Freud's psychoanalytic theory proposed that unconscious thoughts, feelings, and desires influence behavior. He described personality development through psychosexual stages from infancy to adulthood. Erikson expanded on psychosocial development across the lifespan through completing tasks in each life stage. Piaget described cognitive development progressing through sensorimotor, preoperational, concrete operational, and formal operational stages from infancy to adulthood.

1. PRESENTED BY: ERIC F. PAZZIUAGAN, RN, MAN

3.  Father of psychoanalysis
 Psychoanalytic theory: all human behavior is
caused and can be explained (deterministic
theory).
 Repressed (driven form conscious awareness)
sexual impulses and desires motivate much
human behavior.
 “Hysterical” or neurotic behaviors resulted from
unresolved conflicts (childhood trauma or failure
to complete task of psychosexual development).

4.  Id: part of one’s nature that reflects basic innate
desires such as pleasure- seeking
behavior, aggression and sexual impulses.
 Seeks instant gratification, causes impulsive
unthinking behavior, and has no regard for rules or
social convention.
 Superego: part of the person’s nature that
reflects moral and ethical concepts, values, and
parental and social expectations.

5.  Ego: balancing or mediating force
between the id and the superego.
 Represents mature and adaptive behavior
that allows a person to function successfully
in the world.
 Anxiety: results from the ego’s attempts to
balance impulsive instincts of the id with the
stringent rules of the superego.

8.  Conscious: refers to the
perceptions, thoughts, and emotions that exist
in the person’s awareness, such as being aware
of happy feelings or thinking about a loved one.
 Preconscious: thoughts and emotions are not
currently in the person’s awareness, but he or
she can recall them with some effort- an adult
remembering what he or she did, thought or
felt as a child.

9.  Unconscious: realm of thoughts and
feelings that motivate a person even
though he or she is totally unaware of
them.
 Includes most defence mechanisms and some
instinctual drives or motivation.
 The person represses into the
unconsciousness the memory of traumatic
events that are too painful to remember.

10.  Much of what we think and say is
motivated subconscious thoughts or
feelings (those in the preconscious or
unconscious level of awareness).
 Freudian slip: slips of the tongue
▪ Example, saying “You look portly today” to an
overweight friend instead of saying “You look
pretty today.”

12.  Sexual energy, termed libido, was the
driving force of human behavior.
 Psychopathology results when a person
has difficulty making the transition from
one stage to the next or when a person
remains stalled at a particular stage or
regresses to an earlier stage.

13. Phase Age Focus
Oral Birth to 18 Major site of tension and gratification is
months the mouth, lips and tongue; includes
biting and sucking activities.
Id is present at birth.
Ego develops gradually from rudimentary
structure present at birth.
Anal 18-36 months Anus and surrounding area are major
source of interest.
Voluntary sphincter control (toilet
training is acquired).

14. Phase Age Focus
Phallic/ 3-5 years Genital is the focus of interest, stimulation
oedipal and excitement.
Penis is organ of interest for both sexes.
Masturbation is common.
Penis envy is seen in girls; oedipus complex
(wish to marry opposite- sex parent and be
rid of same-sex parents is seen in boys and
girls.
Latency 5-11 or 13 Resolution of oedipal complex.
years Sexual drive are channelled into socially
appropriate activities such as school work
and sports.
Formation of the superego.
Final stages of psychosexual development.

15. Phase Age Focus
Genital 11- 13 years Begins with puberty
and the biologic
capacity for
orgasm; involves
the capacity for true
intimacy.

16.  Methods of attempting to protect the self
and cope with basic drives or emotionally
painful thoughts, feelings or events.
 Most defense mechanisms operate at the
unconscious level of awareness, so people
are not aware of what they are doing and
often need help to see the reality.

18. Compensation Overachievement in one area to offset real or perceived
deficiencies in another area.
•Napoleon complex: diminutive man becoming emperor.
•Nurse with low self-esteem working double shifts so that
supervisor will like her.
Conversion Expression of emotional conflict through the development of
physical symptom , usually sensorimotor in nature.
•Teenager forbidden to see X-rated movies is tempted to do so
by friends and develops blindness, and the teenager is
unconcerned about the loss of sight.
Denial Failure to acknowledge an unbearable condition; failure to
admit the reality of the situation or how one enables the
problem to continue.
•Diabetic person eating chocolate candy.
•Spending money freely when broke.
•Waiting 3 days to seek help for abdominal pain.

19. Displacement Ventilation of intense feelings toward persons less threatening
than the one who aroused the feeling.
•Person who is mad at the boss yells at his spouse.
•Child who is harassed by a bully at school mistreats a younger
sibling.
Dissociation Dealing with emotional conflict a temporary alteration in
conscious or identity.
•Amnesia that prevents recall of yesterday’s auto incident.
•Adult remembers nothing of sexual abuse.
Fixation Immobilization of a portion of the personality resulting from
unsuccessful completion of tasks in a developmental stage.
•Never learning to delay gratification.
•Lack of a clear sense of identity as an adult.
Identification Modelling actions and opinions of influential others while
searching for identity, or aspiring to reach a personal, social, or
occupational goal.
•Nursing student becomes a critical care nurse because this is
the specialty of an instructor she admires.

20. Intellectualization Separation of emotions of a painful event or situation from
the facts involved; acknowledging the facts but not the
emotions.
•A person shows no emotional emotion when discussing
serious car accidents.
Introjection Accepting another person’s attitudes, beliefs, and values as
one’s own.
•Person who dislikes guns becomes an avid hunter just like
best friend.
Projection Unconscious blaming of unacceptable inclinations or
thoughts on an external object.
•Man who has thought about same-sex relationships, but
never had one, beats a person who is gay.
•Person with many prejudices loudly identify others as bigots.
Rationalization Excusing own behavior to avoid guilt, responsibility, conflict,
anxiety, or loss of self- esteem.
•Student blames failure on teacher being mean.
•Man says he beats his wife because she doesn’t listen to him.

21. Reaction formation Acting the opposite of what thinks or feels.
•Woman who never wanted to have children becomes a
supermom.
•Person who despises the boss tells everyone what a great boss
she is.
Regression Moving back to a previous developmental stage to feel safe or
have needs met.
•Five- year old asks for a bottle when new baby brother is fed.
•Man puts like a 4-year old is he is not the center of his
girlfriend’s attention.
Repression Excluding emotionally painful or anxiety- provoking thoughts
and feelings from conscious awareness.
•Woman has no memory of mugging she suffered yesterday.
•Woman has no memory before age 7, when she was removed
from abusive parents.
Resistance Overt or covert antagonism toward remembering or processing
anxiety-producing information.
•Nurse is too busy with tasks to spend time with talking to a
dying patient.
•Person attends court-ordered treatment for alcoholism but
refuses to participate.

22. Sublimation Substituting a socially acceptable activity for an impulse that is
unacceptable.
•Person who quits smoking sucks on hard candy when the urge to
smoke arises.
•Person who goes for a 15-minute walk when tempted to eat junk food.
Substitution Replacing the desired gratification with one that is more readily
available.
•Woman who would like to have her own children opens a day dare
center.
Suppression Conscious exclusion of unacceptable thoughts and feelings from
conscious awareness.
•Student decides not to think about parent’s illness to study for a test.
•Woman tells a friend she cannot think about her son’s death now.
Undoing Exhibiting acceptable behavior to make up for or negate acceptable
behavior.
•Person who cheats on a spouse brings the spouse a bouquet of roses.
•Man who is ruthless in business donates a large amount of money to
charity.

24.  Extended Freud’s work on personality
development across the lifespan while
focusing on social and psychological
development in the life stages.
 Described eight stages of development.
 In each stage, the person must complete
a life task essential to or her well-being
and mental health.

25.  Each stage is dependent on completion of the
previous stage and life task.
 Tasks allow persons to achieve life’s virtues:
 Hope
 Purpose
 Fidelity
 Love
 Caring
 Wisdom

26. Stage Virtue Task
Trust vs. Hope Viewing the world as
Mistrust (infant) safe and reliable;
relationships as
nurturing, stable and
dependable.
Autonomy vs. Will Achieving a sense of
Shame and control and free will
doubt (toddler)

27. Stage Virtue Task
Initiative vs. Guilt Purpose Beginning development
(preschool) of conscience; learning to
manage conflict and
anxiety
Industry vs. Competence Emerging confidence in
Inferiority (school own abilities; taking
age) pleasure in
accomplishments
Identity vs. Role Fidelity Formulating a sense of
confusion self and belonging

28. Stage Virtue Task
Intimacy vs. Love Forming adult, loving
Isolation (young relationship and
adult) meaningful attachment to
others.
Generativity vs. Care Being creative and
Stagnation productive; establishing
(middle adult) next generation.
Ego integrity vs. Wisdom Accepting responsibility
Despair for one’s self and life.
(maturity)

30.  Explored how intelligence and cognitive
functioning develop in children.
 Human intelligence progresses through a series
of stages based on age, with the child at each
successive stage demonstrating a higher level of
functioning than the previous age.
 Biologic changes and maturation were
responsible for cognitive development.

31.  Sensorimotor- birth to 2 years: the child
develops a sense of self as separate from
the environment and the concept of
object permanence; that is, tangible
objects do not cease to exist just
because they are out of sight. He or she
begins to form mental images.

32.  Preoperational- 2 to 6 years: The child develops
the ability to express self with language,
understands the meaning of symbolic gestures,
and begins to classify objects.
 Concrete operations: 6 to 12 years: The child
begins to apply logic thinking, understands
spatiality and reversibility, and is increasing
social and able to apply rules; however, thinking
is still concrete.

33.  Formal operations- 12 to
15 years and beyond: The
child learns to think and
reason in abstract
terms, further develops
logical thinking and
reasoning, and achieves
cognitive maturity.

35.  Humanism: represents a significant shift away
from the psychoanalytic view of the individual
as a neurotic, impulse-driven person with
repressed psychic problems and 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.

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

37.  He studied the needs or motivations
of an individual.
 He focused on the total person, not
just on one facet of the person, and
emphasized health instead of simply
illness and the problems.

39.  Basic needs at the bottom of the pyramid
would dominate the person’s behavior until
those needs are met, at which time the next
level of needs would become dominate.
 Individual differences in terms of person’s
motivation is not necessarily stable
throughout life.
 Traumatic life circumstances or compromised
health can cause a person to regress to a lower
level of motivation.

41.  A school of psychology that focuses on
observable behaviors and what one can do
externally to bring about behavior
changes.
 It does not attempt to explain how the
mind works.
 Believes that behavior can be changed
through a system of rewards and
punishments.

42.  Classical conditioning
 Behavior can be changed through
conditioning with external or
environmental conditions or stimuli.
 Laboratory experiments with dogs
provided the basis for the
development of this theory.

44.  Operant conditioning
 People learn their behavior from their
history or past experiences, particularly
those experiences that were repeatedly
reinforced.
 Behavior is only that which could be
observed, studied and learned or
unlearned.

45.  All behavior is learned.
 Consequences result from behavior- broadly
speaking, reward and punishment.
 Positive reinforcers that follow a behavior
increase the likelihood that the behavior will
recur.
 Negative reinforcers that are removed after a
behavior increase the likelihood that the
behavior will recur.

46.  Continuous reinforcement (a reward every
time the behavior occurs) is the fastest way to
increase that behavior, but the behavior will
not last long after the reward ceases.
 Random intermittent reinforcement (an
occasional reward for the desired behavior) is
slower to produce an increase in the
behavior, but the behavior continues after the
reward ceases.

50.  One’s personality involves more than
individual characteristics, particularly
how one interacts with others.
 Inadequate or nonsatisfying
relationships produce anxiety, which is
the basis for all emotional problems.

51. Stage Ages Focus
Infancy Birth to onset Primary need exists for bodily contact and
of language tenderness.
Prototaxic mode dominates (no relation between
experiences).
Primary zones are oral and anal.
If needs are met, infant has sense of well- being;
unmet needs lead to dread and anxiety.
Childhood Language to 5 Parents are viewed as source of praise and
years acceptance.
Shift to parataxic mode: experiences are
connected in sequence to each other.
Primary zone is anal.
Gratification leads to positive self-esteem.
Moderate anxiety leads to uncertainty and
insecurity; severe anxiety results in self-defeating
patterns of behavior.

52. Stage Ages Focus
Juvenile 5-8 years Shift to syntaxic mode begins (thinking about self and
others based on analysis of experiences in a variety of
situations).
Opportunities for approval and acceptance of others.
Learn to negotiate own needs.
Severe anxiety may result in need to control or in restrictive,
prejudicial attitudes.
Preadolescence 8- 12 Move to genuine intimacy with friend of the same sex.
years Move away from family as source of satisfaction in
relationships.
Major shift to syntaxic mode occurs.
Capacity for attachment, love, and collaboration emerges or
fails to develop.
Adolescence Puberty Lust is added to interpersonal equation.
to Need for special sharing relationship shifts to the opposite
adulthood sex.
New opportunities for social experimentation lead to
consolidation of self- esteem or self- ridicule.
In the self-esteem is intact, areas of concern expand to
include values, ideals, career decisions, and social concerns.

53.  Therapeutic Nurse-Patient Relationship
 Four phases:
 Orientation phase: directed by the nurse; engaging the client
in treatment, providing explanations and information, and
answering questions.
 Identification phase: the client works interdependently with
the nurse, expresses feelings, and begins to feel stronger.
 Exploitation phase: client makes full use of the services
offered.
 Resolution phase: client no longer needs professional services
and gives up dependent behavior; relationship ends.

54. Stage Tasks
Orientation Patient’s problems and needs are clarified.
Patient asks questions.
Hospital routines and expectations are explained.
Patient harnesses energy toward meeting
problems.
Patient’s full participation is elicited.
Identification Patient responds to persons he or she perceives
as helpful.
Patient feels stronger.
Patient expresses feelings.
Interdependent work with the nurse occurs.
Roles of both patient and nurse are classified.

55. Stage Tasks
Exploitation Patient makes full use of available
services.
Goals such as returning home and
returning to work emerge.
Patient’s behaviors fluctuate between
dependence and independence.
Resolution Patient gives up dependent behavior.
Services are no longer needed by the
patient.
Patient assumes power to meet own
needs, set new goals, and so forth.

56.  Stranger: offering the client the same
acceptance and courtesy that the nurse would
do to any stranger.
 Resource person: providing specific answers to
questions within a larger context.
 Teacher: helping the client to learn formally or
informally.
 Leader: offering direction to the client or the
group.

57.  Surrogate: serving as a substitute for
another such as a parent or a sibling.
 Counselor: promoting experiences leading
to health for the client such as expression
of feelings.
 Others: consultant, tutor, safety
agent, medicator, administrator, observer,
and researcher.

59.  The eclectic theorists hold to the fact that no
one theory of personality can encompass each
and every person.
 The Eclectic theorist believe in a synergistic
personality theory.
 Synergism in the case of personality theory, is
the belief that no one theory is entirely
correct.
 It takes two or more theories to produce what
one, by itself, cannot produce.

60.  Cave believes that birth order is significant to the
developing personality.
 The Psychosexual and the Psychosocial stages are
believed to be significant to the person's emerging
personality. A balance is sought between the two.
 Love and acceptance are the cornerstone of
personality development. These supersede
Maslow's safety needs as foundational for
development.
 Self-Actualization and The Psychospiritual model
suggest that in order to be self-actualized a person
must explore their spiritual nature and fill the void
of worship.

61.  Man has a natural void in his life that he cannot
fill with the greatest
upbringing, environment, and perspective on
life.
 The void is a place designated for worship.
 To be self-actualized, according to Cave, a
person must be able to respond to this natural
void through relationship with God.
 With this self-actualization comes the
knowledge that we are just creatures, we are