DEFENSE MECHANISMS

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DEFENSE MECHANISMS
Teacher page
BEAU BENHARDT
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We all use Defense Mechanisms. They enable us
to deal with stressful situations in our daily
lives. However, failure to realize their
existence, and overuse of them can lead to
problems with our ability to face reality.
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Most commonly used Defense Mechanisms

• Rationalization- Attempt to justify ones
  actions with an excuse rather than admitting
  ones failure or mistake.
• Denial- Belief in a falsehood, rather than
  accept the reality of the truth.

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Most commonly used Defense Mechanisms

• Projection- Blaming unpleasant feelings or
  inappropriate actions on others.
• Escape- Running away from a problem.
• Repression- Blocking out thoughts about
  unpleasant things or experiences.

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Most Commonly used Defense Mechanisms

• Identification- Acting like or modeling someones
  behavior. Associating someone elses
  accomplishments as your own.
• Displacement- Expressing feeling toward someone
  or something not associated with the source of
  the feelings.

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Commonly used Defense Mechanisms

• Regression- Returning to an earlier means of
  dealing with frustration or an earlier, less
  threatening, time that required less
  responsibility.
• Compensation- Attempt to make up for a lack of
  something or some ability by getting or achieving
  something else.

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Commonly used Defense Mechanisms

• Sublimation- Transforming unacceptable behaviors
  into acceptable ones.

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In your journal, identify the Defense Mechanism
described in the proceeding paragraphs.
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John was late for practice because he overslept.
When asked by his coach the reason for his
tardiness, he responded that he could not get a
ride to practice.
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ANSWER
RATIONALIZATION
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MARY WOULD NOT BELIEVE THAT JIM WAS SEEING OTHER
GIRLS. EVEN WHEN HER FRIEND SUE CALLD TO SAY SHE
HAD BEEN OUT WITH HIM.
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ANSWER
DENIAL
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REGGIE WAS UPSET WHEN HE HEARD THE NAME THE
PLAYER FROM THE OTHER TEAM CALLED HIM. HE
CHANNELED HIS ANGER AND ON THE NEXT PLAY SACKED
THE QUARTERBACK.
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ANSWER
SUBLIMATION
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JANE WAS IN A HURRY TO GET TO WORK. SHE WAS
GOING 90 M.P.H. WHEN THE HIGHWAY PATROLMAN
STOPPED HER. AS HE APPROACHED THE CAR TO WRITE
HER A TICKET, SHE STARTED TO CRY.
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ANSWER
REGRESSION
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CLANCY WAS SO UPSET UPON HEARING THE NEWS OF HIS
GIRLFRIENDS BETRAYAL HE PUNCHED THE KITCHEN WALL
AND BROKE HIS HAND.
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ANSWER
DISPLACEMENT
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LESSON 2
Now we are going to reverse the process. I will
state a Defense Mechanism and you must write a
descriptive paragraph illustrating how its used.
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PROJECTION
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EXAMPLE Lucy was upset when Alice, the new girl
in school, started to hang around with her
friends. Lucy was afraid that her friends were
being stolen from her. She did not talk to
Alice, and tried to insult her whenever possible.
One of Lucys friends asked her why she did not
like Alice. She responded, that Alice did not
like her, she was stuck up, and not very friendly.
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COMPENSATION
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EXAMPLE Don was not physically attractive and
he knew it. In order to make himself look better
he always dressed in the finest clothes money
could buy.
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REPRESSION
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EXAMPLE Lou was out to make the football team
and had an excellent chance of starting.
Unfortunately, when the coach checked his grades,
it was discovered that he had 4 Fs, and was
ineligible. The coach asked him why he had
wasted his time trying out for the team when his
grades were so bad. He said that he wasnt aware
that he had done so poorly.
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IDENTIFICATION
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EXAMPLE Sally became a big fan of the Cardinal
baseball team. She wore a jersey and hat almost
all the time. She beamed with pride whenever
they won a game, and became visibly upset
whenever they lost.
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THE END
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TEACHER PAGE Objective The students will gain
insight into what Defense Mechanisms are, and how
and why they are used. Activity In lesson one
the student will read the paragraph and write
down the Defense Mechanism illustrated. In
lesson two the students will view the Defense
Mechanism and write their own paragraphs
describing its use. Process The teacher will
read each slide to the students. Click the mouse
after each slide is completed. When using lesson
1, give the students at least 1 minute to think
of their answers before moving to the next slide.
In lesson 2, the time span should be lengthened
to at least 5 minutes per slide. You may wish to
split these two lessons up.