Clinical Scenarios: 5-Axis Diagnosis & Movie Analysis

Clinical Scenarios
Directions: After reading each of the two scenarios, complete a
five-axis psychological diagnosis for each of the two scenarios.
Place your answers in the space provided.
Diagnosis for Grace:
Axis I
Axis II
Axis III
Axis IV
Axis V
Diagnosis for Paul:
Axis I
Axis II
Axis III
Axis IV
Axis V
Grading Guide

Good Will Hunting
Write a two page paper, including a title page (APA format).
See the APA template provided in the
assignment section for APA format. The assignment should
include a total of 3 pages, the title page and
two content pages.
This assignment is due – Sunday, April 9th by 11:55 p.m.
Content: 5 Points
• Write a two page paper from the movie - Good Will Hunting
• Incorporate in your paper any theories that you think applies
to any of the characters in
the movie (Will, Skylar, Dr. Maguire, Professor Lambeau and
Chuckie).
o Freud – Unconscious, sexual drives and ego
o Erikson – Eight stages of Psychosocial Personality Dev.
o Horney – Ten Neurotic Needs
o Rogers – Dev. of the Self in Childhood – (regards)
o Maslow – Hierarchy of Needs
o Alder – The style of life, social interest and birth order
Organization and Development: 2.5 Points
• The paper is clear and organized; major points are supported
by details and examples.
• The paper provides relevant and sufficient background on the
topic.
• The paper is logical, flows, and reviews the major points.

Mechanics and Format: 2.5 Points
• Rules of grammar, usage, and punctuation are followed;
spelling is correct.
• The paper—including the title page, running head, page
numbering, and no reference
page — is consistent with APA 6th edition guidelines.
Additional Comments:
Alfred Adler
A. The Life of Adler
Adler called his approach to human nature Individual
Psychology, which focused on the uniqueness of each person
and denied the universality of biological motives and goals.
Adler had an early childhood where he suffered from illness,
was near death from pneumonia and experienced isolation from
other children because of his illnesses.
A. The Life of Adler (cont.)

3. Adler felt childhood relationships with other children and
siblings were much more important in personality development
than did Freud.
4. Adler associated with Freud for nine years, but eventually
became a critic of Freud and his psychoanalytic theory.
5. Adler went on to found the Society for Individual Psychology
in 1912.
6. Adler was active in organizing government-sponsored child
counseling clinics and introduced group training and guidance
procedures.
B. Inferiority Feelings: The Source of Human Striving
Adler believed that inferiority feelings were common for human
to feel and they were the source of all human striving.
Compensation is the drive we need to overcome this sense of
inferiority and to strive for increasingly higher levels of
development. This process begins in infancy, when the infant is
aware of his or her parents’ greater power and strength, and the
hopelessness of overcoming this power. This becomes an
environment of helplessness and dependency on adults.
B. Inferiority Feelings: The Source of Human Striving (cont.)
2. For a child, an inability to overcome inferiority feelings
intensifies them, leading to the development of an inferiority
complex.
Adler used his theory to explain how neglected, unwanted, and
rejected children can develop an inferiority complex.

B. Inferiority Feelings: The Source of Human Striving (cont.)
3. The superiority complex involves an exaggerated opinion of
one’s abilities and accomplishments.
A person may feel such a need and work to become extremely
successful; or, the person may feel superior and self-satisfied
and have no need to demonstrate his or her accomplishments.
C. Striving for Superiority, or Perfection
Adler described a drive for perfection as a striving for
superiority.
We strive for superiority in an effort to perfect ourselves, to
make ourselves complete or whole.
D. The Style of Life
According to Adler, we develop a unique or distinct character,
or style of life.
In an attempt at compensation, children acquire a set of
behaviors. These behaviors become part of the style of life, a
pattern of behaviors designed to compensate for an inferiority.
This style of life becomes the guiding framework for all later
behaviors.
D. The Style of Life (cont.)
2. Adler proposed four basic styles of life for dealing with

problems involving our behavior, problems of occupation, and
problems of love:
(a) the dominant type who displays a dominant ruling attitude
with little social awareness;
(b) the getting type which is the most common, where a person
expects to receive satisfaction from other people and so
becomes dependent on them;
(c) the avoiding type is a person who avoids any possibility of
failure; and
(d) the socially useful type who cooperates with others and acts
in accordance with their needs.
E. Social Interest
Social interest is defined as the individual’s innate potential to
cooperate with other people to achieve personal and societal
goals.
We depend on our early social experiences to realize our innate
potential.
The mother’s role becomes vital in developing the child’s social
interest or can thwart the development of this potential.
The mother must teach the child cooperation, companionship,
and courage.
F. Birth Order
1. Adler viewed a person’s birth order is a major influence in
childhood. Even though siblings have the same parents and live
in the same house, they do not have identical social
environments.

F. Birth Order (cont.)
The first-born child gets the full and undivided attention of the
parents.
As a result, first-borns have a secure, happy existence, until the
second-born appears.
First-borns may become stubborn, ill-behaved, and destructive
as they try to regain their former position in the family.
They may blame any discipline on the parents’ love for the
other child, who the first-born perceives is the cause of the
problem.
The advantages of being the oldest child include playing the
role of teacher, tutor, leader, and disciplinarian, when helping
with the younger children.
The second-born child, the parents are less concerned and
anxious about their own behavior and may be more relaxed in
their approach with the second child.
Competition with the first-born may motivate the second-born.
They become more optimistic about the future and may even
excel in sports or scholarship.
However, if the second-born feels they can not surpass the first-
born, they may become an underachiever, performing below
their ability.

The youngest child is driven to surpass all the older children
and learn at a fast rate, even into adulthood.
The youngest can be excessively pampered and come to believe
they need not learn anything, therefore, they may become
helpless and dependent as adults.
The only child remains the focus and the center of attention.
The only child spends more of their time with adults and may
mature faster than others.
Only children experience difficulties when they find they are
not the center of attention.
They may not have learned to compete, and if their abilities do
not bring them sufficient recognition or attention, they are
likely to feel keenly disappointed.
G. Assessment in Adler’s Theory
Adler assessed the personalities of his patients by observing
everything about them, such as the way they walked or sat, the
manner of shaking hands, even the choice of chair they sat in.
A person’s body language indicates something of our style of
life, according to Adler.

H. Reflections on Adler’s Theory
Adler has influenced many other psychologists, such as Karen
Horney and Gordon Allport, especially in the area of how social
forces influence personality.
© 2013 by The McGraw-Hill Companies, Inc. All rights
reserved
Theories of Personality
Rogers: Person-Centered
Theory
Chapter 10
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10-*
OutlineOverview of Person-Centered TheoryBiography of
RogersPerson-Centered TheoryPsychotherapyThe Person of
TomorrowPhilosophy of Science
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10-*

OutlineThe Chicago StudiesRelated Research Critique of
RogersConcept of Humanity
reserved
10-*
Overview of Person-Centered TheoryGrew Out Experiences as a
PsychotherapistCalled for Empirical Research to Support
Personality TheoryNot Comfortable with Notion of
TheoryNever Systematically Reformulated Theory of
Personality
reserved
10-*
Biography of RogersBorn in Oak Park, Illinois in 1902Fourth of
six children of upper-middle class, devoutly religious
parentsBriefly attends seminary, intending to become a minister
in 1924Turned to psychology and earned his Ph.D. from
Columbia in 1931
reserved
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Biography (cont’d)Influenced by Otto RankSpent nearly a dozen
years working as a clinician in RochesterPublished The Clinical
Treatment of the Problem Child in 1939.Took a position at Ohio

State University in 1940, where he elucidated his views on
therapyPresident of American Psychological Association in
1946-1947Published Client-Centered Therapy in 1951In 1964,
moves to California and helps found Center for Studies of the
PersonDied in 1987 following surgery on broken hip
reserved
10-*
Person-Centered TheoryBasic AssumptionsFormative
TendencyActualizing TendencyThe Self and Self-
ActualizationThe Self-ConceptThe Ideal SelfAwarenessLevels
of AwarenessDenial of Positive ExperiencesBecoming a
PersonBarriers to Psychological HealthConditions of
WorthIncongruenceDefensivenessDisorganization
reserved
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PsychotherapyConditionsCounselor congruenceUnconditional
positive regardEmpathic listeningProcessStages of therapeutic
changeTheoretical explanation for therapeutic change Outcomes
reserved
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The Person of TomorrowPsychologically healthy people
are:More adaptableOpen to their experiencesLive fully in the
momentExistential livingHarmonious relations with othersMore

Integrated (conscious and unconscious)Basic trust of human
natureGreater richness in life
reserved
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Philosophy of ScienceScience begins and ends with subjective
experienceScientists must be involved with phenomena being
studiedScientists perceive patterns among phenomenaScientists
communicate findings, but this communication is subjective
reserved
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The Chicago StudyHypotheses:
Clients will become more aware of their feelings and
experiences
The gap between the real self and the ideal self will lessen as a
consequence of therapy
Clients’ behavior will become more socialized, that is, more
self-accepting and more accepting of others
reserved
10-*
The Chicago Study (cont’d)MethodTo measure adjustment, they
used the Q sort technique (congruence between real & ideal
selves)Participants were adults who sought therapy at the
University of Chicago counseling centerExperimenters asked
half the participants to wait 60 days before receiving therapy.

In addition, they tested a control group of “normals” who were
matched with the therapy group.
reserved
10-*
The Chicago Study (cont’d)Findings The therapy group—
but not the control group—showed a lessening of the gap
between real self and ideal self
Clients who improved during therapy—but not those rated as
least improved—showed changes in social behavior, as noted by
their friends
reserved
10-*
The Chicago Study (cont’d)Summary of ResultsTherapy group
did demonstrate growth and retained improvement during
follow-up, but they did not attain the level of psychological
health in the control group
reserved
10-*
Related ResearchSelf-Discrepancy TheoryHiggins (1987)Real-
ideal discrepancy leads to dejection-related emotions; real-
ought discrepancy leads to agitation-related emotionsPhillips &
Silvia (2005)High self-awareness condition led to feeling
negative emotion at self-discrepanciesWolfe & Maisto
(2000)Real-ideal self-discrepancy and negative mood were

negatively correlated with alcohol consumptionMotivation and
Pursuing one’s GoalsSheldon et al. (2003)Supports Rogers’
theory s that people do have an OVPIntrinsically fulfilling goals
become more important over time while materialistic goals
become less important
Schwartz & Waterman (2013)The OVP directs us toward
fulfilling pursuits
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Critique of RogersRogers’ Theory Is:Very High on Practicality
and Internal ConsistencyHigh on Falsifiability, Parsimony, and
Organizing KnowledgeModerate on Generating Research
reserved
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Concept of HumanityFree Choice over DeterminismOptimism
over PessimismTeleology over Causality Uniqueness over
SimilarityConscious over UnconsciousSocial Influence over
Biology
reserved

Maslow: Holistic-Dynamic
Theory
Chapter 9
reserved
9-*
OutlineOverview of Holistic-Dynamic TheoryBiography of
MaslowMaslow’s View of MotivationSelf-
ActualizationPhilosophy of ScienceMeasuring Self-
Actualization
reserved
9-*
OutlineThe Jonah ComplexPsychotherapyRelated Research
Critique of MaslowConcept of Humanity
reserved
9-*
Overview of Holistic-Dynamic Theory
Assumes Whole Person Is Motivated by One Need or
AnotherPeople Have Potential to Grow toward Psychological
Health/Self-ActualizationLower Level Needs Must Be Satisfied

Before Higher Level Needs Can Be Met
reserved
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Biography of MaslowBorn in New York City in 1908Oldest of
seven children of Russian-Jewish immigrantsHarbors lifelong
animosity toward motherReceived a PhD in 1934 in psychology
from University of Wisconsin where he worked with Harry
Harlow
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Biography (cont’d)Returns to New York in 1935 and works with
E. L. Thorndike at Columbia UniversityMet and was influenced
by Alfred Adler, Erich Fromm, and Karen HorneyIn 1951,
became chairperson of the psychology department at Brandeis
UniversityPresident of American Psychological Association
1967-1968Died in 1970 of a heart attack
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Maslow’s View of MotivationHolistic Approach to
MotivationMotivation Is ComplexPeople Are Continually
Motivated by One Need or AnotherAll People Everywhere Are
Motivated by the Same Basic NeedsNeeds Can Be Arranged on
a Hierarchy

reserved
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Hierarchy of NeedsConative or Basic NeedsPhysiological
SafetyLove and belongingnessEsteemSelf-
ActualizationAesthetic NeedsThe need for order and
beautyCognitive NeedsThe need for curiosity and
knowledgeNeurotic NeedsAn unproductive relating to other
people
reserved
9-*
General Discussion of NeedsReversed Order of
NeedsUnmotivated BehaviorExpressive and Coping
BehaviorDeprivation of NeedsInstinctoid Nature of
NeedsComparison of Higher and Lower Needs
reserved
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Self-ActualizationMaslow’s Quest for the Self-Actualized
PersonCriteria for Self-ActualizationFree from
psychopathologyHave progressed through hierarchy of
needsEmbracing of the B-valuesFull use of talents, capacities,
and potentialitiesValues of Self-ActualizersMotivated by
Eternal Verities or B-ValuesMetamotivation

reserved
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Self-Actualization (cont’d)Characteristics of Self-Actualizing
PeopleMore efficient perception of realityAcceptance of self,
others, and natureSpontaneity, simplicity, and
naturalnessProblem-centeringThe need for
privacyAutonomyContinued freshness of appreciationThe peak
experience
reserved
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Self-Actualization (cont’d)Characteristics of Self-Actualizing
People (cont’d)GemeinschaftsgefuhlProfound interpersonal
relationsThe democratic character structureDiscrimination
between means and endsPhilosophical sense of
humorCreativenessResistance to enculturationLove, Sex, and
Self-Actualization
reserved
9-*
Philosophy of ScienceMaslow argued for a humanistic, holistic
approach that is not value freePsychological science should
stress the importance of individual procedures Scientists should
put values, emotion, and ritual back into their work and be
creative in their pursuit of knowledge

reserved
9-*
Measuring Self-ActualizationPersonal Orientation Inventory
(POI)Comprehensive measure of the values and behaviors of
self-actualizing peopleShort Index of Self-ActualizationBrief
Index of Self-ActualizationFour factors:
Core self-actualization
Autonomy
Openness to experience
Comfort with solitude
reserved
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The Jonah ComplexThe Jonah complex is an abnormal syndrome
defined as the fear of being or doing one’s best Probably all of
us have some timidity about seeking perfection or
greatnessPeople allow false humility to stifle creativity, and
therefore they prevent themselves from becoming self-
actualizing
reserved
9-*
PsychotherapyThe aim of therapy is for clients to embrace the
being-valuesClients must be freed from their dependence on
others so that their natural impulse to grow can become
activePsychotherapy must not be value free

reserved
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Related ResearchPositive PsychologyBurton & King
(2004)Writing about positive experiences was associated with
better physical health in the following monthsLyubomirsky et
al. (2013)While simply thinking about positive experiences did
not confer physical health benefits, it did result in greater well-
being a month laterPersonality Development, Growth, and
GoalsBauer & McAdams (2004a)Intrinsic and exploratory
growth goals were associated with greater well-being and ego-
development, and hence greater life satisfaction; these all were
higher in older than younger adults
reserved
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Critique of MaslowMaslow’s Theory Is:Very High on
Organizing KnowledgeHigh on Guiding ActionModerate on
Generating Research, Internal Consistency, and ParsimonyLow
on Falsifiability
reserved
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over PessimismTeleology over CausalityConscious over
UnconsciousEqual Emphasis on Culture and BiologyUniqueness

over Similarity
reserved
Horney: Psychoanalytic Social
Theory
Chapter 6
reserved
6-*
OutlineOverview of Psychoanalytic Social TheoryBiography of
HorneyIntroduction to Psychoanalytic Social TheoryBasic
Hostility and Basic AnxietyCompulsive DrivesIntrapsychic
Conflicts
reserved
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OutlineFeminine PsychologyPsychotherapyRelated
ResearchCritique of HorneyConcept of Humanity

reserved
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Overview of Psychoanalytic Social TheorySocial and
Cultural Conditions Largely Responsible for Shaping
PersonalityWhen Needs Are Not Met in Childhood, Basic
Hostility and Anxiety AriseCombat Basic Anxiety in Three
Ways:Moving toward peopleMoving against peopleMoving
away from people
reserved
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Biography of HorneyBorn in Eilbek (near Hamburg) in
1885Youngest of two children born to an older sea captain and
his young wifeEntered University of Freiburg in 1906One of the
first women in Germany admitted to medical school, where she
specialized in psychiatryAnalyzed in 1910 by Karl Abraham,
one of Freud’s close associates Published The Technique of
Psychoanalytic Therapy in 1917
reserved
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Biography (cont’d)In 1932, Horney left Germany to become
Associate Director on Chicago Psychoanalytic
InstituteIncreasingly abandoned orthodox psychoanalysis in
favor of a more socially oriented theoryPublished Neurosis and
Human Growth in 1950 Founded her own clinicDied in New
York in 1952

reserved
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Psychoanalytic Social TheoryHorney and Freud
ComparedHorney’s criticisms of Freud’s Theories
Orthodoxy leads to theoretical and clinical stagnation
Inaccurate views of feminine psychology
Should move beyond instinct and examine cultureThe Impact of
CultureThe Importance of Childhood Experiences
reserved
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Basic Hostility and Basic AnxietyBasic hostilityArise when
parents do not satisfy child’s needs for safety and
satisfactionBasic anxietyRepressed hostility leads to feelings of
insecurity and apprehension
reserved
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Compulsive DrivesNeurotics Repeat Same Unproductive
StrategyNeurotic NeedsAttempts reduce basic anxiety10
categoriesNeurotic Trends Are Attitudes Toward Self and
Others, and IncludeMoving toward peopleMoving against
peopleMoving away from people

reserved
6-*
Intrapsychic ConflictsOriginate from Interpersonal
ExperiencesThe Idealized Self-Image Includes Three
Aspects:Neurotic search for gloryNeurotic claimsNeurotic
prideSelf-HatredNeurotic individuals dislike themselves
because their real self does not match insatiable demands of
their idealized view of self
reserved
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Feminine PsychologyPsychological differences between men
and women are due to culture and social expectations rather
than to anatomyView of the Oedipus complex was that any
sexual attraction or hostility of child to parent would be the
result of learning and not biologyFound concept of “penis envy”
untenableIf that existed, should also be “womb envy”
reserved
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PsychotherapyTherapy focused on development of self-
realization through self-analysisUtilizes same techniques as
Freud Successful when patients can assume responsibility for
their psychological developmentGoal of Horneyian
psychotherapy:Help patients grow to self-realizationGive up
their idealized self-imageRelinquish their neurotic search for
gloryChange self-hatred to self-acceptanceFocus on love,
mastery, and freedom

reserved
6-*
Related Research
The Neurotic Compulsion to Avoid the NegativeRobinson et al.
(2007)While most research has had an understandable negative
bias, recent research has been investigating some benefits of
neuroticism: It is possible to be a “successful neurotic” in that
neurotic skill at avoiding negative outcomes improves daily
mood
reserved
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Critique of HorneyHorney’s Theory Is:Moderate on Internal
Consistency and ParsimonyLow on Falsifiability, Generating
Research, and Guiding ActionVery Low on Organizing
Knowledge
reserved
6-*
over Pessimism Social Influence over BiologyCausality and
Teleology, and Conscious and Unconscious Play Equal
RolesSimilarities over Uniqueness

reserved
Erikson: Post-Freudian Theory
Chapter 8
reserved
8-*
OutlineOverview of Post-Freudian TheoryBiography of
EricksonThe Ego in Post-Freudian TheoryStages of
Psychosocial DevelopmentErickson’s Method of
InvestigationRelated ResearchCritique of EricksonConcept of
Humanity
reserved
8-*
Overview of Post-Freudian TheoryIntended to Extend Freud’s
AssumptionsIncluding extending infantile developmentLife-
cycle approach to personalityEmphasis on social and historical
influencesStages of development are characterized by a
psychosocial struggleFor example, identity crisis
reserved

8-*
Biography of EricksonBorn in Frankfurt, Germany in 1902Son
of Jewish mother and unknown fatherAs a child, does not feel
accepted by either Jewish or Gentile communityLeaves home at
18 to live as itinerant artist, wandering Europe for 7 years
reserved
8-*
Biography (cont’d)In Vienna, is introduced to psychoanalysis
by Anna Freud, who becomes his analystGraduates from Vienna
Psychoanalytic InstituteLacking an academic degree, accepts
research position at Harvard Medical School in 1933Publishes
Childhood and Society in 1950Also taught at Yale, Berkeley,
and several other institutionsProfessor of Human Development
at Harvard in 1960Died in Cape Cod in 1994
reserved
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The Ego in Post-Freudian TheoryDescription of Ego
PsychologyThree Interrelated Aspects of the Ego:
Body ego
Ego ideal
Ego IdentitySociety’s InfluenceEgo emerges from and is largely
shaped by cultureEpigenetic PrincipleThe ego grows as our
organs do; developing sequentially, with certain changes arising
at a particular time and with more recent developments built
upon previous structures

reserved
8-*
Stages of Psychosocial DevelopmentBasic Points of Stage
ApproachGrowth follows epigenetic principleEvery stage has an
interaction of opposites Conflict produces ego strengthToo little
strength at one stage results in core psychopathology at a later
stageStages are also biological in natureEarlier stages do not
cause later personality developmentFrom adolescence on,
personality development involves identity crisis
reserved
8-*
Stages of Psychosocial Development (cont’d)InfancyOral-
Sensory ModeModes of IncorporationReceiving and
AcceptingBasic Trust versus Basic MistrustHope: The Basic
Strength of InfancyEarly ChildhoodAnal-Urethral-Muscular
ModeAutonomy versus Shame and DoubtWill: The Basic
Strength of Childhood
reserved
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Stages of Psychosocial Development (cont’d)Play AgeGenital-
Locomotor ModeInitiative versus GuiltPurpose: The Basic
Strength of the Play AgeSchool AgeLatencyIndustry versus
InferiorityCompetence: The Basic Strength of the School Age

reserved
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Stages of Psychosocial Development
(cont’d)AdolescencePubertyIdentity versus Identity
ConfusionFidelity: The Basic Strength of AdolescenceYoung
AdulthoodGenitalityIntimacy versus IsolationLove: The Basic
Strength of Young Adulthood
reserved
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Stages of Psychosocial Development
(cont’d)AdulthoodProcreativityGenerativity versus
StagnationCare: The Basic Strength of AdulthoodOld
AgeGeneralized SensualityIntegrity versus DespairWisdom: The
Basic Strength of Old Age
reserved
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Erickson’s Method of InvestigationAnthropological StudiesTo
show that early childhood training was consistent with this
strong cultural valueSioux Nation of South Dakota Yurok
Nation of northern California PsychohistoryCombination of the
methods of psychoanalysis and historical research to study
personality Including Martin Luther and Gandhi
reserved

8-*
Related ResearchGenerativity and ParentingBauer and
McAdams (2004)Peterson (2013)Having a sense of generativity
is important to effective parentingGenerativity vs.
Stagnationvan Hiel et al. (2013)Generativity and stagnation can
and sometimes do operate separately and independently in adult
development
reserved
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Critique of EricksonErickson’s Theory Is:High on Generating
Research, and Internal ConsistencyModerate on Organizing
Knowledge, Falsifiability, Guiding Action, and Parsimony
reserved
8-*
Concept of HumanityDeterminism over Free ChoiceOptimism
over PessimismCausality over TeleologyUnconscious and
Conscious Is Influenced by Stage with Unconscious Dominating
Early Life and Conscious LaterCulture over BiologyUniqueness
over Similarity
CHAPTER ONE:
Sigmund Freud: Psychoanalysis

1
A. The Life of Freud
1. Freud was born in Moravia in 1856.
His father was a Jewish wool merchant. Since the age of five,
Freud lived most of his life in Vienna, Austria.
Freud had a passionate, sexual attachment towards his mother
and childhood hostility towards his meek father.
Many of his childhood experiences would influence his theories
later in life.
There were eight children in the family, but Sigmund had
special privileges, such as his own room.
2
A. The Life of Freud (cont.)
Freud entered high school a year earlier and became fluent in
several languages.
Freud trained to be a physician and researched fish and eels.
Freud also experimented with cocaine, before it became illegal.
Freud unknowingly harmed a friend by prescribing cocaine and
had used cocaine for himself.
3
2. Freud became convinced that sexual conflicts were the
primary cause of all neurosis.

Freud claimed that childhood fantasies of sexual events were
quite common for all children. Whether these memories are
from true events or just sexual fantasies is controversial today.
4
3. Freud’s attitude toward sex was negative and felt that sex
was degrading, because it contaminated the mind and body.
Freud, although having children, felt resentful toward his sex
life with his wife. Freud diagnosed himself, as having an
anxiety neurosis as he learned to psychoanalyze himself through
the study of dreams. He was able to recall his dreams and
interpret their meanings.
5
4. Freud began to publish articles and books and he also
presented papers at scientific meetings.
His disciples or followers included Carl Jung and Alfred Adler.
Jung later broke with Freud in disputing Freud’s approach to
psychoanalysis. Freud received an honorary doctoral degree at
Clark University in the United States in 1909, where his
theories were warmly welcomed.
6

By the 1920’s and 1930’s Freud was having much success,
however he was to die several years later from cancer of the
mouth. Freud’s books were burned by the Nazis and he fled to
England where he died in 1939 by an overdose of morphine that
was given deliberately by his physician.
7
B. Instincts: The Propelling Forces of the Personality
1. Instincts are the basic elements of the personality, the
motivating forces that drive behavior and determine its
direction.
Instincts, such as hunger and thirst, are internal. These
instincts motivate people to behave in a way that satisfies the
need.
When the body is in a state of need, we become motivated to
restore and maintain equilibrium by satisfying the need.
These instincts are the source of energy for human behavior, but
this energy may be expressed in a variety of interests,
preferences, and attitudes.
8
B. Instincts: The Propelling Forces of the Personality (cont.)
2. The life instincts are oriented toward growth and
development and the psychic energy manifested by the life
instincts is the libido.
According to Freud, the most important life instinct is sex.

Sex becomes our primary motivation, such as in erotic wishes.
Death instincts are the opposite of life instincts and one
component is the aggressive drive which compels us to destroy,
conquer, and kill.
9
C. The Levels of Personality
There are two levels of personality, according to Freud.
The conscious corresponds to its ordinary everyday meaning.
The unconscious : a part of the personality that contains the
memories, knowledge, beliefs, feelings, urges, drives, and
instincts of which the individual is not aware; a “safe haven”
for memories of threatening events.
10
D. The Structure of Personality: Id, Ego, and Superego
The id is the reservoir for the instincts and the libido.
The id – the raw, unorganized, inborn part of personality;
reduces tension created by primitive drives related to hunger,
sex, aggression, and irrational impulses
is powerful in the structure of personality because it supplies all
the energy for the other two components.
The id functions to increase pleasure and avoid pain, so id is
driven by the pleasure principal.

11
D. The Structure of Personality: Id, Ego, and Superego (cont.)
2. The ego is the part of personality that provides a buffer
between the id and the outside world.
The purpose of the id is to obtain tension reduction in the
personality.
Operates on the reality principles: instinctual energy is
restrained to keep individual safe and to help integrate the
person into society
12
D. The Structure of Personality: Id, Ego, and Superego (cont.)
3. The superego: the final component of personality to develop,
it represents the rights and wrongs of society as handed down
by a person’s parent, teacher, and other important people
Includes the conscience: makes you feel guilty if you do
something morally wrong
E. Anxiety: A threat to the Ego
1. Freud described anxiety as an objectless fear to a specific
object that induced it. When we cannot cope with anxiety,
when we are in danger of being overwhelmed by it; the anxiety
is said to be traumatic.

14
E. Anxiety: A threat to the Ego (cont.)
2. There are three types of anxiety:
Reality or objective anxiety involves a fear of tangible dangers
in the real world.
Neurotic anxiety has its basis in childhood, in a conflict
between instinctual gratification and reality.
Moral anxiety which results from a conflict between the id and
the superego. This is a fear of one’s conscience.
15
F. Defense Mechanisms Against Anxiety
If rational techniques to reduce tension do not work, then the
person may resort to one or several defense mechanisms.
Freud believed that defenses must, to some extent, always be in
operation. These mechanisms deny or distort reality and
operate unconsciously.
16

F. Defense Mechanisms Against Anxiety (cont.)
Repression is an involuntary removal of something from the
conscious awareness.
Denial is related to repression and involves denying the
existence of some external threat or traumatic event that has
occurred.
One defense against a disturbing impulse is to actively express
the opposite impulse, which is called reaction formation.
Another way of defending against disturbing impulses is to
attribute them to someone else. This is called projection.
18
F. Defense Mechanisms Against Anxiety (cont.)
Regression is the defense mechanism where a person retreats or
regresses to an earlier period of life that is pleasant and free of
frustration and anxiety.
Rationalization is a defense mechanism that involves
reinterpreting our behavior to make it seem more rational and
acceptable to us.
If an object that satisfies an id impulse is not available, the
person may shift the impulse to another object. This is
displacement.
Finally, sublimation involves the altering of the id impulses to
more socially acceptable behaviors.
19

G. Psychosexual Stages of Personality Development
Each of these stages are defined by an erogenous zone of the
body.
In each developmental stage a conflict exists that must be
resolved before the infant or child can progress to the next
stage.
20
G. Psychosexual Stages of Personality Development (cont.)
The Oral stage lasts from birth until some time in the second
year of life. This stage is where the infant’s principal source of
pleasure is the mouth. Since the infant is in the primary care of
the mother, the infant loves the mother and is satisfied.
21
The Anal stage begins about the age of 18 months, when a new
demand, toilet training is involved. Defecation, Freud believed,
produces erotic pleasure for the child, but with the onset of
toilet training the infant has to delay this pleasurable act.
In the fourth or fifth year, the Phallic stage begins. The focus
shifts from the anus to the genitals, where the child again has to
control their impulse in manipulating their genitals.

22
The Oedipus complex is used by Freud to describe a boy or girl
who desires to have sexual relations with their opposite sex
parent. The boy or girl sees the same sex parent as a rival for
their affections, so they may become hostile or jealous of the
parents’ love relationship. A girl would develop penis envy,
because she believes she may have lost her penis.
23
H. Assessment in Freud’s Theory
Freud considered the unconscious to be the motivating force in
life.
He developed free association in which he would ask the patient
express spontaneously every idea and image that came to the
patient’s mind.
Freud would then analyze and interpret these associations.
Some memories might have been too painful to recall. Freud
called these moments, resistances.
Dream Analysis was used to assess what dreams represent, in
symbolic form, along with repressed desires, fears, and
conflicts.
24

I. Extensions of Freudian Theory
Anna Freud was Sigmund’s youngest and most favored
daughter.
At age 22, Anna began four years of psychoanalysis conducted
by her father. He was later criticized for analyzing his own
daughter.
Analyzing one’s child was a serious violation of Freud’s rules
for the practice of psychoanalysis.
25
I. Extensions of Freudian Theory (cont.)
She devoted her life to her father and his system of
psychoanalysis.
Anna worked with children, expanded the role of the ego, and
argued that the ego operates independently of the id. Anna
Freud clarified the operation of the defense mechanisms, which
may be her most significant contribution to psychoanalysis.
26
Running head: SHORT TITLE OF PAPER (50 CHARACTERS
OR LESS)
1

SHORT TITLE OF PAPER (50 CHARACTERS OR LESS)
3Title of PaperYour NameCourse/Number
Date
Instructor Name
(Doctoral students must include the
following on the title page instead:
title, author’s name, and institution name)Title of Paper
Begin your paper here. Double space the entire document. Be
sure to indent the first line of each paragraph between five and
seven spaces by pressing the Tab key one time on the keyboard.
Happy writing!
Level One Heading
Replace the level one heading with the words for your heading.
The heading must be in bold font.
Level Two Heading
Replace the level two heading with the words for your heading.
The heading must be in bold font.
Level three heading. Replace the level three heading with the
words for your heading. The heading must be in bold font.
References
This is a hanging indent. To keep the hanging indent format,
simply delete this line of text using the backspace key, and
replace the information with your reference entry.
Scenario 1 – Grace
Grace is a 33-year-old woman who runs her own business.

Grace has had long standing difficulties with her mood. She
often finds herself in an emotional state where she feels highly
energized and enthusiastic and is able to get a great deal of
work done. This usually lasts for about a week and is followed
by a 'crash' where she feels listless and depressed and has a very
hard time attending to her job. These episodes of feeling either
energized or depressed have been something that Grace has
experienced for much of her life. Lately, however, Grace has
found that her unpredictable mood has started to interfere with
both her work and her personal life. Grace began treatment
following a significantly depressed episode where she felt
particularly hopeless and even considered taking her own life.
Grace was diagnosed with Crohn's disease (a gastro-intestinal
disease) when she was in her 20’s. A specialized diet and other
treatments have helped to curb the symptoms of this disease, but
Grace has found that her unpredictable mood has caused these
symptoms to flare up again.
Grace’s father passed away about two months ago following a
long illness. Grace has had a hard time coping with her father’s
death. She also recently learned that the property tax for her
condominium is going to be considerably raised and she is not
sure she will be able to keep up with her mortgage payments.
Important information for completing a diagnosis for Grace:
· The DSM code for Bipolar I Disorder (single manic episode)
is 296.0x.
· The DSM code for Bipolar I Disorder (most recent episode
mixed) is 296.40.
manic) is 296.4x.
depressed) is 296.5x.

· The ICD-9 code for Crohn’s Disease is 555.9.
· The v-code for bereavement is V62.82.
· The v-code for no diagnosis on Axis I is V71.09.
· The v-code for no diagnosis on Axis II is also V71.09.
Scenario 2 – Paul
Paul is a 28-year-old man who has had long-standing
difficulties with criminal behavior. Paul has spent a number of
years in prison for auto theft and burglary. He appears to have
little interest in making meaningful connections with others and
does not seem to feel any remorse for the people he has hurt in
his past.
Recently Paul was arrested after he was caught sneaking around
and looking in the windows of a girl’s school dormitory. During
a session with a court appointed psychologist, Paul stated that
he often feels an uncontrollable urge to watch women who are
unaware of him, and that it is now the only way in which he can
attain a sense of sexual gratification.
Paul has lost contact with his parents and reported that he was
often physically abused when he was a child. Paul has had a few
jobs over the years, but he usually ends up quitting or being
fired for insubordination.
Paul was born with a cleft lip. Although post-natal surgery was
able to repair the cleft lip, it left Paul with a noticeable scar
that he is very self conscious of.
Important information for completing a diagnosis for Paul:
· The DSM code for Antisocial Personality Disorder is 301.7.
· The DSM code for voyeurism is 302.82.

· The ICD-9 code for a cleft lip is 749.10.
· The coding for physical abuse of a child (when the clinical
attention is on
· the victim) is 995.5.
· The v-code for no diagnosis on Axis I is V71.09.
· The v-code for no diagnosis on Axis II is V71.09.

Clinical Scenarios: 5-Axis Diagnosis & Movie Analysis

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Clinical Scenarios: 5-Axis Diagnosis & Movie Analysis