Download ASWB Bachelor Q&A: Motivational Forces, Mind Levels & Personality Development and more Exams Public Health in PDF only on Docsity! ASWB Bachelors Questions And Answers. Name the four motivational forces of the unconscious mind that shape behavior. - \1. covert "desires" 2. "defenses" needed to protect, facilitate, and moderate behaviors 3. "dreams" 4. unconscious "wishes" Identify the three levels of the mind as Freud proposed them. - \1. The conscious mind, comprising various ideas and thoughts of which we are fully aware 2. The preconscious mind, comprising ideas and thoughts outside of the immediate awareness but which can be readily accessed and brought into awareness 3. The unconscious mind, comprising thoughts and ideas outside of our awareness and which cannot be accessed or brought into full awareness by personal effort alone. Summarize Freud's structural theory of personality development. - \the id, the ego, and the super ego. Name the two separate aspects of the super-ego according to Freud. - \conscience and the ego ideal-constucted from the restraints and encouragement provided by society Primary focus of psychoanalysis - \the unconscious mind and the past executive function - \Conscious control of thoughts, emotions, and actions to accomplish goals or solve problems. Higher-order mental abilities involved in goal-directed behavior. They include organizing behavior, memory, inhibition processes, and planning strategies. The id structure of personality - \Level of personality comprising basic instinctual drives and is the only portion of personality present and birth. The ego structure of personality - \develops secondarily and allows for rational thought, executive functioning, and the ability to delay gratification. The super ego structure of personality - \develops last and incorporates the higher concepts of morality, ethics, and justice into personality, allowing concepts of right, wrong, and greater good to override base instincts and purely rational goals Erikson's first stage of psychosocial development - \trust vs mistrust Erikson's second stage of psychosocial development - \autonomy vs shame and doubt Erikson's third stage of psychosocial development - \initiative vs guilt Erikson's fourth stage of psychosocial development - \industry vs inferiority Erikson's fifth stage of psychosocial development - \identity vs role confusion Trust vs mistrust - \birth to one year of age. a child develop a strong sense of trust, due to the nurture and love that is shown. where affection and nurturing elements are absent, mistrust can result and manifest itself as emotional withdraw autonomy vs shame and doubt - \unfolds between 2 and 3. during this time increasing motor skills precipitate greater confidence and control, allowing a hold to develop a sense of autonomy. Lacking social nurturance, confidence is eroded and shame and doubt may emerge initiative vs guilt - \between 4 and 5. physical and cognitive capacity leas to curiosity and exploration. active play with others is an important feature of this measure. where curiosity, exploration, and play is not allowed, guilt and fear may result. industry vs inferiority - \between 6 and 11. a child must develop mastery over tasks and activities in key areas such as school and peer and family relationships. if a sense of adequate mastery is lacking in each of these domains, feelings of inferiority and incompetence may emerge identity vs role confusion - \between 12 and 18. during this period, a person seeks to establish a unique self identity and to integrate the developing arts of the self into an authentic and whole individual Erikson's sixth stage of psychosocial development - \Intamacy vs isolation
