SIGMUND FREUD PowerPoint Presentation by Bettyann Zevallos The majority of the information found on this slide show is taken from our classroom textbook. Myers, David, G. “Psychology.” 2004 I will site all additional sources used at the end of the presentation.

Sigmund Freud was a very controversial personality theorist, and was an Austrian physician (page 6).

Sigmund Freud constructed his theory of personality from a handful of case studies (page 26). Bertha Pappenheim Sergei Pankenjeff “Anna O” “Wolfman”

Sigmund Freud (1935) put it most simply: The healthy adult, he said, is one who can love and work. (page 183) For most adults, love centers on family commitments toward partner, parents and children. Work encompasses all our productive activities, whether for pay or not. Was Freud right? Does work, including a career, indeed contribute to self-fulfillment and life satisfaction? (page 185)

Freud’s View of Dreams According to Freud dreams have 2 components: (pages 281-282) Manifest Content-the storyline of our dreams-sometimes incorporates traces of previous days’ experiences and preoccupations. Latent Content-censored symbolic version-consists of unconscious drives and wishes that may be threatening if expressed directly. Freud’s View of Dreams

Sigmund Freud’s Psychoanalytic Perspective 1856-1939 “I was the only worker in a new field.” Love him or hate him, Sigmund Freud has profoundly influenced Western culture. To recognize his influence, we need to understand Freud’s ideas concerning the unconscious, psychosexual stages, and mechanisms for defending anxiety. (page 576)

Personality Theory According to Freud (pages 575-586) Personality is defined in our textbook as follows: Our characteristic pattern of thinking, feeling, and acting. Freud’s psychoanalytic perspective proposed that childhood sexuality and unconscious motivations influence personality. Freud called his theory and associated techniques psychoanalysis. Unconsious-large below the surface area which contains thoughts, wishes, feelings and memories, of which we are unaware. Free association-the patient is asked to relax and say whatever comes to mind, no matter how embarrassing or trivial.

Personality Structure according to Freud ID-a reservoir of unconscious psychic energy constantly striving to satisfy basic drives to survive, reproduce, and aggress. The id operates on the pleasure principle: If not constrained bu reality, it seeks immediate gratification. Ego-the largely conscious, “executive” part of personality that, according to Freud, mediates the demands of the id, superego, and reality. The ego operates on the reality principle, satisfying the id’s desires in ways that will realistically bring pleasure rather than pain. Superego-represents internalized ideals and provides standards for judgment (the conscious) and for future aspirations.

Freud’s Psychosexual Stages Oral (0-18 months) Anal (18-36 months) Phallic (3-6 years) Latency (6 to puberty) Genital (puberty on) FOCUS Pleasure centers on the mouth-sucking, chewing, biting Pleasure focuses on bowel and bladder elimination; coping with demands for control Pleasure zone is the genitals; coping with incestuous sexual feelings Dormant sexual feeling Maturation of sexual interest

Important Psychosexual Stage Theory Vocabulary Oedipus complex-a boy’s sexual desires toward his mother and feelings of jealousy and hatred for the rival father Identification-the process by which, children incorporate their parents’ values into their developing superegos Fixation-a lingering focus of pleasure-seeking energies at an earlier psychosexual stage, where conflicts were unresolved.

DEFENSE MECHANISM Tactics that reduce or redirect anxiety in various ways, but always by distorting reality. (page 580) Repression Regression Reaction formation Projection Rationalization Displacement banishes anxiety-arousing thoughts and feelings from consciousness retreating to an earlier, more infantile stage of development the ego unconsciously makes unacceptable impulses look like their opposites Attributing one’s own unacceptable threatening impulses to others offers self-justifying explanations in place of the real, more threatening, unconscious reasons for one’s actions shifts sexual or aggressive impulses toward a more acceptable or less threatening object or person, as when redirecting anger toward a safer outlet

ASSESSING THE UNCONSCIOUS Projective Tests Thematic Apperception Test-a test in which people view ambiguous pictures and then make up stories. Rorschach Inkblot Test-a set of 10 inkblots, seeks to identify people’s inner feelings by analyzing their interpretations of the inkblots.

Citations I will first cite the classroom textbook followed by photographs and map citations as they appear in the PowerPoint presentation. Myers, David, G. “Psychology.” 2004. Worth Publishers. Halberstadt, Max. “Sigmund Freud.” 1921. Freud Conflict and Culture http://www.loc.gov/exhibits/Freud/images/vc008467.jpg] (June 18, 2004). “Map of Austria.” Portals of the World from the World Factbook. [http://www.loc.gov/rr/international/european/austria/au.html] (June 18, 2004).

“Photograph of Bertha Pappenheim (Anna O). ”1880 “Photograph of Bertha Pappenheim (Anna O).”1880. Freud Conflict and Culture. [http://www.loc.gov/exhibits/Freud/images/vc009108.jpg] (June 18, 2004). Photograph of Sergei Pankejeff with Wife Theresa.” Freud Conflict and Culture. [http://www.loc.gov/exhibits/Freud/images/vc008466.jpg] Schmutzer, Ferdinand. “Sigmund Freud, Chalk on Paper.” Freud Conflict and Culture. [http://loc.gov/exhibits/Freud/images/vc91.jpg]