Transcript Sigmund Freud Sigmund Freud (1856-1939)  -Austrian, doctor  -father of psychoanalysis  One of the first psychologists to study human motivation  Freud-believed that.

Sigmund Freud
Sigmund Freud (1856-1939)
 -Austrian, doctor
 -father of psychoanalysis
 One of the first psychologists
to study human motivation
 Freud-believed that mental
illness is a result of nurture,
not nature.
 He asked the question: “What
makes people do things?”
Answer: MOTIVATION
 Needs motivate human
behavior (food, shelter,
clothing…)
The Beginning
 Anna O. (Bertha
Pappenheimer)
 Freud’s first patient
 Went to him for hysteria
 “Talking cure” and
Hypnosis
 Freud determined she
was having unconscious
issues related to the
illness and death of her
father
The mind is like an iceberg, it floats with oneseventh of its bulk above water" (S. Freud)
Personality Theory According to Freud

Personality is defined in our textbook as follows:

Our characteristic pattern of thinking, feeling, and acting.
Freud’s psychoanalytic perspective proposed that childhood sexuality and unconscious
motivations influence personality.
Freud called his theory and associated techniques psychoanalysis.
Unconsious-large below the surface area which contains thoughts, wishes,
feelings and memories, of which we are unaware.
Free association-the patient is asked to relax and say whatever comes to mind,
no matter how embarrassing or trivial.
Sigmund Freud, the founder of psychoanalysis, compared the
human mind to an iceberg. The tip above the water represents
consciousness, and the vast region below the surface symbolizes
the unconscious mind. Of Freud’s three basic personality
structures—id, ego, and superego—only the id is totally
unconscious.
Personality Structure according to Freud
ID-a reservoir of unconscious psychic energy
constantly striving to satisfy basic drives to
survive, reproduce, and aggress.
The id operates on the pleasure
principle: If not constrained bu reality,
it seeks immediate gratification.
Ego-the largely conscious, “executive” part of
personality that, according to Freud,
mediates the demands of the id, superego,
and reality.
The ego operates on the reality
principle, satisfying the id’s desires in
ways that will realistically bring
pleasure rather than pain.
Superego-represents internalized ideals and
provides standards for judgment (the
conscious) and for future aspirations.
Freud's Stages of Psychosexual
Development
 Freud believed that your personality developed in
your childhood.
 Mostly from unresolved problems in the early
childhood.
 Believed that children pass through a series of
psychosexual stages.
 The id focuses it’s libido (sexual energy) on a
different erogenous zone.
Oral Stage
 0-18 months
 Pleasure center is on
the mouth.
 Sucking, biting and
chewing.
Anal Stage
 18-36 months
 Pleasure focuses on
bladder and bowel
control.
 Controlling ones life
and independence.
 Anal retentive
Phallic Stage
 3-6 years
 Pleasure zone is the
genitals.
 Coping with incestuous
feelings.
 Oedipus and Electra
complexes.
Latency Stage
 6- puberty
 Dormant sexual
feeling.
 Cooties stage.
Genital Stage
 Puberty to death.
 Maturation of sexual
interests.
Important Psychosexual Stage Theory Vocabulary
 Oedipus complex-a boy’s sexual desires toward his mother and
feelings of jealousy and hatred for the rival father
 Identification-the process by which, children incorporate their
parents’ values into their developing superegos
 Fixation-a lingering focus of pleasure-seeking energies at an earlier
psychosexual stage, where conflicts were unresolved.
Id, Ego, Superego
 How does the ego protect our conscious mind from the
threatening thoughts buried in our unconscious (id)?
 The ego uses defense mechanisms without our
awareness.
 Lets look at some defense mechanisms we use…
Defense Mechanisms
 Repression
 #1 Defense Mechanism
 Blocking thoughts out
from conscious awareness.
 Denial
 Not accepting the egothreatening truth.
 Displacement
 Redirecting the feelings I
cannot deal with to
another person or object.
Defense Mechanisms
 Projection
 Believing that the feelings
you have toward someone
else are actually held by
the other person and
directed at you.
 Reaction Formation
 Expressing the opposite of
how one really feels.
 Regression
 Returning to an earlier,
more comfortable form of
behavior.
Defense Mechanisms
 Rationalization
 Coming up with a
beneficial result of an
undesirable occurrence.
 Intellectualization
 Undertaking an academic,
unemotional study of a
topic.
 Sublimation
 Channeling one's
frustration towards a
different goal.
 Maybe the healthiest of
the defense mechanisms.
Neo-Freudians
 Psychologists that took some premises
from Freud and built upon them.
Alfred Adler Karen Horney
Carl Jung
Alfred Adler
 Childhood is important
to personality.
 But focus should be on
social factors- not
sexual ones.
 Our behavior is driven
by our efforts to
conquer inferiority and
feel superior.
 Inferiority Complex
Karen Horney
 Childhood anxiety is
caused by a dependent
child’s feelings of
helplessness.
 This triggers our desire
for love and security.
 Fought against Freud’s
“penis envy” concept.
Carl Jung
 Less emphasis on social
factors.
 Focused on the
unconscious.
 We all have a collective
unconscious: a
shared/inherited well of
memory traces from our
species history.
Jungian Archetypes
 Shadow –
Unconscious
desires and fears
 Anima -- Male
 Animus – Female
 Self –
Connection to
the collective
Jungian Archetypes
 Family Archetypes
 The father: Stern, powerful,
controlling
 The mother: Feeding, nurturing,
soothing
 The child: Birth, beginnings,
salvation
 Story Archetypes
 The hero: Rescuer, champion
 The maiden: Purity, desire
 The wise old man: Knowledge,




guidance
The magician: Mysterious,
powerful
The earth mother: Nature
The witch or sorceress: Dangerous
The trickster: Deceiving, hidden
Of Personality
Humanistic Psychology
 In the 1960’s people became sick of
Freud’s negativity and trait
psychology’s objectivity.
•Along came psychologists wanted
to focus on “healthy” people and
how to help them strive to “be all
that they can be”.
Abraham Maslow’s Self Actualizing
Person
 Hierarchy of Needs
•Ultimately seek selfactualization (the process
of fulfilling our potential).
•Maslow developed his
ideas by studying what
he termed “healthy
people”.
Self-Actualization
 Motivation to reach
full potential of self
Self-Actualized People
They share certain characteristics:
•Open and spontaneous
•Loving and caring
•Not paralyzed by others’ opinions.
•They are secure in who they are.
•They are self aware and self accepting
Carl Rogers’s Person-Centered
Perspective
 People are basically
GOOD.
Client-centered therapy –
A person knows what is
wrong and just needs
someone to talk to figure
it out
We need genuineness, acceptance
and empathy for us to grow.
Self-Concept
 All of thoughts and
feelings about
ourselves trying to
answer the
question….
WHO AM I?
Self-Concept
 Both Rogers and Maslow believed that your self-
concept is at the center of your personality.
•If our self concept is positive….
We tend to act and perceive the world
positively.
•If our self-concept is negative….
We fall short of our “ideal self” and feel
dissatisfied and unhappy
Self-Esteem
One’s feelings of high or low selfworth.
Self-Serving Bias
 A readiness to perceive
oneself favorable.
•People accept more
responsibility for
successes than
failures.
•Most people see
themselves as better
than average.
Does culture play a part in our personality
(according to humanistic psychologists)?
 Individualism: giving priority to one’s own goals over
group goals. Defining your identity in terms of
yourself.
•Collectivism: giving priority to the goals
of a group and defining your identity as part
of that group.
Is individualism really better?
Of Personality
Albert Bandura
 Social cognitive theory
stems from social learning
theory (under the umbrella
of behaviorism).
We see people acting a
certain way and we begin to
act a certain way as well
Reciprocal Determinism:
the interacting influences
between personality and
environmental factors.
Personal Control
 Our sense of controlling our environment rather
than the environment controlling us.
 External Locus of Control -- The perception that
chance or outside forces beyond one’s personal
control determine one’s fate
 Internal Locus of Control -- The perception that
one controls one’s own fate.
Learned Helplessness
 The hopelessness and passive resignation an animal or
human learns when unable to avoid repeated aversive
events.
Trait
 A characteristic of
behavior or a
disposition to feel
and act as assessed
by self-reported
inventories or peer
reports.
Factor Analysis
 A statistical procedure used to identify
different components of your intelligence
or personality (depending on the test).
•FA takes the answers you give on tests
and compiles them into general traits.
Eysenck Personality Questionnaire
The Big Five
 Emotional Stability (calm/anxious,
secure/insecure, self-satisfied/self-pitying).
•Extraversion (sociable/retiring, funloving/sober, affectionate/reserved).
•Openness (imaginative/practical,
variety/routine, independent,
conforming)
The Big Five (Continued)
 Agreeableness (soft-hearted/ruthless,
trusting/suspicious, helpful/uncooperative).
•Conscientiousness
(organized/disorganized,
careful/careless,
disciplined/impulsive).
The Big Five
Once you take a test that measures your
personality according to the Big Five Scale….
Your traits will be stable over time.
They can be attributed to your genetics
They apply across different cultures
They predict other attributes.
Assessing Our Traits
 Personality Inventories: a questionnaire where
people respond to items attempting to gauge
different aspects of their personality
MMPI
Minnesota Multiphasic Personality Inventory:
•the most widely used personality test.
•Originally used to identify emotional
disorders.
Now used for screening purposes.
Erik
Erikson
 A neo-Freudian
 Worked with Anna Freud
 Thought our personality
was influenced by our
experiences with others.
 Stages of Psychosocial
Development.
 Each stage centers on a
social conflict.
Stage 1: Basic Trust vs. Mistrust




Birth to age 1
Totally dependent on others
Caregiver meets needs: child develops trust
Caregiver does not meet needs: child develops
mistrust
 Basic strength: Hope
 Belief our desires will be satisfied
 Feeling of confidence
Stage 2: Autonomy vs. Shame and Doubt
 Ages 1-3
 Child able to exercise some degree of choice
 Child’s independence is thwarted: child develops
feelings of self-doubt, shame in dealing with others
 Basic Strength: Will
 Determination to exercise freedom of choice in face of
society’s demands
Stage 3: Initiative vs. Guilt
 Ages 3-5
 Child expresses desire to take initiative in activities
 Parents punish child for initiative: child develops
feelings of guilt that will affect self-directed activity
throughout life
 Basic strength: Purpose
 Courage to envision and pursue goals
Stage 4: Industriousness vs. Inferiority
 Ages 6-11
 Child develops cognitive abilities to enable in task
completion (school work, play)
 Parents/teachers do not support child’s efforts: child
develops feelings of inferiority and inadequacy
 Basic strength: Competence
 Exertion of skill and intelligence in pursuing and
completing tasks
Stage 5: Identity vs. Role Confusion
 Ages 12-18
 Form ego identity: self-image
 Strong sense of identity: face adulthood with certainty
and confidence
 Identity crisis: confusion of ego identity
 Basic strength: Fidelity
 Emerges from cohesive ego identity
 Sincerity, genuineness, sense of duty in relationships
with others
Stage 6: Intimacy vs. Isolation
 Ages 18-35 (approximately)
 Undertake productive work and establish intimate
relationships
 Inability to establish intimacy leads to social isolation
 Basic strength: Love
 Mutual devotion in a shared identity
 Fusing of oneself with another person
Stage 7: Generativity vs. Stagnation
 Ages 35-55 (approximately)
 Generativity: Active involvement in teaching/guiding
the next generation
 Stagnation involves not seeking outlets for generativity
 Basic strength: Care
 Broad concern for others
 Need to teach others
Stage 8: Ego Integrity vs. Despair
 Ages 55+
 Evaluation of entire life
 Integrity: Look back with satisfaction
 Despair: Review with anger, frustration
 Basic strength: Wisdom
 Detached concern with the whole of life
Other Information
 Stages 1-4
 Largely determined by others (parents,
teachers)
 Stages 5-8
 Individual has more control over
environment
 Individual responsibility for crisis
resolution in each stage