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| Who were two significant figures to influence Freud? |
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| What did Freud consider as the cause for unhealthy bx? |
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• There must be an unconscious element
• Unconscious needs and wishes influence feelings and social behaviors.
• Conscious mind is only the ‘tip of the iceberg’ |
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| energizing and motivating forces in humans |
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| life instinct- self preserving and erotic impulses |
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| labeled sexual energy, sexual life comprises the function of obtaining pleasure from any zones of the body |
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| death instinct- self destruction, aggression and cruelty. Energy called aggression causes conflict because Eros needs to be dominant |
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| Children go through a series of psychosexual conflicts. Each age period has a different conflict issue, if its not resolved appropriately then what? |
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| the person becomes fixated resulting in the use of ineffective defense mechanisms. |
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| Epigenetic principle of growth |
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| Personality is biologically based. Follows a plan |
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| Three components of the personality |
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| governed by the pleasure principle- gain basic needs |
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| governed by the reality principle which controls the basic needs and wishes in response to environmental demands. |
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| develops at 4 or 5, formed by guilt/shame over inappropriate desires. |
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Explain and control Id's desires and Superego's desires.
- everyone uses them. Major coping mechanism of the unhealthy personality, do not resulting effective resolution of problems. |
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| used to move traumatic experiences from conscious awareness to the unconscious. The experiences are not accessible for rational thought but they still effect personality. |
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| indicative of tendency to deflect overwhelming emotions by using either hurtful or funny comments. |
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tendacious (hurtful)
nontendacious |
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| What are Freud's five stages and their age ranges? |
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Oral (0-1)
Anal (1-3)
Phallic (3-6)
Latency (6-12)
Puberty (12+)
Latency (6-12) |
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| bodily pleasure is derived from the mouth. Conflict results from ineffective or erratic. |
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| pleasure is derived from the anus (control of defecating) Aggressive impulses are higher. Conflict is resolved by infants gaining pleasure in the control of body functions. |
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children gain pleasure from touching their genitals. This is the age period where gender identity if formed. Boys and girls begin to understand differences in male and female sexual organs.
• Boys go through castration anxiety
• Girls go through penis envy.
• Oedipus complex- conflict resolves with same sex parent. Process is more complex for boys.
• Superego is developed during this period due to children’s guilt. |
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| ) didn’t see an erotic focus. Saw it as time for acceptance of reality principle rules (ego development) Expand social interactions/friendships and gaining ability to focus on school learning. |
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| final phase, results in the ability to have adult sexual intimacy. Resolved by finding a sexual partner. |
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| The crucial psychosexual conflicts occurred where? |
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| in the first three phases, these were typically the causes of unhealthy personality development. |
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Psychodynamic school dominant force during much of the early and mid 20th century.
Anna Freud carried on the psychoanalytic tradition. |
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• Doesn’t meet the test of falsifiability.
• Theory cannot be objectively studied so that its constructs can be supported or discounted with empirical evidence.
• Testability is difficult because his theory is circular.
• Flaw of naïve theory- it predicts backward, assigning causality after rather than before.
• Focus on primary male development in the Oedipal phase has been interpreted as denigrating female development.
• Theory is ‘situated’ in his Victorian era. It’s a result of the harsh repression and immobilizing guilt that he suggested arose from conflicts in early childhood. This may not be applicable to child rearing issues today. |
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• Made parents aware of the possible negative long term results of harsh authoritarian child-rearing practices. Permit children’s feelings and expression of those feelings rather than just authoritarian ones.
• Influenced Public Relations- influence using pleasure principle.
•Terminology has become a part of everyday language.
Still a utilized treatment method |
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| Emphasis on explaining what kind of personalities |
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| Healthy personalities rather than unhealthy dev. processes |
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| What happens if crisis isn't resolved? |
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| it can affect later outcomes, but can still be addressed and resolved successfully at a later age/stage. |
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are not mutually exclusive and unchangeable. The issue that may be primary at one age can recur again at another stage.
i. Trust vs. Mistrust
ii. Autonomy vs. Shame and Doubt
iii. Initiative vs. Guilt
iv. Industry vs. Inferiority
v. Identity vs. Role Confusion
vi. Intimacy vs. Isolation
vii. Generativity vs. Stagnation
viii. Ego Integrity vs. Despair |
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| How was Erikson similar to Freud? |
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Definition
| same time periods as Freud; reformulated the conflicts by focusing on growth promoting crisis and how they can be resolved |
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Acknowledge the importance of social interactions
Stressed the epigenetic unfolding (nature) aspects of personality throughout life influenced developmental trajectories (nurture). |
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(birth to one people in the year) Learn to trust if care is consistent, warm, and supportive. Crisis is resolved if infants approach the world with trusting attitudes and gain expectations that people in the world can be relied on. Not resolved if care is inconsistent, harsh, unreliable, or abusive, then likely to become mistrusting rather than trusting.
Basic strength gained is hope.
If a strong sense of mistrust persists anxiety’s and insecurities develop. |
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| Autonomy vs. Shame and Doubt |
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(1-3) Children learn to control their bodily functions such as walking, eating and toilet training. They year to become more independent and want to make choices. Psychosocial environment can encourage attempts at autonomy or restrict and denigrate. Crisis will be successfully resolved if children become confident about their abilities and secure in their choices. If they are criticized they may feel inadequate, over dependent, and doubtful of their abilities.
Strength gained is will (determination) |
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(3-6) focuses on the assertiveness of children of this age and their planning of activities, social interaction, and creating games. Enables the child to take leadership and cooperate in play.
Play important for social and emotional development. Children are still weak and small at this age, but in the pretense world they’re all powerful.
If they gain initiative adults are able to assume power and leadership. The imposing of guilt because of grand plans can be squelched by criticism
Strength developed is leadership |
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(6-12) Children learn to produce good work that gives them satisfaction. Learn to be industrious and this industry will be valued by parents and teachers. Children who are encouraged will a view of themselves as effective. Sense of inadequacy and inferiority will develop if they do not have the tools they need to be competent. They become hesitant to try to achieve.
Adults who tackle hard problems take pride in their accomplishments and show industry in achieving goals.
Strength gained is confidence |
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| Identity v. Role Confusion |
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(adolescence) all earlier crises periods are revisited. Task for this period was to develop an ego identity that integrated all the earlier identifications. Role confusion- trying on many identities, often over identifying with media figures. Socialization factors influence identity development. The successful resolution is for young people to have a strong identity, accept their uniqueness and abilities. Unsuccessful resolution will make them lack direction, feel unproductive and be unsure of strengths/abilities
Basic strength is fidelity. Being ‘true to the self’. |
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depends on life circumstances. A strong identity would make adults ready for intimacy which requires sharing and commiting. Focus: a mature sexual relationship, also necessary for deep friendships. Having a clear sense of identity is important before sharing oneself intimately with others.
A poor resolution is never being able to share oneself with another, resulting in isolation. They may become afraid to become intimate because of the fear of losing identity. See others as dangerous.
Basic strength is love |
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| Generativity vs. Stagnation |
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related to higher human concerns of learning, teaching, and building for the future. Will have concern for helping and guiding the next generation. If generativity is not developed adults may focus on their own needs and become ‘self indulgent’ which leads to stagnation and personal impoverishment. Concern for helping younger individuals develop marks generativity.
Basic strength is care |
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only can be resolved if the individual has successfully traversed earlier crises because this is where people their life efforts as having meaning and value. Many people find order and meaning in their life’s work. Older people may have the integrity to face death that will enable their children to feel confident in facing life challenges.
Basic strength is wisdom. |
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1. Erikson’s focus on ego development which emphasizes ego identity development during adolescence.
2. Emphasis on social and emotional life span development- promoted study of the later life crises.
3. Infant personality and socio-emotional development
4. Emphasis on play is important |
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1. lack of testability, though better than Freud
2. Characterization of the female development because bio reasons rather than social
3. Two final crises need expansion to allow for longer life expectancy
4. situated |
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