FREUDIAN PSYCHOANALYTIC THEORY

Sigismund Schlomo Freud

the focus is on the unconscious mind rather than the conscious mind.
It is built on the foundational idea that your behavior is determined by
experiences from your past that are lodged in your unconscious mind.

Psychosexual development
STRUCTURES OF PERSONALITY
DEFENSE MECHANISMS:

1. REPRESSION
***Erogenous zone: source of pleasure***
ID
2. DENIAL
1. ORAL STAGE (0-2): MOUTH
PLEASURABLE 3. ASCETICISM
* Incorporation of a love object
UNCONSCIOUS LEVEL 4. ISOLATION/
INTELLECTUALIZATION
2. ANAL STAGE (2-4): ANUS
SUPEREGO 5. REACTION FORMATION
*Acceptance vs. Punishment
6. UNDOING
CONSCIENCE “GOOD/BAD”
7. INTROJECTION 3. PHALLIC STAGE (3-4): GENITAL
PRECONSCIOUS LEVEL
8. IDENTIFICATION WITH THE *Male Oedipus Complex
AGGRESSOR
EGO *Female Oedipus Complex
9. PROJECTION

RATIONAL 10. ALTRUISTIC SURRENDER 4. LATENCY STAGE (4-5): ——

CONSCIOUS LEVEL 11. REGRESSION *Non-sexual activities (eg. School)
12. RATIONALIZATION
ANXIETY 13. DISPLACEMENT 5. GENITAL STAGE: REAWAKENING OF
SEXUAL ACTIVITY
Objectless fear. “important in the
14. TURNING AGAINST THE SELF *Intimacy
development of neurotic & psychotic
behavior” 15. SUBLIMATION
 THEORY OF INDIVIDUAL PSYCHOLOGY
Alfred Adler

Social interest & feeling of oneness with human kind.

INFERIORITY FEELINGS SAFE GUARDING TECHNIQUES:

REASONS WHY PEOPLE STRIVE. PROTECTION AGAINST ANXIETY

1. EXCUSES: Most common
“Yes, but….” ; “No, but…”
INFERIORITY COMPLEX 2. AGGRESSION: Blaming others
1. INFLUENCE: Social
- Poor opinion of oneself and A. Depreciation: undervalue others
influence and striving for
superiority. the feeling of helplessness, B. Accusation: Blame & Revenge

C. Self-accusation: devalue self

2. PEOPLE: Responsible for
3. WITHDRAWAL
who they are
SUPERIORITY COMPLEX A. Moving backwards: revert to a
3. PRESENT BEHAVIOUR: more secure period
Shaped by people’s view - Over compensation & over
B. Standing still: not moving on
of the future (TELEOLOGY) exaggerated opinion of oneself
C. Hesitating: procrastination
D. Construction obstacle: easy to
A. FICTIONAL FINALISM over come
Ultimate (Final) Goal (Being) 6 tenets of Individual Psychology
1. String for success or superiority
B. TELEOLOGY
2. Subjective perception MISTAKEN LIFESTYLES
Motivation > Purpose for future
3. Unified and self– consistent 1. RULING TYPE: dominating
C.LIFESTYLE
4. Social interest 2. LEANING TYPE: dependent
Expression of striving superiority
5. Style of life 3. AVOIDING TYPE: isolation
to attain goals
6. Creative power
 JUNGIAN ANALYTICAL THEORY
Carl Gustav Jung
Shadowy, mystical, & meta-physical. Shows a more hopeful outlook to
become better.

ARCHETYPES:
 PERSONA: Public self
LIBIDO: SYNCHRONICITY: Difficult to prove
(not the real self)
Creative life force that scientifically (PARAPSYCHOLOGY)
 SHADOW: Hidden, drives the psyche into ac-
dark, & creative self tion. Two unrelated events happen
coincidentally & become meaningful.
 ANIMA: Feminine side;
“PSYCHE” Irrational moods 1. Principle of Opposites:
Defies cause-effect & Teleology
Stronger contrast, stronger
1. EGO : Conscious mind  ANIMUS: masculine side;
energy
Rational moods
2. PERSONAL UNCONSCIOUS :
 GREAT MOTHER: Fertility &
Memories 2. Principle of Equivalence:
nourishment 1. SELF– ACTUALIZATION /
Equal distribution of good &
3. COLLECTIVE UNCONSCIOUS :  WISE OLD MAN: Wisdom & INDIVIDUATION:
bad.
unique component served as a meaning Restoring wholeness & harmony in
form of psychological inheritance  HERO: Conquers evil, but is 3. Principle of Entropy: the psyche
vulnerable 2. TRANSCENDENT:
Acknowledging opposites
 SELF: Growth, completion, & within us.
Psyche into unified whole &
perfection strengthening spirituality
ATTITUDE: Readiness of the psych to
act a certain way PSYCHOLOGICAL FUNCTIONS:
1. introversion : orientation in life ● SENSING: Use of the senses
MANDALA
through subjective psychic contents. ● THINKING: Rational and logical ways
Symbol of the universe. Self-striving towards
2. EXTRAVERSION : concentration of ● INTUITING: “Gut– feeling”
wholeness.
interest on the external object. ● FEELING: Emotional response
 PERSONALITY PSYCHOLOGY THEORY
Henry Alexander Murray
The concept of needs to explain the motivation and direction of behavior.

TWENTY NEEDS OF MURRAY

1. DOMINANCE 11. AFFILIATION

CHARACTERISTICS OF NEEDS:
2. DEFERENCE 12. REJECTION
1. PREPOTENCY: Urgency
1. ID: Empathy & Love 3. AUTONOMY 13. SUCCORANCE
2. FUSION: Complementary needs
2. EGO: Organizes Behavior 4. AGGRESSION 14. NURTURANCE
3. SUBSIDIATION: 1 need is
5. ABASEMENT 15. INFAVOIDANCE activated to satisfy another
3. SUPEREGO: Internalizes values & norms
6. ACHIEVEMENT 16. DEFENDANCE 4. PRESS: Caused by environment
7. SEX 17. COUNTERACTION or objects
TYPES OF NEEDS
8. SENTIENCE 18. HARM AVOID- A. ALPHA: Reality
1. PRIMARY: BIOLOGICAL ANCE
9. EXHIBITION B. BETA: Dependent on
2. SECONDARY: EMOTIONAL 19. ORDER individual
10. PLAY
SATISFACTION
20. UNDERSTANDING 5. THEMA: Combination of press &
3. REACTIVE: RESPONSE TO SOMETHING need of personal factors
SPECIFIC

4. PROACTIVE: SPONTANEOUS THEMATIC APPRECEPTION TEST (TAT)

• Personality test determining

personality themes & unconscious 3 PSYCHOGENIC NEEDS
motivation
NEEDS: 1. Need for Power (nPow)
• Make up stories for pictures shown
MOTIVATION TO BEHAVE (UNCONSCIOUS). 2. Need fir Affiliation (nAff)
• Relation of physical & social
*MOST IMPORTANT CONTRIBUTION OF
environment 3. Need for Achievement (nAch)
MURRAY
 PSYCHOANALYTIC SOCIAL THEORY
Karen Danielsen Horney
Social & Cultural conditions, especially in childhood are responsible for
personality development, it is also influenced by gender & experiences.

Self– protective SELF THEORY: The self is the core of one’s being
Neurotic needs Trends/solutions
mechanism & potential
Affection & ap- Towards people & self- TYRANNY OF THE SHOULD: Based on an illusion
Gain affection
PARENTAL BEHAVIOR & DEVELOPMENT proval effacing (compliant)
VACILLATION: Swing b/in hating oneself & pre-
Towards people & self– tending to be perfect
• No universal development stages Be submissive Dominant partner
effacing (compliant) NEUROTIC NEEDS:
nor conflicts to be resolved
Power, achieve- Against people & expan- Irrational solutions to problems & is the only way
• Most important social factor is
Attain power
ment sive (aggressive) to resolve anxiety
child-parent
Self-sufficiency, Away from people & res- NEUROTIC TRENDS:
withdrawal
• Major need= safety (security & perfection ignation (detached) Evolve from self-protective mechanisms
freedom of fears)
HOW CHILD REACTSTO HOSTILITY 6 BASIC PRINCIPLES
• Child’s security= treatment from 1. ANGER & HOSTILITY DEFENSE MECHANISMS:
1. Optimism-positivism
parents
A. BASIC HOSTILITY: 1.Blind spots
2. Society-culture
Frustration then protest
• Parents who lack security show 2. Compartmentalization
B. HABITUAL HOSTILITY:
3. Character-structure
basic evil/ parental indifference 3. Rationalization
aggressive coping strategies 4. Self-concept
4. Excessive self-control
• Parental indifference is according 2. SUPPRESS BASIC HOSTILITY
5. Arbitrary rightness 5. Complementation-conflict
to child’s perception & RESTORE GOOD TIES WITH
PARENTS (COMPLIANCE) 6. Elusiveness 6. Self-analysis
• WOMB ENVY– Men are envious if 3. WITHDRAWAL FROM FAMILY 7. Cynicism
women’s capacity to give birth REALISTIC SELF IMAGE: Flexible & dynamic
BASIC ANXIETY: Foundation of all neuroses & is tied to hostility.
NEUROTIC SELF IMAGE: Static, inflexible, &
It is insidiously increasing, feeling of loneliness & hopelessness.
unyielding
 SOCIO-ANALYTIC THEORY
Erich Seligmann Fromm
Deals with society & believes that a sane society is psychologically
balanced. Understanding basic human needs is essential.

CHARACTER TYPES CHARACTER TYPES

1. NON– PRODUCTIVE (UNHEALTHY) 2. PRODUCTIVE (HEALTHY)

BASIC PERSONAL NEEDS A. RECEPTIVE A. PRODUCTIVE

"EXISTENTIAL DICHOTOMY."
1. RELATEDNESS: Need to B. EXPLOITATIVE B. BIOPHILOUS
It refers to a problem that form relationships
has no solution because C. HOARDING
2. TRANSCENDENCE: Rise
none of the alternatives it above animal nature D. MARKETING
presents is fully satisfactory. SYMBIOTIC RELATEDNESS: Parents & child
3. ROOTEDNESS: Need to
We desire immortality, but E. NECROPHILOUS cannot live without each other
feel attachment & belong-
face death.
ingness
F. HAVING  SYMBIOTIC FAMILES: “Swallowed up”
4. IDENTITY: Achieve full by members
awareness of the self
“ALIENATION FROM 1. WITHDRAWAL: Destructiveness - Those swallowed up cannot develop per-
5. FRAME OF ORIENTATION:
NATURE”
Need for consistence & co- * COLD PARENTS & COOL PARENTS sonalities of their own
man does not experience himself herence
2. LOVE: Most desirable parent-child interac-
as the acting agent in his grasp of 6. EXCITATION & STIMULA-
tion
the world, but that the world TION: To maintain person’s BASIC ELEMENTS OF A GENUINE
remain alien to him. peak of alertness * Loving families: Positive development LOVE

1. CARE
PSYCHE ESCAPE MECHANISMS
MORE FREEDOM= MORE humanistic communitarian socialism: 2. RESPONSIBILITY
LONELY & INSIGNIFICANT 1. AUTHORITARIANISM “ideal” society would be oriented 3. RESPECT
LESS FREEDOM= MORE 2. DESTRUCTIVENESS towards human beings, rather than
4. KNOWLEDGE
SECURE & ACCEPTED some higher entity
3. AUTOMATION CONFORMITY
 THEORY OF PSYCHOSOCIAL DEVELOPMENT
Erik Homburger Erikson
Stage 3: Preschool (3 to 5 years) Stage: Young Adulthood (19 to 40 years)

Basic Conflict: Initiative vs. Guilt Basic Conflict: Intimacy vs. Isolation

Important Events: Exploration Important Events: Relationships

Outcome: begin asserting control and Outcome: Young adults need to form
power over the environment. Success intimate, loving relationships with other
leads to a sense of purpose. Children people. Success leads to strong
who try to exert too much power relationships, while failure results in
8 STAGES OF PSYCHOSOCIAL experience disapproval, resulting in a loneliness and isolation.
sense of guilt.
DEVELOPMENT
Stage: Middle Adulthood (40 to 65 years)
Stage 1: Infancy (birth to 18 months)
Stage: School Age (6 to 11 years) Basic Conflict: Generativity vs. Stagnation
Basic Conflict: Trust vs. Mistrust
Basic Conflict: Industry vs. Inferiority Important Events: Work and Parenthood
Important Events: Feeding Outcome: Adults need to create or nurture
Important Events: School
Outcome: children develop a sense of trust things that will outlast them. Success leads
Outcome: need to cope with new social to feelings of usefulness and
when caregivers provide reliability, care, and and academic demands. Success leads to accomplishment, while failure results in
affection. A lack of this will lead to mistrust. a sense of competence, while failure shallow involvement in the world.
results in feelings of inferiority.

Stage 2: Early Childhood (2 to 3 years) Stage: Maturity (65 to death)

Stage: Adolescence (12 to 18 years)
Basic Conflict: Autonomy vs. Shame and Basic Conflict: Ego Integrity vs. Despair
Basic Conflict: Identity vs. Role
Doubt Confusion Important Events: Reflection on life
Important Events: Toilet Training Important Events: Social Relationships Outcome: At this stage, people reflect back
on the events of their lives and take
Outcome: Children need to develop a sense Outcome: Teens need to develop a stock. Those well-lived will feel satisfied
of personal control over physical skills and a sense of self and personal identity. and ready to face the end of their lives with
Success leads to stay true to yourself, a sense of peace. Those who feel only
sense of independence. Success during this
while failure leads to role confusion and regret will instead feel fearful that their
stage leads to feelings of autonomy, failure a weak sense of self. lives will end without accomplishment.
results in feelings of shame and doubt.
 INTERPERSONAL THEORY
Herbert "Harry" Stack Sullivan
The belief that people's interactions with other people, especially significant others,
determine their sense of security, sense of self, and the dynamisms that motivate their
behavior.

PERSONALITY: energy system

1. TENSION: potentiality for action

ENERGY TRANSFORMATIONS A. NEEDS: Biological imbalance

between person & environment
Tensions transformed into overt or
covert actions • ZONAL NEEDS: Part of the body
Behaviors that satisfy need & reduce
• GENERAL NEEDS: well-being
anxiety
• Tenderness is a basic interper-
May be observable or hidden
sonal need
SECURITY OPERATIONS: PERSONIFICATIONS: People’s images of
B. ANXIETY: Chief disruptive force themselves & others
DYNAMISMS: Traits/habit patterns Reduce feelings of anxiety
blocking development of & insecurity Bad mother– good mother, Me, & Eidetic
1. DISJUNCTIVE (MALEVOLENCE):
healthy interpersonal relations Personifications (imaginary friends: projection
Evil & hatred. Feeling of living 1. DISSOCIATION: Im-
of traits to other people)
among enemies • Stems from complex interper- pulses, desires, &
2. ISOLATING (LUST): Auto-erotic sonal relations needs that a person LEVELS OF COGNITION: ways of perceiving,
behavior. Hinders intimacy refuses to allow in imagining, & conceiving.
• Vaguely represented in aware-
awareness (DREAMS)
3. CONJUNCTIVE (INTIMACY): ness *PROTOTAXIC: highly personal undifferentiat-
Decrease loneliness 2. SELECTIVE INATTEN- ed experiences
• No positive value TION: Refusal to see
4. CONJUNCTIVE (SELF-SYSTEM): *PARATAXIC: distorted communication
things that one doesn’t
maintains interpersonal security • Blocks satisfaction of needs
want to see *SYNTAXIS: consensually validated & symboli-
(CONSCIOUS) cally communicated
 TRAIT THEORIES OF PERSONALITY
Gordon Willard Allport
Humans are consistent even through varying situations. Consistency is not perfect. The
influence of interaction between personality & social influence is considered.

STAGES OF
FUNCTIONAL AUTONOMY OF CRITERIA FOR A HEALTHY
DEVELOPMENT OF THE
MOTIVES: ADULT PERSONALITY
PROPRIUM:
Independent of their circum-
stances A. BODILY SELF
PERSONALITY: Organization within 1. Extends his sense of self to
A. PERSEVERATIVE AUTONOMY B. SELF IDENTITY people & to activities
the self that determine behavior &
thought OF MOTIVES: Habitual C. SELF-ESTEEM beyond the self

EACH PERSON IS UNIQUE: Genetic B. PROPRIATE FUNCTIONAL D. EXTENSION OF 2. Relates warmly to other
AUTONOMY: One’s value, SELF people, exhibiting
endowment interacts with social
self-image, & lifestyle E. SELF-IMAGE intimacy, compassion, &
environment resulting to uniqueness
tolerance.
THE CONSCIOUS MIND & THE F. SELF AS A
RATIONAL COPER 3. Self-acceptance helps him
PRESENT AND FUTURE SELF IS MORE PROPRIATE MOTIVE: achieve emotional
EMPHASIZED G. PROPRIATE
Unique to an individual that STRIVING security
ATTITUDES: initiating & guiding unites with attitudes, percep-
4. Hold realistic perception
behavior tion, & intentions.
of life, develops personal
1. Specific object of reference INFANT-MOTHER skills, & makes
1. ORGANIZING THE ENERGY RELATIONSHIP: Important in commitment to some type
2. Involve positive or negative LEVEL: how we acquire new of work
the development of
evaluations motives proprium. It is the source of 5. Has a sense of humor &
2. MASTERY & COMPETENCE: affection & security. self-objectification
Level at which we choose
6. Subscribes to a unifying
to satisfy
COGNITIVE PROCESSES: philosophy of life, which is
NORMAL & MATURE ADULT:
3. PROPRIATE PATTERNING: responsible for directing
Conscious plans & intentions need to be Consistency & integration Becomes a “knower” of the the personality towards
deliberated. The present, rather than the self. Functioning rationally &
past are more in terms of the future. creates own lifestyle
 PEN MODEL THEORY OF PERSONALITY
Hans Jurgen Eysenck
Biological factors, including cortical arousal and hormone levels, along with
environmental factors, such as behavior learned through conditioning, influence a
person’s score on these personality dimensions.

EXTRAVERSION Psychoticism-Normality
Introverts tend to be quieter, shying away Individuals with higher psychoticism scores are more
PEN MODEL from large social gatherings, and they may likely to engage in irresponsible or miscalculated
Eysenck sought to measure feel uncomfortable engaging with behavior.
personality based on two strangers. Instead, they maintain smaller
dimensions: extraversion- groups of close friends and are more likely
introversion and neuroticism- to enjoy contemplative exercises.
emotional stability.
psychoticism was influ- According to the PEN mod-
EXTRAVERSION enced by biological fac- el, high levels of traits such

Extraversion is linked to levels of brain ac- extraversion engage more in social tors, & was correlated as psychoticism reduce a
tivity, or cortical arousal. Extraverts experi- activities. They tend to be more talkative, with levels of hormones person’s responsiveness to
ence lower levels of cortical arousal, result- outgoing and feel more at ease in groups. conditioning
such as testosterone.
ing in them seeking arousal from external Extraverts enjoy being the focus of

stimuli. attention and often accumulate a larger

NEUROTICISM A person with a low neuroticism score will generally ex-

Higher arousal levels in introverts
perience more emotional stability.
leads them to avoid stimuli which Characterized by perfectionism, and
Individuals with a low level of neuroticism are more toler-
a tendency to feel dissatisfied, angry
may lead to a further increase in ant of the failings of others and remain more calm in de-
or frustrated with others when their manding situations
arousal
desires are not fulfilled
 FIVE FACTOR TRAIT THEORY
Robert Roger McCrae & Paul Costa Jr.
The five broad personality traits described by the theory are extraversion,
agreeableness, openness, conscientiousness, and neuroticism. The five-
factor theory emerged to describe the essential traits that serve as the building blocks
of personality

A– AGREEABLENESS PERIPHERAL COMPONENTS

High score: Trusting, generous, yielding, accept- 1. BIOLOGICAL BASES: Sole cause of basic
ant, & good-natured tendencies

OCEAN Low scores: Generally suspicious, stingy, unfriend-

ly, irritable, & critical of others
2. OBJECTIVE BIOGRAPHY: Everything a
person does & thinks over a lifetime
O– OPENNESS
3. EXTERNAL INFLUENCE: Knowledge,
High score: Variety in life N– NEUROTICISM views, & evaluations of the self
Low scores: Need for closure & gain comfort in
High score: Anxious, temperamental, self-pitying,
familiarity
self-conscious, emotional, & vulnerable to stress-
related disorders FOUR POSTULATES OF BASIC
C– CONSCIENTIOUSNESS Low scores: ***opposing traits*** TENDENCIES
1. INDIVIDUALITY: Unique pattern of
High score: Ordered, controlled, organized, am- traits
bitious, achievement-focused, & self-disciplined THREE CORE COMPONENTS
2. ORIGIN: Biological factors (genetics,
Low scores: ***opposing traits*** 1. BASIC TENDENCIES: Universal raw material hormones, & brain structure)
of personality
3. DEVELOPMENTAL: Traits develop &
E– EXTRAVERSION 2. CHARACTERISTIC ADAPTATIONS: Acquired change through childhood, adoles-
personality structures cence, & mid-adulthood
High score: Affectionate, jovial, talkative, a join- 4. STRUCTURE: traits are organized
3. SELF-CONCEPT: Knowledge & attitude about
er, & fun loving hierarchically
Low scores: ***opposing traits*** oneself
 HOLISTIC DYNAMIC THEORY
Abraham Harold Maslow
There is an active will towards health, impulse towards growth, or towards the
actualization of human personalities.

INSTINCTOID:

What he used to describe the 5 needs. Having

hereditary component & is affected by learning,
social expectations, & fear of disapproval CHARACTERISTICS OF SELF-
BEING NEEDS ACTUALIZERS
A. Efficient perception of reality

SELF-ACTUALIZATION METAMOTIVATION: Distinct B. Acceptance of themselves, others, &

nature
- COGNITIVE: Need to know & understand type of motivation for self-
HIERARCHY OF FIVE INNATE NEEDS

- AESTHETIC: Pleasing experiences & beauty actualization. Involves C. Spontaneity, simplicity, & naturalness
maximizing personal potential D. Focus on problems outside them-
ESTEEM NEEDS selves
METANEEDS: States of growth
- LOWER ONE: Need for respect, status, dignity of being (goodness, uniqueness, E. Sense of detachment & the need for
- HIGHER ONE: Need for self-respect, confidence perfection) privacy

D-MOTIVATION / F. Freshness of appreciation

BELONGING NEEDS
DEFICIENCY: Motivation of G. Mystical & peak experiences
- Needs for friends, a sweetheart, family etc..
non self-actualizers H. Social interest
SAFETY NEEDS JONAH COMPLEX: One’s I. Profound interpersonal relations
- Finding stability, protection etc.. doubts about his/her own abilities.
J. Democratic character structure
Fear that maximizing one’s
potential will lead to a situation K. Creativeness
PHYSIOLOGICAL NEEDS
that is difficult to cope L. Resistance to enculturation
- Includes oxygen, water, temperature etc..

DEFICIT NEEDS
 HUMANISTIC THEORY OF PERSONALITY
Carl Ransom Rogers
Emphasized the importance of the self-actualizing tendency in shaping human
personalities. Human beings develop an ideal self and a real self based on the conditional
status of positive regard.

Self Actualization
"The organism has one basic tendency and striving - to actualize, maintain, and enhance the experiencing organism”

FIVE CHARACTERISTICS OF THE FULLY FUNC- SELF-IMAGE

TIONING PERSON
HOW WE SEE OURSELVE
UNCONDITIONALPOSITIVE
1. OPEN TO EXPERIENCE: Acceptance of “GOOD OR BAD” REGARD
both positive & negative emotions
“BEAUTIFUL OR UGLY”  Where significant people accept & loves
2. EXISTENTIAL LIVING: Appreciate the
the person for what he/she is.
present. Living the moment
3. TRUST FEELINGS: Feelings are paid at-
tention to IDEAL SELF
CONDITIONALPOSITIVE REGARD
4. CREATIVITY: Creative thinking & risk- THE PERSON WE WANT TO BE
 Positive regard, praise, & approval depend
taking
GOALS & AMBITIONS upon the child, for example if behaving in
5. FULFILLED LIFE: Happy & satisfied with
ways that parents think is correct
life FOREVER CHANGING

SELF-WORTH
CONGRUENCE : INCONGRUENCE :
WHAT WE THINK ABOUT OURSELVE
The closer our real image & ideal self are to each A discrepancy between the actual experience of
DEVELOPED IN EARLY CHILDHOOD FROM the organism & the self-picture of the individual
other, the more consistent /congruent we are & the
PARENT-CHILD RELATIONSHIP insofar as it represents the experience
higher our sense of self worth.
 EXISTENTIAL PERSONALITY THEORY
Rollo Reece May
Theory of mind, and of psychology. In existentialism, personality is based on choosing to
be, authentically, the real you, given an understanding based on a philosophical idea of
what a person is.

STAGES OF DEVELOPMENT: REDISCOVERING SELFHOOD

GOALS OF INTEGRATION

1. Integrating the daimonic

STAGE 1: INNOCENCE
2. Experiencing our power
Pre-egoic, pre-self-conscious stage of the infant
MODES OF EXISTENCE 3. Rediscovering care
STAGE 2: REBELLION
1. UMWELT: Objective aspects of internal & 4. Facing intentionality
external environment Childhood & adolescent stage. Desire for freedom,
5. Freedom & destiny
2. MITWELT: Social & interpersonal relation- but lacks knowledge of responsibility
ships 6. Courage & creativity
STAGE ****: DECISION
3. EIGENWELT: Self-awareness, the sub- 7. Developing a new myth
jective worlds of the self Transitional stage while individual makes a
decision about his life & seeking independence
OUR PREDICAMENT
STAGE 3: ORDINARY PERSONALITY TYPES:
 POWERLESSNESS: Cannot do anything
effective. Compounded by anxiety & loss Consciousness of self & normal adult ego 1. NEO-PURITAN: Wo is all will, but
of traditional values
STAGE 4:CREATIVE CONSCIOUSNESS OF SELF no love
 ANXIETY: Apprehension cued off by a
threat to some value which the individual Authentic adult, the existential stage, beyond ego & 2. INFANTILE: They are all wishes,
holds essential to his existence as a self
self-actualizing. Acceptance of destiny & faces but no will
DIAMONIC: Entire system of motives anxiety with courage
3. CREATIVE: Balance between Neo
WILL: Ability to organize oneself in order to (VERY FEW REACH THIS STAGE)
achieve one’s goals -puritan & Infantile personalities
 BEHAVIORAL ANALYSIS THEORY
Burrhus Frederic Skinner
Behaviorism. Skinner called his approach to the study of behavior radical
behaviorism. This philosophy of behavioral science assumes that behavior is a
consequence of environmental histories of reinforcement

SHAPING:

A procedure in which the experimenter/

POSITIVE REINFORMENT
environment first rewards gross approximates of
OPERANT CONDITIONING: • providing a consequence an the behavior, then closer behavior, & finally the
behavior that is followed individual finds rewarding. desired behavior itself.
by pleasant consequences NEGATIVE REINFORCEMENT
is likely to be repeated,
• The removal of an unpleasant REINFORCEMENT:
and behavior followed by
reinforcer A. CONTINUOUS: given in every re-
unpleasant consequences
is less likely to be sponse (NOT EFFECTIVE)
repeated. B. INTERMITTENT: Scheduled
SUCCESSIVE
APPROXIMATIONS • FIXED INTERVAL: Fixed time in-
THREE CONDITIONS terval until one correct response
POSITIVE PUNISHMENT • VARIABLE INTERVAL: after an
REINFORCEMENT: 1. ANTECEDENT (ex.
• adding an aversive consequence after Setting) unpredictable amount of time has
Increases the chances for a passed
an undesired behavior is emitted 2. BEHAVIOR
behavior to be repeated
NEGATIVE PUNISHMENT 3. CONSEQUENCE • FIXED RATIO: Specific number of
PUNISHMENT: times
• taking away a certain reinforcing item
Decreases the chances for a after the undesired behavior happens • VARIABLE RATIO: after an unpre-
dictable number of times
behavior to be repeated
 SOCIAL LEARNING THEORY
Albert Bandura
Posits that people learn from one another, via observation, imitation, and modeling.
The theory has often been called a bridge between behaviorist and cognitive learning
theories because it encompasses attention, memory, and motivation.

3 BASIC MODELS OF DEMONSTRATION

MODELING PROCESS:

1. LIVE MODEL: STEP 1: ATTENTION

An actual person performing One must pay attention to learn. Eliminate
the behavior anything that would distract you
• People can learn by watching other
people perform the behavior. This STEP 2: RETENTION
explains why children learn by Newly learned behavior must be stored in
watching other people. 2. VERBAL INSTRUCTION one’s memory
MODEL:
• THE STATE OF MIND (MENTAL STEP3: REPRODUCTION
STATES): Crucial to learning Telling of details & descriptions
of a behavior This requires demonstration & repetition
• INTRINSIC REINFORCEMENT: of doing it helps in improvement
internal reward after performing a STEP 4: MOTIVATION
behavior (ex. Sense of
Feeling motivated to repeat behavior. This
accomplishment, confidence, 3. SYMBOLIC MODEL:
is where reinforcement & punishment
satisfaction etc..) Either a real or fictional character come in.
demonstrating the behavior via
• Learning does not mean change in movies, books, TV, etc….
behavior of an individual
 COGNITIVE SOCIAL LEARNING THEORY
Julian B. Rotter & Walter Mischel
Cognitive factors, more than immediate reinforcements, determine how people
will react to environmental forces. Both theorists suggest that our expectations
of future events are major determinants of performance

NEEDS

1. RECOGNITION-STATUS
BASIC PREDICTION FORMULA
2. DOMINANCE
The potential for a behavior to oc-
5 BASIS HYPOTHESIS
3. INDEPENDENCE cur in a particular situation in rela-
1. Humans interact with their meaningful tion to a given reinforcement is a
4. PROTECTION-DEPENDENCE
environments function of people’s expectancy
5. LOVE & AFFECTION that their behavior will be fol-
2. Human personality is learned
6. PHYSICAL COMFORT lowed by that reinforcement in the
3. Personality has a basic unity situation.
4. Motivation is a goal directed

5. People are capable of anticipating PREDICTING GENERAL BEHAVIOR:

events 3 NEED COMPONENTS Basic prediction is too specific to give
1. NEED POTENTIAL clues about how a person will general-
VARIABLES TO MAKE ACCURATE PREDICTIONS ly behave
1. BEHAVIOR POTENTIAL 2. FREEDOM OF
GENERALIZED EXPECTANCIES:
MOVEMENT
2. EXPECTANCY One must know people’s generalized
3. REINFORCEMENT VALUE 3. NEED VALUE expectancies to make general predic-
tion
4. PSYCHOLOGICAL SITUATIONS
 COGNITIVE THEORY OF PERSONALITY
George Alexander Kelly
To understand personality, one must first understand man’s pattern or the way he
organizes or constructs his world. This involves interpreting & organizing events &
social relationships into system or patterns.

FUNDAMENTAL ELEVEN COROLLARIES

POSTULATE:
1. CONSTRUCTION: In similar events, individual
An individual’s can predict/anticipate such event in the future
psychological processes are 2. INDIVIDUALITY: Perceive events differently
PERSONAL CONSTRUCT directed by the ways in
3. ORGANIZATION: individual can arrange con-
which he anticipates events
THEORY structs according to his view

4. DICHOTOMY: Constructs are bipolar

 Personal interpreting, explaining, or
PROCESSES: 5. CHOICE: Individual chooses alternatives for each
construing of experience represent
construct that works best for him/her
one’s unique view of events An individual’s experiences,
thoughts, feelings, & 6. RANGE: Constructs may apply many situations or
 CONSTRUCT SYSTEM: a special view, people, it may also limit
behaviors
the unique pattern created by each
7. EXPERIENCE: Constructs can be tested to re-
individual main useful

 CONSTRUCT: Intellectual hypothesis CONSTRUCTS: 8. MODULATION: Can modify his constructs

devised to explain events Anticipatory. 9. FRAGMENTATION: Constructs maybe contra-
dictory or inconsistent
 CONSTRUCTIVE ALTERNATIVISM: Used to predict the future
Individual is free to revise his so an individual will have 10. COMMONALITY: despite uniqueness, compati-
ble groups & cultures may share constructs
constructs with alternatives needed. an idea on how to act in
the future. 11. SOCIALITY: People can understand other peo-
ple, predicting what they do & modify his actions
 OBJECT RELATIONS THEORY
Melanie Klein
children do not only internalize the object itself, but also the entire relationship. The
infant internalizes two sets of object relations, both positive & negative, which include
representations of the self, the object, & the emotion that links between the two

DEPRESSIVE POSITION (5-6 MONTHS):

PARANOID-SCHIZOID POSITION (3-4 Infants can already view object as good or bad. Infants feel anxiety of
MONTHS): losing a loved object accompanied by the sense of guilt for wanting to
destroy that same object.
Organizing experiences that includes
UNCONSCIOUS PHANTASY: paranoid feelings being persecuted & Infants learn that their mother might leave so they protect her.
Basis for future mental a splitting of internal & external
mechanisms. objects into good/bad.

Defined as primitive EGO: Subjective & fantastic

PSYCHIC MECHANISM:
internalized mental images of INTERNALIZERS
INFANT IDENTIFIES SOURCE AS AN
instinct & drives. 1. PROJECTION: Infants project
OBJECT OF DRIVE/INSTINCT & one’s feelings & impulses
1. EGO: distinction of
Also, infants already having an DESIRES TO TAKE CONTROL actually resides in another good/bad, also objects
image of “good & bad” person & not within them. & expectations.
1. PERSECUTORY BREAST: provides
OBJECTS: frustration to infant. Develops 2. SPLITTING: See positive & 2. SUPEREGO: Guilt
urge to destroy by biting, tearing negative sides of others & 3. OEDIPUS
This is where infant exert & themselves.
apply drives/instincts. Wherein
or annihilating it COMPLEX: child’s
3. PROJECTIVE IDENTIFICATION: fear of retaliation from
infants relate their drives to 2. IDEAL BREAST: Provides
Project undesirable object parents. Positive
external objects both in nourishment, care, love, comfort,
onto another person & feelings towards
fantasy & reality & gratification. Aims to devour & eventually back to themselves parents.
harbor distortedly.
 SEPARATION-INDIVIDUATION THEORY
Margaret Schonberger Mahler
Successful completion of the developmental stages in the first few years results in
Separation & individuation. Separation as an internal process of mental separation from
the mother, while individuation refers to developing self concept .

STAGE 2: NORMAL SYMBIOTIC STAGE (1-5

MONTHS) 3B: PRACTICING (9-14 MONTHS):
Infant views, not as a unique entity, a main Increased autonomous functions (ex.
source of need-satisfaction.
Walking). Although able to explore freely,
Fulfillment of physiological needs become child still regards mother, so infant keeps
STAGES OF intertwined with phycological desires &
optimal distance.
becomes a basis of future relationship
DEVELOPMENT 3C:RAPPROCHEMENT (14-24 MONTHS):

Desire to achieve independence is marred

by fear of abandonment.
STAGE 1: NORMAL AUTISTIC STAGE 3: SEPARATION– INDIVIDUATION
STAGE (5-24 MONTHS) 1. BEGINNING: share experiences
STAGE (0-1MONTH)
Significant transition in two overlapping 2. CRISIS: proximity from caretaker vs.
Infant is focused on himself/ realms. In separation, the infant develops
independence
herself, uninterested in external understanding of boundaries of the self, &
stimuli. the mother is viewed as an individual 3. SOLUTION: language & superego
3A: DIFFERENTIATION/HATCHING (5-9 development
Mother is viewed as intrinsic
MONTHS):
part of infant, devoid of a 3D: OBJECT CONSTANCY (24+ MONTHS):
separate existence. Transforms to internally focused to externally
Sense of individuality begins to develop.
focused. Although point of reference is still the
Primary goal: Achieve state of Formation of healthy self-concept & self
mother. Infant is interested in discovering more
equilibrium confidence.
of the mother not symbiotically unified.
 SELF PSYCHOLOGY THEORY
Heinz Kohut
The self is understood to be the center of an individual’s psychological universe. Self
objects become internalized as individuals develop the ability to meet their own needs
without relying on external others.

SELFOBJECT TRANSFERENCE INTO THREE GROUPS

SELFOBJECT: 1. damaged pole of ambitions attempts to elicit
external objects that function the confirming-approving response of the
selfobject (mirror transference)
as part of the "self machinery"
TRANSFERENCE:
2. damaged pole of ideals searches for a
They are persons, objects or
Process in which a person in selfobject that will accept its idealization
activities that "complete" the
treatment redirects feelings & (idealizing transference)
self, and which are necessary
desires from childhood to a for normal functioning. 3. damaged intermediate area of talents and
new object skills seeks (alter ego transference)

OPTIMAL FRUSTRATION:
TYPES OF TRANSFERENCES: THE TRIPOLAR SELF:
When a selfobject is needed,
1. MIRRORING: others serve as a mirror that but not accessible, this will sum of the three "poles" of the body
reflects back a sense of self-worth & value create a potential problem for
the self, referred to as a • "grandiose-exhibitionistic needs"
2. IDEALIZING: Individuals need people to "frustration", as with 'the
feel calm & comfortable traumatic frustration of the • "the need for an omnipotent idealized
phase appropriate wish or figure"
3. TWINSHIP/ ALTER EGO: People need a need for parental acceptance .
sense of likeness with others intense narcissistic • "alter-ego needs"
frustration'.
 ATTACHMENT THEORY
John Mostyn Bowlby
Bowlby suggests that children come into the world biologically pre-
programmed to form attachments with others, because this will help them to
survive.

MAIN POINTS:
1. A CHILD HAS AN INNATE NEED TO ATTACH TO ONE
SPECIFIC ATTACHMENT (7-9
MAIN ATTACHMENT FIGURE
MONTHS)
2. A CHILD SHOULD RECEIVE THE CONTINUOUS CARE
Special preference for a single
OF THIS SINGLE MOST IMPORTANT ATTACHMENT
attachment figure. The baby shows FIGURE FOR APPROXIMATELY THE FIRST 2 YEARS OF
fear of strangers & unhappiness when LIFE.
ASOCIAL (0-6WEEKS) separated from special person
3. THE LONG TERM CONSEQUENCES OF MATERNAL
Young infants are asocial to stimuli, although DEPRIVATION MIGHT INCLUDE (Delinquency, Re-
produces a favorable reaction, such as a duced intelligence, Increased aggression, Depres-
smile MULTIPLE ATTACHMENTS (10 MONTHS +) sion, Affectionless psychopathy)

4. SHORT TERM SEPARATION FROM AN ATTACHMENT

Baby becomes increasingly independent
INDISCRIMINATE ATTACHMENTS FIGURE LEADS TO DISTRESS
& forms several attachments.
(6WEEKS-7MONTHS) • Protest: cries, screams, & clings on
Infants enjoy human company, & STRANGER ANXIETY: Response to the • Despair: Refuses others’ attempt s for comfort
most babies respond equally to arrival of a stranger
• Detachment: If separation continues, child starts to
any caregiver.
SEPARATION ANXIETY: Distress level engage with other & reject caregiver on return as
They get upset when an individual when away from caregiver signs of anger
ceases to interact with them SOCIAL REFERENCING: Degree a child 5. CHILD’S ATTACHMENT RELATIONSHIP WITH PRIMARY
at their carer to check how they should CAREGIVER LEADS TO DEVELOPMENT OF AN INTERNAL
respond to something new
WORKING MODEL