Extra Credit

The process of writing this blog (although tedious and, at times, overwhelming) taught me a great deal about myself, my motivations and my past. It let me remember things that I had selflessly be pushed into the void of my past, and it felt good to come to terms with those things and realize I am totally different now: mature and responsible and flexible and someone who can love! Aspects that I am proud to say I have.
Basically, this project was good in teaching me the things I need to know for the course as well as relating them to personal experiences and feelings. This will, inevitably, allow me to remember the theories, etc, in the future because of their personal connection that I have made.
Also, it introduced me to concepts I would have never encountered without doing external research.
I enjoyed the flexibility and creativity of this project, although it was a really large endeavor for such a short period of time. And I think it would be more reasonable in an electricity and internet friendly environment in the future. But, overall, it was a good way to review and be introduced to new perpectives in psychology!

Entry 10

Case study:
–noun
1.
a study of an individual unit, as a person, family, or social group, usually emphasizing developmental issues and relationships with the environment, esp. in order to compare a larger group to the individual unit.
2.
A detailed analysis of a person or group in a psychological study.


Case Study: Luke StormoGipson

Four Most Important Events In My Life

#1: Going to Central America

Every year (or so) my family, or a part thereof, has gone to Central America to do volunteer medical work. We head down there to give locals treatment they would otherwise be unable to get, and I was exposed to this at a young age. This helped me to realize, right off the bat, as a prepubescent, ignorant kid, the situation of people all over the world in developing countries. It broadened my very closed view of things, and it also forced me to become involved in the world community as a volunteer who could feel the simple, yet empowering, satisfaction of generosity. My mindset and behavior has been forever changed: I no longer judge people by their backgrounds or financial situation (since so many of the people are destitute Guatemaltecos). I don't take necessities for granted (like food or clothes or fresh water). And I appreciate my home situation for every great thing it is worth! My perspective was changed at an unusually young age, but for the better... I understand what others go through in poorer countries, and know what I must do, as a more priviledged person, to make the world a better place.

#2: Coming to India

As a student at a small American charter academy, I wanted to branch out and experience something totally different my senior year of high school. By attending Kodaikanal International School I definitely got this experience, and in ways I would have never expected. My school back home was small, white, conservative and abnormal (we wore uniforms and didn't have cliques). But KIS is larger, so diverse, more open and more like a typical high school (complete with social groups, house divisions and a less strict dress-code). Just saying goodbye to people back home impacted me emotionally before I even left. And I know I will have to do that again at the end of this year! But KIS and travels around India have broadened my worldview once again, and have made me appreciate and love the beauty in life that I had never known before. After this year, I will love just lying on the grass for hours on end, doing nothing. Or I will appreciate good food! Ha Ha

But seriously: Behaviorally, Kodai has taught me, above all else, to be who I am, and to love the unique self I harbour and am developing as I write this. It has also let me appreciate that being, and not be ashamed or insecure about what that is, or where that is going. And so, it has made all the years of pscyhological, pubescent turmoil ("self discovery") worth it. Here, my realization has come to a sort of frution (although I know I will always be on the path towards critical actualization of my true nature).

#3: From Cougars to Panthers

In eighth grade I switched schools from a public middle school (6-8 grades) where the mascot was the cougar, to a public charter school (6-12 grades) where the mascot was the panther. I was ready to be done with my old school and move on to better and bigger things. But fitting into a new envrionment at the height of puberty was intense and life changing. At my old school it was looked down upon if you got good grades, or were considered "smart". But at Charter, everything, including who your friends were, was determined my GPA. I fit in really well since I set high standards and was motivated to do work. I loved the feeling of being applauded for an "A" average. But finding a secure friend group was hard: only the evangelical christians wanted to be my friends so they could convert me, and others saw me as a loner. Even my best friend (who had been attending the school for a year already) didn't give me a second thought. Socially, it was a hard transition. Psychologically, I had to buck-up and start making friends fast before I got fed to the religious vultures in the corner. So, then and there, I mustered up self-confidence and became more secure with myself enough to make other friends and become accepted into the school community I would call my own for the next four years. Of course, after the initiation my "friend group" had its ups and downs, but in the end (at least before I left for India) we were closer than ever. And I realized how important it is to stand up for myself and be confident in times of change. My growth and maturity levels certainly developed a lot under these circumstances.

#4: Losing My Religion

My whole life I have been through dedications, baptisms, initiations and matriculation ceremonies to signify the religious path I took with the rest of my family. But none of these ever appealed to me. I used to be Lutheran, than Methodist, than Unitarian and Universalist, but within the past few years I have reevaluated my beliefs and personal dogma, and realized none of these were for me. So I became a god-questioning, "don't know, don't care" agnostic, in hopes of not being affiliated with religion or faith in any way. Why do I need to believe in God? At that time in my life, belief in something metaphysical wasn't a priority or even on my to do list.

Now, however, I have once again looked within myself to discover that I am no longer questioning the supernatural or God, but in complete disbelief. I have gone through a revelation (or antirevelation) that has led me to understand myself as an atheist, without faith or belief in a God. To me it's liberating, opening myself up to experiences and a comprehension I have of the world that would otherwise be limited by my religious obligations. And I no longer feel trapped by the quesitons or quandaries of the agnostic mindset. I am firm in my lack of religion, and I belive this has helped me cope more logically with life and what it has thrown at me. Psychologically, it has made things more rational to me, and has allowed me to express myself in the context of where I am/who I am at the moment (as opposed to what I believe in). So this was a major mental growth development in my teen years.

Sources:

ME!

Destination 360. "Central America." Map. http://www.destination360.com/maps/central-america-map.gif

Stock Photo. "Panther." Drawing. http://www1.istockphoto.com/file_thumbview_approve/%202518655/2/istockphoto_2518655_panther.jpg

Unscrewing the Inscruitable. "Is your housemate an atheist?" Cartoon. http://www.unscrewingtheinscrutable.com/images/housemate_atheist.jpg

Science Blogs. "Atheist." Diagram. http://scienceblogs.com/evolvingthoughts/atheist_chart.gif

Online Dictionary. "Case Study." Definition. http://dictionary.reference.com/browse/case%20study

Entry 9

The phenomenological perspective of psychology was first practiced by Wilhelm Wundt, who developed the idea of introspection (where an individual would actually record and evaluate their own subjective thoughts). This became an important aspect of the psychodynamic approach to realizing what one's unconscious thoughts were, and how they controlled one's behavior. However, humanistic psychologists in the mid twentieth century took Wundt's theories to another level by stressing the validity of subjective experiences to one's own free will, and how we shape our own self-actualizing development.

Like the humanisitic perspective, the phenomenological notes how everyone is good by birth, and on a path towards perfection no matter what. All humankind strives for some kind of growth and maturity in life, with a final, end result being a more whole, complete person. Thus, it focuses on the more positive and open apects of anyone's life, and thier achievements towards gaining a clear outlook on their true self.

"The major themes and underlying assumptions of this perspective are:
There is a ‘self’ which has beautiful and unique form.
It is changing and growing. Everyone’s self is unique.
Once we provide a nurturing outer and inner environment, growth towards our higher selves occurs naturally.
We have enormous potential, possibility, and choice.
Uniqueness of Individuals: we view the world from our own unique perspective and our subjective experience of reality is very important. Phenomenology means 'the subjective experience of individuals'.
We can and must exercise our free will. Some people think that they don’t have the capacity or ability to make life HAPPEN for themselves. Or they believe that past problems are insurmountable. Or they spend so much time regretting the past that they are blinded to the possibilities of the here and now and the future. This perspective takes the view that this is due to people losing sight of the free will they possess and not recognizing their own potential for change and growth." (Neill 5).

As an ever-growing individual I see myself having unlimited potential. I know, personally, I have changerd throughout the years. Just over the past year, after coming to India and opening my eyes to so many amazing experiences, I have matured and seen not only the beauty and optimistic side to myself, but also the wonders of everything around me (not to sound cheesy, but it's true!). Becoming more independent, secure, creative and caring has been the biggest part of my time here, and I feel like these parts of my newer, changing attitude and personality are what will help me get through the next four years at university and the rest of my adult life. In essence, the things I have learned and been exposed to in just 10 months will stay with me the rest of my life. And, although these experiences are very personal and subjective, they affect and will continue to affect my behavior unless something changes them in the future. But I am happy now with myself, content to be this way, but also willing to change (because, as my dad told me before I left, "The only thing in life that is permanent is change.").

At the time being, my inner environment (as mentioned above) is very nurturing and unique. My outer environment could do some work, and in the months to come I will be adjusting to very dramatic changes when I get back home and then take off to college a couple months later. So, until I settle down again (in about 6 months) my external relationships and stimuli will not be very suitable for spontaneous or self-sustained growth (according to this perpective), but I will encounter challenges and experiences that will motivate me to develop in ways I have yet to think of. That's why this period of transition is so necessary for me: I will be living life first hand without much adult supervision, simply because I am an adult; simply because I am unique; simply because I have free will! I CAN'T WAIT!

Sources:

Neill, James. Introduction to Phenomenological Perspectives on Personality. 2003. http://wilderdom.com/personality/L10-0PhenomenologicalPerspectivesPersonality.html Using the sources:

(Carver, C. S., & Scheier, M. F. (2000). Perspectives on personality (4th ed.). Boston: Allyn and Bacon.
Funder, D. C. (1997). The personality puzzle. New York: Norton.
Keutzer, C. S. (1978). Whatever turns you on: Triggers to transcendental experiences. Journal of Humanistic Psychology, 18, 77-80.
Maslow, A.H. (1970). Motivation and Personality (2nd ed.). New York: Van Nostrand.)

Digital Scrapbook. "Graduation." Word Art. http://store.digitalscrapbookplace.com/ images/wordart/04_Graduation_WordArt_Sample.jpg

McClamrock, Ron. "Dilbert: 'Free Will'." Cartoon. http://profron.net/fun/Dilbert_FreeWill.gif

CWU. "Wilhelm Wundt." Picture. http://www.cwu.edu/~warren/images/Wundt3.jpg

Entry 8

Unconditional Positive Regard --

Definition: The acceptance and caring given to a person as a human being, without imposing conditions on how the person behaves (Glassman 264).

According to Rogers, this is a vital aspect to anyone's life because we all need love and caring, no matter what we do or who we are. It's innate within us to crave or want someone else's positive attention, and in order to be a fulfilled individual, we need others to give us this (if not for motivation, then for reassurance and a sense of belonging, like in Maslow's heirarchy).

For me, it has always been important. When I don't feel the love from other people, I become uninterested in life and what my fullest potential could be. However, most of the time there is always someone I can trust who will give me unconditional positive regard... my parents. No matter how badly I mess up or become now or in the future, I know they will love me. Whether or not they will actually support me in my decisions is another matter, but I know they will think of me in a positive light as their son. But, I know I won't do anything too bad to become ostracized by my friends who will also stick by my side for better or for worse, and give me the caring I need to live through whatever comes my way.

Conditional Positive Regard --

Definition: the acceptance and caring given to a person only for meeting certain standards of behavior (Glassman 264).

This is an important aspect towards growth and development of behavior patterns. It is similar to the idea of classical conditioning in behavioral psychology: when a person does something good, they are rewarded for that behavior (either through praise or physical congratulations). However, a lot of times people take the punishment of their behavior too personally, and think that they are being scolded or ignored for doing the wrong things because of their self, instead of their actions/behaviors. So conditional positive regard has its definite downsides.

As a child, I had to learn a lot about appropriate behavior through conditional positive regard from my sisters. If I did something right, then they would be nice to me or give me something. However, when I did something unacceptable, they wouldn't pay any attention to me, which drove me mad (I was an attention craving toddler). My parents never usually adopted this method, unless I was throwing a tantrum, and instead of trying to hush me or do anything about it, they would ignore me, and wait for me to settle down. The lack of attention is what made me realize my faults. A lot of times in my schooling experience teachers have use conditional positive regard on me. If I answer a question correctly, or do something right in class, they acknowledge it and give me kudos. This is how I have learned to be an effective and productive member of the student body.

Sources:

Glassman, William E. and Marilyn Hadad. Approaches to Psychology. New York: Open University Press, 2004.

Kaboodle. "Care Bears Caring Contest." Book Cover. http://www.kaboodle.com/hi/img/2/0/ 0/28/c/AAAAAhClZOMAAAAAACjD2g.jpg
Infed. "Carl Rogers." Sketch. http://www.infed.org/images/people/ rogers_wikipedia_commons.jpg
Boeree, George C. "Conditional Positive Regard." Diagram. http://webspace.ship.edu/cgboer/ incongruity1.gif
View Images. "Crying Baby." Picture. http://cache.viewimages.com/xc/72342667.jpg?v=1&c=ViewImages&k=2&d=D7D5341DF8CB2C3624C0F336234D6573284831B75F48EF45
Lichtenstein. "Love." Printed Art. http://blog.seattlepi.nwsource.com/singleout/library/Roy-Lichtenstein-Kiss-V-133905.jpg

Entry 7

Abraham Maslow saw basic human needs organized in a very structured, hierarchical pyramid with physical needs at the base and psychological self actualization at the tip (Glassman 273). He broke his model down into five necessities, with the more basic ones at the bottom having to be fulfilled before higher ones can even be attempted. So, physiological needs include food, water, sex, sleep, excretion, air, etc... Most of these must be fully realized before and individual can move on to fulfilling their needs of safety (the next level in the pyramid) which include a secure home life, work environment, family time, health situation (and homeostasis) and flow of income/resources. The next step up is love and belongingness: here is where people must be solid socially, with firm friendships, family situations and sexual relationships. After this step is a step focused on the self... esteem. In order to fulfill the necessary psychological requirements for this step we have to be confident, we have to have respect and be respectful, and we have to be able to achieve or visualize our goals (motivation). Only if all of the previous layers are satisfied can a person be self-actualized. This process involves an individual's ability to be creative, spontaneous, unbiased. accepting, loving and appreciative of the world they are in or have created (274).

Personally, my physiological, safety and love/belongingness needs are satisfactory, and my esteem needs are just about right. So, I believe I am well on the way to proper self-actualization. However, I don't think any of these steps are easily measurable. I think anyone can be self-actualized one moment, and then be at a loss for love/belongingness needs the next (making them un-self-actualized because a step is left unfulfilled). If someone close to a person dies, then that person will have to go through a process of re-fulfilling their love situation before moving back up the pyramid.

I know that I have been fortunate enough to have my lowest needs met favorably from the minute I was born. My physical and safety needs were completely fulfilled, and my family/friends have always been there for me (and nothing bad has really happened with either group). As a personal matter, my esteem has fluctuated. In middle school I had low self-esteem, and I hated what I was going through. But when I switched schools, met new friends and fit into my environment I felt so much better, and since then I have been so much more confident, eager, out-going and in control of my life that I know I am basically satisfied in that aspect. With regards to self-actualization, I am well on my way (if not partially actualized already). Involved mainly with the growth of an individual, and the idividual's desire to use their personal capacities to the fullest, self-actualization is an ongoing process. But I know that I have may qualities of a self-actualized person (like thinking "outside the box" or appreciating the little things in life while caring for others and seeing things unlike before). In a way, it's kind of like an epiphany that I came upon after being in India for a couple of months. It just struck me hard when I understood the inner-workings of the society I grew up in (based on observations I made comparing it to Indian society). And now I understand myself and the world around me a lot better than before.

Sources:

Glassman, William E. and Marilyn Hadad. Approaches to Psychology. New York: Open University Press, 2004.

Diagram and Picture. Wikipedia, The Free Online Encyclopedia. 2006

Entry 6

Karen Horney was one of the leading researchers on the impact of childhood trauma in adult neurosis, and came up with theories suggesting how people develop neurosis. First of all, neurosis is a psychological way of coping with life or a specific situation that isn't traditionally "normal", or that is traumatizing. For some adults, neurosis is a way of bearing childhood burdens (like the memories of molestation or negligence). However, most people experience neurosis because of what Horney calls "the basic evils", which are parental actions towards children that cause a barrier of coldness or isolation between them and their kids. It's the lack of wanting, caring or love in an early child's relationships that is truly scarring (not necessarily beatings or verbal abuse). Occasions when these evils are most evident include (but are not limited to) when parents favor one sibling over another; humiliation of the child by the parent; broken promises; unfair punishment for small mistakes; and the parents' erratic behavior towards or around the child.

I have two sisters who are older than me, and growing up as the youngest child I always felt that my parent preferred them over me. I understand now that they didn't, but it wouldn't be hard to comprehend why parents favor silbings over another: older siblings are more mature and less obnoxious/uncompliant, or younger siblings may get more attention because they "need" it more than older kids. In any case, I felt that they favored my sisters for the sole reason that my sisters got to do things I wasn't allowed to do all the time. Since my sisters are 5 and 10 years older than me, I see my parents' logic behind keeping me from doing the same things they did (like go to scary movies with friends, or get more allowance, or go places by myself). But back then I thought it was just because they didn't like me, and therefore wouldn't let me be an "individual". I threw tantrums and never got what I wanted. "How come Kate gets to go!?!?" "Why does Rachel get to eat that?!?!" "What did I ever do to deserve this?!?!" As a grown person, in retrospect, it all makes sense to me, and I am not permanently scarred, because the reasons behind the parental restraint were rational.

My mom used to humiliate me a lot. I love her to bits, but when I was younger I remember she used to do things that she knew pushed my buttons, but would make her laugh all the same. Example "A": For a halloween party one year, when I was in the insecure middle school pre-pubescent stage of my life, my mom showed up in a "nerd" costume I specifically told her not to wear. Her response, "It will be fine, honey!" But I knew it could end in disaster. And when she arrived, I was embarrassed out of this world. However, like she said, it was all good, and people enjoyed the humor in her costume choice. Now I have learned to accept my mom (and whole family for that matter) for their quirkiness and things that I realize that I have also picked up over the years.

My parents never really made promises to be broken in the first place. But I know that some parents, in order to settle their kids down, or to lighten the mood, will tell their kids one thing, and not follow through with it. For example, if some kids really want to go to a water park, their parents might promise them that they can go later that week, getting the childrens' hopes up, and then not actually go, or make up excuses why they can't. This can be crushing, especially for little kids who don't understand the intention behind the broken promise, and it certainly isn't meant to be purposefully devastating from the parents' points of view.

I remember the good old days of getting spanked for things I did that I thought, at the time, were perfectly reasonable. I would do something like talk back to my parents, waiving it off as "freedom of speech", until I realized that isn't true in a household where parents reign. Then I would be punished "unfairly" for what I said. At the time I wasn't happy about this at all. My parent's were doing stuff to me that wasn't justified. But now I realize what a brat I was, and I can cope internally with the rational consequences I recieved. My parents were only trying to teach me that my behavior was unacceptable, which is was, but I didn't realize that at the time.

My family hasn't always been the most organized, composed or punctual family. When we would go on family trips, just getting out the door was a hassle, and everyone's erratic behavior with last-minute packing and scrambling to put everything in its place was almost unbearable. We are still a very scattered, hectic, dynamic family. But that's what I love about us! Growing up I just got used to this behavior and dealt with it accordingly: i joined right in. However, I know some kids might be overwhelmed or frightened by the erratic nature of their parents, traumatizing them for life. Growing up where it was normal, and using the same techniques of erraticism as an adult, I appreciate it and it allows me to be more spontaneous and forgiving of crazy mistakes or unwanted mishaps.

Sources:

Karen Horney Powerpoint. Mataji Sharma. 2008

Crux and Flux. "Punishment." Cartoon. http://www1.istockphoto.com/ file_thumbview_approve/1119816/2/istockphoto_1119816_punishment.jpg

Britannica. "Karen Horney." Picture. http://cache.eb.com/eb/image?id=61953&rendTypeId=4

Entry 5

Alfred Adler was very much interested in ideas if inferiority and superiority and their connections with compensation in an individual with regards to the Darwinian theory of natural selection and fitness. Although he originally thought of these ideas on more of a physical level, they eventually proved themselves to be more ingrained in people psychologically. Inferiority is "the notion that all children experience a sense of helplessness because of their size and dependence on others: this feeling can also be intensified by real or imagined physical defects, social rejection and other factors" later on in life (Glassman 243). Compensation, on the other hand, is "a precess of engaging in activities intended to produce a feeling of superiority over others, in order to overcome feelings of inferiority" (Glassman). So, instead of seeing psychological motivation as a from of sexual tension or aggression (like Freud), Adler viewed it as a lifelong struggle to gain power over oneself and others consciously (with less emphasis on what went on unconsciously).

Thus, Adler developed the concepts of the "inferiority complex" and "superiority complex" which are responses to to childhood experiences that surface as an older individual. When a person is really insecure because they couldn't resolve or overcome feelings of helplessness from childhood, they are said to have an inferiority complex. The superiority complex is a conscious response to inferiority where a person tries to cover up for their weakness by developing "an attitude of exaggerated self-importance" which can be obvious physically or socially (Glassman 243).

I would have to agree with Adler initial impression of inferiority in children as a common occurrence. However, personally I don't think I have had any issues with an inferiority or superiority complex yet in my life. But I do know people who do have common symptoms of these problems.

As a theater person I see a lot of people who take the stage to become someone else, or to cover up for who they really are (some of the best actors are this way: totally different people on stage than off). Although most people in the dramatic arts are very outgoing and personable in real life, there are a select few I've met who are very insecure behind the scenes. Nevertheless, when they get in the limelight, they play their parts like geniuses, and are usually really good. In a different sense this shows a slight superiority complex in their personalities: they take command of the stage and have control over the audience in an overly intense way, coping with their inferiority in this way. I would have to say that it is probably a good way to respond to their insecurities in this way, rather than taking it out on other people in a work-related or social situation where people could take it the wrong way. This way, others take it as mere acting, at least.

Sources:

Glassman, William E. and Marilyn Hadad. Approaches to Psychology. New York: Open University Press, 2004.

Mark Parisi. Cartoon. Off the Mark. http://www.offthemarkcartoons.com/cartoons/1994-11-10.gif

Odiham Community. Sketch. OTMG. http://www.odihamcommunity.org.uk/system/files/ images/Acting.jpg

Entry 4

Erik Erikson believed that all basic drives were those of social origin. To him, maturing and developing is a process of resolving different conflicts at separate stages in our lives to create our own identities and to foster meaning ful relationships with others (thus, the social aspect kicks in). His psychosocial (rather than psychosexual) stages of life didn't just end after puberty, but continued on through old age because, according to Erikson, we keep on growing as individuals until the day we die. (Glassman 246)

Trust vs. Mistrust (0-18 months old): developing trust in others and self. (Glassman 247)
During this stage in my life I trusted others a lot. I didn't hesitate to go up to strangers and crawl into their arms to be handled and, whether or not the person was actually trustworthy, I allowed them to feed me whatever or do whatever to me. I was a rollie-pollie, chubby baby that knew if I had to get anything done (since I had limited skills) I had to learn to trust larger, bigger, adult-like people to do things for me. I figured that out fast, and I don't really have trust issues because I overcame that conflict fast.

Autonomy vs. Shame (18 months - 3 years old): learning self-control. (Glassman 247)
I seem to mention that I was a biter in all my posts, but I guess it comes into play with psychodynamic theories. My biting habit was one that had no reason or initial fire behind it except for my curiosity. However, I can even say that it got out of control. I bit everything! From the sidewallk to bugs to people. And that's where the line had to be drawn. Eventually, I learned, through external forces teaching me acceptable social behavior (thus, psychosocial again) to abstain from unnecessary chomping (by the power of shame in a society). I didn't learn this until later in this stage, possibly making me fixated on chewing, whcih I regress back into in certain situations (see previous blog entry).

Initiative vs. Guilt (3-5 years old): learning to plan and initiate new actions. (Glassman 247)
Over christmas break I visited a friend who had two boys ages 3 and 5. It was clear they were progressing through this stage of psychosocial development by the things they did and ways they interacted with me (a person they had never seen before). One of the first things one of them did when I arrived (without introduction) was to give me a book and say, "Read this to me." I laughed, and read him the book, thinking all along to myself what a motivated, assertive young kid he was. Looking back, I guess he was just initiating his own actions for his own benefit, instead of relying on others to do it for him (like in the trust stage). The other boy (3 years old), later, felt guilty for dragging dirt into the house and having someone else (mom) recognize his mistake when I knew he wanted to try to get away with his beahvior on his own! Little kids...

Industry vs. Inferiority (5-12 years old): absorption in outside activities; developing a sense of competence. (Glassman 247)
This stage is when I know I started to develop a specific work ethic and social understanding that I would carry with me the rest of my life. As a good student in elementary and middle school I overcame the conflict with inferiority by becoming an industrious member of society (however cheesy that sounds). School was my life, and every activity I was invloved in revolved around it (sports, after school classes, music, etc...). Thus, I developed a really good sense of self-competence with the world around me, and I created unconscious strategies of how to deal with it too. I learned the system, and have been living through it successfully ever since, due to my motivation and comprehension of what my part is in my educational years.

Identity vs. Role Confusion (12-20 years old): forming a clear sense of self-identity. (Glassman 247)
So after figuring how to work the system in middle school, and how to get by as just another student in the grand scheme of things, it was time to delve into myself. I am still on this "journey" if you will, but have gotten a lot further than I expected by now. However I know I will continue to change with the times and places I go. Who am I? Why am I going through this? What is important to my? Why? These are all questions I have asked myself multiple times, and I still don't know the answer to any of them, although I know what I am not. I am not a lot of things, but most of all I am not anyone else! I am an individual, and I have come to realize how individualistic I actually am (for example, I don't like it when people emulate me or when I am forced to be like others in everyday life). And I clearly know what I like: everything from theater to fine cuisine, wine to roller coasters, 60s music to lying on the grass in the sun. But I can't wait to see how I will grow and mature in this stage over the next couple of years (especailly after I start going to college in a different town with different people).

Sources:
Glassman, William E. and Marilyn Hadad. Approaches to Psychology. New York: Open University Press, 2004.

Entry 3

Defense Mechanisms are used to protect the ego from anxiety by distorting reality. Anxiety, in the Freudian sense, is a conflict between two of the parts of the psyche (Id, Ego, Superego). (Glassman 228). Some include:

Regression --

Definition: Reverting to behaviors typical of gratification in an earlier stage. (Glassman 228)

As was mentioned before, I was a biter at an early age. It was a comfort habit that gave me satisfaction immediately. When I am stressed or in a foreign situation I revert (or regress) back to the behavior of biting just because I know (subconsciously) that it will provide me with a quick fix of something I am used to. This includes biting my fingernails or cuitcles, or chewing on pens, or having a sudden urge for gum or some sticky candy. I can't help it, it's just my ego going back on my usual behaviors.

Sublimation --

Definition: Redirecting drive energy into a socially acceptable activity. (Glassman 228)

In my case (and probably many others') this drive energy may not always be negative. If I am smitten or feel really happy, I tend to divert this energy into artistic work. This may include writing, drawing or even acting when the time is right. Thw positive energy gives me motivation to do those things. However, with negative energy, such as being angry at someone, I usually funnel that into playing sports or doing something more physically active or adrenaline packed. This allows me to divert this energy into something useful rather than sulking or being mad at the world instead.

Rationalization --

Definition: Explaining one's behavior by offering an acceptable reason instead of the true reason. (Glassman 228)

Funny story (an I am sure this happens a lot): When I was in middle school I vividly remember looking at this girl I had a crush on for long periods of time during a class. She never noticed me, so it was fine. Until one day the teacher came up to me and asked why I was looking at the girl. Of course, without even thinking about an answer, my mouth (controlled by my overreactive ego) spouted out some lame excuse like, "Because she has something in her hair", or, "I wasn't looking at her. I was looking at the poster on the wall behind her!" It was obvious the teacher new I liked her, though, because each time the excuses got worse and worse until the teacher said, "If that's the case, then why don't you ever tell her to take the 'thing' out of her hair!?" Oops, busted...

Projection --

Definition: Atttributing one's unacceptable thoughts and impulses to others. (Glassman 228)

When I was young I pulled this defense mechanism on my sister all the time. We're five years apart, and we used to fight like there was no tomorrow. So, when we got caught by my mom, I (being the youngest) would just start to cry and point the finger at my sister saying, "She started it! She was being mean and mad and stupid!" My sister would try to rebut, but with no avail (was it because I was cuter?). However, all along I knew I was the one to blame: I was the obnoxious, insolent little sibling who wouldn't leave my sister alone. I got away with murder...

Reaction Formation --

Definition: Reacting in a way which is opposite to one's actual impulses. (Glassman 228)

I don't know if I have ever done this (but I probably have without ever thinking about it), but I used to see it all the time. Last year, back in America, I worked as a teacher's aid for 5th grade students. I could tell which guys like which girls, and visa-versa just by the way they treated each other using reaction formation. Guys would ignore or be mean to the little girls they had a crush on, and girls would be totally shy and unwilling to approach the guys they liked (which are opposite reactions to their inital impulses). It was hilarious to watch, and even more funny to see their peers accusing them of liking the opposite sex because of how they behaved!

Sources:

Glassman, William E. and Marilyn Hadad. Approaches to Psychology. New York: Open University Press, 2004.

The Psych Files (diagram). Defense Mechanisms. http://www.thepsychfiles.com/wp-content/uploads/2007/03/ defensemechanismsdn.jpg

Cold Bacon (cartoon). Defense Mechanisms. http://www.coldbacon.com/pics/clouds.gif

Entry 2

Oral Stage--

Definition: "The oral stage is the first stage of Freud’s stages of psychosexual development, lasting from birth to 18 months. According to Freud, the mouth is the primary erogenous zone through which pleasure is derived. The major conflict issue during this stage is the weaning process, during which the child is forced to become less dependent upon caretakers. A fixation at this stage can result in problems with dependency or aggression." (About.com).


I was a biter. Everytime I saw something that was new or unusual I would pop it in my mouth and CHEW! My teeth as well as tongue had to grasp the concept of the thing I was discovering. This was the way I, along with so many other infants, chose to learn the ways of the world. But I might have bitten too much. As an adult, and especially after learning about fixations and their later problems, I have realized that I always need to have something in my mouth to chew on (be it a pen or gum, etc...). My fixation as a child probably promotes this pleasure principle within me on an unconcious level.

Not only that, but I think biting, and that level of agression as a child, has helped me with anger issues today. I guess I got them out when I was younger, so I no longer am as aggressive or physical as used to be. The oral stage worked to my benefit in this case.


Anal Stage--

Definition: "The anal stage is the second stage of Freud’s stages of psychosexual development, lasting from age 18 months to three years. According to Freud, the anus is the primary erogenous zone and pleasure is derived from controlling bladder and bowl movement. The major conflict issue during this stage is toilet training. A fixation at this stage can result in a personality that is too rigid or one that is too disordered." (About.com).


As a child in this stage, my parents we very open and relaxed with regards to potty training. They would let me go whenever, wherever and only led me to the toilet later on in this phase. I have never been very organized or super-punctual, and my late developments in the anal stage are probably precursers to this. I tend to forget things, and am disordered in general life, which reflects just how I was trained to go pee or poop: in a "whatever" manner. Oh well!


Phallic Stage--

Definition: "The phallic stage is the third stage of Freud’s stages of psychosexual development, lasting from age three years to six years. According to Freud, the genitals are the primary erogenous zone and pleasure is derived from genital stimulation. The primary conflict at this stage is a desire to possess the opposite-sex parent. Completion of this stage results in identifying with the same-sex parent." (About.com).


I don't particularly remember this phase of my life, but I do know that it happens. My cousin, when he was little, used to sit in his yard, naked, and fondle himslef for hours. This didn't involve any sexual arousal and it wasn't intended to be inappropriate, but he was just curious about his genitalia, and something gave him pleasure, or else he wouldn't have done that.

I do, however, remember being really close to my mom at this stage. But it wasn't due to a desire to want her in any way, it was just a feeling of competent protection that she gave me that made me so attached. However, it did fade with the years, as it should normally.


Latency Stage--

Definition: The latency stage is the fourth stage of Freud's psychosexual development theory. It is a period of relative calm where sexual and aggressive drives are less active and there is little in the way of psychosexual conflict. It lasts between the age of six to and sometimes through puberty. The primary focus of desires is other people (friends and the opposite sex).


In kindergarten, during my early latency stage, a group of my friends and I would go into an oversized tire and play "the kissing game" where the boys would try to kiss the girls, and we got pleasure from each other's... company. All through elementary school my life was about socializing and getting to know other tykes on the playground (who cared about academics or other pleasures?!). And whoever had the most friends was the most populer, right?! It was all about other people and there wasn't much psychosexual activity going on (unless it was in the tires. Just joking--).


Genital Stage--

Definition: "The genital stage is the fifth and final stage of Freud’s stages of psychosexual development that begins during puberty. During this stage, the individual develops a strong interest in the opposite sex. If the other psychosexual stages have been successfully completed, the individual will develop into a well-balanced, warm, and caring adult." (About.com)



Apart from the tire incidents (which weren't sexual at all), my attraction towards th opposite sex really developed during the past few years of my life. Ever since the start of puberty (which I know I am still going through) I have been more and more interested in girls. I have had girlfriends to help satisfy that desire, and I think it has been healthy for me (because girlfriends keep guys in line by controlling their pleasures and helping them foster an important relationship). Although I am not quite through with this stage yet, I do believe I will turn out fine due to my experiences and way of life up until the end of the psychosexual stages.

Sources:

"Psychosexual Development." About.com. http://psychology.about.com/od/ theoriesofpersonality/ss/psychosexualdev.htm

"Oral Stage", "Anal Stage", "Phallic Stage", "Latency Stage", "Genital Stage" (Pictures). Making the Modern World. http://www.makingthemodernworld.org.uk/learning_modules/psychology/ 02.TU.04/?section=12

Entry 1

ID
Pronunciation:
\ˈid\
Function:
noun
Etymology:
New Latin, from Latin, it
Date:
1924
: one of the three divisions of the psyche in psychoanalytic theory that is completely unconscious and is the source of psychic energy derived from instinctual needs and drives.
(Merriam-Webster Online Dictionary)

Freud's concept of the id, although not uneiversally or widely accepted today, is still very intriguing, and in my life it plays a large role in everything that I do. My id is definitely mostly in charge of my thought processes when it comes to making decisions about everyday things. I have learned to cope with its strength during these times, and I have realized that because of its power over me I have become a very laid-back and almost lazy person. Nevertheless, I do get things done, and I know when to set my priorities straight.
When it comes to skipping a class that I know I will be able to miss without any consequences, my id will take over and I will do it. This is unlike my friend who rationalizes missing class and says that even though we may not NEED to go, we should just to "get into college" (even though I know that isn't the case). I just can't be bothered most of the time, and that is definitely an "id thing".
I am too preoccupied with pleasing my basic senses, needs and drives, and this is where my "I could care less about certain things" attitude kicks in. If I really don't want to eat something, I won't, and my id will overpower my ego which says that I should eat because I am hungry. I know it may not be healthy, but my tastebuds get the glory in the end. Although, in times of stress and extreme anxiety my desires do not always play out, and my ego/superego do go for the gold and usually convince me to do the right thing, like study before a big exam instead of watch a movie, or go to SoEx instead of sleep in. However, I like the person my id has shaped me to be: not overly concerned about things or afraid to take risks.

EGO
Pronunciation:
\ˈē-(ˌ)gō also ˈe-\
Function:
noun
Inflected Form(s):
plural egos
Etymology:
New Latin, from Latin, I
Date:
1789
: one of the three divisions of the psyche in psychoanalytic theory that serves as the organized conscious mediator between the person and reality especially by functioning both in the perception of and adaptation to reality.
(Merriam-Webster Online Dictionary)

The ego is the second most important part of Freud's three-part structure of personality in my life. As Freud famously put it, "Where id was, there ego shall be." (BrainyQuote). This statement is all so true in my life, for when my drives and natural instincs don't suffice at certain times, my ego takes over, never usually my superego. My ego, like most other peoples, helps in rationalizing what my id and superego put foreward as extremes. Although I may not listen to it a lot of the time, it has helped me from getting into trouble or hurting myself multiple times. It has also helped me realize consequences (both positive and negative) of actions I will/have taken, and how these actions will/have played out in reality.
For example, when I was sick a lot at the beginning of the school year (adjusting to the bacterial climate of India) I went to the dish. I HATED IT THERE! At the end of my stay I didn't ever want to go back. However, a few months later, when I got sick again, I was in a state of anxiety (due to my id and superego clashing), and my ego resolved the conflict:
ID: Don't go back in there. Just wait it out and take some advil and you will be fine.
SUPEREGO: WHAT!!! You are puking and you feel disgusting. Go to the dish NOW, sicko!
EGO: You hate the dish, but you need to get better. So go to the dish to get the necessary drugs for your illness, and then you can get better on your own outside of the dish.
And it was that easy! I was feeling better in a few days, and it was all because of my ego sorting out the many thoughts rambling through my head, and rationalizing them for my benefit.
Because of this, I know my ego will never intentionally harm me. My id and superego, on the other hand, could (if my drives led me to do something I regretted, or the black/white nature of my superego prevented me from doing something that was necessary for me, personally).

SUPEREGO
Pronunciation:
\ˌsü-pər-ˈē-(ˌ)gō also -ˈe-(ˌ)gō\
Function:
noun
Etymology:
New Latin, translation of German Über-ich, from über over + ich I
Date:
1919
: one of the three divisions of the psyche in psychoanalytic theory that is only partly conscious, represents internalization of parental conscience and the rules of society, and functions to reward and punish through a system of moral attitudes, conscience, and a sense of guilt.
(Merriam-Webster Online Dictionary)

Personally I am not a big fan of the superego. I am not going to lie... And by what Freud says about repressing taboos, I don't think he was either. This is the part of my personality that prevents me from doing things against the grain, contrary to societal norms, and guilt-free. This is the part of the personality that told people of the Victorian Era to "keep sexuality behind closed doors because it isn't socially acceptable" and what caused people to repress emotions and decisions based on these basic desires. Now, I think people have other things they don't do because of the superego (and some of these are understandable). But to be afraid to show or express a part of you that could be beneficial or fun to the world because of it is the superego going out of control, and it's not healthy (especailly in todays culture when so many things are accepted and appreciated by so many different people).
The superego may bring out the best in our moral logic, like not skipping class or eating someone else's food, because we were brought up with these beliefs and standards. Just today my ego told me not to yell at someone when I was angry because in the context and surroundings it would not have been appropriate. But it also stifles personality, and that's why it barely wins over my conscious mind when I make decisions. If I want to wear tie-dye boxers to school, even though most people would think that is weird and not socially acceptable, I am going to because I fell like it and because I am confident enought to not care what others think if I do.
This may not be true, but the superego, to me, is what is most prevalent in the choices of people who are more insecure than others about doing certain things. These people end up falling back on "social morals" or "peer acceptance" which are upheld by the superego, and do what they have always done instead of doing what their urges tell them to do. I must say, though, that sometimes what your urges want isn't what is always "right" or "good" (like killing someone), but in those EXTREME instances people should sensor their ideas and decisions with the superego or the ego, at least. But taking risks and having new experiences are part of growth and a healthy lifestyle, and most of those choices don't come without straying from the superego.



Sources:
"Id", "Ego", "Superego". Merriam-Webster Online Dictionary. http://www.merriam-webster.com/dictionary
Freud Quote. BrainyQuote. http://www.brainyquote.com/quotes/authors/s/sigmund%20_freud.html

"Id, Ego, Superego" (Cartoon). Cartoon Stock. http://www.cartoonstock.com/

"Freud's Model of Personality" (Diagram). Kheper. http://www.kheper.net/topics/psychology/ freuds_model.jpg