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33 Cards in this Set
- Front
- Back
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Sigmund Freud |
-moved with family to Vienna, Austria at age of 4 -went to medical school, set up his own practice, specializing in nervousdisorders -noticed that his patients’ symptoms weren’t explainable from neurologicalperspective – maybe there are psychological causes! |
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Topographical Model of the Mind |
Conscious -holds what you’re currently aware of Preconscious -represents ordinary memory -currently outside awareness, but can easily be brought into awareness Unconscious -most important part, according to Freud - notdirectly accessible to awareness -storehouse for unacceptable urges, feelings, wishes, and ideas - theurges, etc, exert a continuing influence on later actions and consciousexperience |
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Iceberg Analogy |
Top - conscious mind Middle - preconscious Bottom - unconscious mind |
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Personality Structure |
Freud - Personality arises from conflict between our aggressive, pleasure-seeking impulses, and internal and social restraints against them 3 components of personality: id ego superego |
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The Id |
- only componentpresent at birth - contains basic drives to survive,reproduce, and act aggressively - operates completely in the unconscious - pleasure principle - all needs shouldbe satisfied immediately |
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The Ego |
- makes sure the id’simpulses are expressed in effective and realistic ways, taking into account thedemands of the external world - functions mainly in the conscious andpreconscious - reality principle – behavior must takeinto account the state of the external world in addition to the needs and urgesarising from within |
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The Superego |
- last component of personality to develop - represents our values or conscience - tells us how we should behave - forces ego to consider the ideal not just the realworld - strives for perfection - judges our actions behave well = feelings of pride behave badly = feelings of guilt - ego mediates between the impulsive demandsof the id and the idealistic demands of the superego |
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Personality Development |
-forms during first few years of life - children pass through a series of psychosexual stages: - oral stage - anal stage - phallic stage - latency stage - genital stage - id focuses its pleasure-seeking energies ondifferent pleasure-sensitive areas ofthe body called erogenous zones. |
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Oral Stage |
Mouth is source of tension reduction (eating) and pleasurable sensations (tasting, licking, sucking) Basic conflict is weaning |
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Anal Stage |
major event is toilet training Child must learning that these is an appropriate time and place for everything |
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Phallic stage |
Oedipus (Electra) Complex - children develop unconscioussexual desires for their opposite-sexparent children develop hostility, jealousy, and hatred towardsame-sex parent due to competition overaffection of other parent |
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Castration Anxiety |
In boys: - competitiveness / jealousy can become soextreme that he wants father out of family, or dead - boy is afraid that father will retaliate bycastrating him - castration anxiety causes boy to burysexual desire for mother in unconscious, and to identify with his father - identifying with father gives boy feelingof protection (father less likely to harm him) - identifying with father gives boy symbolicaccess to mother through the father. |
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Latency Stage |
-lessening of sexual and aggressive urges -children turn to other pursuits, often intellectual orsocial in nature -a time of broadening experience, rather thanconfronting new conflicts ۰ްڰ |
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Genital Stage |
-earlier attachments were narcissistic, in this stagethere is a desire to share mutual sexualgratification with someone else -person becomes capable of loving others not only forselfish reasons, but also for altruisticreasons |
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Fixation |
-Unresolved conflicts can surface as maladaptivebehaviors in adult years -Child confronts a conflict at each of the first threepsychosexual stages Fixation: - If conflict not well resolved,pleasure-seeking energies become permanentlyfocused in that stage - fixation results in a predominance ofattitudes and interests that characterizethat stage - fixation can occur for two reasons 1. a person who is overindulged in a stage maybe reluctant to leave it and move on 2. a person whose needs are deeply frustratedCAN’T move on completely until the needsare met |
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Fixation examples |
ORAL STAGE - Preoccupied with food and drink - reduce tension through activities involvingmouth (smoking, drinking, nail biting) ANAL STAGE - parents praise child lavishly forsuccess at toilet training child convinced of the value of “producingthings” at the “right” time and place (productivity/creativity) - parents emphasize punishment, ridicule,shame for failures at toilet training - anal expulsive traits – messy, cruel,destructive, hostile - anal retentive traits – rigid, obsessivestyle PHALLIC STAGE - men may go to great lengths to demonstratethat they haven’t been castrated (seduce women, father children, attain great successin career) |
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Defense Mechanisms |
•Id and superego areconstantly at war, and being mediated by the ego •When the ego worriesabout losing control of this “war,” anxiety is produced •No one’s ego worksperfectly, so most people, at one time or another, experience some anxiety •The ego protectsitself with defensemechanisms – tactics that theego develops to help it deal with anxiety |
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Repression |
Process of keeping anxiety-inducing thoughts, feelings, and memories out of consciousness, particularly unacceptable id impulses Ego restrains the unacceptable impulse from being expressed |
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Regression |
•Regression –when anxiety causes people to use coping strategies that reflect the stages inwhich they are fixated •EXAMPLES –Oralstage – smoke morecigarettes or eat or drink more when stressed at work (adult), thumb-sucking(child) –Analstage – become even morecompulsive than normal •The stronger afixation, the more likely the person is to regress (under stress) to the modeof functioning that characterizes that stage •Regression oftenrepresents a return to a way of relating to the world that was previously veryeffective. |
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Reaction Formation |
To guard against release of unacceptable impulse, we emphasize the opposite of that impulse Ex. If child has hostile feelings toward a new baby in family, she may repress her true hostile feelings and replace them with excessive positive displays |
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Projection |
•Projection –anxiety is reduced by attributing your own unacceptable impulses, wishes, anddesires to someone else. •Projection provides away to hide your knowledge of an unacceptable aspect of yourself, while stillexpressing the unacceptable quality •EXAMPLE: feelings ofhostility toward others –Remove feelings from awareness through repression –Feelings are still there trying to gain expression –You project the feelings by developing the belief that others hateyou |
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Displacement |
•Displacement –shifting an impulse from one target to another target that is psychologicallymore acceptable (e.g. less threatening) than the one that aroused the feelings •Substituting a lessthreatening target for the original one reduces anxiety •EXAMPLES–Angry at boss – you displace your anger by kicking yourdog –Angry at professor – you displace your anger by takingit out your partner |
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Assessing Unconscious Processes |
•Projective tests–Present an ambiguous stimulus –Test-taker describes or tells a story about it –The stimulus has no significance in itself, so anymeaning people read into it presumably is a projection of their interests andconflicts |
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Thematic Apperception Test |
•A series of ambiguouspictures are presented •Subject is asked towrite a story about each picture •Story should describewhat’s happening in the picture – the characters’ thoughts and feelings, therelationship among the characters, and the outcome of the situation •The subject shouldidentify with the main character of the picture and the feelings, thoughts, andactions attributed to that character should reflect the subject’s own feelingsabout himself or herself |
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Rorschach Inkblot Test |
•Subject views a set of 10 inkblots and tells theexaminer what she sees •What the subject sees in the inkblots reflects theirinner feelings and conflicts •Subject describes what she sees in each inkblot as awhole, or in any part of it •After the subject reacts to each inkblot, the examinerasks for an explanation of the subject’s responses by asking questions |
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The Humanistic Perspective |
•Developed as a reaction to the negative view that humannature is at the mercy of unconscious forces and conflicts between id, ego, andsuperego. •Maslow called Freud’s approach “cripple psychology”since it was based on the study of patients in therapy •Maslow focused on healthy, well-adjusted people and onthe ways they strive for self-determination and self-realization |
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Maslow’s Self-Actualizing Person |
•Maslow proposed that people work toward satisfying aseries of needs leading the ultimate goal of self-actualization – the process of fulfilling our potential •Self-actualization based on study of people who werefamous for their productive lives (Lincoln, Jefferson, Eleanor Roosevelt) •These people seemed to share certain characteristics: –Self aware, self-accepting –Open and spontaneous –Loving and caring –Not overly concerned with the opinions of others -Focused energies on a particular task, one they oftenregarded as their mission in life -Most enjoyed a few deep relationships rather than manysuperficial ones |
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Carl Rogers’ Person-Centered Perspective |
•People are basically good and strive to self-actualize •People promote our growth in 3 ways: –being GENUINE – being open andhonest about their own feelings –being ACCEPTING – giving us unconditional positive regard – showing us acceptance, warmth, respect, and love,even though they know our shortcomings –being EMPATHIC – beingunderstanding and sharing in our feelings •Self-concept –If we have a positive self-concept, we tend to act andperceive the world positively –If we have a negative self-concept, we feel dissatisfiedand unhappy •Goal for us in relationships should be to help othersknow, accept, and be true to themselves |
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Trait Perspective |
TraitResearchers: -More concerned with describing personality than explaining it -Describe personality in terms of personality traits •traits – stable behavior patterns, or apredisposition to feel or act in certain ways |
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Eysencks’ Basic Personality Dimensions |
Hans & Sybil Eysenck: -personality characteristics can be reduced down to two dimensions: - extraversion/introversion - emotionalstability/instability •Extraversion dimension -sociability -craving for excitement -liveliness -activeness -dominance •Emotional stabilitydimension - easeof becoming upset/distressed -moodiness -anxiety -depression |
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Assessing Traits |
Personalityinventories: -long questionnaires covering a wide range of feelings and behaviors -designed to assess several traits at once -Minnesota MultiphasicPersonality Inventory (MMPI) is the most famous |
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Minnesota Multiphasic PersonalityInventory (MMPI) |
•550true-false items, measuring abnormality in personality •Firstcollected about a thousand self-descriptive statements (e.g. “I like takinglong walks”) •Responses:“true,” “false,” or “cannot say” •Statementsthen given to normal people and to groups of previously diagnosed psychiatricpatients •Dopeople with one psychiatric diagnosis agree or disagree with the itemsignificantly more often than do normal people? If so, that item was included in the scale that pertains to thatpsychiatric diagnosis •10basic clinical scales and 4 validity scales |
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The Big Five Factors |
1.Conscientiousness: - theway in which we control and direct our impulses - high conscientiousness: avoid trouble, successful throughplanning/persistence, can be compulsive perfectionists, workaholics or stuffyand boring -low conscientiousness: colorful, fun to be around, zany, can beconsidered flaky (unreliable) and may lack ambition 2.Agreeableness: -reflects a person’s concern with cooperation and social harmony - high agreeableness: considerate, friendly, generous, helpful,willing to compromise, optimistic view of human nature - low agreeableness: unconcerned with others’ well-being,unlikely to help others, suspicious, unfriendly, uncooperative 3. Neuroticism: -tendency to experience negative feelings - high neuroticism: anxious, angry, depressed, respondsoverly-emotionally, bad mood, difficulty thinking clearly, making decisions,and coping with stress - low neuroticism: calm, emotionally stable 4.Openness: -openness to experience - high openness: intellectually curious, appreciative ofart, sensitive to beauty, aware of their feelings, imaginative, nonconformist - low openness: narrow/common interests, preferplain/straightforward/obvious things, prefer familiar things, conservative 5.Extraversion: - thedegree to which a person engages the outside world - high extraversion: full of energy, positive emotions,enthusiastic, action-oriented, like to talk, assert themselves, draw attentionto themselves - low extraversion: lack energy, lower activity levels, quiet,low-key, deliberate, disengaged from social world |
