Transcript Freud’s Consulting room

“Depth perspectives”
Motivation, Human needs, Unconscious, Fulfillment,
Psychological Adjustment, etc
Psychoanalytic Perspective
Psychoanalytic Perspective
• What makes us do what we do?
• Can you even know why you do what you
do?
• Can your mind fool itself? If so, why?
• What’s the purpose of society and religion?
• What’s the purpose of dreams and humor?
• Why talk about Freud, anyway?
Psychoanalytic Themes
•Unconscious vs conscious processes
•Conflict – “Intrapsychic” and Interpersonal
•Motivation – pleasure and aggression
•Impulsiveness vs self-control
•Irrationality, free will
•Anxiety
•Childhood
•Biology vs Society
Psychoanalytic Perspective
• Sigmund Freud (1856-1939)
– Vienna, Austria
– 1900 – published “The Interpretation of
Dreams”
– Directly “trained” - Carl Jung, Alfred Adler,
Erik Erikson, Anna Freud
– “Freud, like Elvis, has been dead for a number
of years but continues to be cited with some
regularity” D. Westen (1998), Psychological Bulletin
Psychoanalytic Perspective
• Outline
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Topographical model of the mind
Structural model of personality
Thin line between conscious and unconscious
Defense mechanisms
Personality development
Contemporary Psychoanalytic perspectives
Psychoanalytic Perspective
Topographical Model of the Mind
• The mind has 3 layers of depth:
• 1) Conscious – what we are aware of at a
given moment
• 2) Preconscious – what we are not currently
aware of, but can be with a bit of effort
• 3) Unconscious – the vast, deep layers of
the personality. Material that’s deeply
hidden from our awareness
Psychoanalytic Perspective
Topographical Model of the Mind
• Unconscious – the vast, deep layers of the
personality.
– Material that’s deeply hidden from our
awareness.
– Thoughts, motivations, desires, fears, feelings
– Information that would be painful to realize
about the self
– The real motivations for our behavior
Psychoanalytic Perspective
Topographical Model of the Mind
Psychoanalytic Perspective
Structural Model of Personality
• The personality has three parts
– Id
– Ego
– Superego
Psychoanalytic Perspective
Structural Model of Personality
• Id
 What does a baby do?
 When does it do these things?
 What happens if it can’t do these things?
 Oriented toward immediate unconditional
gratification of desires
 Libido, “pleasure principle”
 In the unconscious; Irrational
Psychoanalytic Perspective
Structural Model of Personality
• Can we get away with this immediate impulse
satisfaction?
• Ego
 Deals with reality - “reality principle”
 Has to negotiate demands of the id with the
reality of living in society.
 In the conscious; rational
Psychoanalytic Perspective
Structural Model of Personality
•Superego
•Moral center - “should”, “should not”
We internalize the moral code of our society
Guilt
Partly conscious and partly unconscious
Irrational striving for moral perfection
The Simpsonian Metaphor of the
Psychoanalytic Structural Model
of Personality
Id
Pleasure seeking,
Immediate gratification
Superego
Morality, right vs wrong, guilt
Ego
Deal with reality,
balance out Id and Superego
Psychoanalytic Perspective
Thin line Between the conscious and unconscious
• Sometimes our unconscious thoughts, etc
slip into the conscious.
• How?
– “Freudian slips”
– Dreams
– Humor
• How does the ego prevent this from
happening?
Psychoanalytic Perspective
Defense mechanisms
• Ego defends itself from material that would
be threatening, damaging, distressful to
your self-concept.
• To avoid anxiety, ego distorts reality
• Defense Mechanisms
Psychoanalytic Perspective
Defense mechanisms
• Repression - keep the material out of awareness
• Projection – You believe that another person has
the feelings/beliefs that you’re repressing.
• Reaction Formation – You express the opposite of
your true (unconscious) thoughts
• Sublimation - Repressed energy finds outlet in
acceptable, creative ways
Psychoanalytic Perspective
Personality Development
•“Psychosexual” theory of personality development
•Stages
 At each stage, child focuses libido on a bodily location
 In normal dev., libido shifts to different locations
 In abnormal dev, libido does NOT shift – gets fixated, stuck at a
certain stage of development.
 How could a child become fixated at a certain point?
 Too much gratification or too little gratification.
Psychoanalytic Perspective
Personality Development
• The progression (or fixation) of libido
determines adult personality adjustment
• At every stage:
 Physical focus – Where the libido is focused
 Psychological Theme – Emerges from conflict
with parents
 Adult personality type – if the person is fixated
at the stage
Psychoanalytic Perspective
Personality Development
• “Psychosexual” Stages of development
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Oral
Anal
Phallic
Latency
Genital
Psychoanalytic Perspective
Personality Development
•Stage Age
Focus
Theme
•Oral
0-1.5 yrs
Mouth
Dependency
•Anal
1.5-3 yrs
Anus
•Phallic
4-5 yrs
Penis
(Oedipal crisis)
Latency
6-12 yrs
•Genital
Puberty
to adult
Genitals
Personality
Too passive OR
Too independent
Self-control,
Over-controlled, obedient
obedience
OR Under-controlleddisorganized, rebellious
Gender,
Overly-sexual OR
morality
Asexual
-noneSocial life
-nonebeyond family
Enhancement
Psychological adjustment
of life
Oral or anal?
Contemporary Psychoanalysis
• “Orthodox” Freudian Theory has been
severely criticized as...
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Non-scientific
Derived from clinical observations
Sexist & culturally limited
Just plain wrong!
Among other things....
Contemporary Psychoanalysis
• “Many aspects of Freudian theory are
indeed out of date, and they should be:
Freud died in 1939, and he has been slow to
undertake any revisions” D. Westen (1998),
Psychological Bulletin
• 5 Basic postulates of “comtemporary”
Psychoanalytic theory
• D. Westen (1998), Psychological Bulletin
Contemporary Psychoanalysis
• 5 Basic postulates of “comtemporary”
Psychoanalytic theory
1) Unconscious plays a large role in life
2) Behavior often reflects compromises in
conflicts between mental process (e.g.,
emotions, motivations, thoughts)
Contemporary Psychoanalysis
3) Childhood is important in personality
development (esp, for later relationships)
4) Mental representations of the self and
relationships guide our interactions with others
5) Personallity development means moving from
an immature, dependent relationship style to a
mature, independent relationship style.
Psychoanalysis - contributions?
•Unconscious vs conscious processes
•Conflict – “Intrapsychic” and Interpersonal
•Motivation - pleasure seeking & destructiveness
•Impulsiness vs control
•Anxiety & adjustment
•Childhood
Psychoanalysis - contributions?
•Therapy, Art, Literature, Sociology, Religion,
Politics, etc.
•Life/CNN - 16th most influential person of last
millennium. Interp of Dreams - 35th most influential
event of the millennium
Freud’s Consulting room
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Frued’s love of aniquities
• "had made many
sacrifices for his
collection of Greek,
Roman and
Egyptian antiquities
and had in fact read
more archaeology
than psychology".
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• "...statuettes and
images help fix
evanescant ideas or
prevent them
disappearing
completely."
•
"In face of the incompleteness of
my analytic results, I had no choice
but to follow the example of those
discoverers whose good fortune it
is to bring to the light of day after
their long burial the priceless
though mutilated relics of antiquity.
I have restored what is missing,
taking the best models known to me
from the other analyses; but, like a
conscientious archaeologist, I have
not omitted to mention in each
case where the authentic parts end
and my constructions begin."
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under the protection of
Athena"
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• Free of the Nazi’s
• Moved to england
1938 with influenced
Roosevelt
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History
• Herman Rorschach, a
Swiss psychiatrist, was the
first to suggest (1911) the
use of inkblot responses
as a diagnostic instrument
– In 1921 he published his
book on the test,
Psychodiagnostik (and soon
thereafter died, age 38)
Administering the Rorschach
• The cards are shown twice
– The first time responses are obtained - free association
phase
– The second time they are elaborated – inquiry phase
– The test administrator asks about:
• i.) Location: Where did the subject see each item?
– A location chart is used to mark location
– W = whole; D = Common detail; Dd = Unusual detail; DW =
Confabulatory response
• ii.) Determinant: What determined the response?
– Form (F)?
– Perceived movement? Human (M); Animal (FM); Inanimate (m)
– Color (C); shading (T = texture)
Administering the Rorschach
– The test administrator asks about:
• iii.) Form quality: How well-matched is the response to
the blot?
– F+ = good match; F = match; F- = poor match
• iv.) Content: What was seen?
– Human (H); animal (A); nature (N)?
• The test administrator also scores popularity/originality:
How frequently is the percept seen?
– Norm books are available (i.e. Exner, 1974) [but not always
well-received in clinical settings]
Examples of Projectives
1. Rorschach Inkblot Technique
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Developed in 1921 by ???
The story
Main assumption:
Personality
Perception
Response to Inkblot
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Administration & inquiry
and the World
Exner’s Comprehensive Scoring System
1. location
- W = whole (intellectual potential)
- D = subdivisions (common sense)
- Dd = details (compulsive tendencies)
2. content
- people, part of a person, clothing,
animal, part of an animal, nature, anatomical
1. Rorschach (cont.)
3. determinants
- F = shape/outline (rational approach)
- M = movement (imagination)
- C = color (emotional reactions)
- Y = shades of grey (depression)
4. typical vs. unusual response
5. time
1. Rorschach (cont.)
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norms = unrepresentative
cultural bias
inter-rater reliability
test-retest reliability
construct validity
criterion validity
incremental validity
problem of response frequency
Examples of Projectives
2. Thematic Apperception Test (TAT)
Construct a story about what you see on the following
picture
Describe:
- what led up to the scene
- what is happening
- what the characters in the story might think or
feel
- how the story will end
2. TAT (cont.)
• Murray (1938): psychodynamic theory of
needs
• Dramatic yet ambiguous drawings and
photographs
• The assumption
• The administration
-
20 cards (31 total) in 2 sessions
A test of imagination
Must include the 4 points above
An x-ray of the inner self
2. TAT (cont.)
• A bit enthusiastic method?
– Expressed a latent need or a current event/concern
in your life?
– Active imagination?
• Hard to evaluate
2. TAT (cont.)
• Administration: not standardized
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Not the same 20 cards
Not the same order
Seldom 2 sessions
Instructions differ
Sometimes not even the actual TAT cards
• Reliability & validity
• Need for achievement validity
Psychodynamic Aspects of Personality
Sigmund Freud (1856-1939) – developed first
comprehensive theory of personality.
Neurologist – encountered patients with a wide
range of psychological disturbances.
A particularly perplexing disorder was “hysteria.”
Jean Martin Charcot – French neurologist.
Topographic Model (1900)
Uses the metaphor of a mind split into sections
that divided mental processes into three types:
1. Conscious
2. Preconscious
3. Unconscious
1. Conscious
Rational, goal directed thoughts at the centre of our
awareness.
2. Preconscious
Not conscious but could become conscious at any
point.
3. Unconscious
Inaccessible to consciousness.
Conflict and Ambivalence
Ambivalence – conflicting feelings or motives.
Conflict – a tension or battle between opposing
motives.
The more conflict and ambivalence a person
experiences, the more anxiety, depression, physical
complaints.
Drive Model
Freud’s topographic model addressed conflict
between conscious and unconscious motives.
His second model, the drive or instinct model, was
Freud’s model of what drives or motivates people.
Influenced by the work of Charles Darwin – Freud
believed that humans are motivated by instincts.
Freud proposed 2 basic drives: sex and aggression.
1. Sexual drive (libido)
2. Aggression
Developmental Model (1933)
Considered the development of the libidinal drive
the key to personality development.
Hence, he proposed a theory of psychosexual
development.
At each stage, libido is focused on a different part of
the body, or erogenous zone (region of the body
that can generate sexual pleasure).
1. Oral stage (first 18 months of life)
During the oral stage, children experience the world
through their mouths.
From a broader perspective, children develop wishes
and expectations about dependence.
Fixations – conflicts or concerns that persist beyond
the developmental period in which they arise.
2. Anal stage (ages 2 to 3)
Characterized by conflicts with parents about
compliance vs. defiance.
Freud argued that these conflicts form the basis of
attitudes toward order and disorder.
Persons with anal fixations often exhibit certain
behaviours.
On the one hand:
Overly neat, tidy, punctual
On the other hand:
Messy, stubborn, late
People can also regress to anal or oral stages under
times of stress.
3. Phallic Stage (ages 4 to 6)
Children enjoy the pleasure they can obtain from
touching their genitals.
More broadly, during the phallic stage, the child
identifies with significant others, especially the
same-sex parent.
Identification – making another person part of
oneself.
Identification has many roots.
Freud emphasized its link to the Oedipus complex.
The Oedipus complex refers to Freud’s hypothesis
that little boys want an exclusive relationship with
their mothers.
Conversely, little girls want an exclusive
relationships with their fathers.
Castration complex
Penis envy
4. Latency stage (ages 7 to 11)
During the latency stage, children repress their
sexual impulses and continue to identify with their
same-sex parent.
5. Genital stage (ages 12+)
During the genital stage, conscious sexuality
resurfaces after years of repression, and sex
becomes a primary goal.
Structural Model (1923)
The structural model posits three sets of mental
forces, or structures:
Id – pleasure principle, primary process thinking
Ego – reality principle, secondary process thinking
Superego - conscience
Defense Mechanisms
According to Freud, people regulate emotions and
deal with conflict by employing defense mechanisms
– unconscious mental processes aimed at protecting
the person from unpleasant emotions.
1. Repression
Keeps thoughts or memories that would be too
threatening to acknowledge from awareness.
2. Denial
Unwilling to recognize reality or emotions.
3. Projection
A person attributes his own unacknowledged
feelings or impulses to others
4. Reaction formation
Turn unacceptable feelings or impulses into their
opposites.
5. Regression
Reverting to modes of managing emotion
characteristic of an earlier age.
6. Rationalization
Explain away actions in a seemingly logical way to
avoid uncomfortable feelings.
7. Displacement
Feel impulse and want to express it but can’t so
express it on someone else.
8. Sublimation
Changing unacceptable urges into socially approved
ones.
Aspects of personality that have received
widespread support:
1. Unconscious processes
2. Ambivalence and conflict
3. Childhood experiences in shaping adult
interpersonal patterns.
4. Mental representations of the self and others
5. The development of the capacity to regulate
impulses and to become independent.
6. Human thought and action has lots of meaning
Major limitations
Inadequate basis in empirical testing
Hard to prove or to falsify
Female development.
Overemphasis on sex and aggression.
Humanistic Tradition
Focuses on the person – the abilities that a person
brings.
Freedom of choice and free will.
Create our own lives and determine our own
destinies rather than being shaped by forces
outside our control.
Heavy role of conscious rather than unconscious
experience.
Chief leaders: Abraham Maslow, Carl Rogers, Rollo
May
Rejected psychoanalysis – hostility, conflicts,
instincts.
Rejected behaviourists – learning, reinforcement,
conditioning.
Examples of Projectives
3. Rotter Incomplete Sentences Blank (RISB)
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Developed in 1950 by …….
Best standardized, most objective projective
Complete the following sentences to express your
real feelings:
1. I like ……..
2. My greatest fear ……..
3. This PY 370 instructor is ……..
•
Psychodynamic
Model
Assumption:
– Knowledge of underlying unconscious motivations
and drives is necessary to understand behavior.
• Focuses on the conflict between unconscious
drives and environmental restrictions that
prevent satisfaction of drives and urges.
Chapter
1
Psychoanalysis
• Sigmund Freud (1856-1939)
• First to focus on abnormal behavior
• Emphasized unconscious influences on
behavior.
– Detailed case studies
– Free association
– Dream analysis
Chapter
1