Prelim Sem Lessons Psy

The Self of Thoughts, Feelings
and Behaviors
MODULE #1
UNDERSTANDING THE SELF
TSU TSU PSYCHOLOGY DEPARTMENT

The Self of…
Thoughts
Feelings
Sensations and Behaviors

To understand the self as a holistic being with interconnected
thoughts, feelings, sensations and behaviors
THE THINKING SELF
Ponder on these…
➢What’s on your mind?
➢Why do you think about it?
➢How do you assess about how

you think?
TSU PSYCHOLOGY DEPARTMENT

Case #1
Your nephew describes his new girlfriend as a student who is artistic
and loves poetry. With no other information to go on, it is more
likely that she is studying:
A.) Chinese Literature
B.) Business Management
➢ How did you arrive at that thought?
*Even if every female student of Chinese Literature is artistic and loves poetry,
the population of Business Management students is so much larger.
( Burkeman , 2011)
Case #2
Imagine you’re a doctor, faced with the choice of operating on a
cancer patient or recommending a course of radiation instead. In the
long term, operating is best. But in this case, there is a 10% risk of
mortality in the first month following the operation.
➢Do you take the risk? Why?
*Only half the doctors asked a similar question would operate. But when the
10% mortality rate was rephrased as “90% survival rate,” 85% of the doctors
chose to operate. ( Burkeman , 2011)
DANIEL KAHNEMAN'S
TWO SYSTEMS OF THINKING
SYSTEM 1 SYSTEM 2
Fast Slow
Intuitive Deliberate
Emotional Reflective
Automatic Analytical
Less cognitive effort Complex
(due to practice) Effortful
Reflective
System 1: Examples
• Detect that one object is more distant than another.
• Orient to the source of a sudden sound.
• Complete the phrase “bread and . . .”
• Make a “disgust face” when shown a horrible picture.
• Detect hostility in a voice.
• Answer to 2 + 2 = ?
• Read words on large billboards.
• Drive a car on an empty road.
• Find a strong move in chess (if you are a chess master).
• Understand simple sentences.
• Recognize that a “meek and tidy soul with a passion for detail” resembles an
occupational stereotype.
System 2
• Brace for the starter gun in a race.
• Focus attention on the clowns in the circus.
• Focus on the voice of a particular person in a crowded and noisy room.
• Look for a woman with white hair.
• Search memory to identify a surprising sound.
• Maintain a faster walking speed than is natural for you.
• Monitor the appropriateness of your behavior in a social situation.
• Count the occurrences of the letter a in a page of text.
• Tell someone your phone number.
• Park in a narrow space (for most people except garage attendants).
• Compare two washing machines for overall value.
• Fill out a tax form.
• Check the validity of a complex logical argument.
Stroop Effect
Are the
horizontal
lines straight
or not?
Functions of the Systems
•System 1 is capable of making quick decisions, based on very little
information
➢ Fleeting impressions, and the many other shortcuts you’ve developed
throughout your life, are combined to enable System 1 to make these
decisions quickly, without deliberation and conscious effort.
• System 2 is usually engage in types of decisions that require attention and

slow, effortful, considered responses.
➢Situations like choosing which college to attend, which house to buy, or
whether to change careers would likely require much more thoughtful and
rational approach than just using your gut feeling
Remember…
➢Both systems have respective functions and that one is not
necessarily better than the other
➢While writing a detailed list of pros and cons may be an appropriate

approach for choosing a college or career path (in line with System
2),
➢applying this approach to the hundreds of tiny decisions we make
every day would prevent us from ever taking action. This is where
System 1 comes in.
Ponder on these…
•Identify situations which you employ Systems 1 and 2

thinking
How well did you understand?
➢Which thinking
2x2= ??? process/system would
300 + 450= ??? you use in this situation?
➢ Caught between empty and
heavy lane, which road would
you take???
➢Which thinking process/system

might you use in this situation?
In filling up an
application
form, which
system would
you use?
➢How can you focus on the voice
of the person you are talking to
in a crowded and noisy room?
➢Which system of thinking would

you engage in?
INTERACTION OF SYSTEMS 1 & 2
Scenario 1: When there is a problem to be solved
Was the problem solved?
SYSTEM 1 - YES
PROBLEM assesses the
situation -tries to
solve it NO SYSTEM 2
-approaches the
problem in a logical
way
INTERACTION OF SYSTEMS 1 & 2
Scenario 2: When there is NO problem (or when stakes are low)
SYSTEM 2 -biased to
SYSTEM 1 DOUBT &
-biased to BELIEVE QUESTION... (but is
Everyday situations
with limited often busy & lazy)
information (e.g.
meeting a new Form opinions & jump
person) into conclusions
Adopt suggestions
with little
modification
INTUITIONS --------- BELIEFS

Situations wherein the systems are
employed
▪The CRT mathematical test has shown that intuition is a dominant
force in the minds of medical students. (Tay, Ryan, Ryan, 2016)
▪Psychology researchers have found that the more complex a task is,
the more likely people are to engage in System 2 decision making.
▪One interesting experiment, performed by Alter et al., found that

simply decreasing the legibility of the font used in a common
cognitive test made people more likely to switch to System 2.
▪Market researchers should keep in mind that the more complex the
research collection process becomes (more question types, complex
answer matrices, thought experiments etc.), the more likely they are to
collect responses generated by System 2.
▪In situations where there is social pressure to respond in a particular

way, System 2 may even filter these rationalizations to create
“appropriate” responses.
COGNITIVE BIASES
Implications:
• Thinking may be prone to systematic errors.
• Some beliefs might not be based on evidence, but we continue to

consider them as “truths.”
• Even though you know what the objective reality is,

it does not change the way you see the lines.
1. PEAK END RULE
REMEMBERING SELF
EXPERIENCING SELF
-writes, reads, and replays your
-Lives through the moment
autobiographical history
◦Peoplejudge an experience largely based on how they felt at its

PEAK and its END...
◦Total sum of pleasantness or unpleasantness is entirely disregarded!
What would you rather go through:
◦Short period of intense joy > long period of moderate

happiness
◦Short period of intense, but tolerable suffering > longer

period of moderate pain
2. REPRESENTATIVENESS
◦when people are asked to judge the probability that an object or
event belongs to a category
◦assumption that any object (or person) sharing characteristics with

the members of a particular category is also a member of that
category.
3. ANCHORING AND ADJUSTMENT
“How old is person A?” / “What is person A’s weight?” “Was Mahatma
Gandhi more or less 144 years old when he died?”
Decision is based on:

-ANCHOR based on the given reference point
-ADJUST the anchor (either higher or lower)
◦ In making judgments under uncertainty, people start with a certain
reference point (anchor), then adjust it insufficiently to reach a final
conclusion.
First Example
OK! 500K
700K ? How
much?
Second Example
OK! 1M
1.3M How
much?
The Anchoring Effect
Third Example
500K?
OK!
OK!
1.3M How much?
GUARDING AGAINST COGNITIVE BIASES
Recognize the signs that you are in a cognitive minefield, slow down, and ask for help
from System 2
Identify practices and tasks that you do and the kind of thinking they demand
“Listen to understand it, rather than listen to answer it.”

Summary:
INTERACTIONS
SYSTEMS COGNITIVE GUARDING AGAINST
BETWEEN
1&2 BIASES COGNITIVE BIASES
SYSTEMS 1 & 2
THE FEELING SELF
Identify the emotion being evoked in the
following pictures
WHO IS PAUL EKMAN?
* Clinical Practice:
◦Depression
*Research:
◦Papua New Guinea: Facial expressions are
universal.
◦Studied patients who claimed they were not

depressed and later committed suicide:
MICROEXPRESSIONS
*Current Research:
◦How to respond to others’ emotions
◦Working with Dalai Lama
EMOTIONS and its FEATURES
Physiological: biological reactions -
Cognitive: role of the nervous system (brain &
thought processes - neurotransmitters) in emotions
ANTECEDENT:
cause, trigger interpretation of an
event
Behavioral: expressions & response
- Display Rule: variations of
emotional expression across culture
Antecedent Condition
•Events, contexts, or situations
that trigger an emotion
•Universality of antecedent
events elicit same emotions
across cultures
•Cultural differences
Cognitive Appraisal
Thoughts and beliefs can

impact how you feel and
how you behave.
Physiological
• distinctive patterns of biological activities for each basic emotion
• the role of:
◦ Autonomic Nervous System
◦ Central Nervous System
◦ Neurotransmitters & Hormones
Emotional Expressions
Display Rule
• cultural rules that dictate how emotions should be expressed;
when and where expression is appropriate
• may require people:

◦ to overtly show evidence of certain emotions even if they do not feel it
◦ to disguise their true feelings
Theories of Emotion
Theories of Emotion
EMOTIONAL EXPERIENCE AS A PROCESS
Activating Beliefs Consequences
Event - Evaluations - Emotions
- Actual event - Rational - Behaviors
- client’s - irrational - Other
immediate thoughts
interpretation
of events
APPLICATION: DEPRESSION (Williams, et al.)
CONSEQUENCES
ACTIVATING EVENT BELIEFS
(emotions and
(antecedent) (cognition)
behaviors)
“I must be completely
competent in everything I
do, or else, I am worthless”
“It’s my fault”
“I am a failure”
APPLICATION: DEPRESSION (Williams, et al.)
NEW STRESSOR BELIEFS are CONSEQUENCES
reactivated! Depressive
symptoms
“What is wrong with me?’

“Why do I always fall into this
dark hole?”
“Why can’t I snap out of it”
“I am worthless” “I SHOULD NOT BE DEPRESSED!”
“It’s always my fault’
“I’m a failure”
✓ DOING MODE:
So a new cycle Problem Solving
begins… ✓ BEING MODE: Accept
and allow
Interconnectedness Among The Three
Components Of The Self
DR. AARON T. BECK
To be that self which one truly is…
—Søren Kierkegaard
Bio-
Ecological
Perspective
MODULE 2:
UNDERSTANDING THE SELF
Bronfrenbrenner’s
Ecological System Theory
➢American psychologist - Urie Bronfenbrenner (1917-

2005)formulated the Ecological Systems Theory
➢His theory focuses on the quality and context of the
child's environment
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➢The model suggests the
interactions between the individual
and their environment, categorized
into various systems, shape their
development over time.
➢organizes contexts of development
into five levels of external influence.
➢ levels are categorized from the
most intimate level to the broadest

Individual
• Age
• Sex
• Special Needs
Microsystem
➢the smallest and most immediate environment

in which children live.
➢Interactions within the microsystem typically
involve personal relationships with family
members, classmates, teachers and caregivers.
➢How these groups or individuals interact with the
children will affect how they grow.

Microsystem…
For Children For Adults
• Who do they live with or interact with, and what • Job
is their relationship with those people?
• Do they have supportive teachers? • Class
• Is the parent feeling stressed out by money? • Place where they live
• Are the parents fighting?
• Is the child being bullied?
Consider this…

Ponder on this…
•Given two siblings experiencing the Each child’s particular personality traits,
same microsystem, is it possible for such as temperament, which is
the development of them to progress influenced by unique genetic and
in different manners? biological factors, ultimately have a
hand in how he/she is treated by
others.
Mesosystem
• The mesosystem encompasses the interaction of the different
microsystems which children find themselves in.
• It is, in essence, a system of microsystems and as such, involves linkages
between home and school, between peer group and family, and between
family and community.
Mesosystem…
For a Child
• Do the parents get-along with the teacher?
• Do they trust the teacher?
• Do they feel comfortable going to the teacher if there is a problem?
• Or it might be relationships between where the kid lives and their
family.
• If they live in an unsafe area, how does this maybe affect the rules
that their parents are setting for them?
Ponder on this…
•In a hypothetical situation, how does the relationship between your

family/friends and your special someone might affect your
relationship with him/her? Why?
• Use the chat box to answer

Exosystem
➢The exosystem pertains to the

linkages that may exist between two
or more settings, one of which may
not contain the developing children
but affect them indirectly,
nonetheless.
Exosystem
• Based on the findings of Bronfenbrenner, people
and places that children may not directly
interact with may still have an impact on their
lives.
• Such places and people may include the
parents’ workplaces, extended family members,
and the neighborhood the children live in

Exosystem…
• So for parents, maybe it’s the relationship between the parent’s job and the kid’s
school.
• If the parents have really fluctuating work hours, or must work very long hours,
the child is not directly involved in the parent’s workplace, but this will affect
things like whether the parents are able to volunteer in the kid’s school.
• The Tarlac State University Board of Regents would be an example of an
exosystem for you, because you have probably (most of you) never met the
trustees, but they do affect your immediate environment because they affect
things like your tuition and fees, who we’re going to hire, College policies, and
things like that.
Quick Question
•What certain events/situations of your friends that could affect

you? In what way?
Use the chat box to answer

Macrosystem
• The macrosystem is the largest and most
distant collection of people and places to the
children that still have significant influences on
them.
• This ecological system is composed of the
children’s cultural patterns and values,
specifically their dominant beliefs and ideas, as
well as political and economic systems.

Macrosystem
•So this can be Filipino culture, but of course that’s not one monolithic culture.
•So we can also talk about the culture of a religious group, or military culture, or the
culture of very urban vs. rural areas.
•We can also look at broad social contexts, such as the country’s political climate.

Ponder on this….
•Cite examples as to how the following

affects your development:
•Culture
•Laws
•Social Status

Chronosystem
• The chronosystem is made up of the

environmental events and transitions that
occur throughout a child's life,
• including any sociohistorical events such as
change in family structure, address, parents’
employment status, as well as immense
society changes such as economic cycles and
wars.
Chronosystem
• For example, a child who frequently bullies smaller
children at school may portray the role of a terrified
victim at home.
• Due to these variations, adults who are concerned with
the care of a particular child should pay close attention
to his/her behavior in different settings, as well as to
the quality and type of connections that exist between
these settings.
Chronosystem
• Part of this relates to when events occur in a person’s life.
• For example, we can talk about how people are typically affected by
becoming parents, but the effects are very different if someone becomes
a parent for the first time at age 16 or 26 or 36.
• The other element of the chronosystem is the larger historical context.
• So, for example, somebody who is in their 40s today might have different
views about money, and different spending habits, compared to what
This Photo by Unknown Author is licensed under CC BY-NC-ND
today’s 20-year-olds will do when

Quick Question
•Based from the story of your parents, what are the things that they did
when they were your age and the things you no longer do nowadays?
What might affect the difference between your behaviors?
Use the chat box to answer

One behavior, many Context
What will a student major in? Will he/she succeed in his/her chosen course?
• Self: Intelligence, learning disabilities, motivation
• Microsystem: What does your parents wants you to take? Can they support you financially in the course that you want?
• Mesosystem: Perhaps your parents have friends who in the school and recommends certain programs; course your friends
want
• Exosystem: Parents want you to take a course suggested by their friends
• Macrosystem: Cultural norms and values regarding the importance of education, and which majors are appropriate for men;
State regulators set tuition and fees: politician can raise or lower the education budget
• Chronosystem: Would your choice of course be affected by the new normal/pandemic? Integrity. Excellence. Passion. Service. | TSU-Psychology Department
Assignment
Identify the factors in the different system that will contribute in the success of your studies?
• Self: ____________________________________________________________________________
• Microsystem: ______________________________________________________________________
• Mesosystem: ______________________________________________________________________
• Ecosystem: _______________________________________________________________________
• Macrosystem:______________________________________________________________________
• Chronosystem: _____________________________________________________________________
Assignment
•Who are the people that will affect your decision in

making friends with the opposite sex? Why?

EVERY CHILD NEEDS AT LEAST
ONE ADULT
WHO IS IRRATIONALLY CRAZY
ABOUT HIM OR HER!
- Urie Bronfenbenner-
Socio-Anthropological
Perspectives of the
Self
Understanding the Self (PSY 1A)
Module #3
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Social relationships define our self
How we think of ourselves is linked to the person we

are with at the moment
 Socialization
 The interactive process through which people
learn
 Basic skills
 Values
 Beliefs
 Behavior patterns of a society
 Within socialization, a person develops

a sense of self
Socialization…
 Socialization is the means by
which human infants begin to
acquire the skills necessary to
perform as a functioning member
of their society
 the most influential learning

process one can experience!

SELF-CONCEPT DEFINED
 The SELF-CONCEPT is the sum

total of beliefs we each have
about ourselves

The Beginnings of the
Self Concept
RECOGNIZING
ONESELF
 Human infants begin to
recognize themselves in the
mirror when they are about
two years old
 Being able to recognize yourself
as a distinct entity is a necessary
first step in the evolution and
development of a SELF-
CONCEPT.
Charles Horton Cooley (1902)
primary groups —
parents, siblings, play
groups, elders
— are the FOREMOST

FORCE IN DEVELOPING A
PERSON'S CHARACTER.

Other people serve as a mirror in which we can see
ourselves
The LOOKING GLASS SELF

Charles Horton Cooley
The Looking Glass Self
• our self-image comes from

our own self-reflection
and from what others
think of us

Looking Glass Self…
•people develop a sense of

WHO THEY ARE AND WHAT TO
THINK OF THEMSELVES by
watching the reactions of the

people in their
"primary group" as well as
those they meet throughout
their lives.
 This notion is especially  Using social interaction as a type
applicable to the way of “mirror,” people use the
children form their judgments they receive from
SELF-ESTEEM others to MEASURE THEIR OWN WORTH,
VALUES, AND BEHAVIOR.
the OPINIONS OF FAMILY AND CLOSE RELATIONSHIPS seem to be more

relevant to our self-concept THAN THOSE OF STRANGERS.

The process of the formation of our SELF
CONCEPT
1. We Imagine how others 2. We Imagine how others
SEE US ASSESS US
(An individual in a social (That individual imagines
situation imagines how others’ judgment of that
they appear to others.) appearance.)
3. WE DEVELOP OUR SELF-VIEWS THROUGH THESE

JUDGEMENTS.
(The individual develops feelings about and responds
to those perceived judgments.)
GEORGE MEAD (1863–1931)
 Mead’s central concept is the self:
 the part of an individual’s personality

composed of self-awareness and self-
image.
 Mead claimed that the self is not

there at birth, rather, it is developed
with social experience.
An American philosopher, sociologist, and
psychologist

GEORGE HERBERT MEAD
Sense of self stems from

the human
ability to be self-conscious,
to take ourselves as
objects of experience
 Mead made several assumptions in proposing this idea:
1) that the self develops only through social interaction;

2) that social interaction involves the exchange of symbols;
3) that understanding symbols involves being able to take the role of
another

3 STAGES OF DEVELOPMENT OF THE SELF
George Herbert Mead suggested that the self develops through a three-stage
role-taking process. These stages include the preparatory stage, play stage, and
game stage.
Stage 1: The Preparatory Stage (birth-about age 2)
 Children mimic or imitate those around them.
 They start to learn language
 Incapable of taking in the perspective of others.
Stage 2: The Play Stage (from about age 2 to six)
 During this stage, children play pretend as the specific other.
 They do not adhere to the rules in organized games.
Stage 3: The Game Stage (from about age seven onwards.)
 In this stage, children begin to understand and adhere to the rules of games.
 They start to understand the attitudes, beliefs and behaviors of generalized
others.
 They start to be concerned about the opinions of others that is why they
start to act based on the expectations of society.
Do we act based on what society expects us?
Two Phases of Self: Me & I
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Two Phases of Self: Me & I
ME SELF I SELF
• The social self • Our response to the “Me”
• Object of experience • Subject of experience
• Can be objectified in the • Cannot be objectified in the

present moment present moment
• conventional, habitual self • Novel or creative response to the

Me
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Two Sides of Self: Me & I
The “I” and the “Me” has a dynamic

relationship that actually forms what we call
the self.

PSYCHOLOGICAL PERSPECTIVE
PSYCHOSOCIAL THEORY
PSYCHOSOCIAL THEORY by Erik Erikson
• German born psychoanalyst

• theory is focused on social and
psychological development in the
different life stages
• EGO IDENTITY- how we interact with
others is what affects our sense of self
Epigenetic Principle
➢personality develops in a predetermined

order through eight stages of psychosocial
development, from infancy to adulthood.
• During each stage, the person experiences

a psychosocial crisis which could have a
positive or negative outcome for personality
development.
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Stages of Psychosocial Development
CONFLICT
SUCCESSFUL FAILURE TO
COMPLETION MASTER TASKS
SENSE OF FEELINGS OF
COMPETENCE INADEQUACY
HEALTHY UNHEALTHY
PERSONALITY PERSONALITY
1. Trust vs. Mistrust (Birth to 1 y/o)
• The infant develops a sense of trust when
interactions provide reliability, care, and
affection.
• A lack of this will lead to mistrust,
suspicion & anxiety

• Success in this stage will
lead to the virtue
of HOPE.
• Failing to acquire the
virtue of hope will lead to
the development of fear
and WITHDRAWAL.

2. Autonomy vs. Shame and Doubt
(18 mos. to 2-3 y/o)
• Children in this stage need to be allowed to explore and

manipulate their environment in order to develop a sense of
independence.
• If the parents or caretakers come down to hard on the child
for trying to explore their environment, they will instill in the
child a sense of shame and to doubt their abilities.

The aim has to be “self control
without a loss of self-esteem”
Success in this stage will lead to

the virtue of WILL, failure in this
stage will lead to COMPULSION.

3. Initiative vs. Guilt (3 to 5 y/o)
• The child begins to assert control and power over
their environment by planning activities,
accomplishing tasks and facing challenges.
• If initiative is dismissed or discouraged, either
through criticism or control, children develop a
sense of guilt.

• A healthy balance
between initiative and
guilt is important.

lead to the virtue of
purpose, while failure
results in a sense of
guilt.
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4. Industry vs. Inferiority (5 y/o to 12 y/o)
• child’s peer group will gain greater
significance and will become a major
source of the child’s self-esteem.
• The child is coping with new learning and
social demands.

• Too much industry and a
child will develop what
Erikson called “narrow
virtuosity,”
• balance between
competence and modesty
is necessary.
lead to the virtue of
competence.
5. Identity vs. Role Confusion
(12 to 18 y/o)
• According to Erikson, this is important to the

process of forming a strong identity and
developing a sense of direction in life.
• What should happen at the end of this stage is “a
reintegrated sense of self, of what one wants to do or
be, and of one’s appropriate sex role”.

• Those who are able to
successfully forge a
healthy identity
develop a sense of
fidelity.
• Those who do not
complete this stage
well may be left feeling
confused about their
role and place in life.

6. Intimacy vs. Isolation (19 y/o to
40 y/o)
• During this period, the major conflict centers on

forming intimate, loving relationships with other
people.
• Success leads to strong relationships, while failure

results in loneliness and isolation.

• Success in this stage
will lead to the virtue
of love.

7. Generativity vs. Stagnation
(approx. 40 y/o to 65 y/o)
• Generativity refers to "making your mark" on the
world through creating or nurturing things that will
outlast an individual.
• People experience a need to create or nurture

things that will outlast them, often having
mentees or creating positive changes that will
benefit other people.
• Success leads to feelings of
usefulness and
accomplishment, while failure
results in shallow involvement
in the world.
• Success in this stage will lead
to the virtue of care.
• By failing to find a way to
contribute, we become
stagnant and feel
unproductive (Rejectivity)

8. Ego Integrity vs. Despair
(beyond 65 y/o)
• reflecting on one's life and either moving
into feeling satisfied and happy with one's
life or feeling a deep sense of regret.
• Erikson described ego integrity as “the

acceptance of one’s one and only life
cycle as something that had to be” (1950, p.
268) and later as “a sense of coherence
and wholeness” (1982, p. 65).
• Success at this
stages leads to
feelings of wisdom,
while failure results
in regret, bitterness,
and despair.
(Disdain)

PSYCHOLOGICAL
PERSPECTIVE OF THE SELF
Module 4 Understanding the Self

INTEGRITY/EXCELLENCE/PASSION/SERVICE
PSYCHODYNAMIC
PERSPECTIVE
Sigmund Freud’s Psychoanalytic Theory

Alfred Adler’s Individual Psychology

PSYCHODYNAMIC
PERSPECTIVE
➢3 Core Assumptions of the Psychodynamic
Perspective
➢Assumption 1:Primacy of the Unconscious

➢Assumption 2: Critical Importance of Early
Experiences
➢Assumption 3: Psychic Causality

Assumption 1:
Primacy of the Unconscious
➢contend that the majority of psychological
processes take place outside conscious
awareness
➢the activities of the mind (or psyche) are
presumed to be largely unconscious
➢Research confirms this basic premise of

psychodynamic: Many of our mental activities—
memories, motives, feelings, and the like—are largely
inaccessible to consciousness
(Bargh & Morsella, 2008; Bornstein, 2010;Wilson, 2009)
Assumption 2:
Critical Importance of Early Experiences
➢posits that early childhood events

play a role in shaping personality
➢early experiences—including those occurring
during the first weeks or months of
life—set in motion personality processes
that affect us years, even decades, later (Blatt
& Levy, 2003; McWilliams, 2009)
TSU PSYCHOLOGY DEPARTMENT INTEGRITY/EXCELLENCE/PASSION/SERVICE

Assumption 3:
Psychic Causality
➢psychodynamic theory points that nothing in mental
life happens by chance—that there is no such thing as
a random thought, feeling, motive, or behavior
➢most theorists and researchers agree that thoughts, motives,
emotional responses, and expressed behaviors do not arise
randomly, but always stem from some combination of
identifiable biological and psychological processes (Elliott, 2002;
Robinson & Gordon, 2011)

PSYCHOANALYTIC THEORY
(Sigmund Freud)
Austrian
neurologist and
the founder of
psychoanalysis

◎ Freud saw mental
Levels of functioning as operating
on three levels—
Mental
unconscious,
Life
1.
2. preconscious, and
3. conscious.
A. UNCONSCIOUS
◎ The unconscious includes drives and

instincts that are beyond awareness but
that motivate most human behaviors.
◎ DRIVE- mental representation of an
inner bodily source of excitement
◎ These drives can only become conscious in
disguised or distorted forms such as:
◉ Dream Images
◉ Slips of the Tongue (Freudian Slip)
◉ Neurotic Symptoms
An example of a Freudian slip is a man who accidentally uses a

former girlfriend's name when referring to a current girlfriend.
B. PRECONSCIOUS
◎ The preconscious contains images that are not in

awareness but that can become conscious either
quite easily or with some level of difficulty.
You might not presently be thinking about how to do long division,

but you can access the information and bring it into conscious
awareness when you are faced with a math problem.
C. CONSCIOUS
◎ Consciousness plays a relatively minor role in
Freudian theory.
◎ Conscious ideas stem from either the
perception of external stimuli (our
perceptual conscious system) or from the
unconscious and preconscious after they have
evaded censorship.

THE ICEBERG MODEL
Freud describes the
personality in terms of
Structure of three constructs:
Personality the id, the ego, and the
superego
TSU PSYCHOLOGY DEPARMENT INTEGRITY EXCELLENCE PASSION SERVICE

◎ Freud emphasizes that the id, ego, and
superego are not separate
compartments within the mind.
◎ They blend together, like sections of a
telescope or colors in a painting.
ID (“it”)
 Raw, unorganized, inborn part of personality
 Primitive desires of hunger, sex, and aggression
 Works with Pleasure Principle
 Satisfaction is the ultimate goal

 Its only resource is to form mental images of what it wants, a
process called wish fulfillment
EGO (“me”)
 Due to constant battle between an id demanding instant
gratification and a superego demanding constant restraint
 Rational and reasonable
 Reality Principle:
Instinctual energy (ID) is restrained

in order to maintain the safety of the
individual and keep him/her within
societies norms
SUPEREGO (“over-me”)
 Right and wrong
 Develops at age 5 or 6
 Learned from others
 Moral Ideals and Conscience

▪ Guides us toward socially acceptable behavior through
the use of guilt and anxiety
The cost of advanced civilization is the sense of guilt.

–Sigmund Freud, Civilization and Its Discontents
PSYCHOSEXUAL STAGES OF
DEVELOPMENT
• Each stage represents the fixation on different areas of the
body.
• As a person grows physically certain areas of their body
become sources of potential frustration, pleasure or both.
(EROGENOUS ZONES)
• FIXATION- a person’s libidinal energy may remain fixed at
an earlier stage of development

Stages of Psychosexual Development
ORAL STAGE
◎ BIRTH TO 1 Y/O
◎ Erogenous zone: mouth
◎ Satisfaction comes from putting
all sorts of things in the mouth
◎ Activities are sucking, biting,
swallowing
FIXATIONS IN THE
ORAL STAGE
◎ ORAL AGGRESSIVE
◉ shouting, nagger, sarcastic,
◉ argumentative
◎ ORAL RECEPTIVE
◉ overeating, gullible, smoking
ANAL STAGE
◎ 1 Y/O to 3 Y/O
◎ Erogenous zone: anus
◎ Derives great pleasure in bowel
or bladder control
FIXATIONS IN THE
ANAL STAGE
◎ ANAL-RETENTIVE
◉ Obsessive in cleanliness, stingy
◎ ANAL REPULSIVE
◉ Messy, lack of commitment
PHALLIC STAGE
◎ 3 Y/O to 6 Y/O
◎ Erogenous zone: Genitals
◎ Child becomes aware of anatomical sex
differences
◎ Conflict comes from erotic attraction,
resentment, rivalry, jealousy and fear
◎ Oedipus complex while girls experience the
Electra complex
LATENCY STAGE
◎ 6 Y/O to Puberty
◎ Latent means “hidden”
◎ Focused on school works,
hobbies and friendships
GENITAL STAGE
◎ Puberty to Adulthood
◎ Physical sexual changes reawaken
repressed needs
◎ Restricted by social rules
FOR FREUD:
◎ Past experiences are the main
determinants of our present behavior
◎ People have no choice in shaping their
personality
◎ The unconscious is the main source of
motivation of most human behaviors
INDIVIDUAL PSYCHOLOGY
(Alfred Adler)
Austrian medical
doctor,
psychotherapist,
and founder of
the school of
individual
psychology.
BRIEF BACKGROUND ON THE THEORY
• Adler did not agree on Freud’s view that all our
present behaviors are determined by our past
experiences.
• Adler believed that people actively seek to improve
themselves.
• Personal values and the desire for social involvement
should be a central idea in psychoanalysis.

INDIVIDUAL PSYCHOLOGY
• 1. The one dynamic force behind people’s behavior is the striving for
success or superiority.
• 2. People’s subjective perceptions shape their behavior and personality.
• 3. Personality is unified and self-consistent.
• 4. The value of all human activity must be seen from the viewpoint
of social interest.
• 5. The self-consistent personality structure develops into a
person’s style of life.
• 6. Style of life is molded by people’s creative power.
INFERIORITY
We are all born with a sense of inferiority which
motivates us to improve ourselves and achieve our
SELF-IDEAL.
• SELF- IDEAL- is an expression of the fictional goal
of the personality, which is an image of success
• “persons are always striving to find a situation in
which they excel”

INFERIORITY COMPLEX
-excessive feelings of inferiority
(overcompensation)
-unhealthy; produces feelings of helplessness and
feelings of hopelessness

CREATIVE POWER
• people’s ability to freely shape their behavior and
create their own personality.
• By the time children reach 4 or 5 years of age, their
creative power has developed to the point that they
can set their final goal.
• FINAL GOAL- to be big, complete, and strong.

SUPERIORITY COMPLEX/
STRIVING FOR SUPERIORITY
• socially nonproductive attempt to gain personal
superiority
• with little or no concern for others.
• Some people create clever disguises for their personal
striving and may consciously or unconsciously hide
their self-centeredness behind the cloak of social
concern

STRIVING FOR SUCCESS
• psychologically healthy people who are motivated by social
interest and the success of all humankind
• capable of helping others without demanding or expecting a
personal payoff, and are able to see others not as opponents
but as people with whom they can cooperate for social
benefit
• SOCIAL INTEREST- “social feeling” or “community
feeling,”; it means a feeling of oneness with all humanity

STYLES OF LIFE
•the term Adler used to refer to the flavor of a
person’s life. It includes a person’s goal, self-
concept, feelings for others, and attitude toward
the world
•Product of the interaction of the environment,
heredity and creative power of a person

RULING TYPE
•aggressive, dominating
•people who don't have much social interest
or cultural perception

GETTING TYPE
• dependent people who take rather than give
PAMPERED STYLE OF LIFE (weak
social interest)
• They expect others to look after them, overprotect
them, and satisfy their needs. They are characterized
by extreme discouragement, indecisiveness,
oversensitivity, impatience, and exaggerated emotion,
especially anxiety.
AVOIDING TYPE
• people who try to escape life's problems and take little part
in socially constructive activity
NEGLECTED STYLE OF LIFE
• Children who feel unloved and unwanted are likely
to burrow heavily from these feelings in creating a
neglected style of life.
• No one feels totally neglected or completely
unwanted.
SOCIALLY-USEFUL TYPE
• people with a great deal of social interest
and activity

FAMILY CONSTELLATION
• consisted of parents, children, and any extended family
members
• birth order in this constellation influences a person's lifestyle
choices.
• a child defines self in relation to other children and how the
self is different from or the same as others in the family.
• BIRTH ORDER- position among siblings in the family

PSYCHOLOGICAL
PERSPECTIVE OF THE SELF
EXISTENTIAL
PERSPECTIVE
Module 4

INTEGRITY, EXCELLENCE, PASSION, SERVICE
EXISTENTIAL
PERSPECTIV
E
Studies how people come to terms
with the basic givens of human
existence (Yalom, 1980)
➢ Freedom and Responsibility

➢ Death
➢ Isolation
EXISTENTIAL ➢ Meaninglessness
PERSPECTIVE
Focused on the belief that the essence of
humans is their existence
emphasizes about:
 the anxiety that is inherent in human existence,

 people's need for meaning in a meaningless
world, and
 the importance for people to make their own
EXISTENTIAL choices according to their own authentic desires.
PERSPECTIVE
ROLLO MAY
VIKTOR FRANKL

VIKTOR FRANKL
(1905 – 1997)
➢ psychiatrist and neurologist

➢ Author of the book, “Man’s Search
for Meaning”
➢ Founded the school of

LOGOTHERAPY

FRANKL’s DISCOVERY
Life in the concentration camp taught Frankl that our main drive
or motivation in life is
• neither pleasure (Freud) nor power (Adler), but meaning!
• even in the most absurd, painful, and dispiriting of

circumstances, life can be given a meaning, and so too
can suffering

LOGOTHERAP
Y
• Aim is to carry out an existential analysis of the
person, and, in so doing, to help him uncover or
discover meaning for his life.
• Frankl believed that humans are motivated by

something called a "will to meaning," which equates
to a desire to find meaning in life.
TSU PSYCHOLOGY
DEPARTMENT INTEGRITY
METHODS OF FINDING MEANING:
• by creating a work or doing a deed

• by experiencing something or encountering
someone; and
• by the attitude we take toward unavoidable
suffering"
BASIC ASSUMPTIONS
OF LOGOTHERAPY
1. BODY, MIND, AND SPIRIT 2. LIFE HAS MEANING IN
ALL CIRCUMSTANCES
The human being is an entity that This means that even when
consists of a body (soma), mind situations seem objectively
(psyche), and spirit (noos). terrible, there is a higher level of
order that involves meaning
Frankl argued that we have a
body and mind, but the spirit is
what we are, or our essence.
3. HUMANS HAVE A WILL 4. FREEDOM TO FIND
TO MEANING MEANING
meaning is our primary Frankl argues that in all

motivation for living and acting, circumstances, individuals have
and allows us to endure pain and the freedom to access that will to
suffering find meaning.
5. MEANING OF THE 6. INDIVIDUALS ARE
MOMENT UNIQUE
decisions to be meaningful, Frankl believed that every

individuals must respond to the individual is unique and
demands of daily life in ways that irreplaceable.
match the values of society or
their own conscience.
Application of Logotherapy Principle
 Create Something
 Develop relationships
 Find purpose in pain
 Understand that life is not fair
 Freedom to find meaning
 Focus on others
 Accept the worst
AWESOME
WORDS
ROLLO REECE MAY
(1909 – 1994)
➢ A Pastor
➢ American Psychologist
➢ Was diagnosed with
Tuberculosis and spent 18
months in sanatorium
➢ Author of several books book:
o The Meaning of Anxiety
o Love and Will
o Power and Innocence

MAY’s EXISTENTIAL
TSU PSYCHOLOGY
DEPARTMENT INTEGRITY
MAY’s EXISTENTIAL
• Existence and freedom were the central themes of Rollo
May’s analyses
• He considered that conflict is the very essence of life

POWERLESSNESS
➢ The central problem we face, according to May, is

a feeling of powerlessness in the face of
enormous problems
➢ This impotence leads to anxiety and repression,

leading in turn to apathy, which a form of
protection
ANXIETY
He described the world we live in as an age of anxiety
Refers to “apprehension cued off by a threat to some

value that the individual holds essential to his or her
existence as a person”
Differentiated Anxiety vs. Fear

Two Kinds of Anxiety
Normal Anxiety
That “which is proportionate to the threat, does not involve
repression, and can be confronted constructively on the conscious
level” (May, 1967)
Neurotic Anxiety
“a reaction which is disproportionate to the threat, involves
repression and other forms of intrapsychic conflict, and is managed
by various kinds of blocking-off of activity and awareness” (May, 1967)
LOSS OF VALUES
➢ The source of human dilemma lies in the loss of the center of

values in our society
➢ Along with the loss of the dominant value of individualism, we

lost a sense of the worth and dignity of the human being
➢ The need today is to discover and affirm a new set of values

REDISCOVERING SELFHOOD
✓ May believed that consciousness of self is the unique mark of the

human person
✓ Self-consciousness must be done consciously through choice and

affirmation
✓ People need to rediscover their own feelings and desires
✓ Moving through 4 stages of consciousness

Stage of
Stage of Ordinary
Rebellion Consciousness
of the Self
Stage of
Stage of Creative
Innocence Consciousness
of the Self
Stages of
Consciousness

INNOCENCE
• before consciousness of self is born;
• characteristic of an infant
REBELLION
the rebellious person wants freedom, but does

not yet have a good understanding of the
responsibility that goes with it.
ORDINARY
the normal adult ego learned responsibility,

but finds it too demanding, so seeks refuge in
conformity and traditional values.
CREATIVE
the authentic adult, the existential stage, self-

actualizing and transcending simple
egocentrism

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The Self of Thoughts, Feelings

TSU TSU PSYCHOLOGY DEPARTMENT

Sensations and Behaviors

➢Why do you think about it?

➢How do you assess about how

TSU PSYCHOLOGY DEPARTMENT

➢ How did you arrive at that thought?

• System 2 is usually engage in types of decisions that require attention and

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•Identify situations which you employ Systems 1 and 2

➢Which thinking process/system

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➢American psychologist - Urie Bronfenbrenner (1917-

Integrity. Excellence. Passion. Service. | TSU-Psychology Department

Integrity. Excellence. Passion. Service. | TSU-Psychology Department

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Integrity. Excellence. Passion. Service. | TSU-Psychology Department

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• Use the chat box to answer

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•What certain events/situations of your friends that could affect

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Integrity. Excellence. Passion. Service. | TSU-Psychology Department

•Cite examples as to how the following

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• The chronosystem is made up of the

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•Who are the people that will affect your decision in

Integrity. Excellence. Passion. Service. | TSU-Psychology Department

Understanding the Self (PSY 1A)

TSU PSYCHOLOGY DEPARTMENT INTEGRITY, EXCELLENCE, PASSION, SERVICE

How we think of ourselves is linked to the person we

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TSU PSYCHOLOGY DEPARTMENT INTEGRITY, EXCELLENCE, PASSION, SERVICE

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