Change the way you look at things and the things you look at change.

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Candace Sparks
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Theatre artists have the amazing job and privilege of being able to tell the story of humanity it s our job to spend our whole lives studying what it means to be human; to find incredibly effective

1 Theatre artists have the amazing job and privilege of being able to tell the story of humanity it s our job to spend our whole lives studying what it means to be human; to find incredibly effective ways of taking what we think that means, and putting it into digestible chunks before an audience. We must be wiser than the average Joe, because we are forced to examine the heart and soul of every kind of human being that exists. We have to be like devouring animals that swallow up all the knowledge, to know as much as we can about the human condition.

2 Change the way you look at things and the things you look at change. Wayne W. Dyer Life is 10 percent what you make it and 90 percent how you take it. Irving Berlin

3 ...What happens is of little significance compared with the stories we tell ourselves about what happens. Events matter little, only stories of events affect us. Rabih Alameddine, The optimist sees the donut, the pessimist sees the hole. Oscar Wilde

4 We are all in the gutter, but some of us are looking at the stars. Oscar Wilde Humans see what they want to see. Rick Riordan

5 Everything you see or hear or experience in any way at all is specific to you. You create a universe by perceiving it, so everything in the universe you perceive is specific to you. Douglas Adams If the above is true (as well as all of the other quotes we have gone through here) then as theatre artists we need to see things differently from other points of view if we are going to portray humanity.

9 Acting is the artistic display of human behavior in the service of telling stories

10 Psychology is the scientific study of human behavior

11 Psychology is.. Specifically! study of behavior grounded in scientific method.! Goal is the understanding individuals and groups.! Aims to benefit society.

12 Three Examples of Interesting Research and Theories in the world of Psychology looking at via a nature versus nurture argument Fable of Frog and Scorpion

13 1. Behaviorism ---Pavlov s dog (classical conditioning) ---Watson s Little Albert Experiment ---You can do this in your everyday life

14 2.Will Power (personality Theory) Four Year olds Marshmellow tests At Stanford in 1960s

15 3. Nazism (Social Psychology) ---Nuremberg Trials I was just following orders! ---What would you do? ---In the early 1960s Stanley Milgram does research on the study of obedience to authority (Social Psychology) and asks the question "Was there a mutual sense of morality among those involved?

16 Milgram experiment Ad was placed in local newspaper in the New Haven Community by Dr. Stanley Milgram, a Yale University Professor, about money to be made doing this research. Each volunteer subject was given the role of teacher, and the confederate, the role of learner. The participants drew slips of paper to determine their roles, but unknown to the subject, both slips said "teacher", and the actor claimed to have the slip that read "learner", thus guaranteeing that the participant would always be the "teacher". At this point, the "teacher" and "learner" were separated into different rooms where they could communicate but not see each other. In one version of the experiment, confederate was sure to mention to the participant that he had a heart condition.

17 The "teacher" was given an electric shock from the electroshock generator as a sample of the shock that the "learner" would supposedly receive during the experiment. The "teacher" was then given a list of word pairs which he was to teach the learner. The teacher began by reading the list of word pairs to the learner. The teacher would then read the first word of each pair and read four possible answers. The learner would press a button to indicate his response. If the answer was incorrect, the teacher would administer a shock to the learner, with the voltage increasing in 15-volt increments for each wrong answer. If correct, the teacher would read the next word pair.

18 The subjects believed that for each wrong answer, the learner was receiving actual shocks. In reality, there were no shocks. After the confederate was separated from the subject, the confederate set up a tape recorder integrated with the electro-shock generator, which played prerecorded sounds for each shock level. After a number of voltage level increases, the actor started to bang on the wall that separated him from the subject. After several times banging on the wall and complaining about his heart condition, all responses by the learner would Cease.

19 At this point, many people indicated their desire to stop the experiment and check on the learner. Some test subjects paused at 135 volts and began to question the purpose of the experiment. Most continued after being assured that they would not be held responsible. A few subjects began to laugh nervously or exhibit other signs of extreme stress once they heard the screams of pain coming from the learner. If at any time the subject indicated his desire to halt the experiment, he was given a succession of verbal prods by the experimenter, in this order:

20 1. Please continue. 2. The experiment requires that you continue. 3. It is absolutely essential that you continue. 4. You have no other choice, you must go on.

21 If the subject still wished to stop after all four successive verbal prods, the experiment was halted. Otherwise, it was halted after the subject had given the maximum 450-volt shock three times in succession. The experimenter also gave special prods if the teacher made specific comments. If the teacher asked whether the learner might suffer permanent physical harm, the experimenter replied "Although the shocks may be painful, there is no permanent tissue damage, so please go on". If the teacher said that the learner clearly wants to stop, the experimenter replied, "Whether the learner likes it or not, you must go on until he has learned all the word pairs correctly, so please go on".

22 Predictions Milgram polled fourteen Yale University senior-year psychology majors to predict the behavior of 100 hypothetical teachers. All of the poll respondents believed that only a very small fraction of teachers (the range was from zero to 3 out of 100, with an average of 1.2) would be prepared to inflict the maximum voltage. Milgram also informally polled his colleagues and found that they, too, believed very few subjects would progress beyond a very strong shock. Milgram also polled forty psychiatrists from a medical school and they believed that by the tenth shock, when the victim demands to be free, most subjects would stop the experiment. They predicted that by the 300 volt shock, when the victim refuses to answer, only 3.73 percent of the subjects would still continue and they believed that "only a little over one-tenth of one per cent of the subjects would administer the highest shock on the board.

23 RESULTS In Milgram's first set of experiments, 65 percent (26 of 40) of experiment participants administered the experiment's final massive 450-volt shock, though many were very uncomfortable doing so; at some point, every participant paused and questioned the experiment; some said they would refund the money they were paid for participating in the experiment. Throughout the experiment, subjects displayed varying degrees of tension and stress. Subjects were sweating, trembling, stuttering, biting their lips, groaning, digging their fingernails into their skin, and some were even having nervous laughing fits or seizures. Why did they do it?

24 Theories Behind Why People Did It The first is the theory of conformism. A subject who has neither ability nor expertise to make decisions, especially in a crisis, will leave decision making to the group and its hierarchy. The group is the person's behavioral model. The second is the agentic state theory. The essence of obedience consists in the fact that a person comes to view themselves as the instrument for carrying out another person's wishes, and they therefore no longer see themselves as responsible for their actions. Conclusion Ordinary people, simply doing their jobs, and without any particular hostility on their part, can become agents in a terrible destructive process. Moreover, even when the destructive effects of their work become patently clear, and they are asked to carry out actions incompatible with fundamental standards of morality, relatively few people have the resources needed to resist authority.

25 FALL OUT The experiments have been repeated many times along with changing many variables in the set-up. The experiments are also controversial, and considered by some scientists to be unethical, physically or psychologically abusive, motivating more thorough review boards or committee reviews for working with human subjects.

26 So now with that little introduction to some of the interesting research and theories found within big wide world of psychology let s go back to the fella who is kind of responsible for getting all of it really goin.

27 Sigmund Freud The father of Modern Psychotherapy

28 FREUD Psychoanalysis Approach To Human Behavior

30 Sigmund Freud ( ) wanted to devote himself to medical research, but limited funds and barriers in Austria to academic advancement for Jews forced him into the private practice of medicine. One of his interests was neurology, the study of the brain and treatment of disorders of the nervous system, a branch of medicine then in its infancy.

31 Sigmund Freud holds a psychosexual viewpoint on human behavior. It centers around the unconscious forces motivating human behavior. Originating at the beginning of the twentieth century, Freud, (a Viennese physician) developed psychoanalysis, as a therapeutic approach based on giving people insights into the unconscious conflicts that stemmed from their childhoods and affected their behavior and emotions.

32 He originally hypnotize patients to cure their neurotic ailments (conditions that do not seem the result of a biological cause) but found that many times these methods were not very successful.

33 Freud came upon the idea of free association; a talking therapy for patients where what was causing their neurotic behavior would begin to surface. With this couch approach Freud would asked questions designed to summon up longburied memories. He then concluded that the source of emotional disturbances lay in repressed traumatic experiences of early childhood.

34 Six FREUDIAN Theories

35 Theory One Conscious. Pre-Conscious. Unconscious Mind. Freud described this using the analogy of an iceberg, which isn t really adequate (since it implies something rigid rather than fluid) but it s a start.

PRE CONSCIOUS UNCONSCIOUS (SUB CONSCIOUS) The Conscious (top 1/7th) the awareness we have when we are awake. The top of the iceberg and what we can actually see.

The water line of the iceberg in the water. The Unconscious (6/7th) - containing secret wishes and fears; traumatic memories of the past, etc.

36 PRE CONSCIOUS UNCONSCIOUS (SUB CONSCIOUS) The Conscious (top 1/7th) the awareness we have when we are awake. The top of the iceberg and what we can actually see. The Pre-Conscious (boundary) It also gives clues about the Unconscious from thoughts and actions that appear there. The window of dreams and slips of the tongue. The water line of the iceberg in the water. The Unconscious (6/7th) - containing secret wishes and fears; traumatic memories of the past, etc. All these thoughts are completely hidden and totally unavailable to us. This is necessary for survival forgetting past traumas in order to get on with our lives. The below the surface part of the Iceberg.

37 Theory Two Dreams- Wish fulfillments. Or Coded messages of our unconscious

38 Theory Three The Libido Libido is often used today to mean sex drive, but this is a corruption or, at least, over-simplification of Freud s meaning. It is the INBORN ENERGY we have that motivates and enables us to survive sexual activity is one manifestation. Freud used the Steam Engine Model to describe this. The level of Libido ( steam ) we are born with is a central aspect of our personalities. Some people are born with more than others.

39 Theory Four Three hypothetical parts of the personality. WHAT WHEN OPERATES AS ID INBORN PLEASURE PRINCIPLE EGO DEVELOPS AT 2 REALITY PRINCIPLE SUPEREGO DEVELOPS AT 3 MORAL WATCHDOG

40 Theory Five Stages of Psychosexual Development. Of the five stages of personality development Freud described, he considered crucial the first three (oral, anal & phallic) those of the first few years of life. He believed that children are at risk of fixation an arrest in development if they receive too little or too much gratification in any of the stages. A child may become emotionally stuck and may need help to move beyond that stage. He believed that evidence of childhood fixation shows up in adult personality.

41 1.Oral Stage (Birth to Months) During infancy, the oral region (the mouth) is the primary erogenous zone, and feeding is the main source of sensual pleasure. Babies whose oral needs are not met may grow up to become nail-biters or develop bitingly critical personalities. Babies who received so much oral pleasure that they do not want to abandon this stage may grow up to become compulsive eaters or smokers. Oral Dependent is too needy and deals with loss issues. Oral Aggressive is too picky.

42 2.Anal Stage (12-18 Months to 3 Years). During toddlerhood, the chief source of pleasure is moving the bowels. An adult fixated at the anal stage may become one of the following: Anal-retentive, commonly abbreviated to "anal", is used conversationally to describe a person with such attention to detail that it is an obsession. Personality could be described as being constipated and is obsessively clean and neat or rigidly tied to schedules and routines. An anal expulsive personality is broadly defined as exhibiting cruelty, emotional outbursts, disorganization or defiantly messy.

43 3. Phallic Stage (3 to 6 Years). During early childhood, the site of pleasure shifts from the anus to the genitals. In this stage, boys are influenced by sexual attachments to their mothers and girls to their fathers, and by rivalry with the samesex parent. Oedipus Complex Electra Complex

44 4. Latency (6 to 12 Years). Freud considered middle childhood relatively calm sexually. Youngsters have identified with the samesex parent, adopted gender roles, and developed superegos. Because of this sexual calm, they can become socialized, develop skills, and learn about themselves and society.

45 5. Genital Stage (Adolescence and Adulthood). The physical changes of puberty reawaken the libido, the basic energy that fuels the sex drive. The sexual urges of the phallic stage, repressed during latency, now resurface to flow in socially approved channels heterosexual relations with people outside the family. The genital stage, the final psychosexual stage, lasts through adulthood.

46 Theory Six Freud Defense Mechanisms Freud described defense mechanisms as ways in which people unconsciously distort reality to protect their egos against anxiety which is produced by all of that stuff rumbling around in one s subconscious. Everyone uses defense mechanisms at times. Only when they are so overused that they interfere with normal emotional development are they unhealthy. Here are eleven of them!

47 Regression- During stressful times, return to behavior of an earlier age to try to recapture remembered security. A girl who has just entered school may go back to sucking her thumb or wetting the bed, or a high school student may react to his parents recent separation by asking them to make decisions for him as they did when he was a child. When the crisis becomes less acute or the person is able to deal with it, the inappropriate behavior usually disappears.

48 Repression- Blocking from consciousness those feelings and experiences that arouse anxiety. Freud believed that people s inability to remember much about their early years is due to their having repressed disturbing sexual feelings toward their parents.

49 Sublimation- Channeling of disturbing sexual or aggressive impulses into such acceptable activities as study, work, sports, and hobbies. Modern terminology calls these coping strategies. Displacement- Same thing as sublimation however the channeling is into unacceptable and damaging behaviors like drinking, risky actions, smoking or eating.

50 Projection- Attribution of unacceptable thoughts and motives to another person. For example, a little girl talks about how jealous of the new baby her brother is, when she herself is actually jealous of the new baby. It is a primitive form of paranoia. It reduces anxiety by allowing the expression of the undesirable impulses or desires without becoming consciously aware of them; attributing one's own unacknowledged unacceptable/unwanted thoughts and emotions to another; includes severe prejudice, severe jealousy, hypervigilance to external danger, and "injustice collecting".

51 Reaction formation Saying the opposite of what one really feels. Buddy says, I don t want to play with Tony because don t like him, when the truth is that Buddy likes Tony a lot but is afraid that Tony does not want to play with him. Identification The unconscious modeling of one's self upon another person's character and behavior. Rationalization Where a person convinces him or herself that no wrong was done and that all is or was all right through faulty and false reasoning. An indicator of this defense mechanism can be seen socially as the formulation of convenient excuses.

52 Denial Refusal to accept external reality because it is too threatening; arguing against an anxiety-provoking stimulus by stating it doesn't exist; resolution of emotional conflict and reduction of anxiety by refusing to perceive or consciously acknowledge the more unpleasant aspects of external reality. Distortion A gross reshaping of external reality to meet internal needs.

53 Passive aggression- Aggression towards others expressed indirectly or passively.

54 And there are many many more!!!!!

55 Review!

56 Freud is Godfather to the Psychoanalysis Approach to Human Behavior- Psychosexual. Our unconscious is what motivates us. Free Association is the method of treatment. Dreams coded messages, wish fulfillments of the unconsciousshow us what is really going on. Iceberg explains our thoughts (conscious, preconscious and unconscious. Personality is a war between ID, EGO & SUPEREGO. The Libido is the energy that we expend in our lives (some need to be more busy and challenged than others). Our development is made up of five stages: the first three being the most important. Oral, anal, phallic followed by latency & genital. Defense Mechanisms are used to protect our egos against anxiety created by our Unconscious.

57 Theory based Cons on Freud No scientific evidence to support his claims Seems more philosophical in approach than there being any hard core evidence for In this therapy one is never cured and becomes a tormented creature for the rest of his life. Always chatting away about their childhood on the couch somewhere.

58 Pros on and Influence of FREUD Began the shift to see humanity as true individuals. Each one of us is a person who is unique and has his/her own set of problems to overcome in one s life. The status mentality of seeing and disregarding humanity into groupings began to fade away. Freud was the first to really begin an intense exploration of the human thought and behavioral processes. His ideas have become part of our lingo and pop cultural sensibilities. His work created a whole new field of science and human commerce. Many of the other human theorists that we study today owe their lineage to Freud and his thinking. Many theorists begin as a reaction to Freud and this is the beginning of their research on human behavior. His ideas permeate into many other areas.

59 Freud

PSYC Chapter 2: Introduction To Psychodynamic Theory Dr. Deborah Myles

PSYC Chapter 2: Introduction To Psychodynamic Theory Dr. Deborah Myles PSYC 2301 Chapter 2: Introduction To Psychodynamic Theory Dr. Deborah Myles What is Psychodynamic? An active mind A mental struggle Conscious and unconscious forces interact to control our behaviors Who