History of Psychology Chapter 14 Psychoanalysis



Yüklə 459 b.
tarix02.10.2017
ölçüsü459 b.
#2730


History of Psychology

  • 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


III. The Psychoanalytic Tradition Today

  • 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


Yüklə 459 b.

Dostları ilə paylaş:




Verilənlər bazası müəlliflik hüququ ilə müdafiə olunur ©genderi.org 2024
rəhbərliyinə müraciət

    Ana səhifə