Outline and evaluate the psychodynamic approach to abnormality The psychodynamic approach assumes that experiences in our earliest years can affect our emotions, attitudes and behaviour in later years without us being aware that it is happening. Freud suggested the mind or psyche has three parts: the conscious, the preconscious, and the unconscious. Freud suggested that individuals can never be aware of the contents of the unconscious. Freud argued that childhood experiences play a crucial part in adult development, including the development of adult personality. Every child must pass through the so-called psycho-sexual stages; how a child experiences these stages plays a crucial role in the development of his/her personality.
IB Psychology 1 H435-2 Erikson’s psychological theory of psychosocial development in adolescents has been supported and disputed, showing many strengths and weaknesses, by a multitude of case studies most specifically Rutter et al and Espin et al. Erikson’s theory describes the impact of social experience across the whole lifespan and shows how he believes that personality develops in a series of eight different stages. Each stage in Erikson’s theory is concerned with becoming competent in an area of life and experiencing a conflict that serves as a turning point in development. He believes that if the “stage” is handled well, the person will feel a sense of mastery but if the stage is handled poorly, the person will emerge with a sense of inadequacy. In Erikson’s view he sees these conflicts centered around developing a psychological quality or failing to develop that quality.
In psychology people such as Freud, Maslow and Rogers play an important role in understanding the self, whereas society can be explained by sociological figures such as Durkheim in sociology. The psychologist, Freud’s theory of personality suggests that our personality is structured by the interactions of our id, superego and ego. The id being our pleasure principle; it is the selfish part of our self and causes us to desire things such as food and sex. It is an unconscious part of our personality and present from birth. The superego is our morality principle which we develop from three to six years old, it helps us to define the difference between right and wrong and Freud suggested that it is often in conflict with the id.
Abstract Various personality theories are prevalent in today’s society. Throughout the centuries, a number of minds have attempted to explain personality, and each has submitted a theory or theories, backed with significant research, to validate his or her point of view. This paper will address the Psychodynamic Theories, enumerating key figures, the key concepts that determine personality formation, and how these theories explain disordered personality. In addition, the Psychodynamic Theories will be evaluated for validity, comprehensiveness, applicability, and cultural utility. Psychodynamic Theories Introduction goes here.
University of Phoenix Online PSY 405/Dr.Cree February 28, 2011 Dispositional Personality Theories With personalities they take part in an important part of everyday life. From Freud to Horney they have produced diverse theories to assist in explaining the development of personality. Within the paper we will discuss Dispositional theories and, how they influence personalities and interpersonal relationships. We will analyze their strengths and limitations and how they can transform personality and influence our life and how we conduct ourselves. In our matrix we will discuss Allport’s psychology of the individual theory, and the trait and factor theory.
• Freud (Psychoanalytic):- He believed that the personality develops through a series of stages. The idea that early experiences affect adult life has importance for anyone caring for a child. He proposed that individuals are driven by motives and emotions of which they are largely unaware. He believed that we shaped by early experiences in life. Freudian thinking is deeply embedded in our culture and constantly influences our view of human nature, but his ideas are now widely
Adolescents who have successfully dealt with earlier conflicts are ready for the "Identity Crisis", which is considered by Erikson as the single most significant conflict a person must face. Positive outcome: If the adolescent solves this conflict successfully, he will come out of this stage with a strong identity, and ready to plan for the future. Negative outcome: If not, the adolescent will sink into confusion, unable to make decisions and choices, especially about vocation, sexual orientation, and his role in life in general. Stage 6: Young Adulthood -- Age 19 to 40 Crisis: Intimacy vs. Isolation Description: In this stage, the most important events are love relationships.
Obviously something that would seriously affect decision making is not having the ability to plan for the future. This would cause people to make decisions based on how it affects them at the time and not how it could affect them in the future. From a cognitive development stage viewpoint as an adolescent we are learning to think about what others are thinking and imagining what people are thinking about them. While maturing many begin thinking about an ideal world and comparing that to
Mattheq Warren Psy 375 Life span perspective tries to understand how people develop and change through their life (Berger, 2008). The main goal of life span perspective is to concentrate on the continuous change of life, also, how people take in and adapt to the change in their life (Berger, 2008). There are many different ideas that include the properties and influences within the nature vs. nurture catch-22. Recent studies in psychology believe there contains a better understanding of this issue, and rather combines the influences that make out the development of a human life span (Berger, 2008). Of the different theories of Lifespan Development, Sigmund Freud's psychoanalytic theory and Erik Erikson's theory of Psychosocial Development are among the key theories of Lifespan Development (Berger, 2008).
Piaget thought that, as learning is based on what we experience, childrens thinking and learning was directly related to their age and stage of development. Therefore the more they experienced the more they learnt. As children experience new things, they adapt their previously held beliefs and also gain different understanding. In order to learn and evolve their thinking, children need to have a vast amount of experiences so that they can extend and build upon what they already know. Eventually children will begin to decide for themselves which gaps they have in their learning that they like to be filled.