Psychosocial Theories in PT setting

Personality

● Consistent behavior patterns and intrapersonal processes within the individual

● affect, behavior and cognition (ABC)

Mask or public self

Personality came from a Latin word “Persona” which means

trait

● considered to be something that is part of an individuals personality

● a long term characteristic of an individual that shows through their behaviour, actions and feelings.

state

is a temporary condition that they are experiencing for a short period of time

PSYCHOANALYTIC THEORY

• All human behavior is caused and can be explained (deterministic theory).

Freud

believed that repressed (driven from conscious awareness) sexual impulses and desires motivate much human behavior.

> Childhood trauma
> Failure to complete tasks of psychosexual development

> Unmet needs and sexual feelings

> Traumatic events

> Hysterical or neurotic behaviors resulted from unresolved conflicts

Factors in Psychoanalytic theory

Psychosexual development

Freud believed that adult personality problems were the result of early experiences in life

the core of human experience

In the psychoanalytical school, Sigmund Freud’s construction of self and personality makes the physical body ______

Oral stage

Birth to 1 year
Errogenous zone: Mouth

Anal stage

1 to 3 year
Errogenous zone: Bowel and bladder control

Phallic year

3 to 6 year
Errogenous zone: Genitals

Latent stage

6 to puberty
Libido inactive

Oral fixations

Smoking, gum-chewing, nail-biting

Anal fixation

Orderliness, obsessiveness, rigidity

Phallic fixations

vanity, exhibitionism, pride

Ego

“Maybe we can compromise”

> At the conscious level

> Exercutive mediating between Id impulses and superego inhibitions; testing reality; rational, operates mainly at conscious level but also at preconscious level

Superego

> Preconscious level

> Ideals and morals; striving for perfection; incorporated from parents; become a person’s conscience. Operates mostly at preconscious level

Id

> Unconscious level

> Basic impulses (sex and aggression); seeking immediate gratification; irrational and impulsive. Operates at unconscious level

to balance the aggressive/pleasure-seeking drives of the id with the moral control of the superego

What is the job of the ego?

Anxiety

Weak ego will lead to ______

Defense mechanisms

To protect ego from anxiety, we use _________

> Thoughts

> Perceptions

Conscious levels

> Memories
> Stored knowledge

Preconscious levels

> Fears

> Violent motives

> Unacceptable sexual desires

> Immoral urges

> Irrational wishes

> Selfish needs

> Shameful experiences

Unconscious level

Libido or sex drive

All pleasurable activity is traceable to the sexual drive. Sex can take many forms including:
> Narcissism
> Love

> Sadism
> Masochism

Thanatos or aggession/Destructive drive

Aggression is flexible and can take a number of forms, such as teasing, gossip, sarcasm, humiliation, humor, and the enjoyment of other people’s suffering

Neurotic anxiety

Fear that id will overpower ego

Moral anxiety

> Fear of actions or thoughts contrary to superego
> May result from the failure to behave consistently with what they regard as morally right, or from sexual temptations if a child believes that yielding to the temptation would be normally wrong

Realistic anxiety

> It is defined as an unpleasant, nonspecific feeling involving a possible danger

Sublimation

> Suppression of unwanted impulses by substituting it with a creative cultural accomplishments

Displacement

> redirecting unacceptable urges to less threatening people or objects

Repression

When the ego is threatened, it unconsciously forgets or block unpleasant feelings

Regression

> the ego may revert back to an earlier stage during times of stress or anxiety

Projection

> attributing the unwanted impulse to another person

Defense mechanisms or coping styles

Are automatic psychological process that protect the individual against anxiety and from the awareness of internal or external dangers or stressors. Individuals are often unaware of these processes as they operate

High adapative level

> anticipation
> affiliation

> altruism

> humor

> self-assertion

> self-observation

> sublimation

> suppression

Mental inhibition level

> displacement

> dissociation

> intellectualization

> isolation of affect

> reaction formation

> repression

> undoing

Minor damage - distorting level

> Devaluation

> Idealization

> Omnipotence

Disavowal level

> denial

> projection

> rationalization

action level

> acting out

> apathetic withdrawal

> help - rejecting complaining

Defensive dysregulation

> delusional projection
> psychotic denial
> psychotic delusion

Trust vs mistrust

> infant

> hope

> viewing the world as safe and reliable; relationships as nurturing, stable, and dependable

> realistic trust of self and others, confidence in others

Autonomy versus shame and doubt

> toddler

> will
> achieving a sense of control and free will

> self-control and willpower

Initiative versus guilt

> school age

> competence

> beginning development of a conscience; learning to manage conflict and anxiety

> curiosity and exploration

Industry vs inferiority

> school age

> competence

> emerging confidence in own abilies; taking pleasure in accomplishments

Identity vs role confusion

> adolescence

> fidelity

> formulating a sense of self and belonging

Intimacy vs isolation

> young adult

> love

> forming adult, loving relationships, and meaningful attachments to others

Generativity vs stagnation

> middle adult

> care

> being creative and productive; establishing the next generation

ego integrity vs despair

> maturity

> wisdom

> accepting responsibility for oneself and life

piaget’s cognitive development

> human intelligence progresses through a series of stages based on age

> biologic changes and maturation were responsible for cognitive development

kohlberg’s moral development

theory that focuses on how children develop morality and moral reasoning

attachment theory

> primary caregivers who are available and responsible to an infant’s needs allow the child to develop a sense of security

> the infant knows that the caregiver is dependable, which creates a secure base for the child to then explore the world

Proximity

essence of attachment is ________

Pre-attachment

> birth to 6 weeks

> baby shows no particular attachment to specific caregiver

Indiscriminate

> 6 wks to 7 mo

> infant begins to show preference for primary and secondary caregivers

Discriminate

> 7+ mo

> infant shows strong attachment to one specific caregiver

Multiple

> 10+ mo

> growing bonds with other caregivers

secure attachment

greet parents with positive emotions

ambivalent attachment

wary of strangers

avoidant attachment

may avoid parents

disordered attachment

confusion or apprehension

behaviorism

• Observable behaviors and what one can do externally to bring about behavior changes

• Behaviorists believe that behavior can be changed through a system of rewards and punishments

Classical conditioning

> a neutral stimulus is associated with a natural response

> associate an involuntary response and a stimulus

Operant conditioning

> A response is increased or decreased due to reinforcement or punishment

> associate a voluntary behavior and a consequence

Observational learning

Learning occurs through observation and imitation of others

generalization

conditioned response is transferred from one stimulus to another

DISCRIMINATION

recognizing and responding to differences between similar stimul

EXTINCTION

conditioned response gradually weakens and disappears when the conditioned stimulus is constantly repeated without the unconditioned stimulus

SPONTANEOUS RECOVERY

responding after a prolonged rest period after extinction

continuous reinforcement

> desired behavior is reinforced every time it occurs

> most effective when teaching a new behavior

> creates a strong association between behavior and a response

Partial reinforcement

> most effective once a behavior has been established

> new behavior is less likely to disappear

> various partial reinforcement schedules available to suit individual needs

Fixed-interval schedule

an exact amount of time passes between each reinforcement

Variable-interval schedule

a varying amount of time passes between each reinforcement

fixed-ratio schedule

reinforcement occurs after a fixed number of responses

variable-ratio schedule

reinforcement occurs after a varying number of responses

The ABC Model

helps identify what triggers behaviors exactly what the behaviors are, and their consequences

Activating event

anything that happens to the person, any situation you encounter, circumstances, your own thoughts

beliefs

what we think about the situation things (rational and irrational, specific and generalized)

consequences

result of our belief about the situation, how we feel, or what we do because of our beliefs

behavior

is defined by the way in which people act towards others

consequences

are what happens once the behavior has occurred. Can either increase or reduce the likelihood of the behavior happening again

triadic reciprocal causation

social learning theory approaches the explanation of human behavior in terms of a continuous reciprocal interaction between cognitive, behavioral, and environmental determinants

humanistic theories

a significant shift away from the psychoanalytic view of the individual

> neurotic

> impulse-driven person with repressed psychic problems

> away from the focus on and examination of the client’s past experiences.

Humanism

> focuses on a person’s positive qualities, his or her capacity to change (human potential), and the promotion of self-esteem

> do consider the person’s past experiences, but they direct more attention toward the present and future.

Maslow’s Hierarchy of needs

Person-centered theory

existence

> means to emerge or to become;

> suggests process;

> is associated with growth and change;

ESSENCE

> implies a static immutable substance.

> refers to a product

> signifies stagnation and finality

existentialism

> opposes the split between subject and object.

> hold that ultimately each of us is responsible for who we are and what we become

> are basically antitheoretical.

Dasein

- to exist in the world

- the basic unity of person and environment

Umwelt, or the environment around us;

Mitwelt, or our relations with other people;

Eigenwelt, or our relationship with our self.

People experience three simultaneous modes in their being-in-the-world:

Nonbeing

Being-in-the-world necessitates an awareness of self as a living, emerging being. This awareness, in turn, leads to the dread of not being: that is,

ANXIETY

May (1958a) defined ______ as “the subjective state of the individual’s becoming aware that his [or her] existence can be destroyed, that he can become ‘nothing’” The acquisition of freedom inevitably leads to _____, which can be either pleasurable and constructive or painful and destructive.

Normal Anxiety

- Is proportionate to the threat

- Does not involve repression, and can be handled on a conscious level

- Growth produces normal anxiety

Neurotic Anxiety

- Reaction that is disproportionate to the threat

- Leads to repression and defensive behaviours

- Felt whenever one’s values are transformed into dogma

- Neurotic anxiety blocks growth and productive action

FREEDOM

> comes from an understanding of our destiny.

> is the possibility of changing, although we may not know what those changes might be.

> “entails being able to harbour different possibilities in one’s mind even though it is not clear at the moment which way one must act”.

Essential freedom

Freedom of Being or Inner Freedom

existential freedom

Freedom of Doing or Freedom of Action