Warm-Up Describe your personality. Why do you

think you are this way?

OBJ: SWBAT identify and describe aspects of Freud’s structure of personality and theory of psychosexual development. Relevance: Today we are learning about this because Freud’s theories are widely used by psychologists exploring human personality.

Personality Unique, relatively consistent pattern of thinking, feeling and behaving

Preferences – for how you handle situations, your sense of humor, or your expectations of others

“You have a strong need for other people to like & admire you. You have a tendency to be critical of yourself. You have a great deal of unused capacity, which you have not turned to your advantage…disciplined & controlled on the outside, you tend to be worrisome & insecure inside…at times, you’re extraverted, affable, & sociable; at other times, you’re introverted, wary, & reserved”

Freud’s Structure of Personality

Conscious—Acuteawareness

Preconscious—Justunder awareness;easily known

Unconscious—Wellbelow awareness;Difficult to know but very influential

Sup

ere

go

Sup

ere

go

Consciousness

EgoEgo

IdId

Id, Ego, and Superego Watch this short video on Freud’s

structure of personality. Write down 3 interesting facts as we

are watching the movie.

http://www.youtube.com/watch?v=-i7DvpnOHlM

How the iceberg works Id

Functions on ‘pleasure principle’ Immediate gratification of needs to reduce

tension & discomfort regardless of consequences

Superego Functions on ‘idealistic principle’ Our moral guide/conscience Influenced by internalizing our parents’ values

& the voice of society Works against the Id by inflicting guilt

How the iceberg works (cont.)

Ego Functions on ‘reality principle’ Serves to balance the demands the Id and

the Superego Assesses what is realistically possible in

satisfying the Id and/or Superego (i.e., what society will deem acceptable)

Ego uses defense mechanisms to protect itself

Personality is result of the battle for control between id, ego & superego

Defense Mechanisms Denial

Denying the anxiety outright Repression

Blocking out/prevention of anxiety – forcing anxiety back into unconscious

Rationalization Creating false reasons or explanations

for anxiety in the form of a shortcoming

Defense Mechanisms (cont.)

Projection Seeing in others unacceptable feelings

that reside in one’s own unconscious

Displacement Acting out your anxiety on an innocent

party Scapegoating

Defense Mechanisms (cont.)

Reaction formation Reversing the nature of the anxiety so

that it feels like its opposite nature Exaggerated love for someone you

unconsciously hate Sublimation

Channeling anxiety into socially-acceptable activities

Focusing sexual energy into art, music, etc.

Freud’s Psychosexual Stages

Periods of development Sexual focus Implications for adult personality Fixation

Oral (Birth to 1½ yrs) Gratification is centered around the mouth

(e.g., breast-feeding, sucking, biting) Anal (1½ to 3 yrs)

Gratification is centered around the pleasure of defecation; toilet-training is issue for resolution and development

Freud’s Psychoanalytic Stages

Phallic (3 to 6) Gratification manifests itself through

masturbation; resolution for development lies in identification w/ same-sex parent

Oedipus Complex Boys have unconscious jealous love for mother and

desire to kill the father; fear of castration by father leads to resolution with acceptance of/identification with father and internalization of father’s values

Strong superego results in this resolution Electra Complex

Girls discover that they do not have a penis and desire one (“penis envy”); they direct their anger toward the mother for not providing a penis; jealous of mother forefather

Gradual realization that these desires are self-defeating; identification with mother results

Freud’s Psychoanalytic Stages

Latency (6 to puberty) Sexual urges are repressed and transformed

into socially acceptable activities, such as schoolwork and peer activities

Genital (puberty – adulthood) Successful resolution and development into a

mature sexual relationship

How to remember: http://www.youtube.com/watch?v=jfkSSrHw--Y#aid=P9T_HFCkjKQ (start at 1:00)

Criticisms of Freud Sexist

Freud’s theory was thought to be sexist against women (e.g., “penis envy”, underdeveloped superego)

Description rather than prediction Subjective description, solely by Freud, and “after the

fact” on a relatively small sample of patients, including himself!

His patients were mostly females from upper classes Unverifiable concepts

How the heck can you directly confirm, disconfirm, or even observe the Oedipus Complex?!

Feels more mythical than scientific Too many hypotheses for reactions to anxiety

But… Freud’s theory….

Was rich and comprehensive in description 1st comprehensive theory of personality: every

personality theory since can be seen as a reaction to Freud

Sparked psychoanalysis Many still believe that psychoanalysis is the best treatment

for mental illness Was controversial and stretched the boundaries for

creativity Freud: “I am actually not a man of science, not an

observer, not an experimenter, not a thinker. I am by temperament nothing but a conquistador—an adventurer…with all the curiosity, daring, and tenacity characteristic of a man of this sort.”

Why do you think his theory is still popular today? What do you like about it and why?

DOL Given and exit card, SWBAT:

Write 3-5 sentences describing the structure of personality.

Write a definition for 3 of the 5 stages of psychosexual development.

Warm Up: 3/4/14 What was your personality trait

yesterday?

Do you think you had any control in this?

Review: Psychodynamic theory sees people’s

personality as victims to their childhoods

Learning theory views people more as victims to their circumstances

Today: Humanistic-existential- views people’s personality more as a product of their personal freedom

Humanistic existential Theory

Humanism- the view that people are capable of free choice, self-fulfillment, and ethical behavior

Existentialism- the view that people are completely free and responsible for their own behavior

Maslow: People strive for self-actualization (becoming all they can be)- the main threats to personality development are other people.

Safety Needs

Belongingness & Love Needs

Physiological Needs

Esteem Needs

Self-Actualization

Maslow’s Hierarchy of Needs

Physiological Needs

Food Air Water Clothing Sex

Basic Human Needs

Physiological Needs : oxygen, water, protein, salt, sugar, calcium and other minerals and vitamins, shelter and sleep etc.

Safety Needs

Protection

Stability

Pain Avoidance

Routine/Order

Safety and Security

Safety Needs: security, stability, protection from physical and emotional harm

Social Needs Affection

Acceptance

Inclusion

Love and Belonging

Belongingness & Love Needs: affection, belonging, acceptance, friendship, community

Esteem Needs Self-Respect

Self-Esteem

Respected by Others

Esteem

Esteem Needs: Internal: need for self-respect, confidence, autonomy, and achievement. External: need for respect of others, status, fame, glory, recognition and attention.)Maslow feels these are the roots to many, if not most of our psychological problems.

Self-ActualizationSelf Actualization

Achieve full potential Fulfillment

Self-actualization: Doing that which maximizes one’s potential and fulfills one’s innate aspirations.

Self-Actualization Self-actualization: doing that which maximizes

one’s potential and fulfills one’s innate aspirations.

Once engaged, they continue to be felt.

Continuous desire to fulfill potentials (“be all you can be”).

You need to have lower needs taken care of, at least to a considerable extent.

Only a small percentage of the population is truly, self-actualizing (approximately 2%).

Need DeficitsDEFICIT (D-NEEDS) If you don’t have enough of something you have

a “deficit” (need) Maslow's hierarchy seems to follow the life cycle. A

baby's needs are almost entirely physiological. As the baby grows, it needs safety, then love. Toddlers are eager for social interaction, attention and affection. Teenagers are anxious about social needs, young adults are concerned with esteem and only more mature people transcend the first four levels to spend much time self-actualizing.

Under stressful conditions, or when survival is threatened, we can “regress” to a lower level need.

School Needs Work with your shoulder partner. Write two suggestion that our

school could do to help students at each level of Maslow’s Hierarchy.

10 Minutes.

ExamplesPhysiological Needs:

Breakfast, lunch programs Correct room temperature Bathroom breaks Drink breaks

Safety Needs:

Well planned, structured lessons Clearly defined processes, procedures, rules and

practices Fair discipline Consistent expectations Students feel free to take risks Attitude of teacher (accepting, non-judgmental, pleasant,

non-threatening) Provide praise for correct responses instead of

punishment

Belongingness & Love Needs:(teacher-student relationship and student-student relationship)

Use one to one instruction Use teacher conferencing Get to know students (likes, dislikes, concerns) Be available for students in need Be supportive Listen to students

Class discussions Provide situations requiring mutual trust Show and tell, sharing Provide positive comments and feedback rather than negative Teacher personality; empathetic, considerate, patient, fair, positive attitude

Examples

ExamplesEsteem Needs: (self-esteem)

Develop new knowledge based on background knowledge so as to help ensure success (scaffolding)

Pace instruction to fit individual need

Focus on strengths and assets

Take individual needs and abilities into account

Be alert to student difficulties

Be available and approachable

Involve all students in class participation and responsibilities

When disciplining, do as privately as possible

ExamplesSelf-Actualization:

Expect students to do their best

Give students freedom to explore and discover on their own

Make learning meaningful - connections to “real” life

Plan lessons involving meta-cognitive activities

Get students involved in self-expressive projects

Allow students to be involved in creative activities and projects

Effective? Does SHS do a good job? Rate how our school does at

meeting all of Maslow’s levels on a 1-10 scale 1 being no help and 10 supplies immense help

Give one piece of evidence to justify your rating.

Self- Assessment Take the self assessment on p. 417

Describe- are you a self actualizer? Why or why not?

Book Read Read and take note on Carl Roger’s

theory on p. 418.

Warm up- 3/5/14 Create a story

about the image to the left. 3-7 sentences

Ways to test Personality Objective: (0-5)

Objective tests: tests whose items are tested in a specified, limited manner. Tests whose items have concrete answers that are considered correct. (standardized, same items)

-most common *MMPI (Minnesota Multiphasic Personality Inventory) made of hundreds of true/false questions to test psychological disorders

-validity scales (4), clinical scales (10), not guaranteed

Sample MMPI items MMPI 2 TEST QUESTIONS IN ORDER

TRUE OR FALSE (567 QUESTIONS)

1.I like mechanics magazines2.I have a good appetite3.I wake up fresh & rested most mornings4.I think I would like the work of a librarian5.I am easily awakened by noise6.I like to read newspaper articles on crime7.My hands and feet are usually warm enough8.My daily life is full of things that keep me interested9.I am about as able to work as I ever was10.There seems to be a lump in my throat much of the time11.A person should try to understand his dreams and be guided by or take warning from them12.I enjoy detective or mystery stories13.I work under a great deal of tension14.I have diarrhea once a month or more15.Once in a while I think of things too bad to talk about16.I am sure I get a raw deal from life17.My father was a good man18.I am very seldom troubled by constipation19.When I take a new, I like to be tipped off on whom should be gotten next to20.My sex life is satisfactory21.At times I have very much wanted to leave home22.At times I have fits of laughing & crying that I cannot control23.I am troubled by attacks of nausea and vomiting24.No one seems to understand me25.I would like to be a singer26.I feel that it is certainly best to keep my mouth shut when I’m in trouble27.Evil spirits possess me at times28.When someone does me a wrong I feel I should pay him back if I can, just for the principle of the thing.29.I am bothered by acid stomach several times a week30.At times I feel like swearing

Ways to test Personality Projective: (0-5)

Projective tests: tests that present ambiguous stimuli onto which the test-taker projects his or her own personality in making a response-people are assumed to project their own personalities when describing what they see (inkblots or random drawing)-Rorschach inkblot -Thematic Apperception Test (TAT)

Rorschach Inkblot Test Subjects look at inkblots and describe

what they see Not a “correct” answer but is considered

reality testing- the ability to perceive oneself by sensory impressions.

*On the next 10 slides number your notes 1-10 and write a 1-3 word description of what you see.

Bat, Butterfly, Moth

Two Humans

Two Humans

Animal Hide, Skin, Rug

Bat, Buttefly, Moth

Animal Hide, Skin, Rug

Human Heads or faces

Animal, not a cat or dog

Human

Crab, Spider, Lobster

Partner Share Share with your partners each

others’ answers. Analyze similarities and differences. Do you find your partners’ answers odd? What conclusions might you draw about your partners’ personality?

Bat, Butterfly, Moth

Two Humans

Two Humans

Animal Hide, Skin, Rug

Bat, Buttefly, Moth

Animal Hide, Skin, Rug

Human Heads or faces

Animal, not a cat or dog

Human

Crab, Spider, Lobster

Thematic Apperception Test

Consists of drawings shown one at a time; individuals asked to make up stories about them.

Widely used in research on motivation

-we project our own needs into our responses to ambiguous situations

-used to assess attitudes toward parents, lovers, spouses

Thematic Apperception Test (TAT)

DOL What is the difference between an

objective and projective test?