Psychoanalytic Perspective

1. Psychoanalytic Perspective “Depth perspectives” Motivation, Human needs, Unconscious, Fulfillment, Psychological Adjustment, etc

2. Psychoanalytic Perspective • What makes us do what we do? • Can you even know why you do what you do? • Can your mind fool itself? If so, why? • What’s the purpose of society and religion? • What’s the purpose of dreams and humor? • Why talk about Freud, anyway?

3. Psychoanalytic Themes • Unconscious vs conscious processes • Conflict – “Intrapsychic” and Interpersonal • Motivation – pleasure and aggression • Impulsiveness vs self-control • Irrationality, free will • Anxiety • Childhood • Biology vs Society

4. Psychoanalytic Perspective • Sigmund Freud (1856-1939) • Vienna, Austria • 1900 – published “The Interpretation of Dreams” • Directly “trained” - Carl Jung, Alfred Adler, Erik Erikson, Anna Freud • “Freud, like Elvis, has been dead for a number of years but continues to be cited with some regularity” D. Westen (1998), Psychological Bulletin

5. Psychoanalytic Perspective • Outline • Topographical model of the mind • Structural model of personality • Thin line between conscious and unconscious • Defense mechanisms • Personality development • Contemporary Psychoanalytic perspectives

6. Psychoanalytic PerspectiveTopographical Model of the Mind • The mind has 3 layers of depth: • 1) Conscious – what we are aware of at a given moment • 2) Preconscious – what we are not currently aware of, but can be with a bit of effort • 3) Unconscious – the vast, deep layers of the personality. Material that’s deeply hidden from our awareness

7. Psychoanalytic PerspectiveTopographical Model of the Mind • Unconscious – the vast, deep layers of the personality. • Material that’s deeply hidden from our awareness. • Thoughts, motivations, desires, fears, feelings • Information that would be painful to realize about the self • The real motivations for our behavior

8. Psychoanalytic PerspectiveTopographical Model of the Mind

9. Psychoanalytic PerspectiveStructural Model of Personality • The personality has three parts • Id • Ego • Superego

10. Psychoanalytic PerspectiveStructural Model of Personality • Id • What does a baby do? • When does it do these things? • What happens if it can’t do these things? • Oriented toward immediate unconditional gratification of desires • Libido, “pleasure principle” • In the unconscious; Irrational

11. Psychoanalytic PerspectiveStructural Model of Personality • Can we get away with this immediate impulse satisfaction? • Ego • Deals with reality - “reality principle” • Has to negotiate demands of the id with the reality of living in society. • In the conscious; rational

12. Psychoanalytic PerspectiveStructural Model of Personality • Superego • Moral center - “should”, “should not” • We internalize the moral code of our society • Guilt • Partly conscious and partly unconscious • Irrational striving for moral perfection

13. The Simpsonian Metaphor of the Psychoanalytic Structural Model of Personality

14. IdPleasure seeking,Immediate gratification

15. SuperegoMorality, right vs wrong, guilt

16. EgoDeal with reality, balance out Id and Superego

18. Psychoanalytic PerspectiveThin line Between the conscious and unconscious • Sometimes our unconscious thoughts, etc slip into the conscious. • How? • “Freudian slips” • Dreams • Humor • How does the ego prevent this from happening?

19. Psychoanalytic PerspectiveDefense mechanisms • Ego defends itself from material that would be threatening, damaging, distressful to your self-concept. • To avoid anxiety, ego distorts reality • Defense Mechanisms

20. Psychoanalytic PerspectiveDefense mechanisms • Repression - keep the material out of awareness • Projection – You believe that another person has the feelings/beliefs that you’re repressing. • Reaction Formation – You express the opposite of your true (unconscious) thoughts • Sublimation - Repressed energy finds outlet in acceptable, creative ways

21. Psychoanalytic PerspectivePersonality Development • “Psychosexual” theory of personality development • Stages • At each stage, child focuses libido on a bodily location • In normal dev., libido shifts to different locations • In abnormal dev, libido does NOT shift – gets fixated, stuck at a certain stage of development. • How could a child become fixated at a certain point? • Too much gratification or too little gratification.

22. Psychoanalytic PerspectivePersonality Development • The progression (or fixation) of libido determines adult personality adjustment • At every stage: • Physical focus – Where the libido is focused • Psychological Theme – Emerges from conflict with parents • Adult personality type – if the person is fixated at the stage

23. Psychoanalytic PerspectivePersonality Development • “Psychosexual” Stages of development • Oral • Anal • Phallic • Latency • Genital

24. Psychoanalytic PerspectivePersonality Development • Stage Age Focus Theme Personality • Oral 0-1.5 yrs Mouth Dependency Too passive OR Too independent • Anal 1.5-3 yrs Anus Self-control, Over-controlled, obedient obedience OR Under-controlled- disorganized, rebellious • Phallic 4-5 yrs Penis Gender, Overly-sexual OR (Oedipal crisis) morality Asexual Latency 6-12 yrs -none- Social life -none- beyond family • Genital Puberty Genitals Enhancement Psychological adjustment to adult of life

25. Oral or anal?

26. Contemporary Psychoanalysis • “Orthodox” Freudian Theory has been severely criticized as... • Non-scientific • Derived from clinical observations • Sexist & culturally limited • Just plain wrong! • Among other things....

27. Contemporary Psychoanalysis • “Many aspects of Freudian theory are indeed out of date, and they should be: Freud died in 1939, and he has been slow to undertake any revisions” D. Westen (1998), Psychological Bulletin • 5 Basic postulates of “comtemporary” Psychoanalytic theory • D. Westen (1998), Psychological Bulletin

28. Contemporary Psychoanalysis • 5 Basic postulates of “comtemporary” Psychoanalytic theory 1) Unconscious plays a large role in life 2) Behavior often reflects compromises in conflicts between mental process (e.g., emotions, motivations, thoughts)

29. Contemporary Psychoanalysis 3) Childhood is important in personality development (esp, for later relationships) 4) Mental representations of the self and relationships guide our interactions with others 5) Personallity development means moving from an immature, dependent relationship style to a mature, independent relationship style.

30. Psychoanalysis - contributions? • Unconscious vs conscious processes • Conflict – “Intrapsychic” and Interpersonal • Motivation - pleasure seeking & destructiveness • Impulsiness vs control • Anxiety & adjustment • Childhood

31. Psychoanalysis - contributions? • Therapy, Art, Literature, Sociology, Religion, Politics, etc. • Life/CNN - 16th most influential person of last millennium. Interp of Dreams - 35th most influential event of the millennium

33. Freud’s Consulting room

35. Frued’s love of aniquities • "had made many sacrifices for his collection of Greek, Roman and Egyptian antiquities and had in fact read more archaeology than psychology".

36. "...statuettes and images help fix evanescant ideas or prevent them disappearing completely."

37. "In face of the incompleteness of my analytic results, I had no choice but to follow the example of those discoverers whose good fortune it is to bring to the light of day after their long burial the priceless though mutilated relics of antiquity. I have restored what is missing, taking the best models known to me from the other analyses; but, like a conscientious archaeologist, I have not omitted to mention in each case where the authentic parts end and my constructions begin."

38. under the protection of Athena" • Free of the Nazi’s • Moved to england 1938 with influenced Roosevelt

44. History • Herman Rorschach, a Swiss psychiatrist, was the first to suggest (1911) the use of inkblot responses as a diagnostic instrument • In 1921 he published his book on the test, Psychodiagnostik (and soon thereafter died, age 38)

46. Administering the Rorschach • The cards are shown twice • The first time responses are obtained - free association phase • The second time they are elaborated – inquiry phase • The test administrator asks about: • i.) Location: Where did the subject see each item? • A location chart is used to mark location • W = whole; D = Common detail; Dd = Unusual detail; DW = Confabulatory response • ii.) Determinant: What determined the response? • Form (F)? • Perceived movement? Human (M); Animal (FM); Inanimate (m) • Color (C); shading (T = texture)

47. Administering the Rorschach • The test administrator asks about: • iii.) Form quality: How well-matched is the response to the blot? • F+ = good match; F = match; F- = poor match • iv.) Content: What was seen? • Human (H); animal (A); nature (N)? • The test administrator also scores popularity/originality: How frequently is the percept seen? • Norm books are available (i.e. Exner, 1974) [but not always well-received in clinical settings]

48. Examples of Projectives • Rorschach Inkblot Technique • Developed in 1921 by ??? • The story • Main assumption: • Administration & inquiry Personality Perception Response to Inkblot and the World