1
Q
EMPHASIS: Childhood experiences and
the Unconscious mind
A
PSYCHOANALYTIC
2
Q
Two models of Sigmund Freud
A
A. Topographical Model
B. Structural Model
3
Q
Freud theorized that personality contains three
structures—the
A
e id, ego, and superego—
4
Q
mind is like an iceberg, the unconscious making up how many percent
A
90 %
5
Q
How many percent of the mind is the conscious
A
10%
6
Q
divides the “I” into Conscious or that which we are aware of.
A
Topographical model
7
Q
Iceberg Principle
A
- Conscious Level
- Preconscious Level
- Unconscious Level
8
Q
includes the individual’s thoughts and perceptions which are readily available to one’s awareness.
A
. Conscious Level
9
Q
includes the individual’s memories and stored knowledge. This information are not immediately part of one’s consciousness but it can be brought into awareness through recollection.
A
- Preconscious Level
10
Q
this level constitute the largest part of the iceberg. It includes fears, violent motives, irrational wishes, and selfish needs that are usually repressed by the individuals because it is deemed as unacceptable and unpleasant by the society.
A
- Unconscious Level
11
Q
believes that our personality has three structures: The Id, Ego, and Superego.
A
structural model
12
Q
operates under the Pleasure Principle
A
ID
13
Q
doesn’t care about reality, about the needs of anyone else, only its own satisfaction.
A
ID
14
Q
- Its primary motive is to immediately satisfy the individual’s needs and desires. It doesn’t care about the reality and cannot wait until the situation permits
A
id
15
Q
- Take for example, an infant who is crying because he/she is hungry
A
id
16
Q
operates under Reality Principle.
A
ego
17
Q
its job to meet the needs of the Id, while taking into consideration the reality of the situation.
A
ego
18
Q
- The ego personality structure begins developing in childhood and can be interpreted as the
A
self
19
Q
- This term means “above the ego,”
A
superego
20
Q
includes the moral ideas that a person learns within the family and society.
A
superego
21
Q
gives people feelings of pride when they do something correct (the ego ideal) and feelings of guilt when they do something they consider to be morally wrong (the conscience).
A
superego
22
Q
- It operates under the Morality Principle
A
superego
23
Q
it is developed due to the moral and ethical restraints placed on us by our caregivers
A
superego
24
Q
- Freud theorized that healthy personality development requires a
A
balance between the Id and the superego
25
It makes one a psychopath, lacking conscience, or an ogre, selfishly meeting one’s needs without concern for others
ID
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An overly strong ________ makes one a worrier, a neurotic, so overwhelmed by guilt that it is difficult to get satisfaction
Superego
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Erikson converted Freud’s emphasis to a focus on
social relationships into
eight psychosocial stages
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Each of Erikson’s eight stages was described as
a time
of crisis
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—a time when the personality would go one
way or the other
a time
of crisis
30
Stages of Psychological Development
Stage 1: Trust VS. Mistrust (Infant)
Stage 2: Autonomy VS. Shame (Toddler)
Stage 3: Initiative VS. Guilt (Preschool)
Stage 4: Industry VS. Inferiority (Early School Age)
Stage 5: Identity VS. Role Confusion (Adolescent)
Stage 6: Intimacy VS. Isolation (Young Adult)
Stage 7: Generativity VS. Stagnation (Middle-aged Adult)
Stage 8: Integrity VS. Despair (Old adult)
31
Babies whose needs are met develop a feeling of trust for the environment. If infants have frustration and deprivation, they learn a basic mistrust for the world that will stick throughout life.
Stage 1: Trust VS. Mistrust (Infant) (0-1 Freshmen Year)
32
When toddlers learn to act independently and to control their bodies (toilet training, walking, etc.), they learn self-confidence and a feeling of autonomy. Failure leads to feelings of
inadequacy and therefore a sense of basic shame and doubt.
Stage 2: Autonomy VS. Shame (Toddler) 1-3 Learning the use of the bathroom
33
The preschooler is ready to take action—in play, in imagination and in running his or her life. Success here leads to good self-esteem; problems lead to feelings of guilt.
Stage 3: Initiative VS. Guilt (Preschool) 3-6 The class leader
34
The school-aged child is ready for learning many new skills and, if successful, will develop a sense of industry—being good at things. Failures at this stage result in a deep sense of being no good, of being inferior to others—a feeling that might carry into adulthood.
Stage 4: Industry VS. Inferiority (Early School Age) 6-12 The report card years
35
An adolescent is beginning to think in abstract and can conceptualize his or her self-identity and personality. The adolescent begins to consider questions of identity such as: Who should I be? What should I value? And what interests should I have? The teen must answer these to develop a good sense of self-identity. Exploration of various roles and personalities is common in this stage.
Stage 5: Identity VS. Role Confusion (Adolescent) 12-18 High School Phase
36
A young adult faces the challenge of developing close emotional relationships with other people. Here the term intimate does not mean sexuality, but social and emotional connections with others. The opposite result for those who do not develop a sense of intimacy are to become isolated from social relationships.
Stage 6: Intimacy VS. Isolation (Young Adult) 18-40 College Roommates or Loners.
37
Middle-aged adults feel an urgency to leave a mark on the world, to generate something of lasting value and worth. Finding a purpose in life is a central theme. To fail at generating something significant means a person becomes stagnant and stops moving forward; this person may become selfish and self-absorbed.
Stage 7: Generativity VS. Stagnation (Middle-aged Adult) Adulthood 40-65 The Middle Crisis
38
In old age, it is common to look back on life and reflect on what was accomplished. People who feel good about what they have done build a sense of integrity. For those whose evaluations are not so good, there is despair, the feeling of regret and remorse for the life they led
Stage 8: Integrity VS. Despair (Old adult) 65+ The Graduation Ceremony
39
Jung believed that the human psyche was composed of three components:
Ego,
Personal Unconscious, and the Collective Unconscious.
40
-Analytical Psychology
CARL JUNG’S
41
represents the conscious mind.
Ego
42
contains memories including those that have been suppressed.
Personal Unconscious
43
this part of the psyche
served as a form of
psychological inheritance.
. Collective Unconscious
44
It contained all of the
knowledge and experiences
that humans share as a
species.
Collective Unconscious
45
The ______________ of personality is
centered on identifying, describing, and
measuring the specific traits that make up
human personality.
Trait Perspective
46
-Gordon Allport, Raymond Cattel, and Hans
Eysenck
Trait Perspective
47
FACTOR THEORY
HANS EYSENCK’S
48
He employed factor analysis to identify the basic number of what he called types or supertraits.
HANS EYSENCK’S FACTOR THEORY
49
Eysenck proposed that all traits can be subsumed within 3 basic personality dimensions. He called these three dimensions:
* Extroversion-Introversion, Neuroticism, and Psychoticism-socialization.
50
are sociable and outgoing and readily connect with others
extroversion
51
have a higher need to be alone, engage in solitary behaviors, and limit their interactions with others.
introversion
52
High scores on this dimension indicate a tendency to respond emotionally.
Neuroticism
53
We sometimes refer to people high in neuroticism as
unstable or highly emotional. T
54
tend to need more stimulation to activate their flight-or-fight reaction and are therefore considered more emotionally stable.
people high on stability
55
tend to be independent thinkers, cold, nonconformist, impulsive, antisocial, and hostile
People who are high on psychoticism
56
(often referred to as superego control) tend to have high impulse control—they are more altruistic, empathetic, cooperative, and conventional
People who are high on socialization
57
EMPHASIS: Psychological growth, free will, and personal
awareness
Humanistic Perspective
58
Believed in the inherent goodness of people and
emphasized the importance of free will and
psychological growth.
CARL ROGERS
59
Carl Rogers suggested that the
_____________________is the driving force behind
human behavior
actualizing tendency
60
BASIC MOTIVE: TO BE SELFACTUALIZED
Rogers’ Person-Centered Theory
61
There are two basic assumptions in Rogers’ Person-Centered Theory
the formative tendency and the actualizing tendency.
62
refers to the tendency
within all organisms to move toward completion or
fulfillment of potentials
Actualizing Tendency
63
He believed that there is a tendency
for all matter, both organic and inorganic, to evolve from
simpler to more complex forms. Rogers called this process
____________
Formative Tendency-
64
Abraham Maslow is best known for his
Holistic-Dynamic theory
65
According to Maslow people are motivated by a
hierarchy of needs.
66
The most basic needs of any person are _____________, including food, water, oxygen, maintenance of body temperature, and so on.
physiological needs
67
Two Characteristics of Physiological needs
First, they are the only needs that can be completely satisfied
or even overly satisfied.
. A second characteristic peculiar
to physiological needs is their recurring nature.
68
When people have partially satisfied their physiological needs, they become motivated by________________
safety needs,
69
including physical security, stability, dependency, protection, and freedom from threatening forces such as war, terrorism, illness, fear, anxiety, danger, chaos, and natural disasters.
Safety Needs
70
After people partially satisfy their physiological and safety needs, they become motivated by
love and belongingness needs
71
desire for friendship; the wish for a mate and children; the need to belong to a family, a club, a neighborhood, or nation
love and belongingness needs
72
To the extent that people satisfy their love and belongingness needs, they are free to pursue
esteem needs
73
include self-respect, confidence, competence, and the knowledge that others hold them in high esteem.
esteem needs
74
needs include self-fulfilment, the realization of all one’s potential, and a desire to become creative in the full sense of the word (Maslow, 1970).
Self-actualization
75
People who have reached the level of_____________maintain their feelings of self-esteem even when scorned, rejected, and dismissed by other people.
self-actualization
76
are not dependent on the satisfaction of either love or esteem needs; they become independent from the lower level needs that gave them birth.
self-actualizers
77
emphasizes the importance of observational learning,
self-efficacy, situational influences, and cognitive
processes.
SOCIO-COGNITIVE PERSPECTIVE
78
SOCIAL COGNITIVE THEORY
. ALBERT BANDURA
79
humans are quite flexible and capable of learning a multitude of attitudes, skills, and behaviors and that a good bit of those learnings are a result of vicarious experiences
ALBERT BANDURA’S SOCIAL COGNITIVE THEORY
80
he emphasized the importance of social learning, or learning through observation. His theory emphasized the role of conscious thoughts including self-efficacy, or our own beliefs in our abilities.
ALBERT BANDURA’S SOCIAL COGNITIVE THEORY
81
* HUMAN AGENCY OBSERVATIONAL LEARNING
ALBERT BANDURA’S SOCIAL COGNITIVE THEORY
PERSO ZERLEO MIDTERMS
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