Published on February 22, 2014
Psychology Unit 3: Freud and Consciousness
Lesson 1: Sigmund Freud ACTIVATOR: Sigmund Freud
Lesson 1: Sigmund Freud EQ: How were Freud’s theories shaped by his life? According to Freud, how does the interaction between ID/Ego/Superego determine behavioral outcomes? Vocabulary • Sigmund Freud • Conscious • Preconscious • Unconscious • Id • Ego • Superego
Read with a Purpose: Timeline • Considering Freud was born in 1856 and died in 1939, use the article entitled Sigmund Freud: Investigator of the Unconscious to identify an additional eight (8) key life events. Complete this assignment using the Read with a Purpose technique of Peer Reading. Be sure to underline this information in the reading. • After completing the assignment, organize the information onto the timeline provided. Use specific dates when possible
Timeline: Freud’s Life Year(s) 1856 c. 1886 1896 1899 (1900) c. 1900 1909 c. 1920 1938 1939 Event Born Moved to Vienna, Austria. Faced anti-Semitism Freud studied medicine and focused on the mind. Worked with a doctor who used hypnosis. Co-published a book that first coined the phrase psychoanalysis. Father died. He studied his own dreams as a result. Published The Interpretation of Dreams Gathered a circle of followers that eventually broke with him. His views dominated psychology for many years. Delivered a speech in Worcester, Mass. This brought his ideas to the U.S. Developed his ideas about id, ego, and superego. Nazis seize Austria. He and his family are put under house arrest. Later released. Died in United Kingdom.
Lesson 2: Freudian Personality Theory ACTIVATOR: Sigmund Freud
Lesson 2: Freudian Personality Theory EQ: 1) How were Freud’s theories shaped by his life? 2) According to Freud, how does the interaction between ID/Ego/Superego determine behavioral outcomes? Vocabulary • Conscious • Preconscious • Unconscious • Id • Ego • Superego
Assignment: Freudian Personality Theory • We can use a piece of writing to obtain different types of information. • Using the article entitled Sigmund Freud: Investigator of the Unconscious to identify eight (8) of his theoretical ideas. Highlight this information in the reading. • Complete this assignment using the Read with a Purpose technique of Peer Reading.
Lesson 2: Sigmund Freud EQ: How were Freud’s theories shaped by his life? According to Freud, how does the interaction between ID/Ego/Superego determine behavioral outcomes? Vocabulary • Sigmund Freud • Conscious • Preconscious • Unconscious • Id • Ego • Superego
Freud’s Personality Concept • Id (Latin “it”) • Basic biological drives (hunger, thirst, sex, etc.…) • Present at birth • Pleasure Principles • Eros and Thanitos • Ego (Latin “I”) • Consciousness • Develops at age 2 • Reality Principles • Superego (Latin “over the self”) • Internalized sense of right/wrong and societal expectation • Fully Develops around age 11 • Morality Principles
Freudian Role Play • Create two role plays. (>1 minute each) • One role play will demonstrate the id or superego being satisfied at the expense of the other and the consequences of such an action. • The second role play will demonstrate a successful mediation between all three parts. • The role plays must demonstrate an understanding of the interaction between the Id, ego, and superego. • Everyone in the group must have a meaningful role in the skit
Freudian Role Play Rubric Criteria Excellent (4) Good (3) Works Cooperatively with Group Rubric Always willing and Usually willing and Sometimes focused during focused during willing and focused during assigned tasks. assigned tasks. assigned tasks. Rarely willing and focused during assigned tasks. Presentation of Perspective Convincing communication of understanding of the interaction between the id, ego, superego. Competent communication of understanding of the interaction between the id, ego, superego. Inadequate communication of understanding of the interaction between the id, ego, superego. Use of NonVerbal Cues (voice, gestures, eye contact, props, costumes) Time An impressive variety of nonverbal cues were used in an exemplary way. > 1:15 minute Good variety (3 or more) verbal cues were used in a competent way. 1. minute Limited (2) Limited communication of understanding of the interaction between the id, ego, superego. A Limited variety of non-verbal cues were used in an adequate way. >45 seconds Inadequate (1) Inadequate variety of nonverbal cues were used in a developing way. < 45 seconds
Lesson: Defense Mechanisms ACTIVATOR: What do you know about denial and repression?
Lesson: Defense Mechanisms EQ: How do defense mechanisms affect behavior? Vocabulary • Defense Mechanisms • Rationalization • Identification w/ aggressor • Projection • Regression • Repression • Denial • Sublimation
Assignment 1: Defense Mechanisms • In pairs, students use text to discuss and enter definition/examples into the graphic organizer. • Discuss and record an example of each defense mechanism.
Repression • Preventing painful or dangerous thoughts from entering consciousness • Example: Individual abused as a child represses feelings and memories, so that feelings and memories no longer remain in the conscious memory. The abuse continues to affect the individual’s behavior in relationships.
Regression • Reverting to coping at an earlier stage of development. • Example: Adult throwing a temper tantrum
Denial • Refusal to accept reality, external facts, events, implications because nature of the reality threatens individual. • Example: Alcoholic who refuses to believe his drinking makes an impact on his job performance or family life
Rationalization • Convincing oneself no wrong was done or all is or was all right through faulty/false reasoning. • Example: You are turned down by someone you are interested in, and rationalize that you were not that attracted to them. Protects selfesteem.
Projection • Attributing one’s own unacknowledged unacceptable/unwanted thoughts and emotions to another. • Example: Assuming that someone you extremely dislike extremely dislikes you. Severe prejudice, severe jealousy, hyper vigilance to external danger, and “injustice collecting”.
Reaction Formation • Behavior completely opposite of what one really wants or feels; taking opposite belief because true belief causes anxiety. • Example: A manager treats employee whom they extremely dislike ultra kindly, making many special efforts to cater to that person and thus hide true feelings of dislike.
Intellectualization • Focusing on only intellectual parts of a situation to create distance from relevant anxiety provoking emotions. • Example: After learning they have a terminal illness, an individual begins spending all time studying about the illness to avoid thinking about the direct effect in their own life.
Identification (w/ Aggressor) • The unconscious modeling of one’s self upon another person’s character and behavior. • Example: Mimicking another’s dress, or mannerisms.
Sublimation • Redirecting ‘wrong’ urges into socially acceptable actions. • Example: Individual redirects murder impulses and becomes a surgeon.
Assignment 2: Defense Mechanisms • Read A Short Story in your packet. • Underline and identify examples of defense mechanisms in use within the story.
Assignment 2: Paragraph 2 I remember one time when a relationship ended and I was completely devastated. I cried for days and refused to leave my house. I was looking for someone, anyone, to come and have pity on me. By the time I emerged from my depression, I was convinced that the break-up was for the best. My girlfriend really had unappreciated me and everything I tried to do for her. I figured that there had to be a woman out there somewhere who was meant for me, I just had to find her.
Assignment 2: Paragraph 3 When I finally got over the break-up, I really threw myself into my work. I was determined to be the best that I could be. I worked long hours and even my boss began to notice what a great job I was doing. Soon, the whole nasty break-up was behind me, and I rarely thought about my ex-girlfriend. It seemed as if the whole thing had happened years ago, and I was finally happy again.
Assignment 2: Paragraph 4 However, as with all things happiness is only appreciated when you’re unhappy. One day, from out of the blue, I received a call from my old girlfriend. She was inviting me to her wedding next month. I tried the best I could to sound happy, but inside I was totally crushed. All along I had imagined that she was home feeling sorry for having dumped me and wishing she had me back. I had taken great comfort in thinking that she felt the same way that I did and might someday regret the break-up. When we finally said good-bye to each other, I was so angry that I threw the phone across the room and watched it shatter into a million pieces. She couldn’t be getting married; not so soon. I refused to believe that it would happen. She would come to her senses and come back to me. She couldn’t marry some bozo who didn’t love her the way that I did.
Assignment 2: Paragraph 5 I stormed from the house, jumped into my car, and began driving. I didn’t know where I was going, and I didn’t really care. All I cared about was going as fast as I could. While I drove I imagined that it was me getting married next month and living happily ever after. Soon, I was lost in my imagination, which could take me farther than my car ever could.
Lesson: Psychosexual Development ACTIVATOR: Oedipus Rex
Lesson: Psychosexual Development EQ: According to Freud, how do individuals psychosexually develop? Vocabulary • Fixations • Gratification • Oedipus Complex • Castration Anxiety • Electra Complex • Penis Envy
Stages of Psychosexual Development
Summarizer: Psychosexual Development : 3 Psychosexual Stages Discussed 2 Complexes 1 Fixation
Typical Night of Sleep
Sleep Disorders • • • • • • • Insomnia Sleep Apnea Narcolepsy Nightmares Night Terrors Sleep Walking Restless Leg Syndrome
Insomnia • an inability to fall asleep or to stay asleep as long as desired
Sleep Apnea • Pauses in breathing or instances of abnormally low breathing, during sleep.
Narcolepsy • Narcolepsy is a neurological disorder caused by the brain's inability to regulate sleep-wake cycles normally.
Nightmares • An unpleasant dream that can cause a strong negative emotional response from the mind Night Terrors • an emotional sleep disturbance that may involve anxiety, panic, or screaming. Unlike nightmares, these episodes occur in NREM sleep. The individual is not fully conscious and typically does not remember the episode in the morning.
Restless Leg Syndrome • a condition that is characterized by an irresistible urge to move one's body to stop uncomfortable or odd sensations. It most commonly affects the legs, but can also affect other parts of the body
Activation-Synthesis Theory • Our Cerebral Cortex is trying to interpret random electrical activity we have while sleeping. • That is why dreams sometimes make no sense. • Biological Theory.
Information-Processing Theory • Dreams are a way to deal with the stresses of everyday life. • We tend to dream more when we are more stressed.
EQ. How does psychology address the topic of dreaming? Activator: What do you believe Freud meant when he called dreams “the royal road to the unconscious?”
Vocabulary • Latent Content • Manifest Content • Censor • Displacement • Condensation • Free Association
Freud on Dreams • In pairs, read the article Freud on Dreams, and identify (highlight/underline) all aspects that relate to his theory on dreams. • Discuss each point paragraph by paragraph. • Summarize your understanding of his dream theory using the vocabulary and have it checked by me. (See Next Slide) • Complete Freud on Dreams question form.
Summary Compose a summary that explains Freudian dream theory using the terms below. • Latent Content • Manifest Content • Censor • Displacement • Condensation • Free Association
EQ. How does psychology address the topic of dreaming? Activator: Identify and explain one Freudian dream concept that most interested/confused you from yesterday.
Vocabulary Refresher • Latent Content • Manifest Content • Censor • Displacement • Condensation • Free Association
Freudian Dream Model Manifest Content (Symbolic Remembered Dream) Dream Analysis and Free Association -Condensation -Displacement Censor Latent Content (Original Meaning)
Freudian Letters • Preview A Method for Interpreting Dreams in Groups. • As a group, read the letter written by Miss Field and using Freudian dream analysis techniques, complete the analysis form. • Finalize your analysis in written form. • Compare your response to Freud’s
Projective Tests • Based on the defense mechanism “projection” • Can be used for personality but most commonly used to uncover problems in personlity • Problems • Subjective • Low Reliability • different scores when given to same person • Low Validity • no standard grading scale to ensure its measuring what it is intended to measure
Rorschach Inkblots 10 Inkblots (5 Black and White/5 Color and White)
Thematic Apperception Test (TAT) • 20 black and white pictures • Asked to tell a story about the person(s) • Story is examined looking for revealing statements
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