Drive psychology (Freud, Jung)** 2. **Ego psychology (A. Freud, Hartmann, Rapaport, Kernberg** 3. **British schools- object relations theory and self-psychology** (Klein, Fairbairn, Bion, Winnicott, Mahler,Kohut) How are personality and major paradigms related? Personality: **is a complex pattern of deeply embedded long lasting psychological characteristics** -- a stable trait Non-conscious mostly and not easily altered They express themselves automatically in almost every faucet of functioning These intrinsic, pervasive traits emerge from a complicated matrix of biological dispositions and experiential learnings They compromise the individual's distinctive patterns of **feeling, thinking, coping and behaving** **Research has been showing that change can occur** **3 focal points of personality** 1. **Structure- various aspects that make our personality** 2. **Dynamics- how each aspect relates** 3. **Development- how it emerged** **The 5 human domains** 1. **Physical** 2. **Emotional** 3. **Cognitive** 4. **Behavioural** 5. **Spiritual** Why focus on personality? - Therapeutic - Assessment - Research - Theory Psychoanalytic theory -- Sigmund freud -- deterministic Psychodynamic theory---resolving a patient's conflicticted conscious/ unconscious feelings Neo-freudians: psychologists who modified the psychoanalytic theory to include cultural aspects Freud and psychoanalysis: **Structural theory of self** -- ID, EGO, SUPEREGO **Topographica**l- CONSCIOUS, PER-CONSCIOUS (ego, superego) ,UNCONSCIOUS **Personality structure:** ID- driven by instinct/ pleasure EGO- controls and reasons SUPEREGO- right or wrong They're in constant inner conflict. **Lesson 3: 21/10/24** **Instincts** A drive that we feel Two types of instincts : **The life instinct: EROS** Procreation Survival Social cooperation Sex **The death instinct: THANTOS** Aggression An instinct has 4 qualities: 1. A source 2. **An aim- tension reduction and regression to a calm state** 3. An object 4. A clause Freud's dual-instinct theory  How do we channel instinct to die? Reflected in aggressive reckless life threatening experiences. Violence aggressive acts Through ego Inwards -- self hate and self harm In direct or vicarious ways- through observation Social acceptable ways to satisfy libido: **steady relationships** and marriage, art, cinema and TV More about id... - Aim: to experience no tension by satisfying the need of the instinct - Tension: pain - Pleasure: satisfying instinctual needs - ID: will do anything to get pleasure - It doesn't follow rules, logic, not moral, no concept of danger of consequences, chaotic and no sense of time and space How does the ID achieve satisfaction? - Through reflex action: spontaneous unhibited response (yelling or getting sexually aroused, **withdrawal reflex, acting out )** - Primary process (catechting): choosing an object in the environment and invest emotional energy into that object. Real or fantasy. **ID doesn't distinguish between real or fantasy.** Our emotions influence our behaviour through cathexis - we invest our psychic energy into objects, ideas or people - positive or negative cathexis: emotions and desires that can be both positively and negatively cathected. Positive- fall in love Negative- developing a fear of something - **Our feelings influence our behaviours** - Unconscious motivations: we are not always aware of why we're driven to certain behaviours and why we experience these emotions. What psychoanalysis seeks to uncover. - Conflict and resolution: emotions and desires may sometimes lead to internal conflict. Positive- drive to success negative- fear of failure **Key features of the ID and the primary process** 1. Unconscious and primitive -- present from birth and seeks immediate gratification 2. Pleasure principle: it relentlessly pursues the satisfaction of instinctual drives, such as hunger, thirst and sexual desires. 3. Primary process thinking: way of thinking and problem-solving. Characterised by; irrationality, wish fulfilment and ability to **temporarily** resolves conflicts between conflicting desires and wishes. Primarily concerned with **immediate desires.** 4. Symbolic and illogical 5. Lack of time and reality constraints: **seeks gratification without considering practicality and consequences** The ID is in constant tension with the EGO and the SUPEREGO. Ego mediates between them. [Ego ] The director which begins to guide the ID and later on when the superego develops it mediates between them 16 yr old 40 yr old --------------------------------------- ----------------------------------------------------- Id- fun, more, more Fun more more Superego- mum and dad's voices, wrong You are drunk. U deserve to get sici Ego- so whatt Don't druve home get a cab stop before you get sick The ego satisfies the ID in socially acceptable ways Applies **defence mechanisms to reduce anxiety** - It steals energy from the id to engage in **reality testing :** takes into consideration reality so its guided by the **reality principle.** Secondary process: drive tension cathexis **reality testing identification- an object In reality that matches the fantasised object gratification, postponement or partial gratification** [Superego] **Forms around 4-7 yrs** at first through identification of powerful parent Energy comes from ID Focused on getting approval (doing the right thing) Seeks perfection, status, social approval, respect Can cost quite a lot of pain to self- guilt 2 aspects of the super ego: 1. Internal policeman -- prohibitions 2. Ego ideal- from parental ideals - Guilt over standing up to parents - Need to please people - Persons who have a deep sense of duty towards parents - Workaholics - A+ students - Excessive anxiety because the person cannot resolve conflict because the superego is very strong depression and heart palpitations Positives: - Helps you to study and achieve - Helps us have meaningful and lasting relationships - Be good parents - And be a contributing member of society 3 functions of the superego: 1. Tries to inhibit the ID- all work no play 2. Forces ego to act morally rather than rationally 3. Forces the person towards absolute perfection- perfectionistc A very weak superego- psychopathic personality Type of parenting influences our superego: Very strict- very strong superego Very lac undisciplined parent- stronger ID In both cases the ego has to struggle to gain control. Parent which cuts down and erodes Faith in self creates a **weak ego- gullible to open abuse** **A healthy person is one who can love and work (able to move out of self-absorption and connect with others and be productive)- Freud** **28/10/24** **[The topographical theory]** Consists of the: conscious, preconscious and unconscious - Conscious: thoughts and perceptions we are aware of - Preconscious: close to the conscious such as memories and stored knowledge - Unconscious: things that overwhelm us such as violent motives and fears The tip of the tongue phenomenon: when you want to say something but you cant articulate it -- subconscious part of the mind In the unconscious there are resevour of feelings, thoughts and memories that were either: - Never conscious or - Perceived ad too unpleasant or unacceptable - ID What do we **repress**? **Repression** Traumatic memories, sexual desires, violent motives, moral urges, fears- anything that threatens our sense of security What is repression? **A coping/ defence mechanism. The process of pushing experiences/ feelings or memories in the unconscious mind.** Repressed material may emerge e.g. when we're drunk Also when we no longer feel threatened by the repressed material. Psychologists also need to explore their own unconscious and their past. How? **Introspection** In depth exploration into past experiences **Free association** The first thing that pops into your head and explore it further **Dreams** **Manifest content**: what we dream that we know about **The latent content**: the hidden meaning behind them Second purpose of the dream is satisfaction of ID 5 psychological mechanisms in dreams: - **Condensation**- combination of all ideas, thought s and feeling into one object - **Displacement**- disguise of the true meaning of a dream. An unconscious mechanism by which the emotional tone are shifted onto the manifest content rather than the latent one. - **Dramatization**- abstract thoughts and wishes that are dramatized put into a story - **Symbolization**- latent content into a dream is converted into symbols - **Secondary elaboration**- makes the dream coherent and meaningful **Resistance** - The way we react when unconscious defences are threatened by an outside source Something that the patient does in therapy to resist growth **Parapraxes** - Small "accidents" in daily life that reveal our unconscious. - Freudian slips - Mistakes and forgetting - Losing objects - Joking - False perception **Projection** **Projective testing** - Psychological testing to reveal the unconscious without being aware that you're doing it - **Completion**: sentence completion - **Association**: an animal that symbolises you. Who are you like mother-father. Rorschach test - **Construction**: TAT (thematic apperception test) [Defence mechanisms and psychosexual changes] Two processes support personality development: - **Identification**- internalisation of behaviour observed in others - **Displacement**- transferring negative feeling from one thing to another Both of these are defence mechanisms Displacement that produces cultural and social achievements are known as **sublimations** **Defence mechanisms are important because** - **Functional aspect:** infant's ego would be too weak to cope with inner tension - **Dysfunctional:** prolonged and excessive use, might hinder the ego from gaining sufficient strength for it to grow - **Ultimately, the goal is to develop a strong ego that can cope with threats!** **Types of defence mechanisms** 1. **Repression** The use of repression puts things into the unconscious. It's an act of forcing awareness of things that arouse anxiety. May come up in dreams ect... 2. **Projection** Attribute to others what you do not accept about yourself. Transforming moral anxiety to anxiety external to us. May also enable a person to express threatening impulses under grief of self-defence. 3. **Reaction formation** Adapt attitudes and behaviours that are opposite to our thoughts and feelings -- killing someone with kindness 4. **Regression** Reverting to an immature pattern of behaviour pertaining to an earlier stage of development. Meta mara tmur ghand il parents wara glieda mar ragel. 5. **Denial** Blocking external events from awareness. 6. **Rationalisation** Reasoning out/ justifying things Distorting truth that we do not like through the use of reason The stages of personality development - The first few years are decisive of development - Freud believed that in the first 12 years the essence of development is formed - 0-6 yrs: **oral, anal, phallic** - 6-12 **latency** - 12 **genital** **Oral** stage: - First years - Feelings of **dependency** - Infant is all ID and cannot initially distinguish between self and environment - Controlled by biological impulses - Focus on the pleasure sensation food and water/milk - **Oral incorporating**: acquiring knowledge or collecting things - **Oral aggression**: heavy use of sarcasm or argumentativeness - **parental behaviour is crucial in determining weather or not the infant will experience personal difficulties later on in life**. - **Oral stage fixation**: **passive, gullible, immature and manipulative** Anal stage: - Core theme: child learns that he/she cannot depend on the parent and some things are to be done independently - Pleasure sensation focuses on the anal cavity - Chief pleasure of the child revolves around retention or expulsion of the feaces - Ego processes are being differentiated from the id and the child starts to assert his independence - Toilet training is its central activity. - Depending on **parental attitudes** and methods this training may have far-reaching effects. - Developmental task: learning to exercise control over our body and impulses- postpone the pleasure of relieving anal tension Phallic stage: - 2/6 years - Focus on the genital area - Both boys and girls derive pleasure from self manipulation - For boys a longing for tension and love from the mother **Oedipus** complex - Super ego develops from resolving the Oedipus - Boys super ego is stronger according to **Freud** - Girls: **electra complex** -- penis envy. **Repression, displacement and identification defence mechanisms** - **Identification with father** - Mastering competitive urges and acquire gender role related behaviour - Castration anxiety: forces boys to repress both desire for his mother and his hostility towards his father Latency stage: - 5/6-12 - Sexual development assumed to be a standstill - A person's way of behaving is established during the first 5 yrs of life and radical personality change is very difficult - Developmental task: investing energy in pursuits unrelated to sexual pleasure ex. School and friends - Child develops capacity of sublimation - Consolidates gender role identity Genital stage: - 12 years onwards - Emergence of sexual tension - Previously, the aims of the sexual instincts were autoerotic -- on its own but now, the goal is to make it with an appropriate sex object - This depends on the amount of libidinal energy available to the person 18/11/24 Fixations Oral character: persons who are fixated at the oral stage have problems later in life that are related primarily to receiving or taking things from the external world. - Too trusting, accepting, gullible. Make little to fend for them selves - Their gratification is derived from what others do for them and not from what they accomplish. - Oral aggressive character -- underindulgence/severely frustrate the needs of the infant. Person learns to exploit others and may develop sadistic attitudes - Tend to envy others and try, through the use of manipulative strategies to dominate them. Anal character: - Anal eroticism -- if the parents are highly punitive and demanding children may decide to defiantly keep their prized possessions from their parents. - Stubbornness, defiance, resistance control by others -- **anal retentive** - Overly conscientious, rigid, fiercely independent, and persistent in the performance of even the most trivial duties. Frugal and stingy with regards to possession and money - Meticulous, perfectionistic and sticklers for precision. Phallic character: stems from inadequate resolution of the Oedipus/Electra Complex. - In males: They behave in a reckless, resolute and self-assured manner. Overvaluing of the penis is reflected in excessive vanity and exhibitionism. Such males have to prove that they are real men by repeated conquests of women. - In females: penis envy. Consequently, they are continuously striving for superiority over men. Such women are considered to be castrating females. Genital character: **the ideal type** - Such people are sexually mature and capable of organism their libidinal energies are not longer dammed up because they have found appropriate love objects. - In Freud's view they key to happiness is the ability to love and be loved. Sexual love is one aspect of intimacy that provides us with happiness and joy. Although intimacy is central to happiness it makes us vulnerable to rejection and to the eventual loss of the loved one. Freud believe that love needs to be pursued nonetheless. - Genital characters are also capable of sublimating their id impulses by expressing them in the form of creative and productive work. Alfred Adler **Sigmund Freud** **Alfred Adler** -------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------- **Behaviour is motivated by drives** Motivation- outer focus: **behaviour is motivated by social influence and striving for superiority** People don't have a choice in shaping their personality People are responsible for who they are Present behaviour is caused by past Present behaviour is shaped by the future (goal oriented)- striving for superiority (creative self) Emphasis on unconscious processes People are aware of what they're doing and why Freud split the personality in components The individual should be studied as a whole- holism The relationship with the same sex parent is of primary importance Believed on not just the parental influence but also of wider relationships with significant others and what we learn as a result Their main differences: 1. **Outer and social focus** 2. **Perception on what is healthy** 3. **View of the unconscious** 4. **The creative self** 5. **Motivation** Adler's theory Key terms and concepts: - **Lifestyle:** central core of a person 's life - **It represents the sum of an individual's basic approach to life** - **The unified and self-consistent patterns of beliefs, perceptions, attitudes, relationships and actions which makeup the total person** - **Social interest:** a form of empathy and concern towards the good of others, driven by the need to feel loved - **Inferiority and superiority: influenced by Adler's personal life sick boy who nearly died as a child.** Natural concept as a child where as children we feel inferior to adults. The belief that the adults know more than the child. Very important since thanks to it we strive towards superiority ( strive to be better) - Family constellation: its where everything begins. Child's postion in the family determins their individuality... continue Characteristics of the personality 1. **Has a purpose** we are self-determined, our behaviour has as purpose and is goal oriented, our behaviour is motivated by striving for superiority 2. **Holism** Integrated- takes a decision as a whole and noy as a result of the struggle between the ID, Ego and Superego 3. **Subjective** Individuals differ in their goals and how they try to achieve them 4. **Has private logic** What infulences personality development: - **Family of origin** - **Early experiences** - **One's interpretation and perceptions of reality** Core concept- social interest - An innate capacity for social interest is influenced by **an innate need for affection** - Balancing our needs with the needs of others - Enables us to strive for superiority in a healthy non-competitive way Social interest: The capacity to be empathic and to understand that youre not alone Such as: - Waiting in a queue - Stopping to help someone - Give and take - Sharing - Leaving food for others