Introduction and Psychoanalytic Approach.pptx

University of Namibia presentation for PSG3800.

1. Guidance & Counselling 2 PSG3880/PSP/PSU 3800 Dr. Anna Hako

2. ISSUES OR CONCERNS Module Codes 1. B.ED (Hons) Pre-Lower Primary Phase =PSP 3800 2. B.ED (Hons) Upper Primary Phase =PSU 3800 3. B.ED (Hons) Secondary Phase =PSG 3880 Assignments submission Due date: 17 April 2023 Submit on Moodle

3. Issues continue I need the contact details of Class Representatives: 1. PSP 3800 (Pre-Lower Primary Phase) 2. PSU 3800 (Upper Primary Phase) 3. PSG 3880 ( Secondary phase)

4. Effective Learning Environment HOUSE RULES Cell phones on silent mode No mini meetings during the lesson Active participation in class Note taking during the lesson

5. Guidance and Counselling 2 Introduction Guidance and Counselling 2 Study Guide is divided into 3 Units Unit 1: Approaches to counselling Unit 2: Basic counselling skills Unit 3: Psychological challenges

6. Guidance and Counselling Cont.. OBJECTIVES After you have completed Unit 1 you should be able to: Identify different counselling approaches /theories and their main advocates

7. Guidance and Counselling Cont.. Differentiate between directive and non-directive , analytic and action-oriented counselling approaches

8. Guidance and Counselling cont.. Explain the psychological concepts used in this unit Outline in brief the key concepts and assumptions underlying each of the five following counselling approaches.

9. Guidance and Counselling Cont.. Five approaches Psychoanalytic approach Person-centred approach Behavioural approach Rational-emotive approach Systemic approach

10. Guidance and Counselling Cont.. Explain each of the following three approaches to counselling and indicate their application in a school setting Person-centred approach Behavioural approach Family Systems approach

11. Guidance and Counselling cont.. Describe the basic techniques used in each of the above three counselling approaches and explain how these can be applied with learners in schools Highlight the advantages and limitations of each of the above three counselling approaches within the Namibian context

12. Guidance and Counselling cont.. UNIT 1: INTRODUCTION This unit introduces you to a number of theories in the helping professions. The main focus looks at different viewpoints on why people have difficulties and behave in the way they do.

13. Guidance and Counselling cont .. It aims to help us have an understanding and knowledge that human behaviour and learners problems can be explained from several theoretical viewpoints.

14. Guidance and Counselling cont.. Each of these theoretical viewpoints or counselling approaches can enhance our understanding of learners with whom we are working. It also briefly explain which techniques to use to change inappropriate or anti-social behaviour.

15. Guidance and Counselling cont.. However, it does not try to develop specific skills, but only to introduce the fact that there are several approaches to the helping profession. For you to be a good helper, you should keep an open mind to all possible ways of helping.

16. Guidance and Counselling cont.. It takes a depth training to master specific techniques and skills-not accomplished within the limited scope of this module.

17. Guidance and Counselling cont.. Some of the prominent approaches/theories to counselling are mentioned with an indication of the person associated with the development of such approach.

18. Guidance and Counselling cont.. Three approaches that are mainly helpful to a regular class teachers will be discussed in detail at a later stage

19. Guidance and Counselling cont.. As a B.Ed. student you have learned about different theories in the previous studies i.e. (Human Development and Learning). In this unit, the focus will be on counselling approach embedded in a specific theory.

20. Guidance and Counselling cont.. Is very important to know that a THEORY is a representation of reality as seen from a perspective of one or more individuals.

21. Guidance and Counselling cont.. Therefore, no THEORY in itself can provide or describe the complete truth of reality. It is very important to note that Human behaviour is very complex; and a single theory can only try to shed light on one dimension or aspect of human personality and behaviour.

22. Guidance and Counselling cont.. Different theories may use different perspectives to describe the same person/phenomenon. However, knowledge of various theories and approaches to counselling helps you as a teacher to understand ways that you can use to help learners in schools with a number of personal problems.

23. Guidance and Counselling cont.. As a teacher, you are not only there to provide subject knowledge, but also have a very crucial role to play in the emotional and psychological well-being of the leaners in your class and the entire school.

24. Guidance and Counselling cont.. You therefore need to read more on this topic than what is presented in this module to become a better HELPER .

25. Counselling Theories Psychoanalytic theory Person-centered theory Behavioural theory Rational-emotive theory Systemic theory

26.   Sigmund Freud (1856-1939) -Austrian, doctor -father of psychoanalysis One of the first psychologists to study human motivation -Psychiatry vs. Psychology

27. Psychoanalytic Theory Psychoanalytic theory Sigmund Freud was the founder of the psychoanalytic theory . This theory places emphasis on insight in past experiences and the role of unconscious mind .

28. Psychoanalytic Theory The primary function of psychoanalytic theory was to deal with people who were emotionally disturbed. Freud refers to them as patient, he regarded them as sick people.

29. Psychoanalytic Approach It has a wide influences on all other prominent approaches to counselling, though several aspects are no longer accepted in modern counselling

30. Psychoanalytic Theory cont.. Many counselling models borrowed and integrated principles and techniques from this approach. It views unconscious mind as the prime motivator in determining human behaviour.

31. Psychoanalytic Theory cont.. This theory, therefore, concludes that disturbed behaviour results from repressed, unconscious early childhood experiences e.g. unresolved interactions or conflicts with parents, unfinished business with parents/siblings

32. Psychoanalytic Theory cont.. Since the unconscious mind (not actively aware of) plays an important role, this theory does not perceive the individual to be in full control of his or her behaviour.

33. Psychoanalytic Theory cont.. Thus, the person does not have an inherent capacity to deal with problems effectively on his or her own.

34. Psychoanalytic Theory Other supporters who made a contribution in the field of psycho-analysis were Carl Jung and Alfred Adler. But, later they left because they opposed some of his ideas and developed their own theories.

35. Psychoanalytic Theory A normal human being may not always be aware of the true cause of his/her behavior. This is why counselors are cautioned not to take at their face value, what their clients tell them in the counseling situation.

36. Psychoanalytic Theory Freud is convinced that most of the time, it is the socially approved reasons rather than the true reasons which patients use to explain the basis of their behavior.  

37. Psychoanalytic Theory Man’s behavior is influenced by the phenomenon of unconscious motivation

38. Psychoanalytic Theory Although human personality is composed of three regions, the conscious, sub-conscious and the unconscious aspect of personality , most of the things we do or say in life arise from forces located within the unconscious.

39. The mind is like an iceberg, it floats with one-seventh of its bulk above water " (S. Freud)

40. Psychoanalytic Theory THE CONCIOUS MIND We are aware of mental events such as thoughts, feelings and facts. The person is aware of (know) what is going on here and now , and which Freud believes not to cause or affect behaviour.

41. Psychoanalytic Theory PRE-CONCIOUS MIND The area involved in memories of these mental events, which can be recalled. It contains life experiences that can be brought to consciousness through retrieving.

42. Psychoanalytic Theory It also blocks(stops) unconsciousness from appearing at the conscious level.

43. Psychoanalytic Theory Through the use of protective devices termed defense mechanisms, the pre-conscious acts as a “sensor” to any incoming impulses from the unconscious which might be perceived as anxiety-provoking.

44. Psychoanalytic Theory In this way, only non-threatening impulses, in a suitably disguised form are allowed to enter into the conscious. The repressed thoughts cannot be accessed directly by the individual.

45. Psychoanalytic Theory Only revealed in a disguised form such as in dreams or fantasies. The unconscious mind plays a major role in determining behavior and governs everything we think and do.

46. Psychoanalytic Theory The counseling approach is to help bring those early childhood experiences which are continuing to direct the patient’s undesirable behavior into a more conscious level, so that they can be dealt with in a more rational manner.

47. Psychoanalytic Theory Access to the conscious mind is gained through specialized techniques such as ” free association” a process whereby the patient is encouraged to say whatever comes to mind, however irrelevant it may appear.

48. Psychoanalytic Theory Dream analysis, “slips of the tongue”, and artificially induced conditions such as hypnosis, also provide an insight into the patient’s unconscious.

49. Psychoanalytic Theory The term fixation refers to the condition in which a child does not develop further than the stage already attained. Regression : means that because of frustration or a problem experienced at a particular stage, the child resorts to operating(behave) at an earlier stage at which his/her needs were satisfied.

50. Ego-Defense Mechanisms Tactics that reduce or redirect anxiety in various ways, but always by distorting reality. It is important to discuss the ego-defense mechanisms because they have contributed to the understanding of human behaviour and other several counselling approaches have recognized and use them.

51. Ego-Defense Mechanisms Defense mechanisms are unconscious thought process people use to reduce or avoid potentially anxiety-filled thoughts, facts or situations

52. Ego Defense mechanisms (cont.) Ego Defense Mechanisms The following is an explanation of each of the ego defense mechanisms: Denial: Denial is the act of refusing to acknowledge the presence of the threat or the occurrence of the unpleasant event,

53. Ego Defense mechanisms (cont.) Denial: . Examples of denial would be refusing to acknowledge the death of a person or questioning the qualifications of the doctor who diagnosed the disease. The problem with denial is that it blocks the road to acceptance. You won’t be able to get over that event until you first accept it.

54. Ego Defense mechanisms (cont.) Displacement: Displacement is transferring or discharging your emotions on a less threatening object. For example, shouting at your children or having a fight with your neighbor right after your boss shouts at you is an example of displacement.

55. Ego Defense mechanisms (cont.) You are angry at your boss but you are shouting at your kids instead. If your displacement ego defense mechanism gets fired then try to control yourself a bit and then work on identifying your real enemy.

56. Ego Defense mechanisms (cont.) Don’t attack innocent people just because someone you can't harm has emotionally hurt you.

57. Ego Defense mechanisms (cont.) Repression: Repression is the complete memory loss of a painful event. In this case, your sub-conscious mind doesn’t want you to remember what happened because it may negatively affect your mood. It also occurs in the form of forgetting. Examples: student who is anxious of examination he/she may forget about where s/he puts the notes book

58. Ego Defense mechanisms (cont.) Projection: This entails attributing one’s undesirable characteristics to others Example: a learner who cheats in tests may often accuse others of doing so. Projection is throwing the blame for the unwanted event upon others. For example saying that you failed an exam because the teacher is a racist.

59. Ego Defense mechanisms (cont.) Rationalization: It is the notion of unconsciously distorting facts and attitudes in order to provide a society acceptable explanation for what has happen Example: A learner who did not do well in an examination may rationalised that the exams was difficult/ not from the syllabus etc..

60. Ego Defense mechanisms (cont.) Rationalization is the act of rationalizing your wrong actions and creating a self serving explanation for what you did. Saying “I have the right to cheat in the exam because the lessons weren’t well explained” is a basic example of rationalization.

61. Ego Defense mechanisms (cont.) Suppression: Avoiding thinking about the unwanted event and burying it deep. Suppressed emotions can result in mood swings that come out of nowhere and in severe depression.

62. Ego Defense mechanisms (cont.) NB : By ignoring your problems and allowing them to accumulate can be the primary source of depression. Some people face problems as soon as they encounter them while others bury them deeply in their subconscious minds or throw them behind their backs.

63. Ego Defense mechanisms (cont.) When they do so their sub-conscious minds usually responds back with depression

64. Ego Defense mechanisms (cont.) Sublimation: Sublimation is satisfying your socially unacceptable needs in a socially accepted way. A defense mechanism where dangerous urges are transformed into positive, socially acceptable forms For example becoming a boxer in order to satisfy your hidden need for violence.

65. Ego Defense mechanisms (cont.) Regression: Regression is returning to a previous state of development. Crying (for Mom’s help) instead of taking actions to solve your problems means you have returned to the stage of childhood

66. Ego Defense mechanisms (cont.) Identification: By identifying with something or someone else you can increase your sense of self-worth. Saying that a famous singer is a friend of yours can make you feel good about yourself.

67. Ego Defense mechanisms (cont.) Reaction Formation: Taking actions that are the opposite of your real desires, like for example greeting one of your enemies warmly just to show that you don’t hate him

68. Ego Defense mechanisms (cont.) Humor: Looking at the funny side of a situation can help you forget about the real problem.

69. Ego Defense mechanisms (cont.) Compensation: It is employed when a person unconsciously develops expertise in one area to make up the limitations in another area. Example: A person may devote time and energy to develop intellectual competence to hide his/her social incompetence.

70. 70 EGO’S DEFENSE MECHANISMS ‘it’ = ANXIETY PROVOKING, UNACCEPTABLE THOUGHT OR IMPULSE DENIAL: refusal to acknowledge its existence REPRESSION: pushing it out of awareness PROJECTION: attributing it to someone else REACTION FORMATION : overemphasizing its opposite REGRESSION: retreating to an earlier (immature) stage of development IDENTIFICATION: identifying oneself with a feared person RATIONALIZATION: giving excuses for it DISPLACEMENT: shifting it to a no threating, neutral object SUBLIMATION: displacement that is productive, socially useful

71. Ego Defense mechanisms (cont.) Are Ego Defense Mechanisms Effective ? Sometimes they are healthy and sometimes not. Some of them can help you, while others can make the problem even worse .

72. Ego Defense mechanisms (cont.) Whenever possible, try to consciously detect the presence of the defense mechanism and see if it is really beneficial or not. If you find that it is not beneficial then try to avoid it or use a better one.

73. EDUCATIONAL IMPLICATIONS According to Mwamwenda (1989) the study of personality has educational implications not only to the learners whose behaviour teachers mould/shape but also for teachers themselves.

74. EDUCATIONAL IMPLICATIONS The behaviour of both teachers and learners is subjected to further modification and consolidation(merging). For example, many African children tend to be shy and less open to free dialogue than western children partly as a result of their upbringing.

75. EDUCATIONAL IMPLICATIONS Teacher’s duty are: To encourage the learners to express their feelings, problems &concerns. Assure them that the feelings that they are experiencing are also experience by others; therefore, they need not consider themselves strange or abnormal.

76. EDUCATIONAL IMPLICATIONS To guide learners with regard to their unconscious mind. They should know that is important to question why they feel a certain way about a certain thing.

77. EDUCATIONAL IMPLICATIONS Teachers help them to socialised by showing them how to delay (let them wait) their gratification and to express their emotions in socially acceptable manners.

78. EDUCATIONAL IMPLICATIONS To have knowledge about the psychosexual stages to enable them to understand some of their learners’ behaviour and to adjust to such behaviour.

79. Psychoanalytic Theory T HANK YOU END OF PSYCHOANALYTIC THEORY