Topic: Psychoanalytic School of Thought
Student Name: Komal Memon
Class: B.Ed. Hons Elementary Part (III)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
A seminar presentation I'd made for as part of my post-grad psych curriculum. Technically Jung and Alder being here is a problem for some, but it was what the faculty wanted added.
Topic: Psychoanalytic School of Thought
Student Name: Komal Memon
Class: B.Ed. Hons Elementary Part (III)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
A seminar presentation I'd made for as part of my post-grad psych curriculum. Technically Jung and Alder being here is a problem for some, but it was what the faculty wanted added.
When we're going through a turbulent time, our goals and dreams haven't progressed in the way that we'd hoped or we're simply feeling lost or off balance, it can be easy to get sucked into a vortex of negativity which can make us feel even worse.
Sigmund Freud and The Psychoanalytic Therapy 101Russell de Villa
Pretty much a 'simple' presentation showing the concept of Freud's Psychoanalytic Theory and a couple of techniques that come along with it. Used only for more 'advanced' learners in the field of Psychology.
This was presented on my Masteral Class on the subject: Seminar on Group Counseling and Psychotherapy. Feel free to edit, add your info, and even tweak the presentations to your desire.
Side-note: Pictures seen in the presentation are from artists from DeviantArt, Credit goes to all of them.
Consider the different developmental theories discussed in this ch.docxmaxinesmith73660
Consider the different developmental theories discussed in this chapter. What theory do you find most interesting? Most challenging? Most useful to your work as a human service professional? Explain why you feel this way and how you plan to use these concepts to support your clients.
Psychology is defined as the science of mind and behavior. Human psychological development involves personality, cognition, emotion, and self-concept. Each child develops into a unique entity with individual strengths and weaknesses. At the same time, however, some principles and processes apply to the psychological development of all people. Likewise, virtually everyone is subject to similar psychological feelings and reactions that affect their behavior.
This example portrays two schoolboys discussing their current academic careers. Numerous psychological concepts and variables are affecting even this simple interaction. The boys are addressing their own and their peers’ ability to learn and achieve. Learning is easier for some children and more difficult for others. Personality characteristics also come into play. Some children are more dominant and aggressive. Others are more passive. Some young people are more motivated to achieve and win. Others are less interested and enthusiastic. Finally, some children feel good about themselves, and others have poor self-concepts.
A Perspective
Psychological variables interact with biological and social factors to affect an individual’s situation and behavior. Their interaction influences the potential courses of action available to a person at any point in time. This chapter will focus on some of the psychological concepts that critically impact children as they grow up. There are four major thrusts. The first presents a perspective on how personalities develop. The second provides a basic understanding of how children think and learn. The third focuses on emotion, and the fourth on self-concept.
Learning Objectives
This chapter will:
A. Summarize prominent psychological theories concerning personality development, including psychodynamic, neo-Freudian psychoanalytic, behavioral, phenomenological, and feminist theories.
B. Suggest a procedure for evaluating theory and discuss some concepts useful in enhancing sensitivity to human diversity when doing so.
C. Examine Piaget’s theory of cognitive development and Vygotsky’s sociocultural theory of cognitive development.
D. Describe the concept of emotion and investigate the development of temperament and attachment.
E. Discuss self-concept and self-esteem.
F. Examine the concepts of intelligence and intelligence testing, emphasizing the potential cultural and other biases involved.
G. Explore cognitive disabilities (mental retardation), learning disabilities, and attention deficit hyperactivity disorder, their effects on children, and current macro system responses.Theories of Psychological Development
How many times have you heard someone make statements such as the f.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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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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.
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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.
3. 3
Personality
The Psychoanalytic Perspective
Exploring the Unconscious
The Neo-Freudian and
Psychodynamic Theories
Assessing Unconscious Processes
Evaluating the Psychoanalytic
Perspective
4. 4
The Humanistic Perspective
Abraham Maslow’s Self-Actualizing
Person
Carl Roger’s Person-Centered
Perspective
Assessing the Self
Evaluating the Humanistic
Perspective
5. 5
The Trait Perspective
Exploring Traits
Assessing Traits
The Big Five Factors
Evaluating the Trait Perspective
6. 6
The Social-Cognitive Perspective
Reciprocal Influences
Personal Control
Assessing Behavior in Situations
Evaluating the Social-Cognitive
Perspective
Exploring the Self
The Benefits of Self-Esteem
Self-Serving Bias
8. 8
Personologists
• Personality psychologists attempt to
discover the reasons everyone develops a
personality.
• They also try to explain why each
individual has a unique personality.
• Each perspective will have a different view
of how personality unfolds.
9. 9
Psychoanalytic Perspective
In his clinical practice,
Freud encountered
patients suffering from
nervous disorders.
Their complaints
could not be explained
in terms of purely
physical causes.
Sigmund Freud
(1856-1939)
CulverPictures
10. 10
Psychodynamic Perspective
Freud’s clinical
experience led him to
develop the first
comprehensive theory
of personality, which
included the
unconscious mind,
psychosexual stages,
and defense
mechanisms. Sigmund Freud
(1856-1939)
CulverPictures
11. 11
Exploring the Unconscious
A reservoir (unconscious mind) of mostly
unacceptable thoughts, wishes, feelings, and
memories. Freud asked patients to say whatever
came to their minds (free association) in order to
tap the unconscious.
http://www.english.upenn.edu
12. 12
Dream Analysis
Another method to analyze the unconscious
mind is through interpreting manifest and
latent contents of dreams.
The Nightmare, Henry Fuseli (1791)
13. 13
Psychoanalysis
The process of free
association (chain of
thoughts) leads to
painful, embarrassing
unconscious memories.
Once these memories
are retrieved and
released (treatment:
psychoanalysis) the
patient feels better.
14. 14
Model of Mind
The mind is like an iceberg. It is mostly hidden,
and below the surface lies the unconscious
mind. The preconscious stores temporary
memories.
16. 16
Id, Ego and Superego
The Id unconsciously strives to satisfy basic
sexual and aggressive drives, operating on the
pleasure principle, demanding immediate
gratification.
The ego functions as the “executive” and
mediates the demands of the id and superego.
The superego provides standards for judgment
(the conscience) and for future aspirations.
17. 17
Personality Development
Freud believed that personality formed during
the first few years of life divided into
psychosexual stages. During these stages the
id’s pleasure-seeking energies focus on pleasure
sensitive body areas called erogenous zones.
19. 19
Oedipus Complex
A boy’s sexual desire for his mother and
feelings of jealousy and hatred for the rival
father. A girl’s desire for her father is called the
Electra complex.
20. 20
Identification
Children cope with
threatening feelings by
repressing them and
by identifying with the
rival parent. Through
this process of
identification, their
superego gains
strength that
incorporates their
parents’ values.
FromtheK.Vanderveldeprivatecollection
21. 21
Defense Mechanisms
The ego’s protective methods of reducing
anxiety by unconsciously distorting reality.
1. Repression banishes anxiety-arousing
thoughts, feelings, and memories from
consciousness.
2. Regression leads an individual faced with
anxiety to retreat to a more infantile
psychosexual stage.
22. 22
Defense Mechanisms
3. Reaction Formation causes the ego to
unconsciously switch unacceptable
impulses into their opposites. People may
express feelings of purity when they may be
suffering anxiety from unconscious feelings
about sex.
4. Projection leads people to disguise their
own threatening impulses by attributing
them to others.
23. 23
Defense Mechanisms
5. Rationalization offers self-justifying
explanations in place of the real, more
threatening, unconscious reasons for one’s
actions.
6. Displacement shifts sexual or aggressive
impulses toward a more acceptable or less
threatening object or person, redirecting
anger toward a safer outlet.
24. 24
The Neo-Freudians
Like Freud, Adler
believed in childhood
tensions. However, these
tensions were social in
nature and not sexual. A
child struggles with an
inferiority complex
during growth and
strives for superiority
and power. Alfred Adler (1870-1937)
NationalLibraryofMedicine
25. 25
The Neo-Freudians
Like Adler, Horney
believed in the social
aspects of childhood
growth and
development. She
countered Freud’s
assumption that
women have weak
superegos and suffer
from “penis envy.”
Karen Horney (1885-1952)
TheBettmannArchive/Corbis
26. 26
The Neo-Freudians
Jung believed in the
collective unconscious,
which contained a
common reservoir of
images derived from our
species’ past. This is why
many cultures share
certain myths and images
such as the mother being
a symbol of nurturance. Carl Jung (1875-1961)
ArchiveoftheHistoryofAmericanPsychology/UniversityofAkron
27. 27
Assessing Unconscious Processes
Evaluating personality from an unconscious
mind’s perspective would require a
psychological instrument (projective tests) that
would reveal the hidden unconscious mind.
28. 28
Thematic Apperception Test
(TAT)
Developed by Henry Murray, the TAT is a
projective test in which people express their inner
feelings and interests through the stories they make
up about ambiguous scenes.
LewMerrim/PhotoResearcher,Inc.
29. 29
Rorschach Inkblot Test
The most widely used projective test uses a set
of 10 inkblots and was designed by Hermann
Rorschach. It seeks to identify people’s inner
feelings by analyzing their interpretations of the
blots.
LewMerrim/PhotoResearcher,Inc.
30. 30
Projective Tests: Criticisms
Critics argue that projective tests lack both
reliability (consistency of results) and validity
(predicting what it is supposed to).
1. When evaluating the same patient, even
trained raters come up with different
interpretations (reliability).
2. Projective tests may misdiagnose a normal
individual as pathological (validity).
31. 31
Evaluating the Psychoanalytic
Perspective
1. Personality develops throughout life and is
not fixed in childhood.
2. Freud underemphasized peer influence on
the individual, which may be as powerful
as parental influence.
3. Gender identity may develop before 5-6
years of age.
Modern Research
32. 32
Evaluating the Psychoanalytic
Perspective
4. There may be other reasons for dreams
besides wish fulfillment.
5. Verbal slips can be explained on the basis of
cognitive processing of verbal choices.
6. Suppressed sexuality leads to psychological
disorders. Sexual inhibition has decreased,
but psychological disorders have not.
Modern Research
33. 33
Evaluating the Psychoanalytic
Perspective
Freud's psychoanalytic theory rests on the
repression of painful experiences into the
unconscious mind.
The majority of children, death camp survivors,
and battle-scarred veterans are unable to
repress painful experiences into their
unconscious mind.
34. 34
The Modern Unconscious Mind
Modern research shows the existence of non-
conscious information processing. This involves:
1. schemas that automatically control perceptions and
interpretations
2. the right-hemisphere activity that enables the split-brain
patient’s left hand to carry out an instruction the patient
cannot verbalize
3. parallel processing during vision and thinking
4. implicit memories
5. emotions that activate instantly without consciousness
6. self-concept and stereotypes that unconsciously influence
us
35. 35
Evaluating the Psychoanalytic
Perspective
The scientific merits of Freud’s theory have
been criticized. Psychoanalysis is meagerly
testable. Most of its concepts arise out of clinical
practice, which are the after-the-fact
explanation.
36. 36
Humanistic Perspective
By the 1960s, psychologists became discontent
with Freud’s negativity and the mechanistic
psychology of the behaviorists.
Abraham Maslow
(1908-1970)
Carl Rogers
(1902-1987)
http://www.ship.edu
37. 37
Self-Actualizing Person
Maslow proposed that we as individuals are
motivated by a hierarchy of needs. Beginning
with physiological needs, we try to reach the
state of self-actualization—fulfilling our
potential.
http://www.ship.edu
TedPolumbaum/TimePix/GettyImages
39. 39
Assessing the Self
All of our thoughts and feelings about ourselves, in an
answer to the question, “Who am I?” refers to Self-Concept.
In an effort to assess personality, Rogers asked
people to describe themselves as they would like
to be (ideal) and as they actually are (real). If the
two descriptions were close the individual had a
positive self-concept.
40. 40
Evaluating the Humanistic
Perspective
Humanistic psychology has a pervasive
impact on counseling, education, child-
rearing, and management with its
emphasis on a positive self-concept,
empathy, and the thought that people are
basically good and can improve.
41. 41
Evaluating the Humanistic
Perspective
1. Concepts in humanistic psychology are vague and
subjective and lack scientific basis.
2. The individualism encouraged can lead to self-
indulgence, selfishness, and an erosion of moral
restraints.
3. Humanistic psychology fails to appreciate the
reality of our human capacity for evil. It lacks
adequate balance between realistic optimism and
despair.
Criticisms
42. 42
The Trait Perspective
An individual’s unique constellation of durable
dispositions and consistent ways of behaving
(traits) constitutes his or her personality.
Examples of Traits
Honest
Dependable
Moody
Impulsive
43. 43
Exploring Traits
One way to condense the immense list of
personality traits is through factor analysis, a
statistical approach used to describe and relate
personality traits.
Each personality is uniquely made up of
multiple traits.
Allport & Odbert (1936), identified almost
18,000 words representing traits.
44. 44
Factor Analysis
Hans and Sybil Eysenck suggested that
personality could be reduced down to two polar
dimensions, extraversion-introversion and
emotional stability-instability.
45. 45
Biology and Personality
Personality dimensions are influenced by genes.
1. Brain-imaging procedures show that extraverts
seek stimulation because their normal brain
arousal is relatively low.
2. Genes also influence our temperament and
behavioral style. Differences in children’s shyness
and inhibition may be attributed to autonomic
nervous system reactivity.
46. 46
Allport and Cattell
• Allport believed their were three basic types of traits:
• Cardinal traits-which dominate the whole personality.
Very few people have dominate traits. Donald Trump and
greed would be an example.
• Central traits-the 2 or 3 prominent traits an individual
might have.
• Secondary traits which are shown in certain situations.
• Cattell believed there were 16 basics traits which he
measured in his 16pf test and used factor analysis to sort
individual strengths and weaknesses.
47. 47
Assessing Traits
Personality inventories are questionnaires
(often with true-false or agree-disagree items)
designed to gauge a wide range of feelings and
behaviors assessing several traits at once.
48. 48
MMPI
The Minnesota Multiphasic Personality
Inventory (MMPI) is the most widely
researched and clinically used of all personality
tests. It was originally developed to identify
emotional disorders.
The MMPI was developed by empirically testing
a pool of items and then selecting those that
discriminated between diagnostic groups.
50. 50
The Big Five Factors
Today’s trait researchers believe that earlier trait
dimensions, such as Eysencks’ personality dimensions,
fail to tell the whole story. So, an expanded range (five
factors) of traits does a better job of assessment.
Conscientiousness
Agreeableness
Neuroticism
Openness
Extraversion
52. 52
Questions about the Big Five
These traits are common across
cultures.3. How about other cultures?
Fifty percent or so for each
trait.
2. How heritable are they?
Quite stable in adulthood.
However, they change over
development.
1. How stable are these traits?
53. 53
Evaluating the Trait Perspective
The Person-Situation Controversy
Skinner’s Learning theory suggests that there is
no personality. Behavior that gets reinforced
stays and behaviors not reinforced is dropped.
Walter Mischel (1968, 1984, 2004) points out that
traits may be enduring, but the resulting
behavior in various situations is different.
Therefore, traits are not good predictors of
behavior.
54. 54
The Person-Situation Controversy
Trait theorists argue that behaviors from a
situation may be different, but average behavior
remains the same. Therefore, traits matter.
55. 55
Social-Cognitive Perspective
Bandura (1986, 2001, 2005)
believes that personality is
the result of an interaction
that takes place between a
person and their social
context. Modeling and
decision making influence
personality. Self-efficacy,
the belief that one can
handle a situation, affects
behavior and mood.
Albert Bandura
56. 56
Individuals & Environments
How we view and treat people
influences how they treat us.
Our personalities shape
situations.
Anxious people react to
situations differently than
relaxed people.
Our personalities shape how
we react to events.
The school you attend and the
music you listen to are partly
based on your dispositions.
Different people choose
different environments.
Specific ways in which individuals and
environments interact
57. 57
Personal Control
External locus of control refers to the perception
that chance or outside forces beyond our
personal control determine our fate.
Internal locus of control refers to the perception
that we can control our own fate.
Social-cognitive psychologists emphasize our sense
of personal control, whether we control the
environment or the environment controls us.
58. 58
Kelly’s Construct Theory
• Kelly believes people have constructs, or
ideas, that shape their perception of people
or events.
• The role construct rep test helps determine
the roles that others have played in your life
and the expectations that you have for
future interactions based on the behavior
those people have exhibited toward you.
61. 61
Optimism vs. Pessimism
An optimistic or pessimistic attributional style is your
way of explaining positive or negative events.
Pessimistic thinking style:
Personal-It’s all my fault.
Pervasive-It will affect all aspects of my life.
Permanent-It will never change.
Optimistic thinking style is the opposite of pessimistic.
Positive psychology aims to discover and
promote conditions that enable individuals and
communities to thrive.
62. 62
Positive Psychology and Humanistic
Psychology
Positive psychology, such as humanistic
psychology, attempts to foster human
fulfillment. Positive psychology, in addition,
seeks positive subjective well-being, positive
character, and positive social groups.
Martin Seligman
CourtesyofMartinE.P.Seligman,PhDDirector,
PositivePsychologyCenter/UniversityofPennsylvania
63. 63
Assessing Behavior in Situations
Social-cognitive psychologists observe people in
realistic and simulated situations because they
find that it is the best way to predict the behavior
of others in similar situations.
64. 64
Evaluating the Social-Cognitive
Perspective
Critics say that social-cognitive psychologists
pay a lot of attention to the situation and pay
less attention to the individual, his unconscious
mind, his emotions, and his genetics.
The social-cognitive perspective on personality
sensitizes researchers to the effects of situations on
and by individuals. It builds on learning and
cognition research.
65. 65
Exploring the Self
Research on the self has a long history because the
self organizes thinking, feelings, and actions and is a
critical part of our personality.
1. Research focuses on the different selves we
possess. Some we dream and others we dread.
2. Research studies how we overestimate our
concern that others evaluate our appearance,
performance, and blunders (spotlight effect).
66. 66
Benefits of Self-Esteem
Maslow and Rogers argued that a successful
life results from a healthy self-image (self-
esteem). The following are two reasons why
low self-esteem results in personal problems.
1. When self-esteem is deflated, we view
ourselves and others critically.
2. Low self-esteem reflects reality, our failure in
meeting challenges, or surmounting
difficulties.
67. 67
Culture & Self-Esteem
People maintain their self-esteem even with a low status
by valuing things they achieve and comparing
themselves to people with similar positions.
68. 68
Self-Serving Bias
We accept responsibility for good deeds and
successes more than for bad deeds and
failures. Defensive self-esteem is fragile and
egotistic whereas secure self-esteem is less
fragile and less dependent on external
evaluation.
Editor's Notes
Preview Question 1: What was Freud’s view of personality and its development?
Preview Question 2: How did Freud think people defended themselves against anxiety?
Preview Question 3: Which of Freud’s ideas did his followers accept or reject?
Preview Question 4: What are projective tests, and how are they used?
Preview Question 5: How do contemporary psychologists view Freud and the unconscious?
Preview Question 6: How did humanistic psychologists view personality, and what was their goal in studying personality?
Preview Question 7: How did humanistic psychologists assess a person’s sense of self?
Preview Question 8: How has the humanistic perspective influenced psychology? What criticisms has it faced?
Preview Question 9: How do psychologists use traits to describe personality?
Preview Question 10: What are personality inventories, and what are their strengths and weaknesses as trait-assessment tools?
Preview Question 11: Which traits seem to provide the most useful information about personality variation?
Preview Question 12: Does research support the consistency of personality traits over time and across situations?
Preview Question 13: In the view of social-cognitive psychologists, what mutual influences shape an individual’s personality?
Preview Question 14: What are the causes and consequences of personal control?
Preview Question 15: What underlying principle guides social-cognitive psychologists in their assessment of people’s behavior and beliefs?
Preview Question 16: What has the social-cognitive perspective contributed to the study of personality, and what criticisms has it faced?
Preview Question 17: Are we helped or hindered by high self-esteem?