Transcript PsychoDynamic Perspective - West Point Public Schools

Schools of Thought
6 main Perspectives
Schools of Thought outline

Psychodynamic

– Major Information
– Project, skits, ch.test

Biological
– Main Information
– Project, daily act.’s,
ch.test

Learning/Behavioral
– Main Information
– Project, daily act.’s,
ch.test
Humanistic
– Major information
– Project, ch.test

Cognitive
– Major Information
– Project, ch.test

Developmental
– Major Information
– Project, ch.test
Outline Continued
 We
have a chapter Test for each
Perspective, just general knowledge,
key points, goals, etc.
 At the end we will have an essay test
where you will read a case study and
attempt to describe, explain, predict,
and control based on the perspective
of your choice or the one that fits it
best
Perspective Outline

Major Information
– Aims/Goals
– Historical
Background
– Features of
Perspective
– Limitations
– Applications

Projects
–
–
–
–
–
Skits
Cartoons
Case Studies
Movie Excerpts
Chapter Project
KEY POINT
 We
use these perspectives to
complete the last four of the five
main goals of psychology
– Observe, Describe, Explain, Predict,
Control.
– We use these theories with that idea
that they will give us a way to describe,
explain, and predict; so that we may
intervene (contol) if necessary
Psychoanalysis

Aims/Goals
– Believes we think,
feel, and behave the
way we do because
of our unconscious
motives
Main Theorists

Sigmund Freud
– Heavy influence on sex and the internal drives
to satisfy them

Alfred Adler
– Split w/Freud, developed own personality
theories that encouraged healthy/cooperative
individuals/families to pursue social equality
– Inferiority Complex

Carl Jung
– Also later split from Freud, developed
Psychological Archetypes and
personal/collective unconscious
Goals of Psychodynamic
 To
understand our thoughts,
feelings, and behaviors.
– And how those (above) are influenced
by unconscious mental processes
– Those unconscious mental processes are
formed by early childhood experiences
Main Goal

Understand and
explain our
thoughts, feelings,
and behaviors in
relation to our
unconscious mind
formed from
childhood
experiences
Unconscious
 According
to Freud, largest part of
mind of which we are unaware
 Contains our instincts, passions,
fears, and traumas
 These form the basis for neuroses
– Neuroses: term for range of disorders
– Like hysterias, phobias, compulsions,
anxieties and panic disorders.
Ending Activity
 Create
a neat Chart on a piece of
colored copy paper that has Theory,
Features, Main Theorists, Main goal,
and vocabulary across the top
– You should probably not draw rows yet.
 Fill
in the first column so far for
Psychodynamic
– And identify; psychodynamic,
unconscious, neurosis
Bell Work
 Get
Computer only if you need to
show me a “digital” illustration of
how you have been making progress
for your project!!
– IF you printed off stuff you are fine as
well!
Features of
Psychodynamic
Psychodynamic Structure
of Personality
Psychodynamic Structure of
Personality
 Developed
by Freud
 Believed mind had 3 basic
psychological structures
– Id, Ego, Super-Ego
ID

Follows what Freud called the Pleasure
Principle
– Urge for an immediate release of energy or
emotion that will bring personal gratification,
relief, or pleasure

Basic Two year old
– “I want, I want, I want, I want now!”
Demands pleasure thru instant
gratification with no regard for laws,
customs, or needs of others
 Present at Birth

Ego
 Develops
b/c a child’s demands for
instant gratification cannot be met or
b/c meeting them could be
dangerous
 “Stands for reason and good sense”
 Guided by real world principle
– Understanding that in real world we
cannot always get what we want.
Ego (cont’d)
Seeks to satisfy the appetites of the id in
ways that are consistent with real life.
 Mediator b.t. Id/SuperEgo
 Example

– Id lets you know you are really hungry
– Ego lets you know there are certain ways more
appropriate than others.
– With no ego, we would just eat raw hamburger
meat to satisfy hunger instead of taking time
to cook it.
SuperEgo
 Develops
throughout early childhood
 Functions according to moral
principle
– Incorporates standards/values of
parents and community to form morals
 Acts
as conscience & floods ego w/
feelings of guilt/shame when we
think or do something against
society.
Examples: Task #1

You have a date with
someone you just
picked up. It is 5:30
pm and your
reservation to eat is at
7. You just got really,
really hungry while
waiting at the
restaurant. What
happens?

Id
– Feed, Feed, Now

SuperEgo
– It is against customs to
act like this on a date, it
is rude to just gorge
yourself

Ego
– Wait until dinner comes
and maybe order
something that is
faster, or an appetizer.
Example: Task #2
You have a test on Friday
 Billy is having a raging party Thurs. night.
 Id?

– Party on Wayne

SuperEgo
– Partying is bad 1st off, you need to study for
the test to get good grades and go to college

Ego
– Study now, and go out with your friends Friday
night after doing well on the test.
Activity: Due Friday

Draw Sketches or
cartoons
portraying the id,
ego, and super
ego. It could be
one big sketch or a
series of cartoons
Bell Work
 Work
ego
on Sketches of Id, Ego, Super-
– 10 minutes
Movie Example: Task #3
 Id
– Keep job, it feeds you, and gets money
in pocket
 Super
Ego
– Help lady, you know how and its not
illegal
 Ego
– Just show her some loop-holes to keep
job but not draw attention
Movie Examples: Task #4
 Movie
Example from Incredibles
– Id
 Wanting
to Finish First and look cool
– Super Ego
 Parents
don’t want found out, you’re a
superhero its unfair, etc.
– Ego
 Finish
out.
2nd/3rd still look cool, but don’t stand
Lesson Closing
 Give
1 Take 1 Activity
– With your 6 o’clock partners you will fill
out one of the assigned stages and then
after you will go around and teach one
section to someone, then be taught
another in return.
– Page 327
Review

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
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

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
1st Stage of Psychosexual Development?
–
Oral
–
part of the body from which we get pleasure, and is sexual in orientation
–
1-2 yrs.
–
Strict/Liberal Toilet Training
–
Smoking, Chewing nails, tongue piercing
–
–
Anal Retentive
Anal Expulsive
–
Phallic
–
Oedipus Complex
–
Identification
–
Latent Stage
–
Sexual experimentation
Erogenous zone is?
Anal Stage takes place from?
Anal Stage is based on what?
What are 2 fixations from Oral
What are 2 fixations from Anal
3rd Stage of P.S Development
This is where child grows love for opposite sex parent and rivalry toward same sex
Tired of anxiety w/same sex parent, child begins this process?
Stage where there is little action w/ erogenous zone
Last stage (genital) what happens before settling down in mid-twenties in loving
relationship
Pyschosexual Theory of
Adult Personality
 Freud’s
idea that our adult
personality is formed in childhood as
a consequence of psychosexual
experiences.
 Formed in psychosexual stages from
birth to puberty
Pyschosexual Theory of
Adult Personality

5 Stages
–
–
–
–
–

Oral
Anal
Phallic
Latent
Genital
Failure to resolve
conflicts in stages
can lead to
fixations
Each stage
(except Latent) has
related erogenous
zone
 Erogenous Zone

– part of the body
from which we get
pleasure, and is
sexual
Oral Stage




Day 1 – 1 yr. old
Erogenous zone
centered in baby's
mouth.
Satisfaction from
putting things in
mouth to meet
demands of ID
ID demands are oral,
such as sucking,
biting, and breastfeeding.


Too much or too little
stimulation of this
stage can lead to:
Oral Fixations
–
–
–
–

Thumb-sucking
Nail biting
Tongue/lip piercing
Smokers
Engage in these
especially under stress
Anal Stage
 2nd
Stage (1-2yrs)
 Zone moves to anal or bottom
 All about how strict/liberal toilet
training is
 Pleasure derived from ability to
control bowels
Anal Stage
 Overly
strict toilet training
– Can lead to an anal retentive personality
– Adult who is obsessively neat, tidy, and
organized
– related to pleasure from holding on to
their feces when toddlers
– then parents insisting that they get rid
of it by placing them on the potty until
they perform!
Anal Stage
 Liberal
Toilet Training
– Can lead to anal expulsive personality

Person who wants to share things with you

They like giving things away
Phallic Stage
 3-5
yrs. Old
 Erogenous zone moves to genitals
 Oedipus Complex Begins
– (or is said to)
– Love/attachment of opposite sex parent
Phallic Stage

Oedipus Complex
– Hatred/Rivarly towards same sex parent
 B/C
competing for love of opposite sex parent
– Love/Attachment towards opposite sex parent.
– Leads to process of identification

Identification
– Child sets out to resolve anxiety felt by competing
w/same sex parent
– By imitating/copying/joining in those same sex
behaviors (masculine=male; feminine=female)
– This is where the child will learn their gender role.

No real fixations are caused by this
according to Freud!
Latent Stage
 5-12
years
 latent stage b/c nothing
psychosexually happens during this
time!
 Libido is dormant.
 No Major Erogenous Zone
Genital Stage
 12-
mid 20s
 Last stage
 Begins in puberty
 Time of adolescent sexual
experimentation
 Successful resolution
– settling down in a loving relationship
with another in mid 20s
Lesson Closing
 Talk
about Projects
 Page 328: Task # 5
– Little Hans Case Study
 Begin
Work on Tic-Tac-Toe Projects
Bell Work

Main Goal of Psychodynamic Perspective?
– To understand how thoughts/feelings/behaviors are influenced by
unconscious mental processes formed by childhood experiences

Main Theorists
– Freud, Adler, Jung

Unconscious
– Contains our instincts, passions, fears, and traumas

Neurosis
– Hysterias, phobias, anxieties, and compulsions

Id operates on what?
– Pleasure principle
– Seeking Instant Gratification

Ego operates on what?
– Real World Principle
– Understanding that in real world we cannot always get what we want.

Super Ego operates on what?
– Morals Principle
– Incorporates standards/values of parents and community to form
morals
Defense Mechanisms
Read Hand-out aloud
 Tools the ego uses in its job as mediator

– Uses when unable to keep both the id/superego happy

Not necessarily unhealthy.
– Lack of these can lead to problems later in life.

D.M.’s are tools we use unconsciously in
life to protect us from the anxieties of life
Lesson Closing
 Read
aloud the Examples of Defense
Mechanisms
 With 3 o’clock partner…….
– Create a skit for two of the mechanisms
assigned you!
 Go
over skits
 Work on Projects
Bell Work
 Sit
with 3 o’clock partner right away
 Shore up Sketch Stuff
 Participate in Skits when ready
 When
done w/skits; get out notes
packet and be ready to read
Levels of Consciousness
 One
of M/I functions of
Psychodynamic Perspective
 Deals with three levels of mind
 Conscious
 Pre-Conscious
 Unconscious
Conscious Level
 Small
in size
 Part of mind that holds what you’re
aware of
 Able to verbalize these types of
thoughts/experiences
 Able to think logically as well
 Examples
– Thoughts, perceptions,
Preconscious
 Small/Medium
part
 ordinary memory.
 Information can be readily brought
to the conscious
 Examples
– Memories
– Stored knowledge/information
Unconscious
Largest Part (huge!!)
 not directly accessible to awareness.
 Sort of dump box for urges, feelings and
ideas that are tied to anxiety, conflict and
pain.
 These are feelings and thoughts that you
think have gone away but really haven’t
 They remain, influencing your actions and
your conscious awareness.
 Where most of the work of the Id, Ego,
and Superego take place.

Iceberg Metaphor




Material passes easily back and forth between the
conscious and the preconscious.
This material can easily slip into the unconscious.
Iceberg metaphor for the mind’s layout:
Only 10% of an iceberg is visible (conscious)
whereas the other 90% is beneath the water
(preconscious and unconscious).
The Preconscious is allotted approximately 10% 15% whereas the Unconscious is allotted an
overwhelming 75%-80%.
SuperEgo
Dreams
Repressed Feelings
ID
Review

This is the level, where you’re able to verbalize information
– Conscious

This is the smallest level
– Conscious

Largest level of consciousness
– Unconscious

Part of mind where information is readily available but not
on tip of tongue
– Pre-conscious

Memories and stored information are examples
– Pre-conscious

Thoughts and Perceptions are examples
– Conscious

Urges, anxieties, and/or repressed feelings are examples
– Unconscious

Largest level of consciousness, base of ice-berg
– Unconscious