The document provides an overview of Sigmund Freud's psychoanalytic theory of personality. It discusses that Freud proposed the first complete theory of personality, with a focus on unconscious motives and unresolved childhood conflicts shaping thoughts and behaviors. The psychoanalytic approach emphasizes the unconscious mind and defenses against unacceptable urges. Freud described the mind as having conscious, preconscious, and unconscious parts. He also developed concepts of the id, ego, and superego, and psychosexual stages from oral to genital that can result in fixations. Defense mechanisms like repression and rationalization also protect the ego from anxiety.
All about Freud's Psycho Analysis. This slide includes a student energizer. I made this when we were assign to teach this topic. Hope it can help you, thank you.
All about Freud's Psycho Analysis. This slide includes a student energizer. I made this when we were assign to teach this topic. Hope it can help you, thank you.
This is the basic introduction of Sigmund Freud and the knowledge of Psychoanalytical approaches and the therapy goals. Sigmund Freud contributions are discusses in detail. The work on id,ego, and superego is discussed in detail.
This is the basic introduction of Sigmund Freud and the knowledge of Psychoanalytical approaches and the therapy goals. Sigmund Freud contributions are discusses in detail. The work on id,ego, and superego is discussed in detail.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
3. Attempt to describe and explain
how people are similar, how
they are different, and why
every individual is unique
Personality Theory
4. Personality Perspectives
• Psychoanalytic—importance of
unconscious processes and childhood
experiences
• Humanistic—importance of self and
fulfillment of potential
• Social cognitive—importance of beliefs
about self
• Trait—description and measurement of
personality differences
5. Sigmund Freud
(1856-1939)
• Founder of psychoanalysis
• Proposed the first complete theory
of personality
• A person’s thoughts and behaviors
emerge from tension generated by
unconscious motives and
unresolved childhood conflicts.
Learn more about Freud at:
www.freud.org.uk
www.lcweb.loc.gov/exhibits/freud
6. Psychoanalytic Approach
• Developed by Sigmund Freud
• Psychoanalysis is both an approach
to therapy and a theory of personality
• Emphasizes unconscious motivation
– the main causes of behavior lie
buried in the unconscious mind
7. Psychoanalysis as a Therapy
• A therapeutic technique that attempts
to provide insight into one’s thoughts
and actions
• Does so by exposing and interpreting
the underlying unconscious motives
and conflicts
8. Psychodynamic Perspective
• A more modern view of personality
that retains some aspects of Freudian
theory but rejects other aspects
• Retains the importance of the
unconscious mind
• Less emphasis on unresolved
childhood conflicts
10. Free Association
• Freudian technique of
exploring the unconscious
mind by having the person
relax and say whatever
comes to mind no matter
how trivial or embarrassing
• Hypnosis – Relaxing a
person into a highly
suggestive state to uncover
unconscious memories or
conflicts
The Couch
11. Personality Assessment
Projective Techniques
• Interpretation of an ambiguous to trigger
projection of one’s inner thoughts and feelings
• Used to determine unconscious motives, conflicts,
and psychological defenses & traits
12. Rorschach Inkblot Test
• Presentation and interpretation of a series
of black and white and colored inkblots
• Developed in 1921.
• Personality test that seeks to identify
people’s inner feelings by analyzing their
interpretations of 10 inkblots
• Numerous scoring systems exist
13. Conscious Mind
• All the thoughts, feelings, and
sensations that you are aware of
at this particular moment
represent the conscious level
14. Preconscious Mind
• A region of the mind holding information
that is not conscious but is easily
retrievable into conscious awareness
• Holds thoughts and memories not in one’s
current awareness but can easily be
retrieved (childhood memories, phone
number)
15. Unconscious Mind
• A region of the mind that includes
unacceptable thoughts, wishes, feelings,
and memories
• Not aware of these thoughts, wishes, etc…
but they exert great influence over our
conscious thoughts & behavior.
• Freud felt that dreams were “The royal
road to the unconsciousness” – behind the
surface image (manifest content) lied the
true hidden meaning (latent content).
• Can also surface as “slips of the tongue” or
Freudian Slips.
21. Psychoanalytic
Divisions of the Mind
• Id—instinctual drives present at birth
– does not distinguish between reality and fantasy
– operates according to the pleasure principle
• Ego—develops out of the id in infancy
– understands reality and logic
– mediator between id and superego
• Superego
– internalization of society’s & parental moral standards
– One’s conscience; focuses on what the person “should” do
– Develops around ages 5-6.
– Partially unconscious
– Can be harshly punitive using feelings of guilt
22. Freud’s Concept of the “Id”
• The part of personality that consists
of unconscious energy from basic
aggressive and sexual drives
• Operates on the “pleasure principle” -
the id demands immediate
gratification
• Is present from birth
23. Id: The Pleasure Principle
• Pleasure principle—drive toward immediate
gratification, most fundamental human
motive
• Sources of energy
– Eros—life instinct, perpetuates life
• Libido—sexual energy or motivation
– Thanatos—death instinct, aggression, self-
destructive actions
24. Freud’s Concept of the “Ego”
• The part of personality that mediates
the demands of the id without going
against the restraints of the superego
• Follows the reality principle
25. Ego: The Reality Principle
• Reality principle—ability to postpone
gratification in accordance with demands of
reality
• Ego—rational, organized, logical, mediator
to demands of reality
• Can repress desires that cannot be met in an
acceptable manner
27. Psychoanalytic Approach
Conscious
Unconscious
Superego Preconscious
Id
Ego
Information
which can
easily be
made
conscious
Thoughts,
feelings,
urges, and other
information
that is difficult
to bring to
conscious
awareness
Information
in your
immediate
awareness
Rational,
planful,
mediating
dimension
of personality
Moralistic,
judgmental,
perfectionist
dimension of
personality
Irrational,
illogical,
impulsive
dimension of
personality
29. Psychosexual Stages
• In Freudian theory, the childhood stages of
development during which the id’s pleasure
seeking energies are focused on different parts of
the body
• The stages include: oral, anal, phallic, latency,
and genital
• A person can become “fixated” or stuck at a
stage and as an adult attempt to achieve pleasure
as in ways that are equivalent to how it was
achieved in these stages
30. Oral Stage (birth – 18 mo.)
• Mouth is associated with sexual pleasure
• Pleasure comes from chewing, biting,
and sucking.
• Weaning a child can lead to fixation if
not handled correctly
• Fixation can lead to oral activities
in adulthood
32. Anal Stage (1 – 3 years)
• Gratification comes from bowel and
bladders functions.
• Toilet training can lead to fixation if
not handled correctly
• Fixation can lead to anal retentive or
expulsive behaviors in adulthood
34. Phallic Stage (3 – 6 years)
• Focus of pleasure shifts to the genitals
• Sexual attraction for opposite sex parent
• Boys cope with incestuous feelings toward
their mother and rival feelings toward their
dad (Oedipus Complex). For girls it is
called the Electra Complex.
•Child identifies with and
tries to mimic the same sex
parent to learn gender
identity.
35. Oedipus Complex
• Boys feel hostility and jealousy towards their fathers
but knows their father is more powerful. This leads
to…
• Castration Anxiety results in boys who feel their
father will punish them by castrating them.
• Resolve this through Identification – imitating and
internalizing one’s father’s values, attitudes and
mannerisms. (Formation of gender identity &
superego)
• The fact that only the father can have sexual
relations with the mother becomes internalized in the
boy as taboo against incest in the boy’s superego.
36. Electra Complex
• Girls also have incestuous feelings for their
dad and compete with their mother.
• Penis Envy – Little girl suffer from deprivation
and loss and blames her mother for “sending
her into the world insufficiently equipped”
causing her to resent her mother
• In an attempt to take her mother’s place she
eventually indentifies with her mother
• Fixation can lead to excessive masculinity in
males and the need for attention or domination
in females
38. Latency Stage (5 – puberty)
• Sexuality is repressed (Latent means
“hidden”) due to intense anxiety caused by
Oedipus complex
• Children participate in hobbies, school, and
same-sex friendships that strengthen their
sexual identity
40. Genital Stage (puberty on)
• Incestuous sexual feelings re-emerge but
being prohibited by the superego are
redirected toward others who resemble
the person’s opposite sex parent.
• Healthy adults find pleasure in love and
work, fixated adults have their energy
tied up in earlier stages
44. Repression
• Puts anxiety-producing thoughts,
feelings, and memories into the
unconscious mind
• Unconscious forgetting
• The basis for all other defense
mechanisms
54. Rationalization
• Displaces real, anxiety-provoking
explanations with more comforting
justifications for one’s actions
• Reasoning away or making excuses to
reduce anxiety-producing thoughts
55.
56. Displacement
• Shifts an unacceptable impulse
toward a more acceptable or less
threatening object or person
• “Taking out” an emotion on a safe or
more accessible target than the actual
source of the emotion.