OVERVIEW

I. GOALS

1. AWARENESS OF PROCESS AND CONTENT

2. AWARENESS OF THEORY AND THEORY BUILDING

3. CRITICAL UNDERSTANDING OF MAJOR THEORETICAL POSITIONS

4. REINTERPRET A TION OF MAJOR THEORETICAL POSITIONS

5. AWARENESS OF APPLICATION THROUGH THE 'CYCLE OF SCIENCE' -

6. PLAIN WRITING AND SPEAKING

II THEORY

1. THE GOAL OF SCIENCE IS TO GIVE MEANING TO FACTS

2. THREE CRITERIA FOR A THEORY

    SYSTEMATIC

    OBSERVABLE

  USEFUL

 

3. FAGAN'S THEORY OF THE PROCESSES AND CONTENTS OF THE MIND

 

 

 

 

 

      PROCESSING (P) CONVERTS INFORMATION (I) INTO KNOWLEDGE (K). HOW WELL WE PROCESS DEPENDS ON OUR GENETIC PLAN (G) AND ON THE BIOPYPHYSICAL (B) ASPECTS OF THE ENVIRONMENT (E) THAT ALTER THE FUNCTIONING OF THE BRAIN. CULTURE (C) IS THAT PART OF THE ENVIRONMENT (E) THAT PROVIDES US WITH INFORMATION. SIMPLY PUT, WHAT WE KNOW DEPENDS ON HOW WELL WE THINK AND WHAT THE WORLD GIVES US TO THINK ABOUT.

 

IV. THE I-ME THEORY

               I -ST ATE                                                  ME-ST ATE

                 VALUES                                                       RULES

                 PERSON                                                       ROLES

                 PROCESS                                                     FIXED

                 PRESENT                                                     PAST, FUTURE

 

Cognitive Development

                                                                                 PERSONALITY

I. OVERVIEW

II. PURPOSES OF THEORIES OF PERSONALITY

•  A “PROCESS” SUBTHEORY TO EXPLAIN HOW WE ALL GET TO BE THE WAY WE ARE

•  A “CONTENT” SUBTHEORY TO EXPLAIN INDIVIDUAL DIFFERENCES

III . THREE MEANINGS OF PSYCHOANALYSIS

•  A SET OF OBSERVATIONS

•  A METHOD OF PSYCHOTHERAPY

•  A THEORY OF PERSONALITY DEVELOPMENT

IV. FREUD’S THEORY OF PERSONALITY: BASIC ASSUMPTIONS

•  PSYCHIC DETERMINISM

•  UNCONSCIOUS MOTIVATION

•  PERSONALITY DEVELOPS IN STAGES

V. FIVE DIVISIONS OF PSYCHOANALYTIC THEORY

•  INSTINCTS AND DRIVES

•  THE LIBIDO

•  INSTINCTS

•  STAGES OF PSYCHOSEXUAL DEVELOPMENT

•  ORAL

•  ANAL

•  PHALLIC

•  LATENCY

•  GENITAL

•  THE MIND ENTITIES

•  ID

•  EGO

•  SUPEREGO

A. THE OEPIDAL CONFLICT

B. THE DEVELOPMENT OF MORALITY

•  THE MENTAL MECHANISMS (DEFENSES)

•  ID

CONVERSION SYMPTOMS, DREAMS, SYMBOLIC BEHAVIOR

•  EGO

REPRESSION, RATIONALIZATION, PROJECTION

•  SUPEREGO

GUILT, NEUROTIC ANXIETY, REACTION FORMATION

•  CHARACTER TYPES

•  ABNORMALITY

•  FIXATION

VI . SUMMARY OF FREUD’S THEORY

A. PROCESS

B. CONTENT

VII . EVALUATION OF FREUD

A. DIFFICULTIES

B. ENDURING ASSUMPTIONS AND IDEAS

•  ALL BEHAVIOR IS MOTIVATED

•  THE UNCONSCIOUS

•  THE IMPORTANCE OF EARLY PARENT-CHILD RELATIONS

•  DEVELOPMENTAL STAGES

•  TALKING AS THERAPY

C. IS FREUND DEAD?

VIII . THE PSYCHOSOCIAL THEORY OF ERIKSON

A. AGREEMENT WITH FREUD

B. REVISION OF FREUD’S IDEAS

•  THE EGO

•  THE PSYCHOSOCIAL STAGES

ERIKSON’S PSYCHOSOCIAL STAGES

AGE	BASIC ISSUE OR CRISIS
0-1 year	trust vs. mistrust
1-3 years	autonomy vs. doubt
3-6 years	initiative vs. guilt
6-11 years	industry vs. inferiority
Adolescence	identity vs. confusion
Young adulthood	intimacy vs. isolation
Middle adulthood	generativity vs. stagnation
Old age	integrity vs. despair

•  SUMMARY OF ERIKSON: PROCESS AND CONTENT

•  EVALUATION

IX . THE DEVELOPMENT OF THE SELF

A. OVERVIEW

B. THE I AND THE ME

•  THE I SELF

•  THE ME SELF

C. EVALUATION

X. FAGAN’S THEORY

A. THE SELF AS KNOWLEDGE

B. THE “I” AND THE “ME”

•  DIMENSIONS OF INFORMATION

• i. “I” CUES

• ii. “ME” CUES

•  THE DIMENSIONS OF THE SELF

Socialization