Psychoanalytical Theory
Sigmund Freud (1856-1939) was the first person to initiate the thought
of psychoanalysis. According to Friedlander (1947), classical Freudian
psychoanalytic explanations of delinquency focus on abnormalities or
disturbances in the individual’s emotional development from early
childhood. Since then many people have amended his original writings
and presently there are numerous versions Freud’s original
psychoanalytical theory. Many of these recent versions are similar to
the original version with the exception that they are updated to
current times. Few new models are extremely different from Freud’s
theory.
Adler, Mueller, and Laufer (2004) describe the psychoanalytical theory
as follows: “In criminology, a theory of criminality that attributes
delinquent and criminal behavior to a conscience that is either so
overbearing that it arouses excessive feelings of guilt or so weak
that it cannot control the individual’s impulses” (p. G-6). Freud
stated in the text “The Ego and the Id” (1961) that
it was a surprise to find that an increase in the Ucs. sense of guilt
can turn people into criminals. But it is undoubtedly a fact. In many
criminals, especially youthful ones, it is possible to detect a very
powerful sense of guilt which exists before the crime, and is
therefore not its result but its motive. It is as if it was a relief
to be able to fasten this unconscious sense of guilt on to something
real and immediate (p.52).
The psychoanalytic mind feels the need for immediate gratification.
People of this type have feelings so strong that no matter what the
consequences of their actions maybe, they f...
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...nce to.
References
Adler, F., Laufer, W. S., & Mueller, G. O. (2004). Criminology. New
York: McGraw-Hill.
Akers, R. L. (1999). Criminological theories. Chicago: Roxbury .
Alexander, F. & Staub, H. (1931). The criminal, the judge, and the
public. New York: Macmillan.
Freud, S. (1961). The complete psychological works of Sigmund Freud:
The ego and the id. London: Hograth.
Freud, S. (1948). Collected papers: Psychoanalysis and the
ascertaining of truth in courts of the law. London: Hograth.
Friedlander, Kate. (1947). The psychoanalytical approach to juvenile
delinquency. London: Routledge & Kegan Paul.
Gibbons, D. C. (1977). Society, crime, and criminal careers.
Englewood Cliffs, NJ: Prentice-Hall.
Samenow, S. E., & Yockelson, S. (1906). The criminal personality. New
York: Jason Aronson.
Guilt is one of the most powerful forces known to man. It can drive the average man into a paranoia struck fool, ravenous for stability. Guilt can cause people to cave in from under them, revealing an empty and hollow shell. As children, we are conditioned to feel guilty when we do something wrong. As we get older, we learn that we receive praise and acceptance when we behave properly, or as is expected of us. Because humans have a strong desire to be loved and accepted, we do things in order to receive approval. Vera Claythorne was one of the characters mostly affected by guilt. She would constantly get hysteria attacks because of the guilt she carried. She often imagined Hugo was near. General Macarthur had very strong guilt as well, so
What is personality? Are humans born with a personality or does it develop over time through personal experience? Each person has unique characteristic patterns of thinking, feeling, and behaving that stay consistent over time and across situations. Over the years, psychologists have approached the study of personality in many ways. Some psychologists set out to understand how personality develops, while others set out to understand why there are differences in personality. Humans are complex beings, changing in different situations and with different people, which makes personality too complex to easily be described. However, psychologists focus on studying the internal and external aspects of a person’s character that influence
Heimowitz, Daniel. "Guilt." Psychology and Mental Health. Ed. A. Piotrowski Nancy, 3d ed. 5 vols. Pasadena, Calif.: Salem Press, 2009. Salem Health Web. 13 May. 2014.
Shame and guilt are often used interchangeably as they are often perceived to be the same or eerily similar. Yet shame is more associated with feelings of poor personal character and guilt is associated with what a person’s character does. Studies have shown that shame rather than guilt is a significant risk factor for the onset and maintenance of mental health difficulties and it has been further theorized that guilt is actually an adaptive response in which movement from shame to guilt represents a stage of mental health recovery (Dyer, et al., 2017). Though shame over particular events in the moment are not uncommon due to humanities imperfect nature, the problem resides in lack of shame resolution. May (2007) exemplifies this in that the
Guilt acts as one of the strongest and most prominent emotions humans feel throughout their lives. Guilt can cause people to help others, push through obstacles, or make friends. Guilt, however, may not stop one from doing amoral actions. This can happen as a result of a perceived bonus outweighing the negative feeling one may experience from completing the action, or a heat of the moment action, where one may not fully understand the consequences of their actions.
Sigmund Freud first theorized the psychosexual theory after studying a patients mental health. The theory states that a human develops from underlying unconscious motives in order to achieve sensual satisfaction.
The two important psychoanalytic theories on human development are psychosexual development theory by Sigmund Freud and Erik Erikson’s psychosocial development theory. Many researchers use these two major approaches to analyze the human development in different stages of life. Since Freud’s approach was the foundation of Erikson’s psychosocial theory, there are many similarities between them. Even though they are both focusing on phases of life, there are still some differences on the definitions and ideas of life stages. In this paper, I will concentrate on Freud and Erikson’s ideas of different stages of human development because these two approaches always come together and they are mostly overlapping. Yet, there are divergences and transformations between all the stages.
What will be the goals of counseling and what intervention strategies are used to accomplish those goals?
The psychoanalytic perspective grew out of subsequent psychoanalytic theories (1901, 1924, and 1940) following decades of interactions with clients with the use of an innovative procedure developed by Sigmund Freud that required lengthy verbal interactions with patients during which Freud probed deep into their lives. In a nutshell, the psychoanalytic perspective looked to explain personality, motivation, and psychological disorders by focussing on the influence of early childhood experiences, on unconscious motives and conflicts, and on the methods people use to cope with their sexual and aggressive urges. The Biological perspective on the other hand looks at the physiological bases of behaviour in humans and animals. It proposes that an organism’s functioning can be described in terms of the bodily structures and biochemical processes that cause behaviour. This paper attempts to examine the similarities and differences between the psychoanalytic perspective and the biological perspective with the key focus on the core assumptions and features of these perspectives as well as their individual strengths and weaknesses.
The theory our learning team is studying is the psychodynamic approach or what is sometimes called psychoanalytic approach. The main contributors to Psychodynamic approaches was the founder Sigmund Freud (1859-1939), Anna Freud (1895-1982) gave significant contribution to the psychodynamics of adolescence and Erik Erickson (1902-1994) called the “new” Freud but with an emphasis on ego (conscious) forces, termed as psychosocial theory (Craig & Dunn, p 11-13). Psychodynamics is the explanation or interpretation (as of behavior or mental states) in terms of mental or emotional forces or processes (www.merriam-webster.com)
...ing sorrow causes people to want to ignore it entirely, attempting to forget their experiences rather than rise to surmount their pain. This furthermore extends the time it takes for despair to be eased, proving that influence of misery is long-term and not effortlessly vanquished.
Psycho (1960) is filled with grisly shocks and disconcerting moments throughout this picture. A filmmaker’s film must give the ability to appeal to mass emotions and be an entertainer at the same time. Thus, famous director Alfred Hitchcock was the right individual for the direction of Psycho. Hitchcock is a veteran of adding disturbing images and frightening audiences by creating unique plot, characters, and tricking the camera. Hitchcock does this by establishing identification with characters like heroine Marion Crane (Janet Leigh) and a sensitive yet perplexing antagonist Norman Bates (Anthony Perkins). The cinematography in Psycho manipulates audiences across the globe by building the suspense slowly and inexorably towards the films conclusion. Hitchcock delivers the cynical picture to life by using these cinematic techniques: elements of lighting, framing, and creating tension. Hitchcock knows how to portray the perfect yet spine-chilling moments.
There are many types of development theories, Psychoanalytic theories, Cognitive theories, Behavioral and social cognitive theories, ethological theories and ecological theories. Development is how a person changes throughout their life, from the time they are conceived to the time they die. Everyone processes and interprets things and information differently. After researching these various developmental theories ecological theories best describe development. Urie Bronfenbrenner is the researcher that created the ecological theory. Psychoanalytic theories least describe development. Both Ecological and Psychoanalytic theories have certain aspects that I personally believe to make a valid point and certain aspects that do not make a valid point when it comes to development. Eclectic theoretical orientation takes pieces of each theory that makes the most sense when it comes to lifespan development and follows that system. Ecological theories are everyone and everything having an impact on a child’s development, even if those people and events have no direct contact with the child.
Freud viewed the entire human psyche from a sexual perspective. He defined the unconscious as a collection of repressed personal material. He believed that behaviors are controlled by the unconscious mind, which could be understood through dreams and free association. (Lothane, 2006, p.295-296). He theorized that the human mind had three basic components: the id, the ego, and the superego, and these individual parts often conflict, shaping personality and if not treated, causing neurosis (Schultz & Schultz, 2012, p. 321-323). He stated that therapy could repair narcissism that stemmed from low self-esteem, through transference as patients begin to get the things they missed. Freudians believe there are two basic conflicting drives in a person: the life drive and the death drive. The life drive supports survival by avoiding uncomfortable and life-threatening situations while the death drive desired extreme pleasures that to death (Reppen, 2006, p. 215-216).
Personality is an individual’s characteristic pattern of feeling, thinking and acting. Psychodynamic theories of personality view human behavior as a dynamic interaction between the conscious mind and unconscious mind, including associated motives and conflicts (Myers & Dewall, pg# 572, 2015). These theories focus on the unconscious and the importance of childhood experiences. Psychodynamic theories are descended from Sigmund Freud’s psychoanalysis, which is his ideology of personality and the associated treatment techniques. Psychoanalysis attributes thoughts and actions to unconscious motives and conflicts. This theory also includes the techniques used in treating psychological disorders by seeking to expose and interpret unconscious tensions. He proposed that childhood sexuality and unconscious motivations influence personality. Freud’s historically significant psychoanalytic theory became part of the human cultural legacy.