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| Basic Principals of psychodynamic theory- Freud |
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Definition
1.psychological processes have a central place in human behavior
2.unoconcious mental activity is a motivating force in behavior
3.2 primary drives-sensual pleasure and aggression
4.sensual pleasure drive can be studied as a function of psychosexual stages of development
5.a method for treatment, emotionally disturbed adults, long-term, in depth, explores childhood memories. |
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| Freuds 3 part personality structure |
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Definition
Id-based on pleasure principal(like a newborn, I want it now)
Ego-based on reality prinicpal(age 3 ability to understand reality)
Superego-conscience, it dictactes our beliefs of right wrong, diplomacy between the other two |
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Freud Psychosexual development
0-18mo- primary activities center around feeding and mouth, lips, tongue, child is focused on receiving and taking |
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Freud Psychosexual development
18mo-3yrs- giving and withholding bowl movements |
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Freud Psychosexual development
3-5yrs- child's attentions shifts to the genitals, personality becomes more complex, self centered but wants to love and be loved Oedipus and Electra Complex |
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Freud Psychosexual development
5-puberty- sexual instinct is relatively unaroused during this stage, focus on socialization, education, and skills development. |
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Freud Psychosexual development
puberty-death- person is fully able to love and work, personality development was largely completed by the end of puberty and remains relatively unchanged. |
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psychoanalytic but doesn't see sexual and aggressive drives as primary motivator- instead human relationships with objects, usually one's mother, father, or primary caregiver.
Object relations theorists stress the importance of early family interactions, primarily the mother-infant relationship, in personality development.
"My mother is good because she feeds me when I am hungry" (representation of the object).
"The fact that she takes care of me must mean that I am good" (representation of the self in relation to the object).
"I love my mother" (representation of the relationship).
Internal objects are formed during infancy through repeated experiences with one's caregiver.
splitting good and bad parts of object
Melanie Klein, Ronald Fairbairn, and Donald Winnicott. |
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Bowlby, Ainsworth
4 types- secure attachment, ambivalent attachement, avoidant attachment, disorganized
Development of basic trust- develops by age two |
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| -0-2 - child tastes, feels, looks at objects-sensory- key accomplishment is object permanence |
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| 2-7 years- magical thinking, no cause and effect, difficult understanding other's point of view |
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| Piaget Concrete Operational |
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Definition
| 7-11- school age children can use symbols and engage in mental activies,LOGICAL thought |
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| Piaget Formal Operational Stage |
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Definition
| 11+ Adolecents- able to think abstractly, understand future, reason a hypothesis. |
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Learning through assimilation and accommodation
assimiliation- talking in sensations, nourishment, experience
Accomodation- the outgoing, adjusting process of reaching out to the environment
Adaptation- abilty to organize many sensations and experiences we encournter into some kind of order and adapt ourselves to surroundings |
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| Erik Erikson- pyschosocial theory |
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Definition
trust vs. mistrust(0-2)
autonomy vs. shame and doubt(2-3)
initiative vs. guilt (4-6)
industry vs inferiority(6-11)
identify vs role confusion(12-18)
intimacy vs isolation(20-35)
generativity vs stagnation(35-50)
ego integrity vs despair(50+) |
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| new responses can be acquired through the observation and imitation of the models |
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| responses are under volunarty control and can be streghtened or eliminated depending on consequences associated with them |
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| when two evens occur very close together in time, they acquire similar meanings and produce similar responses- salava and bell |
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