Chapter 3 Ego Defense Mechanisms
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Transcript of Chapter 3 Ego Defense Mechanisms
Ego Defense Mechanisms
methods of attempting to protect the self and cope with basic drives or emotionally painful
thoughts, feelings or eventsoperates at the unconscious level of awareness,
people are not aware of what they are doing and often need help to see the reality
Ego Defense Mechanisms
Compensation
Overachievement in one area to offset real or
perceived deficiencies in another area
Conversion
Expression of an emotional conflict
through the development of a physical symptom,
usually sensorimotor in
nature
Denial
Failure to acknowledge an
unbearable condition; failure
to admit the reality of a situation, or how one enables the problem to
continue
Ego Defense Mechanisms
Displacement
Ventilation of intense feelings toward persons less threatening
than the one who aroused those
feelings
Dissociation
Dealing with emotional conflict
by a temporary alteration in
consciousness or identity
Fixation
Immobilization of a portion of the
personality resulting from unsuccessful
completion of tasks in a
developmental stage
Ego Defense Mechanisms
Identification
Modeling actions and opinions of
influential others while searching for identity, or aspiring
to reach a personal, social or occupational goal
Intellectualization
Separation of the emotions of a
painful event or situation from the
facts involve; acknowledging the
facts but not the emotions
Introjection
Accepting another person’s attitudes, beliefs, and values
as one’s own
Ego Defense Mechanisms
Projection
Unconscious blaming of
unacceptable inclinations or thoughts
on an external object
Rationalization
Excusing own behavior to avoid guilt,
responsibility, conflict,
anxiety, or loss of self-
respect
Reaction Formation
Acting the opposite of what one
thinks or feels
Regression
Moving back to a previous development
al stage in order to feel safe or have needs met
Ego Defense Mechanisms
Repression
Excluding emotionally painful
or anxiety-provoking
thoughts and feelings from
conscious awareness
Resistance
Overt or covert antagonism toward
remembering or processing anxiety-
producing information
Sublimation
Substituting a socially acceptable
activity for an impulse that is unacceptable
Ego Defense Mechanisms
Substitution
Replacing the desired
gratification with one that is more readily available
Suppression
Conscious exclusion of
unacceptable thoughts and feelings from
conscious awareness
Undoing
Exhibiting acceptable
behavior to make up for or negate
unacceptable behavior
INTERPERSONAL THEORY
• Harry Stack Sullivan (1892-1949)– American psychiatrist, believed that personality
dynamics and disorders are caused primarily by social forces and interpersonal situations
– viewed loneliness as the most painful human experience
– emphasized that early relationship with the significant other as crucial for personality development and believed that healthy relationships were necessary for a healthy personality
INTERPERSONAL THEORY
• Anxiety – is an interpersonal phenomenon that is transmitted empathically from the significant other to the child, and also by perceived degrees of approval or disapproval felt by the child – all behavior is aimed at avoiding anxiety and
threats to self esteem
INTERPERSONAL THEORY
• ways to avoid anxiety: – good me – focusing on positive attributes– bad me – hiding the negative aspects of ourselves
from others and even from ourselves– not me – represents things that we find
objectionable that we cannot even imagine them being part of us
Interpersonal Therapy (IPT)
• a hands on system in which therapist actively guide in challenged maladaptive behaviors and distorted views – focus is on the here and now with the emphasis on
the patients life and relationship at home, at work, and in the social realm
– therapist becomes participant observer – the premise of this work is that if people are aware
of their dysfunctional pattern and unrealistic expectations, they can modify them
BEHAVIORAL THEORIES
• Ivan Pavlov (1927)– is famous for investigating classical conditioning in
which involuntary behavior or reflexes could be conditioned to respond to neutral stimuli
BEHAVIORAL THEORIES
• John B. Watson (1930)– rejected psychoanalysis and was seeking an objective
therapy that did not focus on unconscious motivation– he contended that personality traits and responses,
adaptive and maladaptive, were learned– conditioned Little Albert, a 9-month-old to be
terrified at the sight of white fur or hair– concluded that through behavioral techniques
anyone could be trained to be anything, from a beggar to a merchant
BEHAVIORAL THEORIES
• B.F. Skinner (1938)– conducted research on operant condition in which
voluntary behaviors are learned through consequences of reinforcement
– positive reinforcement – a consequence that causes the behavior to occur more frequently
– negative reinforcement – punishment, a consequence that causes the behavior to occur less frequently
BEHAVIORAL THEORIES
• Behavioral Therapy/ Behavior Modification– uses basic tenets from each of the behaviorists– attempts to correct or eliminate maladaptive
behaviors or responses by rewarding or reinforcing adaptive behavior
BEHAVIORAL THEORIES
• Systematic Desensitization– based on classical conditioning– learned responses can be reversed by first
promoting relaxation and then gradually facing a particular anxiety-provoking stimulus
– successful in extinguishing PHOBIAS
BEHAVIORAL THEORIES
• Aversion Therapy– based on both classical and operant conditioning
and is used to eradicate unwanted habits by associating unpleasant consequences with them
– ei disulfiram (Antabuse); people who take this medication and then ingest alcohol become extremely ill; with sex offenders who may receive electric shock in response to arousal from child pornography
BEHAVIORAL THEORIES
• Biofeedback– is a technique in which individuals learn to control
physiological responses such as breathing rates, heart rates, BP, brain waves, and skin temperature
– this control is achieved by providing visual and auditory biofeedback of the physiological response and then using relaxation techniques such as slow, deep breathing or meditation
COGNITIVE THEORY
• Aaron T. Beck– develop a cognitive therapy approach with
depressed patients, he became convinced that depressed people generally had standards patterns of negative and self-critical thinking
COGNITIVE THEORY
• Cognitive Behavioral Therapy (CBT)– a commonly used effective and well research
therapeutic tool based on both cognitive and behavioral theory and seeks to modify negative thoughts that lead to dysfunctional emotions and actions
– Goal: first to identify the negative patterns of thought that lead to negative emotions, once identified, they can be replaced with rational thoughts
COGNITIVE THEORY
• ABCs of Irrational Belief – a four-column format to record the precipitating event or situation, the resulting autonomic thought, the proceeding feelings and behaviors, and finally, a challenge to the negative thoughts based on rational evidence and thoughts
Activating Event
Belief Consequences Reframing
Trent has been in counseling for depression. His therapist’s secretary called and canceled this week’s appointment.
My therapist is disgusted with me and wants to avoid me.
Sadness, rejection, and hopelessness. Decides to call off work and return to bed.
There is no evidence to believe that I disgust my therapist. Why would he have rescheduled if he really didn’t want to see me?
COGNITIVE THEORY
– Autonomic thoughts – rapid, unthinking responses based on schemas
– cognitive distortion – irrational because people make false assumptions and misinterpretations
Examples of Cognitive Distortions All or nothing thinking
• Thinking in black and white, reducing complex outcomes into absolutes
• Cheryl got second highest score in the cheerleading competition. She considers herself a loser
Over generalization
• Using a bad outcome as evidence that nothing will ever go right again
• Marty had a traffic accident. She refuses to drive and says “I shouldn’t be allowed on the road”
Examples of Cognitive Distortions Labeling
• A form of generalization where a characteristic or event becomes definitive and results in an overly harsh label for self or others
• Because I failed the advance statistics exam, I am a failure. I might as well give up
Mental Filter
• Focusing on a negative detail or bad event and allowing it to taint everything else
• Ann’s boss evaluated her work as exemplary and gave her a few suggestions for improvement she obsessed about the suggestions and ignored the rest
Examples of Cognitive Distortions Disqualifying the Positive
• Maintaining a negative view by rejecting information that supports a positive view as being irrelevant, inaccurate, or accidental
• I’ve just been offered a job I’ve always wanted. No one else must have applied
Examples of Cognitive Distortions Jumping to Conclusions
• Making a negative interpretation despite the fact that there is little or no supporting evidence
• My fiancé Mike didn’t call me for 3 hours therefore he doesn’t love me
Mind Reading
• inferring negative thoughts, responses, motive of others
• The grocery store clerk was grouchy and barely made eye contact. I must have done something wrong
Examples of Cognitive Distortions Magnification or minimization
• Exaggerating the importance of something or reducing the importance of something
• I’m alone on Saturday night because no one likes me. When other people are alone, it’s because they want to be
Catastrophizing
• An extreme form of magnification in which the very worst is assumed to be a probable outcome
• If I don’t make a good impression on the boss at the company picnic she will fire me
Examples of Cognitive Distortions Emotional Reasoning
• Drawing a conclusion based on an emotional state
• I’m nervous about the exam. I must not be prepared. If I were I would not be afraid
Should and Must Statements
• Rigid self directives that presume an unrealistic amount of control over external events
• My patient is worst today. I should give better care so that she will get better.
COGNITIVE DEVELOPMENT
• Jean Piaget (1896-1980)– a Swiss psychologist and researcher– described cognitive development as a dynamic
progression from primitive awareness and simple reflexes to complex thoughts and responses
– according to Piaget, our mental representations of the world, or schemata depend on the cognitive stage we have reached
COGNITIVE DEVELOPMENT
Sensorymotor Stage – 0 to 2 years • begins with basic
reflexes and culminates with purposeful movement, spatial abilities, and hand eye coordination
• 9 months, object permanence is achieved, peek-a-boo
Preoperational Stage – 2 to 7 years• children are not
able to think abstractly or generalized qualities in the absence of specific objects but rather think in a concrete fashion
• egocentric thinking • inability to conserve
mass, volume or number
Concrete Operational Stage – 7 to 11 years• logical thought
appears and abstract problem solving is possible
• see a situation from another’s point of view
• conservation is possible
• understand the concept of reversibility
Formal Operational Stage – 11 years to adulthood • conceptual
reasoning commences
THEORY OF PSYCHOSOCIAL DEVELOPMENT
• Erik Erikson (1902-1994)– a German born American child psychoanalyst– describe development as occurring in eight
predetermined life stages
HUMANISTIC THEORY
• Carl Rogers (1961)– developed patient-centered psychotherapy – technique that emphasized the role of the patient
in understanding one’s own problems, the role of the therapist is that of facilitator rather than director
HUMANISTIC THEORY
• Abraham Maslow (1970)– known for developing a theory of personality and
motivation based on a hierarchy of needs– when lower level needs are met, higher needs are
able to emerge
HUMANISTIC THEORY
Self-Transcendence
needs:
Self-
Actualization needs
: Becoming every ting
one is capable
of
Esteem needs:
self-esteem
related to
competency, achievemen
t and esteem from
others
Belongingnes
s and Lov
e needs: Affiliations
, affectionate
relationships, love
Safety needs: Securit
y protection, stability, structure
, order
and limits
Physiologic needs: Oxygen,
food, water, sleep, sex
THEORY OF OBJECT RELATIONS
• developed by interpersonal theorist who emphasized past relationships in influencing a person sense of self as well as the nature and quality of relationships in the present
THEORY OF OBJECT RELATIONS
• Margaret Mahler (1895-1985)– Hungarian psychologist who worked with emotional
disturbed children, developed a framework for looking at how an infant goes from complete self absorption with an inability to itself as separate from its mother, to a physically and psychologically differentiated toddler
– Notes that raising healthy children does not require that parents never make mistakes, and that “good enough parenting” will promote successful separation-individuation.
THEORIES OF MORAL DEVELOPMENT
• Lawrence Kohlberg (1927-1987) – an American psychologist, develop a theory on
how people progressively develop a sense of morality
THEORIES OF MORAL DEVELOPMENT
• Pre-Conventional level– Stage 1: Obedience and Punishment• focus on rules and on listening to authority, people at
this stage believe that obedience is the method to avoid punishment
– Stage 2: Individualism and Exchange• individuals become aware that not everyone thinks the
way that they do, and that rules are seen differently by different people, if they or others decide to break the rules, they are risking punishment
THEORIES OF MORAL DEVELOPMENT
• Conventional Level– Stage 3: Good Interpersonal Relationships• People begin to view rightness or wrongness as related
to motivations, personality, or the goodness or badness of the person, people should not get along and have similar values.
– Stage 4: Maintaining the Social Order• a “rule are rules” mindset• people had begun to adopt a broader view of society
THEORIES OF MORAL DEVELOPMENT
• Post-Conventional Level– Stage 5: Social Contract and Individual Rights• still believe that social order is important, but social
order must be good; has the duty to protect the rights of others
– Stage 6: Universal Ethical Principles• actions should create justice for everyone involved; we
are obliged to break unjust law
ETHICS OF CARE THEORY
• Carol Gilligan (1936)– an American psychologists, ethicist, and feminist
who inspired the normative ethics of care theory– suggests that a morality of care should replace
Kohlberg’s “justice view” of morality, which holds that we should do what is right no matter the personal cost or the cost to those we love.
Stages of Moral Development
Stage Goal ActionPre-conventional
Goal is individual survival-selfishness
Caring for self
Conventional Self sacrifice is goodness-responsibility to others
Caring for others
Post-conventional
Principle of nonviolence – do not hurt others or self
Balancing caring for self with caring for others
BIOLOGICAL MODEL
• mental disorders are believed to have physical causes, therefore, mental disorders will respond to physical treatment
• 1950-chlorpromazine (thorazine), widely used for treatment of schizophrenia
• Biological therapy – psychopharmacology– ECT– talk therapy
EXISTENTIAL THEORIES
• believe that behavioral deviations result when a person is out of touch with himself or herself or the environment
Rational Emotive Therapy Albert Ellis
• a cognitive therapy using confrontation of “irrational belief” that prevent the individual from accepting responsibility for self and behavior
• Logotherapy – Viktor E. Frankl– a therapy designed t help individuals assume
personal responsibility– the search for meaning (logos) in life is a central
theme– counselors and therapists who work with clients in
spirituality and grief counseling often use this concepts
• Gestalt therapy – Frederick S. Perls– a therapy focusing on the identification of feelings
in the here and now, which leads to self-acceptance– believed that self-awareness leads to self-
acceptance and responsibility for one’s own thoughts and feelings
– often use to increase client’s self-awareness by writing and reading letters, journaling and other activities designed to put the past to rest and focus on the present
• Reality Therapy – William Glasser– therapeutic focus is need for identity through
responsible behavior– individuals are challenged to examine ways in
which their behavior thwarts their attempts to achieve life goals
– working with persons with delinquent behavior, unsuccessful school performance, and emotional problems who often blame their problems on other people, the system, or society
THANK YOU!
• CHAPTER 3 UNIT TEST• JANUARY 10• 8am-9:15am• 141 items– Multiple choice– Matching type– Identification– Fill in the blanks– enumeration