Lecture_7_Developmental Theories I_Freud & Mahler Flashcards
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Heinz Hartmann Maturation & Development:
- According to Heinz Hartmann, how can development be described?
- What are the two related processes?
- What are they, individually?
- According to Heinz Hartmann, how can development be described?
- Human development is not a straight line, but is marked by periods of “progression” and “regression” that follow a path that is unique for each person.
- What are the two related processes? What are they, each?
- Maturation
- a biological process
- Development (psychological growth)
- a biological and psychological process by which an organism gains increased independence from its environment so that the reactions occurring in relation to the external world are increasingly displaced into the interior of the organism
- Maturation
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Freud Psychoanalysis:
- what is its historical progression?
- what is its goal?
- influence of environment? how?
- what is its historical progression?
- a method for investigating the mind
- a general theory of human development & behavior
- a method of treating psychological disorders
- what is its goal?
- to understand the subjective world of a person
- focused on data generated by pt
- he explored the mental mechanisms that drive human behavior and underlie psychological disorders
- to understand the subjective world of a person
- influence of environment? how?
- environmental influences are** a part of his theory; it is **not just an individually oriented theory.
- (Freud was criticized for not including environmental influences into his theory, but he did)
- environmental influences are** a part of his theory; it is **not just an individually oriented theory.
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Freud’s topographical model:
- what are the aspects of the mind in Frued’s topographical model?
- what are they each, individually goverend by?
- how could you describe each?
- what are the aspects of the mind in Frued’s topographical model? what are they each governed by? how could you describe each?
- Think of an iceberg…
- Conscious mind–fully aware
- governed by “secondary process” that is:
- rational
- logical
- cognitive
- pre-conscious mind
- capable of becoming conscious when attention is focused in its direction
- unconscious mind–repressed and unaware (most of mind is found here)
- governed by “primary process” that is:
- irrational
- instinctual
- closely linked to emotional states
- symbolic/metaphorical thought–dreams
- governed by “primary process” that is:
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Psychic determinism:
- what determines psychological events?
- what drives most of human behavior? how could it be described?
- what is the task of the HCP w/this knowledge?
- what determines psychological events?
- all psychological events are determined by some antecedent event
- what drives most of human behavior? how could it be described?
- much of what drives human behavior is unconscious and irrational
- everything we do, everything we think, nothing happens by change (drive nby unconscious)
- what is the task of the HCP w/this knowledge?
- become aware and stay awake
- task as professionals is to become aware as much as we can of what is driving us, and be conscious of this when making healthcare decisions
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Freud’s structural model of the mind:
- what are the definitions of mental structures, according to Freud?
- what did he emphasize?
- What are the definitions of mental structures, according to Freud?
- constructs that have particular functions in the mental life of the individual and are not easily changed.
- What did he emphasize?
- emphasis is on anxiety and conflict and their relationship within the mental life of the individual
example w/pt. w/social anxiety and how he deals w/wanting to go to a party:
- How does he deal w/the anxiety?
- drinks alcohol, gets a few beers to lower the anxiety
- What is the potential negative effect?
- might have a social impact (positive and negative potential outcomes from this choice).
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Freud’s mental structures–Id/Ego/Superego:
- What are the characteristics of the Id? Ego? Superego?
- How do they function/other names/where do they come from?
- What are the characteristics of the Id? Ego? Superego?
Id:
Operates at unconscious level
Functions according to the “pleasure principle”
- watch a 2-year old and you’ll get a good sense of the ID process
·seeks immediate gratification
·not concerned w reality or social etiquette
Functions by “primary process”
Source of instinctual drives (2)
·sexual = drive toward an object perceived as desirable in some way ·aggressive = drive away from or against an object perceived as dangerous/hurtful
Ego:
Social in origin
·Develops out of the Id
Operates at conscious & unconscious levels
A mediator of Id impulses, Superego injunctions & the demands & limits imposed by reality
- Functions according to the “reality principle”
- Functions by “secondary process”
Main function = find socially acceptable ways to gratify the instinctual drives
·If demands of the Id are not sufficiently addressed, the Id can disrupt ego function
Ex. w/person having an affair
The source of ego defenses
Superego:
Often referred to as “conscience”
mediates self esteem
Composed of internalized morals, values, behavioral injunctions and prohibitions
·Internalization and identification play major roles in its development
·Contains the individual’s “ego ideal”
Can be harsh & punitive à guilt
- How do they function/other names/where do they come from?
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Relationship of Id, Ego, and Superego:
- What does the behavior a person exhibits reflect?
- What does Freud say about psychological & behavioral symptoms?
- What does the behavior a person exhibits reflect?
- any behavior a person has reflects a synthesis/compromise of all these elements (Id, Ego, Superego) within one’s mind
- What does Freud say about psychological & behavioral symptoms?
- compromises made by the Ego
- harsh injunctions imposed by the Superego
- unrecognized and unmet instinctual drives of the Id
- Every symptom
- has a problem component AND
- reflects and adaptation a person has made
Be cautious about trying to prematurely eliminate symptoms, especially psychological ones
- sometimes it is important to understand what the symptom is communicating to the HCP
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Basic concepts of Freud’s psychosexual stages of development:
- Where does the maturation process direct attention and psychic energy to?
- Where do the stages come from?
- How do they develop?
- What are the terms we use to describe the basic concepts of Freud’s psychosexual stages of development?
- Where does the maturation process direct attention and psychic energy to?
- different areas of the body, and their associated functions, become the focus of attention and pleasure (can be a source of conflict between parent and child)
- Where do the stages come from?
- the stages are inborn
- How do they develop?
- the stages develop sequentially
- What are the terms we use to describe the basic concepts of Freud’s psychosexual stages of development?
- Progression
- the normal movement from one stage to another
- Regression
- the move from a more mature state of adaptation back to a more “primitive” or earlier state of adaptation
- Fixation
- a point of “stuckness” caused by some failure or disruption in the developmental process
- when regression occurs, it is usually to some point of fixation
- this is both protective and also points to an area that needs attention (protective, but can be problematic)
- Progression
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Freud’s Psychosexual Stages of Development_Oral Stage:
- What is the typical age where this is seen
- What is the area of focus? Why?
- On whom does the infant depend? What does this provide?
- What can fixation here lead to?
- Ages birth to 1 year
- What is the area of focus? Why?
- the mouth area is a focus of attention
- the chief means of exploring objects in the world
- sucking and feeding provide sourcecs of pleasure and statisfaction
- the mouth area is a focus of attention
- On whom does the infant depend? What does this provide?
- a period of total dependence on the mother
- provides a secure foundation for subsequent development
- a period of total dependence on the mother
- What can fixation here lead to?
- lack of ability to delay gratification
- clinging/dependent behavior in relationships
- a sense of others not caring or not being warm or nuturing enough
- lack of ability to self-soothe
- lack of a sense of psychic or physical safety
- being demanding and fearful
We see these issues a lot in our current culture
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Freud’s Psychosexual Stages of Development_Anal stage:
- What is the typical age where this is seen?
- What is the area of focus? Why?
- On whom does the child depend? What does this provide?
- What can fixation here lead to?
- What is the typical age where this is seen?
- 1-3 years of age
- What is the area of focus? Why?
- anal area and feces are the focus of attention and source of pleasure
- On whom does the child depend? What does this provide?
- sphincter control develops = a sense of mastery and control/autonomy
- child learns that she/he can produce or withhold (more autonomous than oral stage)
- often a period of conflict w/parents around issues of obedience and control and competition/comparisions with other children/parents
- sphincter control develops = a sense of mastery and control/autonomy
- What can fixation here lead to?
- control/lack of control
- assertion/submission
- obedience/defiance
- giving/withholding
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Freud’s Psychosexual Stages of Development_Phallic-Oedipal stage:
- What is the typical age where this is seen?
- What is the area of focus? Why?
- On whom does the child depend? What does this provide?
- What can fixation here lead to?
- What is the typical age where this is seen?
- ages 3-5
- What is the area of focus? Why?
- areas of focus are the penis or clitoris
- girls wonder why they don’t have a penis
- boys are proud of their penises, and afraid of losing them
- a period of masturbatory exploration and pleasure
- areas of focus are the penis or clitoris
- On whom does the child depend? What does this provide?
- Oedipal & Electra conflicts
- dilemma = child loves and hates the same parent for fear of punishment or loss of parent’s affection
- boys want to possess mother and eliminate father (Oedipal)
- girls want to possess father and eliminate mother (Electra)
- child notices the parental relationship is exclusive and that the child is outside of it
- dilemma = child loves and hates the same parent for fear of punishment or loss of parent’s affection
- Oedipal & Electra conflicts
- What can fixation here lead to?
- triangulation (pre-Oedipal conflicts are dyadic)
- repetitive relationships with “unavaailable” partners of the opposite sex
- seeing relationships in terms of “conquests”
- extramarital affairs w/people who are unavailable
- “When I grow up, I’m going to marry Daddy!”
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Freud’s Psychosexual Stages of Development_Latency:
- What is the typical age where this is seen?
- Formal stage? Why/Why not?
- Sexual interests lie where? Where does the child put most of her/his energy?
- What is the typical age where this is seen?
- school age
- Formal Stage? Why/Why not?
- not a formal stage
- more a period of consolidation
- not a formal stage
- Sexual interests lie where? Where does the child put most of her/his energy?
- sexual interests are dormant
- psychic energy and attention is directed to activities of play, school, and friendships
usually a conflict-free time of childhood
sexual interests are dormant
Describe the basic components of Freud’s psychodynamic views of human development, behavior and mental functioning:
Freud’s Psychosexual Stages of Development_Genital:
- What is the typical age where this is seen?
- Where is most of the focus of the child?
- What is sought through relations with others?
- What is the aim of the child at this time?
- What is the typical age where this is seen?
- early adolescence throughout adulthood
- Where is most of the focus of the child?
- genitals are the focus of attention and pleasure
- What is sought through relations with others?
- sexual stimulation and satisfaction is sough through relations with others
- What is the aim of the child at this time?
- formation of mature sexual relationships to satisfy mature sexual interests
Recognize the central characteristics of each stage of Mahler’s theory of child development:
Central Question/Investigations of Margaret Mahler:
- What was Margaret Mahler’s central question she attempted to answer?
- What was the name of book she wrote? Date?
- What was Margaret Mahler’s central question she attempted to answer?
- How does one go from a state of dependency to a fully autonomous, fully functioning adult?
- What was the name of book she wrote? Date?
- ”The Psychological Birth of the Human Infant”. 1975
Recognize the central characteristics of each stage of Mahler’s theory of child development:
Mahler’s stages of child development:
- What are the stages of Mahler’s child development model?
- what are the associated ages?
- What are the stages of Mahler’s child development model?
- Normal Symbiosis (1-5 months)
- Separation-Individual
- 3 sub-phases
- Hatching (5-10 months)
- Practicing (10-16 months)
- Rapprochement (16-24 months)
- 3 sub-phases
- Object Constancy (24-36 months)
Recognize the central characteristics of each stage of Mahler’s theory of child development:
Mahler’s stages of child development_Normal Symbiosis:
- What is the typical age for this stage?
- How does it begin?
- How does the child view mother? What is the interaction’s purpose?
- What is the child’s sense of “mother & me”?
- What is the typical age for this stage?
- 1-5 months
- How does it begin?
- begins with the initial awareness that there is something other than self, i.e. “not me”. This is the stage where the child begins to identify that they have needs
- How does the child view mother? What is the interaction’s purpose?
- beginning recognition of mother as a “need satisfying” object
- the interaction with mother is basically pleasurable
- beginning recognition of mother as a “need satisfying” object
- What is the child’s sense of “mother & me”?
- the infant’s sense of “mother & me” is one of merger/fusion
- “together we are one”
- the infant’s sense of “mother & me” is one of merger/fusion
Recognize the central characteristics of each stage of Mahler’s theory of child development:
Mahler’s stages of child development_Separation-Individuation:
- How many sub-phases are in this stage?
- What are they and what are their associated ages?
- Describe the phases according to how the child relates to mother?
How many sub-phases are in this stage?
- 3
What are they and what are their associated ages?
- Hatching (sub-phase 1): 5-10 months
- Practicine (sub-phase 2): 10-16 months
- Rapproachment (sub-phase 3): 16-24 months
Describe the phases according to how the child relates to mother?
- Hatching (sub-phase 1): 5-10 months
- child begins to perceive the mother and explore her facial features
- beginning to focus on the world beyond mother –> beginning of physical differentiation = separation
- comparision of mother to others –> “stranger anxiety“
- need to make repeated visual and tactile contact with mother to re-establish a sense of safety
- Fear = loss of object (mother) will lead to loss of self, since separation-indivuduation is not yet resolved
- Practicing (sub-phase 2): 10-16 months
- self-initiated locomotion is the primary focus of attention (walking)
- curiosity and exploration
- excitement in newfound abilities
- sense of omnipotence and invulnerabilty –> susceptible to shame & humiliation (through accidents)
- if the parent can be accepting of these mistakes, then shame/humiliation is reduced. Vice versa
- development of “separation anxiety”
- Rapproachment (sub-phase 3): 16-24 months
- increased sense of separateness and helplessness relative to mother
- child moves away from and back to mother seeking reassurance
- need for autonomy, but continued need for re-establishing contact and momentary merger with mother. Seeks mother’s interest in her activities and productions
- focuses on psychological differentiation = individuation
- a time of great ambivalence in the child
- wants to be close to mother AND away and separate from mother
- a time of frustration for the mother
- mother can become frustrated by child’s ambivalence and may feel there is no way to “get it right”
- FEARS: loss of object or loss of the object’s love if differentiates, and fear of loss of self through engulfment if merger is maintained
“Mother” doesn’t have to be actual mom, it can be a “motherly figure”
Recognize the central characteristics of each stage of Mahler’s theory of child development:
Mahler’s stages of child development_Object Constancy:
- What is the typical age for this stage?
- What is established during this stage?
- What is the result of this stage?
- How does the child view mother? What is the relationship like?
What is the typical age for this stage?
- 24-36 months
What is established during this stage?
- the establishment of “whole” object relations
- focus on “whole” object rather than parts of an object
- capacity to see positive and negative qualities in self and other
- view of self and other as more positive than negative –> stable, secure sense of self
What is the result of this stage?
- result is:
- capacity to tolerate love and hostile feelings toward the same person
- value another for their own attribues, rather than as a mere source of gratification
- objects are not exchanged purely on the basis of whether they are satisfying or not
- absent objects are not hated, but longed for
- maintain relationsihp wiht a specific object regardless of whether one’s needs are satisfied all of the time
How does the child view mother? What is the relationship like?
- differentiation is complete –> sense of self and mother as separate but in relationship
- the soothing and comforting functions of mother are internalized
- greater tolerance of mothering substitutes
