Module 19 :Humanistic Theories Freudian & Module 19


INTRODUCTION :INTRODUCTION Personality refers to a combination of long-lasting and distinctive behaviors, thoughts, motives, and emotions that typify how we react and adapt to other people and situations Theory of personality organized attempt to describe and explain how personalities develop and why personalites differ


FREUD’S PSYCHODYNAMIC THEORY :FREUD’S PSYCHODYNAMIC THEORY Psychodynamic Theory of Personality emphasizes the importance of early childhood experiences, unconscious or repressed thoughts that we cannot voluntarily access, and the conflicts between conscious and unconscious forces that influence our feelings, thoughts, and behaviors


FREUD’S PSYCHODYNAMIC THEORY (CONT.) :FREUD’S PSYCHODYNAMIC THEORY (CONT.) Conscious Versus Unconscious forces Conscious thought wishes, desires, or thoughts that we are aware of, or can recall, at any given moment Unconscious forces wishes, desires, or thoughts that, because of their disturbing or threatening content, we automatically repress and cannot voluntarily access Unconscious motivation Freudian concept that refers to the influence of repressed thoughts, desires, or impulses on our conscious thoughts and behaviors


FREUD’S PSYCHODYNAMIC THEORY (CONT.) :FREUD’S PSYCHODYNAMIC THEORY (CONT.) Techniques to discover the unconscious Free association technique in which clients are encouraged to talk about any thoughts or images that enter their head; the assumption is that this kind of free-flowing, uncensored talking will provide clues to unconscious material Dream interpretation technique of analyzing dreams, is based on the assumption that dreams contain underlying, hidden meanings and symbols that provide clues to unconscious thoughts and desires


FREUD’S PSYCHODYNAMIC THEORY (CONT.) :FREUD’S PSYCHODYNAMIC THEORY (CONT.) Techniques to discover the unconscious Freudian slips mistakes or slips of the tongue that we make in everyday speech; such mistakes, which are often embarrassing, are thought to reflect unconscious thoughts or wishes


DIVISIONS OF THE MIND :DIVISIONS OF THE MIND Id, ego, and superego Freud divided the mind into three separate processes each has a different function interactions among the id, ego, and superego result in conflicts


DIVISIONS OF THE MIND (CONT.) :DIVISIONS OF THE MIND (CONT.)


DIVISIONS OF THE MIND (CONT.) :DIVISIONS OF THE MIND (CONT.) Id, ego, and superego Id: pleasure seeker first division of the mind to develop contains two biological drives: sex and aggression id’s goal is to pursue pleasure and satisfy the biological drives Pleasure principle id operates according to the pleasure principle satisfy drives and avoid pain, without concern for moral restrictions or society’s regulations


DIVISIONS OF THE MIND (CONT.) :DIVISIONS OF THE MIND (CONT.) Id, ego, and superego Ego: executive negotiator between id and superego second division of the mind, develops from the id during infancy ego’s goal is to find safe and socially acceptable ways of satisfying the id’s desires and to negotiate between the id’s wants and the superego’s prohibitions large part of ego is conscious smaller part is unconscious Reality principle satisfying a wish or desire only if there is a socially acceptable outlet available


DIVISIONS OF THE MIND (CONT.) :DIVISIONS OF THE MIND (CONT.) Id, ego, and superego Superego: regulator third division of the mind develops from the ego during early childhood superego’s goal is to apply the moral values and standards of one’s parents or caregivers and society in satisfying one’s wishes moral standards of which we are conscious or aware and moral standards that are unconscious or outside our awareness


DIVISIONS OF THE MIND (CONT.) :DIVISIONS OF THE MIND (CONT.) Anxiety uncomfortable feeling that results from inner conflicts between the primitive desires of the id and the moral goals of the superego id, superego conflict ego caught in the middle ego’s continuous negotiations to resolve conflict causes anxious feelings ego uses defense mechanisms to reduce the anxious feelings


DIVISIONS OF THE MIND (CONT.) :DIVISIONS OF THE MIND (CONT.) Defense mechanisms Freudian processes that operate at unconscious levels and that use self-deception or untrue explanations to protect the ego from being overwhelmed by anxiety Two ways to reduce anxiety: can take realistic steps for reducing anxiety use defense mechanisms to reduce anxiety


DIVISIONS OF THE MIND (CONT.) :DIVISIONS OF THE MIND (CONT.) Defense mechanisms Rationalization involves covering up the true reasons for actions, thoughts, or feelings by making up excuses and incorrect explanations Denial refusing to recognize some anxiety-provoking event or piece of information that is clear to others Repression involves blocking and pushing unacceptable or threatening feelings, wishes, or experiences into the unconscious


DIVISIONS OF THE MIND (CONT.) :DIVISIONS OF THE MIND (CONT.) Defense mechanisms Projection falsely and unconsciously attributes your own unacceptable feelings, traits, or thoughts to individuals or objects Reaction formation involves substituting behaviors, thoughts, or feelings that are the direct opposite of unacceptable ones Displacement involves transferring feelings about, or response to, an object that causes anxiety to another person or object that is less threatening


DIVISIONS OF THE MIND (CONT.) :DIVISIONS OF THE MIND (CONT.) Defense mechanisms Sublimation type of displacement, involves redirecting a threatening or forbidden desire, usually sexual, into a socially acceptable one


DEVELOPMENTAL STAGES :DEVELOPMENTAL STAGES Development: dealing with conflict Psychosexual stages five developmental periods-oral, anal, phallic, latency, and genital stages each marked by a potential conflict between parent and child conflicts arise as a child seeks pleasure from different body areas that are associated with sexual feelings erogenous zones


DEVELOPMENTAL STAGES (CONT.) :DEVELOPMENTAL STAGES (CONT.) Fixation: potential personality problems occur during any of the first three stages Oral Anal Phallic refers to a Freudian process through which an individual may be locked into a particular psychosexual stage because his or her wishes were either overgratified or undergratified


DEVELOPMENTAL STAGES (CONT.) :DEVELOPMENTAL STAGES (CONT.) Five psychosexual stages Oral stage lasts for the first 18 months pleasure seeking activities include: sucking, chewing, and biting Fixation adults who continue to engage in oral activities, such as overeating, gum chewing, or smoking; oral activities can be symbolic as well, such as being overly demanding or “mouthing off”


DEVELOPMENTAL STAGES (CONT.) :DEVELOPMENTAL STAGES (CONT.) Five psychosexual stages Anal stage late infancy: one and a half to three years a time when the infant’s pleasure seeking is centered on the anus and its functions of elimination Fixation results in adults who continue to engage in activities of retention or elimination retention: very neat, stingy, or behaviorally rigid elimination: generous, messy, or behaving very loose or carefree


DEVELOPMENTAL STAGES (CONT.) :DEVELOPMENTAL STAGES (CONT.) Five psychosexual stages Phallic stage early childhood: 3 to 6 years infant’s pleasure seeking is centered on the genitals Oedipus complex process in which a child competes with the parent of the same sex for the affections and pleasures of the parent of the opposite sex


DEVELOPMENTAL STAGES (CONT.) :DEVELOPMENTAL STAGES (CONT.) Oedipus complex: boys discovers that his penis is a source of pleasure result: feels hatred, jealousy, and competition toward his father and fears castration resolves the complex by identifying with his father


DEVELOPMENTAL STAGES (CONT.) :DEVELOPMENTAL STAGES (CONT.) Oedipus complex: girls penis envy: girl discovers that she does not have a penis and feels a loss loss makes her turn against her mother and develop sexual desires for her father resolves fixation by identifying with her mother


DEVELOPMENTAL STAGES (CONT.) :DEVELOPMENTAL STAGES (CONT.) Five psychosexual stages Latency stage middle to late childhood: 6 to puberty time when the child represses sexual thoughts and engages in nonsexual activities, such as developing social and intellectual skills puberty sexuality reappears


DEVELOPMENTAL STAGES (CONT.) :DEVELOPMENTAL STAGES (CONT.) Five psychosexual stages Genital stage puberty through adulthood time when the individual has renewed sexual desires that he or she seeks to fulfill through relationships with other people conflict resolution depends on how conflicts in the first three stages were resolved


FREUD’S FOLLOWERS & CRITICS :FREUD’S FOLLOWERS & CRITICS Carl Jung Jung was a devoted follower of Freud until about 1914 split with Freud was that Jung disagreed with Freud’s emphasis on the sex drive believed the collective unconscious and not sex to be the basic force in the development of personality Collective unconscious consists of ancient memory traces and symbols that are passed on by birth and are shared by all peoples in all cultures Analytical Psychology Jung’s elaborate theory of personality


FREUD’S FOLLOWERS & CRITICS (CONT.) :FREUD’S FOLLOWERS & CRITICS (CONT.) Alfred Adler contemporary of Freud voiced disagreement with Freud at one of the society’s meetings Adler disagreed with Freud’s theory that humans are governed by biological and sexual urges Adler proposed that humans are motivated by social urges each person is a social being with a unique personality Adler formed his own group philosophy became known as “individual psychology” we are aware of our motives and goals have the capacity to guide and plan our futures


FREUD’S FOLLOWERS & CRITICS (CONT.) :FREUD’S FOLLOWERS & CRITICS (CONT.) Karen Horney trained as a psychoanalyst her career peaked after Freud’s death dean of the American Institute of Psychoanalysis in New York objected to Freud’s view of women being dependent, vain, and submissive because of biological forces and childhood sexual experiences took issue with Freud’s idea of penis envy


HUMANISTIC THEORIES :HUMANISTIC THEORIES Humanistic theories emphasize our capacity for personal growth, development of our potential, and freedom to choose our destiny


HUMANISTIC THEORIES (CONT.) :HUMANISTIC THEORIES (CONT.) Three characteristics of Humanistic theories Phenomenological perspective your perception or view of the world, whether or not it is accurate, becomes your reality Holistic view personality is more than the sum of its individual parts; instead, the individual parts form a unique and total entity that functions as a unit Self-actualization refers to our inherent tendency to develop and reach our true potentials


HUMANISTIC THEORIES (CONT.) :HUMANISTIC THEORIES (CONT.) Maslow: needs hierarchy and self-actualization - Hierarchy of Needs arranges needs in ascending order biological needs at the bottom and social and personal needs at the top - Maslow’s hierarchy: must satisfy biological safety needs before using energy to fulfill your personal and social needs devote time and energy to reach true potential, called self-actualization


HUMANISTIC THEORIES (CONT.) :HUMANISTIC THEORIES (CONT.) Maslow: need hierarchy and self-actualization Self-actualization refers to the development and fulfillment of one’s unique human potential Characteristics of self-actualized individuals perceive reality accurately independent and autonomous prefer to have a deep, loving relationship with only a few people focus on accomplishing their goals report peak experiences (moments of great joy and satisfaction)


HUMANISTIC THEORIES (CONT.) :HUMANISTIC THEORIES (CONT.) Rogers: self theory also called self-actualization theory based on two major assumptions: personality development is guided by each person’s unique self-actualization tendency each of us has a personal need for positive regard Roger’s self-actualization tendency refers to an inborn tendency for us to develop all of our capacities in ways that best maintain and benefit our lives relates to biological functions meeting basic need for food, water, and oxygen


HUMANISTIC THEORIES (CONT.) :HUMANISTIC THEORIES (CONT.) Rogers: self theory Psychological functions expanding our experiences, encouraging personal growth, and becoming self-sufficient Self or self-concept refers to how we see or describe ourselves positive self-concepts tend to act, feel, and think optimistically and constructively negative self-concepts tend to act, feel, and think pessimistically and destructively


HUMANISTIC THEORIES (CONT.) :HUMANISTIC THEORIES (CONT.) Rogers: self theory Positive regard includes love, sympathy, warmth, acceptance, and respect, which we crave from family, friends, and people important to us Conditional and unconditional positive regard Conditional positive regard refers to the positive regard we receive if we behave in certain acceptable ways, such as living up to or meeting the standards of others


HUMANISTIC THEORIES (CONT.) :HUMANISTIC THEORIES (CONT.) Rogers: self theory Unconditional positive regard the warmth, acceptance, and love that others show you because you are valued as a human being, even though you may disappoint people by behaving in ways that are different from their standards or values or the way they think Importance of self-actualization Rogers recognized that: our tendency for self-actualization may be hindered, tested, or blocked by a variety of situational hurdles or personal difficulties


HUMANISTIC THEORIES (CONT.) :HUMANISTIC THEORIES (CONT.) Rogers: self theory Unconditional positive regard we will experience the greatest self-actualization if we work hard and diligently to remove situational problems, resolve our personal problems, and hopefully, receive tons of unconditional positive regard