GROUP 1

HBSE 2
REPORTERS:

JOAN CLAIRE D.ALMERON

MARK KENNETH M. MENDOZA
VINCENT E. CANUMAY
EVA MAE D. PALAHANG
 SIGMUND FRUED :
PSYCHOANALYTIC THEORY
 Who Was Sigmund Freud?

Sigmund Freud (May 6, 1856 to September

23, 1939) was an Austrian neurologist who
developed psychoanalysis, a method through
which an analyst unpacks unconscious conflicts
based on the free associations, dreams and
fantasies of the patient. His theories on child
sexuality, libido and the ego, among other
topics, were some of the most influential
academic concepts of the 20th century.
 The Structural Model of Personality

According to Sigmund Freud’s Psychoanalytic

Theory of Personality, 
personality is composed of three elements. These
three elements of personality--
known as the id, the ego, and the superego--work
together to create complex 
human behaviors.
 The Id
The id, the most primitive of the three structures, is
concerned with instant gratification of basic physical
needs and urges. It operates entirely unconsciously
(outside of conscious thought).
The Ego
In contrast to the instinctual id and the moral
superego, the ego is the rational, pragmatic part of our
personality. It is less primitive than the id and is partly
conscious and partly unconscious. It’s what Freud
considered to be the “self,” and its job is to balance the
demands of the id and superego in the practical context
of reality.
 The Superego

The superego is concerned with social rules and

morals—similar to what many people call their ”
conscience ” or their “moral compass.” It develops as a
child learns what their culture considers right and
wrong.
FREUD’S PSYCHOSEXUAL
STAGES OF
DEVELOPMENT
DEFENSE MECHANISM
-Defense mechanisms are behaviors people use to
separate themselves from unpleasant events, actions, or
thoughts. These psychological strategies may help
people put distance between themselves and threats or
unwanted feelings, such as guilt or shame.
1. Denial
-Denial is one of the most common defense mechanisms.
It occurs when you refuse to accept reality or facts. You
block external events or circumstances from your mind so
that you don’t have to deal with the emotional impact. In
other words, you avoid the painful feelings or events.
2. Repression
-Unsavory thoughts, painful memories, or irrational beliefs can
upset you. Instead of facing them, you may unconsciously
choose to hide them in hopes of forgetting about them entirely.
3. Projection
-Some thoughts or feelings you have about another person may
make you uncomfortable. If you project those feelings, you’re
misattributing them to the other person.
4. Displacement
-You direct strong emotions and frustrations toward a
person or object that doesn’t feel threatening. This allows
you to satisfy an impulse to react, but you don’t risk
significant consequences.

5. Regression
-Some people who feel threatened or anxious may
unconsciously “escape” to an earlier stage of
development.

6. Rationalization
-Some people may attempt to explain undesirable behaviors
with their own set of “facts.” This allows you to feel
comfortable with the choice you made, even if you know on
another level it’s not right.
7. Sublimation
-This type of defense mechanism is considered a positive strategy.
That’s because people who rely on it choose to redirect strong
emotions or feelings into an object or activity that is appropriate and
safe.

8. Reaction formation
-People who use this defense mechanism recognize how they feel, but
they choose to behave in the opposite manner of their instincts.

9. Compartmentalization
-Separating your life into independent sectors may feel like a way to protect
many elements of it.

10. Intellectualization
-When you’re hit with a trying situation, you may choose to remove all
emotion from your responses and instead focus on quantitative facts. You may
see this strategy in use when a person who is let go from a job choose to
spend their days creating spreadsheets of job opportunities and leads.
11. Isolation
-The defense mechanism of isolation can lead a person to separate
ideas or feelings from the rest of their thoughts. In distinguishing an
emotion or impulse from others in this way, a person attempts to
protect the ego from anxieties caused by a specific situation.

12. Suppression
-Unlike many other defense mechanisms, the suppression of thoughts
and emotions is something which occurs consciously and we may be
entirely aware that we are attempting to suppress anxieties.

13. Undoing
When we act on an idea or impulse that we later regret, we may adopt a
defense mechanism of attempting to “undo” that action in order to protect
the ego from feelings of guilt or shame. A person may intentionally push past
someone in a shop, but realising that the person was frail, feel guilty with
regards to their behavior. They may try to undo their action by apologising or
offering to help the person.
14. Introjection
-Introjection occurs when a person takes stimuli in their
environment and adopts them as their own ideas. This may
involve internalising criticism from another person and
believing the other person’s points to be valid. A person
may introject religious ideas that they have heard at
church, or political opinions that friends espouse. Behavior
can also be introjected - the mannerisms of a father may
be observed by his son and then replicated.
15. Fantasy
-When life seems mundane or distressing, people often use
fantasy as a way of escaping reality. They may fantasise about
winning the lottery or idealised outcomes of their lives changing
for the better in some way. Fantasies help us to explore
alternatives to situations that we are unhappy with but unrealistic
expectations of them being fulfilled can lead to us losing touch
with reality and taking more viable actions to improve our lives.
16. Altruism
-An act of goodwill towards another person, known as
altruistic behavior, can be used as a way of diffusing a
potentially anxious situation. Altruism may be used as a
defence mechanism, for example, by being particularly
helpful to a person who we feel might dislike us or
neutralising an argument with kind words and positivity.
 ERIK ERIKSON’S THEORY OF
PSYCHOSOCIAL DEVELOPMENT 
(EGO PSYCHOLOGY) 
 Erik Erikson (1902 – 1994) was a Danish – German –
American Development psychologist and psychoanalyst.
He is best known among psychologist.

 His theory places emphasis on social influences.

 According to him children are active, adaptive explorers.

 Assumes that human beings are basically rational

creatures whose thoughts, 
feelings and actions are largely controlled by the ego.

 Epigenetic Principle- development proceeds by stages.

Age stage is not 
passed through and then left behind.
Erik Erikson's Stages
of Psychosocial
Development
Trust vs. Mistrust
 From birth to 12 months of age, infants must learn

that adults can be trusted. This occurs when adults

meet a child’s basic needs for survival. Infants are
dependent upon their caregivers, so caregivers who
are responsive and sensitive to their infant’s needs
help their baby to develop a sense of trust; their baby
will see the world as a safe, predictable place.
Unresponsive caregivers who do not meet their baby’s
needs can engender feelings of anxiety, fear, and
mistrust; their baby may see the world as
unpredictable. If infants are treated cruelly or their
needs are not met appropriately, they will likely grow
up with a sense of mistrust for people in the world.
Autonomy vs. Shame/Doubt
 As toddlers (ages 1–3 years) begin to explore their world,
they learn that they can control their actions and act on their
environment to get results. They begin to show clear
preferences for certain elements of the environment, such as
food, toys, and clothing. A toddler’s main task is to resolve
the issue of autonomy vs. shame and doubt by working to
establish independence. This is the “me do it” stage.

Initiative vs. Guilt

 Once children reach the preschool stage (ages 3–6 years),
they are capable of initiating activities and asserting control
over their world through social interactions and play.
According to Erikson, preschool children must resolve the
task of initiative vs. guilt.
Industry vs. Inferiority
 During the elementary school stage (ages 6–12),
children face the task of industry vs.
inferiority. Children begin to compare themselves with
their peers to see how they measure up. They either
develop a sense of pride and accomplishment in their
schoolwork, sports, social activities, and family life, or
they feel inferior and inadequate because they feel that
they don’t measure up.
Identity vs. Role Confusion
 In adolescence (ages 12–18), children face the task
of identity vs. role confusion. According to Erikson, an
adolescent’s main task is developing a sense of self. 
Adolescents struggle with questions such as “Who am I?” and “What
do I want to do with my life?” Along the way, most adolescents try on
many different selves to see which ones fit; they explore various roles
and ideas, set goals, and attempt to discover their “adult” selves.

Intimacy vs. Isolation

 People in early adulthood (20s through early 40s) are concerned
with intimacy vs. isolation. After we have developed a sense of self
in adolescence, we are ready to share our life with others.

Generativity vs. Stagnation

 When people reach their 40s, they enter the time known as

middle adulthood, which extends to the mid-60s. The social

task of middle adulthood is generativity vs. stagnation. 
  
Generativity involves finding your life’s work and
contributing to the development of others through activities
such as volunteering, mentoring, and raising children.
During this stage, middle-aged adults begin contributing to
the next generation, often through childbirth and caring for
others; they also engage in meaningful and productive
work which contributes positively to society.
Integrity vs. Despair
 From the mid-60s to the end of life, we are in the period
of development known as late adulthood. Erikson’s task
at this stage is called integrity vs. despair. He said that
people in late adulthood reflect on their lives and feel
either a sense of satisfaction or a sense of failure. 
People who feel proud of their accomplishments feel a
sense of integrity, and they can look back on their lives
with few regrets. However, people who are not
successful at this stage may feel as if their life has been
wasted. They focus on what “would have,” “should
have,” and “could have” been. They face the end of
their lives with feelings of bitterness, depression, and
despair.
Karen Danielson Horney
 Born: 16 September 1885, Blankenese,
Hamburg, Germany
 Died: 4 December 1952, New York, New York,
United States
 Spouse: Oscar Horney(m. 1909–1937)
 Fields: Psychoanalysis
 Education:  University of Freiburg,  Humboldt
University of Berlin
 Children: Brigitte Horney
 Karen Horney's Theory of Neurotic Needs

Psychoanalytic theorist Karen Horney developed one of the best-

known theories of neurosis. She believed that neurosis resulted
from basic anxiety caused by interpersonal relationships. Her
theory proposes that strategies used to cope with anxiety can be
overused, causing them to take on the appearance of needs.

According to Horney, basic anxiety (and therefore neurosis) could

result from a variety of things including, " . . . direct or indirect
domination, indifference, erratic behavior, lack of respect for the child's
individual needs, lack of real guidance, disparaging attitudes, too much
admiration or the absence of it, lack of reliable warmth, having to take
sides in parental disagreements, too much or too little responsibility,
over-protection, isolation from other children, injustice, discrimination,
unkept promises, hostile atmosphere, and so on and so on" (Horney,
1945).
 These 10 neurotic needs can be classed into three
broad categories:

 Needs that move you towards others.

 These neurotic needs cause individuals to seek affirmation
and acceptance from others and are often described as needy
or clingy as they seek out approval and love.
 Needs that move you away from others.
 These neurotic needs to create hostility and antisocial
behavior. These individuals are often described as cold,
indifferent, and aloof.
 Needs that move you against others.
 These neurotic needs result in hostility and a need to control
other people. These individuals are often described as
difficult, domineering, and unkind.
JOHN B. WATSON
 Father of American Behaviorist theory
 His work based on Pavlov
experiments on dogs digestive system
 He researched on classical
conditioning
 Watson believed that all individual
difference in behavior were due to
different experiences of leaning
 John Watson proposed that the
process of classical conditioning was
able to explain all aspects of human
psychology.
 Everything from speech to
emotional responses were simply
patterns of stimulus and response.
 Watson denied completely the
existence of the mind or
consciousness
ASPECTS OF WATSON’S THEORY
 He opposed mentalistic concepts
 He used to contiguity to explain learning
 He considered emotion to be just another
example of classical conditioning .
 He rejected the notion of individual differences
 He through complex behaviors came about
through combinations of identifiable reflexes
 He was a chief proponent of “nurture” and
believed that all human differences were the
result of learning
 He believed that practice strengthens learning
 Stage 1: Before Conditioning:
 In this stage, the unconditioned stimulus (UCS)
produces an unconditioned
 In basic terms, this means that a stimulus in
the environment has produced a
behavior/response which is unlearned and
 Therefore is a natural response which has not
been taught
 Neutral Stimulus
 This stage also involves another stimulus
which no effect on a person and is called the
neutral stimulus (NS)
 The NS could be a person, object, place, etc.
 The neutral stimulus in classical conditioning
does not produce a response until it is paired
with the unconditioned stimulus
 Stage 2: During Conditioning
 During this stage a stimulus which produces
no response (i.e. neutral) associated with the
unconditioned stimulus at which point it now
becomes known as the conditioned stimulus
(CS)
 However, one trail learning can happen on
certain occasions when it is not necessary for
an association to be strengthened over time
 Stage 3: After Conditioning:
 Now the conditioned stimulus (CS) has been
associated with the unconditioned stimulus
(UCS) to create a new conditioned response
(CR)
 CLASSICAL CONDITIONING
Before Conditioning

NEUTRAL NO
STIMULUS RESPONSE

During Conditioning

NEUTRAL UNCONDITIONED UNCONDITIONED

STIMULUS STIMULUS RESPONSE
After Conditioning

NEUTRAL CONDITIONED
STIMULUS RESPONSE
MASLOW’S HIERARCHY
OF NEEDS
 INTRODUCTION
 Abraham Maslow sought to explain why
people are driven by particular needs at
particular times. His answer is that human
needs are arranged in a hierarchy from the
most to least processing
 People will try to satisfy their most important
needs first. When person succeeds in satisfying
an important need, he will then try to satisfy
the next important need.
 PHYSIOLOGICAL NEEDS
 Physiological needs are those required to
sustain life, such as:
 Air
 Water
 Food
 Sleep
 Shelter
 Clothing
 Safety Needs
One physiological needs are met, one’s attention
turns to safety needs and security in order to be
free the threat of physical and emotional harm.
Such as needs might be fulfilled by:
 Living in a safe area

 Medical Insurance

 Job security

 Financial reserves
 Love and Belonging Needs
Once a person has met the lower level physiological
and safety needs awaken. The first level of higher
level needs are social needs. Social needs are
those related to interaction with others and may
include:
 Friendship

 Belonging to a group

 Giving and receiving love

 Self Esteem
Once a person feels a sense of “belonging” the need to
feel important arises. Esteem needs may be classified
as internal or external. Internal esteem needs are
those related to self-esteem such as self respect and
achievement. External esteem needs are those such
as social status and recognition. Some esteem needs
are:
 Achievement

 Self-respect

 Attention

 Recognition

 Reputation
 Self- Actualization
Self-Actualization is the summit of Maslow’s
hierarchy of needs. It is the quest of reaching
one’s full potential as a person. Unlike lower
level needs. This need is never fully satisfied;
as one grows physiologically there are always
new opportunities to continue to grow.
Self-actualized people tend to have needs such as:
 Truth

 Justice

 Wisdom

 Meaning
 Carl Rogers

 Humanistic
Psychologist
 Self-Actualization
 Rogers followed very similar to the beliefs of
Maslow
 Believed that individuals could grow
 In order to grow, the environment needs to
provide genuineness, acceptance, and empathy
 Need to achieve goals, wishes, and desires in
life in order to achieve self-actualization
 The fully functioning Person
There are five characteristics of a fully functioning

 Open to experience
 Existential living
 Trust feelings
 Creativity
 Fulfilled life
 Theory of Personality
 Defined as the “organized consistent set of
perceptions and beliefs about oneself
 The self is our inner personality(linked to Freud)
 Influenced by experience throughout life
 Self-concept is influenced by childhood
experiences and the evaluation of others
 Self-concept has three components
 Self Worth
 Self Image
 Ideal Self
 Self-Worth
 Also known as self esteem
 What we think about ourselves
 Rogers believes that self-worth
develops in early childhood
 Self Worth is influenced by the
interactions with our parents
 Self- Image
 How we see ourselves
 Important to good physiological
health
 Includes the influence of our body
image on our inner personality
 Effects how a person thinks, feels,
and behaves in the world
 Ideal Self
 The person we would like to
be
 Consists of our goals and
ambitions in life
 Forever changing
 Congruence Vs. Incongruence
Congruence Incongruence
 When a person’s ideal  When a person’s is

self is consistent to not consistent with

their actual what happens in life
experiences
ALBERT BANDURA
 Albert Bandura
 The social learning theory of bandura emphasizes the
importance of observing and modelling the behaviours,
attitudes, and emotional reactions of others.
 Bandura states: learning would be exceedingly
laborious, not to mention hazardous, if people had rely
solely on the effects of their own actions to inform them
what to do. Fortunately, most human behaviour is
learned observationally through modelling: from
observing others one forms an idea of how new
behaviours are performed, and on later occasions this
coded information serves as guide for action.
 Social learning theory explains human behaviour in
terms of continuous reciprocal interaction between
cognitive, behavioural, an environmental influences.
 Self-Regulation- controlling our own
behaviour. Those who are confident and
have -level of self-efficacy has the ability
to regulate own behaviour.
3 steps of self-regulation:
 Self-observation: known self

 Judgement: don’t set standards too high,

don’t set self for failure

 Self-response: use reward not

punishment, celebrate victories, don’t

dwell on failure.
 Components processes underlying
observational learning:
 (1) Attention: including modelled events
(distinctiveness, affective valence, complexity,
prevalence, functional value) and observer
characteristics (sensory capacities, arousal level,
perceptual set, past reinforcement)
 (2) Retention: including symbolic coding, cognitive
organization, symbolic rehearsal, motor rehearsal
 (3) Motor Reproduction: including physical
capabilities, self-observation of reproduction,
accuracy of feedback
 (4) Motivation: including external, vicarious and self-
reinforcement
 Scope/Application
 Social learning theory has been applied
extensively to the understanding of aggression
and psychological disorders, particularly in the
context of behaviour modification.
 It is also the theoretical foundation for the
technique of behaviour modelling which is
widely used in training programs.
 In recent years, Bandura has focused his work
on the concept of self-efficacy in a variety of
contexts.
 Example:
The most common (and pervasive) examples of
social learning situations are television
commercials. Commercials suggest that drinking
a certain beverage or using a particular hair
shampoo will make us popular and win the
admiration of attractive people. Depending upon
the component processes involved (such as
attention or motivation), we may model the
behaviour shown in the commercial and buy the
product being advertised.
 Principles:
1. The highest level of observational learning is
achieved by first organizing and rehearsing the
modelled behaviour symbolically and then
enacting it overtly. Coding modelled behaviour
into words, labels or images results in better
retention than simply observing.
2. Individuals are more likely to adopt a modelled
behaviour of it results in outcomes they value.
3. Individuals are more likely to adopt a modelled
behaviour if the model is similar to the observer
and has admired status and the behaviour has
functional value.
LAURENCE KOHLBERG

 Theory of Moral
Development
 THREE MAIN LEVELS OF MORAL
DEVELOPMENT
 LEVEL 1: PRECONVENTIONAL MORALITY
 Children’s judgments are based on external criteria.

Standards of right or wrong are absolute laid down by

authority.
Stage 1: Punishment-and-obedience orientation – the
goodness or badness of an act depends its consequences.
The child will obey authorities to avoid punishment but
may not consider an act wrong if it will not be detected
and punished.
Stage 2: Naïve hedonism/negative punishment –
conforms to rules in order to gain rewards or satisfy
personal objectives.
 LEVEL 2: CONVENTIONAL
MORALITY
 Children’s judgments are based on the norms
and expectations of the group.
Stage 3: “Good boy” or “Good girl” orientation –
moral behaviour is that which pleases, help or is
approved by the others.
Stage 4: social-order-maintaining
morality/authority- what is right is what
conforms to the rules of legitimate authority.
 LEVEL 3: POSTCONVENTIONAL (OR
PRINCIPLED) MORALITY
 The individual defines right and wrong in terms
of broad principles of justice that could conflict
with written laws or with the dictates of authority
figures
 Morally right and legally proper are not always

one and the same.

Stage 5: Morality of contact, individual rights, and
democratically accepted laws/social contract
orientation- the individual is aware that the purpose
of just laws is to express the will of the majority and
further human values.
Stage 6: Morality of individual principles of
conscience (highest moral stage)
 The individual defines right and wrong on the

basis of self-chosen ethical principles of his/her

own conscience.
 This is kohlberg’s vision of ideal moral

reasoning but because it is very rare and

virtually no one functions consistently at this
level, kohlberg came to view it as a hypothical
construct.
CARL GUSTAV JUNG
-Born on July 26, 1875 in lake Constance, Kesswil, Switzerland
-Became interested early in dreams, during childhood
-In 1907 Jung went to Vienna to meet Freud where they studied
along side each other for a number of years. They develop their
own theories.
-They came to parting ways because Jung disagreed the Freud's
belief that the sexual component was the only part of the human
personality.
-Became first president of the newly founded International
Psychoanalytic Society
 - a Swiss psychiatrist and psychoanalyst who
founded analytical psychology also called Jungian
psychology, is a school of psychotherapy which
originated in his ideas. It emphasize the
importance of the individual psyche and the
personal quest for wholeness. Jung’s work was
influential the fields of psychiatry, anthropology,
archaeology, literature, philosophy and religious
study.

-He died in Zulrich 1961

The 3 level of Psyche
 Conscious mind- refers to all the events and memories that
we are aware of.

 Personal unconscious- refers to events and experiences

from our own past that we are not fully conscious.

 Collective unconscious-is the storehouse of hidden

memory traces that were inherited from our past ancestor.
Archetypes

 Persona - ( or mask) is the outward face we present to the world.

-this is the public face or role a person presents to other as
someone
different to who we really are ( like an actor).

 Anima- feminine archetype of man.

 Animus- masculine archetype of a woman.

 Shadow- it is the darker self the animalistic side of personality.

 Great Mother- is an archetype of fertility and nourishment.

 Wise Old Man- is the intelligent but deceptive voice of

accumulated experience. The wise old man personified in dreams
as a father, grandfather, philosopher, doctor or priest.

 Self- is the archetype of physical totality and wholeness.

Psychological Types

 Extravert- A person who tend to be sociable, outgoing

and interested people and things.
- more influenced by the surroundings

 Introvert- A person who tends to be quite, imaginative

and more interested in ideas than in other people.
-tuned into their inner world with all its biases, fantasies and
dreams
Psychological Functions

 Thinking-is the method by which a person understand the

value of conscious activity.

 Feeling- allows a person to understands the value the

meaning of things.

 Sensation- refers to the means by which a person knows

something exist .
 Intuition- is knowing about something without conscious
understanding of where that knowledge came from.
 EXTRAVERTED
TYPES
Thinking Tend to live according to
fixed rules; repress feelings;
try to objective but may be
dogmatic in thinking.
Feeling Tend to sociable; seek
harmony with the world;
respect authority; tend to be
emotional; repress thinking
Sensing Seek pleasure and enjoy
new sensory experiences;
are strongly oriented toward
reality; repress intuition
Intuition Are very creative; find new
ideas appealing; tend to
make decision based on
hunches rather than facts;
are in touch with their
unconscious wisdom;
INTROVEERTED
TYPES
Have a strong need for
privacy; tend to be
theoretical, intellectual, and
somewhat impractical;
repress feeling; may trouble
getting along with other
people
Tend to be quit, thoughtful,
and hypersensitive; repress
thinking; may appear
mysterious and indifferent
others.
Tend to be passive, calm,
artistic; focus on objective
sensory events; repress
intuition.
Tend to be mystic dreamers;
come up with unusual new
ideas ; are seldom
understood by others;
repress sensing
ALFRED
ADLER
(1870-1937)
 Was an Austrian medical doctor, psychotherapist,
and founder of the school of individual
psychology because he believed that people are
unique and that no theory created before he
applied to all people. He originally followed
Sigmund Freud’s teaching but left after
disagreement of Freud's theory that drive of
human behavior is sex. Adler’s personality is
similar to Freud personality Theory except that
Adler's drive for human behavior is the need to
overcome inferiority.
 There is a single drive or motivating force behind the all our
behavior and experiences.

 STRIVING FOR PERFECTION- It is the desire or fulfill

our potentials and to come closer and closer to our ideal.

 AGGRESSION DRIVE- The reaction we have when other

drives, such as (the need to eat, to be loved, etc.) are not
met.
 HE also believed basic motivation was
compensation( striving to overcome)
Masculine Protest

 Adler noted that boys were held in higher esteem than girls

 Boys wanted desperately to be thought as strong ,

aggressive, in
control
 The idea of weakness and dependency is seen feminine
 Organ Inferiority- describe how people who found
themselves born with certain psychical defects develop feeling
of inferiority.
 Feelings of inferiority- those that arise from subjectively felt
psychological or social disabilities as well as those that stem
from actual bodily weakness or impotent.
 Striving for superiority- refers to the desire to be better, but
also has the idea that we want to be better than others, than
better in our own way.
 Style of life- refers to how you live your life, how you handle
problems.
 Social Interest- the caring and concern for the welfare of
others that can serve to guide people behavior throughout their
lives.
 Fictional Finalism- that humans are motivated by their
expectation of the future than experience of the past.
PARENTING STYLES
 Pampering – referring to a parent overprotecting a child,
giving too much attention, and sheltering from negative
realities of life.

 Neglected child- is one who is not protected at all from

the word and forced to face life's struggles alone.
BIRTH ORDERS
 First Born Children- begins life as an only child with
all the family attention. When the next child is born,
suddenly they are no longer the center of attention.

 Middle Born Children- may have it the easiest. They

are also more fortunate compared to their older siblings.
This children are not pampered as their older sibling was,
but are still afford the attention.
 Youngest Children- Like the first born may be more
likely experience personality problems after life. He or She
gets pampered and protected more than his siblings. That
why he/she usually spoiled and very dependent.

 Only Child- is never dethroned by another sibling, but

experiences shock upon learning that he or she cannot
remain the center of attraction. He or she is often very sweet
and affectionate.
Adler's Psychological Types
Ruling Type Leaning Type Avoiding Type Socially Useful
Type

This type refers to Those who fall Those people are This is healthy
those who will under this type who have the person. They
push others in are sensitive and lowest level of have the right
order to gain build a shell energy and only amount of energy
superiority. around survive by and take interest
themselves which essentially in others.
protects them but avoiding life
they must rely on especially other
others to carry people.
them through
life's difficulties.
MURRAY BOWEN
1913-1990
- born on January 31, 1913 , in small town of Waverly

- Graduated from University of Tennessee with a bachelor

degree in Science in 1934

-he served the military for 5 years and began o to develop

an interest in psychiatry.
- published his first presentation of his developing ideas;
he used hi concept to guide his intervention in the minor
emotional crisis in his own extended family(1966)
FAMILY SYSTEM THEORY

A family is a greater sum of its parts

A theory of human behavior that views family as an emotional unit and uses system
thinking to describe interactions in the unit
It is the nature of a family that its member is interconnected.

A change in one persons functioning is predictably followed by reciprocal changes in

the functioning areas.
Improvement in overall functioning will ultimately reduce the family members
symptomology.
THE INTERLOCKING
CONCEPT
DIFFERENTIATION OF SELF- the self is an important

goal for every family member, particularly children.
Differentiation requires that people see themselves as
independent from their families. People who are poorly
differentiated are more likely to internalize family conflicts and
more likely struggle emotionally.
 TRIANGLES- people who are more undifferentiated are
likely to triangulate others and be triangulated. People who are
differentiated cope well with life and friendship stress, and thus
likely to triangulate others or be triangulated.
 NUCLEAR FAMILY EMOTIONAL SYSTEM- people
attitudes and beliefs about relationship play a role in the
patterns, but the forces primarily driving the par of the
emotional system.
 FAMILY PROJECTION PROCESS-this an extension of
Nuclear Family Emotional Process in many ways. The
family member who has the problem is triangulated and
serves to stabilize a dyad in the family.
 THE MULTIGENERATIONAL TRANSMISSION
PROCESS- This is the process entails the way family
emotional processes are transferred and maintained over the
generation.

 SIBLING POSITION- Bowens stressed sibling order,

believing that each child had a place in the family hierarchy,
and thus was more or less likely fit some projection.

 EMOTIONAL CUT OFF- this refers to the extreme

response to the Family Projection Process. This entails or
almost complete separation from the family.
 THANK YOU FOR
WATCHING

GODBLESS EVERYONE 