Chapter 14 Psychoanalysis: After the Founding
I. The Neo-Freudians and Ego Psychology A. In general - 1. adhered to Freud’s central premises
- 2.modified and selected aspects of his theory
B. Major change: expansion of the ego concept - 1. to make it more independent of the id.
- 2. the ego has its own energy
- 3. Has functions separate from the id
- 4. is free of conflict produced by id pressures.
The Neo-Freudians and Ego Psychology C. Influences on personality - 1. de-emphasized biological forces
- 2. emphasize social and psychological forces
- 3. minimized the importance of infantile sexuality
- 4. Minimized the importance of the Oedipus complex.
Anna Freud (1895-1982)
Anna Freud (1895-1982) - 3. Age 22: began a 4-year analysis with her father
- 4. Age 29: read her first scholarly paper to the Society
- a. "Beating fantasies and daydreams" (1924).
- 5. Pioneered psychoanalysis of children
Anna Freud (1895-1982) Contributions to psychoanalysis - 1. 1927 : Introduction to the Technique of Child Analysis
- a. considered children’s relative immaturity
- b. considered children’s lack of verbal skills.
- c. developed innovative methods
- 1) the use of play materials
- 2) the observation of the child in the home.
Anna Freud (1895-1982) - 2. She opened a clinic in London and established a training center for clinical psychologists.
-
- 3. In The Ego and the Mechanisms of Defense (1936)
- a. she elaborated and clarified the use of defense mechanisms
- b. It remains a core work in ego psychology.
Anna Freud (1895-1982) - 4. 1945: publication of The Psychoanalytic study of the Child begun
- 5. substantially revised orthodox psychoanalytic theory
- 6. expanded the role of the ego
Anna Freud (1895-1982) C. Comment - 1. Ego psychology became the primary American form of psychoanalysis
- 2. neo-Freudians
- a. translated, simplified, and operationally defined concepts
- b. encouraged experimental investigation of the hypotheses
- c. modified psychoanalytic psychotherapy
- d. fostered a relationship with academic psychology.
Carl Jung (1875-1961)
Carl Jung (1875-1961) - 3. 1905: appointed lecturer in psychiatry at U. of Zurich.
- a. resigned the position to write, do research, and have a private practice.
- b. extraordinary attitudes and behaviors toward clients
- c. professional reputation established before he met Freud
Carl Jung (1875-1961) - 4. interested in Freud’s work
- a. 1900: he read The Interpretation of Dreams
- b. 1906: he began corresponding with Freud
- c. 1907: their first meetings
- d. 1909: lectures at Clark University with Freud
- e. 1911: first president of the International Psychoanalytic Association
- Freud insisted but Viennese members opposed it because Jung was not Jewish
Carl Jung (1875-1961) - f. 1912: The Psychology of the Unconscious
- 1) Jung was never an uncritical disciple of Freud.
- 2) the tenets in this book differed in major ways from Freud
- 3) expected this book would strain his relationship with Freud
- 4) After its publication Freud in fact terminated his relationship with Jung.
- g. 1914: Jung resigned from the association
Carl Jung (1875-1961) - 5. 1913-1916: intense emotional problems
- a. Like Freud’s crisis
- 1) at about age 40
- 2) confronted his unconscious through his dreams
- 3) a time of immense creativity which led to the development of his personality theory
- b. which led to the development of his personality theory.
Carl Jung (1875-1961) B. Analytical psychology: - 1. Libido
- a. major difference with Freud’s theory
- b. the libido is a generalized life energy
- c. the energy expresses itself in growth, reproduction, and other activities
Carl Jung (1875-1961) - 2. Oedipus complex
- a. Jung also rejected the Oedipus complex
- b. child’s attachment to its mother is a necessary dependence
- c. Oedipus complex irrelevant to his own childhood
Carl Jung (1875-1961) - 3. Role of sex
- a. unlike Freud, no sexual anxieties or inhibitions as an adult
- b. sex plays a minimal role in explaining human motivation
Carl Jung (1875-1961) - 4. Forces that influence personality
- a. Freud: people are victims of their childhoods
- b. Jung:
- 1) one is shaped by past as well as aspirations
- 2) personality can be changed throughout life.
Carl Jung (1875-1961) - 5. Unconscious
- a. Jung tried to probed deeper into the unconscious
- b. added the component of the collective unconscious.
Carl Jung (1875-1961) C. The collective unconscious - 1. personal unconscious
- a. comprised all suppressed or forgotten experiences in a person’s life
- b. is not a very deep level of unconscious
- c.incidents can easily be recalled.
Carl Jung (1875-1961) - 2. collective unconscious
- a. a deeper level
- b. unknown to the person
- c. contains the cumulative experiences of prior generations
- d. consists of universal evolutionary experiences
- e. forms the basis of personality
Carl Jung (1875-1961) D. Archetypes - Definition: Inherited tendencies within the collective unconscious that dispose a person to behave similarly to ancestors who confronted similar situation.
- Jung believed that self-actualization could not be attained until middle age.
Carl Jung (1875-1961) E. introversion and extraversion (attitudes) - 1. extravert
- a. libido direct outside the self
- b. strongly influenced by forces in the environment
- c. is sociable and self-confident
Carl Jung (1875-1961) - 2. Introvert
- a. libido directed inward
- b. is resistant to external influences.
- c. is introspective, less confident in relations with others and the external world, less sociable
- 3. No one is a complete extravert or introvert
- 4. Impacted the development of Five-Factor Inventory
Carl Jung (1875-1961) F. Psychological type - 1. Four functions of personality
- 1) thinking: provides meaning and understanding
- 2) feeling: process of weighting and valuing
- 3) sensing: conscious perception of physical objects
- 4) intuiting: perceiving in an unconscious way
- 2. Later, impacted the developing of Myers-Briggs Type Indicator (MBTI)
Carl Jung (1875-1961) G. comment - 1. Jung’s influence on diverse fields
- 2. Analytical psychology ignored by scientific psychology
- a. his reliance on observation and interpretation
- 3. Empirical support for Jung’s ideas
- a. the Myers-Briggs Type Indicator: the four functions
- b. Eysenck’s Maudsley Personality Inventory: the attitudes
II. Social Psychological Theories: The Zeitgeist Strikes Again A. Revised conception of human nature - 1. De-emphasis of biological factors
- 2. Emphasis on environmental influences
- 3. Theorists:Alfred Adler and Karen Horney
- 4. suggested that human behavior is determined by interpersonal relationships during childhood, not biological forces.
Alfred Adler (1870-1937)
Alfred Adler (1870-1937) - 3. 1895: MD from University of Vienna
- 4. 1902: joined Freud’s discussion group
- a. openly criticized Freud’s emphasis on sexual factors
- b. 1910: Freud named Adler president of the Society in an attempt at reconciliation
- 5. 1911: his relationship with Freud was terminated with bitterness.
Alfred Adler (1870-1937) - 6. 1920s: attracted many to his system
- 7. 1926-1934: visits to U. S.
- 8. 1934: professor of medical psychology at Long Island College of Medicine
Alfred Adler (1870-1937) B. Individual Psychology - 1. Social interest
- a. is an innate potential to cooperate with others to achieve personal and societal goals
- b. which develops through learning experiences in infancy
Alfred Adler (1870-1937) - 2. Personality determinants
- a. minimized the role of sex in determining behavior and rejected the Oedipus phase
- b. focuses on conscious rather than unconscious factors.
Alfred Adler (1870-1937) - 3. Emphasized that behavior is affected more by beliefs about the future than past experiences
- 4. Striving for superiority
- a. contain complete development, fulfillment, and realization of the self
- b. is innate
- c. is evident in every aspect of the personality
Alfred Adler (1870-1937) C. inferiority feelings - 1. generalized feeling of inferiority determines behavior
- 2. are a result of infant’s smallness and helplessness
- 3. lifelong push-pull between inferiority feelings and striving for superiority
- 4. leads to continuous improvement
- 5. inferiority complex
- a. results from a failure to compensate adequately
Alfred Adler (1870-1937) D. Style of life - 1. Involves behaviors by which one compensates for inferiority
- 2. Forms at ages 4 to 5
- 3. Becomes fixed and resistant to change
- 4. Provides the framework within which later experiences are dealt with
- 5. Indicates one consciously creates one’s lifestyle for oneself
Alfred Adler (1870-1937) E. the creative power of the self - 1. An active principle of human existence
- 2. One’s attitude toward one’s life and destiny
- a. based on how one uses and interprets experiences
- b. is consciously shaped
Alfred Adler (1870-1937) F. Birth order - 1. Different social experiences result in different personalities
- 2. Distinctive behavior: oldest, middle, youngest
Alfred Adler (1870-1937) G. Comment - 1. Adler’s view of human nature is optimistic
- 2.Criticisms
- a. theories are superficial and system is too simple
- b. did not explain methods of analysis and conclusion
- c. he relied heavily on common observations
Alfred Adler (1870-1937) - 3. Contributions
- a. birth order research (most)
- b. effects of early memories on adult style of life
- c. influence on ego psychology
- 1) emphasis on social forces
- d. creative power of self: influenced Maslow
- e. stress on social variables: influenced Rotter
Karen Horney (1885-1952)
Karen Horney (1885-1952) - 5. Faculty position at Berlin Psychoanalytic Institute and private practice
- 6. 1932: associate director of Chicago Institute for Psychoanalysis
- 7. Founded American Institute of Psychoanalysis
Karen Horney (1885-1952) B. Disagreements with Freud - 1. Disagreed that personality depends on unchangeable biological forces
- 2. Denied the preeminence of sexual factors
- 3.Challenged the validity of the Oedipal theory and the concept of libido
- 4. Opposed Freud’s tenet that women are motivated by penis envy
Karen Horney (1885-1952) - 5. Posited that men are motivated by womb envy
- 6. Basic views of human nature
- a. Freud: pessimistic, the death instinct
- b. Horney: optimistic humans capable of change
- 7. Horney accepted
- a. unconscious motivation
- b. existence of emotional, nonrational motives
Karen Horney (1885-1952) C. Basic anxiety - 1. The fundamental concept in Horney’s theory
- 2. Feelings of isolation and helplessness in a hostile world
- 3. Results from parents’ behaviors toward the child
- 4. Is not innate
- 5. Basic motivation: need for safety and freedom from fear
Karen Horney (1885-1952) - 6. Personality
- a. develops in early childhood
- b. can change throughout life
- c. focus on parental behavior as determinants
- d. denied universal developmental phases
- e. everything depends on cultural, social, and environmental factors
Karen Horney (1885-1952) D. Neurotic needs - 1. feelings of helplessness and insecurity provoke development of strategies for coping
- 2. Neurotic need
- a. a strategy that has become a fixed part of personality
- b. a mode of defense against anxiety
Karen Horney (1885-1952) - 3. Horney identified 10 needs that make up three trends
- a. the complaint personality (move toward others)
- b. the detached personality (move away from others)
- c. the aggressive personality (move against others)
- 4. None is a realistic way to deal with anxiety
- a. are too inflexible to permit alternative behavior
Karen Horney (1885-1952) E. The idealized self-image - 1. Is a false picture of personality
- 2. Prevents neurotics from understanding and accepting true self
- 3. Neurotic conflicts
- a. are denied
- b. are neither innate nor inevitable
- c. arise from undesirable situations in childhood
Karen Horney (1885-1952) F. Comment - 1. Horney’s optimism welcomed
- 2. description of personality in terms of social forces
- 3. Her system engendered little research
- 4. Major contribution: writings on feminine Psychology
- a. clinical observations of patients
- 1) non-replicable, non-validated, unsystematic
- 2) non-experimental
A. Multiplicity of views and positions B. Remains an important school and influence
IV. Humanistic Psychology: The Third Force A. In general - basic themes
- a. emphasis on conscious experience
- b. belief in the wholeness of human nature
- c. focus on free will, spontaneity, and creativity
- d.studies all factors relevant to the human condition
Abraham Maslow (1908-1970)
Abraham Maslow (1908-1970) B. In general - 1. spiritual father of humanistic psychology
- 2. garnered academic respectability for the movement
- 3. goal: to understand the highest achievements of which humans are capable
Abraham Maslow (1908-1970) C. Self-actualization - 1. characteristics
- a. an innate tendency
- b. is the highest human need
- c. involves active use of all of one’s qualities and abilities
- d. involves the development and fulfillment of one’s potential
Abraham Maslow (1908-1970) - 2. the hierarchy of needs
- a. physiological
- b. safety
- c. belonging and love
- d. esteem
- e. self-actualization
- 3. research focus: characteristics shared by self-actualized persons
- 4. self-actualized persons: free of neurosis, middle-aged or older
Abraham Maslow (1908-1970) D. Comment - 1. criticism
- a. small sample precludes generalizations
- b. subjects selected according to his subjective criteria
- c. terms are ambiguous and inconsistently defined
- 2. rebuttal: no other way to study self-actualization
- 3 limited empirical laboratory support
Carl Rogers (1902-1987)
Carl Rogers (1902-1987) - 5. cornerstones of his theory
- a. people must rely on their own interpretation of events
- b. people can consciously and actively strive to improve
- 6. 1931: Ph.D. from Teachers College at Columbia
Carl Rogers (1902-1987) B. In general - 1. developed person-centered therapy
- a. client is responsible for change
- b. assumes one can consciously and rationally alter one’s thoughts and behavior
- 2. personality
- a. his theory focuses on a single motive
- b. shaped by the present and how it is perceived in consciousness
Carl Rogers (1902-1987) C. Self-actualization - 1. drive to actualize the self
- a. the major motive in personality
- b. is innate
- c. can be helped or hindered by childhood experiences
- d. can be helped or hindered by learning
Carl Rogers (1902-1987) - 2. the mother-child relationship
- a. important with regard to its effect on the child’s sense of self
- b. positive regard: child will become a healthy personality
- 1) Child does not develop conditions of worth
- 2) child will not have to repress any portion of the developing self.
Carl Rogers (1902-1987) - c. conditional regard
- 1) child develops conditions of worth
- 2) child’s self is not allowed to develop fully
- 3. similar to Maslow’s concept of self-actualization
- 4. Rogers and Maslow differ on the characteristics of the psychologically healthy person
- 5. Rogers: the person is actualizing rather than actualized
Carl Rogers (1902-1987) D. Comment - 1. criticisms
- a. lack of specificity about innate potential for self-actualization
- b. the emphasis on subjective conscious experiences
- c. the exclusion of unconscious factors
V. The Fate of Humanistic Psychology A. Growth - 1. 1961: Journal of Humanistic Psychology
- 2. 1962: American Association for Humanistic Psychology
- 3. 1971: became a division of APA
B. Not a school
The Fate of Humanistic Psychology C. Not a part of the mainstream of psychological thought - 1. practitioners in private practice rather than academia
- 2. comparatively little research and few publications
- 3. no graduate training programs
The Fate of Humanistic Psychology D. Contributions - 1. strengthened the idea one can consciously and freely change
- 2. facilitated the return of the experimental study of consciousness
Dostları ilə paylaş: |