Theoretical Contributions

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kat'zC.Bengan, RN MSN
Personality

individual differences consistent and enduring Formed in childhood (child is father to the man) can alter but usually only due to extreme trauma exhibited by behaviour
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Behaviour also influenced by:

needs past experience attitudes perception current situation social pressures AS WELL AS PERSONALITY
kat'zC.Bengan, RN MSN 3
Heredity gives
ability to learn and learn language intelligence tendency to production of some hormones
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Heredity a base built on by environmental factors

We inherit potential
Shaped by experience and environment
E.g.. A boy raised by wolves is NOT human
Stages of personality development
personality determined by what happens to us as we pass through each stage personalities often display traits associated with developmental stages where traumatic incidents occurred can sometimes be used for rough segmentation people often regress to previous stages at times of stress or anxiety
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INTRAPERSONAL THEORY
Focuses on behaviors, feelings, thought, and experiences of each individual
SIGMUND FREUD
Aspects of Consciousness (Conscious, preconscious, unconscious) Components of personality (Id, ego, superego) Anxiety as a feeling of tension, distress, and discomfort produced by a perceived or threatened loss of inner control Defense mechanisms alleviates anxiety by denying, misinterpreting, or distorting reality; for the most part, these operate at an unconscious level Psychosexual Theory of Growth & Development
STRUCTURE OF PERSONALITY
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I want what I want when I want it!!!
Basic psychic energy and motivations

Operates to demands of Pleasure Principle strive to satisfy desires and reduce inner tension Locus of instinctual drives Impulsive and irrational
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Deals with real world Operates to demands of Reality Principle solves problems by planning & acting Begins to develop b/w 4-6 mo Primary function is mediator to maintain harmony among the external world, the id, and the superego.
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Superego
Internalized social norm & moral forces pressing on and constraining individual action
The over-I over ego

Perfection principle
Urges blocked by superego
Sublimate - find another outlet for the energy (kick a tree) Rationalize find an excuse to do it anyway Repression - deny But the pressure finds an outlet in dreams slips of the tongue funny behaviour mental breakdown
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EGO IDEAL a child that is consistently rewarded for good behavior, the self-esteem and the behavior becomes part of the ego-ideal.
CONSCIENCE a child that is consistently punished for bad behavior forms the conscience w/c can generate a feeling of guilt.
Important!!! because it assist the ego in the
control of id impulses. Strict Superego
Weak, Defective
Rigid, compulsive, unhappy person Antisocial behavior, hostility, anxiety, guilt

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TOPOGRAPHY OF THE MIND
CONSCIOUS Memories that remain w/in the individual's awareness, under the control of the ego. PRECONSCIOUS Not present in the awareness, but can be recalled, under the control of the superego
Suppression
UNCONSCIOUS unable to bring to consciousness

Largest level Repression Dreams and incomprehensible behavior Parapraxes

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PSYCHIC ENERGY
LIBIDO
IMPULSIVE BEHAVIORS
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SELF-ABSORBED NARCISSISTIC
RIGID SELFDEPRECIATING
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Sigmund Freud
Psychosexual Theory
Was based on his therapy with troubled adults. He emphasized that a child's personality is formed by the ways which his parents managed his sexual and aggressive drives.
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Freud sees people as passive; behaviors determined by interaction of external reality and internal drives Psychic Determinism: all behaviors driven by antecedent events, experiences. There are no accidents; nothing happens by chance
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Libidinal (sexual, aggressive) instincts drive people

In children libido isnt purely sexual, its pleasure thru sensations (oral, anal gratification, etc.)
Behaviors result from conflicts:

Between instinctual libidinal drives (aggression, sex) and efforts to repress them from consciousness)
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Psychosexual Theory
Children pass thru a series of age-dependent stages during development Each stage has a designated pleasure zone and primary activity Each stage requires resolution of a particular conflict/task
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Oral Stage
Birth to 18 months
Pleasure Zone: Mouth Primary Activity: Nursing Fixation results in difficulties with trust, attachment, commitment Fixation may also manifest as eating disorders, smoking, drinking problems
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Greatest need: SECURITY
Greatest fear: ANGER, ANXIETY
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Anal Phase
18months- 2yrs
Pleasure Zone: Anus Primary Activity: Toilet training Failure to produce on schedule arouses parental disappointment
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Greatest need: POWER
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Anal Phase
18months- 2yrs
Parental disappointment, in turn, arouses feelings in child of anger and aggression towards caregivers, which are defended against Fixation may result in either:
Anal retentiveness: perfectionism,
obsessive-compulsive tendencies Anal expulsive: sloppy, messy, disorganized
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Phallic (Oedipal) Phase

Ages 3-6
Pleasure Zone: Genitals Primary Activity: Genital fondling Must successfully navigate the Oedipal Conflict
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OEDIPAL
Greek
COMPLEX
mythological figure, Oedipus Sophocles story (5th century B.C., tragedy) King of Thebes Parents: Laius & Jocasta Freud saw the myth enacted in every family (although on a less dramatic scale)
Oedipus acted out a wish that everyone kat'zC.Bengan, RN MSN 29 has in early childhood.
Oedipal Conflict
Boys want to marry mom and kill father, aka Oedipal Complex, but fear retaliation from father (castration anxiety); ultimately resolved thru identification with father Girls have penis envy, want to marry dad, aka Electra Complex; identify with mom to try to win dads love kat'zC.Bengan, RN MSN 30
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Phallic (Oedipal) Phase:

Ages 3-6
Resolution of the Oedipal Conflict results in formation of the Superego Fixation results in attraction to unattainable partners
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Latency Phase
Ages 6-11
Pleasure Zone: Sex drive is rerouted into socialization and skills development Primary Activity: Same sex play; identification of sex role Dont like opposite sex (has cooties) Fixation results in lack of initiative, low self esteem; environmental incompetence
Genital Phase
Ages 13- young adulthood
Pleasure Zone: Genitals Primary Activity: Adult sexual relationships Fixation results in regression to an earlier stage, lack of sense of self
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What is the significance of Freud's theories in the practice of psychiatric nursing?
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Relevance of Psychoanalytic Theory to Nursing Practice
The ability to recognize behaviors associated with the id, the ego, and the superego assists in the assessment of developmental level. Understanding the use of ego defense mechanisms is important in making determinations about maladaptive behaviors, in planning care for clients to assist in creating change (if desired), or in helping clients accept themselves as unique individuals.
Erik Erikson
Psychosocial Theory
Expanded on Freud's theories. Believed that development is life-long. Emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict.
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Identified 8 stages:
Basic trust vs mistrust (birth - 1 year)
Autonomy vs shame and doubt (ages 1-3)

Initiative vs guilt (ages 3-6) Industry vs inferiority (ages 6-11) Identity vs identity confusion (adolescence) Intimacy vs isolation (young adulthood)
Generativity vs stagnation (middle adulthood)

Integrity vs despair (the elderly)
Eriksons Psychosocial Theory
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Adult Stages Identity Achievement vs. Identity Diffusion
Sense of purpose
Lack of direction
Basis for later adult stages


Adult Stages Intimacy vs. Isolation
Mutual relationships
Self-absorption
Builds on identity
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Adult Stages Generativity vs. Stagnation
Productivity and care
Inward energy
Expressed most often in parenting and work kat'zC.Bengan, RN MSN
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Adult Stages Ego Integrity vs. Despair
Acceptance of past
Fear of death
Sets stage for young

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SOCIAL-INTERPERSONAL THEORY
Focus is on relationships and events in the social context HARRY STACK SULLIVAN
Personality could not be observed apart from interpersonal relationships Identified three principal components of the interpersonal sphere: DYNAMISMS, PERSONIFICATIONS, and COGNITIVE PROCESSES
INFANCY
Self-concept is developed Good Me, Bad Me Type of play: SOLITARY
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TODDLERHOOD
Negativistic Active, mobile, curious (vulnerable to accident) Temper tantrums Type of play: PARALLEL
PRE-SCHOOLER
Love to watch adults and imitate their behaviors Why? Tell lies, brag and boast in order to impress Imaginary playmates Offensive language Sex questions ASSOCIATIVE or COOPERATIVE PLAY kat'zC.Bengan, RN MSN
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SCHOOLER
Juvenile Era (6-10)
Period of gang loyalties Important interpersonal tools

Ability to complete Ability to compromise
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SCHOOLER
Pre-adolescence (1112)
Intimacy Chum relationship Learns to put other need of his need
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ADOLESCENCE (12-18)
Establish relationship with opposite sex Sexual urges = LUST Heterosexual relationship
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EARLY ADULTHOOD (20-40)
Intimacy + Lust = Heterosexual relationship
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Jean Piaget: COGNITIVE DEVELOPMENT
French psychologist, philosopher, naturalist
One of the creators of child psychology; known for his studies in the development of intelligence in children
Theory of Cognitive Development
Primarily deals with how the human mind, personality and intelligence from birth to death.
Sensorimotor Pre-operational thought Concrete operations Formal operations
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Sensorimotor Period

Birth to age two Developing the ability to coordinate sensory input with motor actions. Object permanence is key in this transition Object permanence recognition that objects exist even when no longer visible
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ASSIMILATION
The process of using or transforming the environment so that it can be placed in preexisting cognitive structures.
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ACCOMODATION
The process of changing cognitive structures in order to accept something from the environment.
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Preoperational Period

Ages two to seven Improvement in their use of mental images Conservation - the awareness that physical quantities remain constant despite changes to shape or appearance
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Concrete Operational Period

Ages seven to eleven Children perform operations only on images of tangible objects and actual events Children master
Reversibility Decentration
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Formal Operational Period

Begins at eleven years Children begin to apply their operations to abstract concepts in addition to concrete objects
B. F. Skinner
Proposed that children "operate" on their environment, operational conditioning.

Believed that learning could be broken down into smaller tasks, and that offering immediate rewards for accomplishments would stimulate further learning.
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Classical Conditioning
Generalization
What are the reinforcement s to achieve?
Task: Learn to read
What happens when there are no controls or reinforcement?
Operant Conditioning
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Banduras Modeling/Imitation
Child observes someone admired
Child imitates behavior that seems rewarded
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11/22/2012

Behaviour also influenced by:

Heredity a base built on by environmental factors

Shaped by experience and environment

E.g.. A boy raised by wolves is NOT human

Stages of personality development

I want what I want when I want it!!!

Basic psychic energy and motivations

The over-I over ego

Urges blocked by superego

Important!!! because it assist the ego in the

control of id impulses. Strict Superego

Rigid, compulsive, unhappy person Antisocial behavior, hostility, anxiety, guilt

TOPOGRAPHY OF THE MIND

UNCONSCIOUS unable to bring to consciousness

Largest level Repression Dreams and incomprehensible behavior Parapraxes

Libidinal (sexual, aggressive) instincts drive people

Behaviors result from conflicts:

Greatest need: SECURITY

Greatest fear: ANGER, ANXIETY

Greatest need: POWER

Phallic (Oedipal) Phase

Phallic (Oedipal) Phase:

What is the significance of Freud's theories in the practice of psychiatric nursing?

Relevance of Psychoanalytic Theory to Nursing Practice

Basic trust vs mistrust (birth - 1 year)

Autonomy vs shame and doubt (ages 1-3)

Generativity vs stagnation (middle adulthood)

Eriksons Psychosocial Theory

Eriksons Psychosocial Theory

Basis for later adult stages

Eriksons Psychosocial Theory

Eriksons Psychosocial Theory

Productivity and care

Expressed most often in parenting and work kat'zC.Bengan, RN MSN

Eriksons Psychosocial Theory

Sets stage for young

Self-concept is developed Good Me, Bad Me Type of play: SOLITARY

Juvenile Era (6-10)

Period of gang loyalties Important interpersonal tools

Ability to complete Ability to compromise

Intimacy Chum relationship Learns to put other need of his need

EARLY ADULTHOOD (20-40)

Intimacy + Lust = Heterosexual relationship

Jean Piaget: COGNITIVE DEVELOPMENT

French psychologist, philosopher, naturalist

Theory of Cognitive Development

Sensorimotor Pre-operational thought Concrete operations Formal operations

Concrete Operational Period

Formal Operational Period

Proposed that children "operate" on their environment, operational conditioning.

What are the reinforcement s to achieve?

Task: Learn to read

What happens when there are no controls or reinforcement?

Child observes someone admired

Child imitates behavior that seems rewarded

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