ELE17 - Good

Manners and
Right Conduct
(Edukasyon sa
Pagpapakatao)
1ST Semester, A.Y. 2021-2022

Module 3
(Week 7-8)
Prepared by:

Markhill Veran Tiosan, LPT

Instructor

Name of Student: _____________________________________

Course/Section: ______________________________________
Date Accomplished: ___________________________________
Psychodynamic Theory of Personality

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 Overview
This module is all about the different theories of personality. It includes the
basis or the foundation of all theories that we have today. It will discuss the
Psychoanalytic Theory of Sigmund Freud, Adler’s Theory of Individual Psychology,
Jung’s Analytical Psychology, and Sullivan’s Interpersonal Theory.

Objectives

 Identify the difference of each personality theories

 Differentiate its theory from each other
 Demonstrates beliefs in the interpretation of one’s dream
 Make a video presentation about the three personality types

Discussion
READ
The psychodynamic theory states that events in our childhood have a great
influence on our adult lives, shaping our personality. Events that occur in childhood
can remain in the unconscious, and cause problems as adults.

The psychodynamic approach includes all the theories in psychology that see
human functioning based upon the interaction of drives and forces within the person,
particularly unconscious, and between the different structures of the personality.

Freud’s psychoanalysis was the original psychodynamic theory, but the

psychodynamic as a whole includes all theories that were based on his ideas,
e.g., Jung (1964), Adler (1927) and Erikson (1950).

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 FREUD’S THEORY OF PERSONALITY

A form of biological determination

Socialization was a process

characterized by an internal struggle

Consist of the id, the ego, and the superego

Sigmund Freud

A foremost psychoanalyst who formulated the first comprehensive theory on

personality.
Id

 The original system of personality

 The biological component consist of everything psychological, including
the instincts which are inherited

Ego
 The executive of personality
 The mediator between the needs of the organism
 The objective world of reality
 Control the overall cognitive and intellectual process
 Control the gateways to action

Superego

 Social component
 Internal representative of the traditional values and ideals of society
 Moral arm of personality and consists of the conscience and ego ideal

Focused on the conflict between:

 society and the biological drives of sex and aggression
 id and the superego
 external world (ego)
 Emphasized the developmental aspects of personality

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  Described the human psychological development as a process involving
major tensions.
 First five year of life is crucial
 Ages 4 & 5 weaned from the constant company of the parents and enters
social world (Oedipal Stage)
 Criticized mainly for the stress and the child’s erotic wishes and the idea that
all human behavior and all cultural forms originate from the primary biological
sources.

ALFRED ADLER'S THEORIES OF INDIVIDUAL PSYCHOLOGY

Alfred Adler’s theory of individual psychology created a chasm in the field of
psychology, which had been dominated by Freud’s psychoanalysis.
Freud focused on only the internal processes — mainly sexual conflicts —
that affect a person’s psychology, Adler was adamant that to fully understand a
person, a psychologist must also consider other internal factors as well as external
factors.
Adler thought that the basic psychological element of neurosis was a sense
of inferiority and that individuals suffering with the symptoms of this phenomenon
spent their lives trying to overcome the feelings without ever being in touch with
reality (White, 1917)

COMPENSATION for WEAKNESSES

According to Adler (2013b), all infants have a feeling of inferiority and
inadequacy immediately as they begin to experience the world.
These early experiences, such as the need to gain the parents’ attention,
shape the child’s unconscious, fictive goals. They give the child a need to strive
towards rectifying that inferiority — a need to compensate for weakness by
developing other strengths.
There are several outcomes that can occur on a child’s quest for
compensation. First, if the child receives adequate nurturing and care, the child can
accept his challenges, and learn that they can be overcome with hard work. Thus,
the child develops “normally” and develops the “courage to be imperfect” (Lazarsfeld,
1966, pp. 163-165).

OVERCOMPENSATION
However, sometimes, the process of compensation goes awry. One way in
which this happens is that the feelings of inferiority become too intense, and the child
begins to feel as though he has no control over his surroundings. He will strive very

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strenuously for compensation, to the point that compensation is no longer
satisfactory.
This culminates in a state of overcompensation, where the child’s focus on
meeting his goal is exaggerated and becomes pathological. For example, Adler
(1917) uses the ancient Greek figure Demosthenes, who had a terrible stutter but
ended up becoming the “greatest orator in Greece” (p. 22).
Here, Demosthenes started off with an inferiority due to his stutter, and
overcompensated by not just overcoming his stutter, but taking up a profession that
would normally be impossible for a stutterer.
INFERIORITY COMPLEX
Overcompensation can lead to the development of an inferiority complex. This
is a lack of self-esteem where the person is unable to rectify his feelings of inferiority.
According to Adler (2013a), the hallmark of an inferiority complex is that
“persons are always striving to find a situation in which they excel” (p. 74). This drive
is due to their overwhelming feelings of inferiority.
There are two components of these feelings of inferiority: primary and
secondary. Primary inferiority is the “original and normal feeling” of inferiority
maintained by an infant (Stein & Edwards, 2002, p. 23). This feeling is productive, as
it provides motivation for the child to develop.
Secondary inferiority, on the other hand, is the inferiority feeling in the adult
results when the child develops an exaggerated feeling of inferiority (p. 23). These
feelings in the adult are what is harmful, and they comprise the inferiority complex.
SUPERIORITY COMPLEX
The superiority complex occurs when a person has the need to prove that he
is more superior than he truly is. Adler (2013a) provides an example of a child with a
superiority complex, who is “impertinent, arrogant and pugnacious” (p. 82).
When this child is treated through psychotherapy, it is revealed that the child
behaves in this impatient manner because he feels inferior.
Adler (2013a) claims that superiority complexes are born out of inferiority
complexes; they are “one of the ways which a person with an inferiority complex may
use a method of escape from his difficulties” (p. 97).

Personality Typology, or Styles of Life

Adler did not approve of the concept of personality types; he believed that this
practice could lead to the neglect of each individual’s uniqueness.

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 However, he did recognize patterns that often formed in childhood and could
be useful in treating patients who fit into them. He called these patterns styles of life.
Adler (2013a) claimed that once a psychologist knows a person’s style of life,
“it is possible to predict his future sometimes just on the basis of talking to him and
having him answer questions” (p. 100) Adler and his followers analyze a person’s
style of life by comparing it to “the socially adjusted human being” (p. 101).
BIRTH ORDER
The term birth order refers to the order in which the children of a family were
born. Adler (2013b, pp. 150-155) believed that birth order had a significant and
predictable impact on a child’s personality:
First-born
First-born children have inherent advantages due to their parents recognizing
them as “the larger, the stronger, the older.”
This gives first-born children the traits of “a guardian of law and order.” These
children have a high amount of personal power, and they value the concept of power
with reverence.
Second-born
Second-born children are constantly in the shadow of their older siblings.
They are incessantly “striving for superiority under pressure,” driven by the existence
of their older, more powerful sibling.
If the second-born is encouraged and supported, he will be able to attain
power as well, and he and the first-born will work together.
Youngest Child
Youngest children operate in a constant state of inferiority. They are
constantly trying to prove themselves, due to their perceptions of inferiority relative to
the rest of their family. According to Adler, there are two types of youngest children.
The more successful type “excels every other member of the family, and
becomes the family’s most capable member.”
Another, more unfortunate type of youngest child does not excel because he
lacks the necessary self-confidence. This child becomes evasive and avoidant
towards the rest of the family.

Only Child
Only children, according to Adler, are also an unfortunate case.Due to their
being the sole object of their parents’ attention, the only child becomes “dependent

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to a high degree, waits constantly for someone to show him the way, and searches
for support at all times.”
They also come to see the world as a hostile place due to their parents’
constant vigilance.

CARL GUSTAV JUNG: ANALYTICAL THEORY

Swiss Psychiatrist

Jungian Psychology/ Analytic

Psychology

Friend of Sigmund Freud

Theory of the Libido

Jung (1948) disagreed with Freud regarding the role of sexuality. He

believed the libido was not just sexual energy, but instead generalized psychic
energy.
For Jung the purpose of psychic energy was to motivate the individual
in a number of important ways, including spiritually, intellectually, and
creatively. It was also an individual's
Theory of the Unconscious

Like Freud (and Erikson) Jung regarded the psyche as made up of a

number of separate but interacting systems. The three main ones were the
ego, the personal unconscious, and the collective unconscious.
According to Jung, the ego represents the conscious mind as it
comprises the thoughts, memories, and emotions a person is aware of. The
ego is largely responsible for feelings of identity and continuity.
Personality Theory

 Extrovert - are generally sociable.

 Introvert - are generally withdrawn.

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HUMAN PSYCHE

Archetype
It is the model image of a person or role and includes the mother figure,
father, wise old man, and clown. These are often incarcerated or confined as
characters in myths, novels and films that can be seen in our dreams.
According to Jung, dreams are the main source of archetypal material and
certain dreams offer what Jung considered proof for the existence of the archetype.
Notable Archetypes
PERSONA
This is the identity which we wish to to project to others. This is the public face
or role a person presents to others as someone different to who we really are.
ANIMA/ANIMUS

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 It is the mirror image of our biological sex, that is, the unconscious feminine
side in males and the masculine tendencies in women.
WISE OLD MAN
This is the archetype of wisdom and meaning. He wise old man for sees the
future and offers guidance in turbulent times.
GREAT MOTHER
This is the identity that embodies the idealized qualities of the mother figure.
She is caring, compassionate, dependable and loving and like the Wise Old Man,
she may offer guidance when asked.
SHADOW
It is composed primarily of the elements of ourselves that we consider to be
negative. We do not show this side of the self to the outside world as it can be
source of anxiety or shame. The shadow may contain repressed ideas or thoughts
which we do not wish to integrate into our outward self.
HERO
It is the unconscious image of a person who conquers an evil foe but who also has a
tragic flaw.
SELF
It provides a sense of unity in experience. This is the ultimate aim of every
individual to achieve a state of selfhood or self-actualization.
In short, the self includes both the conscious and unconscious mind, and it unites the
opposing elements of psyche, male and female, good and evil, light and dark forces.
To actualize or fully experience the self, people must overcome their fear of
unconscious, prevent their persona from dominating their personality, recognize the
dark side of themselves (the shadow) and then muster or collect even greater
courage to face their anima/animus.

SULLIVAN'S THEORY OF
PERSONALITY

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 Sullivan’s Core Ideas
 First American to construct a Comprehensive Personality
Theory Emphasizes childhood friendships in the formation of
personality Chumship, intimacy, & security
 Personality is shape from our relationships with others
 Personality can never be isolated from the complex of interpersonal
relations in which the person lives
For example, personality cannot be separated from our social
worlds

He was born in a poor family, whose parents were farmers in upper

New York and the only child in the family. Also known as the father of modern
psychiatry. But unfortunate, Sullivan died of a persistent cardiovascular
disease while attending an international conference.
 chumpship means preadolescent friendship between two people
of the same sex.

TENSIONS

It is the potentiality for action that may or may not be experienced in

awareness. Thus, not all tensions are consciously felt.
It is similar to a state of stress, though people experiencing tension tend
to describe feelings of tightness, overwhelming anxiety, and uncertainty.

TWO TYPES OF TENSIONS

 NEEDS

These are tensions brought on by biological imbalance between a person

and the physiochemical environment, both inside and outside the organisms.
Types of Needs

 GENERAL NEEDS
a. Interpersonal Needs (i.e. tenderness, intimacy, love)
b. Physiological Needs (i.e. food, oxygen, water and so forth)

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  ZONAL NEEDS
a. Oral
b. Genital
c. Anus

General needs, which also include oxygen, food, and water, are opposed to zonal
needs, which arise from a particular area of the body.
 ANXIETY
This interferes with the satisfaction of needs.

Overt behaviour is any bodily action that persons can directly and sensorily
observe. Some examples of overt behaviour include walking, dancing, running, using
body language such as hand gestures and facial expressions.
Covert behavior is a behavior that is not directly observable and can only be
inferred by the observer or reported by the subject. For example, imagining
something is covert behavior.

DYNAMISM
It is the smallest unit in the study of interpersonal relationship. It refers to a typical
pattern of behaviour, traits or habit patterns that characterize a person throughout a
lifetime.

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DISJUNCTIVE DYNAMISMS
 MALEVOLENCE
This is the disjunctive dynamism of evil and hatred, characterized by the
feeling of living among one's enemies.
Happens between 2 to 3 years old when parents attempt to control their
children's behavior by physical pain or reproving remarks, some children will learn to
withhold any expression of the need for tenderness and to protect themselves by
adopting the malevolent attitude.
MALEVOLENT - causing or wanting to cause harm or evil.
 INTIMACY
This is an integrating experience marked by a close personal relationship with
another person who is more or less of equal status. It is also a positive dynamism.
This is not occur in parent-child relationship and does not involve lust or sexual
behavior.
 LUST
This is an isolating dynamism characterized by an impersonal sexual interest in
another person. This begins in the early adolescence.

PERSONIFICATION

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These are images of yourself, themselves and others. It is a complex of feelings,
attitudes, and conceptions that grows out of experience with need satisfaction and
anxiety. When these personifications are shared by a large social grouping, they
become stereotypes.

LEVELS OF COGNITION
It refers to the ways of perceiving, imagining, and conceiving.
 PROTOTAXIC LEVEL
These experiences cannot be communicated to others, they are difficult to
describe or define. One way to understand the term is to imagine the earliest
subjective experiences of a newborn baby. These experiences must, in some way,
relate to different zones of the body. A neonate feels hunger and pain, and these
prototaxic experiences result in observable action, for example, sucking or crying
 PARATAXIC LEVEL
Parataxic experiences are prelogical and usually result when a person
assumes a cause-and-effect relationship between two events that occur
coincidentally. Parataxic cognitions are more clearly differentiated than prototaxic
experiences, but their meaning remains private.
 SYNTACTIC LEVEL

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 Experiences that are consensually validated and that can be symbolically
communicated take place on a syntaxic level.
Sullivan hypothesized that the first instance of syntaxic cognition appears whenever
a sound or gesture begins to have the same meaning for parents as it does for a
child.

Assessment
A. Dream Interpretations (20pts)

Freud was famous for his interpretation of dreams. In this activity, you will
write a one-page paper about one of your recent dreams and then describe it. When
you are done, choose one of your classmates to interpret and analyze your dream.

Answer this Question: Would our lives be better or worse if we didn't dream at all?
Why? ____________________________________________________________

B. Complete the following tables below. How each theory of personality differs from
the other? (15pts each table)

Sigmund Freud Alfred Adler

Behavior is motivated by internal Behavior is motivated by social

biological drives (sex and aggression) influence and striving for
superiority

Assumption Sigmund Freud Carl Jung

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 Nature and the
purpose of the
libido

Nature of the
unconsciousness

Cause of
behavior

C. Ego vs. Id vs. Superego Skits (20 pts)

According to Freud, the ego, id, and superego make up the three parts of the self. In
this activity, you will act out (thru video) the three personality types.
Answer this Question: Is the ego, id, or superego the most important to the human
condition? Explain your answers._________________________________________

References
https://sites.google.com/site/ubmichellebadillo/theories-of-personality/sullivan-
interpersonal- theory
Hoffman, R (2020, May 17). Alfred Adler's theories of individual psychology and
Adlerian therapy. Simply Psychology. https://www.simplypsychology.org/alfred-
adler.html
McLeod, S. A. (2017). Psychodynamic approach. Simply
Psychology. https://www.simplypsychology.org/psychodynamic.html
McLeod, S. A. (2018, April 05). What are the most interesting ideas of Sigmund Freud?.
Simply Psychology. https://www.simplypsychology.org/Sigmund-Freud.html

McLeod, S. A. (2018, May 21). Carl jung. Simply

Psychology. https://www.simplypsychology.org/carl-jung.html
https://study.com/academy/lesson/sigmund-freud-activities.html

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