Psychoanalytic Perspective

1. Psychoanalytic Perspective

2. Exploring the Unconscious • According to Freud unconscious motivations and childhood sexuality influence personality. • Parts of the mind • Conscious • Preconscious • Unconscious • Free association • Psychoanalysis • Repression

3. Personality Structure • Personality structure • Id • Pleasure • Ego • Reality • Superego • conscience

4. Exploring the UnconsciousPsychosexual Stages

5. Personality Development • Erogenous zones • Oedipus complex • A boy’s sexual desires toward his mother & feelings of jealousy and hatred for the rival father. • Electra complex • Vice Versa • Identification • Child copes and represses such feelings and begins to identify with rival parent. • Fixation • A strong conflict within a stage that would lock a person in that stage.

6. Exploring the UnconsciousDefense Mechanisms • Defense mechanisms- ego’s protective methods of reducing anxiety by unconsciously distorting reality. • Repression • Regression • Reaction formation • Projection • Rationalization • Displacement • Sublimation • Denial

7. Neo-Freudians

8. Neo-Freudians Neo-Freudians are followers of Freud, but typically disagreed with him in at least one wayor another

9. Neo-Freudian and Psychodynamic Theorists • Neo-Freudians veered away from Freud • Placed more importance on conscious mind’s role in interpreting experience and in coping with environment • Doubted that sex and aggression were all consuming motives • Tended to emphasize loftier motives and social interactions

10. Carl Jung • Jung disagreed with Freud in two major points 1. Had more positive view of human nature • Try to develop potential while trying to handle their instinctual urges

11. Carl Jung • Identified the collective unconscious • Collective unconscious:part of the mind that contains inherited instincts, urges, and memories common to all people • Called these inherited, universal ideas archetypes • An inherited idea,based on the experience of one’s ancestors, which shapes one’s perception of the world • These reflect common experiences of humanity

12. Carl Jung • Archetype themes throughout many cultures stay the same • Example: • Jack and the Beanstalk is similar to David And Goliath) • PLOT? • Batman? Superman? • Such stories are common due to reoccurrence in history and stored in unconscious. • Sense of self is an archetype • Use our personal and collective unconscious to shape our personality

13. Alfred Adler • Felt the driving force of personalities is the desire to Overcome feelings of inferiority • Examples: • Napoleon • Glenn Cunningham • Coined the term inferiority complex • A pattern of avoiding feelings of inadequacy rather than trying to overcome their source • Starts in childhood because one Cannot take care of themselves

15. Alfred Adler • Also believed the way parents treat their child influences the styles of life they choose • Over pampering leads to self-centeredness • Neglect leads to angry, hostile person • Ideally children should learn courage and self-reliance from father and generosity and feelings for others from their mother

16. Karen Horney • She was a follower of Freud but disagreed with Freud in many ways • Stressed the importance of basic anxiety which leads to helplessness • Feelings of hostility towards parents due to anxiety and helplessness. • Believed that if a child was raised in a loving environment, child would avoid parent-child conflict. • Countered Freud’s assumption of “penis envy”

17. Neo-Freudian and Psychodynamic Theorists • Freud died in 1939. • Some of his ideas have been incorporated into psychodynamics. • Psychodynamic therapy: therapy deriving from the psychoanalytic tradition that views individuals as responding to unconscious forces and childhood experiences, and that seeks to enhance self-insight. • Face to Face • Less Time Consuming.

18. Assessing Unconscious Processes • To study personality there must be a pathway to the unconscious • Projective tests- personality test that provides ambiguous stimuli designed to trigger projection of one’s inner dynamics, like a psychological X-Ray. • Thematic Apperception Test (TAT)- people express their feelings & interests through the stories they make up about certain scenes.

19. Assessing Unconscious Processes • Rorschach Inkblot Test- most widely used projective test, a set of 10 inkblots, designed by Hermann Rorschach; seeks to identify people’s inner feelings by analyzing their interpretations of the blots • Scoring has improved: computer aided tool has been designed to improve agreement among raters and enhance the test’s validity

21. Evaluating the Psychodynamic Perspective Write @ Least 1 Criticism! • Critics of Freud feel: • Development is life long  not fixed in childhood • Overestimated parental influence and underestimated peer influence • Gender identity probably doesn’t form during the ages of 5-6 • Researchers have found little research that defense mechanisms disguise sexual and aggressive impulses

22. Modern Unconscious Mind • Freud was right about one thing: we indeed have limited access to all that goes on in our minds • However Anthony Greenwald believes it is time to abandon Freud’s idea of the unconscious • View unconscious as information processing that occurs without awareness • We fly on auto-pilot more than we know

23. Modern Unconscious Mind • Recent research provides support for defense mechanisms • Projection= false consensus effect • Tendency to over estimate the extent to which others share our beliefs and behaviors • Baumeisterfound that people tend to justify their action because other people do it • Terror Management Theory • A theory of death-related anxiety; explores people’s emotional and behavior responses to reminders of their impending death

24. Homework Research Freud’s repression. Does repression truly exist? Why are people so critical of Freud and his theory on development and the unconscious mind? (half page)

25. Pioneering psychoanalysts are called neo-Freudians • Believed and agreed with Freud’s Id, Ego, and Superego; unconscious and its importance; childhood personality development; dynamics of anxiety and defense mechanisms

26. Humanistic Perspective & Personality

27. Humanistic Perspective and Personality • During 1960s, Humanistic perspective began to develop • Goes against Freud and Skinner • Freud Unconscious • Skinner behaviorism and learning • Humanistic psychologists focused on the ways “healthy” people strive for self-determination and self-realization

28. Humanistic Perspective and Personality • Pioneers • Abraham Maslow and Carl Rogers • Offered a third force perspective that emphasized human potential

29. Humanistic Perspective and Personality • Maslow’s Self-Actualizing Person • Motivated by a hierarchy of needs • Once our self-esteem is met we ultimately seek self-actualization and self-transcendence • Based description on a study of those who seemed notable for their rich productive lives • Lincoln • Jefferson • Eleanor Roosevelt

30. Humanistic Perspective and Personality • Decided that each of these people were self-aware and self-accepting, secure in who they were • Their interests were problem centered rather than self-centered • During his study on colleges students, he speculated that those likely to become self-actualizing adults were • Compassionate towards elders & disturbed by cruelty and meanness . • Had courage to be unpopular & unashamed

31. Humanistic Perspective and Personality • Carl Rogers’ Person Centered Perspective • Believed that people are basically good and are endowed with self-actualizing tendencies • Growth-promoting environment required three conditions • Genuineness, acceptance, and empathy • People nurture growth by being genuine • Being open with their own feelings and being transparent

32. Humanistic Perspective and Personality • People nurture growth by being accepting • Unconditional positive regard: according to Rogers, an attitude of total acceptance toward another person • People nurture growth by empathy • Sharing and mirroring our feelings and reflecting our meanings • “Rarely do we listen with real understanding, true empathy. Yet listening, of this very special kind, is one of the most potent forces for change I know.” • These three factors are the nutrients that enable people to grow.

33. Humanistic Perspective and Personality • Central feature of personality is one’s self-concept • Self-concept: all our thoughts and feelings about ourselves, in answer to the question ”Who am I?” • “…help others to know, accept, and be true to themselves.”

34. Social Cognitive Perspective Albert Bandura

35. Bandura • Proposed by Bandura • Social-Cognitive views behavior as influenced by the interaction between people’s traits (including their thinking) and their social context • Viewing nature and nurture as working together

36. Learned Behaviors • SOCIAL: Believed we learn many of our behaviors either through conditioning or by observing others and modeling our behaviors after theirs • COGNITIVE: Also emphasizes the importance of mental processes • What we think about our situation plays a factor as well

37. Reciprocal Determinism • Bandura views the person-environment interaction as reciprocal determinism • The interacting influences of behaviors, internal cognition, and environment • Calls these “interlocking determinates of each other” • Example: Children’s TV-viewing habits (past behavior) influences their viewing preferences (internal factor), which influences how TV (environmental factor) affects their current behavior.

38. 3 • Consider 3 specific ways in which individuals and environment interact • Different people choose different environments • Our personalities shape how we interpret and react • Our personalities help create situations to how we react

39. Social Cognitive Perspective • Personal control: the extent to which people perceive control over their environment rather than feeling helpless • 2 ways to study the effect of personal control • Correlate people’s feelings of control with their behaviors and achievements • Experiment by raising or lowering peoples sense of control and noting the effects

40. Social Cognitive Perspective • Internal vs. External Locus of Control • I: You control your fate. • E: Outside forces control your fate. • Depleting and strengthening self control • Self-control: the ability to control impulses and delay gratification • Predicts good adjustment, better grades, and social success according to June Tangney • Self-control requires attention and energy

41. Learned Helplessness vs. Personal Control • People who feel helpless and oppressed often perceive control as external • Learned helplessness: Helpless behavior following repeated experiences that seemed to have no control. • In an experiment on learned helplessness, Seligman found that animals that were unable to change their situation for long periods of times seemed unable or unwilling to change when the possibility was opened to them.

42. Optimism vs. Pessimism • Good measure of how helpless or effective you feel • Optimism health: outlive pessimists or live with fewer illnesses • Dating couples have conflicts, optimists and their partners see it as engaging constructively • Excessive Optimism = not a good thing!

43. Underlying Principles Guiding Social Cognitive Perspective • Researchers study how people interact with their situations • Best way to predict someone’s behavior in a given situation is to observe that person’s behavior in similar situations • Contribution of S-C Perspective to personality • Builds on psychology’s well-established concepts learning and cognition and reminds us of the power of social situations