This document provides information on Carl Rogers' person-centered theory of personality and Alfred Adler's individual psychology theory. It includes biographies of Rogers and Adler, summaries of their major concepts and ideas, and critiques of their theories. Specifically, it outlines Rogers' view of the fully-functioning person, the conditions for therapeutic change, and research supporting his theory. It also summarizes Adler's ideas about inferiority feelings, compensation, birth order effects, and the assessment of personality styles.
This document provides an overview of several personality theories, including those proposed by Alfred Adler, Carl Jung, Karen Horney, and others. It discusses key concepts from each theorist, such as Adler's ideas around birth order and compensation, Jung's archetypes and personality types, and Horney's notions of basic anxiety and different neurotic personality types. The document aims to define personality and explore how different theorists have sought to understand individual differences in thinking, feeling and behaving.
Alfred Adler developed Individual Psychology which focused on understanding human behavior through examining goals, lifestyle, birth order, and social interest. Key concepts in Adlerian theory include inferiority, superiority, social interest, family constellation, and basic mistakes. Adlerian therapy uses techniques like lifestyle analysis, interpretation, encouragement, and paradoxical intention to help clients develop social interest and change maladaptive behaviors.
Alfred Adler developed Individual Psychology which focused on understanding personality from a holistic perspective. Key aspects of Adler's theory include:
1) People strive for superiority to overcome feelings of inferiority and find their place in the social world.
2) Early family dynamics and birth order influence one's lifestyle and sense of inferiority.
3) Social interest and contributing to the greater good are signs of good mental health.
4) Memories from childhood provide insight into present goals, worldviews, and behaviors.
This document summarizes three counseling theories: psychoanalytic theory, Jungian analytic theory, and Adlerian counseling. It discusses the founders and key concepts of each theory. Psychoanalytic theory, founded by Sigmund Freud, focuses on unconscious motives and childhood experiences. Jungian analytic theory, developed by Carl Jung, aims to facilitate personal growth through individuation. Adlerian counseling, established by Alfred Adler, emphasizes social interest, early recollections, and striving for superiority.
Alfred Adler was an Austrian psychiatrist born in 1870 who initially collaborated with Freud but later developed his own approach called Individual Psychology. Some key aspects of Adler's theory included his emphasis on inferiority complexes, superiority complexes, and social interest. He saw early childhood experiences and birth order as influencing one's lifestyle and approach to life. Adler used techniques like analyzing first memories and dreams to understand people's psychological development and styles of living. Karen Horney challenged Freud's views by focusing on social and cultural influences on personality rather than biology. She described different neurotic trends of moving towards, against, or away from people as ways people adjust to basic anxiety. The goal of her therapy was to help clients develop a realistic self-
Adler was an Austrian psychiatrist born in 1870 who was among the founders of the psychoanalytic movement but later broke away to form his own school called Individual Psychology. He is best known for concepts like the inferiority complex and striving for superiority. Adler believed that feelings of inferiority in childhood motivate people to compensate through developing a lifestyle and fictional goals to gain significance. Key aspects of Adler's theory included birth order influences, social interest in cooperation, and parenting styles like pampering or neglect.
Alfred Adler was an Austrian medical doctor and psychotherapist who founded the school of individual psychology. Some key aspects of Adler's theory included his emphasis on social motives and feelings of inferiority driving people's behaviors, the importance of birth order and family dynamics in personality development, and his view that people's fictional future goals or "life style" guide their actions. Adler broke from Freud's psychoanalytic school by focusing more on conscious motivations and social interests rather than unconscious drives and sexuality. He saw dreams and early memories as ways to understand people's approaches to solving life problems.
Alfred Adler developed the theory of individual psychology. He believed that personalities are shaped by social environments and interactions in early childhood. Adler felt physically inferior as a child and resolved to overcome this. He later criticized Freudian theory and founded his own society of individual psychology. Adler believed people strive for superiority and perfection through unique lifestyle patterns shaped by birth order and family dynamics in childhood.
This document provides an overview of several personality theories, including those proposed by Alfred Adler, Carl Jung, Karen Horney, and others. It discusses key concepts from each theorist, such as Adler's ideas around birth order and compensation, Jung's archetypes and personality types, and Horney's notions of basic anxiety and different neurotic personality types. The document aims to define personality and explore how different theorists have sought to understand individual differences in thinking, feeling and behaving.
Alfred Adler developed Individual Psychology which focused on understanding human behavior through examining goals, lifestyle, birth order, and social interest. Key concepts in Adlerian theory include inferiority, superiority, social interest, family constellation, and basic mistakes. Adlerian therapy uses techniques like lifestyle analysis, interpretation, encouragement, and paradoxical intention to help clients develop social interest and change maladaptive behaviors.
Alfred Adler developed Individual Psychology which focused on understanding personality from a holistic perspective. Key aspects of Adler's theory include:
1) People strive for superiority to overcome feelings of inferiority and find their place in the social world.
2) Early family dynamics and birth order influence one's lifestyle and sense of inferiority.
3) Social interest and contributing to the greater good are signs of good mental health.
4) Memories from childhood provide insight into present goals, worldviews, and behaviors.
This document summarizes three counseling theories: psychoanalytic theory, Jungian analytic theory, and Adlerian counseling. It discusses the founders and key concepts of each theory. Psychoanalytic theory, founded by Sigmund Freud, focuses on unconscious motives and childhood experiences. Jungian analytic theory, developed by Carl Jung, aims to facilitate personal growth through individuation. Adlerian counseling, established by Alfred Adler, emphasizes social interest, early recollections, and striving for superiority.
Alfred Adler was an Austrian psychiatrist born in 1870 who initially collaborated with Freud but later developed his own approach called Individual Psychology. Some key aspects of Adler's theory included his emphasis on inferiority complexes, superiority complexes, and social interest. He saw early childhood experiences and birth order as influencing one's lifestyle and approach to life. Adler used techniques like analyzing first memories and dreams to understand people's psychological development and styles of living. Karen Horney challenged Freud's views by focusing on social and cultural influences on personality rather than biology. She described different neurotic trends of moving towards, against, or away from people as ways people adjust to basic anxiety. The goal of her therapy was to help clients develop a realistic self-
Adler was an Austrian psychiatrist born in 1870 who was among the founders of the psychoanalytic movement but later broke away to form his own school called Individual Psychology. He is best known for concepts like the inferiority complex and striving for superiority. Adler believed that feelings of inferiority in childhood motivate people to compensate through developing a lifestyle and fictional goals to gain significance. Key aspects of Adler's theory included birth order influences, social interest in cooperation, and parenting styles like pampering or neglect.
Alfred Adler was an Austrian medical doctor and psychotherapist who founded the school of individual psychology. Some key aspects of Adler's theory included his emphasis on social motives and feelings of inferiority driving people's behaviors, the importance of birth order and family dynamics in personality development, and his view that people's fictional future goals or "life style" guide their actions. Adler broke from Freud's psychoanalytic school by focusing more on conscious motivations and social interests rather than unconscious drives and sexuality. He saw dreams and early memories as ways to understand people's approaches to solving life problems.
Alfred Adler developed the theory of individual psychology. He believed that personalities are shaped by social environments and interactions in early childhood. Adler felt physically inferior as a child and resolved to overcome this. He later criticized Freudian theory and founded his own society of individual psychology. Adler believed people strive for superiority and perfection through unique lifestyle patterns shaped by birth order and family dynamics in childhood.
Alfred Adler developed Individual Psychology which focused on investigating each individual's uniqueness. A key concept was social interest, the urge to adapt to one's social environment. Adler believed humans strive for superiority, initially conceived as aggression but later as a will to power, and that we develop fictional goals and interpretations to structure our understanding of reality. Feelings of inferiority arise from our dependence as infants and motivate growth. Each person develops a unique style of life to achieve superiority through talents, environment, and goal orientations.
This document provides an overview of several theories of personality:
1) Freud's psychoanalytic theory which describes personality as consisting of the id, ego, and superego and defense mechanisms like repression.
2) The trait theory which views personality as stable traits like openness and conscientiousness.
3) The five-factor model known as the Big Five which identifies the main personality traits as openness, conscientiousness, extraversion, agreeableness, and neuroticism.
4) The humanistic theory which emphasizes people's inherent goodness and potential for growth, as described by Carl Rogers' concepts of self-concept and the need for unconditional positive regard to become fully functioning and self-
Personality is defined as consistent patterns of behavior that make us unique. It is shaped by both nature and nurture. Nature includes our genetics and biology, while nurture encompasses our environment and experiences. Several major theories have attempted to explain personality development, such as Freud's psychosexual stages, Jung's personality type theory, Erikson's psychosocial stages, and Piaget's cognitive development theory. Pseudoscientific theories like the four humors and body types have also sought to characterize personality. Overall, personality is influenced by a complex interplay of genetic, environmental, social, and cultural factors over the course of one's life.
Personality is shaped by both nature and nurture. It develops over time through childhood experiences and stages of development. Major theories that seek to explain personality include Freud's psychosexual stages, Jung's cognitive personality types, Erikson's psychosocial stages, and more modern trait and cognitive theories. While some factors like genes are innate, personality is also influenced by one's environment, family, culture, and experiences over the lifespan.
Personality is the key to adjustment and mental health. A healthy, well-developed and well-integrated personality is a guarantee of effective adjustments.”
-Alexander Schneiders
Adlerian psychotherapy focuses on understanding a client's subjective experiences and goals or lifestyle. The therapist aims to help clients develop social interest and healthier ways of living. Key concepts include striving for superiority to overcome feelings of inferiority, the influence of birth order and family dynamics, and purposeful, goal-directed behavior. The therapeutic process involves establishing trust, exploring the client's worldview and goals, facilitating insight and self-understanding, and helping with reorientation through encouragement and reeducation. Techniques emphasize encouragement, catching oneself repeating patterns, and exploring underlying motivations.
Rudolf Dreikurs developed Alfred Adler's theory of individual psychology into a method for understanding misbehavior in children. Dreikurs' classroom management theory views misbehavior as a child's way of communicating and seeking to fit in. The theory classifies four goals of misbehavior: attention-getting, power and control, revenge, and feelings of inadequacy. For attention-seeking behaviors specifically, the document recommends giving children positive attention to meet their need for feeling significant, rather than just reacting negatively to their misbehaviors.
This document provides an overview of Alfred Adler's theory of individual psychology and personality disorders. It discusses Adler's background and key concepts such as inferiority complex, striving for superiority, birth order influences, and the three neurotic styles of life. The document also examines Adler's techniques in individual psychology therapy including establishing relationships, exploring dynamics, encouraging insight, and helping with reorientation. Finally, it discusses applications of Adler's approach and his contributions to understanding social interest, life goals, family influences, and cultural factors in personality development.
Alfred Adler was an Austrian psychologist born in 1870 who developed the theory of Individual Psychology. Some key points of Adler's theory are that everyone is unique, behavior is motivated by goals rather than unconscious drives, and how we deal with feelings of inferiority influences our personality type. Adler focused on holistically understanding personality and behavior through three main life tasks: social, love-related, and vocational. He believed the way we approach these tasks determines our unique lifestyle and way of coping with feelings of inferiority.
1. Personality is a dynamic set of characteristics that uniquely influences one's behaviors and is assessed through various theories and techniques. 2. Major theories include type theories based on physical characteristics, trait theories focused on measuring habitual behaviors and thoughts, and developmental theories about personality formation over one's lifespan. 3. Assessment techniques range from observations and interviews to projective tests that analyze responses to ambiguous stimuli.
This document discusses several theories of socialization and human development. It describes how socialization is the lifelong process by which people learn culture and develop their personality through social experience. Several influential theorists are outlined, including Freud, Piaget, Kohlberg, Gilligan, Mead and Erikson. Their stage theories explain personality and moral development from childhood through adulthood. Key agents of socialization that influence development are also defined, such as family, school, peer groups, and mass media.
Austrian psychiatrist Alfred Adler developed the theory of Individual Psychology. Some key points about Adler:
- He was born in 1870 in Vienna and helped found the psychoanalytic movement but later developed his own approach called Individual Psychology.
- Adler believed people have an innate feeling of inferiority and develop styles of life and characteristic behaviors to compensate for perceived weaknesses and strive for superiority.
- The four primary styles of life are ruling, getting, avoiding, and socially useful. Adler analyzed how birth order and childhood experiences shape one's style of life.
- Adler used case studies in his research and emphasized dreams and early memories in understanding personality development and neuroses. He believed social interest was important for well-
Alfred Adler was an Austrian psychiatrist who founded the school of individual psychology. Some key points about Adler:
- He was influenced early in his career by Freud but later broke away to form his own approach.
- Adler believed that feelings of inferiority in childhood shape our goals and behaviors as adults as we strive for superiority.
- Our fictional final goals are unconscious beliefs that we hold about what will make us feel significant.
- Therapy focuses on understanding how early experiences led to one's lifestyle and private logic in order to develop social interest.
- Adler's approach considers biological, psychological, and social factors and how they influence one's unique personality.
Alfred Adler was an Austrian psychiatrist who broke from Freud and developed his own approach called individual psychology. He emphasized seeing people as whole individuals rather than a series of parts. Major contributions included his concepts of style of life, striving for superiority, parental influences on personality development, and birth order effects. Adler believed people are motivated by feelings of inferiority and strive for superiority throughout life. Well-adjusted people express this through social interest and concern for others. Parental pampering or neglect can hinder development and lead to problems. Birth order influences personality, with firstborns more prone to issues and lastborns dependent with inferiority feelings. However, Adler's theories relied heavily on anecdotal evidence and have
This document provides a brief biography of Alfred Adler, founder of Individual Psychology, and summaries of some of his key ideas. It discusses Adler's early life struggles, his work with Freud and later split from psychoanalysis. Some of Adler's central beliefs involved human motivation towards social superiority and the influence of early family dynamics and birth order on personality development. Adler was one of the first to practice and advocate for group therapy techniques. The document also contrasts Adler's theories with Freud's and provides overviews of several Adlerian therapeutic concepts.
In order for students to perform adequately, their basic psychological needs must be met. Abraham Maslow's hierarchy of needs suggests that physiological, safety, belongingness, esteem, and self-actualization needs must all be fulfilled. Rudolf Dreikurs and William Glasser emphasized the need for social acceptance and a sense of power or efficacy. Erik Erikson's stages of psychosocial development highlight the importance of trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity. David Elkind and Joan Lipsitz stress the significance of positive relationships and interactions with others. Meeting students' basic needs, facilitating their development, and fostering social connections are crucial for adequate performance and success in school.
Theories of personality, psychology, Characteristics Of Personality, Factors Influencing Personality Development, Purpose Of Personality Theories, Theories Of Personality’s Types, Jung's Personality Theory, Jung’s Eight Personality Types, Adler's Personality Theory, Adler's Psychological Types, GORDON ALLPORT’s TRAIT THEORIES, IN PSYCHOLOGY AND SOCIAL WORK PRACTICE, presentation,
Theories of personality, psychology, Characteristics Of Personality, Factors Influencing Personality Development, Purpose Of Personality Theories, Theories Of Personality’s Types, Jung's Personality Theory, Jung’s Eight Personality Types, Adler's Personality Theory, Adler's Psychological Types, GORDON ALLPORT’s TRAIT THEORIES, IN PSYCHOLOGY AND SOCIAL WORK PRACTICE, presentation,
A presentation prepared for the Psycholinguistics class at the Instituto Superior de Lenguas, National University of Asunción. August 2008, Professor Teresita Andrada.
Consider the vision for a successful Southwest Transit marketing tea.docxclarebernice
Consider the vision for a successful Southwest Transit marketing team composed in Topic 4. Narrow down the team selection to four individuals for presentation to the director. Decide which strategies will be most effective for leading the agreed-upon team. Compose a PowerPoint presentation (10-12 slides), then record your 5-7-minute presentation using YouTube Video, Loom, or Zoom. On the title slide of your PowerPoint presentation, provide the link to your YouTube, Loom, or Zoom video recording that you created. Your presentation should address the following:
Who are the four team members, and what was the primary reason each person was selected? How difficult was it to come to a decision regarding team selection? Which potential team member was most difficult to come to a consensus about? Why?
What are the primary strengths of the team? What are its potential weaknesses? How positive is the management team about the team's potential? Justify your answers with evidence from " Southwest Transit Team Member Profiles."
What strategies will be most effective for motivating the team, managing conflict, and ensuring success and fostering collaboration? Cite specific motivational theories, conflict-resolution strategies, and leadership strategies in your answer.
Justify how the selected team embodies the values of Conscious Capitalism how the tenet of stakeholder orientation played a role in the team selection process. Provide citations to strengthen your claims.
Describe how value is created for each stakeholder, and in what ways will the team positively impact the business as a whole?
You are required to use at least three academic references to strengthen and support your claims and recommendations. Ensure each content slide has supporting citations and specific examples.
.
Consider the various ways to create effective communication in teams.docxclarebernice
Consider the various ways to create effective communication in teams and guidelines from the text to determine how s a student group could constructively manage the situations described below. In your response for each scenario, identify which principles of effective teamwork are being disregarded, and develop responses (i.e. ways) that maintain a supportive communication climate.
A. LATENESS: At the second meeting, Peg came in a few minutes late. That was bad enough, but now she’s coming 10–15 minutes late to every meeting. What’s worse, Angelica and Robert have started arriving late, too. It makes the rest of us feel like giving up.
B. SKEPTICISM: Dan constantly makes negative comments. Our brainstorming activities fail because he makes fun of our efforts. Some people in the group are losing their enthusiasm and have stopped saying anything.
C. MONOPOLIZING: Rajiv is very opinionated. He keeps talking, and he rambles on and on. It feels like we can’t get a word in edgewise.
D. SILENT DISAGREEMENT: Adelle sits around rolling her eyes about almost everything we say. We can tell from the look on her face that she doesn’t like our ideas. It makes us feel like she doesn’t like us, either. She’s very pretty, and I think maybe she feels superior.
.
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Similar to Clinical ScenariosDirections After reading each of the two scen.docx
Alfred Adler developed Individual Psychology which focused on investigating each individual's uniqueness. A key concept was social interest, the urge to adapt to one's social environment. Adler believed humans strive for superiority, initially conceived as aggression but later as a will to power, and that we develop fictional goals and interpretations to structure our understanding of reality. Feelings of inferiority arise from our dependence as infants and motivate growth. Each person develops a unique style of life to achieve superiority through talents, environment, and goal orientations.
This document provides an overview of several theories of personality:
1) Freud's psychoanalytic theory which describes personality as consisting of the id, ego, and superego and defense mechanisms like repression.
2) The trait theory which views personality as stable traits like openness and conscientiousness.
3) The five-factor model known as the Big Five which identifies the main personality traits as openness, conscientiousness, extraversion, agreeableness, and neuroticism.
4) The humanistic theory which emphasizes people's inherent goodness and potential for growth, as described by Carl Rogers' concepts of self-concept and the need for unconditional positive regard to become fully functioning and self-
Personality is defined as consistent patterns of behavior that make us unique. It is shaped by both nature and nurture. Nature includes our genetics and biology, while nurture encompasses our environment and experiences. Several major theories have attempted to explain personality development, such as Freud's psychosexual stages, Jung's personality type theory, Erikson's psychosocial stages, and Piaget's cognitive development theory. Pseudoscientific theories like the four humors and body types have also sought to characterize personality. Overall, personality is influenced by a complex interplay of genetic, environmental, social, and cultural factors over the course of one's life.
Personality is shaped by both nature and nurture. It develops over time through childhood experiences and stages of development. Major theories that seek to explain personality include Freud's psychosexual stages, Jung's cognitive personality types, Erikson's psychosocial stages, and more modern trait and cognitive theories. While some factors like genes are innate, personality is also influenced by one's environment, family, culture, and experiences over the lifespan.
Personality is the key to adjustment and mental health. A healthy, well-developed and well-integrated personality is a guarantee of effective adjustments.”
-Alexander Schneiders
Adlerian psychotherapy focuses on understanding a client's subjective experiences and goals or lifestyle. The therapist aims to help clients develop social interest and healthier ways of living. Key concepts include striving for superiority to overcome feelings of inferiority, the influence of birth order and family dynamics, and purposeful, goal-directed behavior. The therapeutic process involves establishing trust, exploring the client's worldview and goals, facilitating insight and self-understanding, and helping with reorientation through encouragement and reeducation. Techniques emphasize encouragement, catching oneself repeating patterns, and exploring underlying motivations.
Rudolf Dreikurs developed Alfred Adler's theory of individual psychology into a method for understanding misbehavior in children. Dreikurs' classroom management theory views misbehavior as a child's way of communicating and seeking to fit in. The theory classifies four goals of misbehavior: attention-getting, power and control, revenge, and feelings of inadequacy. For attention-seeking behaviors specifically, the document recommends giving children positive attention to meet their need for feeling significant, rather than just reacting negatively to their misbehaviors.
This document provides an overview of Alfred Adler's theory of individual psychology and personality disorders. It discusses Adler's background and key concepts such as inferiority complex, striving for superiority, birth order influences, and the three neurotic styles of life. The document also examines Adler's techniques in individual psychology therapy including establishing relationships, exploring dynamics, encouraging insight, and helping with reorientation. Finally, it discusses applications of Adler's approach and his contributions to understanding social interest, life goals, family influences, and cultural factors in personality development.
Alfred Adler was an Austrian psychologist born in 1870 who developed the theory of Individual Psychology. Some key points of Adler's theory are that everyone is unique, behavior is motivated by goals rather than unconscious drives, and how we deal with feelings of inferiority influences our personality type. Adler focused on holistically understanding personality and behavior through three main life tasks: social, love-related, and vocational. He believed the way we approach these tasks determines our unique lifestyle and way of coping with feelings of inferiority.
1. Personality is a dynamic set of characteristics that uniquely influences one's behaviors and is assessed through various theories and techniques. 2. Major theories include type theories based on physical characteristics, trait theories focused on measuring habitual behaviors and thoughts, and developmental theories about personality formation over one's lifespan. 3. Assessment techniques range from observations and interviews to projective tests that analyze responses to ambiguous stimuli.
This document discusses several theories of socialization and human development. It describes how socialization is the lifelong process by which people learn culture and develop their personality through social experience. Several influential theorists are outlined, including Freud, Piaget, Kohlberg, Gilligan, Mead and Erikson. Their stage theories explain personality and moral development from childhood through adulthood. Key agents of socialization that influence development are also defined, such as family, school, peer groups, and mass media.
Austrian psychiatrist Alfred Adler developed the theory of Individual Psychology. Some key points about Adler:
- He was born in 1870 in Vienna and helped found the psychoanalytic movement but later developed his own approach called Individual Psychology.
- Adler believed people have an innate feeling of inferiority and develop styles of life and characteristic behaviors to compensate for perceived weaknesses and strive for superiority.
- The four primary styles of life are ruling, getting, avoiding, and socially useful. Adler analyzed how birth order and childhood experiences shape one's style of life.
- Adler used case studies in his research and emphasized dreams and early memories in understanding personality development and neuroses. He believed social interest was important for well-
Alfred Adler was an Austrian psychiatrist who founded the school of individual psychology. Some key points about Adler:
- He was influenced early in his career by Freud but later broke away to form his own approach.
- Adler believed that feelings of inferiority in childhood shape our goals and behaviors as adults as we strive for superiority.
- Our fictional final goals are unconscious beliefs that we hold about what will make us feel significant.
- Therapy focuses on understanding how early experiences led to one's lifestyle and private logic in order to develop social interest.
- Adler's approach considers biological, psychological, and social factors and how they influence one's unique personality.
Alfred Adler was an Austrian psychiatrist who broke from Freud and developed his own approach called individual psychology. He emphasized seeing people as whole individuals rather than a series of parts. Major contributions included his concepts of style of life, striving for superiority, parental influences on personality development, and birth order effects. Adler believed people are motivated by feelings of inferiority and strive for superiority throughout life. Well-adjusted people express this through social interest and concern for others. Parental pampering or neglect can hinder development and lead to problems. Birth order influences personality, with firstborns more prone to issues and lastborns dependent with inferiority feelings. However, Adler's theories relied heavily on anecdotal evidence and have
This document provides a brief biography of Alfred Adler, founder of Individual Psychology, and summaries of some of his key ideas. It discusses Adler's early life struggles, his work with Freud and later split from psychoanalysis. Some of Adler's central beliefs involved human motivation towards social superiority and the influence of early family dynamics and birth order on personality development. Adler was one of the first to practice and advocate for group therapy techniques. The document also contrasts Adler's theories with Freud's and provides overviews of several Adlerian therapeutic concepts.
In order for students to perform adequately, their basic psychological needs must be met. Abraham Maslow's hierarchy of needs suggests that physiological, safety, belongingness, esteem, and self-actualization needs must all be fulfilled. Rudolf Dreikurs and William Glasser emphasized the need for social acceptance and a sense of power or efficacy. Erik Erikson's stages of psychosocial development highlight the importance of trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity. David Elkind and Joan Lipsitz stress the significance of positive relationships and interactions with others. Meeting students' basic needs, facilitating their development, and fostering social connections are crucial for adequate performance and success in school.
Theories of personality, psychology, Characteristics Of Personality, Factors Influencing Personality Development, Purpose Of Personality Theories, Theories Of Personality’s Types, Jung's Personality Theory, Jung’s Eight Personality Types, Adler's Personality Theory, Adler's Psychological Types, GORDON ALLPORT’s TRAIT THEORIES, IN PSYCHOLOGY AND SOCIAL WORK PRACTICE, presentation,
Theories of personality, psychology, Characteristics Of Personality, Factors Influencing Personality Development, Purpose Of Personality Theories, Theories Of Personality’s Types, Jung's Personality Theory, Jung’s Eight Personality Types, Adler's Personality Theory, Adler's Psychological Types, GORDON ALLPORT’s TRAIT THEORIES, IN PSYCHOLOGY AND SOCIAL WORK PRACTICE, presentation,
A presentation prepared for the Psycholinguistics class at the Instituto Superior de Lenguas, National University of Asunción. August 2008, Professor Teresita Andrada.
Similar to Clinical ScenariosDirections After reading each of the two scen.docx (20)
Consider the vision for a successful Southwest Transit marketing tea.docxclarebernice
Consider the vision for a successful Southwest Transit marketing team composed in Topic 4. Narrow down the team selection to four individuals for presentation to the director. Decide which strategies will be most effective for leading the agreed-upon team. Compose a PowerPoint presentation (10-12 slides), then record your 5-7-minute presentation using YouTube Video, Loom, or Zoom. On the title slide of your PowerPoint presentation, provide the link to your YouTube, Loom, or Zoom video recording that you created. Your presentation should address the following:
Who are the four team members, and what was the primary reason each person was selected? How difficult was it to come to a decision regarding team selection? Which potential team member was most difficult to come to a consensus about? Why?
What are the primary strengths of the team? What are its potential weaknesses? How positive is the management team about the team's potential? Justify your answers with evidence from " Southwest Transit Team Member Profiles."
What strategies will be most effective for motivating the team, managing conflict, and ensuring success and fostering collaboration? Cite specific motivational theories, conflict-resolution strategies, and leadership strategies in your answer.
Justify how the selected team embodies the values of Conscious Capitalism how the tenet of stakeholder orientation played a role in the team selection process. Provide citations to strengthen your claims.
Describe how value is created for each stakeholder, and in what ways will the team positively impact the business as a whole?
You are required to use at least three academic references to strengthen and support your claims and recommendations. Ensure each content slide has supporting citations and specific examples.
.
Consider the various ways to create effective communication in teams.docxclarebernice
Consider the various ways to create effective communication in teams and guidelines from the text to determine how s a student group could constructively manage the situations described below. In your response for each scenario, identify which principles of effective teamwork are being disregarded, and develop responses (i.e. ways) that maintain a supportive communication climate.
A. LATENESS: At the second meeting, Peg came in a few minutes late. That was bad enough, but now she’s coming 10–15 minutes late to every meeting. What’s worse, Angelica and Robert have started arriving late, too. It makes the rest of us feel like giving up.
B. SKEPTICISM: Dan constantly makes negative comments. Our brainstorming activities fail because he makes fun of our efforts. Some people in the group are losing their enthusiasm and have stopped saying anything.
C. MONOPOLIZING: Rajiv is very opinionated. He keeps talking, and he rambles on and on. It feels like we can’t get a word in edgewise.
D. SILENT DISAGREEMENT: Adelle sits around rolling her eyes about almost everything we say. We can tell from the look on her face that she doesn’t like our ideas. It makes us feel like she doesn’t like us, either. She’s very pretty, and I think maybe she feels superior.
.
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.
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Consider the types of digital technology advances that exist and how they might have gone awry. Identify some types digital technology that may have gone awry and how they affect your life.
1) It should be a minimum of 350 Words not including references
2) APA Format and References needed
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Consider the two following statements: "Photosynthesis and cellular respiration are opposite reactions" and "Photosynthesis and cellular respiration are complementary reactions."
Which statement is correct? Or are they both correct? Explain.
Autotrophs are considered to be the foundation of all ecosystems. Do you agree with that statement? Explain why.
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Consider the study on Ethnography you described last week, Remind us of your study. 1.What population will be your sample?
2. What specific qualitative data will you collect?
3. How will you know when to stop collecting data?
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HR will need to adapt to changes from advancing technology allowing more remote operations and changes from unforeseen world events like pandemics or natural disasters. HR may need new policies and training to guide remote work setup and management as well as policies for employee support during crises. Continual assessment of needs will help HR change effectively with our evolving world.
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Consider the scenarios involving the unwilling moral agents of Jim and George in Bernard William's “Utilitarianism & Integrity”. Describe the events that occur in such scenario (Be detailed your descriptions.) Explain how these events relate to the Brain in a Vat scenario in Robert Nozick’s “The Experience Machine”. Additionally, explain how the thought experiments in each article exemplify objections regarding consequentialist judgments. Finally, using the selection from Mill's Utilitarianism to demonstrate how these objections might be unwarranted. Provide a detailed scenario that demonstrates your formulation of the unwarranted objections.
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Consider the scenario below.A toxic waste dump company wants to .docxclarebernice
Consider the scenario below.
A toxic waste dump company wants to build a facility within a small, low-income community. The city council has to approve the placement for all new companies. The approval of the addition of this particular company will bring very little economic benefit to the community. None of the residents of the community attended the city council meeting when this company made its proposal, and the community residents were unaware of the proposal. Since no one in the community attended the city council meetings, the chief executive officer (CEO) of the toxic waste dump company says approval from the city council should be the only approval needed to move forward with building this facility.
Do you agree or disagree with the CEO? Consider the roles and responsibilities of federal, state, and local health departments in public health practice. What is one recommendation for what should have been done prior to the council meeting to ensure that the decision was fair and valid?
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Consider the role of stakeholders in addressing a health problem a.docxclarebernice
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at all stagesof a health promotion initiative? (Your comments should delineate particular stages at which stakeholder participation is most critical.)
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Consider the quote by Adam Fuss in this module in which he describes.docxclarebernice
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Consider the obstacles that Phoenix Jackson had to overcome on h.docxclarebernice
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Each group needs to find 2 or more examples of each of the following conflicts that Phoenix Jackson faced.
a. Person vs Self
b. Person vs Person
c. Person vs Environment
d. Person vs Society
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Consider the nurse leader’s role in achieving the IHI Quadruple Ai.docxclarebernice
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Assignment (5–6 pages, not including title and reference page):
Write a paper in which you address the following:
Identity your selected example of a transition of care.
Describe the key stakeholders that might be involved in this transition of care and the leadership strategies you would use to engage and influence them.
Explain how you, as a nurse leader along with your healthcare team, would apply systems thinking when providing a transition of care aligned with the IHI Quadruple Aim framework in order to improve it. Explain the fourth aim and strategy you would use and why.
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Consider the music business as a supply network. How has music d.docxclarebernice
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2) current music industry structure - Create a diagram to show the supply network
3) Remember to include terms such as: dintermediation, co-opetition, business ecosystem, dyads and triads, vertical integration, outsourcing etc
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zero plagarism and proper APA formatting..
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Contrast Soviet and post-Soviet migration patterns within the Russian domain. Throughout the Soviet era Russian leaders relocated people to new locations, both in an attempt to extend Russian political and economic power and as a means of punishment—as prisoners were dispatched to a series of security sites: The Gulag Archipelago. Russian leaders viewed many of these relocations as part of a broader ‘Russification’ policy.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Clinical ScenariosDirections After reading each of the two scen.docx
1. Clinical Scenarios
Directions: After reading each of the two scenarios, complete a
five-axis psychological diagnosis for each of the two scenarios.
Place your answers in the space provided.
Diagnosis for Grace:
Axis I
Axis II
Axis III
Axis IV
Axis V
Diagnosis for Paul:
Axis I
Axis II
Axis III
Axis IV
Axis V
Grading Guide
2. Good Will Hunting
Write a two page paper, including a title page (APA format).
See the APA template provided in the
assignment section for APA format. The assignment should
include a total of 3 pages, the title page and
two content pages.
This assignment is due – Sunday, April 9th by 11:55 p.m.
Content: 5 Points
• Write a two page paper from the movie - Good Will Hunting
• Incorporate in your paper any theories that you think applies
to any of the characters in
the movie (Will, Skylar, Dr. Maguire, Professor Lambeau and
Chuckie).
o Freud – Unconscious, sexual drives and ego
o Erikson – Eight stages of Psychosocial Personality Dev.
o Horney – Ten Neurotic Needs
o Rogers – Dev. of the Self in Childhood – (regards)
o Maslow – Hierarchy of Needs
o Alder – The style of life, social interest and birth order
Organization and Development: 2.5 Points
• The paper is clear and organized; major points are supported
by details and examples.
• The paper provides relevant and sufficient background on the
topic.
• The paper is logical, flows, and reviews the major points.
3. Mechanics and Format: 2.5 Points
• Rules of grammar, usage, and punctuation are followed;
spelling is correct.
• The paper—including the title page, running head, page
numbering, and no reference
page — is consistent with APA 6th edition guidelines.
Additional Comments:
Alfred Adler
A. The Life of Adler
Adler called his approach to human nature Individual
Psychology, which focused on the uniqueness of each person
and denied the universality of biological motives and goals.
Adler had an early childhood where he suffered from illness,
was near death from pneumonia and experienced isolation from
other children because of his illnesses.
A. The Life of Adler (cont.)
4. 3. Adler felt childhood relationships with other children and
siblings were much more important in personality development
than did Freud.
4. Adler associated with Freud for nine years, but eventually
became a critic of Freud and his psychoanalytic theory.
5. Adler went on to found the Society for Individual Psychology
in 1912.
6. Adler was active in organizing government-sponsored child
counseling clinics and introduced group training and guidance
procedures.
B. Inferiority Feelings: The Source of Human Striving
Adler believed that inferiority feelings were common for human
to feel and they were the source of all human striving.
Compensation is the drive we need to overcome this sense of
inferiority and to strive for increasingly higher levels of
development. This process begins in infancy, when the infant is
aware of his or her parents’ greater power and strength, and the
hopelessness of overcoming this power. This becomes an
environment of helplessness and dependency on adults.
B. Inferiority Feelings: The Source of Human Striving (cont.)
2. For a child, an inability to overcome inferiority feelings
intensifies them, leading to the development of an inferiority
complex.
Adler used his theory to explain how neglected, unwanted, and
rejected children can develop an inferiority complex.
5. B. Inferiority Feelings: The Source of Human Striving (cont.)
3. The superiority complex involves an exaggerated opinion of
one’s abilities and accomplishments.
A person may feel such a need and work to become extremely
successful; or, the person may feel superior and self-satisfied
and have no need to demonstrate his or her accomplishments.
C. Striving for Superiority, or Perfection
Adler described a drive for perfection as a striving for
superiority.
We strive for superiority in an effort to perfect ourselves, to
make ourselves complete or whole.
D. The Style of Life
According to Adler, we develop a unique or distinct character,
or style of life.
In an attempt at compensation, children acquire a set of
behaviors. These behaviors become part of the style of life, a
pattern of behaviors designed to compensate for an inferiority.
This style of life becomes the guiding framework for all later
behaviors.
D. The Style of Life (cont.)
2. Adler proposed four basic styles of life for dealing with
6. problems involving our behavior, problems of occupation, and
problems of love:
(a) the dominant type who displays a dominant ruling attitude
with little social awareness;
(b) the getting type which is the most common, where a person
expects to receive satisfaction from other people and so
becomes dependent on them;
(c) the avoiding type is a person who avoids any possibility of
failure; and
(d) the socially useful type who cooperates with others and acts
in accordance with their needs.
E. Social Interest
Social interest is defined as the individual’s innate potential to
cooperate with other people to achieve personal and societal
goals.
We depend on our early social experiences to realize our innate
potential.
The mother’s role becomes vital in developing the child’s social
interest or can thwart the development of this potential.
The mother must teach the child cooperation, companionship,
and courage.
F. Birth Order
1. Adler viewed a person’s birth order is a major influence in
childhood. Even though siblings have the same parents and live
in the same house, they do not have identical social
environments.
7. F. Birth Order (cont.)
The first-born child gets the full and undivided attention of the
parents.
As a result, first-borns have a secure, happy existence, until the
second-born appears.
First-borns may become stubborn, ill-behaved, and destructive
as they try to regain their former position in the family.
They may blame any discipline on the parents’ love for the
other child, who the first-born perceives is the cause of the
problem.
The advantages of being the oldest child include playing the
role of teacher, tutor, leader, and disciplinarian, when helping
with the younger children.
F. Birth Order (cont.)
The second-born child, the parents are less concerned and
anxious about their own behavior and may be more relaxed in
their approach with the second child.
Competition with the first-born may motivate the second-born.
They become more optimistic about the future and may even
excel in sports or scholarship.
However, if the second-born feels they can not surpass the first-
born, they may become an underachiever, performing below
their ability.
8. F. Birth Order (cont.)
The youngest child is driven to surpass all the older children
and learn at a fast rate, even into adulthood.
The youngest can be excessively pampered and come to believe
they need not learn anything, therefore, they may become
helpless and dependent as adults.
F. Birth Order (cont.)
The only child remains the focus and the center of attention.
The only child spends more of their time with adults and may
mature faster than others.
Only children experience difficulties when they find they are
not the center of attention.
They may not have learned to compete, and if their abilities do
not bring them sufficient recognition or attention, they are
likely to feel keenly disappointed.
G. Assessment in Adler’s Theory
Adler assessed the personalities of his patients by observing
everything about them, such as the way they walked or sat, the
manner of shaking hands, even the choice of chair they sat in.
A person’s body language indicates something of our style of
life, according to Adler.
31. 1
A. The Life of Freud
1. Freud was born in Moravia in 1856.
His father was a Jewish wool merchant. Since the age of five,
Freud lived most of his life in Vienna, Austria.
Freud had a passionate, sexual attachment towards his mother
and childhood hostility towards his meek father.
Many of his childhood experiences would influence his theories
later in life.
There were eight children in the family, but Sigmund had
special privileges, such as his own room.
2
A. The Life of Freud (cont.)
Freud entered high school a year earlier and became fluent in
several languages.
Freud trained to be a physician and researched fish and eels.
Freud also experimented with cocaine, before it became illegal.
Freud unknowingly harmed a friend by prescribing cocaine and
had used cocaine for himself.
3
A. The Life of Freud (cont.)
2. Freud became convinced that sexual conflicts were the
primary cause of all neurosis.
32. Freud claimed that childhood fantasies of sexual events were
quite common for all children. Whether these memories are
from true events or just sexual fantasies is controversial today.
4
A. The Life of Freud (cont.)
3. Freud’s attitude toward sex was negative and felt that sex
was degrading, because it contaminated the mind and body.
Freud, although having children, felt resentful toward his sex
life with his wife. Freud diagnosed himself, as having an
anxiety neurosis as he learned to psychoanalyze himself through
the study of dreams. He was able to recall his dreams and
interpret their meanings.
5
A. The Life of Freud (cont.)
4. Freud began to publish articles and books and he also
presented papers at scientific meetings.
His disciples or followers included Carl Jung and Alfred Adler.
Jung later broke with Freud in disputing Freud’s approach to
psychoanalysis. Freud received an honorary doctoral degree at
Clark University in the United States in 1909, where his
theories were warmly welcomed.
6
33. A. The Life of Freud (cont.)
By the 1920’s and 1930’s Freud was having much success,
however he was to die several years later from cancer of the
mouth. Freud’s books were burned by the Nazis and he fled to
England where he died in 1939 by an overdose of morphine that
was given deliberately by his physician.
7
B. Instincts: The Propelling Forces of the Personality
1. Instincts are the basic elements of the personality, the
motivating forces that drive behavior and determine its
direction.
Instincts, such as hunger and thirst, are internal. These
instincts motivate people to behave in a way that satisfies the
need.
When the body is in a state of need, we become motivated to
restore and maintain equilibrium by satisfying the need.
These instincts are the source of energy for human behavior, but
this energy may be expressed in a variety of interests,
preferences, and attitudes.
8
B. Instincts: The Propelling Forces of the Personality (cont.)
2. The life instincts are oriented toward growth and
development and the psychic energy manifested by the life
instincts is the libido.
According to Freud, the most important life instinct is sex.
34. Sex becomes our primary motivation, such as in erotic wishes.
Death instincts are the opposite of life instincts and one
component is the aggressive drive which compels us to destroy,
conquer, and kill.
9
C. The Levels of Personality
There are two levels of personality, according to Freud.
The conscious corresponds to its ordinary everyday meaning.
The unconscious : a part of the personality that contains the
memories, knowledge, beliefs, feelings, urges, drives, and
instincts of which the individual is not aware; a “safe haven”
for memories of threatening events.
10
D. The Structure of Personality: Id, Ego, and Superego
The id is the reservoir for the instincts and the libido.
The id – the raw, unorganized, inborn part of personality;
reduces tension created by primitive drives related to hunger,
sex, aggression, and irrational impulses
is powerful in the structure of personality because it supplies all
the energy for the other two components.
The id functions to increase pleasure and avoid pain, so id is
driven by the pleasure principal.
35. 11
D. The Structure of Personality: Id, Ego, and Superego (cont.)
2. The ego is the part of personality that provides a buffer
between the id and the outside world.
The purpose of the id is to obtain tension reduction in the
personality.
Operates on the reality principles: instinctual energy is
restrained to keep individual safe and to help integrate the
person into society
12
D. The Structure of Personality: Id, Ego, and Superego (cont.)
3. The superego: the final component of personality to develop,
it represents the rights and wrongs of society as handed down
by a person’s parent, teacher, and other important people
Includes the conscience: makes you feel guilty if you do
something morally wrong
E. Anxiety: A threat to the Ego
1. Freud described anxiety as an objectless fear to a specific
object that induced it. When we cannot cope with anxiety,
when we are in danger of being overwhelmed by it; the anxiety
is said to be traumatic.
36. 14
E. Anxiety: A threat to the Ego (cont.)
2. There are three types of anxiety:
Reality or objective anxiety involves a fear of tangible dangers
in the real world.
Neurotic anxiety has its basis in childhood, in a conflict
between instinctual gratification and reality.
Moral anxiety which results from a conflict between the id and
the superego. This is a fear of one’s conscience.
15
F. Defense Mechanisms Against Anxiety
If rational techniques to reduce tension do not work, then the
person may resort to one or several defense mechanisms.
Freud believed that defenses must, to some extent, always be in
operation. These mechanisms deny or distort reality and
operate unconsciously.
16
37. F. Defense Mechanisms Against Anxiety (cont.)
Repression is an involuntary removal of something from the
conscious awareness.
Denial is related to repression and involves denying the
existence of some external threat or traumatic event that has
occurred.
One defense against a disturbing impulse is to actively express
the opposite impulse, which is called reaction formation.
Another way of defending against disturbing impulses is to
attribute them to someone else. This is called projection.
18
F. Defense Mechanisms Against Anxiety (cont.)
Regression is the defense mechanism where a person retreats or
regresses to an earlier period of life that is pleasant and free of
frustration and anxiety.
Rationalization is a defense mechanism that involves
reinterpreting our behavior to make it seem more rational and
acceptable to us.
If an object that satisfies an id impulse is not available, the
person may shift the impulse to another object. This is
displacement.
Finally, sublimation involves the altering of the id impulses to
more socially acceptable behaviors.
19
38. G. Psychosexual Stages of Personality Development
Each of these stages are defined by an erogenous zone of the
body.
In each developmental stage a conflict exists that must be
resolved before the infant or child can progress to the next
stage.
20
G. Psychosexual Stages of Personality Development (cont.)
The Oral stage lasts from birth until some time in the second
year of life. This stage is where the infant’s principal source of
pleasure is the mouth. Since the infant is in the primary care of
the mother, the infant loves the mother and is satisfied.
21
G. Psychosexual Stages of Personality Development (cont.)
The Anal stage begins about the age of 18 months, when a new
demand, toilet training is involved. Defecation, Freud believed,
produces erotic pleasure for the child, but with the onset of
toilet training the infant has to delay this pleasurable act.
In the fourth or fifth year, the Phallic stage begins. The focus
shifts from the anus to the genitals, where the child again has to
control their impulse in manipulating their genitals.
39. 22
G. Psychosexual Stages of Personality Development (cont.)
The Oedipus complex is used by Freud to describe a boy or girl
who desires to have sexual relations with their opposite sex
parent. The boy or girl sees the same sex parent as a rival for
their affections, so they may become hostile or jealous of the
parents’ love relationship. A girl would develop penis envy,
because she believes she may have lost her penis.
23
H. Assessment in Freud’s Theory
Freud considered the unconscious to be the motivating force in
life.
He developed free association in which he would ask the patient
express spontaneously every idea and image that came to the
patient’s mind.
Freud would then analyze and interpret these associations.
Some memories might have been too painful to recall. Freud
called these moments, resistances.
Dream Analysis was used to assess what dreams represent, in
symbolic form, along with repressed desires, fears, and
conflicts.
24
40. I. Extensions of Freudian Theory
Anna Freud was Sigmund’s youngest and most favored
daughter.
At age 22, Anna began four years of psychoanalysis conducted
by her father. He was later criticized for analyzing his own
daughter.
Analyzing one’s child was a serious violation of Freud’s rules
for the practice of psychoanalysis.
25
I. Extensions of Freudian Theory (cont.)
She devoted her life to her father and his system of
psychoanalysis.
Anna worked with children, expanded the role of the ego, and
argued that the ego operates independently of the id. Anna
Freud clarified the operation of the defense mechanisms, which
may be her most significant contribution to psychoanalysis.
26
Running head: SHORT TITLE OF PAPER (50 CHARACTERS
OR LESS)
1
41. SHORT TITLE OF PAPER (50 CHARACTERS OR LESS)
3Title of PaperYour NameCourse/Number
Date
Instructor Name
(Doctoral students must include the
following on the title page instead:
title, author’s name, and institution name)Title of Paper
Begin your paper here. Double space the entire document. Be
sure to indent the first line of each paragraph between five and
seven spaces by pressing the Tab key one time on the keyboard.
Happy writing!
Level One Heading
Replace the level one heading with the words for your heading.
The heading must be in bold font.
Level Two Heading
Replace the level two heading with the words for your heading.
The heading must be in bold font.
Level three heading. Replace the level three heading with the
words for your heading. The heading must be in bold font.
References
This is a hanging indent. To keep the hanging indent format,
simply delete this line of text using the backspace key, and
replace the information with your reference entry.
Scenario 1 – Grace
Grace is a 33-year-old woman who runs her own business.
42. Grace has had long standing difficulties with her mood. She
often finds herself in an emotional state where she feels highly
energized and enthusiastic and is able to get a great deal of
work done. This usually lasts for about a week and is followed
by a 'crash' where she feels listless and depressed and has a very
hard time attending to her job. These episodes of feeling either
energized or depressed have been something that Grace has
experienced for much of her life. Lately, however, Grace has
found that her unpredictable mood has started to interfere with
both her work and her personal life. Grace began treatment
following a significantly depressed episode where she felt
particularly hopeless and even considered taking her own life.
Grace was diagnosed with Crohn's disease (a gastro-intestinal
disease) when she was in her 20’s. A specialized diet and other
treatments have helped to curb the symptoms of this disease, but
Grace has found that her unpredictable mood has caused these
symptoms to flare up again.
Grace’s father passed away about two months ago following a
long illness. Grace has had a hard time coping with her father’s
death. She also recently learned that the property tax for her
condominium is going to be considerably raised and she is not
sure she will be able to keep up with her mortgage payments.
Important information for completing a diagnosis for Grace:
· The DSM code for Bipolar I Disorder (single manic episode)
is 296.0x.
· The DSM code for Bipolar I Disorder (most recent episode
mixed) is 296.40.
· The DSM code for Bipolar I Disorder (most recent episode
manic) is 296.4x.
· The DSM code for Bipolar I Disorder (most recent episode
depressed) is 296.5x.
43. · The ICD-9 code for Crohn’s Disease is 555.9.
· The v-code for bereavement is V62.82.
· The v-code for no diagnosis on Axis I is V71.09.
· The v-code for no diagnosis on Axis II is also V71.09.
Scenario 2 – Paul
Paul is a 28-year-old man who has had long-standing
difficulties with criminal behavior. Paul has spent a number of
years in prison for auto theft and burglary. He appears to have
little interest in making meaningful connections with others and
does not seem to feel any remorse for the people he has hurt in
his past.
Recently Paul was arrested after he was caught sneaking around
and looking in the windows of a girl’s school dormitory. During
a session with a court appointed psychologist, Paul stated that
he often feels an uncontrollable urge to watch women who are
unaware of him, and that it is now the only way in which he can
attain a sense of sexual gratification.
Paul has lost contact with his parents and reported that he was
often physically abused when he was a child. Paul has had a few
jobs over the years, but he usually ends up quitting or being
fired for insubordination.
Paul was born with a cleft lip. Although post-natal surgery was
able to repair the cleft lip, it left Paul with a noticeable scar
that he is very self conscious of.
Important information for completing a diagnosis for Paul:
· The DSM code for Antisocial Personality Disorder is 301.7.
· The DSM code for voyeurism is 302.82.
44. · The ICD-9 code for a cleft lip is 749.10.
· The coding for physical abuse of a child (when the clinical
attention is on
· the victim) is 995.5.
· The v-code for no diagnosis on Axis I is V71.09.
· The v-code for no diagnosis on Axis II is V71.09.