Classical Theories of Social Personality Development社会与人格发展的经典理论;.docVIP

Classical Theories of Social Personality Development社会与人格发展的经典理论;.doc

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Classical Theories of Social Personality Development社会与人格发展的经典理论;

Classical Theories of Social Personality Development “There is nothing as practical as a good theory.” Kurt Lewin Historic orientations to development Psychoanalytic Theory WE are driven by biological instincts which gradually mature Behaviorist/ Social Learning Viewpoint Child is shaped by environmental pressures Piaget’s Cognitive-Developmental Viewpoint Child is capable of choosing what to learn for his/her own purposes Freud’s Psychoanalytic Viewpoint Psychosexual theory (child as born of original sin, driven by primitive instincts) Eros- life instinct Thanatos- death instinct Freud formulated theory based on pathological patients Used hypnosis free association to uncover unconscious motives that had been repressed were driving pathological behavior Structures of Personality Id – driven by pleasure principle Ego – driven by reality principle Superego – the conscience Stages of Development Child is a sexual being but the sexual instinct should mature and can drive positive behaviors (sublimation) Most important stage is phallic stage- wherein the Oedipus Electra complexes emerge This is necessary for identification with the same sex parent for gender development morality training Fixation occurs when a drive is thwarted by parenting or other problems Assessment of Freud’s theory today While his theory is archaic today, many things in his theory generated much study and have been worthwhile (defense mechanisms) His view of the condition of man was negative- believing that the only hope for man to negotiate life successfully is if he can love and work. Theory was based on a small, skewed selection of subjects (his clients) Freud did break through the narrow-minded thinking of psychologists of his day Erikson’s Theory of Psychosocial Development Neo-Freudians developed out of Freud’s theory- Erikson added 2 things- lifetime development crises associated with each stage Erikson believed children were active in their development, not at the mercy of internal

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