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. 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. 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.
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. 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.
10.
11.
12. 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
13. 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
14. 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
15. 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
19. 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.
20. 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.
21. Regression
• Reverting to coping
at an earlier stage of
development.
• Example: Adult throwing a temper tantrum
22. 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
23. 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.
24. 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”.
25. 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.
26. 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.
27. Identification (w/ Aggressor)
• The unconscious
modeling of one’s
self upon another
person’s character
and behavior.
• Example: Mimicking another’s dress, or
mannerisms.
30. Assignment 2: Defense Mechanisms
•Read A Short Story in your packet.
•Underline and identify examples of
defense mechanisms in use within the
story.
31. 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.
32. 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.
33. 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.
34. 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.
35. 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
36. 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:
37. 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
39. 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.
40. 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.
41. 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
42. 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.
56. Sleep Apnea
• Pauses in breathing or instances
of abnormally low breathing,
during sleep.
57. Narcolepsy
• Narcolepsy is a neurological disorder caused by the brain's
inability to regulate sleep-wake cycles normally.
58. 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.
59. 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
60. 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.
62. Lesson: Dreaming
• Latent Content
• Manifest Content
• Censor
EQ: EQ. How does psychology address the topic of
dreaming?
Vocabulary
• Displacement
• Condensation
• Free Association
63. Activator: What do you believe Freud meant
when he called dreams “the royal road to
the unconscious?”
64. 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.
65. Summary
• Latent Content
• Manifest Content
• Censor
• Displacement
• Condensation
• Free Association
Compose a summary that explains Freudian
dream theory using the terms below.
66. Lesson: Dreaming
• Latent Content
• Manifest Content
• Censor
EQ: EQ. How does psychology address the topic of
dreaming?
Vocabulary
• Displacement
• Condensation
• Free Association
67. Activator: Identify and explain one Freudian
dream concept that most interested/confused
you from yesterday.
68. Freudian Dream Model
Latent Content
(Original Meaning)
Censor
Manifest Content
(Symbolic Remembered Dream)
Dream Analysis
and
Free Association
-Condensation
-Displacement
69. 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
70. Lesson: Projective Tests
• Projective Tests
• Free Association
EQ: EQ. How are projective tests viewed in
contemporary psychology?
Vocabulary
• Rorschach Inkblot
• TAT (Thematic Apperception Test)
72. 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
73. 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
