Topic # 1 Final coverage Lesson 6
theories in psychology that see human
SIGMUND FREUD: PSYCHOANALYTIC / THEORY OF
PERSONALITY
What is the role of Psychology in understanding
the self?
 Psychology is the scientific study of the mind
and behavior.
 Psychologists are actively involved in studying
and understanding mental processes, brain
functions, and behavior.
 the four primary goals of psychology are to
describe, explain, predict, and change behavior.
 In many ways, these objectives are similar to
the kinds of things you probably do every day
as you interact with others.
Four Major Goals of Psychology
 DESCRIBE: To describe human thought and
behavior
 EXPLAIN: To explain why these behaviors occur
 PREDICT: To predict how, why and when these
behaviors will occur again in the future
 MODIFY: To modify and improve behaviors to
better the lives of individuals and society as a
whole
“Childhood memories are the most beautiful and
unforgettable part of everyone’s life. Sometimes I
wish I could go back to the past. Nothing to get
back but to enjoy those days twice. So precious, so
memorable and the most beautiful”
- Vrushika
Psychodynamic theory
 Psychodynamic theory states that events that
occur in childhood.
 Have a great influence on our adult lives,
shaping our personality.
 The psychodynamic theory is a psychological
theory of Sigmund Freud (1856-1939) and his
later followers applied to explain the origins of
human behavior.
 The psychodynamic approach includes all the
functioning based upon the interaction of
drives and forces within the person, particularly
unconscious, and between the different
structures of the personality.
 Psychodynamic theory is an approach to
psychology that emphasizes systematic study of
the psychological forces that underlie human
behavior, feelings, and emotions and how they
might relate to early experience. It is especially
interested in the dynamic relations between
conscious motivation and unconscious
motivation.
 Also known as psychodynamic psychology.
Child Safeguarding
7 Positive childhood experiences – Identifying
positive childhood experiences that shape mental
health in adults
Research demonstrates that both positive and
adverse shape brain development and health
across life span. Studies on child development
show that Positive Childhood Experiences (PCEs)
lay a foundation for optimal childhood
development and flourishing adult mental and
social connectedness despite co-occurring
adversities. The 2019 study at Johns Hopkins
University identifies 7 Positive Childhood
Experiences. Providing a loving and supporting
home environment for children sets them on a
healthy path to adulthood.
1. Ability to talk with family about feelings
2. Felt experience that family is supportive in
difficult times
3. Enjoyment in participation in community
traditions
4. Feeling of belongingness in high school
5. Feeling on being supported by friends
6. Having at least two non-parent adults who
genuinely care
7. Feeling safe and protected by an adult at home

We can create positive experience
Strengthen family’s financial stability
 Paid time off
 Child tax credits
 Flexible and consistent work schedules
Promote social norms that protect against violence
 Positive parenting practices
 Prevention efforts involving men and boys
Help kids have a good start
 Early learning programs
 Affordable preschool and childcare programs
Teach healthy relationship skills
 Conflict resolution
 Negative feeling management
 Pressure form peers
 Healthy non-violent daring relationships
Connect youth with activities and caring adults
 School or community mentoring programs
 After-school activities
Intervene to lessen immediate and long-term
harms
 ACEs education
 Therapy
 Family-centered treatment for substance abuse
Types of ACEs
Abuse
 Emotional
 Physical
 Sexual
Neglect
 Emotional
 Physical
Household Challenges
 Substance misuse
 Mental illness
 Suicidal thoughts and behaviors
 Divorce or separation
 Incarceration
 Intimate partner violence or domestic violence
Other Adversity
 Bullying
 Community violence
 Natural disasters
 Refugee or war time experiences
 Witnessing or experiencing acts of terrorism
Sigmund Freud
 Jewish- German Physician and Psychologist.
 Father of Psychoanalysis.
 Born on May 6, 1856
 Austrian neurologist and the founder of
psychoanalysis.
 He was born to Galician Jewish parents in the
Moravian town of Freiberg, in the Austrian
Empire.
 He began his study of medicine at the university
of Vienna in 1873.
 Founder of the psychodynamic approach to
psychology, which looks to unconscious drives
to explain human behavior.
 Freud believed that the mind is responsible for
both conscious and unconscious decisions that
it makes on the basis of psychological drives.
 He explored the human mind more thoroughly
than any other who came before him.
 His contributions to psychology are vast.
 He was one of the most influential people of
the 20th century and his enduring legacy has
influenced not only psychology, but art,
literature, and even the way people bring up
their children.
 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).
 The words psychodynamic and psychoanalytic
are often confused.
 Remember that 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.
 Emphasized the importance of the unconscious
mind, and a primary assumption of Freudian
theory is that the unconscious mind governs
behavior to a greater degree than people
suspect.
 Indeed, the goal of psychoanalysis is to make
the unconscious conscious.
 Freud believed that people could be cured by
making conscious their unconscious thoughts
and motivations, thus gaining "insight".
 The aim of psychoanalysis therapy is to release
repressed emotions and experiences, i.e., make
the unconscious conscious.
 Psychoanalysis is commonly used to treat
depression and anxiety disorders.
 It is only by having a cathartic {releasing,
therapeutic} (i.e., healing) experience can a
person be helped and "cured".
His Concepts:
 Free Association
 Id, Ego and Super Ego
 Freudian Slip
His Theories:
 The Unconscious Mind
 Dream Analysis
 Oedipus Complex Castration Complex
Psychoanalysis
 A systematic structure of theories concerning
the relation of conscious and unconscious
psychological processes.
 Technical procedure for investigating
unconscious mental processes and for treating
psychoneuroses.
 In other words, Psychoanalysis is when
someone evaluates someone else and figures
out treatment for a mental illness.
 Psychoanalysis-transference and resistance
analysis of free association.
 Example of psychoanalytic theory includes:
While this could have just been a simple
accident, psychoanalytic theory says that there
is a deeper reason for April's slip –
 For example, she still has feelings for Mark and
her mind is on him, and therefore she called
her new date by her old boyfriend Mark's
name.
What is the importance of Psychoanalysis?
 It is important because it was the first school of
psychology to focus on the unconscious and the
desires and impulses that may drive our
behavior
 Gaining insight into your feelings, behaviors,
and experiences can help you better
understand the unconscious forces that
continue to exert an influence on your actions,
your relationships, and your sense of self.
 Psychoanalytic therapy may also help you learn
techniques for coping when future problems
arise.
Benefits of Psychoanalysis
 You are accepted for who you are
 You’re appreciated for your unique challenges
 Therapy is not time-limited
 The quality of individual’s life is enhanced
 It caters the emotional needs of the individual
Catharsis
 Catharsis is a concept in psychoanalytic theory
wherein the emotions associated with
traumatic events come to the surface.
 The word has its origin in a Greek term for
cleansing or purging, and catharsis is associated
with the elimination of negative emotions,
 affect, or behaviors associated with
unacknowledged trauma
 Some examples of how catharsis might take
place include: Talking with a friend.
 A discussion with a friend about a problem you
are facing might spark a moment of insight in
which you are able to see how an event from
earlier in your life might be contributing to your
current patterns of behavior.
The three layers of self
Sigmund Freud as famous Neurologist and creator
of Psychoanalysis he postulated that there are
three layers of self within us all.
These are the Id, Ego and Superego
Freud's Psychoanalytic theories
 The id, ego, and super-ego are three aspects of
the mind Freud believed to comprise a person's
personality.
 Id, ego, and super-ego are the three distinct,
interacting agents in the psychic apparatus
defined in Sigmund Freud's structural model of
the psyche.
 The three agents are theoretical constructs that
describe the activities and interactions of the
mental life of a person.
 In the ego psychology model of the psyche, the
id is the set of uncoordinated instinctual
desires; the super-ego plays the critical and
moralizing role; and the ego is the organized,
realistic agent that mediates, between the
instinctual desires of the id and the critical
super-ego.
 Freud believed people are "simply actors in the
drama of [their] own minds, pushed by desire,
pulled by coincidence.
 Underneath the surface, our personalities
represent the power struggle going on deep
within us.
Id:
 Part of the unconscious mind
 Contains our needs, drives, instincts, and
repressed material
 Pleasure Principle
 It is the first part of the self to develop.
 To describe the Id we can think of an infant.
 It doesn’t care about morals and societal norms
 The id according to Freud is the part of the
unconscious that seeks pleasure. An instant
gratification.
 His idea of the id explains why people act out in
certain ways when it is not in line with the ego
or superego.
 The id is the part of the mind, which holds all of
humankind’s most basic and primal instincts.
 It is the impulsive, unconscious part in the
mind that is based on desire to seek immediate
satisfaction.
 The id does not have a grasp on any form of
reality or consequence.
 Freud understood that some people are
controlled by the id because it makes people
engage in need-satisfying behavior without any
accordance to what is right or wrong.
 Freud compared the id and the ego to a horse
and a rider.
 The id is compared to the horse, which is
directed and controlled, by the ego or the rider.
 This example goes to show that although the id
is supposed to be controlled by the ego, they
often interact with one another according to
the drives of the id.
 Of course, as baby progresses into childhood it
begins to understand that every need can’t be
immediate met.
 With maturity comes the realization that some
needs should definitely not be met, especially
those who that are illegal or immoral.
 In the same manner, we humans form another
layer of self that grasps these concepts. This is
known as Ego.
Ego:
 Part of the conscious mind, in touch with reality
 Strives to balance/meet the needs of the id and
the superego in socially acceptable ways
 Reality Principle
 The Ego is part of us that functions in reality.
The ego regulates how many of the id’s urges
will be expressed.
 In other words, while the Id is totally irrational,
the Ego is able to discern what IS RIGHT OR
WRONG in context.
 Example, the Ego is at work when a teenager
decides to wait for dinner rather than raiding
the pantry and spoiling his appetite.
 In order for people to maintain a realistic sense
here on earth, the ego is responsible for
creating a balance between pleasure and pain.
 It is impossible for all desires of the id to be met
and the ego realizes this but continues to seek
pleasure and satisfaction.
 Although the ego does not know the difference
between right and wrong, it is aware that not
all drives can be met at a given time.
 The reality principle is what the ego operates in
order to help satisfy the id’s demands as well as
compromising according to reality.
 The ego is a person’s "self" composed of
unconscious desires.
 The ego takes into account ethical and cultural
ideals in order to balance out the desires
originating in the id.
 Although both the id and the ego are
unconscious, the ego has close contact with the
perceptual system.
 The ego has the function of self-preservation,
which is why it has the ability to control the
instinctual demands from the id.
Superego:
 Part of the conscious mind, in touch with reality
 Source of one’s conscience
 Counteracts the socially undesirable impulses
of the id
 Moral Principle
 The superego, which develops around age four
or five, incorporates the morals of society.
 Freud believed that the superego is what
allows the mind to control its impulses that are
looked down upon morally.
 It is sometimes referred to as the “voice of
God.” It strives for perfection.
 It acts as a judge, referee, a decision-maker
when the Id and Ego are in conflict.
 It stops the Id from doing something wrong. Its
restraints the ego when it goes out of bound.
 The superego can be considered to be the
conscience of the mind because it has the
ability to distinguish between reality as well as
what is right or wrong.
 Without the superego, Freud believed people
would act out with aggression and other
immoral behaviors because the mind would
have no way of understanding the difference
between right and wrong.
 The superego is considered to be the
"consciousness" of a person’s personality and
can override the drives from the id.
 Freud separates the superego into two
separate categories; the ideal self and the
conscience.
 The conscience contains ideals and morals that
exist within a society that prevent people from
acting out based on their internal desires.
 The ideal self contains images of how people
ought to behave according to society's ideals.
 Its main concern is to decide and act in
accordance to what is morally and socially
acceptable standards.
 Hence Freud, divided the mind into three parts
called the Topographical Model; the conscious,
the preconscious and the unconscious.
 What is the structure and development of
personality, according to Sigmund Freud and
his successors (i.e., psychoanalysts)
 According to psychoanalysts, much of behavior
is caused by parts of personally which are found
in the unconscious and of which we are
unaware.

Freud’s View
 Freud’s 3 levels of awareness/consciousness:
 Sigmund Freud is known as the father of
o Conscious mind
psychology and the creator of psychotherapy or
o Preconscious mind
psychoanalysis.
o Unconscious mind
 Freud studied his patients’ dreams closely
 He realized that our actions are results of The unconscious mind
hidden or unconscious desires.
 (Or the unconscious) consists of the processes
 The unconscious is a repository of memories,
in the mind which occur automatically and are
fears, hopes, etc.
not available to introspection (self-
The conscious. The small amount mental activity examination) and include thought processes,
we know about. memories, interests and motivations.
 Even though these processes exist well under
 Thoughts
the surface of conscious awareness, they are
 Perceptions
theorized to exert an impact on behavior.
The subconscious. The things we could be are of if  The concept was popularized by the Austrian
we wanted and tried. neurologist and psychoanalyst Sigmund Freud.
In psychoanalytic theory, unconscious
 Memories
processes are understood to be directly
 Stored knowledge
represented in dreams, as well as in slips of the
The unconscious. Things we are unaware of and tongue and jokes.
cannot become aware of.  Thus, the unconscious mind can be seen as the
source of dreams and automatic thoughts
 Instincts, sexual & aggressive
(those that appear without any apparent
 Fears
cause), the repository of forgotten memories
 Unacceptable sexual desires
(that may still be accessible to consciousness at
 Violent motives
some later time), and the locus of implicit
 Irrational wishes knowledge (the things that we have learned so
 Immoral urges well that we do them without thinking).
 Selfish needs  It has been argued that consciousness is
 Shameful experiences influenced by other parts of the mind.
 Traumatic experiences  These include unconsciousness as a personal
The id is part of the unconscious mind and habit, being unaware and intuition. Phenomena
comprises the two instincts. Eros and Thanatos. related to semi-consciousness include
awakening, implicit memory, subliminal
Sigmund Freud messages, trances, hypnagogic and hypnosis.
While sleep, sleepwalking, dreaming, delirium
and comas may signal the presence of
unconscious processes, these processes are
seen as symptoms rather than the unconscious
mind itself.