Lesson Plan: Behaviour and Discipline – Freud’s Iceberg Analogy

Describe Freud's theory of the mind using the iceberg analogy.

• Freud's theory of the mind using the iceberg analogy explains that the mind is divided into three parts: the conscious, preconscious, and unconscious. The conscious mind is above the surface (like the tip of the iceberg), while the preconscious and unconscious are below the surface, representing thoughts and desires not immediately accessible.

• Freud's theory of the mind using the iceberg analogy explains that the mind is entirely conscious, with no hidden or unconscious parts, and all thoughts are easily accessible.

• Freud's theory of the mind using the iceberg analogy explains that the mind is divided into only two parts: the conscious and the subconscious, with no distinction between preconscious and unconscious.

• Freud's theory of the mind using the iceberg analogy explains that the mind is like an iceberg because it is mostly made of water and constantly changes shape.

Explain how unconscious thoughts and desires can influence behaviour.

• Unconscious thoughts and desires can influence behaviour by affecting our actions and decisions without us being aware of them. These hidden motivations can shape how we respond to situations and interact with others.

• Unconscious thoughts and desires have no impact on behaviour and only affect dreams.

• Unconscious thoughts and desires only influence physical health, not behaviour.

• Unconscious thoughts and desires are always consciously recognized and controlled.

Apply the iceberg analogy to real-life public service scenarios involving discipline and behaviour.

• In real-life public service scenarios, the iceberg analogy can be used to understand that visible behaviour (the tip of the iceberg) is influenced by underlying unconscious motivations and thoughts (below the surface), which can affect discipline and decision-making.

• The iceberg analogy in public service means that all aspects of behaviour are always visible and easily understood by others.

• The iceberg analogy suggests that discipline in public service is only about following visible rules and regulations.

• In public service, the iceberg analogy implies that unconscious motivations have no impact on behaviour or discipline.

Factors that influence someone's behaviour in a public service role include:

• Personal values and ethics

• Physical appearance

• Favorite hobbies

• Preferred cuisine

Briefly define the term 'Id'.

• The Id is the part of the mind in Freud's theory that contains innate, instinctive drives and operates based on the pleasure principle.

• The Id is the conscious part of the mind responsible for moral judgments and societal rules.

• The Id is the process of logical thinking and decision-making in the brain.

• The Id is the memory storage system for learned behaviors and experiences.

Briefly define the term 'Ego'.

• The Ego is the part of the mind that mediates between the desires of the Id and the realities of the external world, operating on the reality principle.

• The Ego is the unconscious part of the mind that contains our basic instincts and drives.

• The Ego is the moral component of the mind that incorporates societal rules and values.

• The Ego is the process of self-actualization and achieving one's full potential.

Briefly define the term 'Superego'.

• The Superego is the part of the mind that represents internalized moral standards and ideals acquired from parents and society.

• The Superego is the part of the mind responsible for basic instincts and desires.

• The Superego is the conscious awareness of the present moment.

• The Superego is the process of logical reasoning and problem-solving.

In small groups, analysing a short scenario can help reveal what might be happening beneath the surface.

• Uncovering hidden meanings or motivations

• Focusing only on visible actions

• Ignoring group discussions

• Assuming everything is as it seems

Unconscious factors can influence behaviour in small group scenarios by:

• Affecting decisions and actions without group members being aware

• Ensuring all group members act rationally at all times

• Making group members always agree with each other

• Preventing any misunderstandings from occurring

Discipline strategies can address issues in a short scenario by:

• Promoting positive behavior and resolving conflicts

• Ignoring the problem to avoid confrontation

• Punishing all students regardless of involvement

• Allowing students to handle issues without guidance