school of thought in psychology.

1. PSYCHODYNAMIC

2. Psychodynamic
 Psychodynamic is a systemized study and theory of psychological forces that
underlie human behavior, emphasizing the inter play between unconscious
and conscious motivation and the functions.
 This model is largely based upon Freud’s psychoanalytical theory.
 Psychodynamic model is interested in how childhood relationships and
experiences affect future mental health.
 Major contributors are:
 Carl Jung
 Karen Horney
 Alfred Adler
 Erik Erikson

3. Sigmund Freud
 A famous doctor from Vienna who was the first to propose the theory of
unconscious mind.
 First and most controversial personality theory.
 Born in May 1856 in Austria
 His mother was the second wife of his father, 20 years his junior.
 2 older half brothers and six younger siblings.
 Favorite child of his mother
 Physician, Neurologist
 Affiliated with Joseph Breuer, learned catharsis.
 Charcot’s work with hypnotherapy opened a new insight for Freud
 Gained popularity because of faithful followers.
 Died of cancer of jaw and mouth.

4. Psychoanalysis
 Based theory on personal experiences.
 Psychoanalysis is both a therapy and theory of personality.
 Most influential theory of therapy during the 1930s, 1940s and 1950s.
 One might consider that Freudian psychoanalytic theory is basically a family
theory as Freud considered how individual develops over time within the
context of a family, specifically interacting with mother and father, later
siblings.

5. Fundamental Assumptions
 Unconscious mind is the dominant force in shaping a personality.
 Experiences or events of first 6 years of life are determinants of later
development of personality.
 Later personality problems will have its roots on early repressed childhood
conflicts.
 People are not aware of the most critical motivations or of their most
important conflicts and frustrations.
 Anxiety generated by conflicts may be disguised by defenses, which are used
to reduce the stress, operate at the unconscious level.

6. Basic Concepts
 Human nature
 Instincts
 Topographical model
 Structural model
 anxiety
 Ego defense mechanisms
 Psychosexual stages

7. Human Nature
 Our behavior is determined by irrational forces, unconscious motivations,
biological and instinctual drives as these evolve through key psychosexual
stages in the first six years of life.

8. Instincts
 Strong internal forces known as instincts motivate the human behavior
 Life instincts (Eros)
 Maintain the survival of individual and humankind.
 Identified with libido
 All pleasurable acts.
 Death instincts (Thanatos)
 Aggressive acts
 Manifest themselves in one’s unconscious wish to die or to hurt themselves or
others.

9. Instincts
 Often conflict arises between the life instincts and death instincts.
 Example of conflict includes Love and hate that marriage partners for each
other.
 Often the two instincts work together such as in eating which maintains life
but includes the aggressive activities of chewing and biting.

10. Topographical Model
 Conscious
 The conscious includes sensations and experiences that the person is aware of
at any point in time.
 Examples
 Awareness of being warm or cold, awareness of this slide or of your notebook

11. Topographical Model
 Preconscious
 It includes memories of events and experiences that can easily be retrieved
with little effort.
 Examples
 Previous examination taken, a phone call to a friend or a favorite dessert.
 The preconscious forms a bridge from the conscious mind to the much larger
unconscious.

12. Topographical Model
 Unconscious
 Which is the container for memories and emotions that are threatening to the
conscious mind and must be pushed away.
 Freud saw it as a dump box for urges, feelings and ideas that are tied to
anxiety, conflict and pain.
 These feelings and thoughts are not disappeared and according to Freud they
are there exerting influence on our actions and conscious awareness.
 Examples
 Forgotten childhood trauma or abuse.
 Also includes needs and motivations of which individuals are unaware.

13. Structural Model
 Id (Biological component)
 Primitive part of the personality that pursues only pleasure and instant
gratification.
 Birth to 1 year
 Not willing to compromise
 Resides completely at unconscious level
 Acts under the pleasure principle

14. Structural Model
 Ego (psychological component)
 That part of the personality that is aware of reality and is in contact with the
outside world. It is the part that consider the consequences of an action and deals
with the demands of id and superego.
 1 to 3 year
 Resides in all levels of awareness
 Operates under reality principal
 Attempts negotiation between id and superego to satisfy both realistically.
 Ego has no concept of right and wrong

15. Structural Model
 Superego (social component)
 Contains our social conscience and through the experience of guilt and anxiety,
when we do something wrong, it guides us toward socially acceptable behavior.
 3 to 5 year
 Resides in preconscious
 Operates on moral principal

16. Structural Model
 Freud argued that our personality should be in state of dynamic equilibrium.
If there is too much id, superego or a weak ego then an individual will
become unbalance and possibly suffer from psychological difficulties. This is
the basis of the psychoanalytic explanation of mental illness.

18. Anxiety
 It is a state of tension that motivates an individual to do something.
 It arises out of a conflict among the id, the ego and the superego.
 Three kinds of anxiety
 Reality anxiety
 Fear of danger from the external world. Real, objective sources of danger in the
environment.
 Neurotic anxiety
 Fear that the id impulses will overwhelm the ego and cause the person to do something
that will be punished.
 Moral anxiety
 Fear of one’s own conscience. Fear that the person will do something contrary to the
desires of superego.

19. Defense Mechanisms
 Invented by the ego in an attempt to resolve the conflict between id and
superego so that personality can operate in a healthy manner.
 Distort reality while operating in an unconscious level.

20. Defense Mechanisms
 Projection
 Individual puts the blame of his own failure upon others and some unfavorable
factors of environment.
 A student comes late to the class excuses by saying that the bus or train was
late.
 Sublimation
 Unacceptable desires are redirected into socially acceptable channels.
 Sports is in an example of putting our emotions into something constructive.

21. Defense Mechanisms
 Repression
 Pushing threatening thoughts back into the unconscious
 Memories of childhood physical or sexual abuse.
 Rationalization
 An individual tries to justify his failure by giving some excuses
 A student makes use of rationalization when he tries to blame teachers for
hard question paper.

22. Defense Mechanisms
 Compensation
 It is an attempt to cover ones deficiency in one field by exhibiting his strength in
another field.
 If a student is not good in studies, may show his ability in sports.
 Identification
 It is a process which may operate outside and beyond conscious awareness.
 Hero worshipping by an individual is a sort of identification where an
individual identifies himself with a popular hero or an actor.

23. Defense Mechanisms
 Displacement
 An individual does something as a substitute of something else.
 If a wife gets angry with husband and cannot say anything to him, she beats
her child.
 Withdrawal
 Some persons withdraw themselves from the circumstances that cause tension,
frustration or pain.
 If a person is being humiliated or laughed at, he may shut himself in a room
and may not need anyone.

24. Defense Mechanisms
 Day dreaming
 It is a defense mechanism which sometimes help in making adjustment.
 A young man who has been jilted in love, dreams of becoming a groom and
feels satisfaction in the imaginary world.
 Denial
 Refusal to accept external realities because too threatening to enter awareness.
 If a person is diagnosed as having cancer, they will first get shock, then start
denying reality saying perhaps the diagnosis was not proper.

25. Defense Mechanisms
 Reaction formation
 Reaction Formation is the converting of unwanted or dangerous thoughts, feelings
or impulses into their opposites.
 A person who hates another cannot accept the painful fact of hating so shows
the extraordinary love towards that person.
 Introjection
 Taking in and accepting uncritically the values and standards of others.
 If a child is constantly called stupid, the child thinks that he is really stupid.

26. Defense Mechanisms
 Regression
 Returning to a behavior pattern characteristic of an earlier stage of development
 After Lucy’s parents bitter divorce, she refuse to sleep alone in her room and
crawling into bed with her mother.
 Acting out
 Acting Out is performing an extreme behavior in order to express thoughts or
feelings the person feels incapable of otherwise expressing.
 Instead of saying, “I’m angry with you,” a person who acts out may instead
throw a book at the person, or punch a hole through a wall.

27. Psychosexual Stages
 Erogenous zone
 At particular points in developmental process, a single body part is particularly
sensitive to sexual, erotic stimulation is referred to as erogenous zone.
 A child in given stage of development has certain needs and demands, either
frustration or overindulgence results in fixation, where the person gets stuck
in that stage.

28. Oral Stage
 Oral stage (birth to 18 months)
 Erogenous zone: mouth
 It occurs during the first 18 months of life when the infant’s pleasure centers
on the mouth
 Chewing, sucking and biting are chief sources of pleasure and these actions
reduce tension in infants

29. Oral Stage
 Over gratification
 As an adult a child may become dependent on cigarette or alcohol, become chatter
box or derive pleasure from acquiring possessions.
 Under gratification
 As an adult the child will make bitingly sarcastic remakes or be argumentative,
become sad, dissatisfying, emotional and touchy.
 Too much r too little gratification can cause oral activities e.g. smoking drug
addiction

30. Anal Stage
 Anal stage (1 to 3 years)
 Erogenous zone: bowel and bladder control
 It occurs from 18 months to onward in which the child’s greatest pleasure is
obtained from excretion.

31. Anal Stage
 Strict toilet training -> anal retentive
 Perfectionist, strictly disciplinarian, conservative, extreme orderliness,
stubbornness
 Loose toilet training-> anal expulsive
 Cruelty, inappropriate display of anger, extreme disorderliness, low sincerity
level, flirt

32. Phallic Stage
 Phallic stage (3 to 6 years)
 Erogenous zone: genitals
 It between ages of 3-6 during which child experiences unconscious incestuous
desires for the parent of opposite sex which is repressed because of its
threatening nature.

33. Phallic Stage
 Oedipus complex
 Boy desiring mother as love object
 Electra complex
 Girl desiring father and his love and approval
 Castration anxiety
 Fear of injury to or loss of genital organs

34. Latency Stage
 Age 6-12
 Erogenous zone: sexual feelings are inactive
 Child socializes and turns its attention outward and forms relationship with
others
 Formal sexual interests are replaced by interests in playmates in a wide
variety of activities in school like games and sports

35. Genital Stage
 Age 12 years to onward
 Erogenous zone: maturing sexual interests
 Adolescents develop interest in the opposite sex and assume adult
responsibilities.

36. Criticism
 Singular focus on sex drives and aggression.
 His theory was male oriented.
 Concepts was based on subjective interpretations of a handful client, mostly
in the upper class.
 Theories are difficult to test.
 Difficult to falsify.
 Not a good guide to solve practical problems

37. Freud and Neo-Freudians
 There are a few different reasons why Neo-Freudian thinkers disagreed with
Freud:
 Freud's emphasis on sexual urges as a primary motivator.
 Freud's negative view of human nature.
 Freud's belief that personality was shaped entirely by early childhood experiences.
 Freud's lack of emphasis on social and cultural influences on behavior and
personality.
 While the neo-Freudian's may have been influenced by Freud, they developed
their own unique theories and perspectives on human development,
personality and behavior.

38. Contributors of Psychodynamic Model
 Neo- Freudians:
 Neo-Freudians broke the Freudian psychoanalytic tradition and develop their
own theories.
 The neo-Freudians retained many of the concepts proposed by Freud.
 Freud’s daughter Anna was the pioneer of “ego psychology”.
 Carl Jung
 Karen Horney
 Alfred Adler
 Erik Erikson

39. Carl Gustav Jung
 Student of Freud and Swiss Psychiatrist.
 Shared Freud’s emphasis on unconscious processes.
 But libido is all life forces not just sexual ones.
 Unconscious is positive source of strength
 Development comes to fruition by middle age
 He has been following the Freud’s writings.
 His first book was on “Dementia Praecox.”

40. Jung’s Contributions
 The Jung contributions in psychodynamic model includes:
 The psyche trends towards wholeness.
 The self is composed of ego, the personal unconscious and collective
unconscious.
 Personal unconscious: That part of the unconscious mind containing an
individuals repressed thoughts and feelings.
 Collective unconscious: The part of the unconscious that is inherited and
common to all members of a species.
 Archetypes__ an archetypes is an inherited predispositions to enact or
respond to certain aspects of the world.

41. Examples of Jungian Archetypes
 Five archetypes
1. Anima: The feminine qualities present in all men.
2. Animus: The masculine qualities present in women.
3. Persona: The artificial social roles we enact in public.
4. Shadow: The repressed animalistic urges that we would prefer not to recognize in
ourselves.
5. Self: The embodiment of unity, harmony and wholeness within personality.

42. Personality Theory
 Jung distinguished two different types of attitudes:
 Introverts: Introverts are people who prefer their internal world of thoughts,
feelings, fantasies, dreams and so on. They are generally quiet, shy and
imaginative.
 Extroverts: Extroverts prefer the external world of things, people and activities.
They are outgoing, friendly and sociable.
 Jung felt that everyone had both qualities, but one is usually dominant

43. Karen Horney
 Disagreement with Freud’s view of women.
 She countered Freud’s concept of penis envy with what she called Womb
envy___ man’s envy of woman’s ability to bear children.
 Environmental and social factors are important such as child parent
relationship, especially those we experience as children for personality
development not sex like Freud.
 Also known for her study of neurotic personality.

44. Karen Horney
 She defined neurosis as a maladaptive and counterproductive way of dealing
with relationships.
 Reason of neurotic anxiety is basic anxiety.
 The basic anxiety is developed due to pervasive feelings of loneliness and
helplessness.

45. Karen Horney
 Neurotic needs:
 She identified 10 strategies for coping with basic anxiety which she called neurotic trends.
1. Affection and approval
2. Having a partner to take control
3. Restricting life within narrow limits
4. Power
5. Exploiting others
6. Social recognition
7. Personal admiration
8. Personal ambition
9. Self sufficiency and independence
10. Perfection

46. Karen Horney
 3 categories of behaviors and attitudes toward oneself and others that
express a person’s needs
 Neurotic persons are compelled to act based on one of the neurotic trends
 Movement toward others (compliant personality)
 Movement against others (aggressive personality)
 Movement away from others (detached personality)

47. The Compliant Personality
 Move toward others.
 Intense need for affection and approval.
 Urge to be loved, wanted.
 Manipulate others to achieve goals.
 Think of self as helpless.
 Suppress desires to control, exploit others.

48. The Aggressive Personality
 Move against people.
 Survival of the fittest.
 See self as superior.
 Driven to succeed to compensate for feelings of insecurity, anxiety.

49. The Detached Personality
 Move away from others.
 Strive to become self-sufficient.
 Desire for privacy.
 Maintain emotional distance.

50. Alfred Adler
 First proponent of social psychological approach.
 Accepted Freud's psychodynamic theory but he rejected the stages of
psychosexual development and Oedipus complex.
 Didn’t see the conflict between the id and superego
 According to Adler, each individual’s search for a positive role with in a
family.
 Gave the concept of Self-concept and Self-ideal.
 Self- concept: The sense of who one is.
 Self-ideal: The sense of who one should be.

51. Alfred Adler
 Discrepancies between self-concept and self-ideal may result in inferiority
feelings.
 These feelings could also expand into pathological inferiority complex.
 Inferiority complex: A condition that comes from being unable to compensate
for normal inferiority feelings.
 Superiority complex: If people overcompensate for their inferiority feelings
then they develop a superiority complex.

52. Birth Order
 Alfred Adler was one of the first theorists to suggest that birth order
influences the personality.
 First born___ children are typically believed to be serious, conscientious,
directive, goal-oriented, aggressive, rule-conscious, exacting, conservative,
organized, responsible, jealous, fearful, high achieving, competitive, high in
self-esteem, and anxious.
 They may learn concept of power at young age.
 Later in life, they become authoritarian and strict.

53. Birth Order
 Middle born___ n children have a diverse range of personalities.
 The middle or second born child or children often have the sense of not
belonging.
 The middle child often lacks drive and looks for direction from the first born
child.
 They may avoid conflict.
 They may also be highly loyal to peer group and have many friends.

54. Birth Order
 Youngest ___ youngest child of the family is viewed as the party animal, the
entertainer who is unafraid to test his or her luck.
 The youngest child is often babied or "pampered" more than the other
siblings. This "pampering," according to Adler, is one of the worst behaviors a
parent can bestow on a child.
 "Pampering" can lead to dependence, and selfishness as well as
irresponsibility when the youngest enters adulthood.

55. Birth Order
 Only children____ he has the characteristics of both first born and youngest
born.
 Adler (1964) believed that because only children have no rivals for their
parents' affection, they may be pampered and spoiled by their parents,
particularly the mother.

56. Erik Erikson
 He accepted many of Freud’s theories e.g. id, ago super ego.
 He rejected Freud's attempt to describe personality solely on;
 The basis of sexuality, in contrary, felt that personality continued to develop
beyond five years of age.
 He gave psychosocial theory of personality development.
 Described eight stages from birth to old age through which an individual may
develop his personality.

59. Psychoanalysis
 Basic goal of psychoanalysis is resolution of repressed conflicts.
 This approach believes that somethings happened in that past that the person
is unable to deal with, and this causes the problems in the present.
 Problems are followed by the childhood experiences and conflicts.

60. Techniques
 Moving issues from the unconscious to the conscious can be achieved through
 Free association: patient says whatever comes to mind
 Dream analysis: Dreams express unconscious issues
 Manifest content: The actual content of a dream
 Latent content: Symbols that are disguised unconscious issues or motives

61. Techniques
 Resistance: Therapist looks for evidence that the patient is avoiding an issue
 Transference: Unconscious redirection of feelings for one person to another
(including the therapist).
 Countertransference: Redirection of therapist’s feelings for the patient.
 Interpretation: Therapist provides analysis of the meaning of the thoughts,
behaviors, and dreams of the patient
 Interpretation leads to understanding and resolution of unconscious issues

62. Evaluation of Psychodynamic Model
 Psychodynamic model is the first attempt to explain the mental illness in
psychological terms
 It is supported by extensive theory and practice.
 Not scientifically rigorous approach, model based on research.
 It is reductionist model, suggesting that instinctual forces control patients and
help is only in the form of therapy.
 Freud was over concerned with sexual factors