I am doing an essay on child development and trying to understand the psychodynamic theory of Freud...any help would be really appreciated!!!!
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Psychodynamic Theories\nMany psychologists have proposed theories that try to explain the origins of personality. One highly influential set of theories stems from the work of Austrian neurologist Sigmund Freud, who first proposed the theory of psychoanalysis. Collectively, these theories are known as psychodynamic theories. Although many different psychodynamic theories exist, they all emphasize unconscious motives and desires, as well as the importance of childhood experiences in shaping personality.\nSigmund Freud’s Theory of Psychoanalysis\nIn the late 1800s and early 1900s, Freud developed a technique that he called psychoanalysis and used it to treat mental disorders. He formed his theory of psychoanalysis by observing his patients. According to psychoanalytic theory, personalities arise because of attempts to resolve conflicts between unconscious sexual and aggressive impulses and societal demands to restrain these impulses.\nThe Conscious, the Preconscious, and the Unconscious\nFreud believed that most mental processes are unconscious. He proposed that people have three levels of awareness:\n\n    * The conscious contains all the information that a person is paying attention to at any given time.\n\nExample:\n\nThe words Dan is reading, the objects in his field of vision, the sounds he can hear, and any thirst, hunger, or pain he is experiencing at the moment are all in his conscious.\n\n    * The preconscious contains all the information outside of a person’s attention but readily available if needed.\n\nExample:\n\nLinda’s telephone number, the make of her car, and many of her past experiences are in her preconscious.\n\n    * The unconscious contains thoughts, feelings, desires, and memories of which people have no awareness but that influence every aspect of their day-to-day lives.\n\nExample:\n\nStan’s unconscious might contain angry feelings toward his mother or a traumatic incident he experienced at age four.\nFreud believed that information in the unconscious emerges in slips of the tongue, jokes, dreams, illness symptoms, and the associations people make between ideas.\nThe Freudian Slip\n\nCathy calls up her mother on Mother’s Day and says, “You’re the beast, Mom,” when she consciously intended to say, “You’re the best, Mom.” According to psychoanalytic theory, this slip of the tongue, known as a Freudian slip, reveals her unconscious anger toward her mother.\nThe Id, the Ego, and the Superego\nFreud proposed that personalities have three components: the id, the ego, and the superego.\n\n    * Id: a reservoir of instinctual energy that contains biological urges such as impulses toward survival, sex, and aggression. The id is unconscious and operates according to the pleasure principle, the drive to achieve pleasure and avoid pain. The id is characterized by primary process thinking, which is illogical, irrational, and motivated by a desire for the immediate gratification of impulses.\n    * Ego: the component that manages the conflict between the id and the constraints of the real world. Some parts of the ego are unconscious, while others are preconscious or conscious. The ego operates according to the reality principle, the awareness that gratification of impulses has to be delayed in order to accommodate the demands of the real world. The ego is characterized by secondary process thinking, which is logical and rational. The ego’s role is to prevent the id from gratifying its impulses in socially inappropriate ways.\n    * Superego: the moral component of personality. It contains all the moral standards learned from parents and society. The superego forces the ego to conform not only to reality but also to its ideals of morality. Hence, the superego causes people to feel guilty when they go against society’s rules. Like the ego, the superego operates at all three levels of awareness.\n\nConflict\nFreud believed that the id, the ego, and the superego are in constant conflict. He focu
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I think you may be interested in reading an  article by a biopsychologist named Lawrence Harper. The article proposes a theory that suggests that experiences can be inherited through genetic means. The theory does not specifically address the notion of the inheritance of particular memories, but it may prove a useful avenue for pursuing your question.\n\nHere is the abstract from the article:\n\nCurrently, behavioral development is thought to result from the interplay among genetic inheritance, congenital characteristics, cultural contexts, and parental practices as they directly impact the individual. Evolutionary ecology points to another contributor,epigenetic inheritance, the transmission to offspring of parental phenotypic responses to environmental challenges—even when the young do not experience the challenges themselves. Genetic inheritance is not altered, gene expression is. Organismic pathways for such transmission\nexist. Maternal stress during the latter half of a daughter’s gestation may affect not only the daughter’s but also grand-offspring’s physical growth. The author argues that temperamental variation may be influenced in the same way. Implications for theory and research design are presented along with testable predictions.
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I don't know why someone would tell you to go get a book... that isn't in the spirit of this web site at all....\nPsychology is the study of the human mind,  it encompasses emotions, cognitive ability, structure, and chemistry. at the very least.  The word Psychology is derived from the Greek for study of the soul.  The science of Psychology began in the study of physiology.  People began to wonder about perception and why things seem the way they do to us.  It has since branched out into many different arenas and form.  These would include, but not be limited to... Abnormal, cognitive, developmental, experimental, behavioral, industrial and organizational psychology.
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Go to wikipedia.org and type in child abuse.  It will lead you to this page.  From there follow the links to get exact information.  Hope this helps.  Cheers, K\n\nArticles related to Abuse\nBy means\n\nAbstract concepts\nViolence / Coercion\nAbuse of power / Persecution\n\nPhysical abuse\nTorture\nChild abuse\nDomestic violence\n\nPsychological abuse\nHumiliation / Intimidation\nMobbing / Bullying\nHate speech / Manipulation\nStalking / Cyberstalking\nRelational aggression\nParental alienation\nPsychological torture\nMind control / Shunning\nCoercive persuasion\nHarassment / Hate mail\n\nSexual abuse\nIncest / Child sexual abuse\nRape / Sexual harassment\nBy victim\n\nChild abuse / Domestic violence\nElder abuse / Workplace bullying\nPrisoner abuse / Animal abuse\nBy offender\n\nPolice brutality\nHuman experimentation\nRelated\n\nSevere corporal punishment\nAdult Protective Services\n\nChildhelp USA\n\nFounded in 1959 by Sara O'Meara and Yvonne Fedderson, Childhelp USA is one of the largest and oldest national nonprofit organizations dedicated to the prevention of child abuse, neglect as well as to the treatment of its victims in the United States. Childhelp's programs, which directly serve abused children and their families, focus on meeting the children's physical, emotional, educational and spiritual needs. In 2005, Sara and Yvonne were both nominated for the Nobel Peace Prize.\n\n[edit] Prevent Child Abuse America(PCA America)\n\nEstablished in 1972, Prevent Child Abuse America works to bring awareness to and educate the public about child abuse and neglect. PCA America works on the National, State and Local levels with chapters in 40 States which work alongside the local councils in each State. The mission statement of PCA America is: "To prevent the abuse and neglect of our nation's children."\n\n[edit] Reporting abuse and neglect in Australia\n\nChild abuse and neglect is the subject of mandatory reporting in most Australian jurisdictions. Usually professional people such as doctors, nurses and teachers are bound to report strong evidence of abuse or neglect. State authorities, such as the Child Protection Unit of the Department of Human Services (Victoria), have statutory authority to investigate and deal with child abuse.\n\n[edit] Reporting abuse and neglect in United Kingdom\n\nChildline is a telephone contact agency provided for children to discuss any concerns they have with a team of trained volunteers.\n\nNSPCC is the umbrella organisation now funding this project. The NSPCC also provides a telephone helpline for anyone to contact professionally trained social workers regarding concerns about children, as well as a variety of other projects.\n\nThe NSPCC forward any concerns they receive on to the relevant Local Authority (where the child concerned lives) which would then make enquiries regarding those concerns.\n\n[edit] Reporting abuse and neglect in Canada\n\nThe Childrens' Help Line can be reached toll-free for either parents with questions and concerns, or children, at +1-(800)-668-6868, 24/7.\n\n[edit] Authorities\n\n    Main article: Child Protective Services\n\nDepending on the country, the agencies responsible for investigating child abuse may be run nationally, regionally, or locally. These agencies may be called Child Protective Services (CPS), Department of Children and Family Services (DCFS), or by other similar names. In the U.S., these agencies are usually listed in the state government section of the telephone book under "Children" or "Health" or "Human Services". In a few instances in the U.S., some of the functions of these agencies are outsourced to private individuals or companies.\n\nPeople who investigate claims of child abuse may be called a "children's social worker" (CSW) or a case worker.\n\n[edit] Effects of child abuse on the child and development\n\nThe U.S. National Adoption Center found that 52% of adoptable
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Yes- parenting or at least some kind of child development or child psych... combined with a sex ed- at least the part about efectiveness of various kinds of birth control and info about STD's.... like "Abstinance is the only sure way to avoid all STD's, including pregnancy..." or "A 5-yr-old is egocentric. She thinks that her behavior and actions are the cause of everything else happening..." and so on...\n\nAnother answer mentioned homosexuals lack of need for this type of education- if they choose to adopt, aren't they still parents? Aren't they still responsible to love and teach those children?\n\nMany people are placed in a parental role, not always by choice. I don't think anyone can get through life without contact with children- their own offspring, nieces/nephews, grandchildren, the neighbor kids, babysitting, etc. Understanding how kids at different ages think is vital for these relationships.\n\nI am not a parent, but my church has asked that I care for and supervise the little ones while their parents are in their classes. These children are between 18 months and 3 yrs old. I am grateful for what I know about children. Because of my college human development classes, I know what to expect from these kids- behavior, attention span, etc.\n\nNo, the public school system is not very well equiped to, nor should they teach ethics, but they can teach statistics, trends, and the typical development of infants, children and teens.
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Good question. I am a Medical Scientist and so read alot of research papers but have never come across any papers about this! maybe the psychologists out there can help?!
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The very first place I'd look (in the odd event that you didn't) is in the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders 4th Edition). In fact, that should pretty well do it. I would also be prone to look to check out some books specifically about the disorder for reference (a link with many is included in my sources).\n\nAs for magazine articles and things of that nature, I haven't really seen many reputable sources. I mean there may be a study in a Scientific American somewhere, but even that is fairly doubtful. It's just really not something to throw in a magazine (Mental Disorder Monthly would be kind of odd don't you think?)
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I did a great informative speech in college on Children and Violence in Television, and how the violence on TV influences their actions. I found a ton of information supporting this theme on the internet and in the library. It was easy to research.\n\nOther ideas involving children:\nChildren and the gender roles portrayed in cartoons\nHow Children Play\nHow Children Learn
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You will want to point out the irony that both families loved their children but by refusing to let their respective children follow their own heart they lost both children.\n\nAnd of course the irony of both so much in love with each other that they gave their lives to be with each other.\n\nAnd then a comparison to modern day couples should help with length and filler in your essay,  along with how the tragedy would've been averted if the parents would've left the children out of the feud.\n\nGood luck.\n\nPeace.
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Freud had a lot to say about how we understand religion.  The (our) father being the dominant position.  People need something to believe in and someone to show them the way.  We are truly weak creatures...well...not all of us are...but A LOT of us really don't think before we invest our faith.
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check this cliff note site it might help you.\nhttp://www.gradesaver.com/classicnotes/titles/cuckoosnest/\nhttp://www.sparknotes.com/lit/cuckoo/
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The stages of cognitive development\nMain article: Theory of cognitive development \nPiaget became a professor of psychology at the University of Geneva from 1929 to 1975 and is best known for reorganizing cognitive development into a series of stages-- the levels of development corresponding roughly to infancy, pre-school, childhood, and adolescence. The four stages, which expand earlier work from James Mark Baldwin, are labeled the Sensorimotor stage, which occurs from birth to age two, (children experience through their senses), the Preoperational stage, which occurs from ages two to seven (motor skills are acquired), the Concrete operational stage, which occurs from ages seven to eleven (children think logically about concrete events), and the Formal Operational stage, which occurs after age eleven (abstract reasoning is developed here). These ages are approximate and great variation between children argue against norms. For Piaget, each stage is characterized by a general cognitive structure that affects all of the child's thinking (a structuralist view influenced by philosopher Immanuel Kant). Each stage represents the child's current understanding of reality, and each but the last is an inadequate approximation. Development from one stage to the next is thus caused by the accumulation of errors in the child's understanding of the environment, an accumulation which eventually causes such cognitive disequilibrium that thought structures require reorganising.\n\n[edit]\nPiaget's view of the child's mind\nPiaget viewed children as little philosophers and scientists building their own individual theories of knowledge. Some people have used his ideas to focus on what children cannot do. Piaget, however, used their problem areas to help understand their cognitive growth and development.\n\n[edit]\nInfluence\nPiaget's theory of cognitive development has proved influential, notably on the work of Lev Vygotsky and of Lawrence Kohlberg. Among others, the philosopher and social theorist Jürgen Habermas has incorporated it into his work, most notably in The Theory of Communicative Action. Piaget also had a considerable impact in the field of computer science and artificial intelligence. Seymour Papert used Piaget's work while developing the Logo programming language. Alan Kay used Piaget's theories as the basis for the Dynabook programming system concept, which was first discussed within the confines of the Xerox Palo Alto Research Center, or Xerox PARC. These discussions led to the development of the Alto prototype, which explored for the first time all the elements of the graphical user interface (GUI), and influenced the creation of user interfaces in the 1980's and beyond. The philosopher Thomas Kuhn credited Piaget's work in helping him understand the transition between modes of thought which characterised his theory of paradigm shifts. Piaget has had a substantial impact on approaches to education. In Conversations with Jean Piaget, he says: "Education, for most people, means trying to lead the child to resemble the typical adult of his society . . . but for me and no one else, education means making creators. . . . You have to make inventors, innovators—not conformists," (Bringuier, 1980, p.132).
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Seems to me psychotherapy is going out of fashion as the drug companies become ever more powerful and steer western medicine on the path of pharmaceuticals rather than the much more healing approach of figuring out the basis for unwanted behaviors and then working toward changing them. Perhaps you could explore this theme. I mean, really....all these kids on psyche drugs? That can't be good....
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I've put a link below to an article about Graves that discusses some of his preoccupations and personal mythology. Read the paragraphs just before the mention of the poem to get an idea of what the writer thinks of Graves's motivation. \n\nBecause of the strong rhetoric in the first line - something about there being one story and one story only (I don't have the text in front of me right now), one is inclined to think that WHATEVER the story is behind the poem is a universal one, and quite possibly "the story of Graves's life." \n\nPoems are never only autobiographical, though. Nor are their symbols always completely coherent and discernible. \n\nGood luck.\n\n[By the way, I didn't copy from the answer above - which is a very good one - it's just a coincidence that we were looking in the same place. The other answerer posted 59 seconds before I got there, but after I'd started writing.]
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I'm a psychologist and I can tell you that a majority of Freud's work revolved around sex and gender. Particularly relating to the first 6 years of live.Most of his views were very misogynistic and have been disputed hotly by female psychoanalyst however, many of his believes seem to hold water.I recommend you study him up on the net, there are many good resources.
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I have tried to list some common problems assosiated with this illness.  Perhaps you can work off that?  I also thought your actual question was excellently phrased and very understandable.  Use that also.\n\n\n•Intense control battles, very bossy and argumentative; defiance and anger\n•Resists affection on parental terms\n•Lack of eye contact, especially with parents - will look into your eyes when lying\n•Manipulative - superficially charming and engaging\n•Indiscriminately affectionate with strangers\n•Poor peer relationships\n•Steals\n•Lies about the obvious\n•Lack of conscience - shows no remorse\n•Destructive to property, self and/or others\n•Lack of impulse control\n•Hypervigilant/Hyperactive\n•Learning lags/delays\n•Speech and language problems\n•Incessant chatter and/or questions\n•Inappropriately demanding and/or clingy\n•Food issues - hordes, gorges, refuses to eat, eats strange things,  hides food\n•Fascinated with fire, blood, gore, weapons, evil\n•Very concerned about tiny hurts but brushes off big hurts....\n\nAttachment is the deep and enduring connection established between a child and caregiver in the first several years of life. It profoundly influences every component of the human condition - mind, body, emotions, relationships and values. Attachment is not something that parents do to their children; rather, it is something that children and parents create together, in an ongoing reciprocal relationship. Attachment to a protective and loving caregiver who provides guidance and support is a basic human need, rooted in millions of years of evolution. There is an instinct to attach: babies instinctively reach out for the safety and security of the "secure base" with caregivers; parents instinctively protect and nurture their offspring. Attachment is a physiological, emotional, cognitive and social phenomenon. Instinctual attachment behaviors in the baby are activated by cues or signals from the caregiver (social releasers). Thus, the attachment process is defined as a "mutual regulatory system" - the baby and the caregiver influencing one another over time. \n\nBeyond the basic function of secure attachment - providing safety and protection for the vulnerable young via closeness to a caregiver - there are several other important functions for children: \nLearn basic trust and reciprocity, which serves as a template for all future emotional relationships. \nExplore the environment with feelings of safety and security ("secure base"), which leads to healthy cognitive and social development. \nDevelop the ability to self-regulate, which results in effective management of impulses and emotions. \nCreate a foundation for the formation of identity, which includes a sense of competency, self-worth, and a balance between dependence and autonomy. \nEstablish a prosocial moral framework, which involves empathy, compassion and conscience. \nGenerate the core belief system, which comprises cognitive appraisals of self, caregivers, others, and life in general. \nProvide a defense against stress and trauma, which incorporates resourcefulness and resilience. \nChildren who begin their lives with the essential foundation of secure attachment fare better in all aspects of functioning as development unfolds. Numerous longitudinal studies have demonstrated that securely attached infants and toddlers do better over time in the following areas: \nSelf-esteem \nIndependence and autonomy \nResilience in the face of adversity \nAbility to manage impulses and feelings \nLong-term friendships \nRelationships with parents, caregivers, and other authority figures \nProsocial coping skills \nTrust, intimacy and affection \nPositive and hopeful belief systems about self, family and society \nEmpathy, compassion and conscience \nBehavioral performance and academic success in school \nPromote secure attachment in their own children when they become adults.\n\nGood Luck
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I believe she's alluding to the importance of self-introspection. Ralph Waldo Emerson writes some great stuff about this concept(read his "The American Scholar"). Basically, he says you will never have the chance to know anything like you can know yourself. \n\nTherefore, it is most worthwhile to know yourself. So many things we do that are self-destructive are because we choose to ignore the qualities about ourselves that we dislike. So go  out and explore life but never put anything anyone says or writes before what you have found through self-examination and your observations.\n\nAs a parent, one can observe a child's behavior closely but one can never know the internals of the mind like the child can as he/she grows and explores.