100% satisfaction guarantee Immediately available after payment Both online and in PDF No strings attached
logo-home
Previously searched by you
Previously searched by you
logo
Summary Psychoanalytic, Behaviorism, Humanism Theory (weeks 5/6/7) CA$8.00   Add to cart
Quickly navigate to
Preview
  2.  
  3. Stellenbosch University (SUN)
  4.  
  5. Psychology 114 (PSYCH114)

Summary

Summary Psychoanalytic, Behaviorism, Humanism Theory (weeks 5/6/7)
 52 views  2 purchases
  • Course
  • Psychology 114 (PSYCH114)
  • Institution
  • Stellenbosch University (SUN)
  • Book
  • Psychology

Summaries of all the lectures and readings provided for weeks 5/6/7 in Psychology 114. This includes Psychoanalytic Theory, Behaviourism, and Humanism. I include convenient table summaries for dense material, so it's quicker and easier to memorise!

Preview 3 out of 16  pages

Document information

  • No
  • Chapters on psychoanalytic theory, behaviourism, and humanism
  • August 26, 2022
  • 16
  • 2021/2022
  • Summary

Subjects

  • behaviorism
  • psychoanalysis
  • psychology
  • humanism

Connected book

book image

Book Title:

Author(s):

  • Edition:
  • ISBN:
  • Edition:

More summaries for

  • Summary of Human Development from Prenatal to Death
  • Psych Chapter 1: Evolution of Psychology SUMMARY (from: PSYCHOLOGY: THEMES AND VARIATIONS)
  • Psych Ch. 2: Research Methods SUMMARY (from: PSYCHOLOGY: THEMES AND VARIATIONS)
All for this textbook (13)

Written for

  • Stellenbosch University (SUN)
  • Psychology 114 (PSYCH114)
All documents for this subject (20)

Seller

avatar-seller
simonévaneeden1

Content preview

P114: Classic Psychoanalysis (week 5)
SIGMUND FREUD
 psychoanalysis grew from Freud’s work
 innovative procedure: based of interpreting lives, anxieties, desires, complexes of others/himself
 CONVINCED OF UNCONSCIOUS:
 Freudian slips: slips of tongue reveal w. person is truly feeling
 dreams: express NB feelings one isn’t aware of

LEVELS OF CONSCIOUSNESS:
 thought, feelings, experiences individual is aware of @ any time = contents change often
1 CONSCIOUS
 ideas, perceptions, memories, feelings t one can become aware of
2 PRECONSCIOUS  can be easily recalled + brought back into consciousness

 unacceptable/inaccessible ideas, perceptions, memories, feelings
3 UNCONSCIOUS  buried bc they threaten t. conscious mind



DRIVE MODEL:

1. LIFE DRIVE: eros
 motivates us for individual survival + survival of species (reproduction)

2. DEATH DRIVE: thanatos
 destructive instincts of humanity = seek pain instead of pleasure (self-destruction)

PLEASURE VS REALITY:

1. PLEASURE PRINCIPLE: instant gratification; avoids pain

2. REALITY PRINCIPLE: some gratifications are problematic according to social rules
 pleasure principles repressed into unconscious BUT it continues to influence behaviour/thought/feelings

DEVELOPMENT:

 moving from childhood states relying on pleasure principle to adult states relying on reality principle
 orderly progression of bodily preoccupations
 each psychosexual stage: child faces conflict between pleasure principle vs socially acceptable (reality principle)

PSYCHOSEXUAL STAGES:
STAGE AGE (years) EROTIC FOCUS Conflicts

ORAL 0-1 Mouth (sucking, biting)  Weaning from breast/bottle


ANAL 2-3 Anus (expelling/retaining faeces)  Controlling bowel movements

OEDIPAL CRISIS:
 boy desires to possess mother + rivals w. father
 fear of punishment for desires = castration
PHALLIC 4-5 Genitals (masturbating) anxiety
 girls develop penis envy = admire strength/ power
associated w. having penis

LATENCY 6-12 None (sexually repressed) Expanding social contacts

GENITAL Puberty Genitals (sexual intimacy) Interest in sexual partners
onwards

, parents too indulgent (excessive gratification) OR too inhibiting (deprivation) = FIXATION occurs (child becomes stuck w.
long-term effects)

PERSONALITY STRUCTURES:

FREUD’S STRUCTURE OF PERSONALITY:

 impulsive energies
 entirely unconscious! e.g. so hungry during lecture
t. you open packet of crisps
1 ID (it) pleasure principle: demands immediate gratification od urges from bag now, rather than
waiting until end
primary process thinking: primitive, illogical, irrational, fantasy-
orientated = instant gratification


 regulates impulses + compromises between id/superego
 conscious + unconscious! e.g. so hungry during lecture
but wait until end of lecture,
2 EGO (me) reality principle: seeks to delay gratification od id’s urges until bc. packet makes too much
appropriate outlets/situations are found noise

secondary-process thinking: relatively rational, realistic + orientated
towards problem-solving = weighs up situations

e.g. so hungry during lecture
 conscience, moral values, self-critical attitudes + not only refusing to eat
3 SUPEREGO  oversees from moral perspective during lecture but refusing to
(above me)  overly harsh = excessive repression = therapy to repair damage eat crisps bc. they are
unhealthy


DEFENCE MECHANISMS:

 resistant force keeps certain memories out of awareness = ego defends against conflict of morals vs drives
e.g. repression; resistance; denial; projection; reaction formation; rationalisation
 value = protection
 harmful = too reliant on it + don’t use varied mechanisms

PSYCHOANALYTIC THERAPY:

PURPOSE OF THERAPY:
 remove defence mechanisms to get into unconscious
 remedies over-reliance on defence mechanisms
 patient becomes aware of mechanisms + unconscious drives/desires


THERAPY TECHNIQUES:
to gain access/insight to unconscious + make conflicts conscious
1. FREE ASSOCIATION:
 patient lies facing away from therapist + spontaneously describes/expressed whatever comes to mind
 therapist observes content + resistance to certain content
 usually painful childhood memories/experiences

2. DREAM ANALYSIS:
 conscious access to unconscious material
 MANIFEST CONTENT: disguised form + distorted meaning
 LATENT CONTENT: actual meaning = unconscious drives/desires/thoughts

, 3. RESISTENCE:
 analyse/ interpret defence mechanisms

4. TRANSFERENCE:
 unconsciously relates to therapist in similar ways as to other significant relationships (e.g. parents)
 COUNTERTRANSFERENCE: how therapist reacts in interactions between patient + transferred individual
 says much about content of unconscious


PSYCHOANALYSIS & NEW DIRECTIONS:

WHAT WAS LEFT OUT?
 historical context: sexually repressive Victorian era = believed sexual drive is primary motivator
 middle class, male perspective: concerns of females/poverty unaccounted for

FREUD’S THEORY BECAME DOMINANT SCHOOL OF THOUGHT: many psychologists resonated w. theories = responded +
developed further

 psychodynamic theories: helps client gain insight into unconscious desires/drives
 “the unthinkable anxiety” – D Winnicott
 “the nameless dread” – W Bion


DEVELOPMENTS ON PSYCHOANALYSIS:
departures from classic psychoanalysis = different streams of training
1. KLEIN 2. BOWLBY 3. KOHUT
 object relations  attachment theory  development of self-psychology
 significant events in child’s life  empathy of therapist +
NB!! subjective experience NB!!



DEVLOPMENT OF PSYCHOANALYSIS:

 focused on children
 fantasy reveals biological instinctual drives + deals w. it
 instinctual drives have objects t. will satisfy needs through relationships
 OBJECT: significant person/ part/ symbol of person t. is target of feelings/
drives

OBJECT RELATIONS:
1 KLEINIAN PSYCHOANALYSIS
 interpersonal relationship w. object
 formed by infant projections of feelings/energies outward onto subject
 interactions internalised as internal experiences/representations of
relationship
 good experience (gratified) VS bad experience (denied)
 internal objects stay + affect future interpersonal relationships




 independent thinker: accepted certain psychological views BUT rejected
those without empirical evidence

 believed psychoanalytical interviews must be supplemented w. data gained
through psychoanalytical methods (NOT mother of child)
 early years + certain events NB!
2 BOLWBY: ATTACHMENT THEORY
e.g. separation from mother

 trauma caused by faulty relationships = maladjustments + delinquency
 objective factors in early social environment have NB role!

The benefits of buying summaries with Stuvia:

Guaranteed quality through customer reviews

Guaranteed quality through customer reviews

Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.

Quick and easy check-out

Quick and easy check-out

You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.

Focus on what matters

Focus on what matters

Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!

Frequently asked questions

What do I get when I buy this document?

You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.

Satisfaction guarantee: how does it work?

Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.

Who am I buying these notes from?

Stuvia is a marketplace, so you are not buying this document from us, but from seller simonévaneeden1. Stuvia facilitates payment to the seller.

Will I be stuck with a subscription?

No, you only buy these notes for CA$8.00. You're not tied to anything after your purchase.

Can Stuvia be trusted?

4.6 stars on Google & Trustpilot (+1000 reviews)

75632 documents were sold in the last 30 days

Founded in 2010, the go-to place to buy study notes for 14 years now

Start selling
CA$8.00  2x  sold
  • (0)
  Add to cart