PSYCHOLOGY – systematic and scientific study of thoughts and behavior  SUPEREGO – concerned with moral perfection (can develop

moral perfection (can develop moral codes.

THOUGHTS – cognition. Mental process that may not be easily observed Opposes with ID)
BEHAVIOR – can be observed o Main goal is to obliverate the ID completely
Psychology through scientific means would study cognition and behavior to be able to  EGO – serves as referee and executive branch through defense mechanism
describe, explain, predict, and control them DEFENSE MECHANISMS
FIELDS OF PSYCHOLOGY 1. Repression – unconscious mechanism employed by the ego to keep disturbing or
1. Social threatening thoughts from being conscious
2. Clinical 2. Denial – blocking external events from awareness. If some situation is too much to
3. Engineering handle, the person refuses to experience it. (smokers refuse to admit to
4. Developmental themselves that smoking is bad)
5. Forensic 3. Projection – individuals attributing their own unacceptable thoughts, feeling and
6. Sports motives to another person or transferring impulses or feelings to another
7. School (pinagpilitan ti sabali jay feelings mo)
PERSONALITY – closely relates with understanding the self 4. Displacement – satisfying an impulse (e.g. aggression) with a substitute object
 Enduring patterns of thoughts, feelings and behaviors across situations (someone who does not show his emotions to other people)
6 QUESTIONS ABOUT HUMAN NATURE 5. Regression -movement back in psychological time when one is faced with stress
1. Determinism vs. Free Will – people’s behavior determined by forces out of one’s 6. Sublimation – satisfying an impulse with a substitute object in a socially acceptable
control way
2. Nature vs. Nurture – persons characteristics defined by heredity or defined mostly SIGMUND FREUD’s PSYCHOSEXUAL DEVELOPMENT OF THE SELF – as we grow up,
by environment we pass through 5 critical phases
3. Past vs. Future – is behavior a function or past or a fuel of future goals? Sex Drive (libido) – focuses on a different erogenous zone at each phase (oral, anal, phallic,
4. Uniqueness vs. Universality – which is more important, individuality or how alike latent, genital)
we are?* 1. Oral Stage (Dependence vs. Independence)– 0-1 years old (mouth- erogenous
5. Equilibrium vs. Growth – are people motivated to maintain physiological balance or zone), pleasure comes from mother’s breast (nu naladaw nga maipusing or over
do thewy have the urge to grow and develop? stimulated, agbalin nga marites or gullible) (if nasapa naipusing or under
6. Optimism vs. Pessimism – are people doomed to live miserable or can they grow stimulated, low self-esteem, anxious, aggression)
to be psychologically healthy? 2. Anal Stage (Competence vs, Inferiority) – 1-3 y.o (control of bladder and bowel
Psychodynamic Theories movement)
Core Assumptions a. Anal Retentive – forced potty training, if nagkakamali there is punishment
 Unconscious – majority of who we are, how we think, feel, and behave is not (as a result, he becomes OCD, meticulous, kuripot)
known to us. We are not aware of them b. Anal Expulsive – parents neglect the child during potty training (as a
 Psychic Causality – nothing in our life happens by chance (calling someone love) result, burara, gastador)
 Critical Periods – who you are is based on childhood experiences. 3. Phallic Stage (Purpose vs. Envy) – 3-6 y.o (Genitals – erogenous zone)
SIGMUND FREUD – Psychosexual Development of the Self Castration anxiety is a psychoanalytic concept introduced by Sigmund Freud to describe a
 Considered self as multi layered (conscious, preconscious, unconscious) boy's fear of loss of or damage to the genital organ as punishment for incestuous wishes
 ID – considered with pleasure toward the mother and murderous fantasies toward the rival father.
Penis envy (girls believe that penis is the key to power and domination) is a theory from
early psychoanalyst Sigmund Freud. He believed that when female children realize they
lack a penis, they feel “castrated” in comparison to males. Freud believed this was a pivotal SELF – most comprehensive archetype. Image we have of fulfillment, complation or
moment in female sexual development and a source of mental illness. perfection
a. Oedipus Complex (boys) – trying to prove toughness
b. Electra Complex (girls) – feeling inferior to men PSYCHOSOCIAL THEORY
4. Latency Stage (Intimacy vs. Isolation) – 7-13 y.o (non-sexual – erogenous zone) PSYCHOSOCIAL DEVELOPMENT involves both psychological and social development of
high or low levels of sociability a person. A person’s personality is influenced by social interactions and social environment.
5. Genital Stage (Control vs. Impulse) – puberty-death (genitals – erogenous zone) ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT – focused on the development of
libido starts to be active again and we develop an interest in sexual partners EGO identity which he referred to as the conscious sense of self which we develop through
a. Unresolved Conflicts – withdrawn from the opposite sex (weak ego and social interactions. Primary argument revolves around the idea of being competent in one
superego, nasusunod ang ID) aspect of life to healthily proceed to the next
b. Resolved Conflicts – loving, healthy and mature relationships 8 STAGES OF PSYCHOSOCIAL DEVELOPMENT
CARL JUNG’S ANALYTICAL PSYCHOLOGY – combination of person’s past childhood 1. INFANCY 1-2 yo (trust vs. mistrust) – if we trust someone now, we can also trust
experiences which will not only determine future but also future aspirations other in the future. If we experience fear, we develop doubt and mistrust
JUNG’S IDEA OF PSYCHIC ENERGY 2. EARLY CHILDHOOD 2-4 (autonomy vs. shame and doubt) – we experience
1. Principle of Opposite – existence of the opposites or polarities in physical energy ourself and discover our body. We develop self-confidence if not, we develop self-
(heat vs. cols, creation vs. decay) doubt
2. Principle of Equivalence – physical principle of conservation of energy. Energy 3. PRESCHOOL 4-5 (initiative vs. guilt) – take initiative, learn basic principles
expanded in bringing about some condition is not lost but rather is shifted to 4. SCHOOL AGE 5-12 (industry vs. inferiority) - discover interest and realize that we
another are different from other
3. Principle of Entropy – equalization of energy differences 5. ADOLESCENCE 13-19 (identity vs. role confusion) – learn that we have different
JUNG THEORY OF THE UNCONSCIOUS social roles (friends, children, student) FREDDIE MERCURY – “you can be
1. The Personal Unconscious – compared to pre-conscious reservoir material that anything you want to be, just turn yourself into anything you think you could ever
was once conscious but suppressed. Contains temporality forgetting information be.”
and repressed memory (COMPLEXES – important feature of personal 6. YOUNG ADULTHOOD (intimacy vs. isolation) –
unconscious also called pattern of emotions, memories, perception, and wishes) 7. MIDDLE ADULTHOOD (generativity vs. stagnation) – concern is generability
2. The Collective Unconscious – accumulates personal experiences of the human 8. MATURITY 65-death (ego integrity vs. despair) – as we grow older, we begin to
and pre-human species in the collective unconscious. Heritage is passed to each slow down and look back into our life. We form wisdom
generation. Contains memories of the experiences of our ancestors (Archetypes – ERIK ERIKSON – german-american psychologist and became famous by coining the
signs and symbols or patterns of thinking or behaving that are inherited in our phrase, “Identity Crisis”
ancestors) HUMANISTIC THEORIES
TYPES OF ARCHETYPES Humanistic Psychology – also called existentialist theory. Perspective which emphasizes
1. Persona – side of personality that we show to other. Mask that we portray each the good in people concentrating on the free will, self-efficacy, and concept of self-
day actualization rather than disfunctions
2. Self – Archetype – represent unity, integration, harmony CARL ROGERS PERSONALITY THEORY
3. Anima/Animus – humans are essentially bisexual. (Anima – feminine side of male, CARL ROGERS, “Self-actualization” – fulfillment of maximum potential of human being,
Animus – masculine side of female) anent to a positive human-being.
4. Shadow – most powerful and dark side. We conform to live harmoniously to our For a person to grow, he needs an environment that will provide him genuine happiness,
society and so we suppress the shadow. acceptance, and empathy
SELF – the whole which expresses who we really are ABRAHAM MASLOW HIERARCHY OF NEEDS
3 COMPONENTS OF THE SELF
1. SELF-IMAGE – how individuals see themselves, one’s ideas about self-image can
be positive or negative and impact what they experience and how they act. Directs
as how we see ourselves as human beings
2. SELF – WORTH – they value individuals place on themselves. It is forged in
childhood through individuals’ interactions with their parents. We are worthy of as
people and what we deserve in life.
3. IDEAL SELF – the person an individual wants to be. The idea self-changes as we
grow and our priorities change.

KEY CONCEPTS TO CARL ROGERS’ THEORY

 Unconditional Positive Regard – occurs in social situation when an individual is
supported and not judged regardless of what the individual does or says. People
who experience unconditional positive regard are more likely to self-actualize.
(LOVE ME FOR WHAT I AM by Carpenters)
 Congruence – a concept of the ideal self and the tendency of people to constantly
want to feel and act in ways that are consistent with this ideal
 Self-actualization – achievement of a person’s full potential
 The Fully Functioning Person –