Unit 3 Freud and Consciousness Power Point

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Unit 3 Freud and Consciousness Power Point

  1. 1. Psychology Unit 3: Freud and Consciousness By Timothy Bradley
  2. 2. Lesson 1: Sigmund Freud Sigmund Freud ACTIVATOR:
  3. 3. Lesson 1: Sigmund Freud • Sigmund Freud • Conscious • Preconscious • Unconscious • Id • Ego • Superego EQ: How were Freud’s theories shaped by his life? According to Freud, how does the interaction between ID/Ego/Superego determine behavioral outcomes? Vocabulary
  4. 4. Read with a Purpose: Timeline • Considering Freud was born in 1856 and died in 1939, use the article entitled Sigmund Freud: Investigator of the Unconscious to identify an additional eight (8) key life events. Complete this assignment using the Read with a Purpose technique of Peer Reading. Be sure to underline this information in the reading. • After completing the assignment, organize the information onto the timeline provided. Use specific dates when possible
  5. 5. Timeline: Freud’s Life Year(s) Event 1856 Born Moved to Vienna, Austria. Faced anti-Semitism c. 1886 Freud studied medicine and focused on the mind. Worked with a doctor who used hypnosis. Co-published a book that first coined the phrase psychoanalysis. 1896 Father died. He studied his own dreams as a result. 1899 (1900) Published The Interpretation of Dreams c. 1900 Gathered a circle of followers that eventually broke with him. His views dominated psychology for many years. 1909 Delivered a speech in Worcester, Mass. This brought his ideas to the U.S. c. 1920 Developed his ideas about id, ego, and superego. 1938 Nazis seize Austria. He and his family are put under house arrest. Later released. 1939 Died in United Kingdom.
  6. 6. Lesson 2: Freudian Personality Theory Sigmund Freud ACTIVATOR:
  7. 7. Lesson 2: Freudian Personality Theory • Conscious • Preconscious • Unconscious • Id • Ego • Superego EQ: 1) How were Freud’s theories shaped by his life? 2) According to Freud, how does the interaction between ID/Ego/Superego determine behavioral outcomes? Vocabulary
  8. 8. Assignment:Freudian Personality Theory • We can use a piece of writing to obtain different types of information. • Using the article entitled Sigmund Freud: Investigator of the Unconscious to identify eight (8) of his theoretical ideas. Highlight this information in the reading. • Complete this assignment using the Read with a Purpose technique of Peer Reading.
  9. 9. Lesson 2: Sigmund Freud • Sigmund Freud • Conscious • Preconscious • Unconscious • Id • Ego • Superego EQ: How were Freud’s theories shaped by his life? According to Freud, how does the interaction between ID/Ego/Superego determine behavioral outcomes? Vocabulary
  10. 10. Freud’s Personality Concept • Id (Latin “it”) • Basic biological drives (hunger, thirst, sex, etc.…) • Present at birth • Pleasure Principles • Eros and Thanitos • Ego (Latin “I”) • Consciousness • Develops at age 2 • Reality Principles • Superego (Latin “over the self”) • Internalized sense of right/wrong and societal expectation • Fully Develops around age 11 • Morality Principles
  11. 11. Freudian Role Play • Create two role plays. (>1 minute each) • One role play will demonstrate the id or superego being satisfied at the expense of the other and the consequences of such an action. • The second role play will demonstrate a successful mediation between all three parts. • The role plays must demonstrate an understanding of the interaction between the Id, ego, and superego. • Everyone in the group must have a meaningful role in the skit
  12. 12. Freudian Role Play Rubric Criteria Excellent (4) Good (3) Limited (2) Inadequate (1) Works Cooperatively with Group Always willing and focused during assigned tasks. Usually willing and focused during assigned tasks. Sometimes willing and focused during assigned tasks. Rarely willing and focused during assigned tasks. Presentation of Perspective Convincing communication of understanding of the interaction between the id, ego, superego. Competent communication of understanding of the interaction between the id, ego, superego. Limited communication of understanding of the interaction between the id, ego, superego. Inadequate communication of understanding of the interaction between the id, ego, superego. Use of Non- Verbal Cues (voice, gestures, eye contact, props, costumes) An impressive variety of non- verbal cues were used in an exemplary way. Good variety (3 or more) verbal cues were used in a competent way. A Limited variety of non-verbal cues were used in an adequate way. Inadequate variety of non- verbal cues were used in a developing way. Time > 1:15 minute 1. minute >45 seconds < 45 seconds Rubric
  13. 13. Lesson: Defense Mechanisms ACTIVATOR: What do you know about denial and repression?
  14. 14. Lesson: Defense Mechanisms • Defense Mechanisms • Identification w/ aggressor • Regression • Denial • Rationalization • Projection • Repression • Sublimation EQ: How do defense mechanisms affect behavior? Vocabulary
  15. 15. Assignment 1: Defense Mechanisms •In pairs, students use text to discuss and enter definition/examples into the graphic organizer. •Discuss and record an example of each defense mechanism.
  16. 16. Repression • Preventing painful or dangerous thoughts from entering consciousness • Example: Individual abused as a child represses feelings and memories, so that feelings and memories no longer remain in the conscious memory. The abuse continues to affect the individual’s behavior in relationships.
  17. 17. Regression • Reverting to coping at an earlier stage of development. • Example: Adult throwing a temper tantrum
  18. 18. Denial • Refusal to accept reality, external facts, events, implications because nature of the reality threatens individual. • Example: Alcoholic who refuses to believe his drinking makes an impact on his job performance or family life
  19. 19. Rationalization • Convincing oneself no wrong was done or all is or was all right through faulty/false reasoning. • Example: You are turned down by someone you are interested in, and rationalize that you were not that attracted to them. Protects self- esteem.
  20. 20. Projection • Attributing one’s own unacknowledged unacceptable/unwanted thoughts and emotions to another. • Example: Assuming that someone you extremely dislike extremely dislikes you. Severe prejudice, severe jealousy, hyper vigilance to external danger, and “injustice collecting”.
  21. 21. Reaction Formation • Behavior completely opposite of what one really wants or feels; taking opposite belief because true belief causes anxiety. • Example: A manager treats employee whom they extremely dislike ultra kindly, making many special efforts to cater to that person and thus hide true feelings of dislike.
  22. 22. Intellectualization • Focusing on only intellectual parts of a situation to create distance from relevant anxiety provoking emotions. • Example: After learning they have a terminal illness, an individual begins spending all time studying about the illness to avoid thinking about the direct effect in their own life.
  23. 23. Identification (w/ Aggressor) • The unconscious modeling of one’s self upon another person’s character and behavior. • Example: Mimicking another’s dress, or mannerisms.
  24. 24. Sublimation Redirecting ‘wrong’ urges into socially acceptable actions. • Example: Individual redirects aggressive impulses and becomes a football player.
  25. 25. Assignment 2: Defense Mechanisms •Read A Short Story in your packet. •Underline and identify examples of defense mechanisms in use within the story.
  26. 26. Assignment 2: Paragraph 2 I remember one time when a relationship ended and I was completely devastated. I cried for days and refused to leave my house. I was looking for someone, anyone, to come and have pity on me. By the time I emerged from my depression, I was convinced that the break-up was for the best. My girlfriend really had unappreciated me and everything I tried to do for her. I figured that there had to be a woman out there somewhere who was meant for me, I just had to find her.
  27. 27. Assignment 2: Paragraph 3 When I finally got over the break-up, I really threw myself into my work. I was determined to be the best that I could be. I worked long hours and even my boss began to notice what a great job I was doing. Soon, the whole nasty break-up was behind me, and I rarely thought about my ex-girlfriend. It seemed as if the whole thing had happened years ago, and I was finally happy again.
  28. 28. Assignment 2: Paragraph 4 However, as with all things happiness is only appreciated when you’re unhappy. One day, from out of the blue, I received a call from my old girlfriend. She was inviting me to her wedding next month. I tried the best I could to sound happy, but inside I was totally crushed. All along I had imagined that she was home feeling sorry for having dumped me and wishing she had me back. I had taken great comfort in thinking that she felt the same way that I did and might someday regret the break-up. When we finally said good-bye to each other, I was so angry that I threw the phone across the room and watched it shatter into a million pieces. She couldn’t be getting married; not so soon. I refused to believe that it would happen. She would come to her senses and come back to me. She couldn’t marry some bozo who didn’t love her the way that I did.
  29. 29. Assignment 2: Paragraph 5 I stormed from the house, jumped into my car, and began driving. I didn’t know where I was going, and I didn’t really care. All I cared about was going as fast as I could. While I drove I imagined that it was me getting married next month and living happily ever after. Soon, I was lost in my imagination, which could take me farther than my car ever could.
  30. 30. Lesson: Psychosexual Development • Erogenous Zone • Fixations • Gratification • Oedipus Complex • Castration Anxiety • Electra Complex • Penis Envy EQ: According to Freud, how do individuals psychosexually develop? Vocabulary
  31. 31. Oral Stage • Age: Birth-2 • Erogenous Zone: Mouth • Primary Conflict: Weaning • If a child is weaned too early or too late that can result in either too much or insufficient gratification of the id. This can result in an oral fixation. • Oral Fixations:
  32. 32. Anal Stage • Age: 2 • Erogenous Zone: Bowel/Bladder • Primary Conflict: Potty Training • If a child is trained too leniently or harshly this can result in insufficient or excessive control of the ego over the id. • Fixations: • Anal Retentive: individual is stringent, orderly, rigid and obsessive • Anal Expulsive: individual has a messy, wasteful or destructive personality
  33. 33. Oedipus Rex
  34. 34. Oedipus Rex • Oedipus’ birth father and mother are the king and queen of Thebes. • They are told by a prophet that their son will kill his father. • They leave infant Oedipus to die in the mountains • Oedipus is found and raised in Corinth (He does not know he is adopted) • As a young man in Corinth he receive a prophecy that he would kill his father and sleep with his mother. He leaves Corinth to avoid this. • He has a fight and kills a man while traveling the road. (later revealed it is his birth father) • He arrives in Thebes, defeats the Sphinx, and awarded the queens hand in marriage. (It is his birth mother) • He later finds out and gouges out his eyes.
  35. 35. Phallic Stage • Age: 3-6 • Erogenous Zone: Genitals • Conflict: Children begin to view same-sex parent as a rival for opposite sex parent’s affection. Oedipus complex: feelings of wanting to possess the mother and the desire to replace the father. However, the boy also fears that he will be punished by the father for these feelings, a fear Freud termed castration anxiety. Electra complex: Female version of the Oedipus Complex. Females desire this because they have penis envy.
  36. 36. Latency Stage • Age: 7-11 • Erogenous Zone: None • Primary Conflict: None • Through the use of defense mechanisms the child deals with the id impulses • Defense Mechanisms: • Identification (w/ Aggressor) • Repression
  37. 37. Genital Stage • Age: 12-Older • Erogenous Zone: Genitals • Conflict: Sexual impulse that is linked to the Oedipus and Electra Complex conflicts with the super-ego’s acceptance of incest taboo. • Resolution • Males: Displace their feeling for their mother on to another women. • Females: Displace their feeling for their father on to another man. They give birth to a child which psychologically fulfills their penis envy.
  38. 38. Stages of Psychosexual Development
  39. 39. Summarizer: Psychosexual Development 3 Psychosexual Stages Discussed 2 Complexes 1 Fixation :
  40. 40. Lesson: Sleep • Consciousness • Biological Clocks • Circadian Rhythms EQ: How does sleep impact behavior? Vocabulary
  41. 41. Activator • How have periods of deprived sleep impacted your behavior? • What is your best story involving sleep?
  42. 42. Biological Clocks • 1 year • Seasonal Depression • 28 days • Menstrual Cycle • Hormones (Men & Women) • 24/25 hrs. (Circadian Rhythm) • Sleep (See Next Slide) • 90 min • Attention • Hunger
  43. 43. Circadian Rhythm
  44. 44. Sunlight: Biochemical Effects
  45. 45. Lesson: Sleep • Amplitude • Frequency • Beta waves • Delta waves EQ: How does sleep impact behavior? Vocabulary • Slow Wave Sleep • EEG • Sleep Spindles
  46. 46. Typical Night of Sleep
  47. 47. Sleep Disorders • Insomnia • Sleep Apnea • Narcolepsy • Nightmares • Night Terrors • Sleep Walking • Restless Leg Syndrome
  48. 48. Insomnia • an inability to fall asleep or to stay asleep as long as desired
  49. 49. Sleep Apnea • Pauses in breathing or instances of abnormally low breathing, during sleep.
  50. 50. Narcolepsy • Narcolepsy is a neurological disorder caused by the brain's inability to regulate sleep-wake cycles normally.
  51. 51. Nightmares An unpleasant dream that can cause a strong negative emotional response from the mind Night Terrors an emotional sleep disturbance that may involve anxiety, panic, or screaming. Unlike nightmares, these episodes occur in NREM sleep. The individual is not fully conscious and typically does not remember the episode in the morning.
  52. 52. Restless Leg Syndrome A condition that is characterized by an irresistible urge to move one's body to stop uncomfortable or odd sensations. It most commonly affects the legs, but can also affect other parts of the body
  53. 53. Activation-Synthesis Theory • Our cerebral cortex is trying to interpret random electrical activity we have while sleeping. • That is why dreams sometimes make no sense. • Biological theory.
  54. 54. Information-Processing Theory • Dreams are a way to deal with the stresses of everyday life. • We tend to dream more when we are more stressed.
  55. 55. Lesson: Dreaming • Latent Content • Manifest Content • Censor EQ: EQ. How does psychology address the topic of dreaming? Vocabulary • Displacement • Condensation • Free Association
  56. 56. Activator: What do you believe Freud meant when he called dreams “the royal road to the unconscious?”
  57. 57. Freud on Dreams • In pairs, read the article Freud on Dreams, and identify (highlight/underline) all aspects that relate to his theory on dreams. • Discuss each point paragraph by paragraph. • Summarize your understanding of his dream theory using the vocabulary and have it checked by me. (Refer to unit map for vocabulary) • Complete Freud on Dreams question form.
  58. 58. Summary • Latent Content • Manifest Content • Censor • Displacement • Condensation • Free Association Compose a summary that explains Freudian dream theory using the terms below.
  59. 59. Lesson: Dreaming • Latent Content • Manifest Content • Censor EQ: EQ. How does psychology address the topic of dreaming? Vocabulary • Displacement • Condensation • Free Association
  60. 60. Activator: Identify and explain one Freudian dream concept that most interested/confused you from yesterday.
  61. 61. Freudian Dream Model Latent Content (Original Meaning) Censor Manifest Content (Symbolic Remembered Dream) Dream Analysis and Free Association -Condensation -Displacement
  62. 62. Freudian Letters Activity • Preview A Method for Interpreting Dreams in Groups. • As an individual, read Miss Field’s letter and identify the key objects, real life events, and key emotions. • As a group, analyze the letter written by Miss Field using Freudian dream analysis techniques. • Finalize your analysis in written form. • Compare your response to Freud’s
  63. 63. Lesson: Projective Tests • Projective Tests • Free Association EQ: EQ. How are projective tests viewed in contemporary psychology? Vocabulary • Rorschach Inkblot • TAT (Thematic Apperception Test)
  64. 64. Rorschach Inkblots 10 Inkblots (5 Black and White/5 Color and White)
  65. 65. Thematic Apperception Test (TAT) • 20 black and white pictures • Asked to tell a story about the person(s) • Story is examined looking for revealing statements
  66. 66. Projective Tests • Based on the defense mechanism “projection” • Can be used for personality but most commonly used to uncover problems in personality • Problems • Subjective • Low Reliability • Different scores when given to same person • Low Validity • No standard grading scale to ensure its measuring what it is intended to measure
  67. 67. Study for the Freud and Consciousness Exam
  68. 68. Lesson Activator Any questions prior to the Individual within Society Exam?

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