Psychoanalysis Freud’s

System of Psychology
Presented by: Nimra Farooq
&
Fatima Ijaz
Contents

 Introduction
 Structure of the Psyche or mind
 Psychodynamics - Behavioral Process
 Psychoanalysis as a Therapy
 Contribution to education
 Summary
 References
 Suggested readings
Introduction

 Psychoanalysis is a psychological theory and therapeutic approach developed by

Sigmund Freud in the late 19th and early 20th centuries. It has since evolved and been
expanded upon by various thinkers and practitioners. This approach explores the
unconscious mind, emphasizing the role of unconscious thoughts and feelings in shaping
human behavior and experiences.
 Attitudes and ideas deriving from Freud's psychoanalysis permeate Western
culture. Twentieth-century art, drama and film reflect his conflicted sense of the
human condition, giving dramatic substance to his proclamation that we are driven
by forces we know little about. The advertising industry exploits the powerful
unconscious roots of sexuality and aggression as the tools of its trade. Freud's view
that the personality evolves from intensely formative childhood experiences is the
cornerstone of social and educational policies, with their focus on the family as the
context for emotional development and the mediator of social mores.
Key concepts of psychoanalysis include:

1.The CONCEPT of Mind

2.Psychic Determinism
3.Structural Model of the Mind
• Id
• Ego
• Superego
3.Defense Mechanisms:
The concept of conscious,
subconscious
and unconscious mind.
Conscious: This refers to the thoughts, feelings, and memories that one is aware of during any given moment. For example, someone thinking about how tired they are and that they didn't
sleep well last night would be something that is in the conscious mind.
Subconscious mind: when you are driving and suddenly realize that you have arrived at your destination without consciously thinking about it, that's your subconscious mind in action. The
subconscious mind also controls our emotions and thoughts.

The Unconscious Mind: Freud proposed that a significant portion of human thoughts, memories, and desires exists in the unconscious mind, influencing behavior without conscious
awareness.
The Unconscious Mind: Freud proposed that a significant portion of human thoughts, memories, and
desires exists in the unconscious mind, influencing behavior without conscious awareness.
Psychic Determinism: This concept suggests that all psychological events, including thoughts and
behaviors, have a cause. Nothing happens by chance, and every action has underlying motives, often
rooted in the unconscious.
The concept of Id, Ego & Superego

Freud divided the mind into three components:

Id: The primal, instinctual part of the mind, seeking pleasure and avoiding pain.
Ego: The rational and realistic part that mediates between the id and the external world.
Superego: The moral component, internalizing societal norms and values.
EXAMPLE
:
Psychody
namics
behaviou
ral
process
Infantile sexuality & Psycho-sexuality
The term libido was coined by Sigmund
Freud and used by him to encompass the
seeking of pleasure in general, one of
the major motivating forces for human
activity.(SEX) Freud suggested that this
drive had a genetic basis as part of the
species' need to continue itself.
Psychoanalysis as a Therapy

Freud’s theory contributed to a therapy i.e. practical technique of treating mental illnesses.

Steps

Establishing Rapport:

Build a trusting relationship between therapist and patient.

Create an environment where the patient feels comfortable sharing thoughts and feelings.
Therapy on the Couch
 Psychoanalysis as a Therapy

 Analysis:
Free Association: Encourage free expression of thoughts without censorship.
Dream analysis: Explore dreams to uncover unconscious conflicts.
Analysis of the daily psychopathology: Analyze daily experiences to gain
insights into underlying issues.

 Synthesis:
Integrate findings from analysis to understand the root causes of mental
issues.
Form a comprehensive understanding of the patient's psyche and conflicts.

Breaking the Rapport:
Gradually end the therapeutic relationship.
Help the patient apply insights gained during therapy to daily life.
Foster independence and self-reflection for ongoing mental health.
"In summary, psychoanalysis helps people with their mental health by building trust,
exploring thoughts and dreams, understanding everything together, and ending in a
thoughtful way for lasting positive changes."
 Criticism of Freud’s System of Psychoanalysis

 1. Emphasis on Man as a Natural Entity: Freud's medical background led to an emphasis on

humans as biological entities, neglecting their cultural and social dimensions, portraying man
solely as a selfish pleasure-seeking animal rather than acknowledging the capacity for social
interactions and sacrifice.
 2. Lack of Scientific Objectivity: Freud's study of human behavior is criticized for insufficient
scientific objectivity. His conclusions often stem from single cases, lacking general applicability.
For instance, his theories about Oedipus and Electra complexes, based on specific cases, may
not universally apply due to diverse parent-child relationships influenced by environmental
factors.
 3. Overemphasis on the Role of Sex: The most severe criticism centers on Freud's
overemphasis on the role of sex in human life. His tendency to generalize everything in terms of
sex, such as declaring "the world revolves around the sexes, not around the axis” has been
viewed as excessive and not universally applicable to the complexity of human motivations and
experiences. His reducing complex human behavior to a singular unitary motive, the sex drive,
which was deemed biased and erroneous, neglecting the multitude of motives influencing
human behavior at different times and situations.
 Criticism of Freud’s System of Psychoanalysis

 4. Balanced View of the Unconscious: Freud saw the unconscious as a place for all negative
thoughts, but it can also store positive and uplifting aspects, guiding individuals towards
goodness, beauty, and higher ideals.
 5. Childhood Influence vs. Adult Experiences: Freud emphasized childhood's impact on life,
but it's not the only factor; adult experiences also shape who we are, challenging the idea that
we are solely controlled by early memories stored in our unconscious.
 Contribution to Education
 Expansion of Behavior Concept: Freud broadened the definition of behavior to
include unconscious and pre-conscious aspects, expanding the scope of psychology
and educational psychology.
 Methodological Contribution: Freud's psychoanalysis introduced an effective
method for studying human behavior.
 Biological Approach and Child-Centered Education: Propagating a biological
approach, Freud's system shifted towards child-centered education, emphasizing
emotions, instincts, and needs.
 Highlighting Early Childhood Importance: Freud's analysis emphasized the
significance of early childhood experiences, fostering a movement towards early
childhood education with minimal interference in natural growth.
Contribution to Education
 Understanding Behavioral Deviations: Psychoanalysis revealed the
unconscious's role, aiding in understanding and addressing the causes of
behavioral deviations, particularly in exceptional children.
 Contribution to Mental Health Education: Freud's psychoanalysis
contributed significantly to mental health education, diagnosing mental
illnesses and providing methods of treatment.
 Importance of Catharsis and Expression: Freud highlighted the necessity of
catharsis for releasing emotions, advocating for co-curricular activities,
hobbies, and freedom of expression in formal education.
 Revolutionizing Sex Education: Freud's insights transformed sex education
by discussing psycho-sexual development, promoting spontaneous expression
of the sex instinct, and challenging societal taboos around sexuality.
Summary
 Understanding Behavioral Deviations: Psychoanalysis revealed the
unconscious's role, aiding in understanding and addressing the causes of
behavioral deviations, particularly in exceptional children.
 Contribution to Mental Health Education: Freud's psychoanalysis
contributed significantly to mental health education, diagnosing mental
illnesses and providing methods of treatment.
 Importance of Catharsis and Expression: Freud highlighted the necessity of
catharsis for releasing emotions, advocating for co-curricular activities,
hobbies, and freedom of expression in formal education.
 Revolutionizing Sex Education: Freud's insights transformed sex education
by discussing psycho-sexual development, promoting spontaneous expression
of the sex instinct, and challenging societal taboos around sexuality.
 References
 Freud , S., The Ego and the Id, London: Hogarth Press, 1923.
 Inhibition, Symptoms and Anxiety, London: Hogarth Press, 1926.
 Introductory Lectures on Psychoanalysis, London: Allen & Unwin, 1929.
 A General Introduction to Psychoanalysis, New York: Liveright, 1935.
 The Problem of Anxiety, New York: W.W. Norton & Co., 1936.
 Beyond the Pleasure Principle, New York: Liveright, 1950.
 An Outline of Psychoanalysis, London: Hogarth Press, 1953.
 Three Essays on the Theory of Sexuality, New York: Basic Books, 1962.
 Psychopathology of Everyday Life, New York: WW Norton & Co., 1971.
 Suggested Readings
 Alexander, F. and French, T.M., Psychological Therapy, New York: Ronald Press, 1946.
 Brill, A.A., Psychoanalysis, New York: Saunders, 1922.
 Hall, C.S. and Lindzey, G., Theories of Personality, 3rd ed., New York: Wiley, 1978.
 Jones, E., The Life and Work of Sigmund Freud (Lionel Trilling and Steven Marcus, Eds.), Garden City,
New York: Anchor Books, 1963.
 Levin, M.J., Psychology-A Biographical Approach, New York: McGraw-Hill 1978.
 Previn, Lawrence, A., Personality, New York: Wiley, 1984.
 Richman, J. (Ed.), A General Selection from the Works of Sigmund Freud, Garden City, New York: Anchor
Books, 1957.
 Roazen, P., Freud and His Followers, New York: Alfred Knopf, 1975.
 Stagner, Ross, Psychology of Personality, New York: McGraw-Hill, 1974.
 Symonds, P., The Dynamics of Human Adjustment, New York: Appleton, 1946.
 Woodworth, R.S., Contemporary Schools of Psychology (Rev. ed.), London: Methuen, 1965.
Feel free to ask any questions.