Psychology 1 - this was our report for the Chapter 8 XD

1. CHAPTER 8 ~ PERSONALITY DEVELOPMENT AND MENTAL HEALTH
A. THE HEALTHY PERSONALITY
Definition and characteristics of personality
o from Latin term Persona me aning “masks”
o Hi lgard defines personality as: “the arra ngement or configuration of i ndividual adjustment to his environment. It i s an a ll-inclusive
term that covers appearances, abilities, motives, emotional reactivity and experiences that have shaped him to his
present person.
o Is the totality of one’s physical or i nherited attributes a s well as those psychological fa ctors that determine one’s characteristic
behavior
o Involves characteristics like:
1. Phys ical: bodily build, height, weight, texture of the skin, shape of the lips, etc.
2. Menta l: range of ideas, mental alertness, ability to reason, to conceptualize, etc.
3. Emoti onal: one’s temperament, moods, prejudices, bias, emotional re sponses, like aggressiveness, calmness, e tc.
4. Social: relations with other people, likes, dislikes, social responsiveness, concern for others, etc.
5. Mora l : his positive or negative adherence to the do’s a nd don’ts of his society, his value s ystems, moral
principles, etc;
6. Spi ritual: his faith, beliefs, philosophy of life, etc.;
Factors in Personality Development
a. Inherited Predisposition : means that we are only predisposed, through heredity, to develop
patterns of personality which are not set or fixed but which are only tendencies
b. Abi l ities: may be inherited or acquired.
c. Family and Home environment: play a most vi tal role in personality development.
d. Culture: The set-up of families is shaped by culture.
Theories of Personality
1. TYPE THEORIES or Constitutional Types – pos tulate that human subject can profitably be classified into a smaller number of classes
or types :
A. Phys ique (Body Types)
i . William Sheldon (1899) bases his theory on the three layers of tissue in the human embryo – the endoderm,
mesoderm and ectoderm.
a. Endomorphy: tends towards roundness, heaviness and a preponderance of vi sceral development.
b. Mesomorphy: tends towards s tockiness and good muscular development
c. Ectomorphy: tends towards a long, s tringy, skinny body.
Sheldon believes that he has found evidence that the three basic bodily builds are related to three primary
temperaments l ike:
a. Vi s ceratonia: love of physical comfort, enjoys companionship, eating, deep sleep, relaxation under
alcohol, orientation toward childhood and family relations.
b. Somatotonia: assertiveness, love of adventure, need and enjoyment of exercise, love or ri sk, physical
courage, indifference to pain, aggressiveness under alcohol, orientation toward youth.
c. Cerebrotonia: restraint in posture, overly fast reactions, hypersensitivity to pain, sensitivity, avoidance
of social contacts, resistance to alcohol
Note: the average individual is rated 4-4-4. (Each of these temperamental and bodily components i s measured on a 7-point
s cale)
ii . Ernest Kretschmer (1888) – a German psycho-artist. His four types of techniques and their related characteristics
are:
a. Pyknic: rounded full face, short neck, stocky build, short limbs, mood fluctuations and a
tendency to extroversion and manic-depression.
b. As thenic: thin and angular, introverted and a tendency to s chizophrenia
c. Athletic: strong, solid muscular build and comparable introverted tendencies.
d. Dysplastic: characterized by bodily disharmony and temperamentally introverted.
 Schizophrenia i s the name for psychotic reactions characterized by withdrawal, disturbances in emotional
and affective l ife, and depending upon the type, the presence of hallucinations, delusions, negativistic
behavior and progressive deterioration.
 A manic-depressive psychosis is a severe mental disorder characterized by cycl ic swings in emotion or mood.
B. Behavior
i . Carl Jung (1875 – 1962) – a Swi ss psychoanalys t and founder of Analytical Psychology. He classified personality
types according to the following:

2. a.) Attitude types
(1) Extrovert – a tendency to direct the personality outward rather than inward toward the self.
(2) Introvert – orientation inward toward the s elf; pre-occupied with his own thoughts, avoid
social contacts and tends to run away from reality.
b.) Function Types (based on analysis of the chief varieties of human expression: 1.
Thinking 2. Feeling 3.Senstaion 4.Intuition)
8 principal classes of personality are indicated:
1. Extraverted thinking type – concerned with facts and their classification.
2. Extraverted feeling type – wi shes to be in harmony with the outside world and i s
abl e to achieve close sympathy with others.
3. Introverted-feeling type – chiefly concerned with internal harmony and tends to
depreciate the influence of other factors.
4. Sensation – principally influenced by pure pleasure and pain
5. Intuitive types – dominated by i ndirect judgments or “hunches” , e i ther e xtroverts
or introverts.
Other As sertions:
1. More than one of the four main functions may be important and that an
individual may be extroversive in one function and introversive in another
2. If the “conscious” is e xtraverted in any one line, the “unconscious” attitude is
introverted and vice versa
3. Al l persons belong definitely to one or another class and these differences are
as sumed to be inborn. They can be modified.
C. Phys iology or Body Chemistry
i . Hippocrates (400 b.c) – laid the foundation for the doctrine of temperament based on the humors (fluids) of the
body.
Galen (167 A.D.) – A Greek Phys ician, elaborated on this.
TEMPERAMENTS HUMORS
Quick-strong (choleric)
(easily angered, quick to react) Yel low bile
Quick-weak (sanguine)
(Generally warm-hearted, pleasant,
Had a prominence of blood) Blood
Slow-strong (melancholic)
(suffers from depression and
Sadness, much black bile) Black bile
Slow-weak (phlegmatic)
(l i stless and slow) Phlegm
ii . R.J. Williams (1956) “Bi ochemical Individuality”. Ea ch person has his own distinctive pattern of endocrine
a cti vi ty. Endocrine a ctivi ty is a kind of e ndocrine symphony”
iii. Macey, Bateman and Van Lehn (1952). “Indi viduals may demonstrate quite s pecific patterns of physiological
re s ponse”
2. TRAIT THEORIES
A. Gordon W. Allport (1937 – 1961) Theory of Personal Dispositions
Two kinds of traits:
1) Common Traits: traits comparable among people and are apparaised by comparing one with another
according to preferred values (theoretical, economic, esthetic, social, poli tical, religious)
2) Personal Dispositions: traits unique for the person.
(a) Cardinal Disposition: characteristics so pervasive influencing all aspects of behavior, i.e.,
“re fe re nce personalities”: a s exy i ndividual i s called a Ma rilyn Monroe; the stronger one, a
Superman etc.
(b) Central Traits: a few traits that centrally describe their personalities, i .e., if someone is described
as being sensible, vivacious, sociable etc.
(c) Secondary Traits: traits expressing relatively i solated interests or modes of responding, i .e.,
shaving the right side of the face before he left every morning is a particular mode of
responding.
B. Raymund B. Cattell (1905) – American psychologist who formulated the Theory of Surface and Source Traits or the
Fa ctorial Theory of Pe rsonality). He defines personality i n terms of “what a person will do i n a gi ven situation” and believe s
that predictions can be achieved by the identification and measurement, through objective tests and rating scales.

3. Surface traits – independent factor loadings identified as fundamental modes of behavior
Surface traits verified are: a) sizothymia vs . affectothymia; b) general mental ability vs . mental defect c) emotional stability
vs . emotional instability and d) dominance vs . submissiveness
3. DEVELOPMENTAL THEORIES
A. Sigmund Freud’s “Ps ychoa nalytic Theory”
i. Three Divisions:
1. Theory of Personality Structure:
Three basic aspects of personality:
1) Id – the repository of unconscious wishes primarily l ibidinal and aggressiveness; all the animal -like impulses the
individual experiences. The urge to kill is an impulse of the Id.
2) Ego – the mediator between the demands of the Id and the outer forces to reality.
3) Superego – this maintains the s tandard of personality. It corresponds to one’s conscience.
2. Theory of Personality Development:
The five psychosexual s tages:
1) Oral - (the first 2 years of life). The infant finds gratification through stimulation of the lips and mouth region as in
sucking and nursing.
2 phases: Oral-receptive phase (involves intake of food for body use or pleasure) and the Oral-aggressive phase
(bi ting to represent displeasure)
2) Anal – (Between 12 – 30 months ). Toilet training is related to this period.
2 phases: Anal phase (related to tension related to expelling waste) and Retentive phase (related to pleasurable
s timulation from retaining feces)
3) Phal lic (Between the third and sixth year of l ife) – The child demonstrates instinctual attraction for the opposite-sex
parent.
 Oedipus Complex – the attraction and fear (son-mother relationship)
 Electra Complex – represents the daughter-father relations
4) Latency (period of repressed sexual activity between 6 and puberty) – There is increased activity with the same-sex
peers which corresponds with a decrease in heterosexual activity
5) Geni tal (stage of normal adulthood) - This s tage is characterized by attraction to opposite sex
 Fixation – occurs when there is arrested development or inability to pass to the next stage.
3. Theory of Personality Dynamics – aims at the motivational and emotional components of personality.
According to Freud, man inherits the life instinct and the death instinct (libido and mortido)
o Li fe instincts – include urges which have to do with the survival of the organism. They derive their energy from the
l ibido – a word meaning all the mental energy available to the individual
o Death instincts – the destructive urges in man
 Cathexis – the investment of l ibidinal energy in an idea, memory, object or activity
B. E.H. Erickson and the “Psychosexual Stages”
Eight Stages of Psychosexual Development
Stages (with approximate
ages)
Psychosocial crises Radius of Significant
relations
Psychosocial
modalities
Favorable outcome
I. Bi rth through first
year
II. Through second
year
III. Thi rd year through
fi fth year
IV. Sixth to onset of
puberty
Trus t vs . Mi strust
Autonomy vs . shame,
doubt
Ini tiative vs . guilt
Industry vs . inferiority
Maternal person
Parental persons
Bas ic family
“Ne i ghborhood”; school
To get
To give in return
To hold (on)
To let (go)
To make (going after)
To “ma ke like” (playing)
To make things
(competing)
To make things
Drive and hope
Sel f-control and
wi l lpower
Di rection and purpose
Method and
competence

4. V. Adolescence
VI. Early adult
VII. Young and middle
adult
VIII. Later adult
Identity and
repudiation vs . identity
di ffusion
Intimacy and solidarity
vs . i solation
Generativity vs . self-absorption
Integrity vs . despair
Peer groups and
outgroups models of
leadership
Partners in friendship,
sex, competition,
cooperation
Divided labor and shared
household
“Ma nki nd”
“My Ki nd”
together
To be oneself (or not to
be)
To share being oneself
To los e and find oneself
in another
To make be
To take care of
To be, through having
been
To face not being
Devotion and fidelity
Affi l iation and love
Production and care
Renunciation and
wi sdom
SOURCE: Erickson (1959), p. 166; Erickson (1963), p. 274; s lightly modified from original
4. LEARNING THEORIES
A. Karen Horney’s “Anxiety Theory” (1885 – 1952)
 Karen Horney – American psychoanalyst
Thi s theory has i ts central concept, social influences in the development of the child which the child deals with in certain ways forming a pattern of
“ne urotic needs”
The neurotic need for affection and approval is developed i f the child learns to cope with anxiety by running to mother for affection and appro val.
B. Alfred Adler’s “Superiority and Compensation Theory”
Ways of Improving Personality
1. Sel f-appraisal – l isting down and evaluating your physical, intellectual, social and emotional traits in terms of
effectiveness, ineffectiveness or partial effectiveness.
PERSONALITY RATING SHEET
Excel lent Good Average Fai r Poor
1. Dress
2. Grooming
3. Physical Vigor
4. Health
5. Posture
6. Mannerisms
7. Facial Expressions
8. Quality of Laughter
9. Intellectual
Alertness
10. Expression of Ideas
11. Qualities of
Leadership
12. Conversation
13. Study Habits
14. Reading Skills
15. Grammar
16. Vocabulary
17. Enunciation
18. Variety of Interests
19. Influence on
Others
20. Sense of Humor
21. Friendliness
22. Cheerfulness
23. Manners
24. Sincerity
25. Loyalty
26. Cooperation
27. Integrity
28. Unselfishness
29. Tact
30. Promptness
31. Poise
32. Self-Control
33. Decisiveness
34. Motivation
35. Realistic Attitude
36. Maturity
37. Dependability
38. Ability to
accept criticism

5. 1. Effective regulation of emotional l ife – One must develop a high degree of control over
one ’s emotions and not a llowing one’s emotions to control you.
2. Social relations – One should be capable of social intimacy – forming friendships and
participating in social relations that are deeper than mere acquaintances.
3. Work – One mus t be committed to some form of work that is satisfying as well as
economically good.
4. Love and sex – One must be able to forego personal gratification, even sexual gratification,
to satisfy the loved one.
5. Sel f – One must have a positive re gard of one’s self as a distinguished part of the world he
l ives.
6. Phi losophy of Li fe – One should l ive by philosophy of l ife that should gi ve direction to one’s
actuations.
B. CONFLICT, FRUSTRATION, ADJUSTMENT
 Frustration – results from the blocking or thwarting of goal-directed behavior resulting in an unpleasant state of tension, anxiety and
heightened sympathetic activity.
-i s a condition in which a course of action cannot be carried out or brought to i ts conclusion for some reason or another.
Frus trating s ituations may be:
1) Social – results from social conditions or those that have to do with relations with people
2) Non-social – arise from conditions beyond your help
3) Personal
4) Internal – occurs in the mind of the person.
Kinds of Conflicts
1. Approach-approach Conflict
Confl ict occurs when two positive goals, both equally attractive, are presented at the same time.
2. Avoidance-avoidance Conflict
The individual is attracted at the same time to two goals which are incompatible to each other.
Two kinds of conflict are likely in this conflict:
a. Vaci llation – as one nears the negative goal, he finds i t increasingle repelling and withdraws. When he does this, he nears the
other negative goal
b. The tendency to run away from the conflict situation
3. Approach-avoidance Conflict
The person is both attracted and repelled by the same goal object.
4. Double-approach-avoidance Conflict
Two goals have both positive and negative signs.
Consequence of Frustration
A. Res tlessness and Tension
a. In thi s manifestation, there is excess movement as the re sult of homeostatic change generally re ferred to as “general a daptive
s yndrome”
B. Aggres sion and Destructiveness
a. Frus tration always precedes all kinds of aggression
 Scapegoat – the person who is the victim of a displaced aggression.
C. Apathy
a. Characterized as indifference, inactivity, inattention.
D. Fantasy
a. The individual tries to seek escape in a dream world of his own creation.
E. Stereotype
a. There is a tendency to blind, repetitive, fixated behavior.

6. F. Regression
To regress – to move backward and is the opposite of progress
Retrogressive Behavior – the person returns to modes of behavior as in early childhood where in the midst of insecurity, he returns to
behavior characteristic of seeking security
Primitivation – the chi ldish behavior is s imply of a more primitive quality i .e., in solving a problem; a child may result to fist fighting. A gi rl
may turn into hair-pulling
Abnormal Behavior
Viewpoints:
1. Normative View: Anybody who is different from one making the judgment i s said to be abnormal
2. Statistical View: Anybody i s abnormal who diverges very much from the average
3. Social Viewpoint: The normal person is the one who is adjusted to his environment, to such an extent that he finds life enjoyable –
and the abnormal one i s unadjusted – the one who would like to escape from reality.
4. Generally speaking, the individual i s recognized as normal i f he has some socially acceptable goals around which his activities are
integrated, if he finds the pursuit of his goal worthwhile and if in general, he gets pleasure out of living. The person with no soc ially-acceptable
goals, is at cross-purpose within himself and his group, and doesn’t e njoy life as i t is but tries to shut himself from i t, is
abnormal.
An abnormal behavior is a neurosis or a psychoneurosis, a benign mental disorder characterized by: a) incomplete insight into
the nature of the difficulty; b) conflicts; c) anxiety reactions; d) partial impairment of personality; e) often, but not necessarily, the presence of
phobias, digestive disturbances and obsessive-compulsive behavior.
The classification of psychoneurosis generally includes the following types of behavioral disturbances: anxiety, dissociative
reaction, phobic reaction, obsessive-compulsive reaction, hypochondriasis, neurasthenia a nd a nother category which is a “wastebasket” i n the
sense that neurotic disturbances not otherwise classifiable can be dumped into i t.
1. Anxiety Reaction: The person is continually uneasy, with secondary complaints l ike insomnia, inability to concentrate, and other
autonomic nervous system signs of chronic disturbance. Anxiety reactions may be: chronic or acute. In the acute anxiety reaction or panic
s ta te, the person senses an impending danger without being able to specify i ts nature. In the chronic anxiety reaction, the person has
never developed a reasonably successful defense mechanism for dealing with his conflicts unlike the panic reaction where a previously
successful defense has broken down.
2. Neurasthenia: Thi s is an early classification of anxiety reaction characterized by physical and mental fatigue as well as anxiety.
3. Hypochondriasis: an anxiety about peculiar organic symptoms or sensations.
4. Dissociative Reactions: The re are neurotic re actions which include amnesias, fugues, multiple personalities, and somnambulism’s. The
common quality is a dissociation of disturbing memories or thoughts, from the rest of the personality.
a. Amnesia – a condi tion where the person cannot recall certain past experiences of his life.
b. Fugus States – cha ra cterized by a general a mnesia for the person’s e ntire past, i ncluding who he is a nd where he lived
c. Multiple Personalities – i t i s as if several parts of personality have not been successfully integrated so they become separated or
di ssociated from each other and the person frequently shifts from one to the other.
d. Somnambulism – ce rta i n thoughts become so strong during sleep as to determine the person’s behavi or
5. Conversion Reaction: Here the person suffers from physical symptoms with no organic basis. It could be in the form of anesthesia where
the person does not feel any pain, or even hysterical blindness, deafness, convulsions and inability to ta lk or to swallow.
 Cohen, Hilgard and Wendt (1933) – found experimental proof that such disorders had psychological basis rather than
neurological ones
 La Bel le Indifference (beautiful indifference) one type of reaction here the patient apparently presents no overt
anxiety over his stress and that he i s simply suffering from some symptom that he wants cured.
6. Phobias: Thes e are reactions characterized by intense and chronic fear of something. According to the Psycho-analytic theory, phobias
are acquired form a shameful impulse or act early in l ife of which had been too ashamed or frightened to talk about and which had been
repressed.
Some of the common phobias are: Claustrophobia – fear of enclosed places; Acrophobia – fear of high places; Zoophobia – fear
of animals or some particular animal; Hydrophobia – fear of water; Misophobia – fear of germs; Thanatophobia – fear of death;
Pathophobia – fear of disease; Photophobia – fear of light; Monophobia – fear of being alone; Agoraphobia – fear of open places, etc.
7. Obsessive-Compulsive Reactions:
Obsession i s a useless or i rrational thought that persists (example: a tune that keeps repeating itself in the mind; or b eing impelled to do
a ri tualistic act like drumming his fingers in some rhythmical pattern)

7. Compulsions are us eless irrational acts which one is impelled to carry out. (Example: the hand washing s tance, stepping over cracks on
s idewalks, doing things by twos, counting the steps of the stairs in regular fashion etc.)
Kinds of Adjustment
Adjustment mechanisms – changes in our environment require adjustment responses.
A. Motives for Adjustment
There are three possible motives to reduce anxiety:
1) Hi s goal-directed behavior is blocked; he i s frustrated.
2) There is a conflict between motives.
3) There is an increase in intensity of a motive.
B. Types of Adjustment Mechanisms
1) Repression – the dismissal from consciousness of a thought or feeling which is too painful to experience or recall.
If we consciously avoid thinking of something, i t is suppression.
2) Projection – i nstead of a ccepting a n impulse as one’s own, one may a ttribute it to s omeone e lse. This is believed to be the defense mechanism
of the paranoid individual who believes that others are seeking to injure him when actually, he has injurious thoughts toward them.
3) Identification – Thi s is a defense mechanism by which an individual enhances self -esteem by behaving in fantasy or in actual conduct as if he
were another person – the one with whom he identifies.
4) Reaction Formation – i s concealing a motive by giving s trong expression to the opposite.
5) Rationalization – the process of justifying one’s conduct by offering plausible or s ocially a cceptable re asons in place of real reasons. The excuses
are made up to hide or disguise the true motive.
 Rationalization may take two forms:
(a) Sour-grapes mechanism – pretending to dislike what one really l ikes
(b) Sweet-lemon mechanism – pretending to l ike what one really dislikes
6) Subs titution or Compensation – This is l ike the reaction formation but the cover behavior i s an unrelated one rather than the opposite. The
individual replaces specially disapproved activi ties or goals with socially-acceptable ones.
 Freud called this Sublimation whereby the unconscious process of the libido or the sex instinct i s transformed into a more acceptable
from as artistic, scientific, social work, religious activi ties and the like.
7) Intellectualization – Here, a person gains detachment from a threatening event in order to remain untouched by it emotionally.
8) Withdrawal or Escape Responses – One from of withdrawal is Negativism characterized by a purposeful rebellion against requests or wishes of
others .
Defense Mechanism: Advantages and Disadvantages
o Success refers to whether or not the self-deception i s convincing to the person
o Adaptiveness refers to whether i t aids or harms him in his transactions with the envi ronment
o Defense i s a distortion of reality but i t does not usually succeed in altering the actual ci rcumstances.
Values or Advantages
1) They help us meet the anxiety
2) One may learn new ways of behaving by assuming parts of the observed role of others as in Identification.
3) It ma y l e ad to a more consistent a nd va luable vi ew of one’s s elf.
4) The resultant behavior may have a potential value as in sublimation or substitution.
Disadvantages of defense mechanisms
1) Defense mechanism usually work to circumvent problems rather than to face them directly; hence, they tend to be self -deceiving
2) Thei r excessive use may lead to greater personal or social difficulty.
3) The roles adopted may remain unrealistic as in identification or work through the exploits of others as in compensation

8. 4) They do not generally solve the problem which required their use and th erefore are not fully tension-reducing.
C. MENTAL HEALTH AND PSYCHOTHERAPY
Definition of Mental Health
o Is a s tate of good adjustment with a subjective state of well-being, zest for l iving and the feeling that one is exercising his talents and
abi lities.
1. Adjusted – a mentally-healthy person is not unduly distressed by conflicts he handles his conflicts in a realistic manner. He faces and
accepts his problems.
2. Productive – he has spontaneity in work and play. He uses his potential to the full. He does not waste time worrying what cannot be
helped.
3. Zes t for living – he has a high energy level and can do hard work with enthusiasm. He is not easily discouraged.
4. Sensitive – he is sensitive of his own needs, motives, potentials and dose not make demands on others . He is able to give and to
receive.
Personality-Appraisal Techniques
1. Personality Inventories – this me thod requires to answer “ye s” or “no” to printed questions or s tatements
 MMPI – Minnesota Multiphasic Personality Inventory
Sample statements:
1. I do not l ike everyone I know
2. At times I feel like swearing
3. Chi ldren should be taught all the main facts of sex
4. Someone had been trying to rob me
5. I bel ieve in a life hereafter
6. I am troubled by attacks of nausea and vomiting
7. I have been told that I walk during sleep
Val idation Scales:
Hs – Hypochondriasis – abnormal concern for bodily functions
D – Depression – mood state of pessimism and depression
Hy – Hysteria – using physical symptoms to cover up conflicts
Pd – Psychopathic deviancy – a moral and a social personality disorder
Mf – Masculinity – presence of delusional beliefs
Pa – Paranoid – presence of delusional beliefs
Pt – Psychasthenia – obsessions, compulsions and abnormal fears
Sc – Schizophrenia – withdrawal, delusions, and disorientation
Ma – Hypomania – over activity and emotional excitement
2. Projective Tests
a) The Rors chach Ink-Blot Test: consists of ten cards, each displaying a rather complex ink blot.
b) The Thematic Apperception Test requires imaginative s tories about relatively ambiguous pictures of peopl e in situations.
3. Rating Scale
Thi s is a device by which a rater can record his judgment of another person according to the traits defined by a scale.
4. Case History
Thi s is an attempt to summarize a nd define a person’s personality in terms of his past actions, ancestry, experience, health record, etc.
5. Behavior Tests
Thi s tests individuals in actual situations. Examples of such tests include the behavior test used by Marston (1925) who
s tudied behavior of children in a museum, charting introverted and extroverted behavior in terms of s tops and distances traversed by the
chi ldren.
Parents rated in terms of 1) type of control used (democratic or autocratic), 2) severity of control (degree of control exerted),
and 3) source of control (one or both parents)
6. Free As sociation and Dream Analysis
In Free Association, the patient is asked to say anything that comes to his mind, occasionally being directed by the therapist by
some questions. In dream analysis, the patient simply tells about his dreams and the therapist analyses them in terms of motivation and
other aspects.

9. Psychotherapy and Psychotherapeutic Procedures
o Psychotherapy – Appl ication of specialized techniques to treat mental disorders or to everyday problems of adjustment.
 Derived from the Greeks, meaning literally “to s erve” or “to tre at (medically)”
 It refers to the application of psychic or psychological methods to remedy diseases or disorders
Sigmund Freud – formulated his Psychoanalytic Theory
Josef Breuer – Fre ud’s colleague who believes that constitutional weakness is the cause
1. Free As sociation : a procedure where the patient relaxes, and is allowed to l et his thoughts wander as he muses without any apparent
preconceived goal or prodding from the therapist
Three main experiences can be the cause of the patient’s cure:
a) Abreaction or catharsis – when the patient experiences a kind of emotional cleansing because of the free
expression of his feelings.
b) Ins ight – has to do with gradual s elf-understanding. The patient must understand his feelings and feel what e
understands
c) Working-through - is a lengthy process of re-education and problem-solving. He learns to face reality, to become
more mature and becomes s tronger to face the threats without anxiety.
2. Cl ient-Centered or Nondirective Therapy: this is the method devised by Carl Rogers and his associates where the task of the therapist is to
provide a warm, pleasant atmosphere wherein to explore his attitudes and feelings.
3. Psychotherapy Based on the Learning Theory
a) Principle of Counter-conditioning – this is a technique whereby maladaptive responses are weakened or eliminated by
s trengthening incompatible or antagonistic ones.
b) The Principle of Reinforcement (Punishment or aversion therapy)
4. Group Therapy: the members of a group, discuss their personal problems under the leadership of a therapist.
5. Psychodrama: this i s a diagnostic and therapeutic technique developed by J. L. Moreno which consists of having the individual act out o n
a s tage his relations with others around whom conflict centers
6. Role Playing: This is a more informal type of psychodrama as is used to prepare patients about to be discharged from hospitals.
7. Family Therapy: The group consists of the patient and the members of his family with whom he interacts.
8. Eclectic Approach: this method utilizes any number of methods discussed.
Eclectic – “coming from va rious s ources”
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