Psychoanalytic Perspective

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Psychoanalytic Perspective

• Depth perspectives
• Motivation, Human needs, Unconscious,
  Fulfillment, Psychological Adjustment, etc

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Psychoanalytic Perspective

• What makes us do what we do?
• Can you even know why you do what you do?
• Can your mind fool itself? If so, why?
• Whats the purpose of society and religion?
• Whats the purpose of dreams and humor?
• Why talk about Freud, anyway?

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Psychoanalytic Themes

• Unconscious vs conscious processes
• Conflict Intrapsychic and Interpersonal
• Motivation pleasure and aggression
• Impulsiveness vs self-control
• Irrationality, free will
• Anxiety
• Childhood
• Biology vs Society

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Psychoanalytic Perspective

• Sigmund Freud (1856-1939)
• Vienna, Austria
• 1900 published The Interpretation of Dreams
• Directly trained - Carl Jung, Alfred Adler,
  Erik Erikson, Anna Freud
• Freud, like Elvis, has been dead for a number of
  years but continues to be cited with some
  regularity D. Westen (1998), Psychological
  Bulletin

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Psychoanalytic Perspective

• Outline
• Topographical model of the mind
• Structural model of personality
• Thin line between conscious and unconscious
• Defense mechanisms
• Personality development
• Contemporary Psychoanalytic perspectives

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Psychoanalytic PerspectiveTopographical Model of
the Mind

• The mind has 3 layers of depth
• 1) Conscious what we are aware of at a given
  moment
• 2) Preconscious what we are not currently aware
  of, but can be with a bit of effort
• 3) Unconscious the vast, deep layers of the
  personality. Material thats deeply hidden from
  our awareness

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Psychoanalytic PerspectiveTopographical Model of
the Mind

• Unconscious the vast, deep layers of the
  personality.
• Material thats deeply hidden from our awareness.
• Thoughts, motivations, desires, fears, feelings
• Information that would be painful to realize
  about the self
• The real motivations for our behavior

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Psychoanalytic PerspectiveTopographical Model of
the Mind
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Psychoanalytic PerspectiveStructural Model of
Personality

• The personality has three parts
• Id
• Ego
• Superego

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Psychoanalytic PerspectiveStructural Model of
Personality

• Id
• What does a baby do?
• When does it do these things?
• What happens if it cant do these things?
• Oriented toward immediate unconditional
  gratification of desires
• Libido, pleasure principle
• In the unconscious Irrational

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Psychoanalytic PerspectiveStructural Model of
Personality

• Can we get away with this immediate impulse
  satisfaction?
• Ego
• Deals with reality - reality principle
• Has to negotiate demands of the id with the
  reality of living in society.
• In the conscious rational

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Psychoanalytic PerspectiveStructural Model of
Personality

• Superego
• Moral center - should, should not
• We internalize the moral code of our society
• Guilt
• Partly conscious and partly unconscious
• Irrational striving for moral perfection

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The Simpsonian Metaphor of the Psychoanalytic
Structural Model of Personality
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IdPleasure seeking,Immediate gratification
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SuperegoMorality, right vs wrong, guilt
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EgoDeal with reality, balance out Id and
Superego
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Psychoanalytic PerspectiveThin line Between the
conscious and unconscious

• Sometimes our unconscious thoughts, etc slip into
  the conscious.
• How?
• Freudian slips
• Dreams
• Humor
• How does the ego prevent this from happening?

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Psychoanalytic PerspectiveDefense mechanisms

• Ego defends itself from material that would be
  threatening, damaging, distressful to your
  self-concept.
• To avoid anxiety, ego distorts reality
• Defense Mechanisms

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Psychoanalytic PerspectiveDefense mechanisms

• Repression - keep the material out of awareness
• Projection You believe that another person has
  the feelings/beliefs that youre repressing.
• Reaction Formation You express the opposite of
  your true (unconscious) thoughts
• Sublimation - Repressed energy finds outlet in
  acceptable, creative ways

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Psychoanalytic PerspectivePersonality
Development

• Psychosexual theory of personality development
• Stages
• At each stage, child focuses libido on a bodily
  location
• In normal dev., libido shifts to different
  locations
• In abnormal dev, libido does NOT shift gets
  fixated, stuck at a certain stage of development.
• How could a child become fixated at a certain
  point?
• Too much gratification or too little
  gratification.

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Psychoanalytic PerspectivePersonality Development

• The progression (or fixation) of libido
  determines adult personality adjustment
• At every stage
• Physical focus Where the libido is focused
• Psychological Theme Emerges from conflict with
  parents
• Adult personality type if the person is fixated
  at the stage

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Psychoanalytic PerspectivePersonality Development

• Psychosexual Stages of development
• Oral
• Anal
• Phallic
• Latency
• Genital

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Psychoanalytic PerspectivePersonality Development

• Stage Age Focus Theme Personality
• Oral 0-1.5 yrs Mouth Dependency Too passive
  OR Too independent
• Anal 1.5-3 yrs Anus Self-control, Over-controlled,
  obedient obedience OR Under-controlled-
  disorganized, rebellious
• Phallic 4-5 yrs Penis Gender, Overly-sexual OR
  (Oedipal crisis) morality Asexual Latency 6-12
  yrs -none- Social life -none- beyond family
• Genital Puberty Genitals Enhancement
  Psychological adjustment to adult of life

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Oral or anal?
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Contemporary Psychoanalysis

• Orthodox Freudian Theory has been severely
  criticized as...
• Non-scientific
• Derived from clinical observations
• Sexist culturally limited
• Just plain wrong!
• Among other things....

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Contemporary Psychoanalysis

• Many aspects of Freudian theory are indeed out
  of date, and they should be Freud died in 1939,
  and he has been slow to undertake any revisions
  D. Westen (1998), Psychological Bulletin
• 5 Basic postulates of comtemporary
  Psychoanalytic theory
• D. Westen (1998), Psychological Bulletin

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Contemporary Psychoanalysis

• 5 Basic postulates of comtemporary
  Psychoanalytic theory
• 1) Unconscious plays a large role in life
• 2) Behavior often reflects compromises in
  conflicts between mental process (e.g., emotions,
  motivations, thoughts)

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Contemporary Psychoanalysis

• 3) Childhood is important in personality
  development (esp, for later relationships)
• 4) Mental representations of the self and
  relationships guide our interactions with others
• 5) Personallity development means moving from an
  immature, dependent relationship style to a
  mature, independent relationship style.

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Psychoanalysis - contributions?

• Unconscious vs conscious processes
• Conflict Intrapsychic and Interpersonal
• Motivation - pleasure seeking destructiveness
• Impulsiness vs control
• Anxiety adjustment
• Childhood

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Psychoanalysis - contributions?

• Therapy, Art, Literature, Sociology, Religion,
  Politics, etc.
• Life/CNN - 16th most influential person of last
  millennium. Interp of Dreams - 35th most
  influential event of the millennium

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Freuds Consulting room
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Frueds love of aniquities

• "had made many sacrifices for his collection of
  Greek, Roman and Egyptian antiquities and had in
  fact read more archaeology than psychology".

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• "...statuettes and images help fix evanescant
  ideas or prevent them disappearing completely."

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• "In face of the incompleteness of my analytic
  results, I had no choice but to follow the
  example of those discoverers whose good fortune
  it is to bring to the light of day after their
  long burial the priceless though mutilated
  relics of antiquity. I have restored what is
  missing, taking the best models known to me from
  the other analyses but, like a conscientious
  archaeologist, I have not omitted to mention in
  each case where the authentic parts end and my
  constructions begin."

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under the protection of Athena"

• Free of the Nazis
• Moved to england 1938 with influenced Roosevelt

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History

• Herman Rorschach, a Swiss psychiatrist, was the
  first to suggest (1911) the use of inkblot
  responses as a diagnostic instrument
• In 1921 he published his book on the test,
  Psychodiagnostik (and soon thereafter died, age
  38)

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Administering the Rorschach

• The cards are shown twice
• The first time responses are obtained - free
  association phase
• The second time they are elaborated inquiry
  phase
• The test administrator asks about
• i.) Location Where did the subject see each
  item?
• A location chart is used to mark location
• W whole D Common detail Dd Unusual
  detail DW Confabulatory response
• ii.) Determinant What determined the response?
• Form (F)?
• Perceived movement? Human (M) Animal (FM)
  Inanimate (m)
• Color (C) shading (T texture)

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Administering the Rorschach

• The test administrator asks about
• iii.) Form quality How well-matched is the
  response to the blot?
• F good match F match F- poor match
• iv.) Content What was seen?
• Human (H) animal (A) nature (N)?
• The test administrator also scores
  popularity/originality How frequently is the
  percept seen?
• Norm books are available (i.e. Exner, 1974) but
  not always well-received in clinical settings

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Examples of Projectives

• Rorschach Inkblot Technique
• Developed in 1921 by ???
• The story
• Main assumption
• Administration inquiry

Personality
Perception
Response to Inkblot and the World
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• Exners Comprehensive Scoring System
• 1. location
• - W whole (intellectual potential)
• - D subdivisions (common sense)
• - Dd details (compulsive tendencies)
• 2. content
• - people, part of a person, clothing, animal,
  part of an animal, nature, anatomical

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1. Rorschach (cont.)
3. determinants - F shape/outline (rational
approach) - M movement (imagination) - C
color (emotional reactions) - Y shades of
grey (depression) 4. typical vs. unusual
response 5. time
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1. Rorschach (cont.)

• norms unrepresentative
• cultural bias
• inter-rater reliability
• test-retest reliability
• construct validity
• criterion validity
• incremental validity
• problem of response frequency

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Examples of Projectives

• Thematic Apperception Test (TAT)
• Construct a story about what you see on the
  following picture
• Describe
• - what led up to the scene
• - what is happening
• - what the characters in the story might think
  or feel
• - how the story will end

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2. TAT (cont.)

• Murray (1938) psychodynamic theory of needs
• Dramatic yet ambiguous drawings and photographs
• The assumption
• The administration
• 20 cards (31 total) in 2 sessions
• A test of imagination
• Must include the 4 points above
• An x-ray of the inner self

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2. TAT (cont.)

• A bit enthusiastic method?
• Expressed a latent need or a current
  event/concern in your life?
• Active imagination?
• Hard to evaluate

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2. TAT (cont.)

• Administration not standardized
• Not the same 20 cards
• Not the same order
• Seldom 2 sessions
• Instructions differ
• Sometimes not even the actual TAT cards
• Reliability validity
• Need for achievement validity

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Psychodynamic Aspects of Personality Sigmund
Freud (1856-1939) developed first
comprehensive theory of personality. Neurologist
encountered patients with a wide range of
psychological disturbances. A particularly
perplexing disorder was hysteria. Jean Martin
Charcot French neurologist.
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• Topographic Model (1900)
• Uses the metaphor of a mind split into sections
• that divided mental processes into three types
• Conscious
• Preconscious
• Unconscious

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• Conscious
• Rational, goal directed thoughts at the centre of
  our
• awareness.
• Preconscious
• Not conscious but could become conscious at any
• point.
• Unconscious
• Inaccessible to consciousness.

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Conflict and Ambivalence Ambivalence
conflicting feelings or motives. Conflict a
tension or battle between opposing motives. The
more conflict and ambivalence a person
experiences, the more anxiety, depression,
physical complaints.
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Drive Model Freuds topographic model
addressed conflict between conscious and
unconscious motives. His second model, the drive
or instinct model, was Freuds model of what
drives or motivates people. Influenced by the
work of Charles Darwin Freud believed that
humans are motivated by instincts.
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• Freud proposed 2 basic drives sex and
  aggression.
• Sexual drive (libido)
• Aggression

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Developmental Model (1933) Considered the
development of the libidinal drive the key to
personality development. Hence, he proposed a
theory of psychosexual development. At each
stage, libido is focused on a different part of
the body, or erogenous zone (region of the body
that can generate sexual pleasure).
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• Oral stage (first 18 months of life)
• During the oral stage, children experience the
  world
• through their mouths.
• From a broader perspective, children develop
  wishes
• and expectations about dependence.
• Fixations conflicts or concerns that persist
  beyond
• the developmental period in which they arise.

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• Anal stage (ages 2 to 3)
• Characterized by conflicts with parents about
• compliance vs. defiance.
• Freud argued that these conflicts form the basis
  of
• attitudes toward order and disorder.

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Persons with anal fixations often exhibit certain
behaviours. On the one hand Overly neat,
tidy, punctual On the other hand Messy,
stubborn, late People can also regress to anal
or oral stages under times of stress.
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• Phallic Stage (ages 4 to 6)
• Children enjoy the pleasure they can obtain from
• touching their genitals.
• More broadly, during the phallic stage, the child
  
• identifies with significant others, especially
  the
• same-sex parent.
• Identification making another person part of
• oneself.

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Identification has many roots. Freud emphasized
its link to the Oedipus complex. The Oedipus
complex refers to Freuds hypothesis that little
boys want an exclusive relationship with their
mothers. Conversely, little girls want an
exclusive relationships with their fathers.
Castration complex Penis envy
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• Latency stage (ages 7 to 11)
• During the latency stage, children repress their
• sexual impulses and continue to identify with
  their
• same-sex parent.
• Genital stage (ages 12)
• During the genital stage, conscious sexuality
• resurfaces after years of repression, and sex
• becomes a primary goal.

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Structural Model (1923) The structural model
posits three sets of mental forces, or
structures Id pleasure principle, primary
process thinking Ego reality principle,
secondary process thinking Superego - conscience
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Defense Mechanisms According to Freud, people
regulate emotions and deal with conflict by
employing defense mechanisms unconscious
mental processes aimed at protecting the person
from unpleasant emotions.
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• 1. Repression
• Keeps thoughts or memories that would be too
  threatening to acknowledge from awareness.
• 2. Denial
• Unwilling to recognize reality or emotions.
• Projection
• A person attributes his own unacknowledged
• feelings or impulses to others

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• 4. Reaction formation
• Turn unacceptable feelings or impulses into their
  
• opposites.
• Regression
• Reverting to modes of managing emotion
• characteristic of an earlier age.
• Rationalization
• Explain away actions in a seemingly logical way
  to
• avoid uncomfortable feelings.

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• Displacement
• Feel impulse and want to express it but cant so
• express it on someone else.
• Sublimation
• Changing unacceptable urges into socially
  approved
• ones.

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• Aspects of personality that have received
• widespread support
• Unconscious processes
• Ambivalence and conflict
• Childhood experiences in shaping adult
  interpersonal patterns.
• Mental representations of the self and others
• The development of the capacity to regulate
  impulses and to become independent.
• Human thought and action has lots of meaning

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Major limitations Inadequate basis in empirical
testing Hard to prove or to falsify Female
development. Overemphasis on sex and aggression.
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Humanistic Tradition Focuses on the person the
abilities that a person brings. Freedom of
choice and free will. Create our own lives and
determine our own destinies rather than being
shaped by forces outside our control.
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Heavy role of conscious rather than unconscious
experience. Chief leaders Abraham Maslow, Carl
Rogers, Rollo May Rejected psychoanalysis
hostility, conflicts, instincts. Rejected
behaviourists learning, reinforcement,
conditioning.
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Examples of Projectives

• Rotter Incomplete Sentences Blank (RISB)
• Developed in 1950 by .
• Best standardized, most objective projective
• Complete the following sentences to express your
  real feelings
• I like ..
• My greatest fear ..
• This PY 370 instructor is ..

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Psychodynamic Model

• Assumption
• Knowledge of underlying unconscious motivations
  and drives is necessary to understand behavior.
• Focuses on the conflict between unconscious
  drives and environmental restrictions that
  prevent satisfaction of drives and urges.

Chapter 1
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Psychoanalysis

• Sigmund Freud (1856-1939)
• First to focus on abnormal behavior
• Emphasized unconscious influences on behavior.
• Detailed case studies
• Free association
• Dream analysis

Chapter 1
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