bms k 13,school of personalities etc

7/24/2019 BMS K 13,School of Personalities Etc

1/62

BMS2-K13BMS2-K13Schools of Psychiatry,Schools of Psychiatry,

Intellegence,Intellegence,LeadershipLeadership

Elmeida EffendyElmeida Effendy

Psychiatric epartmentPsychiatric epartmentMedical !ac"lty #S#Medical !ac"lty #S#

1


2/62

2


3/62

$%&E'EE%&

( $ gro"p of st"dent came late at themorning lect"rer ) the lect"rerprohi*ited them to follo+ the lect"re

( &he st"dents reaction are ary gr"m*ling, angry, go home, etc

( &endency e.plain a*o"t personalitytheory *y learning ne+ cases ) ne+st"dies report

3


4/62

( !re"dian Sigm"nd !re"d Psychoanalysis

( Indiid"al Psychology $lfred $dler

( $nalitical Psychology 'arl /"sta

0"ng( British psychoanalytic schools &heKlenian School Melanie Klein,

ilfred Bion, onald innicott


5/62

( Psychoanalytic o*ect relation

theory !air*airn, Michael Balint( &he trait approach genetics ofpersonality /ordon $llport,

4aymond 'attell( Interpersonal 5arry Stac6S"llian, Karen 5orney, Erich!romm, et al

7


6/62

( Ego Psychoanalysis $nna !re"d,5ein8 5artmann, aid 4appaport,

Eri6 Eri6son et al( Psycho*iologic$dolf Meyer

( Learning &heory atson, olpe,

Palo, et al Behaior &herapy

9


7/62

( Life span approach Eri6 Eri6son

( 5"manistic approach $*raham

Maslo+,'arl 4ogers( $ttachment &heory 0ohn Bo+l*y,

Mary $ins+orth

( 5ollistic Eclectical K"s"mantoSetyonegoro

:


8/62

'lassic

Psychoanalysis( Sigm"nd !re"d fo"nder of classic

psychoanalysis( In his ie+, symptoms,tho"ghts,feelings

)*ehaior co"ld all *e ie+ed as thefinal common path+ays of meaningf"l

psychological process, many of +hich+ere "nconscio"s

;


9/62

Psychoanalysis( &opographical Model of the Mind1< #nconscio"s

2< Pre conscio"s3< 'onscio"s

=


10/62

1>


11/62

#nconscio"s $ll of the drie that tries to

discharge ) all the things that notremem*ered *y the indiid"

&hose element can?t reach theconscio"s leel again

Primary process thin6ing f"lfill the

need of instinct"al drie +itho"tdelaying it ) +itho"t thin6ing a*o"t

( the reality

11


12/62

( #nconscio"s memory no connection

+ith the reality @e.cept if there are+ords or eents that interdependent+ith the memory +hich fall into

o*liionA( Limited for the pleas"ra*le needs

12


13/62

Pre conscio"soor to the conscio"s ) "nconscio"sSecondary thin6ing process aoiding

the "nsatisfy, delaying the instinct"aldrie, considering the e.ternal reality,rational ) according to condition

Pre conscio"s "nconscio"s that easy

to recall to *ecome conscio"s

13


14/62

'onscio"s

Percept"al apparat"s that receiestim"li from o"tside

Part of mental life that *een a+are

*y the indiid"$ttention cathe.is &rac6ing pre

conscio"s ) instr"cting attention for

pre conscio"sPreconscio"s process to *ecomeconscio"s hypercathe.is

1


15/62

( Str"ct"ral &heory of the Mind

1< Id

2< Ego

3< S"per Ego

17


16/62

Id Basic instinct"al drie since *irth Pleas"ra*le principal

#nconscio"s Id ego ) s"perego @energy )

deelopmentA

19


17/62

EgoPersonality e.ec"tie part4elationship *et+een id ) ego

4eality principle'onscio"s, pre conscio"s ) "nconscio"sSecondary process

Ego defense "nconscio"s

1:


18/62

S"perego

< S"perego ego conscience ego ideal Ego that e.perienced partic"lar

speciali8ation

'onscio"s ) "nconscio"s Moral Cedipal conflict

Ego conscience right or +rong Ego ideal things that *een dream

*y the indiid" inner feeling

1;


19/62

&he %eopsychoanalytic

$pproach( $lfred $dler( 'arl /"sta 0"ng

( Karen 5orney

1=


20/62

$dlerian School( $lfred $dler @1;:>-1=3>AIndiid"alpsychology

( Masc"line protest the tendency to moe

from a passie, feminine role to amasc"line actie role( Inferiority comple. sense of inadeD"acy)

+ea6ness that is "niersal ) in*orn

( Birth order res"lts in lifelong infl"ence oncharacter lifestyle

2>


21/62

0"ngian School( 'arl /"sta 0"ng @1;:7-1=91A analytical

psychology

( #nconscio"sF PersonalacD"isitions of personal life, eerything

forgotten,repressed,s"*liminally perceied,tho"ght,felt

F 'ollectie inherited possi*ility of psychic

f"nctioning in general, i


22/62

( 2 types of personality organi8ationsF Introertsfoc"s on their inner +orldof

tho"ghts,int"itions,emotions ) sensationsF E.troerts more oriented to+ard the o"ter

+orld, other persons ) material goods

( Each person has a mi.t"re of *othcomponents

( Persona,the mas6 coering personality theface a person presents to the o"tside +orld

( $nima man?s "ndeeloped feminity( $nim"s +oman?s "ndeeloped masc"linity

22


23/62

Karen 5orney @1;;7-1=72A( person?s c"rrent personality

attri*"tes res"lt from the

interaction *et+een the person ) theenironment) are not solely *ased oninfantile li*idinal striings carriedoer from childhood

( 5olistic psychology

23


24/62

Psycho*iologic

( $dolf Meyer 1< Learning liing h"man o*seredthe +hole thing a*o"t the man

2< &he +hole thing from the man integration from the arrangedf"nction hierarchyly

o Indiid" ) its *ehaior

interactionfrom ario"s factor


25/62

( hen facing a case dynamic,genetic, psycho*iologic, o*ectie

) common sense principality( C*ectie h"man *ehaior can *e

o*sere o*ectiely

27


26/62

( 'ommon sense

a< 5"man m"st *e critical*< according to order +hich hae *een

agreed on7 $lfred Binet introd"ced theconcept of the mental age @M$A,

+hich is the aerage intellect"alleel of a partic"lar age

7


46/62

( &he intelligence D"otient is the ratio

of M$ to '$ @chronological ageA,m"ltiplied *y 1>> to eliminate thedecimal point it is represented *y

the follo+ing eD"ation

IH M$ 1>>

F '$

9

'l ssifi ti n f Int lli n * IH 4 n


47/62

'lassification of Intelligence *y IH 4ange

( Profo"nd mental retardation *elo+ 2> or 27

( Seere mental retardation 2>-27 to 37->( Moderate mental retardation 37-> to 7>-77

( Mild mental retardation 7>-77 to a*o"t :>

( Borderline :>-:=

( "ll normal ;> to =>( %ormal =>-11>

( Bright normal 11> to 12>

( S"perior 12> to 13>

( Jery s"perior 13> and a*oe

:


48/62

;


49/62

( &hings to 6no+

( efinition of leadership

( Leadership?s trait( Leadership?s styles

=


50/62

( octors G psychiatrists enteringp"*lic mental health systems are

freD"ently dismayed to find thatthey are not a"tomaticallyconsidered the leaders of theirteams


51/62

( Leadership is a diffic"lt attri*"te todefine and teach

( It inoles not only the 6no+ledge of+hat needs to *e done to accomplish theorgani8ation?s goals *"t also the a*ilityto comm"nicate that 6no+ledge to a +ide

array of staff mem*ers and others


52/62

( It incl"des the a*ility to see that+hat happens in one part of the

organi8ation +ill affect all otherparts eent"ally


53/62

( &he ast maority of directorships ofp"*lic mental health programs are

held *y mem*ers of the maor mentalhealth professions

( !or any discipline, special s6ills are

reD"ired to achiee high-leelmanagement and leadership positions


54/62

( Some of those s6ills are *estgained *y additional training,

some can *e acD"ired only *ye.perience "nder the t"telageof a good mentor, and others

reD"ire a com*ination ofe.perience and ed"cation

( Cnce can gain the necessary

ed"cation +itho"t p"rs"ingf"rther degrees in p"*licadministration or management


55/62

( S"ch degrees can *e helpf"l afteron- the Fo* training, *"t it is often

more efficient to "nderta6e anappropriate reading program andaail oneself of the many shortco"rses on specific topics aaila*le inmost comm"nities


56/62

Management S6ills( &o *e a s"ccessf"l p"*lic mentalhealth administrator, one m"st hae a

*asic "nderstanding of ho+comm"nities are organi8ed, ho+ theychoose their leadership, and ho+ theformal and informal po+er str"ct"res+or6


57/62

( $dministrators m"st 6no+ ho+ to frametheir programs in a manner that +ill *eaccepta*le to the po+ers that *e

( itho"t that acceptance, the programconcept"ali8ations +ill go for na"ght

( &o *e s"ccessf"l "n +hat arena, one m"st*e a+are of preailing p"*lic attit"des,+here s"pport can *e fo"nd, the opinionsof 6ey comm"nity leaders, and +hen one is+asting time


58/62

( $*ilities in the areas of p"*licspea6ing and salesman ship are

helpf"l, and neither are learned inmost psychiatric training programs


59/62

&echnical S6ills( Political s6ills and agility may *e hard tolearn in a formal manner, *"t the s6illsthat concern p"*lic administration andmanagement are not

bms k 13,school of personalities etc

Documents