Psychoanalysis & Psychodynamic Psychology

Psychoanalysis
& Psychodynamic
Psychology
a modular unit lesson plan teaching resource for high school psychology teachers
James Hansell, PHD
University of Michigan
JosHua eHrlicH, PHD
Michigan Psychoanalytic Institute
WenDy Katz, PHD
Columbia University
HoWarD lerner, PHD
Michigan Psychoanalytic Institute
KatHerine minter, ma
Westwood High School, Round Rock ISD, Austin, TX
Developed and Produced by the American Psychological Association (AP
A) Committee of Teachers of Psychology in Secondary Schools in collaboration with the American Psychoanalytic Association, 2008

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Psychoanalysis
& Psychodynamic
Psychology
a modular unit lesson plan teaching resource for high school psychology teachers
James Hansell, PHD
University of Michigan
JosHua eHrlicH, PHD
Michigan Psychoanalytic Institute
WenDy Katz, PHD
Columbia University
HoWarD lerner, PHD
Michigan Psychoanalytic Institute
KatHerine minter, ma
Westwood High School, Round Rock ISD, Austin, TX

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Copyr ight 2008 by the American Psychological Association.
All rights reserved. No part of this publication maybe reproduced or distributed in any form without prior written permission of the publisher bcontentsb5 Introduction Procedural Timeline Content Outline Activity 1: Psychological Viewpoint Questionnaire (Pretest Activity 2: Develop a Dream Chart Activity 3: Id, Ego, Superego Identification Activity Activity 4: Defense Mechanisms Quiz Activity 5: Draw a Picture Projective Test Activity 6: Create a Jungian Mandala Activity 7: Psychodynamic References in Popular Culture Appendix Resources

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T
ime Magazine’s cover story for the November 1993 issue was titled Is Freud Dead Newsweek presented a story titled What Freud Got Right in its November 11, 2002, issue, and the May 2004 issue of Scientific
American contained an article titled Freud Returns along with a counterpoint article titled Freud Returns Like a Bad Dream It seems that the answer to the question Is Freud dead is, apparently, no With so much to cover in a high school psychology course, particularly if you are guided by the International Baccalaureate (IB) or Advanced Placement (AP) curriculums, you may wonder if you should cover Freud and psychoanalysis at all. One overriding point should convince you to do so Freud and his ideas have become apart of the Western canon, with multiple sources alluding to Freudian concepts and psychoanalytic terms popping into media as diverse as television sitcoms, newspaper editorials, magazine cover stories, cartoons, Saturday
Night Live skits, as well as literary works. A well-educated person knows what Freud and his followers were all about, and it adds to the richness of experience to understand these concepts, their wide applications in our culture, and the increasing validation through science of many Freudian principles and approaches.
To believe that Freud is dead and thus not teach psychoanalysis at all would be undereducating our students about one of the most brilliant and influential figures of the 20th century. In fact, at the turn of the new millennium (2000), A&E Television polled respected people from all walks of life from allover the world to come up with their list of The 100 Most Influential People of the Last Millennium. In that poll, Guttenberg (inventor of the printing press) was #1, and Sigmund Freud was #8. Sigmund Freud coined the term psychoanalysis and everything related to him and his theory is identified by that term. Eventually, Freud attracted followers, students interested in learning about psychoanalysis. As might have been expected, some of these students, several of them geniuses in their own right, eventually came to disagree with Freud on certain key concepts or points.