Thinking About Psychology The Science of Mind and Behavior 3e Charles T. Blair-Broeker & Randal M. Ernst PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2012

Individual Variation Domain

Personality

Psychodynamic and Humanistic Perspectives on Personality Module 28 Psychodynamic and Humanistic Perspectives on Personality

Module Overview The Psychodynamic Perspective on Personality The Humanistic Perspective on Personality Click on the any of the above hyperlinks to go to that section in the presentation.

The Psychodynamic Perspective on Personality Module 28: Psychodynamic and Humanistic Perspectives on Personality

Personality An individual’s characteristic pattern of thinking, feeling, and acting.

Sigmund Freud (1856-1939) Founder of psychoanalysis, a controversial theory about the workings of the unconscious mind. A person’s thoughts and behaviors emerge from tension generated by unconscious motives and unresolved childhood conflicts.

Psychoanalysis Freud’s theory of personality; also a therapeutic technique that attempts to provide insight into one’s thoughts and actions by exposing and interpreting the underlying unconscious motives and conflicts.

Psychodynamic Perspective A view of personality that retains some aspects of Freudian theory (such as the importance of unconscious thought processes) but is less likely to see unresolved childhood conflicts as a source of personality development.

The Psychodynamic Perspective on Personality: Freud’s View of the Mind Module 28: Psychodynamic and Humanistic Perspectives on Personality

Free Association A method of exploring the unconscious in which the person relaxes and says whatever comes to mind, no matter how trivial or embarrassing.

Conscious Mind The thoughts and feelings one is currently aware of

Preconscious Mind According to Freud, a region of the mind holding information that is not conscious but is retrievable into conscious awareness. Holds thoughts and memories not in one’s current awareness but can easily be retrieved

Unconscious Mind According to Freud, a region of the mind that is a reservoir of mostly unacceptable thoughts, wishes, feelings, and memories.

The Mind According to Freud

Module 28: Psychodynamic and Humanistic Perspectives on Personality The Psychodynamic Perspective on Personality: The Id, Ego, and Superego Module 28: Psychodynamic and Humanistic Perspectives on Personality

Freud’s Concept of the “Id” The part of personality that , according to Freud, consists of unconscious, psychic energy and strives to satisfy basic sexual and aggressive drives; operates on the pleasure principle, demanding immediate gratification. Is present from birth

Freud’s Concept of the “Superego” The part of personality that , according to Freud, represents internalized ideals and provides standards for judgment (the consciences) and for future aspirations. One’s conscience; focuses on what the person “should” do

Freud’s Concept of the “Ego” The largely conscious, “executive” part of personality that, according to Freud, negotiates among the demands of the id, superego, and reality; operates on the reality principle, satisfying the id’s desires in ways that will realistically bring pleasure rather than pain.

Freud’s Id, Ego and Superego

The Psychodynamic Perspective on Personality: Defense Mechanisms Module 28: Psychodynamic and Humanistic Perspectives on Personality

Defense Mechanisms In psychoanalytic theory, the ego’s protective methods of reducing anxiety by unconsciously distorting reality.

Repression Puts anxiety-arousing thoughts, feelings, and memories into the unconscious mind The basis for all other defense mechanisms

Defense Mechanisms

Regression Allows an anxious person to retreat to a more comfortable, infantile stage of life

Defense Mechanisms

Denial Lets an anxious person refuse to admit that something unpleasant is happening

Defense Mechanisms

Reaction Formation Reverses an unacceptable impulse, causing the person to express the opposite of the anxiety-provoking, unconscious feeling

Defense Mechanisms

Projection Disguises threatening feelings of guilty anxiety by attributing the problems to others

Defense Mechanisms

Rationalization Displaces real, anxiety-provoking explanations with more comforting justifications for one’s actions

Defense Mechanisms

Displacement Shifts an unacceptable impulse toward a more acceptable or less threatening object or person

Defense Mechanisms

Module 28: Psychodynamic and Humanistic Perspectives on Personality The Psychodynamic Perspective on Personality: Freud’s Psychosexual Stages Module 28: Psychodynamic and Humanistic Perspectives on Personality

Psychosexual Stages Childhood stages of development (oral, anal, phallic, latency, and genital) during which , according to Freud, the id’s pleasure seeking energies focus on different parts of the body . A person can become “fixated” or stuck at a stage, leading to problems as an adult

Oral Stage Pleasure comes from chewing, biting, and sucking. Weaning can be a conflict at this stage.

Freud’s Stages of Development

Anal Stage Gratification comes from bowel and bladder functions. Potty training can be a conflict at this stage.

Freud’s Stages of Development

Phallic Stage The pleasure zone shifts to the genitals. Boys cope with incestuous feelings toward their mother and rival feelings toward their dad (Oedipus conflict). Electra Complex

Freud’s Stages of Development

Latency Stage Sexual feelings are dormant. Child identifies with and tries to mimic the same sex parent to learn gender identity.

Freud’s Stages of Development

Genital Stage Begins at puberty with the maturation of sexual interests

Freud’s Stages of Development

The Psychodynamic Perspective on Personality: The Neo-Freudians Module 28: Psychodynamic and Humanistic Perspectives on Personality

Neo-Freudians Followers of Freud’s theories but developed theories of their own in areas where they disagreed with Freud Includes Adler, Jung, and Horney

Alfred Adler (1870-1937) Neo-Freudian who thought social tensions were more important than sexual tensions in the development of personality. Believed psychological problems were the result of feelings of inferiority

Inferiority Complex According to Adler, a condition that comes from being unable to compensate for normal inferiority feelings.

Carl Jung (Yoo-ng)(1875-1961) Neo-Freudian who believed that humans share a collective unconscious.

Collective Unconscious Jung’s concept of a shared, inherited reservoir of memory traces from our ancestors. Information everyone knows from birth Archetypes – universal symbols found in stories, myths, and art

Karen Horney (HORN-eye)(1885-1952) Neo-Freudian who found psychoanalysis negatively biased toward women and believed cultural variables are the foundation of personality development.

Module 28: Psychodynamic and Humanistic Perspectives on Personality The Psychodynamic Perspective on Personality: Assessing Personality From a Psychodynamic Perspective Module 28: Psychodynamic and Humanistic Perspectives on Personality

Projective Tests A personality test, such as the Rorschach or TAT, that provides ambiguous stimuli to trigger projection of one’s inner thoughts and feelings.

Thematic Apperception Test (TAT) A projective test in which people express their inner feelings and interests through the stories they make up about ambiguous scenes. The person makes up a story of a picture they are shown

Rorschach Inkblot Test The most widely used personality test used projective test is a set of 10 inkblots designed to identify people’s inner feelings by analyzing their interpretations of the blots.

Module 28: Psychodynamic and Humanistic Perspectives on Personality The Psychodynamic Perspective on Personality: Evaluating the Psychodynamic Perspective Module 28: Psychodynamic and Humanistic Perspectives on Personality

Updating Freud’s Theory Most psychodynamic psychologists agree: Sex is not the basis of personality. People do not “fixate” at various stages of development. Much of a person’s mental life is unconscious. People struggle with inner conflicts, and childhood experiences shape us.

The Humanistic Perspective on Personality Module 28: Psychodynamic and Humanistic Perspectives on Personality

Humanistic Psychology A perspective that focuses on the study of conscious experience, the individual’s freedom to choose, and capacity for personal growth. Emphasizes conscious experience Focuses on free will and creative abilities Studies all factors relavent to the human condition

Module 28: Psychodynamic and Humanistic Perspectives on Personality The Humanistic Perspective on Personality: Abraham Maslow and Self-Actualization Module 28: Psychodynamic and Humanistic Perspectives on Personality

Abraham Maslow (1908-1970) Humanistic psychologist who proposed the hierarchy of needs, with self-actualization as one of the ultimate psychological needs.

Hierarchy of Needs Maslow’s pyramid of human needs, beginning at the base with physiological needs, proceeding through safety needs and then to psychological needs Higher-level needs won’t become active until lower-level needs have been satisfied.

Self-Actualization According to Maslow, an ultimate psychological need that arises after basic physical and psychological needs are met and self-esteem is achieved; the motivation to realize out full and unique potential.

Self-Actualization Characteristics include: Self aware and self accepting Open, spontaneous, loving, and caring Not paralyzed by other’s opinions Focused on a particular task Involved in few deep relationships Have been moved to peak experiences

Maslow’s Hierarchy of Needs

Maslow’s Hierarchy of Needs

Maslow’s Hierarchy of Needs

Maslow’s Hierarchy of Needs

Maslow’s Hierarchy of Needs

Module 28: Psychodynamic and Humanistic Perspectives on Personality The Humanistic Perspective on Personality: Carl Rogers and the Person-Centered Approach Module 28: Psychodynamic and Humanistic Perspectives on Personality

Carl Rogers (1902-1987) Humanistic psychologist who developed client-centered therapy and stressed the importance of acceptance, genuineness, and empathy in fostering human growth.

Unconditional Positive Regard According to Rogers, an attitude of total acceptance toward another person. People can be more open with those that express unconditional positive regard towards.

Genuineness Freely expressing one’s feelings and not being afraid to disclose details about oneself

Empathy Sharing thoughts and understanding Listening and reflecting the other person’s feelings

Module 28: Psychodynamic and Humanistic Perspectives on Personality The Humanistic Perspective on Personality: Assessing Personality and the Self From a Humanistic Perspective Module 28: Psychodynamic and Humanistic Perspectives on Personality

Self-Concept All our thoughts and feelings about ourselves in answer to the question “Who am I?”

Self-Concept versus Ideal Self

Module 28: Psychodynamic and Humanistic Perspectives on Personality The Humanistic Perspective on Personality: Evaluating the Humanistic Perspective Module 28: Psychodynamic and Humanistic Perspectives on Personality

Evaluating Humanism Humanism has influenced therapy, child-rearing, and the workplace Laid the foundation for positive psychology

The End

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Teacher Information Domain Coding Key Terms and Definitions in Red Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards. Scientific Inquiry Domain Biopsychology Domain Development and Learning Domain Social Context Domain Cognition Domain Individual Variation Domain Applications of Psychological Science Domain Key Terms and Definitions in Red To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

Teacher Information Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at korek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek Germantown High School Germantown, WI 53022

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