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Psychodynamic Theory P1

Psychodynamic Theory P1 . 2 Key Theorists . Sigmund Freud. Erik Erikson . Sigmund Freud. Freud- what does the mind look like? . C onscious- what we know/thoughts Preconscious-easily accessed memories Unconscious-fears, urges, desires . Freud- Parts of Personality .

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Psychodynamic Theory P1

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  1. Psychodynamic TheoryP1

  2. 2 Key Theorists • Sigmund Freud • Erik Erikson

  3. Sigmund Freud

  4. Freud- what does the mind look like? • Conscious- what we know/thoughts • Preconscious-easily accessed memories • Unconscious-fears, urges, desires

  5. Freud- Parts of Personality • Id- “I want” – born with it- pleasure principle • Ego- “but I cant always have it”- born with it- Reality Principle • Superego- conscience

  6. Importance of Early Experiences • Freud believes that early experiences in childhood can explain many psychological issues that occur later. • He looks at stages and if a child’s needs are met at each stage they move onto the next. If they are not they may become “stuck” and this can explain behaviour later in life

  7. Freud's stages • Oral- birth to 1 year • Anal- 1 to 3 years • Phallic- 2 to 5/6 years • Latency- 5 to 7 years • Genital- puberty

  8. Oral stage • Development based around the mouth • Satisfaction from putting things in mouth- sucking, biting, breast-feeding • If this need is not satisfied someone may develop an oral fixation in later life- smokers, nail biters, thumb suckers

  9. Anal stage • Development based around the anus • Child gets pleasure from going to toilet • Potty training is vital here • Early/harsh potty training may lead to an anally- retentive personality • Hates mess, obsessively tidy • Liberal potty regime- anally expulsive personality- messy, disorganised, rebellious

  10. Phallic stage • Key area is genitals • Children become aware of sexual differences • Oedipus complex • Electra complex- Print from simple psychology.org

  11. Latency stage • Latent means “hidden” • Sexual impulses repressed- energy focussed on school, hobbies, friendships • Develop new skills • Play confined to children of same gender

  12. Genital stage • Sexual experimentation before settling down

  13. Defence mechanism • Freud also argued people use defence mechanism to block out events that threaten to over whelm them: • Repression • Displacement • Denial • Regression

  14. Repression • Keeps disturbing thoughts from becoming conscious • Forget a traumatic event e.g. abuse or a car crash

  15. Displacement • Redirect impulse onto a safe/substitute target • E.g. someone who is frustrated by their boss goes home and shouts at their children

  16. Denial • Blocking external events from consciousness • If a situation is too much for a person, they may refuse to experience it • E.g. refuse to accept someone is dead/dying

  17. Regression • Going back to an earlier stage of development • E.g. a child may begin to suck their thumb again or wet the bed when the need to go into hospital

  18. 8 stages

  19. Trust Vs. mistrust (birth- 1 year) • Is the world a safe place or is it full of unpredictable events and accidents waiting to happen ? • If child's main caregiver is with them and develops bond they will “trust” • If inconsistent/ unpredictable parenting- “mistrust

  20. Autonomy Vs. Shame and Doubt (2-3 years) • Child starts to assert independence • Parent needs to allow child some independence, but support them so they don’t fail. • If they do everything for the child they will feel inadequate

  21. Initiative Vs. Guilt (3-5 years) • Child takes initiatives which parents will often try and stop to protect the child • Children need to feel secure to initiate activities and make up games and ask questions- if this is allowed they will use initiative • If they are criticised or too heavily controlled they will feel “guilt”

  22. Industry Vs. Inferiority (6-12 years) • School now important and friends children need to be encouraged so they feel industrious and confident in their ability to achieve goals • If they are not encouraged and do not succeed they feel a failure and inferior

  23. Identity Vs. Role Confusion (13-18 years) • Child needs to learn roles they will occupy as an adult • 2 identities- sexual and occupation • Child gets used o adolescent body

  24. Intimacy Vs. Isolation (young adulthood) • Exploring relationships to work towards longer term commitment • If successful we achieve intimacy- if not “isolated”

  25. Generativity Vs. Stagnation (middle adulthood) • Settle down- begin families, career etc. • We feel purposeful • If not we feel unproductive “stagnation” - “what have I got to show for my life”

  26. Ego integrity Vs. Despair (old age) • If we feel we have achieve in life we will be satisfied • If we are dissatisfied we may despair and become depressed

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