WEEK 1

PERSONALITY

- Latin word Persona which is a theatrical mask worn by Roman actors in Greek
dramas
- pattern of relatively permanent traits and unique characteristics that give both
consistency and individuality to a person's behavior
TRAITS
- contribute to individual differences in behavior, consistency of behavior over
time and stability of behavior across situations
- unique, common to some group or shared by the entire species but their pattern
is different for each individual
CHARACTERISTICS
- unique qualities of an individual that include such attributes as temperament,
physique and intelligence
PSYCHOLOGY OF SCIENCE (Feist and Feist, 2008)
- subdiscipline of Psychology
- studies both science and the behavior of the scientists
- investigates the impact of an individual scientist's psychological processes and
personal characteristics on the development of her or his scientific theories and
research
SCIENTIFIC THEORY
- set of related assumptions
- allows scientists to use logical deductive reasoning to formulate testable
hypotheses
o hypothesis: educated guess or prediction
PHILOSOPHY
- love of wisdom
- deals with what ought to be or what should be
BRANCHES OF PHILOSOPHY
1. Epistemology - or the nature of knowledge is a branch of philosophy most
closely related to Theory. It is a tool used by scientists in their pursuit of
knowledge.
2. Aesthetics
3. Ethics
4. Cosmology
5. Realism
 6. Induction
7. Logic
8. Deduction
9. Theology
10. Metaphysics
11. Political Philosophy
TAXONOMY
- classification of things according to their natural relationships
- can evolve into theories when they begin to generate testable hypotheses and to
explain research findings
- however, mere classification does not constitute a theory

GENERATES RESEARCH
- Ability to stimulate and guide further research
- A good theory will generate two different kinds of research
o DESCRIPTIVE RESEARCH - can expand an existing theory. It measures,
label and categorize concepts as building blocks of theory
o HYPOTHESIS TESTING - leads to an indirect verification of the usefulness
of the theory. Many hypotheses will add to the database that would shape
and enlarge the theory

FALSIFIABLE
- The ability to be confirmed or disconfirmed
- A theory must be precise enough to suggest research that may either support or
fail to support its major tenets
- Theories that rely heavily on unobservable transformations in the unconscious
are exceedingly difficult to either verify or falsify
- "A theory that can explain everything, explains nothing".
ORGANIZES DATA
 - There should be an intelligible framework in classifying and organizing
information
- A useful theory must be able to integrate what is currently known about human
behavior and personality development.
- If a personality theory does not offer a reasonable explanation of at least some
kinds of behavior, to ceases to be useful
GUIDES ACTION
- Ability to guide practitioner over the rough course of day-to-day problems
- A good theory provides a structure for finding many of those answers.
- In this criterion, the extent of which the theory stimulates thought and action in
other disciplines such as art, literature, law, sociology, religion, education etc.
Influence should be beyond psychology
INTERNALLY CONSISTENT
- A useful theory must be consistent with itself
- components are logically compatible
- The limitation of scope is carefully defined and it does not offer explanations
that lie beyond scope
- The language is consistent and mean only one thing
OPERATIONAL DEFINITION

- defines concept in terms of observable events or behaviors that can be

measured
PARSIMONIOUS
- The simpler, the better
- Straightforward theories are more useful than ones that bog down under the
weight of complicated concepts and language
- Avoids generalization in an attempt to explain all of human behavior

DIMENSIONS OF CONCEPT AND HUMANITY

- Personality theories differs in how they see the nature of humanity

1. Determinism VS Free Choice

- Are people’s behavior determined by forces over which they have no control or
can people choose to be what they wish to be?
- Is our behavior pre-determined?
- Have we been programmed this way already or are we free to choose?
- Do we shape our own destiny?

2. Pessimism VS Optimism
 - People maybe doomed to live miserable, conflicted and troubled lives or they
change and grow into psychologically healthy, happy, fully functioning human
beings.
- Negative vs Positive
- Similar to #1

3. Causality VS Teleology
- Which holes more, our past experiences or future goals?
- Do people rely more on their past experiences, do we hold on to those ideas?
- Or do we look forward towards out future goal sin life? Are we motivated to see
ourselves become more successful in the future?

4. Conscious VS Unconscious
- People are ordinarily aware of what and why they are doing certain behavior or
there are forces that drive us to act without awareness.
- Are we aware of what and why are are doing such behavior?
- There are forces that drives us without out awareness, we are not mindful of
what is happening around us.

5. Biological VS Social Influences

- Personality mat either be shaped by our genetic make-up of the social
relationships
- Heredity VS Environment
- Nature VS Nurture

6. Uniqueness VS Similarities
- Personality may focus on differences or the common features of behavior

WEEK 2

SUMMARY:
PSYCHODYNAMIC THEORY

- 3 parts of personality driven by unconscious energy

HUMANISTIC THEORY
- fulfilling needs in hierarchical fashion
EXISTENTIAL THEORY
- human capacities and aspirations + human limitations
DISPOSITIONAL THEORY
- TRAITS: meaningful differences among individuals

LEARNING THEORY
- BEHAVIORISM: personality is a product of their environment

- Phenomenological: personality is studied from the point of view of the

individuals’ subjective experience
PSYCHODYNAMIC THEORY
- The psychodynamic theory is a psychological theory Sigmund Freud (1856-
1939) and his later followers applied to explain the origins of human behavior
- The psychodynamic approach includes all the theories in psychology that see
human functioning based upon the interaction of drives and forces within the
person, particularly unconscious, and between the different structures of the
personality
- Sigmund Freud’s psychoanalysis was the original psychodynamic theory, but the
psychodynamic approach as a whole includes all theories that were based on his
ideas, e.g., Carl Jung (1912), Melanie Klein (1921), Alfred Adler (1927), Anna
Freud (1936), and Erik Erikson (1950).
- Freud’s theories were psychoanalytic, whereas the term ‘psychodynamic’ refers
to both his theories and those of his followers.
- Freud’s psychoanalysis is both a theory and therapy
- Psychodynamic theory states that events in our childhood have a great influence
on our adult lives, shaping our personality. Events that occur in childhood can
remain in the unconscious, and cause problems as adults
- Id, Ego, and SuperEgo: three parts of your personality driven by unconscious
energy
- Id
o Instincts
o primitive and instinctive component of personality
o the “bad boy” of our subconscious
o impulsive part of the psyche that seeks pleasure and avoids pain at all
costs
o wants instant gratification
o acts to satisfy sexual desires without thinking
o Eros (the libido) and Thanatos (the aggressive [death] instinct)
- SuperEgo
o Morality
o This part of the psyche wants to control the Id
o unconsciously and consciously acts to follow the rules of society and
keep the Id from causing some serious damage
- Ego
o Reality
o lies in the middle of these two entities
o constant struggle to balance out these two forces and make pleasurable
decisions without causing too much damage
- Parts of the unconscious mind (the id and superego) are in constant conflict with
the conscious part of the mind (the ego).

- Freud’s 5 psychosexual stages of development

o The Ego must struggle to balance out the pleasure-seeking Id and the
moral SuperEgo. During each phase, internal conflicts will result in many
struggles. Freud said personality is formed by the process and results of
these struggles.
o believes that most of our personality has been formed by the time we are
five
o At the age of five, a child has gone through the oral, anal, and most of
the phallic stages. If the child continues to struggle with balance during
these stages, they will develop “fixations.”
o Fixations lead to smoking of problems with eating
o Someone who fails to master potty training during the anal stage, will end
up a sloppy and lazy person
o During the phallic stage, Freud believed that boys and girls start to notice
the difference in each other and develop The Oedipus Complex
(unconsciously, young boys feel possessive of their mother and as a
result, feel aggressive toward their father) and penis envy (young girls
experienced a penis envy and due to their lack of penis).

- Carl Jung & Personality Theory

o Agreed with Freud in the previous sections
 o MBTI Personality Test
o Collective Unconscious: addresses how we form our personality
▪ our fears of the dark, heights, or other common fears, for
example, can be traced back to experiences that were remembered
and shared through the collective unconscious.

- Melanie Klein & Personality Theory

o Did not agree with Freud
o Objects Relations Theory
▪ our personalities and behavior were largely influenced by the
desire to form connections and relationships with the people
around us

- Alfred Adler & Personality Theory

o Theories stray most from Freud while still remaining under the
psychotherapy umbrella
o work that has the most relevance today
o not backed up by science
o did not believe in the collective unconscious or a universal force that was
secretly connecting and impacting personality in the same ways
o the individual faced different journeys
o every child faced similar challenges and motivations from the moment
they were born
o Superiority Complex (Freud’s theory)
▪ a child’s traumatic past or their need to fulfill sexual desires to
assess personality (Freud)
▪ personality could also be determined by the child’s goals and
journey in achieving them (Adler)
o Inferiority Complex (Adler)
▪ All children start out feeling inferior
▪ it’s up to the parent and the child themselves to navigate that
journey and find security and confidence
▪ Children who feel that they are inferior at everything and have no
control are more likely to overcompensate
▪ Adler was first to coin the term
▪ Used examples rather than science
o Child Birth Order
▪ other factors like child birth order played into inferiority and the
formation of personality
▪ example: younger child looking up to older children (more likely to
overcompensate in life)
▪ amount of attention that an only child could get from their parents
could impact their personality and make them dependent
- Anna Freud, Erik Erikson, & Personality Theory
o the different stages that children and adults went through (A. Freud)
o Stages of Psychosocial Development (Erikson influenced by A. Freud)
 ▪ psychosocial stages last until the golden years of a person’s life
▪ Each stage is defined by a conflict, and how a person handles that
conflict can significantly shape their personality and behavior.

- The psychoanalytic perspective remains one of the top personality theories to

date, alongside behaviorism and humanism.
o Unlike humanist theory, Freud’s focus remains on the unconscious
o Psychoanalytic therapy grew out of Freud’s theories
▪ This approach involves a therapist questioning their patient about
childhood memories or possible events that led to struggles
between the Id and the SuperEgo
▪ Freud believed that humans repress many of their emotions; his
goal during therapy sessions was to bring the unconscious feelings
into the conscious mind
- Trait Theories
o psychologists have tried to organize and understand personality is
through personality traits
o Traits are often identified on a spectrum, with two opposites on either
side
- Behavioral and Social Cognitive Approaches
o behavior, and therefore personality, was entirely learned
o we learn through rewards and punishments
o we learn though watching the behavior of others
- Humanist Approaches
o our personality and behavior come from the desire to fulfill a higher need
o humanist theories focus on the journey that a person takes to fulfill their
full potential (Erikson)

HUMANISTIC THEORY

- 1920s and 1930s

- Abraham Maslow and Carl Rogers
- considered a more positive and holistic alternative to ideas like Behaviorism and
psychoanalysis
- with openness, empathy, and a genuinely positive environment, anyone can
start to develop congruent views of themselves and move forward toward self-
actualization
- The humanistic approach is thus often called the “third force” in psychology
after psychoanalysis and behaviorism (Maslow, 1968)

- Abraham Maslow’s Humanistic Perspective of Personality

o people developed their personalities by fulfilling each of their needs in a
hierarchical fashion
 o Combining aspects of the behavioralist movement and the pessimism of
psychoanalysis
o personality traits are subject to their current needs
o This theory shows the evolution of a human’s needs, from the most basic
(food, shelter, water) to the more complex (safety, self-esteem, love and
belonging.)
o As we satisfy our most basic needs, we are motivated to seek out the
more complex needs

o Physiological: basic human needs like food, shelter, and water

o Safety: physical and emotional safety is also considered more “basic”
human needs. This may also mean the safety to express oneself
o Love and Belonging: people do not need to feel a sense of love and
belonging to survive, but it helps. (Community, Romantic Partner, Family)
o Esteem: this need encompasses feelings of self-respect, self-esteem,
accomplishment, and respect from others
o Self-Actualization: The process by which people fulfill their potential for
goodness and maximize internal growth
▪ the process by which people fulfill their potential for internal
growth

o Many behaviorists believed that humans have little control over their
personalities and can be subjected to conditioning, Maslow disagreed.

- Carl Rogers & Humanism

o In order to work toward self-actualization, humans have to reflect on who
they are currently and what they need to change or do to move forward
o pushed further to study how people try to satisfy these complex needs
o A person who only believes they are agreeable may unconsciously choose
to remember positive, agreeable interactions or misinterpret situations in
which they were not actually displaying agreeable behavior
o Client-Centered Therapy
▪ also known as person-centered therapy
 ▪ The therapist asks the client to lead the conversation
▪ Therapists offer support and guidance throughout the
conversation but do not open up the situation with an agenda or
list of questions
▪ The therapist’s office should be an environment of unconditional
positive regard.

- Humanistic Studies
o Maslow and Rogers studied people who they believe reached some form
of self-actualization
o Studies healthy, successful people
▪ Behaviorists and other personality psychologists at the time turned
to people who made poor decisions and had poor mental health
o Rogers concluded that people need to live in an environment with the
following qualities
▪ Openness
▪ Opportunities for self-disclosure
▪ Acceptance
▪ Empathy
o more likely to hold congruent views of themselves that match how the
rest of the world sees them
o Roger’s take on parents showing Conditional VS Unconditional Love to
their children
▪ with unconditional love, they were more likely to hold congruent
views of themselves and be on a path toward self-actualization
▪ with conditional love were more likely to block out times in which
they were not loved. This pattern is likely to continue as an adult;
the process of only seeing parts of a situation or misconstruing a
situation is likely to continue unless they are put in a more positive
environment

EXISTENTIAL THEORY
- Friedrich Nietzsche and Soren Kierkegaard
o emphasis on the human condition as a whole
o positive approach that applauds human capacities and aspirations while
simultaneously acknowledging human limitations
o that human discontent could only be overcome through internal wisdom
o will to power and personal responsibility (Nietzsche)
o role of investigation and interpretation in the healing process (Martin
Heidegger and Jean-Paul Sartre)
o Existential psychotherapy is based upon the fundamental belief that all
people experience intrapsychic conflict due to their interaction with
certain conditions inherent in human existence
 ▪ Freedom and associated responsibility
▪ Death
▪ Isolation
▪ Meaninglessness
o do not focus on a person's past
o Searching for meaning: Existential-humanistic psychologists hope to
promote the idea that therapy can change not only minds but lives.
o What if you want answers broader than a diagnosis or a neurochemical
explanation for why your brain does what it does? What if you want to
know how to lead a fuller, richer life, not just change a problematic
behavior?
o seeks to give clients a greater awareness of how their constellation of
pleasures, worries, thrills and anxieties all come together to form their
experience of living
o "It asks about the meaning of life," says Louise Sundararajan, PhD
o Many people want a more holistic experience that does more than
address their symptoms
o draw from a range of philosophical approaches such as existentialism,
feminism, postmodernism and constructivism, all designed to orient the
study of the mind and behavior toward understanding what it means to a
be a human being
o emphasizes the importance of human choices and decisions and feelings
of awe toward life
o aspects of therapy are seen through the lens of a concept called presence
▪ entering into a heightened awareness of yourself, opening yourself
up to learning what truly matters to you and experiencing in the
here-and-now the barriers to and opportunities for change that
therapy offers
o learn to co-exist with your anxieties
o understanding the existential causes of mental distress rather than just
focusing on symptoms
o Many fields of psychology have specialized so much that while they're
great at helping clients work through specific issues, an existential
framework might work better to help clients see the big picture in their
lives, if that's what they're looking for (Steven Hayes, PhD)

o humanistic psychology is seen as having a more positive view on

humanity, whereas existential psychology delves more into the darkness
of humanity.
o address the emotional issues they face through full engagement
▪ take responsibility for the decisions that contributed to the
development of those issues

DISPOSITIONAL THEORY
o Traits describe stable, consistent, and meaningful differences among
individuals
▪ Personalities are made up of these traits, which are assigned to
individuals to show how they differ from others
o Traits
▪ describe meaningful differences among individuals
▪ are stable and consistent
▪ are usually displayed as dimensions or spectrums with extremes at
both ends (eg: introvert v extrovert)
▪ rely on language, if we don’t have a word that can describe how a
person “is” or how they act, we can’t call it a trait
▪ objective behavior: traits don’t necessarily consider some to be
good and others to be bad
o Social psychology really likes to look at instances when people break their
normal personality traits
o Lexical Hypothesis in Personality Psychology
▪ if there’s a behavior so prominent throughout time, we create a
word for that word
o Gordon Allport
▪ Cardinal Traits: These traits and behaviors rule how you approach
the things you are passionate about, he will be known and
recognized in the context of these traits (eg: punctual)
▪ Central Traits: These traits are found to a certain degree in every
person. (eg: honesty, agreeableness, jealousy, kindness, sincerity,
compassion)
▪ Secondary Traits: Apply to different situations depending on the
context of said situation
o Cattel
▪ 16 personality traits
▪ most influential traits
▪ Each of these 16 words had a direct opposite, Most people fit
somewhere in the middle of these two extremes.
o Eysenck
▪ first-personality traits
▪ PEN Model: narrowed down the most important personality traits
down to just three traits: psychoticism, extraversion, and
neuroticism
● Psychoticism: l engages in risky and irresponsible behavior
(aggressive)
● Extraversion: individual engages in a lot of social activities
● Neuroticism: individual’s mood and emotions fluctuate
more than normal
o Big Five
▪ the OCEAN Theory or Five Factor Model
▪ a “happy medium” between the three personality traits developed
by Eysenck and the 16 developed by Cattell
 ● Openness to Experience
● Conscientiousness
● Extraversion
● Agreeableness
● Neuroticism
o HEXACO
● Honesty-humility
● Emotionality (neuroticism)
● Extraversion
● Agreeableness
● Conscientiousness
● Openness to experience

LEANING/ BEHAVIORAL THEORY

o Behaviorism is no longer the dominant perspective in psychology, but it
was for many decades
o belief that personality is the result of an individual’s interactions with
their environment, including the decisions they make and the actions
they take
o interactions form the path of your life and the shape of your personality
▪ Traumatic life experiences
▪ Lessons from your parents and teachers
▪ Lessons from movies, TV, media
▪ Relationships
o Two Types of Conditioning
▪ Classical Conditioning
● Ivan Pavlov’s Palov’s dog experiment: When the dogs heard
a bell after this metronome, they would get a treat. Soon,
the dogs started to physically salivate when they heard the
metronome.
● John B. Watson’s The Little Albert Study: He exposed the
boy to images of a white rat and other items. Then, he
would make a loud and scary noise when the boy saw the
image of the rat. Soon, the boy was classically conditioned
to react with fear whenever he saw any image of a white rat.
But Little Albert also began to act in a similar manner to
other white things.
▪ Operant Conditioning
● This type of process can help to better predict how
someone will behave
● Rather than using two unrelated stimuli, it uses rewards and
punishments to shape behavior
● The person can predict the reaction they will get if they
behave in a certain way and may alter their behavior based
on the reaction that they want
 o Skinner vs Freud (Psychoanalysis vs. Behaviorism)
▪ Freud believed that the unconscious mind is constantly seeking
pleasure and avoiding pain in any way possible
▪ We often associate rewards with pleasure and punishment with
pain
● Skinner believed that you can change a person’s behavior by
using a series of rewards and punishments
▪ People are going to seek the behaviors that they know will bring
them pleasure, even if they were not inclined to act in that way in
the first place
▪ Skinner’s Box/ Operant Conditioning Chamber
● famous laboratory piece used to study the behavior of
animals
o Skinner’s 4 ways to encourage or discourage behavior
▪ Positive Reinforcement: Add something, and increase the behavior
● give the rat a food pellet when it pushes the lever.
▪ Negative Reinforcement: Remove something, and increase the
behavior
● to continuously shock the rat’s feet, and only stop shocking
it when the rat pushes the lever
▪ Positive Punishment: Add something to decrease the behavior
● smacking a dog when it barks
▪ Negative Punishment: Remove something to decrease the behavior
● to stop paying attention to a barking dog’

WEEK 3

Freud: Psychoanalysis
- Sigmund Freud most famous theories
- 1884
o Cocaine used to energize soldiers suffering from exhaustion, heart
disease, addiction to alcohol and morphine, and psychological and
physiological problems
o Freud believed it was a miracle drug
o Freud is a physician who used cocaine and claimed it had a therapeutic
effect on his depressing
o He tried to drug his patients, colleagues and friends
o Wrote a pamphlet about all benefits of cocaine but admitted he had not
yet completed the necessary experiments on the drug’s value as an
analgesic
o Delayed the experiment to see his fiancée (Martha Bernays) but a
colleague completed the experiment and published the result and took
the recognition.
 o Freud continued to use the drug until the mid 1890s
OVERVIEW OF PSYCHOAANALYTIC THEORY
- Treatment used: psychoanalysis
- Twin cornerstone: sex & aggression
- Followers of freud regard him as mythological and lonely hero to spread his
theory even in other language
- Freud was a good writer, presented theory in exciting manner
- Based on experiences with patients, analysis of his personal dreams and cast
readings in the various sciences and humanities: the basis of his theory
- Theory followed observation: observation is subjective with relatively small
sample of patients most of whom were form the upper-middle and upper class
- Relied on deductive reasoning than rigorous research methods. He formulates
hypothesis after the fact of the cases were known. Case study was applied most
exclusively
o In scientific research, you first propose hypothesis and then prove it, in
his case, he formulated a theory after the cases
- His concept of personality underwent constant revision during the last 50 yrs of
his life
- Freud is strict within his circle, he wanted psychoanalysis and the main concept
and does not tolerate other approaches

BIOGRAPHIC OF SIGMUND FREUD

- Sigismund Freud
- March 6 or may 6 1856
o Because of conservatives to where his parents weren’t married yet
- Born in Freiberg Moravia, now in Czech Republic
- First born of Jacob and Amalie Nathanson Freud
- 2 elder brothers on father side from previous marriage
- Lived in Vienna for 80 yrs. 1938 Nazi invasion forced him to emigrate to London
where he died on sept 23, 1939 at 83 y/o
- Died of cancer
- Favorite son of Amalie
- Was not close to any of his siblings
- When Freud was 1 and a half, Julius was born, the 2nd child. He wished his
brother would die and he did at 6 months. He was guilty
- In middle age, he understood he did not cause this death. Children often have
death wishes for a younger sibling. The guilt followed him to adulthood, this
event contributed to his psyche development
- All of the theories of personality were based off their own personal background
- Good relationship to his mother, the most free from ambivalence of all human
relationships
- Freud is scholarly, serious minded, and self-confident
- Ambitious
 - Vienna medical school with no intention of practicing medicine
- He is drawn to medicine but does not love medical pracrice as he had a passion
about human nature
- Josef Breuer, his friend and professional associate during medical school.
Breuer is a well-known Viennese physician 14 yrs older than Freud
- Breuer taught freud about CATHARSIS: the process of removing hysterical
symptoms through talking them out
o While this, freud discovered FREE ASSOCIATION TECHNIQUE (which soon
replaced hypnosis as his principal therapeutic technique)
o It was rumored that Freud abandoned hypnosis because he was not good
at this
- Preferred teaching and doing research in physiology after graduation. But due to
financial reasons and that he is a jew, he believed his opportunity for academic
advancement is limited so he practiced medicine
- He worked for 3 yrs in the general hospital of Vienna
o Where he was exposed to psychiatry and nervous diseases
- 1885
o He received travelling grant from university of Vienna to study in Paris
with famous French neurologist Jean-Martin Charcot (significant in the
development of psychoanalysis)
- 4 months of training where he learned hypnotic technique used to treat hysteria
o disorder charactered by paralysis or the property functions of certain
parts of the body
o Now hysteria is called conversion disorder
o Hysteria was also known as wandering womb/female madness with the
uterus travelling throughout the woman’s bodies and causing various
parts to malfunction
o Before they believed that it was exclusive to women
o Freud believed that hysteria was caused by psychogenic and sexual origin
o Charcot also taught him of sexual origin of hysteria
o They treated women from hysteria by pelvic massage
o They believed hysteria is caused by not having enough sex
o He learned about male hysteria from Charcot

FREUD’A FRUSTRATIONS AT WORK

- 1884-1885
o The earlier cocaine incident with the colleague
- 1886
o Presented a paper on male hysteria but the imperial society of physicians
were already familiar with it and did not respond well to his presentation
o In his autobiography, he described that event as that society cannot
fathom the concept of male hysteria
- 1897
 o Freud later proposed that neuroses have their etiology in a child’s
seduction by a parent but abandoned the “seduction theory”
▪ He had not treated a patient with this theory
▪ Fathers would be accused of sexual perversion because of hysteria
that was common among his own siblings
▪ The unconscious mind could probably not distinguish reality from
fiction, this evolved as his concept of Oedipus Complex
▪ The unconscious memories of advanced psychotic patients almost
never revealed earlier childhood sexual experiences
▪ All of these were revealed to his friend felis

THE CASE OF ANNA O

- Josef Breuer discussed in detail to Freud the case of Anna O. (Bertha Papenheim)
a young woman that Freud never met
- Anna O was the patient of Breuer
- Freud urged Breuer to collaborate with him in publishing an account of Anna O
and several cases of hysteria
- Breuer was not as eager and as revolutionary as Freud.
- The cases of hysteria were rather few
- Breuer questioned his idea that the childhood sexual experiences were the
cause of adult hysteria but eventually agreed to published Studies of Hysteria
(Breuer & Freud, 1895/1955)
- In the book, Freud introduced the term “physical analysis”. The following year,
he began calling his approach “psycho-analysis”
- Freud and Breuer eventually became personally estranged due to professional
disagreements

Freud’S MID-LIFE CRISIS

- Wilhelm Fliess, Berlin physician were friends with Freud in 1887 but they come
closed with the conflict with Breuer and Freud
- Freud’s letter to Fliess constitute the beginning of psychoanalysis
- Late 1890s: Freud suffered professional isolation and personal crisis. He began
to analyze his own dreams
- 1896: after the death of his father, he initiated the practice of analyzing himself
daily
- He regarded himself as his own best patient
- That personal crisis was his realization that he was middle aged and had yet to
reach the fame he wanted
- Biographers would describe this time as “creative illness” a condition
characterized by depression, neurosis, psychosomatic ailments and an intense
preoccupation with some form of creative activity
 - At midlife, feud suffered from self-doubts, depression and an obsession with his
own death
- Freud had a very infrequent sex life. After anna, his youngest child was born in
1895, Freud was younger than 40, he decided to have no sexual intercourse for
several years because he did not want any more children to focus on anna, thus
sexual abstinence
- 1899: Freud completed his greatest work, the interpretation of dreams. The
outgrowth of self-analysis, his own dreams disguised behind fictious name
o Gained him fame and recognition only after several years
o 5 years after the release of the book, Freud began to have a renewed self-
confidence
o Dreams is the royal road to knowledge

WEDNESDAY PSYCHOLOGICAL SOCIETY

- 1902
o Freud invited small group of younger Viennese physicians to his home to
address psychological issues
o Alfred Adler, Wilhelm Stekel, Max Kahane and Rudolf Reitler
▪ Adler (1911) and Stekel (1912) left the movement
- 1908
o The Vienna psychoanalytic society
o Adopted a more formal name
- 1910
- Freud and his 17 followers founded the international psychoanalytic association
with Carl Jung as president (crown prince, the man of the future)
o Jung left the movement in 1913 (because of some disagreements
between Jung and Freud that started in the US where they did a series of
lecture, they then started to interpret each other’s dreams)
ON FRIENDSHIPS
- Sensitive, passionate
- Had capacity for intimate and secretive friendships
- Most of his deeply emotional relationships came to an unhappy end
- Did not tolerate others’ options on his theories
- Freud felt persecuted by his former friends and regarded them as enemies
- He thought his past friends who disagreed with him came from professional
jealousy and the scientific differences came later (in reality, these people were
just against some of his teachings)

WORLD WAR I
- Was cut off from his followers
- Little food and hear
 - After war he went through 33 operations for cancer of the mouth
o Replaced his jaw
- Made revision on his theory
o Elevated aggression to level and equal to that of the sex
▪ The difficulties of the war made him realize aggression is a
concept that you can’t really deny
o Included repression as one of the defenses of the ego
o Attempted to clarify the female Oedipus complex
▪ Which he never completely accomplished
▪ Other authors would call it electra complex

Freud
- Knew german and other languages
- Awarded Goethe prize for literature in 1930
- Ambivalent feelings towards his father and other fathers
- Tendency to hold grudges
- Ambitious
- Strong feelings of isolation even when he had followers
- Intense and irrational dislike of America and americans
o He felt disrespected
o Suffered indigestion and diarrhea because of the water
o Misspelt his name
o They challenged his theories
o Welcomed him with the german flag (they don’t like the germans)
- Freud’s death may have been a physician-assisted suicide
o Max Sker
o 3 heavy morphine doses
- His chain-smoking led to more than 30 cancer surgeries including removing a
large part of his jar
o He never quit
o He believed smoking enhanced his productivity and creativity

FRED: PSYCHOANALYSIS
- One of the founding concepts in psychology
- Many theories that were influences by this
- The most controversial
- Theories does not necessarily mean that it is 100% true of fals, it challenges us
of our believes

LEVELS OF MENTAL LIFE

 - Unconscious & Conscious: people are motivated primarily by drives of which
they have little or no awareness
o Unconscious
▪ Unconscious proper
▪ Preconscious
UNCONSIOUS
- Contains all drives, urgers, instincts that are beyond out awareness
- Motivates our words, feelings and actions
- Not available to the conscious mind
- Can sometimes enter into consciousness through distorted, distinguished
manner such as dreams, slip of the tongue, jokes
- Prevents anxiety producing memories from entering awareness
o Main concept of Freud
- Contains childhood sexual and aggressive motifs because these were punished
or suppressed, such created feelings of reflect that may stimulate repression
o The unique concept of Freud about childhood sexuality and aggression
o Why the theory is controversial
- It is not dormant and is constantly strive to become conscious
- May motivate people
- May take an opposite form from the original feelings (reaction formation)

PHYLOGENETIC ENDOWMENT
- Portion of unconscious that originates from experiences from our early
ancestors that has been passed to us through hundreds of generations
o Oedipus Complex, Castration anxiety
- Similar to Carl Jung’s COLLECTIVE UNCONSCIOUS
- Jung have primary emphasis on collective unconscious while Freud only had this
as a last resort and only fill the gaps left by individual experiences

PRECONSIOUS

- Contains all elements that are not conscious but can become conscious either
quite readily with some difficulty
- Not purely conscious
- We can draw from this so it can go up to consciousness
- SOURCES OF PRECONSIOUS
o Conscious Perception
▪ What a person perceives is conscious for only a transitory period.
Passes quickly when the focus of attention shifts to another idea
o Unconscious Perception
▪ Disguised unconscious thoughts that come to consciousness
through dreams, slip of the tongue, defense mechanisms
 ▪ Unconscious drives in us that can become conscious but it
formulates into other things so that we will not become to anxious
about it

CONSCIOUS

- Mental elements in awareness at any given point in time

- Directly available
- Consciousness plays a minor role in psychoanalytic theory
o Freud’s focus was mostin in the unconscious
- PERCEPTUAL CONSCIOUS
o Perceived through the sense organs enters into consciousness if it is not
too threatening
▪ Cognitive psychology
▪ Bottom-Up Processing
- Perceptions from within the mental structure and includes nonthreatening ideas
from the preconscious as well as well disguised images from the unconscious
o Top-down Processing
PROVINCES OF THE MIND
- 1920
- Structural model that helped Freud explain mental images according to their
functions and purpose
- For some people the superego does not grow after childhood, for others it may
dominate the personality at the cause of guilt
- Ed, ego, superego
- Das es/it = id
- Das ich/ I = ego
- Das-uber-ich/over-I = superego
- Hypothetical constructs
- Related to cognitive psychology
- Interacts with the level of mental life (conscious, preconscious, unconscious)
- Superego = preconscious & unconscious
- Id = completely unconscious
- Ego = partly conscious, preconscious, and unconscious
o The division among the regions are not sharp and well defined and varies
in different individuals
o Healthy individuals integrate the id and superego for a smooth
functioning ego and operate in harmony with minimum conflict
ID
- Contains basic drives
- Primary motivates
- Completely unconscious, primitive chaotic
- The it or not yet owned component of personality
- No contact with reality yet it strives to reduce tension by satisfying basic desires
- Illogical
- Entertains incompatible ideas
o No morality (not immoral, it is amoral—it cannot differentiate good from
evil, no concept of morality)
o Serves pleasure principle
- Childhood wish impulses remain unchanged in the id for decades
o All childhood impulse are reattained in the id
- Operates through primary process and dependent on the development of the
secondary process (ego)
- Manifested during infancy
o When a baby wants milk
o When the baby recognizes and adapts to the external world, that is when
it is beginning to drift from the id
EGO
- Only region with contact with reality and external world
- Reality principle
- Decision making
- Executive branch of personality
- Partly conscious, partly preconscious, partly unconscious
- Serve as a third master and reconcile the blind irrational claims of the id and the
superego with the realistic demands of the external world
- This can make the ego anxious and resort to defense mechanism to survive
- The ego has no strength on its own but borrows energy from the id
o The id so so powerful that even though it is unconscious, it resurfaces in
the preconscious but takes on more acceptable forms

SUPEREGO
- As children reach 5 or 6 yrs, they identify with the parents and learn what they
should or not do, this is the origin of that
- Represents the moral and ideal aspects of personality
- Guided by moralistic and idealistic principles
- Has no energy of its own
- Has no contact with the outside world therefore has unrealistic demands for
perfection
- A well-developed superego acts to control sexual and aggressive impulses
through repression
- Has 2 subsystems
o CONSCIENCE: results from experiences with punishment for improper
behavior and tells us what we should not do
o EDO-IDEAL: develops from experiences with rewards for proper behavior
and tells us what we should do
- Guild is the result when the ego acts (or intends to) contrary to the superego’s
moral standards
- Not meeting the standards results to feelings of inferiority
- When you do not forgive yourself, that is the superego
- It is unrealistic, does not consider the difficulties or impossibilities faced by the
ego.

DYNAMICS OD PERSONALITY
- People are motivated to seek pleasure and reduce tensions and anxiety
- Motivation is derived from psychical and physical energy that springs form the
basic drives
o Drive
 o Sex
o Aggression
o Anxiety

- DRIVE
o Trieb (German)
o Stimulus
o Translators rendered term to Instinct
o Drive/Impulse is more accurate
o Drive cannot be avoided
o Is an internal stimulus
o Originates from the Id but come under the control of the ego
o Each drive has own form of psychic energy
o Grouped into two
▪ Sex or Eros (psychic energy libido)
▪ Aggression or Thanatos (no name for psychic energy)
o Every drive is characterized by an impetus, a source, an aim and an object
▪ IMPETUS: AMOUNT OF FORCE that drives us
▪ SOURCE: region of the body of excitation or tension
● For Freud, it is the genitals
▪ AIM: seeks pleasure by removing that excitation or reducing the
tension
▪ OBJECT: the person or thing that serves as the means through
which the aim is satisfied
- SEX
o Aim for sexual drive is pleasure or reduction of sexual tension
o entire body is invested in libido. Specific boy areas concerned with libido
is called EROGENMEOUS ZONES.
o All pleasurable activity is traceable to the sexual drive
▪ If we find pleasure in eating, it can be for this as well
o Sex can take many forms
▪ Narcissism, love, sadism, masochism
o Primary Narcissism
▪ Normal for infants
▪ Infants’ libido are invested almost exclusively on their own ego
▪ Gives it up as it grows older and meets new people
▪ Universal
o Secondary Narcissism
▪ Object libido
▪ Preoccupation with personal appearance and self-interests
▪ Even with the notion of other people
▪ Common to nearly everyone
▪ Not universal
o Love
 ▪ Develops when people invest their libido on an object/person
other than themselves
▪ Love and narcissism are interrelated
▪ Love of self is accompanied by narcissistic tendencies when people
love someone who serves as an ideal or model of what they like to
be
▪ When we love, we want others to love us back
▪ We like people who are like us, that compliments us
o Sadism
▪ Common need for sexual pleasure by:
● Inflicting pain
● Inflicting Humiliation
● Needs others to satisfy their need and are more dependent
● Freud said this was common
● Becomes a disorder to an extent
● If we do not intend to hurt other people, this is unconscious
sadism
o Masochism
▪ Common need for sexual pleasure by:
● Suffering pain
● Suffering Humiliation
● Do not depend on other person for satisfaction
● To some extent, common to all people
● We like to inflict pain onto ourselves consciously and
unconsciously
- AGRESSION
o Book beyond the pleasure principle
▪ During the time his 5th child, Sofie, died (interwar influenza
epidemic)
o Life and death impulses constantly struggle against one another for
ascendency but both will bow down to the reality principle (The demands
of the real world prevent fulfilment of complete sex and aggression)
o Aim of the destructive drive is to return the organism to an inorganic
state
▪ the ultimate inorganic state condition is DEATH
▪ the final aim of aggressive drive is SELF-DESTRUCTION
● according to Freud, we all have this drive
o flexible and can take a number of forms
▪ teasing, gossip, sarcasm, humiliation, humor, enjoyment of others’
sufferings
o aggressive tendency is present in everyone
o people use reaction formation as defense against aggression. It involves
the repression of strong hostile impulses and the overt and obvious
expression of the opposite tendency
▪ to counter aggression, we do the opposite things
 - ANXIETY
o Affective, unpleasant state
o Physical sensation that warns the person against impending danger
o Too much will lead to disorder
o Only the ego can produce of feel anxiety
o Id and superego are contributing to anxiety
o Serves as ego-preserving mechanism
▪ Signals us about danger
▪ Stimulates us to mobilize for fight or flight (defense)
o Self-regulating
▪ Precipitates repression that reduces pain of anxiety
▪ Defense behavior to protect ego
o NEUROTIC
▪ Resulted from ego’s dependence to id
▪ Apprehension about unknown danger
▪ Unconscious manifestation of how we fear our parents punishing
us
o MORAL
▪ Resulted from ego’s dependance to superego
▪ Sexual urges we know that are morally wrong, superego represses
that
o REALISTIC
▪ Resulted from ego’s dependence to outer world
▪ Closely related to fear

DEFENSE MECHANISM
- Normal
- Universally used
- Extreme use leads to compulsive, repetitive and neurotic behavior
- The more defensive = the more psychic energy we have left to satisfy impulses
- Freud’s principal defense mechanisms include (1926)
o Repression, reaction formation, displacement, fixation, regression,
projection, introjection, and sublimation
o Anna Freud further refined and organized the concepts (not mentioned)
- Each defense mechanism can be carried to a point of psychopathology if overly
used
- REPRESSION
o Most basic defense mechanism
o Involved in other defense mechanism
o Represses the impulses
▪ Forces threatening feelings into the unconscious
o In many cases repression is for lifetime
▪ These impulses may remain unchanged and forgotten
▪ Or drive may be strong enough to force it into consciousness
● But may create anxiety
● Especially if triggered by another event
o May be repressed in disguised form that deceives the ego
▪ Physical symptoms, sexual impotency, sexual guilt, dreams, slips
of tongue or in other defense mechanisms
o No society permits a complete and inhibited expression of sex and
aggression
o Unconsciously denies impulses

▪ You do not notice

- REACTION FORMATION
o Unconsciously adopting a disguise that is directly opposite its original
form
o Limited to a single object
o Usually in exaggerated form
o Example: exaggerating love and affection for a parent when you resent
them

- DISPLACEMENT
o Redirecting unacceptable urges onto a variety of people or objects so that
the original impulse is disguised or concealed
o Actions were not exaggerated
o Example: boss that is angry at spouse may displace frustrations into their
employees
- FIXATION
o Strategy of the ego
o To remain at the present, more comfortable psychological stage
o Permanent attachment of the libido onto an earlier more primitive stage
of development
o Example: deserived pleasure from eating, smoking, or talking = orally
fixated
o Example: obsession with neatness and orderliness = anal fixation
o May be more permanent in terms of our behavior

- REGRESSION
o During times of stress and anxiety, we revert back to earlier stages
 o Returning to earlier, safer, more secure patterns of behavior and to invest
their libido into a amore primitive and familiar objects.
o Behavior can be rigid and infantile
o Example: stomping feet, assuming a fetal position when crying, an adult
would go back to their mother to stay in old room
o Usually, temporary

- PROJECTION
o Seeing in other’s unacceptable feelings ot tendencies sthat actually
resides in one’s own unconscious
o Placed an unwanted impulse onto an external object
o Example: expressing anger towards LGBT community when he has
unconscious inclination towards homosexuality

- INTROJECTTION
o People incorporate positive qualities of another person into their own ego
o Wanted to get other people’s good traits and characteristics for yourself
so you can feel good about yourself
o To improve feelings of inferiority
o Example: saying I hate you to someone when you hate yourself
o Adopting mannerisms, values, or lifestyle of a movie star giving them an
inflated sense of worth

- SUBLIMATION
o Substituting a cultural or social aim expressed most obviously in creative
cultural accomplishments such as art, music, and literature
o Balance between personal pleasure and social accomplishments.
o Doing things that are beneficial for both the individual and society
o Turning your energy into something useful
o Example: excelling in academics, taking parts in research

- PATHOLOGICAL DEFENSE MECHANISMS

o Denial
- IMAATURRE DEFENSE MECHANISMS
o Projection
▪ Projective Identification: a person can demonstrate what the
projected person was projected with
o Passive Aggression
▪ Failure to do something
▪ Doing it slowly
- NEUROTIC DEFENSE MECHANISMS
o Intellectualization
▪ Separates emotions from ideas
▪ Rationalization: “not our fault”
o Regression
FREUD’S THEORY OF PSYCHOSEXUAL DEVELOPMENT
- Unresolved conflict = fixation
- STAGE 1: ORAL (BIRTH TO 1 Y/O)
o Infants rely on Id
o Do not have ego or suer-ego
o Sucking on objects
▪ Too much can be an oral fixation
o Consequences:
▪ Oral Aggressive: chweing on objects (pens, nails)
▪ Oral Passive: taking up oral activities (smoking, eating, drinking,
kissing)
o Passive or manipulative personality
- STAGE 2: ANAL STAGE (1-3 Y/O)
o Toliet training
o Involves competition between the id impulses (to go to bathroom) and
the ego (to not get embarrassed from soiling pants)
o Parents who overemphasize toliet and cleanliness may lead to the child
being anak retentive or obsessed with cleanliness
o Children who struggled with toliet training may have difficulty controlling
their impulses and get in trouble
- STAGE 3: PHALLIC STAGE (3-6 Y/O)
 o Focus on genetals
o Oedipus Complex
o Catration Anxirty: fear that father with castraate if child expresses his
jealousy towards father
o Boys who get fixiated in the oedipus in the phallic may be aggressive and
jealous adults
o Electra Complex
o Penis Envy
o Girls fixiated in this stage may keep penis envyy—desire to dominate and
be passive towards men
o Compexes were repressed from conscious mind
- STAGE 4: LATENCY (6 – PUBERTY)
o No conflits
o Hobbies, friendships, growing
o Any abnormal behavior is from what occurred in earlier stages
- STAGE 5: GENITAL STAGE (PUBERTY – ADULTHOOD)
o Psychological detachment and independence from parents
o Attempts to reoslve issues that were caused in earlier stages

PSYCHOANALYTIC THEORY
- Psychoanalytic Therapy
o Way to uncover repressed memories through free association and dream
analysis
o Used by Freud
- Freud was more concerned with theory building than threating sick people
- Was more into learning than practicing the technique/therapy
- TRANSFERENCE
o Strong sexual or aggressive feelings
o Positive or negative
o Feeling that patients develop towards their analyst during treatment
o Freud saw this as a good sign as the patient would be close to the
unconscious
- Patent feel towards the analyst the same way as they previously felt towards
their parent(s)
- One of the most important concepts is childhood experience
- Positive transference permits patients to relive childhood experiences within the
nonthreatening climate of the analytic treatment
o Able to relive their childhood experiences
- Negative transference in the form of hostility must be recognized by the
therapist and explained to patents so they can overcome any resistance to
treatment
o Patient could feel attached to their therapist
o The negative feelings towards the childhood will resurface
 - RESISTANCE
o Variety of unconscious responses used by patients to block own progress
in therapy
o Can be positive sign
o Indicates that therapy has advanced beyond superficial material
o Unconscious manifestation
- COUNTERTRANSFERENCE
o Occurs when therapist transfers emotions to a person in therapy
o Is often a reaction to transference
o The therapist would be the one who is frustrated
o Negative reaction towards clients

LIMITATION OF PSYCHOANALYTIC TREATMENT

1. Not all old memories can or should be brought into consciousness
o Old memories can not be related and just opening a fresh wound

2. Treatment is not as effective with psychosis or with connotational illness as

it is with phobias, hysteria, and obsessions
o Psychoanalytic treatment is not for people who have particular psychosis,
not effective for all types

3. A patient once cured may later develop another psychotic problem

- Psychoanalysis can be used in conjunction with other therapies but not

shortened or modified in any essential way

FREUD’S THERAPEUTIC TECHNIQUE

- Extracting repressed childhood memories
o
- Seduction Theory
o He realized his technique was highly suggestive and coercive. Like
putting words into the mouth of his clients.
o May have elicited memories of seduction from their parents
o Lacked evidence that the memories were real
- When he abandoned his seduction theory
o Under pressure, majority of patients reproduced childhood scenes in
which they were sexually seduced by some adult

- He gradually adopted a more passive psychotherapeutic technique

1. Free association
o Technique used in psychoanalytic theory
o Talks of whatever comes to whatever is on their mind as the therapist
gives a word or idea while the patient immediately responds to the first
word that comes to mind
o Goals is to identify genuine thoughts and feelings in life situations that
might be problematic yet not be self-evident
o Hoped that fragments of repressed memories will emerge during free
association, giving an insight into the unconscious mind
o free association may not prove useful if the client shows resistance
▪ the presence of resistance often provides a strong clue that the
client is getting close to some important repressed idea in their
thinking, that further probing the therapist is called for
o freud reported that his free association-ing patients occasionally
experiences such emotionally intense and vivid memory that they almost
relive the experience
▪ this is like a flashback from a war or rape experience
o such a stressful memory, so real it feels like it is happening again, is
called an abreaction
o if such a disturbing memory occurred in therapy or with supportive friend
and one felt better relieved or cleansed– later it would be called a
catharsis
o frequently, these intensely emotional experiences provided freud a
valuable insight into the patient’s problems

2. Dream Analysis
o to transform the manifest content (surface meaning or the conscious
description given by the dreamer) of dreams to more important latent
content (refers to unconscious material)
o all dreams are wish fulfilments.
▪ only dream interpretation can uncover that wish
o except for REPETITION COMPULSION found in people with posttraumatic
stress disorder
o dreams are formed in the unconscious
▪ but try to surface in conscious
o PROCESS:
▪ CONDENSATION: refers that manifest dream content is not as
extensive as the latent level. unconscious material has been
condensed before appearing on the manifest level
● uses symbols
▪ DISPLACEMENT: means that the dream image is replaced by some
other idea only remotely related to it
● uses symbols
▪ INHIBITION OF AFFECT: feeling neither joy nor sorrow
o Freud;s dream interpretation
 ▪ ASSOCIATION: ask patients to relate their dream and all their
associations to it, no matter how illogical it was
▪ SYMBOLS: if unable to associate, dream symbols to discover
unconscious elements underlying the manifest content

3. Freudian Slip
o Fehlleistung: german for faulty functions
o Parapraxes: unconscious slips (james strachey)
o serious mental acts
o arise from concurrent actions
o similar to dreams
▪ product of preconscious and unconscious
o denying it signify important
o freud attributed many of his own faulty acts in this book psychopathology
of everyday life
o the intention of the unconscious supplants the weaker intentions of the
preconscious thereby revealing a person’s true purpose.

8 romains that psychoanalysis and neuroscience share are:

1. the nature of unconscious mental processes
2. the nature of psychological casualty
3. psychological casualty and psychopathology
4. early experience and the predisposition to mental illness
5. the preconscious, unconscious and the prefrontal cortex
6. sexual orientation
7. psychotherapy and structural changes in the brain
8. psychopharmacology as an adjunct to psychoanalysis

Unconscious mental processing

- unconsiousness come from damage to the region of the brain stem (coma)
- the dorsal frontal cortex

Pleasure and the Id: Inhibition and the Ego

- pleasure seeking drives have their neurological origins
- brain stem
- limbic system
- neurotransmitter dopamine
-

Freud’s Theories
- ability to generate research
- average
- falsifiable
- low
- organize knowledge into meaningful framework
- moderate
- guide for the solution of practical problems
- low
- internal consistency
- high
- parsimonious
- low