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  • AustriaPscholanalysisAt the time it was believed that people were rational beings
  • You have childhood conflicts, these are in your unconsicous.True feelings appear in dreams or in mistakes that you make when speaking; slips of the tongue.If you talk to someone long enough you can find out what was the cause of their pain.Free association talking more of the unv
  • Freud believed the o0pposite of what was going at the time, that humans were rational Freud said we are driven by animal impulses food sex aggressionWe seek pleasure to avoid painWhen thwarted, impulses cause emotional problems.
  • Life is a struggle to satisfy contain our impulses and guiltSo we can show that we are rational and moral and live together in harmony.
  • THE IDThis is the part of us that wants stuff, it’s your greed. Usually referred to as the "Child". Purely a manifestation of the “pleasure principle”.irrational and emotional part , it also portrays the survival instinct, if your thirsty it drives you to find water, if you arehungry it will make you do what you need to get food.
  • THE SUPEREGOThe angel on your shoulder. This is the component of the psyche that holds your morals, its what lets you function in society. Basically this is our sense of right and wrong, and it works to suppress the urges of the id and the compromising ego.
  • This is the balancing force between the Id and the Superego. The ego helps us deal with reality, and makes us who we are, letting out a little Id here and some superego there. More so it tries to satisfy the id in ways our conscience or our superego will allow in society, and if it can’t be done, it lets the ids desires out at the proper time and place.With these in mind, Freud says who we are is based off these three components. A criminal might lack the strength of the ego or superego to suppress the Id, a saint may have lost his Id entirely.
  • -Even though the athlete may demand a multimillion-dollar contract, the agent reminds him that he could price himself out of a job. -It attempts to harness the id's power, regulating it in order to achieve satisfaction despite the limits of reality.
  • The term derives from FreudChildren go through stages of developmentAnal stage is when you are toilet trained.If it’s too harsh or too lenient you will have psychological problems.Sticking too much to the rules from being toilet trained too harshly.
  • The unconscious, unlike Freud’s idea of what is was, is a Well of mystical and religious beliefs
  • Healing mother
  • hero
  • We try to be the hero or a good mother Hide our own true feelingsSocial mask that we wear to hide our we are really feeling.
  • World gets bigger as we get olderStages that we go through, can get over them if you fail
  • Oral Sensory stage: put stuff in mouthIf you get through this stage, you will know that life is basically okay. You can trust and you feel worthy.If not, you might feel mistrust in the world and feel unworthy.
  • During this stage we learn to master skills for ourselves. Not only do we learn to walk, talk and feed ourselves, we are learning finer motor development as well as the much appreciated toilet training. Here we have the opportunity to build self-esteem and autonomy as we gain more control over our bodies and acquire new skills, learning right from wrong. And one of our skills during the "Terrible Two's" is our ability to use the powerful word "NO!" It may be pain for parents, but it develops important skills of the will.It is also during this stage, however, that we can be very vulnerable. If we're shamed in the process of toilet training or in learning other important skills, we may feel great shame and doubt of our capabilities and suffer low self-esteem as a result.
  • During this period we experience a desire to copy the adults around us and take initiative in creating play situations.Nevertheless, he said that at this stage we usually become involved in the classic "Oedipal struggle" and resolve this struggle through "social role identification." If we're frustrated over natural desires and goals, we may easily experience guilt.The most significant relationship is with the basic family.
  • ife is definitely getting more complex as we attempt to find our own identity, struggle with social interactions, and grapple with moral issues.Our task is to discover who we are as individuals separate from our family of origin and as members of a wider society. Unfortunately for those around us, in this process many of us go into a period of withdrawing from responsibilities, which Erikson called a "moratorium." And if we are unsuccessful in navigating this stage, we will experience role confusion and upheaval.A significant task for us is to establish a philosophy of life and in this process we tend to think in terms of ideals, which are conflict free, rather than reality, which is not. The problem is that we don't have much experience and find it easy to substitute ideals for experience. However, we can also develop strong devotion to friends and causes.It is no surprise that our most significant relationships are with peer groups.
  • Your parents???35-55 years oldTame the kidsCreative and meanigful work with familyStrength comes through care of others and production of something that contributes to the betterment of society, which Erikson calls generativity, so when we're in this stage we often fear inactivity and meaninglessness. As our children leave home, or our relationships or goals change, we may be faced with major life changes—the mid-life crisis—and struggle with finding new meanings and purposes. If we don't get through this stage successfully, we can become self-absorbed and stagnate.
  • Humanistic view of the personNominated for the Nobel Peace prize in 1987Also developed learner centered teaching philosophy. Has influence in many fields outside of counselling psychology: sociology, nursing, education. Management, prisons, Basically: that it is the client who knows what hurts, what directions to go, what problems are crucial, what experiences have been deeply buried. It began to occur to me that unless I had a need to demonstrate my own cleverness and learning, I would do better to rely upon the client for the direction of movement in the process.What a simple, obvious, marvelous, powerful, revolutionary idea. An idea that is now so much a part of our understanding not only of therapy but of every field of human endeavor that we have all but forgotten where it came from.:”
  • Rogers (1959) We will grow to our full potential if the conditions are right, we are constrained by our environment, so people will flourish and reach their potential if their environment is good enough. Rogers believed that humans have one basic motive, that is the tendency to self-actualize - i.e. to fulfill one's potential and achieve the highest level of 'human-beingness' we can. Like a flower that
  • Rogers believed that people are inherently good and creative. They become destructive only when a poor self-concept or external constraints override the valuing process. Roger’s believed that for a person to achieve self-actualization they must be in a state of congruence
  • people can and should be trusted to direct their own lives. Summary: This ice-breaker is a humanistic psychology listening technique that lets studentsget to know one another one student at a time.Courses: Works well in all psychology courses, especially useful for Introductory Psychology,Clinical and Counseling, Stress Management, PersonalityClass Size: Works well in class sizes of less than 75 individualsClass Time Involved: Approximately 5 minutesMaterials Needed: NoneProcedure: Tell students to find a partner. If there are an odd number of students, theinstructor will have to be in a pair. Tell the students that the rules to pair/share are easy, for 2minutes the first person does all of the talking and the second person must do nothing but listen(absolutely no talking!). Then after two minutes, the roles are reversed. Tell students tointroduce yourself to the other person and tell them what is going well in your life and what is notgoing so well. After 2 minutes tell the students to reverse the roles. You can do this activity for avariety of days and tell the students to keep moving around the room and find someone theyhave not pair/shared with. After a few days, rather than just introductions, you can also havethem discuss things about the class. At first students are very uncomfortable with this activity,but after some time, many students find they enjoy the chance to talk to someone withoutinterruptionICE-BREAKER 14
  • Coined the term behaviourist.You can only study what you can observeNurtureHuman behaviour is the result of learningOpposed introspectionGoal is explain relationships between antecedent conditions (stimuli), behavior (responses), and consequences (reward, punishment, or neutral effect).
  • Taught the baby who was 8 months old to be scared of rat by doing something
  • Sigmund
  • John B. Watson
  • Carl Jung
  • Carl Jung
  • Erik Erikson
  • Erik Erikson
  • Carl Rogers
  • Carl Rogers
  • Carl Rogers
  • Sigmund Freud
  • Carl Jung

Transcript

  • 1. PSY 20Greats of Psychology5 Important Theories Company LOGO
  • 2. CompanyLOGO Hall of Fame: Psychologists 1. Sigmund Freud 2. Carl Jung 3. Erik Erikson 4. Carl Rogers 5. John B. Watson
  • 3. CompanyLOGOSigmundFreud1856-1939
  • 4. CompanyLOGO
  • 5. CompanyLOGO We are driven by animal impulses: food, sex, and aggression We seek pleasure to avoid pain
  • 6. CompanyLOGO What would Freud say life is?
  • 7. CompanyLOGO Question Freud believed that we all have "primitive selves" that we never really conquer—in fact, he believed that these primitive selves were essential to our personalities. Do you agree? Why or why not? Can you think of any other explanations for the more "savage" sides of human behavior?
  • 8. Freud’s Concept of yourCompanyLOGO MIND
  • 9. CompanyLOGO ID
  • 10. CompanyLOGO ID Too strong?
  • 11. CompanyLOGO SuperegoThis is the component of thepsyche that holds yourmorals, its what lets youfunction in society. Basically thisis our sense of right andwrong, and it works to suppressthe urges of the id and thecompromising ego
  • 12. CompanyLOGO Superego too strong?
  • 13. Company LOGO EgoReality PrincipleWorks to satisfy the id’s desires inrealistic and socially appropriateways.Weights the costs and benefits ofan action before deciding to actupon or abandon impulses.Delayed gratification bay be used
  • 14. CompanyLOGO Example of EGO-Sports agent for a really talented athlete is the EGO-Negotiates
  • 15. CompanyLOGO Ego too strong?
  • 16. CompanyLOGO APPLICATION
  • 17. CompanyLOGO What does the term anal retentive mean?
  • 18. Company Carl JungLOGO
  • 19. CompanyLOGO Jung’s Unconscious: Well containing mystical and religious beliefs that control your behaviour
  • 20. CompanyArchetypes LOGO
  • 21. CompanyLOGO
  • 22. CompanyLOGO Collective UnconsciousWe each inherit a set of beliefs.Without knowing it, we imitate these concepts anddevelop personalities to fit them.
  • 23. CompanyPersonaLOGO
  • 24. CompanyLOGO How are Freud and Jung different?
  • 25. CompanyLOGO Archetypes Activity  Handout
  • 26. CompanyLOGO Psychoanalysis
  • 27. CompanyLOGO Project Implicit
  • 28. CompanyLOGO Erik Erikson 1902-1994
  • 29. Trust vs. Mistrust birth to 2CompanyLOGO years
  • 30. CompanyLOGO
  • 31. Initiative vs. GuiltCompany LOGO3 to 5 years
  • 32. CompanyLOGO L
  • 33. CompanyLOGO The kids 35 to 55 years old Middle to late adulthood
  • 34. CompanyLOGO Social Psychoanalysis
  • 35. CompanyLOGO Carl Rogers, 1902-1987
  • 36. CompanyLOGOHow do these flowersexpress Rogers’ beliefsabout humans?
  • 37. CompanyLOGO
  • 38. CompanyLOGO
  • 39. CompanyLOGO Experiment of the Day
  • 40. CompanyLOGO John Watson 1878-1958
  • 41. CompanyLOGO
  • 42. CompanyLOGO
  • 43. CompanyLOGO
  • 44. CompanyLOGO Dr. Watson’s Phobia Factory
  • 45. How would you make a babyCompanyLOGOscared of rabbits and rats?You can be an unethical asyou want.
  • 46. CompanyLOGO IVAN PAVLOV (1849-1936) Make the dog salivate
  • 47. CompanyLOGO Who Said this? Game"When making a decision of minor importance, I have always found it advantageous toconsider all the pros and cons. In vitalmatters, however, such as the choice of amate or a profession,t he decision shouldcome from the unconscious, from somewherewithin ourselves. In the important decisionsof personal life, we should be governed, Ithink, by the deep inner needs ofour nature."
  • 48. CompanyLOGO Who said this game Give me a dozen healthy infants, well-formed, and my own special world to bring them up in, and Ill guarantee to take any one at random and train him to become any type of specialist I might select-doctor, lawyer, artist, merchant-chief, and yes, beggerman and thief.
  • 49. CompanyLOGO Carl Jung Everything that irritates us about others can lead us to an understanding of ourselves.
  • 50. CompanyLOGO Carl Jung If one does not understand a person, one tends to regard him as a fool.
  • 51. CompanyLOGO Erik Erikson Children love and want to be loved and they very much prefer the joy of accomplishment to the triumph of hateful failure. Do not mistake a child for his symptom.
  • 52. CompanyLOGO Erik Erikson Doubt is the brother of shame.
  • 53. CompanyLOGO Carl Rogers The curious paradox is that when I accept myself just as I am, then I can change
  • 54. CompanyLOGO Carl Rogers The good life is a process, not a state of being. It is a direction not a destination.
  • 55. CompanyLOGO Carl Rogers The only person who is educated is the one who has learned how to learn and change.
  • 56. CompanyLOGO Sigmund Freud Flowers are restful to look at. They have neither emotions nor conflicts.
  • 57. CompanyLOGO Carl Jung Even a happy life cannot be without a measure of darkness, and the word happy would lose its meaning if it were not balanced by sadness. It is far better take things as they come along with patience and equanimity.
  • 58. CompanyLOGO Pick a song for each Psychology Great Title of the Song Reason Reason Reason #1 TEXT #1 #2
  • 59. CompanyLOGO Who am I?Class Time Involved: Approximately 15 minutesMaterials Needed: Names of psychologists covered in class (one name for eachstudent)Procedure: Tape a psychologist’s name on the back of the students as theycome into class.Do not let them see the name on their own back. Either with the entire class or insmall groups have the students one at a time ask no more than ten “yes” and “no”questions in an attempt to figure out who they are.
  • 60. CompanyLOGO