Webb Therapy Uncategorized How do psychologists conceptualize defence mechanisms today in a post-Freudian society?

How do psychologists conceptualize defence mechanisms today in a post-Freudian society?

Multiple theorists and researchers since Freud have independently converged on the same concept of psychological defences because of the potential utility of the concept.

Alfred Adler, known for emphasising the importance of overcoming feelings of inferiority and gaining a sense of belonging in order to achieve success and happiness, developed a similar idea which he called psychological “safeguarding strategies.”

Karen Horney, who believed that environment and social upbringing, rather than intrinsic factors, largely lead to neurosis, described “protective strategies” used by children of abusive or neglectful parents.

Leon Festinger developed the well-known concept of “cognitive dissonance,” proposing that inconsistency among beliefs or behaviours causes an uncomfortable psychological tension leading people to change one of the inconsistent elements to reduce the dissonance (or to add consonant elements to restore consonance).

Carl Rogers, who was one of the founders of humanistic psychology, known especially for his person-centred psychotherapy, discussed the process of defence as “denial and perceptual distortion”.

Albert Bandura, known for ground-breaking research on learning via observation and social modelling, and the development of social learning theory, conceptualized defences as “self-exoneration mechanisms.”

The influential psychiatrist George Vaillant organized defences on a scale of immature to mature, defining them as “unconscious homeostatic mechanisms that reduce the disorganizing effects of sudden stress.”

Current discussions of coping mechanisms and emotion regulation embody the idea of defences as well. Is a defence mechanism merely a learned internal process manifested in our behaviour to protect us – or our ego – from pain? Is a defence mechanism a merely a coping mechanism to resolve internal stress?

Whatever you believe the answers to be, we can cultivate, learn, and practice adaptive, context-specific and generalised coping strategies that will aid self-development that can improve our health, relationships, self-esteem, workplace performance, and stress management skills.

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Your Brain’s Chemical Toolkit: Making Sense of the Messengers Running the ShowYour Brain’s Chemical Toolkit: Making Sense of the Messengers Running the Show

If you’ve ever heard someone mention dopamine and serotonin in the same breath as endorphins and hormones, you’d be forgiven for thinking they’re all basically the same thing. Toss in words like neurotransmitter, neuromodulator, and neuropeptide, and the whole business starts to feel like a vocabulary test you didn’t study for.

The truth is, even scientists use these terms loosely, and there’s a good reason it feels muddled — a lot of these chemicals are genuinely doing multiple jobs at once. Dopamine, for instance, isn’t just one thing; depending on where it’s released and what it binds to, it can behave like a fast-acting signal, a slow-burning mood tuner, or even a hormone.

Neurotransmitter

The broadest functional term. A chemical released by a neuron that signals to another cell (neuron, muscle, or gland) across a synapse.

  • Acts fast and locally
  • Has a specific receptor on the target cell
  • Examples: glutamate, GABA, acetylcholine, dopamine

Neuromodulator

A chemical that doesn’t directly transmit a signal but instead adjusts the sensitivity or behaviour of neurons — tuning the volume rather than carrying a message.

  • Acts more slowly and broadly (can affect many neurons at once)
  • Often works by modulating how neurotransmitters behave
  • Many neurotransmitters also act as neuromodulators depending on context
  • Examples: dopamine, serotonin, acetylcholine (yes, the same molecules — context dependent)

Neuropeptide

A structural description — these are neurotransmitters/neuromodulators made of short chains of amino acids (peptides).

  • They can act as neurotransmitters OR neuromodulators (or both)
  • Generally act slower and longer than small molecule neurotransmitters
  • Examples: endorphins, oxytocin, substance P, neuropeptide Y

Hormone

A chemical released into the bloodstream to act on distant target cells throughout the body.

  • Your instinct is basically right — they act on receptors, but anywhere in the body the blood reaches, not just at synapses
  • The key difference is distance and delivery method (bloodstream vs. synapse)
  • Examples: cortisol, insulin, testosterone, adrenaline

The overlap (where it gets messy)

MoleculeNeurotransmitterNeuromodulatorNeuropeptideHormone
Dopamine✅✅❌✅ (in some contexts)
Adrenaline✅✅❌✅
Oxytocin✅✅✅✅
Endorphins✅✅✅❌
Glutamate✅❌❌❌
Cortisol❌❌❌✅

The School

Imagine your brain is a busy school.

Neurotransmitters are students passing notes directly to a specific classmate. One sender, one recipient, one clear message — “meet me at the oval at lunch.” Fast, targeted, and the note stops with that one person.

Neuromodulators are the teacher changing the energy of the entire classroom without addressing anyone in particular — dimming the lights, putting on background music, or simply raising an eyebrow. Nobody receives a direct message, but everyone’s behaviour shifts in response. The whole room recalibrates.

Neuropeptides are notes written on Post-it notes. That Post-it could be passed directly to a classmate (neurotransmitter) or stuck to the whiteboard for everyone to read (neuromodulator). Calling something a neuropeptide just tells you what it’s written on — the small, peptide-based format — not how it gets delivered or who reads it.

Hormones are the notes sent home in a student’s bag for their parents. They don’t operate within the classroom at all — they travel a long distance through a completely different system (the bloodstream), and land somewhere far from where they started, triggering a response in a totally different environment.

Simple summary

  • Neuropeptide = what it’s made of (a peptide)
  • Neurotransmitter = what it does (transmits a signal across a synapse)
  • Neuromodulator = how it acts (tunes/modulates neural activity broadly)
  • Hormone = how it travels (via bloodstream to distant targets)

When our intelligent and necessary emotion – ANGER – becomes unhealthy and damagingWhen our intelligent and necessary emotion – ANGER – becomes unhealthy and damaging

The function of anger is to protect vulnerability and neutralize threat.

The threat humans cognitively perceive is almost always to the ego i.e., how we want to think of ourselves and have others think of us. Anger neutralizes ego-threat by devaluing, demeaning, or undermining the “power” of the person perceived to be threatening. Humans get angry when they don’t get what they want, when they’re disrespected, or when they perceive something is unjust/unfair. Anger, the emotion, is a chemical messenger. It communicates to us, to others, and motivates us to act, speak, do something. Healthy responses to anger include being assertive, feeling empowered, protecting ourselves and love ones from ACTUAL threat, setting boundaries with others, and making social change for justice (for example). It becomes unhealthy when we become passive-aggressive, violent, vengeful, spiteful, aggressive, resentful, sarcastic, “moody”, rude etc.

Receive the message and respond from a wise, calm place after the intensity of the emotion has past. Sometimes we have to act in the moment. Our ancestors may have required this for fight/flight survival. These days, we can generally PAUSE and calm the self before responding from a mindful and compassionate heart and mind. Remember: Hurt people, hurt people.