1. Psychodynamic Theories Flashcards

1
Q

Sigmond Freud’s theory that psychological dynamics are similar to dynamics among physical forces.

A

Psychodynamics

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2
Q

Which model used as spatial metaphor that provided mental processes into three types: conscious, preconscious and unconscious?

A

Freud’s topographic model

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3
Q

What mental processes are rational, goal directed thoughts at the centre of awareness?

A

Conscious

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4
Q

What mental processes are not conscious but could become conscious at any point?

A

Pre-Conscious

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5
Q

What mental processes are irrational, organised along associative lines rather than by logic?

A

Unconscious

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6
Q

Conflicting feelings or motives

A

Ambivalence

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7
Q

A tension or battle between opposing motives.

A

Conflict

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8
Q

The solutions people develop to maximise fulfilment of conflicting motives simultaneously.

A

Compromise formations

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9
Q

Focused on what drives and motivates people.
He proposed to basic drives: sex and aggression.
The libido refers as much to pleasure seeking, sexuality and love as it does to desires for sexual intercourse.

A

Freud’s drive model or Instinct Model

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10
Q

Freud’s model of how children develop.

A

Freud’s developmental model

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11
Q

Stages in the development of personality, sexuality and motivation.
He proposed five _____ stages.

A

Freuds Psychosexual stages

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12
Q

0 to 18 months – children explore the world through their mouths, characterised by dependency.

A

Oral stage

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13
Q

Conflicts or concerns that persist beyond the developmental period in which they arise.

A

Fixations

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14
Q

2 to 3 years – categorised by conflicts with parents about compliance and defiance.

A

Anal stage

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15
Q

4 to 6 years – children enjoy the pleasure they can obtain from touching the genitals or even from masturbating. Identification with parents especially same-sex and others, Oedipus complex, establishment of conscience.

A

Phallic stage

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16
Q

Making another person part of oneself: imitating a person’s behaviour, changing the self-concept to see oneself is like the person and trying to become more like the person by adopting his or her values and attitudes.

A

Identification

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17
Q

Freuds hypothesis that little boys want an exclusive relationship with their mothers, and little girls want an exclusive relationship with their fathers.
Castration complex and penis envy.

A

Oedipus complex

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18
Q

7 to 11 years – children repress their sexual impulses and continue to identify with the same-sex parent.

A

Latency stage

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19
Q

12 years and on – Conscious sexuality resurfaces after years of repression, and genital sex becomes the primary goal of sexual activity. At this stage, people become capable of relating to and loving others on a mature level and carrying out adult responsibilities such as work and parenting.

A

Genital stage

20
Q

Describes conflict in terms of desires on the one hand and the dictates of conscience and the constraints of reality on the other.

A

Freuds Structural Model

21
Q

The reservoir of sexual and aggressive energy.

A

Id

21
Q

Wishful, illogical and associative thought.

A

Primary process thinking

22
Q

Seeking immediate satisfaction and gratification, with little or no consideration for the longer term ramifications.

A

The pleasure principle

23
Q

Acts as a conscience and source of ideals.

A

Superego

24
Q

The structure that must somehow balance desire, reality and morality.

A

Ego

25
Q

Is rational, logical and goal directed.

A

Secondary process thinking

26
Q

Recognising that the immediate desire for pleasure needs to be off seat against the reality of what the consequences might be.

A

The reality principle

27
Q

Unconscious mental processes aimed at protecting the person from unpleasant emotions or bolstering pleasurable emotions.

A

Defence mechanisms

28
Q

A defence in which a person keeps thoughts memories that would be too threatening to acknowledge from awareness.

A

Repression

29
Q

A defence in which a person refuses to acknowledge external realities or emotions.

A

Denial

30
Q

A defence mechanism by which a person attributes his own an acknowledged feelings or impulses to others.

A

Projection

31
Q

Where a person fails to acknowledge unacceptable impulses and overemphasises their opposites.

A

Reaction formation

32
Q

A defence that involves converting sexual or aggressive impulses into socially acceptable activities.

A

Sublimation

33
Q

The defence in which the person explains away actions in a seemingly logical way to avoid uncomfortable feelings, especially guilt or shame.

A

Rationalisation

34
Q

The defence involves people directing their emotions, especially anger, away from the real target to a substitute.

A

Displacement

35
Q

Involves a person reverting back to the early stage of psychological development, typically when under a period of great stress or hardship.

A

Regression

36
Q

The indirect expression of anger towards others

A

Passive aggression

37
Q

Refers to enduring patterns of behaviour in intimate relationships and to the motivational, cognitive and affective processes that produce those patterns.
The term comes from Freud’s view that an instinct has an aim, which is a kind of gratification, and an object, which is usually a person. Thus, these theories are about people’s relationships with others.

A

Object relations

38
Q

The need for relatedness is a central motive in humans, and people will distort their personalities to maintain ties to important people in their lives.

A

Relational theories

39
Q

Aim to understand the whole person in the context of life experience and environment.

A

Life history methods

40
Q

Present participants with an ambiguous stimulus and ask them to give some kind of a definition to it, to project a meaning into it.

A

Projective tests

41
Q

Asks a participant to view a set of inkblots and tell the tester what each one resembles.

A

Rorschach inkblot test

42
Q

The participant is asked to make a story about each of the series of ambiguous drawings, most of which depict people interacting.

A

Thematic Apperception test (TAT)

43
Q

The importance of (1) unconscious cognitive, emotional and motivational processes; (2) ambivalence conflict and compromise; (3) childhood experiences in shaping adult interpersonal patterns; (4) mental representations of the self, others and relationships; and (5) the development of the capacity to regulate impulses into shift from an immature dependent state in infancy to a mutually caring, interdependent interpersonal stance in adulthood.

A

Contributions of psychodynamic theories

44
Q

An inadequate basis in scientifically sound observation and sexism.

A

Limitations of psychodynamic theories