Psychoanalysis presentation in Counseling Theories, Tools, and Techniques.
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Psychoanalysis & Sigmund Freud by Malik ShahrukhShahrukh Malik
Psychoanalytic theory is the theory of personality organization and the dynamics of personality development that guides psychoanalysis, a clinical method for treating psychopathology. First laid out by Sigmund Freud in the late 19th century, psychoanalytic theory has undergone many refinements since his work.
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.
THE PRESENTATION INCLUDES :
INTRODUCTION
STRUCTURE OF THE PSYCHE OR MIND:
CONCEPT OF CONSCIOUS, SUBCONSCIOUS, AND
UNCONSCIOUS MIND
CONCEPT OF ID, EGO, AND SUPEREGO:
EDUCATIONAL IMPLICATIONS OF FREUD’S THEORY
CONCLUSION
THIS PRESENTATION IS FOR YOUR REFERENCE. HOPE IT HELPED YOU :)
Psychoanalysis & Sigmund Freud by Malik ShahrukhShahrukh Malik
Psychoanalytic theory is the theory of personality organization and the dynamics of personality development that guides psychoanalysis, a clinical method for treating psychopathology. First laid out by Sigmund Freud in the late 19th century, psychoanalytic theory has undergone many refinements since his work.
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.
THE PRESENTATION INCLUDES :
INTRODUCTION
STRUCTURE OF THE PSYCHE OR MIND:
CONCEPT OF CONSCIOUS, SUBCONSCIOUS, AND
UNCONSCIOUS MIND
CONCEPT OF ID, EGO, AND SUPEREGO:
EDUCATIONAL IMPLICATIONS OF FREUD’S THEORY
CONCLUSION
THIS PRESENTATION IS FOR YOUR REFERENCE. HOPE IT HELPED YOU :)
I made this powerpoint to help anyone who studies I/O psychology. I included references of my powerpoint. :) I hope you clearly understand it. Thank you! If it is useful, please give some heart. :)
If you find this useful, don't forget to hit 'love.'
• Feist, J. & Feist, G. (2009). Theories of personality (7th ed.). USA: McGraw−Hill Companies
• Tria, D. & Limpingco. (2007). Personality (3rd ed.). Quezon City, Philippines: Ken Inc.
• Daniel, V. Object relations theory. Retrieved as of 2016 from https://www.sonoma.edu/users/d/daniels/objectrelations.html
Other references:
• Cervone, D. & Pervine, L. (2013). Personality: Theory and research (12th ed.). USA: John Wiley & Sons, Inc.
• Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
• Ryckman, R. (2008).Theories of personality (9th ed.). USA: Thomson Wadsworth
If you find this useful, don't forget to hit 'love.'
• Feist, J. & Feist, G. (2009). Theories of personality (7th ed.). USA: McGraw−Hill Companies
• Tria, D. & Limpingco. (2007). Personality (3rd ed.). Quezon City, Philippines: Ken Inc.
• Daniel, V. Object relations theory. Retrieved as of 2016 from https://www.sonoma.edu/users/d/daniels/objectrelations.html
Other references:
• Cervone, D. & Pervine, L. (2013). Personality: Theory and research (12th ed.). USA: John Wiley & Sons, Inc.
• Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
• Ryckman, R. (2008).Theories of personality (9th ed.). USA: Thomson Wadsworth
If you find this useful, don't forget to hit 'love.'
• Feist, J. & Feist, G. (2009). Theories of personality (7th ed.). USA: McGraw−Hill Companies
• Tria, D. & Limpingco. (2007). Personality (3rd ed.). Quezon City, Philippines: Ken Inc.
• Daniel, V. Object relations theory. Retrieved as of 2016 from https://www.sonoma.edu/users/d/daniels/objectrelations.html
Other references:
• Cervone, D. & Pervine, L. (2013). Personality: Theory and research (12th ed.). USA: John Wiley & Sons, Inc.
• Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
• Ryckman, R. (2008).Theories of personality (9th ed.). USA: Thomson Wadsworth
If you find this useful, don't forget to hit 'love.'
• Feist, J. & Feist, G. (2009). Theories of personality (7th ed.). USA: McGraw−Hill Companies
• Tria, D. & Limpingco. (2007). Personality (3rd ed.). Quezon City, Philippines: Ken Inc.
• Daniel, V. Object relations theory. Retrieved as of 2016 from https://www.sonoma.edu/users/d/daniels/objectrelations.html
Other references:
• Cervone, D. & Pervine, L. (2013). Personality: Theory and research (12th ed.). USA: John Wiley & Sons, Inc.
• Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
• Ryckman, R. (2008).Theories of personality (9th ed.). USA: Thomson Wadsworth
If you find this useful, don't forget to hit 'love.'
• Feist, J. & Feist, G. (2009). Theories of personality (7th ed.). USA: McGraw−Hill Companies
• Tria, D. & Limpingco. (2007). Personality (3rd ed.). Quezon City, Philippines: Ken Inc.
• Daniel, V. Object relations theory. Retrieved as of 2016 from https://www.sonoma.edu/users/d/daniels/objectrelations.html
Other references:
• Cervone, D. & Pervine, L. (2013). Personality: Theory and research (12th ed.). USA: John Wiley & Sons, Inc.
• Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
• Ryckman, R. (2008).Theories of personality (9th ed.). USA: Thomson Wadsworth
Psychoanalytic theories explain human behaviour in terms of the interaction of various components of personality. Sigmund Freud was the founder of this school.
Freud drew on the physics of his day (thermodynamics) to coin the term psycho-dynamics. Based on the idea of converting heat into mechanical energy, he proposed psychic energy could be converted into behaviour.
Freud's theory places central importance on dynamic, unconscious psychological conflicts.
A Critical Appraisal of Freud's Ideas on Man and Personality (pre-publication...Mohd Abbas Abdul Razak
This paper is the pre-publication work on Freud. In its published version the paper lost many vital information due to limitation of space. Since the paper has caught the attention of many researchers in Asia and Europe, I have uploaded the actual version of the paper before it went through editing. A more comprehensive analysis of Freud can be read in " Iqbal's Theory of Personality: A Contrastive Analysis with Freud" by Mohd Abbas Abdul Razak.
Since ancient times, scholars in the West have shown great enthusiasm towards understanding
the subject on man and personality. Driven by this zeal, there appeared a multitude
of theories discussing man and his nature. Various concepts on man showcased by
the scholars, quite often, complemented one another and, at times, their ideas contradicted
and discredited one another. Sigmund Freud (1856-1939) the founding father of
psychoanalysis presented to the world a concept on man and his personality which
turned out to be a controversial one. His idea of man seems to have shaped the western
culture and human psyche in general. What appears from the impact of Freud’s concept
of man and personality is that it has denigrated man. This paper represents an appraisal
of his idea of man and personality from human angle.
Since ancient times, scholars in the West have shown great enthusiasm towards understanding
the subject on man and personality. Driven by this zeal, there appeared a multitude
of theories discussing man and his nature. Various concepts on man showcased by
the scholars, quite often, complemented one another and, at times, their ideas contradicted
and discredited one another. Sigmund Freud (1856-1939) the founding father of
psychoanalysis presented to the world a concept on man and his personality which
turned out to be a controversial one. His idea of man seems to have shaped the western
culture and human psyche in general. What appears from the impact of Freud’s concept
of man and personality is that it has denigrated man. This paper represents an appraisal
of his idea of man and personality from human angle.
Psychoanalysis Freuds Revolutionary Approach to Human Personal.docxdenneymargareta
Psychoanalysis: Freud's Revolutionary Approach to Human Personality
Kristen M. Beystehner
Northwestern University
This paper focuses on Freud's revolutionary theory of psychoanalysis and whether psychoanalysis should be considered a "great" idea in personality. The fundamental principles of the theory are developed and explained. In addition, the views of experts are reviewed, and many of the criticisms and strengths of various aspects of Freud's theory are examined and explained. Upon consideration, the author considers psychoanalysis to be a valuable theory despite its weaknesses because it is comprehensive, serendipitous, innovative, and has withstood the test of time. Consequently, the author contends that psychoanalysis is indeed a "great" idea in personality.
As a therapy, psychoanalysis is based on the concept that individuals are unaware of the many factors that cause their behavior and emotions. These unconscious factors have the potential to produce unhappiness, which in turn is expressed through a score of distinguishable symptoms, including disturbing personality traits, difficulty in relating to others, or disturbances in self-esteem or general disposition (American Psychoanalytic Association, 1998).Psychoanalytic treatment is highly individualized and seeks to show how the unconscious factors affect behavior patterns, relationships, and overall mental health. Treatment traces the unconscious factors to their origins, shows how they have evolved and developed over the course of many years, and subsequently helps individuals to overcome the challenges they face in life (National Psychological Association for Psychoanalysis, 1998).
In addition to being a therapy, psychoanalysis is a method of understanding mental functioning and the stages of growth and development. Psychoanalysis is a general theory of individual human behavior and experience, and it has both contributed to and been enriched by many other disciplines. Psychoanalysis seeks to explain the complex relationship between the body and the mind and furthers the understanding of the role of emotions in medical illness and health. In addition, psychoanalysis is the basis of many other approaches to therapy. Many insights revealed by psychoanalytic treatment have formed the basis for other treatment programs in child psychiatry, family therapy, and general psychiatric practice (Farrell, 1981, p. 202).
The value and validity of psychoanalysis as a theory and treatment have been questioned since its inception in the early 1900s. Critics dispute many aspects of psychoanalysis including whether or not it is indeed a science; the value of the data upon which Freud, the founder of psychoanalysis, based his theories; and the method and effectiveness of psychoanalytic treatment. There has been much criticism as well as praise regarding psychoanalysis over the years, but a hard look at both the positive and negative feedback of critics of psychoanalysis shows, in my opinion, th ...
Psychoanalytic Social Theory is built on the assumption that social and cultural conditions, especially childhood experiences, are largely responsible for shaping personality.
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Introduction to Social Psychology
I used local and foreign books. Some concepts are not mentioned here in my slides but will be discussed during our session.
If you want to know the resources feel free to comment below.
Introduction to Social Psychology
I used local and foreign books. Some concepts are not mentioned here in my slides but will be discussed during our session.
If you want to know the resources feel free to comment below.
If you find this useful, don't forget to hit 'love.'
• Feist, J. & Feist, G. (2009). Theories of personality (7th ed.). USA: McGraw−Hill Companies
• Tria, D. & Limpingco. (2007). Personality (3rd ed.). Quezon City, Philippines: Ken Inc.
• Daniel, V. Object relations theory. Retrieved as of 2016 from https://www.sonoma.edu/users/d/daniels/objectrelations.html
Other references:
• Cervone, D. & Pervine, L. (2013). Personality: Theory and research (12th ed.). USA: John Wiley & Sons, Inc.
• Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
• Ryckman, R. (2008).Theories of personality (9th ed.). USA: Thomson Wadsworth
If you find this useful, don't forget to hit 'love.'
• Feist, J. & Feist, G. (2009). Theories of personality (7th ed.). USA: McGraw−Hill Companies
• Tria, D. & Limpingco. (2007). Personality (3rd ed.). Quezon City, Philippines: Ken Inc.
• Daniel, V. Object relations theory. Retrieved as of 2016 from https://www.sonoma.edu/users/d/daniels/objectrelations.html
Other references:
• Cervone, D. & Pervine, L. (2013). Personality: Theory and research (12th ed.). USA: John Wiley & Sons, Inc.
• Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
• Ryckman, R. (2008).Theories of personality (9th ed.). USA: Thomson Wadsworth
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.
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.
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?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. BRIEF BACKGROUND
Sigmund Freud
He was born in Freiberg, Moravia (now part of Czech
Republic). Freud was the first born of Jacob and Amalie
Nathanson Freud.
Although Freud’s family had limited finances, his parents
made every effort to support his intellectual capacities.
The most creative phase of Freud’s life was when he
experienced severe emotional problems.
He analyzed himself and discovered the “royal road to the
unconscious.”
Freud was very rigid and show very little tolerance to other
colleagues who diverged from his psychoanalytic doctrines.
Freud was highly creative and productive.
Freud considered himself as intellectual giant.
3. VIEW OF HUMAN NATURE
Freud basically views the human nature as
deterministic. (Corey, 2009).
Freud was mostly neutral or pessimistic about the
nature of humans. (Flanagan & Flanagan, 2004).
According to six dimensions (Feist &
Feist, 2009), Freud’s view of human nature can be
summarized as follows:
deterministic, causal, pessimistic, unconscious, biolog
ical and both unique/similar.
4. THERAPEUTIC PROCESS
◦ To make the unconscious conscious or increase client
awareness.
◦ To help the client develop greater ego-control or self-control
over unhealthy or maladaptive impulses.
◦ To help the client dispose of maladaptive or unhealthy
internalized objects and replace them with more adaptive
internalized objects.
◦ To repair self-defects through mirroring, presenting a
potentially idealized object, and expressing empathy during
optimal therapeutic failures.
5. THERAPEUTIC TECHNIQUES
There are number of techniques that evolve over time
in order to accommodate the dynamic individual and to
help the counselor in facilitating deeper understanding by
counselees and these are the following:
Creating trusting atmosphere, free association
Interpretation of resistance
Dream analysis
Interpretation of parapraxes
Interpretation of the transference relationship
6. Creating Trusting Atmosphere
All external stimuli are minimized.
Free Association
The basic rule in traditional psychoanalysis, “Say whatever comes to
mind.” This is designed to facilitate emergence of unconscious
impulses and conflicts.
>The patient’s internal stimuli are minimized.
>Cognitive selection or conscious planning is reduced.
7. Dream Analysis
An important procedure for uncovering unconscious material and
giving the client insight into some areas of unresolved problems
(Corey, 2009).
Interpretation of Parapraxes
Parapraxes is a general term for minor errors such as slips of the
tongue, mistakes in writing, motor movements, forgetting things,
and small accidents. Freud called such phenomena the
“Psychopathology of Everyday Life” and attributed them to the
unconscious forces (Chaplin, 1985).
8. Interpretation of the Transference Relationships
Transference is a client distortion that involves re-
experiencing Oedipal issues in the therapeutic relationship.
Countertransference is the therapist’s tendency to see the
client in terms of his or her own previous relationships.
This is a negative factor in therapy. “Recognize this
counter-transference…and overcome it. No psychoanalyst
goes further than his own complexes and internal
resistances permit.”
9. CULTURAL ISSUES
Freud was a member of a western society, dominated by males.
He came from the majority of European well-off males, and so his
approach of viewing things came from his membership of this
kind of class
he was a Jew who faced an ongoing prejudice among people in
Vienna. He was struggling with conflicts between his cultural
heritages as well as his religion and the pervasive influence of
anti-Semitism during his time
Freud’s theory grew out based on a small and unrepresentative
sample of people, restricted to him and to those who sought
psychoanalysis with him.
10. SOCIAL ISSUES
In relation to women, some feminists have challenged
Freud’s view of women, suggesting he looked at them as
second-class citizens who were somehow lacking as
compared to his male companions (Neukrug, 2011).
Given his upbringing during the middle of the 19th
century, parental acceptance of his domination of his
sisters, a tendency to exaggerate differences between
women and men, and his belief that women inhabited the
dark continent of humanity, it seems unlikely that Freud
possessed the essential experiences to understand women
(Feist & Feist, 2009).
11. SPIRITUAL ISSUES
Freud admitted that he was an atheist. Although
an Atheist, he had complex views of religion.
According to him, belief in God was partly remnants
of projections from early tribes. He believed that
early tribes needed to find an external force that
would control their primal urges. In order to do
so, they find a way to prevent in killing one another
which is to create a God to pray to and to bestow
everything to God as an agent to control their internal
drives.
12. KEY CONCEPTS
UNCONSCIOUS AND CONSCIOUS
Freud’s greatest contribution is his exploration of the unconscious and his
insistence that people are motivated primarily by drives of which they have little or no
awareness (Feist & Feist, 2009).
STRUCTURE OF PERSONALITY
The personality consists of three systems: the id, the ego, and the superego. These
are names for psychological structures and should not be thought of as manikins that
separately operate the personality; one’s personality functions as a whole rather than as
three discrete segments. The id is the biological component, the ego is the psychological
component, and the superego is the social component (Corey, 2009).
DRIVES AND INSTINCTS
According to Freud, humans are born with coexisting instincts namely life instincts
(Eros) and death instinct (Thanatos). The life instinct functions to meet basic needs for
love and intimacy, sex, and survival of the individual and species. He believed that the aim
of life is death (Neukrug, 2011).
Instincts are raw, possesses no conscience, and are largely unconscious. Thus,
humans must find ways to restrict these especially if living in the civilized world.
13. KEY CONCEPTS
ANXIETY
Anxiety is a feeling of dread that results from repressed feelings, memories, desires, and
experience that emerge to the surface of awareness. It can be considered as a state of tension
that motivates us to do something (Corey, 2009).
EGO DEFENSE MECHANISMS
It serve a useful function by protecting the ego against this kind of conflict or pain of anxiety
(Feist & Feist, 2009). Ego defenses are normal behaviors that can have adaptive value provided
they do not become a style of life that enables the individual to avoid facing reality (Corey, 2009).
PSYCHOSEXUAL STAGES OF DEVELOPMENT
One of Freud’s contributions is that he believed that childhood experiences strongly
influence adult personality. Personality development involves a series of conflicts between
individual, who wants to satisfy his or her instinctual impulses, and the social environment
(especially the family), which restricts this kind of desire. Through development, the individual
finds ways to get as much hedonic gratification as possible, given the constraints in society. These
adaptational strategies constitute the personality (Cloniger, 2004). These stages are known
known as Oral phase, Anal phase, Phallic phase, Latency Period, Genital Period.
14. Useful Resources for further
Readings
Campbell, J.B. et. al. Theories of Personality. John Wiley & Sons, Inc.: Canada. 2004.
Chaplin, J.P. Dictionary of Psychology. Bantam Dell: Canada. 1986.
Cloninger, S. Theories of Personality: Understanding Persons. Pearson Education, Inc: New Jersey.
2004.
Corey, G. Theory and Practice of Counseling and Psychotherapy. Thomson Brooks/Cole: USA.
2009.
Feist, G. & Feist, G. Theories of Personality. McGraw-Hill Companies Inc.: USA. 2008.
Flanagan, J. & Flanagan, R. Counseling and Psychotherapy Theories in Context and Practice. John
Wiley & Sons, Inc. : New Jersey. 2004.
Neukrug, E. Counseling Theory and Practice. Brookes/Cole, Cengage Learning. 2010.
Schultz, D. & Schultz, S. Theories of Personality. Wadsworth: United States of America. 2005.
Scaturo, D. J. The evolution of psychotherapy and the concept of manualization: An integrative
perspective. Professional Psychology: Research and Practice, 32(5), 522-530. doi: 10.1037//0735-
7028.32.5.522. 2001.
Shedler, J. The efficacy of psychodynamic psychotherapy. American Psychologist, 65(2), 98-109.
doi: 10.1037/a0018378. 2010.