Theories of Personality Reviewer

  

What is personality? ● Lat Latin in word word “per “person sona” a” = theat theatric rical al mask mask worn by Ro Roman man actors in Greek dramas. Some meon one’ e’s s publ public ic imag image e that that leaves an impression on ● So other people. ● Gor Gordon don Allpor Allport: t: Persona Personalit lity y is som someth ething ing real real within an individual. (totoo sa sarili) ● Car Carll Rogers: Rogers: consist consistent ent patter pattern n of per percep ceptio tion n of “I” and “me” which depends on the indiv individual’ idual’s experiences. ences. (how self views self according to experience) ● B. B.F. F. Sk Skin inne ner: r: “p “per erso sonal nality” i ty” was no nott ne nece cess ssar ary y to understand unders tand human behavi behavior or (focuses on the overt or  actions). ● Freud Freud:: Personali Personality ty is hidden; large largely ly unconsc unconscious. ious. ● A pa atttern of   relat relatively ively perman permanent ent   (fluc (fluctuates tuates,, thus chan ch ange ges s ev ever ery y no now w an and d th then en))  traits traits and uni unique que char charac acte teri rist stic ics s that that give give both both cons consis isten tency cy and ●

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individuality to a person’s behavior. Traits ○ Con Contri tribut bute e to ind indivi ividua duall diffe differen rences ces in behav behavior ior,, consistency of behavior over time, and stability of behavior across situations. ○ Uni Unique que to yours yourself elf,, but someh somehow ow share shared d with with others. It only differs in terms of the patterns and levels. ○ Exampl Example: e: (levels (levels of) introv introversio ersion n & extrov extroversio ersion n Ch har arac acte terr is is titi c cs s ○ Uni Unique que qual qualiti ities es o off an in ndivid dividual ual

○ Exa Exampl mple: e: IQ, IQ, temper temperamen ament, t, physi physique que.. What is a theory? ● A set of rela related ted assumpt assumption ions s that all allow ow sci scienti entists s ts to use logica logicall deduct deductive ive rea reason soning ing to formul formulate ate tes testab table le hypotheses. This definition needs further explanation. ● Org Organi anized zed system system of beliefs e fs that that helps in underst understand anding ing human nature. ○ A ss ss um um pt pt io io n ns s ■ Not Not pro prove ven n fac facts ts bu butt acc accep epted ted a as s if  they were true. ○ Se Sett o off ass ass u ump mpti tion ons s ■ No sing single le a assu ssumpt mption ion can mak make e up an adequate theory. It should be multiple. ○ Rela Relate ted d assu assump mpti tion ons s ■ Inte Intern rnal ally ly c con onsi sist sten entt

Log Logica icall deducti deductive ve rea reason soning ing ■ Ten Tenets ets of of a theory theory mus mustt be st state ated d with with su suff ffic icie ient nt pr prec ecis isio ion n and logi logica call con consis sisten tency cy to per permit mit scienti scientists s ts to deduce clearly stated hypotheses. ○ Testable ■ Possib Possibili ility ty that that scienti scientists sts in tthe he fut future ure might develop the necessary means to test it. Theory and Its Relatives ● Philoso p ph hy (philo)   f o orr w is is d do o m (sophia); (sophia); pursue pursue ○ Love  (philo) wisdom through thinking and reasoning. ○ “Oug “Ought hts” s” & ““sh shou ould lds” s” ○ Epi Episte stemol mology ogy - nat nature ure of of knowle knowledge dge.. ○ Theory ■ Bui Bui lltt not not s iimp mpll y by think thinkii n ng, g, but by employing scientific methods. ■ “If-then”

comprehensive comprehensiv e theory is capabl capable e of  generating thousands of hypotheses.

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Chapter 1: Introduction to Personality Theories

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Mos Mostt cl clos osel ely y re rela late ted d to episte epistemo molo logy gy (the investigation of what distinguishes  justified belief from opinion).

S pe pe cu cu lla a ttii o on n ○ Theori Theories es rely rely on sp specu eculat lation ion but but it's m much uch mo more re than just mere speculation. ○ Specul Speculati ation on and empiric empirical al observ observati ation on are the two essential cornerstones cornerstones of theory building building,, but spe specul culati ation on mus mustt not run rampan rampantly tly in advance of controlled observation. ○ Mu Must st be ob obje ject ctiv ive, e, open to di diff ffer eren entt pos possi sibl ble e outcomes, open-minded. ○ Theory ■ Tie Tied d to empi empiric rical al gathe gatherin ring g of da data. ta. ■ Use Useful ful ttool ools s employe employed d by sc scien ientis tists ts to giv give e mea meanin ning g and org organi anizat zation ion to observations. Hyp o otthesis ○ Educat Educated ed guess/pr guess/predi edicti ction on speciffic ic eno enough ugh for  its validity to be tested through the use of the scientific method. ○ Theory ■ Prov Provid ide e fe fert rtil ile e groun ground d for for prod produc ucin ing g ■

testable hypotheses. To oo o gene generr a all to l end end i ts tsel elff to di dirr ec ec t verification, but a single

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Taxonomy ○ Class Classifica ification tion o off thin things gs ac accordi cording ng to their natur natural al relationships. ○ Theory ■ Mer Mere e classif classifica icatio tion n does not c cons onstit titute ute a theory theory,, howev however, er, taxonomies can evolve into theories when they begin to generate genera te testab testable le hypoth hypotheses eses and to explain research findings. ■ Exam Exampl ple: e: big big 5 per per son sonal alii tty y trai traits ts:: Op Open ennes ness, s, cons consci cien enti tiou ousn snes ess, s, extr extrav aver ers s ion ion,, agr agr eea eeabl blen enes ess s, neuroticism. If Theories of Personality are Truly Scientific, Why do we Have so Many Different Ones? ● Alt Altern ernate ate the theori ories es exi exist st beca because use the ve very ry nat nature ure of a theory allows the theorist to make speculat speculations ions for a particular point of view. Theorists must be as objective as possible when gathering data, but their decisions as to wha whatt data are colle collecte cted d and how these these data are interp interpret reted ed are person personal al ones ones.. Theori Theories es are not immutable immutab le laws; they are built, built, not prove proven n facts, but assumptions that are subject to individual interpretation. ● All the theori ories es are a refle reflecti ction on of their aut author hors’ s’ pers personal onal backgrounds, childhood experiences, philosophy of life, interpersonal relationship, and unique manner of looking at the world. ● De Desp spit ite e it being being scien scienti tifi fic, c, it st stil illl in incl clud udes es a bi bitt of  “subjectivity” depending on the theorist. Perspectives in the Theories Personality (5 Major Theoretical Perspectives) ● Psyc Psychod hodyn ynam amic ic theor theory y ○ Pi Pione oneer ered ed by Sig Sigmun mund d Freu Freud d ○ Focuse Focuses s on the im impor portanc tance e of early chil childho dhood od experience exper ience on relationships onships with parents as gui gui di di ng ng for for ces ces to s hap hape e per per son sonal alii ty ty development. ○ Sees Sees th the e unc uncons onsci ciou ous s min mind d as a much much mor more e powe powerf rful ul mot motiv ivat ator or than than the the cons consci cious ous awareness. Based on the unconscious. ○

U sed sed dr drea eam m i nte nterr pr pr e eta tati tion on to unc unc ov ov er er the the unconscious thoughts, feeling, and impulses as

 

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a main form of treatment of neurosis and mental illness. Hum Humani anisti stic-e c-exis xistent tential ial theory theory Abra raha ham m Har Harol old d Mas Maslo low w ○ Ab ○ Cur Curren rently tly known known as “posit “positive ive psych psycholo ology” gy” ○ Pe Peopl ople st stri rive ve towa toward rd mean meanin ing, g, grow growth th,, we well ll-being, happiness, and psychological health. ○ As Ass su ume mes s tha thatt not not onl onl y ar are e w e dri dri v ven en by a sea search rch for meanin meaning, g, but als also o that negati negative ve exp experi erienc ences es suc such h as failur failure, e, awa awaren reness ess of  death, death, death of a loved loved one, and anx anxiet iety y (of  being alive right now), now), are part of the human condition and foster psychological growth. Disp Dispos osit itio iona nall tthe heor ory y ○ Uni Unique que and long long-te -term rm te tenden ndencie cies s to behave behave in parti particu cula larr wa ways ys ar are e the the es esse senc nce e of our  our  personality. ○ 5 main tr trait ait di dimens mension ions s in huma human n personal personaliity. ty. Tra Traits its ser serve ve the functi function on of making making cer certai tain n behaviors more likely in some people. Gordon Gor don Allpo Allport: rt: Same Same peopl people e may exhib exhibit it the same chara characteri cteristic stic (e.g., stubbornness), stubbornness), but exhibit it on different levels, therefore, the two persons person s showed the differ difference ence of the same characteristic. Bio Biolog logica ical-e l-evol voluti utiona onary ry ttheo heory ry ○ David Bu Buss ○ Behavi Behavior, or, though thought, t, feel feeling ings, s, and pers personal onality i ty are influe influence nced d by dif differ ferenc ences es in bas basic ic gen geneti etic, c, epigenetic, and neurological systems between individuals. ○ Hum Human an thou thought, ght, be behav havior ior,, and pers persona onalit lity y have been shaped shaped by forces forces of evo evolut lution ion over  millions of years. ○ The bo body, dy, brain brain,, and env enviro ironmen nmentt co-e co-exis xistt and co-evolve, and so what we think, feel, and do is al alwa ways ys an inte intera ract ctio ion n betw betwee een n nat natur ure e (biological) and nurture (environmental). Lea Learni rning ng (Socia (Social) l) and and cogn cogniti itive ve theory theory ○ All behaviors ors are learned learned through through assoc associatio iation. n. ○ Cog Cognit nitive ive pe persp rspect ective ive ar argues gues tthat hat how w we e thin think k about ourselves and other people, as well as ○

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the assumptions assumptions we make and the strat strategies egies we use for solving problems, are the keys to understanding differences between people.

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The pers persona onalit lity y we have have is shap shaped ed by our our own thoughts and perception about the world. Theorists’ Personalities and their Theories of Personalities ● Ps Psyc ychol holo ogy gy o off s sci cien ence ce ○ St Stud udii e es s bo both th s c ien ienc c e and the the beha behav v ior ior of  scientists ○ Studies the impact of the scientist’s ps psyc ycho holo logi gica call pr proc oces esse ses s and and pers person onal al characteri chara cteristics stics on the development of their  theories. ○ Und Unders erstan tandin ding g of their theor theories ies li lies es in kno knowin wing g the historical, social, and psychological worlds of each theorist at the time of his/her theorizing. Althoug hough h interpre interpretat tation ions s are often subject subjective ive,, ○ Alt theories of theorists should not only be focused on personal values. What Makes a Theory Useful? ● Gen Genera erates tes researc research h (ei (either ther descri descripti ptive ve or hypoth hypothesi esis s testing). ●

It iis s fa falsi lsifia fiable ble or v veri erifia fiable ble (kayang maprove na tama or  mali yung concep concepts) ts)   and suggests research that may either support or fail to support its major tenets. theor eory y th that at explai explains ns everyt everythi hing ng explai explains ns ○ A th nothing. ● A goo good d resea research rch mus mustt organi organize ze da data. ta. ● Guide action into solving ng day-toda day-today y problems problems.. ● Intern Internally ally consis consistent tent with th itself itself and not not with other ttheori heories es and lastly. ● It mu must st be si simp mple le,, st stra raig ight htfo forw rwar ard d or pars parsim imon onio ious us (simple). (simple). Dimensions for a Concept of Humanity ● 1. D Dete etermi rminis nism m vs.Fr vs.Free ee c choi hoice ce ○ Are pe peopl ople’s e’s behav behavior iors s determi determined ned by forces forces over which they have no control, or can people choose to be what they wish to be? ● 2. P Pes essi simi mism sm v vs. s. Opt Optim imis ism m ○ Are p peop eople le doomed doomed to to liv live e misera miserable ble live lives, s, or  can they change and grow into psychologically healthy, happy, fully functioning human beings? ○ Pos Positi itive ve or negativ negative e approach approach of person personali ality ty to change. ● 3. Cau Causal sality ity vs. Teleol Teleology ogy ○

Cau Causal sality ity h hold olds s that beha behavio viorr is a fun functi ction on of  past past exp experi erienc ences es whi while le teleol teleology ogy is an

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explanation of behavior in terms of future goals or purposes. ○ D o pe peop opll e ac actt as the they y do bec bec aus ause e of w h hat at happened in the past or do people act as they do because they have certain expectations of  what will happen in the future? 4. Cons Conscio cious us vs. Unc Uncons onscio cious us ○ Ar Are e people people ord ordin inar aril ily y awar aware e of what what the they y are doin doing g and why they are doin doing g it, it, or do unconscious uncons cious forces drive them to act witho without ut awareness of these underlying forces. ○ Very Fr Freud 5. Natu Nature re vs. vs. N Nur urtur ture e ○ Are pe perso rsonal nal cha charac racter terist istics ics mo more re the re resul sultt of  here heredi ditar tary y or are are they they envi enviro ronm nment ental ally ly determined? 6. Uniq Uniquen ueness ess vs. Sim Simila ilarit rities ies ○ Should Should th the e stud study y of pers persona onalit lity y conc concent entrat rate e on those traits that make people alike, or should it look at those traits that make people different?

Chapter 2: Sigmund Freud: Father of Psychoanalysi Psychoanalysis s Biography ● May or M Mar arch ch 6, 1856 1856 bor born n in Cze Czech ch Re Repu publ blic ic (as a tradition, tradit ion, spouses are not allowed to conce conceive ive before marriage, the reason for Freud’s unspecific birth month).

 

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Most of of his concept concepts s are relate related d to sex, sex, childhood childhood;; also a sexist Mostt favorite Mos favorite by the mother mother which which probab probably ly helped helped with with his self-confidence. Gradu Graduated ated fr from om Med Medical ical facult faculty, y, Univers University ity o off Vienna Vienna Mar Mar riri ed ed afte afterr grad gradua uati ting ng medi medic c ine ine s c cho hool ol (studied medicine ne not becaus because e he loves it, but becaus because e he is generally genera lly curious about human nature nature)). 6 chi childr ldren, en, youngest: Anna, became a psychoanalyst. Jea Jean-M n-Mart artin in Charco Charcot: t: Hyp Hypnos nosis is for hy hyste steria ria (paralysis in some parts of the body)  According to Freud: Hysteria for women only: wandering womb (uter (uterus us trave traveling ling throughout various parts of  women’s bodies that causes it to malfunction). Jos Joseph eph Bre Breuer uer:: Catha Catharsi rsis s (talk (talk them out) for hyste hysteria ria;;  Anna O. (not his daughter, but patient of Breuer); Freud wanted wan ted to pub publis lish h the story regarding regarding Ann Anna a O., but Breuer Bre uer was hes hesita itant nt bec becaus ause e of Fre Freud’ ud’s s con concep cepts. ts.  Although the b ook Freud wanted got published, they still had a falli falling ng out after some disagreements disagreements after the publishing date.. From Fr om the hypnos hypnosis is of Charco Charcott and the cathar catharsi sis s of  Breuer, Freud was able to create a concept called “free association”—saying whatever comes to your mind with no filter. A lm os ost k n no ow wn n f or or d is is co co v ve e rriin g c o oc ca in in e (h ad ad a resear res earch/ ch/exp experi erimen mentt pio pionee neerin ring g the dis discov covery ery of  cocaine, although Freud dropped it after prioritizing his girlfriend girlf riend-turne -turned-wi d-wife, fe, so somebo somebody dy contin continued ued and published it instead). The possib possibili ility ty of Freud discov discoveri ering ng cocaine cocaine might might lead him to not discovering other psychological concepts. Se Sedu duc c titi on on the theor ory y (children seduce their parents and vice versa) ○ Wi With th Wi Wilh lhel elm m Fl Flie iess ss ○ Wa Was s later later abando abandone ned d becaus because e it ne neve verr gave him the recognition he wished to have. ■ Ha d n ot ot a l ow ow ed ed h im im t o t re re at at h is patients successfully. ■ Fa Fathe thers rs wou would ld have have to be acc accus used ed of  sexual perversion. ■ The unc uncons onscio cious us migh mightt not not be able able to distinguish reality from fiction.

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Uncons Unco nsci ciou ous s me memo mori ries es of adv advanc anced ed psycho psy chotic tic pat patien ients ts nev never er rev reveal ealed ed having a history of sexual experiences. ● Passed Passed away away due to to oral oral ca cance ncerr (1939 (1939)) Levels of Mental Life ● Co ons nsc c iiou ous s le ev ve ell ○ Th Thoug ought hts, s, perc percep epti tion ons s ○ On Only ly the leve levell of me ment ntal al life life that is direc directl tly y available to us. ○ Within Within mental mental struc structur ture: e: awaren awareness ess of our own own mental processes (thought/feeling), sometimes comes out in a dream state. ○ Pe Perr cep ceptu tual al c o ons nsc c iiou ous sn nes ess s : aw awar aren enes ess s of  surroundings; what the senses feel. (behavior) ● Prec Precon onsc scio ious us le leve vell ○ Mem Memori ories, es, stored stored kno knowle wledge dge ○ Facts Facts st store ored d in a part part of the brain brain w whic hich h are no nott conscious but are available for possible use in the future. ○

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Co Comes mes fr from om ttwo wo so sour urce ces: s: ■ 1. Consciou s p er erception: eve r   changing ideas which are anxiety-free; attention span. ■ 2. U Unco nconsc nsciou ious: s: some some sp sprou routt and pass pass the censor, but repressed to decrease anxiety, but some come out in a way such as dreams, slip of the tongue, and elaborative defensive measures. Un nc co ons nsc c iiou ous s le ev ve ell ○ Fears, Fears,vio violen lentt motives, motives, immora immorall urges, urges, selfi selfish sh needs, irrational wishes, unacceptable unacceptable sexual desires, shameful experiences ○ Feelin Feelings, gs, urges urges,, or instin instinct ct that that are be beyon yond d our  awareness but it affects our expression, feeling, action. ○ Mg Mga a “hindi “hindi sadya sadyang ng”” masabi masabi,, o mg mga a gu gust ston ong g sabihin na possibly aware na hindi appropriate; dreams ○ Mo Most stly ly motiva motivate tes s ou ourr word words, s, feelin feelings gs,, and actions. ○ Ph Phyl ylog ogene eneti tic c en endo dowm wmen ent: t: usin using g coll collec ecti tive ve experiences of strangers to fill in the gaps of 

inadequate explanation of other individuals. Structure of Personality ● AKA AKA pr prov ovin ince ces s of th the e mi mind nd

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3 pa parts: ○ Id (un (uncon consci scious ous)) - Ple Pleasu asure re pr princ incipl iple e ■ Pr Prim imit itiv ive e and uncons unconsci ciou ous s part of  personality ■ The The “i “it” t” (me (mean ans s the the not-y not-yet et-o -own wned ed)) that is present when born (das es) ■ Op Oper erat ates es on plea pleasu sure re pri princ ncip iple le:: gain pleasure pleasu re or immediate ate gratif gratificati ication, on, avoid pain. ■ Infants Infants are bor born n with t h id id in intac tact. t. ■ Ou Outt of touc touch h wi with th real reality. i ty. ■ Produc Produces es ins instin tincts cts,, driv drives, es, wishes. s hes. ■ D rrii ven ven by s ex exua uall and and aggr aggres ess s iv iv e urges. ■ The The id oper operat ates es th thro roug ugh h the pri prima mary ry pro proces cesses ses:: ref reflex lex action action and wish wish fulfilllment; ment; survival depends on the second process: process: bring in contac contactt with reality (through ego). ○

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■ Not Not immo immora rall but but amor amoral al.. Ego (co (consc nsciou ious, s, prec precons onscio cious, us, unc uncons onscio cious) us) Reality principle ■ Media Mediates tes be betw twee een n id and sup super ereg ego o (balance) ■ T he he “I” “I” ( das das i ch) ch) ■ Only Only the the reg region ion o off the min mind d in c cont ontact act with reality. ■ Rat Ration ional al level e vel of per person sonali ality. ty. ■ Acts Acts to a avoi void/r d/reduc educe e anx anxiet iety y by u usin sing g defense mechanisms. ■ Op Oper erat ates es on real realit ity y prin princi cipl ples: es: doe does s realistic and logical thinking. ■ Seco Second ndar ary y pro proce cess sses es:: ● Iden Identi tifi fica cati tion on:: mat match chin ing g id’s id’s desires desir es to possi possible ble ways of  satisfying it. ● Re eal alii ty ty pr prii nc nc ipl iple: e: the the ego’ ego’s s capacity to delay gratification. ■ Th The e ego’s ego’s ener energy gy comes comes fro from m the id but it still almost has full control. Supere Superego go (pr (preco econsc nsciou ious s & uncon unconsci scious ous)) ■ The “ov “overer-I” I” (da (das s uber uber-ic -ich) h) ■

Full Fully y deve develo lope ped d by age age 7.

 

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Dynamics of Personality ● 1. Drives ○ Drive’ Drive’s s impetus impetus:: amount amount of fo force rce itit exer exerts. ts. ○ A. Li Libi bido do or sex sex dri drive ve ■ All p plea leasur surabl able e activit activity y is tra tracea ceable ble to ■

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Oper Operat ates es on moral moral prin ncip ciple les: s: able able to differentiate good and bad, right and wrong. Two p pa arts: ● Conscience (from past punishments); guilt ● Ego ideal (from past rewards); inferiority feelings Rep Repres resent ents s societ society’s y’s e expe xpecta ctatio tions ns (the shoulds) P ro ro d du uc ce e s f ee ee lili ng ng s o f p rrii d de e (right), (right), shame and guilt (wrong) (wrong).. If fo follo llowed wed s supe upereg rego o = fee feell proud proud;; if no nott = feel guilty and anxious.

the sexual drive. Sex can take take ma many ny fform orms s in inclu cludin ding: g: ● Narcissism ○ Primary: infants; exclusivel exclu sively y on their  ego (self-centered; si ya ya l an an g d ap ap at at inaalagaan, hindi ka pwedeng mawala) ○ Seco nd ndary: adol adoles esc ce ent nts s w iill l redirect their libido to thei theirr eg ego o and wi will ll f oc oc us us i t t o t h he e iirr   physical appe appear aran ance ce;; yo you u become more focused on yourself; self-love ● Love (when a person invests their libido to someone other  than themselves) ○ Lov Lov e ai m m-- inh inhii b bii tted ed:: aim aim of re edu duc c iing ng sexu sexual al ten tensi sion on is repression.

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Sadism (infl (inflictin icting g pain and humiliation to achieve sexual pleasure); pleas ure); more depende dependent nt than masochism. ● Masochism (ne (need/w ed/want ant for  pain inflicted by someone or  themse the mselve lves s in ord order er to fee feell sexual pleasure). ○ B. Thanatos Thanatos or aggression/ aggression/destru destructive ctive drive ■ Ai Aim m of the aggr aggres essi sion on driv drive e is sel selffdestruction   (t destruction (tur urn n the organi organism sm to inorganic— death). ■ Fo orr m ms s : te teas asii n ng, g, gos gos si si p p,, s ar ar cas casm, m, humiliation, humor, and the enjoyment of other people’s suffering. ■ To in inhi hibi bitt the stron strong, g, injur injury y mus mustt be inflicted— reaction formation. 2. An Anxiety ○ The ego is the on ly one produ ci cing or   ○ ○

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experiencing anxiety. Ego-pr Ego -prese eservi rving ng mec mechan hanism ism.. Ne eur urot otii c an anx x iiet ety y ■ Ap Appr preh ehen ensi sion on about about unkn unknow own n dang danger  er  (may malalim na pinanggagalingan) ■ Mos Mostl tly y comes comes out out in the pres presen ence ce of  an authoritative figure. The e feeli feeling ngs s come come from from the ego ego but but ■ Th impulses come from the id. M or or al al a n nx xi e ett y ■ St Stem ems s fro from m the confl conflic ictt betw betwee een n ego and superego. ■ Fr From om failu failure re to behave behave con consi sist sten entl tly y with what is morally right. ■ Re Real alis isti tic c needs needs vs. dicta dictati tion ons s of the superego. Come mes s from from the the supe supere rego go ■ Co Re eal alii s sti tic c an anx x iiet ety y ■ C llos osel ely y re ell a ate ted d to fea fearr (in touch with reality). ■ U np np lle ea as sa n ntt n on on sp sp ec ec ifif ic fe ee e lilin g involving a possible danger. ■ C ome omes s fr fr om om the the ego ego..

Psychosexual Stages ● In Infa fant ntii lle ep per erii o od d ○ 6 --7 7y ye ea arr s o ld .

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Infant Infants s poss possess ess a s sexu exual al li life fe and g go o thro through ugh a period of pregenital sexual development. Inca Incapa pabl ble e of repr reprod oduc ucti tion on and and excl exclus usiv ivel ely y autoerotic compared to adult sexuality. Three Three phases phases ar are e divi divided ded ac accor cordin ding g to whi which ch of  the primary erogenous zones is undergoing the most salient development: Oral Oral s tag tage e s tag tage e ■ Ages Ages 00-18 18 mo mont nths hs ■ Infant Infant ach achiev ieves es thr throug ough h oral ac activ tiviti ities es such as feeding, thumb sucking, biting and babbling. ■ Object Object-ch -choic oice e iis s the the nipple nipple ■ Or Oral al-r -rec ecep epti tive ve phas phase e ● Infa Infant nts s feel feel no am ambi biv v al al enc ence e tow tow a arr d the the plea pleas s ur ur a abl ble e object; minimum of frustration and anxiety. ■ Or Oral al-s -sadi adistic s tic phas phase e ●

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E ng ng ag ag es es i n b it in in g, g, co oi oin g g,, closing closing their mouth, smili smiling ng and crying. Firs Firstt auto autoer erot otic ic exp exper erie ienc nce e is thumb sucking.

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Fixation ● Over stimulated > adult: depende dependent nt on cig cigare arette tte or  alcohol, chatterbox. ● Un de de r s titim u ulla te te d > a du du ltlt : bitingly bitingly sarca sarcastic stic remarks or  being argumentative. Anal st stage ■ Ages 2-3 ■ Sexual Sexually ly plea pleasur surabl able e zone: zone: anus anus ■ Pleasure on bowel movement (withhold/eliminate feces) ■ The c chil hild d lea learns rns to respo respond nd to some some of  the demands of society (such as bowel and bladder control). ■ Sadi Sadist stic ic-a -ana nall pha phase se:: ● Early Early anal anal period period:: satis satisfac factio tion n by des des tr tr o oy y ing ing of l os os ing ing objects, toile t frustration.

train ing

 

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La att e a n na al pe erri o od d : f ririe n nd d ly ly interest towar interest toward d their feces; if  accepted: grows up open and generous; if reject: withholds fece feces, s, keep keeps s ever everyt ythi hing ng together, leads to: ○ Anal character: keeps and posses possess s obj obj ec ec tts s, orde orderr ly ly arrangement. ○ Anal triad: orderliness, st in in g gii ne ne s ss s an nd d obstinacy.

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Fixation ● Anal retentive: over   emphasi emph asized zed potty potty tra traini ining, ng, anal triad . ● A na na l e x xp p ul ul si si ve ve : n e eg g li g ge en ntt about potty training, expulsive trait— trait— bad temper temper,, cru cruelt elty y and messy disorderliness. For g girl irls: s : anal anal eroti eroticis cism m comes comes ou outt as penis envy furing the phallic stage and can be expressed by giving birth to a baby. Ac Acti tiv v e atti attitu tude de Mascul Masculine ine dom domina inance nce and sadism. Pa Pass ssiv ive e orie orient ntat atio ion n ● Feminine qualities of   voy voyeur eurism ism (someon (someone e who rec receiv eives es pleasu pleasure re thr throug ough h visual means) and masochism. st st ag ag e A ge ge s 3 --6 6 ye ye a arrs The child lea rrn ns to realize the differences between male and females and becomes aware of sexuality. Pleasure zone is the sex organ/genitals. Maturb Maturbati ation on is nearly nearly univ univers ersal. al.

The s supp uppres ressio sion n of mastur masturbat bation ion plays a ys a crucia all role in their psychos psychosexual exual development. Fixations: ● Oedi Oedipu pus s c ompl omplex ex i n ma mall e es s / Electra Elect ra complex complex in female female:: the boy will have the desire to posses possess s his mot mother her and displace his father and the girl wi will ll want want to poss posses ess s the the fa fath ther er and and remo remove ve her  her  mother. ● Oe Oedi dipus pus comp comple lex x - T The he ter term m is ta take ken n from from the the Gr Gree eek k tr trag agedy edy by So Soph phoc ocle les s in wh hii c ch h Oedi Oedipu pus s , Ki King ng of  Thebes, is destined by fate to kill his father and marry his mother.

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Begi Begins ns aft after er a y oun oung g boy becomes aware of the the absen absence ce of  penis on girls ● Once Once the the oed oedip ipus us comp comple lex x is dissolved disso lved or repre repressed, ssed, the boy surrenders his incestuous desires, desir es, changes them into feelings feelings of tender love, and begins to develop a primitive superego. ● H e ma may y i de dent ntii fy fy w i tth h ei the therr   the the fathe fatherr or the the moth mother er,, depending on the strength of  his feminine disposition. Fema Female le oedip oedipus us comp comple lex x ● Electra complex: Fre ud ud objected to this term for the reason th at at it will be

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Fi Fixa xate ted: d: reck reckle less ss,, pro proud ud and va in, afraid of close re rela lati tion onsh ship ips s and and weak weak sexual identity. ● Fre Freud ud s stat tated ed that fix fixati ation on may may be a root homosexuality. Male oed oedip ipus us co comp mple lex x ● Simp Simpll e e:: r iiv v al al rry y tow tow a arr d the father and incestuous feelings toward the mother  ● Complete: boy’s feminine natu naturr e l e ead ads s to dis dis pl pl a ay y aff affect ection ion toward toward his father  father  and express express hostility i ty towar toward d his mother, at the same time h iis s m as as cu cu lili ne ne t en en de de nc nc y disposes him toward hostility for father and lust for mother. ● Mi Mixe xed d lo love ve-h -hat ate e re rela lati tion onsh ship ip with both parents. ● Ca Cast stra rati tion on comp comple lex x ○ Ca as s tr tr ati ation on anx anx iet iety y: fear fear of losi losing ng the the

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penis; present in all boys

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paralleled to that of Oedipus complex which is not possible and should not be. Penis Penis envy: envy: mar marks ks the start start of  the oedipus complex (castration complex) complex).. Si Simpl mple: e : incent incentuo uous us fee feeli ling ngs s with the father and hostility for  the mother. M ay ay r eb eb el el i n o n ne e of th hrre e ways: ○ Give up their   sexuality and develop develo p an intens intense e hostility i ty towar toward d their  mother  ○ Cling d ef efian ttlly to masculinity, hope for  a penis and fanta fantasi size ze bein being g a man. ○ May undergo a s im im p plle o ed ed ip ip us us complex and develop normally.

 

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La att en en cy cy s ta ta g ge e ○ A ge ge s 6 --1 11 ye ea a rrs s ○ The ch child ild c conti ontinues n ues his his or he herr develop developmen mentt but sexual urges are relatively quiet. ○ Period Period of dor dorman mantt psyc psychos hosexu exual al develop developmen ment. t. ○ No fix fixati atio ons ns occu occurr as the child’s d ’s ener energy gy is focused on peer activities and personal mastery (energ ergy y is of le lear arni ning ng an and d ph phys ysic ical al sk skil ills ls (en directed to physical, productive activities). ○

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Resolved when a girl surrenders her sexual desire for her father, father, and identi identifies fies once again with her mother  although althou gh it is an incomplete incomplete resolve. F reu reud: d: gi girr ls ls hav have e a we eak aker er,, more flexible, and less severe supe supere rego go than than the boy’ boy’s s (biased) (biased)..

Ge en n it al al ○ ○

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Brough Broughtt about pa partl rtly y by pare parenta ntall suppres suppressio sion n of  sexual activity in their children and phylogenetic endowment. Su Succ cces essf sful ul pare parent ntal al supp suppre ress ssio ion n le lead ads s to rep repres ressio sion n of sex sexual ual dri drive ve or dir direct ection ion of  psy psychi chic c energy energy tow toward ard other other pro produc ductiv tive e activities. Rem Rememb ember er tha thatt sexu sexual al drive drive is still still p pres resent ent in latency, but its aim has been inhibited. st ag ag e Ag Ages es 12 y yea ears rs on onwa ward rds. s. Th he e g rro ow wii ng ng a d do o le le s sc ce n ntt sh a ak ke s o ffff o lld d dependencies and learns to deal maturely with the other sexes. Pr Prom ompt pted ed by the reaw reawak aken enin ing g of se sexu xual al aim during puberty. Sexual Sexual inter interest est iin n oppo opposit site e sex in incre crease ase.. Chil Childr dren en impr improv ove e their their pers person onal al id iden enti titi ties es,, develo develop p car caring ing feelin feelings gs tow toward ards s oth others ers,, establish establ ish loving and sexual relat relationshi ionships ps and progress in successful careers. Fixati Fixation: on: frigid dity, ity, impotenc impotence e and unsat unsatisf isfact actory ory relationship. Major Major dist distinc inctio tions ns betw between een infant infantile ile and adu adult lt sexuality: ■ Sy Synt nthe hes s is is o off e err o os s.

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Elev Elevat ated ed s tatu tatus s of the v agi agi n na a ( for for   girls girls). ). -equal na tingin when it comes to perceiving sexuality. Re Repr produ oduct ctiv ive e capac capacit ity y of the the sexu sexual al drive. Ab Abil ilit ity y of pe peop ople le to direct direct the their ir libid libido o outward rather than onto the self. Howeve However, r, in s seve everal ral othe otherr way ways, s, eros eros remains unchanged.

Maturity ○ St Stag age e at atta taii n ned ed by ever every y one one w h ho o r eac eache hes s physical maturity ○ Ps Psyc ycho holo logi gica call matur maturit ity y ■ Stag Stage e at atta taii n ned ed after after a per per son son has pa s ss sed th rro ough the earlier   dev devel elop opme ment nt pe peri riod ods s in an idea ideall manner. be achiev achieved ed if no no fixati fixation on happen happens s ■ Can be on each stage. ○

Balanc Balance e among among the struc structur ture e of the mi mind, nd, wi with th their ego controlling their id and superego but at the same time allowing for reasonable desires and demands. Defense Mechanisms ● Mad Made e by the ego in an attemp attemptt to resolv resolve e the con confl flic ictt between id and superego, so personality can operate in a healthy manner. anxiety).. ● Prot Protec ects ts e ego go fr from om anxi anxiet ety y (realistic anxiety) ● Deny/d Deny/dist istort ort reality i ty while while operatin operating g at an uncon unconsci scious ous level. ● If use used d once a while while,, the purpos purpose e of using using it is to rredu educe ce stress, stres s, but if used frequently, frequently, it means the individua individuall is trying to avoid facing reality. ● So Some me theori theorist sts s ha have ve creat created ed their their ow own n co conc ncep eptt of  defense mechanism sm named diffe differently rently on how they wanted it to. ● 1 . Re p prr es ess iio on ○ Basic/ Basic/mas master ter defe defense nse mec mechan hanism ism.. ○ Unp Unplea leasan santt experie experience nces s are store stored d deep in tthe he subconscious mind and cannot be accessed by the conscious mind. ○ Eg Ego o pus pus h hes es unac unacc ce ept ptab abll e i m mpu pull ses ses out out of  ○

awareness, back into the unconscious. Ex Examp ample le:: An accid acciden entt vict victim im near nearly ly die dies s but but remembers none of the details of the accident.

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Com Comes es out out in dr dreams eams,, slips slips of tthe he ton tongue gue,, etc. etc. Some other Some other defens defense e mec mechan hanis isms ms are roote rooted d from repression. 2. D iis s pl pl ac ac eme ement nt ○ Red Redire irecti cting ng the feel feeling ings s of hostiliity ty and vio violen lentt acti actions ons from from self self to anot anothe herr that that is less less threatening from the original course. ○ Ego Ego shif shifts ts feel feelin ings gs towa toward rd an unac unacce cept ptab able le object to another, more acceptable object. ○ Examp Example le:: Ange Angere red d by a neig neighb hbor or’s ’s hat hatef eful ul commen comment, t, a mother mother punish punishes es her child for  accidentally spilling her drinks. 3. Rati Ration onal aliz izat atio ion n ○ Pr Prov ovid idin ing g a reas reason onab able le expl explan anat atio ion n to make undesirable behavior appear logical/acceptable. ○ Ego rrepl eplace aces s a les less s acc accept eptabl able e motiv ve e wi with th a more acceptable one. ○ Examp Example le:: A coll colleg ege e stud studen entt does not ge gett into the fraternity of his choice. He says that if he had tried harder he could have gotten in. 4. D De enial ○ Re al al iitt y i s d is is to to rrtt ed ed t o m a k ke e i t s u it t he he individual’s wishes. ○ Ego ref refuse uses s to acknow acknowled ledge ge anxi anxiety ety-pr -produc oducing ing realities. ○ E xa xa m mp p le : A lc oh oh ol ol ic b ev ev er er a ag g es es f ai ail s t o acknowledge acknow ledge that he is addicted to alcoh alcohol; ol; blind when it comes to red flags. 5 . Re gr gr e es ss io io n ○ Retur Returning ning to a behavi behavior or pa pattern ttern chara characteri cteristic stic of  an earlier stage of development. ○ Ego seeks the security of an earlier   developmental period in the face of stress ○ Libido Libido is dir direct ected ed towa towards rds pr primi imitiv tive e and famil familiar  iar  objects. ○ Usuall Usually y tempora temporary ry co compar mpared ed to fi fixat xation ion.. ○ Exampl Example: e: Afte Afterr Lucy Lucy’s ’s par parent ents' s' bitt bitter er divo divorce rce she refuses to sleep alone in her room and crawls into bed with her mother. ○ If faced faced with with stress stress or or proble problems, ms, you you crawl crawl to bed and do a fetal position; another is when you remain all day in bed staying comfy. 6. Reac Reacti tion on form format atio ion n

 

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T hi hi nk nk iing ng of beh behav avii ng ng i n a w a ay y th that at i s the ext extrem reme e oppo opposit site e to those those that are of rea reall intention. ○ Ego tr trans ansfor forms ms an unaccep unacceptab table le motiv ve e int into o its opposite. ○ Ex Exam ampl ple: e: A wo woman man who who love loves s an obta obtain inab able le man behaves behaves as though though she hat hates es him.; a woman who fears her sexual urges becomes a religious zealot. ○ Yo You u l ik ik e s ome omeon one e an and d s how howii ng ng th them em the opposite opposi te of affect affection ion towards the person you like. 7 . P ro ro jje ec ctt iio on ○ At Attr trib ibuti utio on n of one’ one’s s unac unacce cept ptab able le urge urges s or  qualities to others. ○ E go go a tttt riri bu bu te te s pe err so so n na al sh ho o rrtt c co om mii n ng gs s,, problems, and faults to others. ○ Severe Severe type type is parano paranoia: ia: inclu includes des de delus lusion ions s of   jealousy.

Exampl Example: e: A pe perso rson n in an e extr xtreme emely ly ba bad d mood accuses family members of being hard to get along with; a man who has a strong desire to have an extramarital affair accuses his wife of  flirting with other men. ● 8. Fixation ○ Rem Remain aining ing in in the pr prese esent nt comfor comfortab tably ly for the the reason that thinking of future events leads to a certain level of anxiety. ○ Universal. ○ More More or les less s dema demands nds perma permanent nent e expe xpendi nditur ture e of psychic energy. ○ Fixat Fixation ion on on oral oral (cigar (cigars), s), anal (neatness) (neatness).. ● 9. Intr Introj ojec ecti tion on ○ Adopti Adopting ng cert certain ain charac character terist istics ics co comin ming g from other people in order to increase a sense of  self-worth. ○ Exampl Example: e: a per person son m may ay ad adopt opt th the e lifest lifestyle yle o off a movie star. ● 10. 10. Su Subl blii mat matii on on ○ Dire Direct ctin ing g li libi bido do to to arts arts.. Therapeuti Thera peutic c Proce Process ss (Basic (Basic Techn Techniques iques of Psycho Psychoanaly analytic tic Therapy)

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incorrect hearing, misplacing objects, and temporarily temporarily forgetting forgetting names or  intention are not chances of accidents, but rev reveal eal a per person son’s ’s uncons unconscio cious us intentions.

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Mainta Maintaini ining ng th the e ana analyt lytic ic fram framewo ework rk ○ Mainta Maintaining ining therapist’s therapist’s neutra neutrality lity and ob objecti jectivity. vity. ○ Reg Regula ularit rity y and consi consiste stency ncy of m meet eeting ings. s.

○ Starti Starting ng an and d ending ending the the sessio sessions ns on ttime ime.. ○ Cl Clar arit ity y o on n tthe he fe fees es.. ○ Explai Explain n the basic basic bo bound undary ary issues. s sues. F ree ree a as ss soc ocii a ati tion on ○ Purpos Purpose: e: arrive arrive at the un uncon consci scious ous by st start arting ing with a present conscious idea and following it through a train of associations to wherever it leads. ○ Fr Free eely ly say wh what at is in the mind, mind, regar regardl dles ess s of  how painful, silly or irrelevant it may seem. ○ Tra Train in of thoug thought: ht: fr from om one thoug thought ht to ano anothe ther. r. ○ Flo Flow w any feel feeling ings s and thoug thoughts hts free freely. ly. ○ Used Used to ope open n the door door to uncon unconsci scious ous w wish ishes, es, conflicts and motivation. ○ Unc Uncons onscio cious us materia materiall wil willl enter the the cons conscio cious us and the therapist will interpret it. ○ Freud Freudian ian or unconscious unconscious slips (para (parapraxe praxes) s) ■ Fr Freu eud d beli believ eved ed that that many ever everyd yday ay slips of the tongue or pen, misreading,

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In Inte terr p prr e eta tati tion on ○ Analys Analysts ts will explain explain the meanin meaning g of behavior behaviors s in dreams, free association, etc. ○ Identi Identify, fy, c clarif larify y and translate translate clients clients’’ mat material erial. ○ To he help lp cl clien ients ts make make sen sense se of th their eir live lives s and to expand their consciousness. ○ An Anal alys ysts ts must must pay atte attent ntio ion n not only only to the the contentt but also the process of conveying it to conten the patient. ○ The patient’s patient’s readiness readiness to accept accept the m materi aterial al is is an important consideration. ○ If the int inter erpr pret etat atio ion n is too deep, deep, the pat patie ient nt might not be able to accept it and bring it into the conscious mind. ○ There Therefore, fore, before telli telling ng the the interpre interpretation tation to the the pa pati tien ent, t, the anal analys ystt mus mustt eval evaluat uate e the the unconscious material. The closer the material to the preconscious, the more likely the patient will accept it. D rrea eam m an anal aly ys sii s

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Basic Basic assum assumpti ption on of Fr Freud’ eud’s drea dream m anal analysi ysis s is that nearly all dreams are wish fulfillment. ○ Some Some memo memorie ries s are unacc unaccept eptabl able e (by th the e ego) because they are expressed in symbolic form (dream). ○ Lev Lev el el of of con conte tent nt:: ■ L at at en en t c on on te te nt nt (h id id de de n b u utt t rru ue meaning) ■ Manifest f est con conten tentt (obvi (obvious ous m mean eaning ing)) ○ Analys Analystt studie studies s the c cont ontent ent o off dreams dreams.. Anal Analys ysis is of res resis ista tanc nce e ○ Var Var iiet ety y of c ons onsc c iou ious s re es sp pon ons s es es used used by patients to block their own progress in therapy. ○ Can b be e a positiv positive e sig sign n beca because use itit indicates c ates tha thatt therap therapy y has advanc advanced ed beyond beyond superf superfici icial al material. ○ Decis Decision ion of when to interpr interpret et the resistance resistance and tell the client depends on the situation. ○ Avoid Avoid bei being ng judgeme judgemental ntal, inst instead ead al allow low th them em to address what makes them anxious. Make Make clie client nts s unde unders rsta tand nd thei theirr own own thoug thought hts, s, feelings and actions . Anal Analys ysis is of of trans transfe fere renc nce e ○ Stron Strong g sex sexual ual o orr aggress aggressive ive feelin feelings, gs, p positi ositive ve or  negative, negati ve, that patients develop towar toward d their  analyst during the course of treatment. ○ Clients e nts reac reactt to ther therapi apists sts as th thoug ough h they we were re a significant other. ○ Cou Counse nselor lor int interp erpret rets s the posit positive ive and neg negati ative ve feelings of the client. ○ Rel Releas ease e of feel feeling ing is an em emoti otiona onall cath cathars arsis. is. ○ Clients e nts beco become me aw aware are o off the e emot motion ions s and a are re abl able e to mov move e onto onto anothe anotherr develo developme pmental ntal stage. ○ Tran Transf sfer eren ence ce betw betwee een n clie client nt and and ther therap apis istt occurs on an unconscious level. ○ Pro Projec jectin ting g feelings feelings toward towards s the therapi therapist st from the client, imagining imagining that the therapist is the person concerned with the feelings. T her herap apeu euti tic c goal goals s ○ He ell p the c lili ent ent bec becom ome e mo morr e aw awar are e of the unconscious material. ○

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Enric Enriching hing the v variety ariety of de defense fense mechan mechanisms isms so that they are more effective and adaptable.

 

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To be ab blle t o c op op e w it h d ifif ffii cu cu lt iie es an nd d demands. ○ St Stre reng ngth then enin ing g of tthe he ego ego.. The Therap rapist ist functi functions ons and rol role e ○ anal analy ys st/ t/th ther erap apii st st w iill l use use a ‘ bl bl a ac ck k-- sc sc ree reen’ n’ approach approa ch where they will have little little expos exposure ure and maintain a sense of neutrality. ○ This This is to prom promote ote a transf transfere erence nce relat relation ionshi ship p with clients. Tra Transf nsfere erence nce rel relati ations onship hip ○ Pr Proc oces ess s of tran trans s ffer errr ing ing feel feelii ngs ngs fr from om an experience in an early relationship to someone important in the present environment. ○ Sexual Sexual or aggre aggressi ssive ve urg urges es are devel developed oped and and directed towards the analyst. ○ Function ■ He ell p c l iien entt dev dev e ell op op the the free freedo dom m to love, work, and play ■ Help clients in a ch chievin g se lf○

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Build workin ng g rrelatio elationships nships with clients. clients. Giv Giv e ex tr tr a atten attenti tion on to th the e c llii e ent nt’’ s resistance. ○ While the cl client ient is en engaging gaging in ‘free ‘free a associ ssociation’ ation’,, the analyst will interpret the hidden meaning behind their words. ○ The fu funct nction ion of inte interpr rpretat etation ion is to to spee speed d up the process of uncovering unconscious material. ○ Later Later,, the the anal analys ystt will will tea teach ch the their ir cli clien entt th the e meaning of the process of interpretation so that the client will: ■ Gai Gain n insig insight ht o off their their pro proble blem. m. ■ I nc nc rre ea as se aw wa a rre en ne e ss ss o f w ay ays t o change. ■ Gai Gain n cont control rol ove overr thei theirr life life.. ○ Nega Negati tive ve tran transf sfer erenc ence e shou should ld be expl explai aine ned d properly to the patient to avoid resistance. ■ Re es s is is ttan anc ce e:: pa pati tien entt bloc block k iing ng th the e progress of therapy. Clie ent' nt's ex exper perien ience ce iin n th thera erapy py ○ 1. Ps Ps y yc ch hoa oana nall ys ys is is ■

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Clie Client nt must must be a volu volunt ntar ary y cli client ent,, not involuntary.

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Cli Client ent will will hav have e to give give commi commitmen tmentt in the process Th The e couch: couch: after after a few few fac facee-to to-f -fac ace e sessions, the therapist will move on to the next stage where the clients are needed to lie on a couch and engage in ‘free association.’ In Inten tensi sive ve proces process s wher where e clie client nts s wi will ll meet up 4-5 sessions per week. De ev ve ell o op p in ns s iigh ghtt i n nto to deep deep-- rroo oote ted d pro proble blems ms tha thatt are often thought thought to stem from childhood. Overview ● Ph Phil ilos osop ophi hica call set set of id idea eas s of  human nature. ● Bo Both th a an n appr approa oach ch to to ther therap apy y and theory of personality. ● E mp mp h ha a si siz es es u nc nco ns nsc io io us us motivation— the main cause of be eh h av av io io r l ie s i n t he he unconscious mind. View View of h hum uman an n nat atur ure e ● 1. D e ete terr m mii n nii sti stic c ○ Life Life is is abou aboutt gai gai n nii ng ng pleasure and avoiding pain. ● 2. H Hum uman an as as ener energy gy sys syste tem m ○ Freud be lieve that humans are mo moti tiva vate ted d by the the unconscious uncons cious,, where the id is found along with the aggres aggression sion and sex instincts. Co onc ncep eptt of h hum uman anii ty ty ● Freud’s classical psychoanalysis falls toward: ○ De ett er erm iin n is ism ○ P es es si sim iis s titic ○ Causality ○ Un nc co ns nsc io io us us motivation ○ ○

Bi Biol olog ogic ical al infl influenc u ences es Middle p os osition on the issue of  

uniqueness uniqueness similarity ○

versu versus s

2. Psy Psy cho chody dyna nami mic c ■ Evol Evolv v ed ed from from the the psy psy cho choan anal aly y titi c theory but it is more simplified in terms of the the leng length th of the the proc proces ess s and and focuses focuse s on more immediate proble problems ms (phobia, anxiety problem). ■ Ther Therapi apis stt wil willl pay mor more e atte attent ntio ion n to transferenc transf erence e manife manifestatio station n (when the patientt trans patien transfers fers feelings for others onto the therap therapist ist), ), the meanin meaning g of  client’s dream. ■ Tra Transf nsfere erence nce are encour encouraged aged ■ To in incre crease ase a cli client ent's 's aw aware arenes ness s and underst unde rstand anding ing of how the past past has influe influence nced d pre presen sentt though thoughts ts and beha behav v ior iors s, by expl explor orii ng ng thei theirr   unconscious patterns. ■ ■

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Seeks Seeks to pro provid vide e a qu quick icker er solu solutio tion. n. It can be used in individual psychotherapy, group psychotherapy, fami family ly ther therap apy, y, inst instit itut utio iona nall and organizational contexts. ■ Advantage ● Cl Clie ient nt gain gains s ins insig ight ht.. ● Lear Learn n from from p per erso sonal nal past past.. ● Str Str es es ses ses on dev dev el el opm opmen enta tall growth stages. ● Ca an n be used used for for a v a arr iiet ety y of  disorders disor ders (hyst (hysteria, eria, phobia phobias, s, anxiety, sexual difficulties). ■ D is ad ad va va nt nt ag ag es es ● Long term process and expensive. ● Requires client full commitment. ● Used Used mostly mostly in psychi psychiatr atry. y. ● Not Not desi designe gned d to h hel elp p peopl people with urgent concern. 3. Ps Ps yc yc hoa hoana nall yti ytic c ■ T hi hi s t h he e rra a py py e ng ng ag ag es es in a m or ore ■

supportive intervention. Psycho Psychoana analyt lytic ic thera therapy py is b base ased d upo upon n psychoanalysis, but is less intensive.

  

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1-3 1-3 s ses essi sions ons pe perr wee week. k. I t i s f or or in d dii vi vid u ua a ls w ho ho wa nt nt t o understand unders tand more about themselves and those who have difficul difficulties ties that affected them. ■ Clients e nts will will ttalk alk abou aboutt thei theirr lif life e and the the therapist therap ist will listen, this is known as talk therapy. ■ The tther herapi apist st will will look look fo forr patt pattern erns s that that may may ha hav ve ca aus used ed th the e c llii e ent nt’’ s diffic difficult ulties ies.. Usuall Usually y fac face-t e-to-f o-face ace sessions. ■ Sim Simila ilarr wit with h psyc psychoa hoanal nalysi ysis s ■ Naproduce na therapy for the intervention of the issue at hand. Applic Applicabl able e to Psych Psychoan oanaly alysis sis,, Psycho Psychodyn dynami amic, c, and Psychoanalytic ■ Clients e nts are advi advised sed n not ot to make make rradi adical cal changes change s in their lifest lifestyle yle as it may

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disturb the therapeutic process. ● Ex Exam ampl ple e of r ad adii cal cal c hang hange: e: filing a divorce, quitting their   job. This therapy also use othe otherr tec tec h hni niqu ques es ( fr fr e ee e association, dream analysis) Ter Termin minati ation on ca can n tak take e pla place ce when when b both oth therapist and client mutually agree that the client had: ● Re es so oll ve ve the the prob probll e em/ m/c co orr e conflict. ● Ac Acc ce ept pted ed thei theirr r e ema maii n nii n ng g emotional problem. ● Unde Unders rsta tand nd th the e roo roott of thei their  r  difficulties.

Chapter 3: Aldred Adler: Individual Psychology Psychology Biography ● Born Born Feb Februa ruary ry 7, 7, 187 1870 0 (firs (firstt born). born). ● Aus Austri trian an physic physician ian and and psychia psychiatri trist. st.

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Child Childhood hood was was regarde regarded d as an unhappy unhappy exper experience. ience. Sickly Sickly chi child, ld, lled ed to his his ambition ambition to be a doct doctor. or. Compet Competiti itive ve w with ith his bro brother ther.. Medica Medicall degree degree ffrom rom Vienna Vienna University University in 18 1895. 95. In 190 1902, 2, he join joined ed the psy psycho choana analyt lytic ic group group (nakasama si Freud). Freud). ● Formed the school school of of thought thought individu individual al psycholo psychology, gy, and concept inferiority feeling and inferiority complex (played a significant part in the formation of personality). Adlerian Theory ● 1. The on one e dynamic dynamic force force behin behind d people e’s ’s be behav havior ior is the striving for success or superiority. ○ Ag Aggr gres essi sion on is the hidden hidden dynami dynamic c powe powerr for  motivation ● 2. Peopl People’s e’s subjec subjectiv tive e per percep ceptio tions ns shape their behavi behavior  or  and personality. ○ Id Idea ea of life life that a perso person n create creates s desp despit ite e not having proof in order to be a motivator for the lifestyle they will have. 3. P Persona ersonality lity is unified unified and selfself-consi consistent. stent. ○ Though Thoughts, ts, feelin feelings, gs, and actio actions ns are al alll dire directe cted d to towa ward rd a si sing ngle le goal goal and and serv serve e a sing single le purpose. ● 4. The v valu alue e of all huma human n activit activity y must be be seen ffrom rom th the e viewpoint of social interest. ○ Gem Gemein einsch schaft aftsge sgefüh fühll - commun community ity in inter terest est or  social feeling. ○ Id Idea eall c com ommu muni nity ty.. ● 5. The self-consis self-consistent tent personali personality ty structur structure e devel develops ops in into to a person’s style of life. ○ Three Three maj major or pro proble blems ms of life life ■ Ne eii g ghb hbou ourr lly y llov ove e ■ Sexual llo ove ■ Oc cc cu p pa a ttiio n na al ● 6. Sty Style le of life is molded molded by people’s people’s creativ creative e powe power. r. ○ Mov Moveme ement nt to towar wards ds a goal; goal; w with ith dire directi ction on Structure of Personality ● “We a all ll sh share are the the same same basi basic c desire desire and and goal: goal: to belong and feel important.” ● Wh When en w e are are enc enc o our urag aged ed,, w e feel feel c apa apabl ble e and and appreciated, apprec iated, and we respond respond in a more connec connected ted and cooperative manner.

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When we ar are e discour discourage aged, d, we may compet compete, e, wit withdr hdraw, aw, or give up in harmful ways.

Adler emphasiz Adler emphasized ed understand understanding ing people people under differe different nt social contexts. Bi Birt rth h order order has a majo majorr and pre predi dict ctab able le imp impac actt on a child’s personality. ○ First bo born ■ Reco Recogn gniz ized ed as the the larg larger er,, stro strong nger er,, older. ■ They They hav have e a lo lott of p pers ersona onall pow power er an and d they hold the concept of power in high regard. ○ Second bo rrn n ■ Becaus Because e of the e exis xistenc tence e of the their ir ol older der,, mor more e powe powerf rful ul sibl siblin ing, g, they they are are consta constantl ntly y “striv “striving ing for sup superi eriori ority ty under pressure.” Ofte ten/ n/al alwa ways ys in the shad shadow ow of their  their  ■ Of older sibling. ■ “ Bl Bla ck ck sh sh ee ee p” p” ■ If suppo supporte rted, d, can can obtain obtain the the “powe “power” r” or  ○

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superiority they strive for. Youngest ■ Alw Always ays in a pos positi ition on of inferior n feriority ity.. ■ Continuously trying to prove themselves. ■ Mos Mostt li likel kely y to b beco ecome me a p prob roblem lem c chil hild d according to Adler. ■ Two kinds: ● Successful ○ Outperforms the whole family. ● Un fo fo rrtt un un at at e ○ Lac Lac ks ks c onf onfii den denc c e. e. Only ch child ■ T he he lo ne ne c hi hi ld b ec ec om om es es “ h hii gh gh ly ly depen depende dent nt,, wait waits s cont contin inual ually l y for  for  someone to teach them the way, and searches for assistance at all time” as a result of being the entire focus of  their parents’ attention. ■ Reg Regard ard the the wo world rld as a h host ostile ile place. place.

Dynamics ● Behavi Behavior or is motivate motivated d by striving striving for for superior superiority, ity, but it is ●

believed that we are born as inferior. 1. Inf Infer erio iori rity ty com compl plex ex

 

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Ev Ever ery y i ndi ndiv v idu idual al s u uff ffer ers s from from fe feel elii n ngs gs of  inadequacy. ○ Concept of compensation and overcompensation. ○ “C “Cen enxi xia a na na gani gani2 2 lng lng aq” ○ Whe When n we focu focus s on inse insecur curity ity too too much. much. 2. S Sup uper erio iori rity ty comp comple lex x ○ Oc Occu curs rs whe when n a pers person on has has the need need to prove prove that he is more superior than he truly is. ○ Chi Child: ld: arr arrogan ogantt and and impat impatien ient. t. ○ An i nfer nferii or or pe perr son son’’ s w ay to ad adap aptt w ith ith the inferior feeling. ○ Ste Stereo reotyp typica icall bullies bullies (as an overcompe overcompensa nsator tory y mechani mec hanism) s m) in mov movies ies whe where re the they y bel belitt ittle le others to feel superior. 3 . S ty ty le o off lliif e ○ All of of us cr creat eate e our o own wn se sense nse o off appr approac oach h to living. (constant tant sourc source e of motiva motivation) tion)   provide ○ Goals (cons

us with security. 4. Orde Orderr o off bi bi rrth th ○ Em Emph phas asii zes zes on the the en env v irir o onm nmen entt and and th the e dynamics of family. Development ● All infants infants have a sense of inferior inferiority ity and and ina inadequacy dequacy as soon as they begin to explore the world. ● The child’s d ’s unconsc unconsciou ious, s, fictiv ve e aspir aspirati ations ons are shaped shaped by these early experiences, such as the drive to attract the attention of the parents. ● Parents Parents in insti still ll in their their child child a des desire ire to com compen pensat sate e for  weaknesses by enhancing other abilities. ○ In the proce process ss of compen compensa sati tion on,, th the e ch chil ild, d, if  properly proper ly compen compensated, sated, will develo develop p normal normally, ly, but may go downhill if otherwise. ● If the c child hild iis s prope properly rly n nurtur urtured ed and cared cared fo for, r, the they y will be able to accept the obstacles and learn that they can be conquered through hard work. ● The co compen mpensat sation ion pr proce ocess ss can so somet metime imes s go wrong when when the the chil child’ d’s s feeli feeling ng of inad inadeq equac uacy y gr grow ows s overpowering, and they begin to believe they have no control over the circumstances. ● Ove Overco rcompe mpensa nsatio tion n = chi child’ ld’s s fixat fixation ion on achievi achieving ng the

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One fac factor tor underl underlyin ying g all types types of maladjus maladjustmen tments ts is underdeveloped social interest. ● Ne eur urot otii c cs s te tend nd tto: o: ○ Se Sett th thei eirr goa goall s hi high gh ○ Liv Live e in the their ir own pri privat vate e wo world rld ○ Hav Have e a ri rigid gid a and nd dogma dogmatic tic styl style e of life life ● Mal Mal a adj djus uste ted d peop peopll e s e ett extr extrav avag agan antt goal goals s as an overcompensation for exaggerated feelings of inferiority. ● The Their ir vi view ew of the the world world is no nott in focus focus with with that of othe other  r  individuals and they possess what Adler (1956) called “private meaning.” External Factors in Maladjustments ● Adler (1964) recogn recognized ized 3 contributi contributing ng fact factors ors s suffici ufficient ent enough to contribute to abnormality: ○ 1. Exa Exagge ggerat rated ed physic physical al defici deficienc encies ies ■ Th hes ese e su ubj bjec ecti tiv v e feel feel iing ngs s ma may y be gre greatl atly y encour encourage aged d by a def defect ective ive body, but they are the progeny of the creative power.

goal becomes exaggerated and pathological. Psychopathology

Abused chil Abused childre dren n will will tend tend to have have very very little lit tle int intere erest st in soc social ializi izing n g due to overestimating life problems, and have trust and confidence issues, thus see society as an enemy. Safeguarding Tendencies ● Adler believed believed that people create patter patterns ns of b behavio ehaviorr to protectt their exaggerat protec exaggerated ed sense of self-esteem self-esteem against public disgrace. ● Enab Enable le peop people le to hide th their eir in infla flated ted selff-image -image an and d to maintain their current style of life. ● Three Three com common mon sa safeg feguar uardin ding g tend tendenc encies ies:: ○ Excuses ■ Mo st st co common . ■ “Yes, “Yes, but” but” and “if-on “if-only” ly” format format.. ○ Aggre ss ssion ■ Used Used to safe safegu guar ard d thei theirr exag exagge gera rate ted d superiority complex, that is, to protect their fragile self-esteem.

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Inborn or cau Inborn caused sed by by a trauma traumatic tic inj injury ury (physical deficiency) which leads to a (highly) exaggerated inferior emotion. ■ As being being a sick sickly ly chil child, d, Adler Adler was was able able to formulate this factor. 2. P Pam ampe pere red d st styl yle e of li life fe ■ Have Have weak weak soc social ial iinte nteres restt but a s stro trong ng desire desir e to perpetuate the pamper pampered, ed, parasittic ic relationship onship they originally originally had with one or both their parents. ■ Pro Prone ne to sev severe ere sep separa aratio tion n anxiet anxiety y or  intens int ense e fea fearr whe when n sep separa arated ted fro from m parent par ents s that leads to a neg neglec lected ted feeling. ■ If the moth mother er fav fav or or s the the c hi hi ld ld mo morr e than the spouse, the child will grow as “very “ve ry pamp pampere ered”, d”, but if the mot mother  her  favors the latter more, the child will grow gr ow ha havi ving ng a “n “negl eglecte e cted d st styl yle” e” tendencies. 3. N Negl eglecte e cted d st styl yle e of lif life e ■ Children who feel unlove d and unwanted are likely to borrow heavily

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fro from m the these se feelings i ngs in creati creating ng a neglected style of life.

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De ep p rre e ci ci at at io io n ● Unde Underv rval alue/ ue/de degr grade ade oth other  er  people’s achievements and to overvalue one’s own. ■ Accusa ttiion ● Blam e others for one’s failures and to seek revenge thereby thereb y safegu safeguarding arding one;s own tenuous self-esteem. ■ Sel Sel ff- ac ac cus cusat atii on on ● De ev v al al ui ui ng ng them thems s el el ves ves in ord order er to inflic inflictt suffer suffering ing on others while protec protecting ting their  own magn magnifi ified ed feelin feelings gs of  self-esteem. Oppo posi site te of depr deprec ecia iati tion on.. ● Op With d drrawal ■ When When peop people le run a away way ffrom rom d diff ifficu iculti lties es or safeguarding from a distance. Some people uncons unconscious ciously ly escape life’s pro proble blems ms by settin setting g up a dis distan tance ce between themselves and the problems (Adler, 1956). ● ● ●

Mo Mov v ing ing bac bac kw kw a arr d S ta ta nd nd in in g st st ilill He si si ta ta titin g (procrastination)

  

● Cons Constr truc ucti ting ng ob obst stac acle les s Psychotherapy: Psychother apy: Invention Inventions s for Addressing Addressing Perso Personalit nality y Disorders ● Adler Adler began address addressing ing crit critica icall contem contempor porary ary iss issues ues such as equalitty, y, parent education, influenc influence e of birth order, lifestyle, and individual holism in the early 1900s. ● We all h have ave th the e same ba basic sic de desir sire e and goa goal: l: to bel belong ong and feel significant. ● Con Concer cerned ned with with people’ people’s s attem attempts pts to com compens pensate ate for  their perceived perceived inferiorit inferiority y to others. These feelings of  inferiorit inferiority y may stem from one’s position in the family constellation, particularly if humiliation occurred early in life; a specific physical condition or defect existed, or  there was a general lack of social feeling for others. Seven Critical Ideas ● 1. U Uni nity ty of of the the indi indivi vidua duall ○ Thinki Thinking, ng, fe feeli eling, ng, em emoti otion, on, and and behav behavior ior can can only be un under derst stoo ood d in the the cont contex extt of an individ dual’s ual’s lifestyle or consi consistent stent pattern of 

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dealing with life. Because e it is indi individ vidual ual psyc psychol hology ogy ○ Becaus 2. G Goa oall or orii ent entat atii on on ○ Ad Addr dres ess s that there there rea reall lly y is a sing single le cen centr tral al personality dynamic derived from life’s growth and forward movement. 3. Se Selflf-det determ ermina inatio tion n and un uniqu iquene eness ss ○ A pers person’ on’s s fictio fictional nal go goal al may be iinfl nfluenc uenced ed by hereditary heredi tary and cultural cultural factors factors but it ultimately stems from the individual’s creative power and is thus unique. 4. So Soc al Th co ont ntex ext t ○c iial The e human huma n bein being g as an ind indiv ivis isib ible le who whole le,, a syst system em is also also a pa part rt of la larg rger er bein ngs gs or  systems system s such as the family family,, the community, community, humanit huma nity y as a who whole, le, our planet planet,, and the natural world. 5. Fe Feel elin ing g of comm commun unit ity y ○ Each human has tthe he capacity capacity for learni learning ng to live in harmony with society. 6. Me Ment ntal al heal health th ○ A f ee ee li ng ng o f h u um m an an co n nn n ec ec tte ed dn ne es ss an nd d will willin ingne gness ss to devel develop op on ones esel elff fu full lly y and contribute to the welfare of others are the main criteria of mental health, when these qualities are underdeveloped, feelings of inferiority may

haunt an individual, or an attitude of superiority may ant antagon agonize ize othe others, rs, conseq consequen uently tly,, the unconscious fictional goal will be self-centered and emotionally or materially exploitive of other  people. ● 7 . Tre a att m me en ntt ○ Adler Adlerian ian individual dual psychothera psychotherapy, py, brief therap therapy, y, cou couple ple the therap rapy, y, and family family therap therapy y follow follow parall parallel el pat paths. hs. Cli Client ents s are encour encouraged aged to overcome overc ome their feelings of insecurity insecurity,, develo develop p dee deeper per feeliings ngs of con connec nected tednes ness, s, and to redirect their striving for significance into more socially beneficial directions. Applicatio Appl ication: n: Cont Contribut ribution ion of the Theo Theory ry in the Developing Developing Field ● Ad Adle leri rian an psyc psycho holo logy gy focuse focuses s on peopl people’ e’s s effo effort rt to compensate for their self-perceived inferiority to others. The These se fee feelin lings gs of inf inferi eriori ority ty may derive derive from from one’s position positi on in the famil family y constellati constellation, on, particular particularly ly if ealy experiences of humiliation occurred; a specific physical condition or defect existed, or a general lack of social feeliing ng for oth others ers was pre presen sent. t. Adler Adler stress stressed ed the importance of the relationship and using empathy as a key strategy for helping, therefore, its approach is at the roo roott of cog cognit nitive ive-be -behav havior ioral, al, family, l y, existe existenti ntial, al, phenomenologi phenome nological, cal, schema, schema, humanistic, humanistic, and person person-individual to centered center ed approaches. Your power as an individual succeed. Masculine Protest ● “In contra contrast st to Freud, Freud, Adler Adler (1930, (1930, 1956) belie believed ved that that

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the psychic is essentially the same that of men and life thatofa women male-dominated society is not as natural but rather an artificial product of historical development.” “Cultu “Cu ltural ral and socia sociall practic practices es influen influence ce many men men and women wom en to ove overem rempha phasiz size e the imp import ortanc ance e of bei being ng manly.”

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Bor Bor n on J ul ul y 26 26,, 1875 1875,, i n Ke Kes s sw sw iill ( ttow own n on Lak Lake e Constance in Switzerland). Believed Believ ed to be be the greatgreat-grands grandson on of Goethe sometimes. mes. Fath Father er:: Joh Johan an Paul Paul Jung Jung ○ Younge Youngest st out out of of the the 13 childr children en ○ A min minist ister er in tthe he sw swiss iss refor reformed med c chur hurch ch ○ A sent sentime imenta ntall idea idealis listt with st stron rong g doubt doubts s abou aboutt his religious faith. Moth Mother: er: Emi Emilie lie Preisw Preiswerk erk Jung Jung ○ Younge Youngest st out out of of the the 13 childr children en ○ Daugh Daughte terr of a theo theolo logi gian an.. ○ Had two separa separate te disp disposi ositio tions: ns: ■ Rea Realis listic tic,, prac practic tical, al, an and d warm warmhear hearted ted ■ u ns nst ab ab le le , my ys s titi ca ca l,l, c la irir v vo o ya ya nt nt , archaic, c, and ruthless (Jung identified with more)—Ju more)—Jung ng calle called d it no. 2 or  night personality. Relig Religion ion and medicin ne e wer were e prev prevalent alent in his family family.. Pare Parent nts s had tthr hree ee ch chil ildr dren en ○ ○ ○

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Son before before Jung Jung lived lived only only for for 3 days days Dau Daughte ghterr that that was 9 y year ears s you younge ngerr than C Carl arl Beca Becaus use e of thi this, s, he li live ved d as if he wa was s an onl only y child. Years Years later hi his s mothe motherr was hosp hospita italiz lized, ed, he asso associa ciated ted “woman” with unreliability, and “father” meant reliable but powerless. Gr Grad adua uall lly y became became awa aware re of tw two o sepa separa rate te aspe aspect cts s of  himself  ○ No. 1 per personali sonalitty y or extra extraverted verted (obje (objective ctive)) ■ Acti Active ve in in his his late laterr year years s ○ No. 2■ per personali sonali yin intro verted (subj (subjectiv ective) e) Acti Ac tive vetty in or his hisintroverted earl early y year years s Com Comple pleted ted his med medica icall degre degree e from Bas Basel el Univ Univers ersity ity in 1900. ○ Beca Became me a psyc psychi hiatr atric ic ass assis ista tant nt to Euge Eugene ne Bleuler Bleul er Burgh Burghöltzl öltzlii Mental Hospital in Züri Zürich ch (most prestigious psychiatric teaching hospital in the world at that time). In 1903 1903,, he mar marri ried ed Emma Emma Raus Rausch chenb enbac ach, h, a youn young g sophisticated woman from a wealthy Swiss family. In 1906, Jung and Freud began a steady correspondence. ○

Chapter 4: Carl Gustav Jung: Analytical Psychology Biography

developed ped a strong mutual Freud an and Ju Jung develo respect and affection for one another, talking

 

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during their first meeting for 13 straight hours and well into the early morning hours. ○ Fre Freud ud believ believed ed tha thatt Jung w was as the ideal ideal pe perso rson n to be his successor. Freud had warm personal feelings for Jung and regarded him as a man of  great intellect. ■ Prompte Prompted d Jun Jung g as the the first first pre presid sident ent of  of  the Intern Internati ational onal Psy Psycho choanal analy ytic tic  Association. ○ An unde underly rlying ing te tensi nsion on bet betwee ween n Jung an and d Freud Freud slowly began to simmer. This personal tension was not diminished when the two now-famous psychoanalysts began to interpret each other’s dr drea eams ms,, a pa past stim ime e like likely ly to st stra rain in an any y relationship. Fran Frank k Mc McLy Lynn nn clai claimed med tha thatt Jung’ Jung’s mo moth ther er comp comple lex x caused him to harbor animosity toward his wife, but more likely, Jung needed more than one woman to satisfy two aspects of his personality.

sp a arrks an emotional response resulting in blocking the smooth flow of thought.

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Emm Emma a Jung ((wif wife) e) reson resonated ated more more with with h his is no. 1 personality. ○ Antoni Antonia a (Toni (Toni)) Wolff (form (former er patient patient)) resonate resonated d more with his no. 2 personality. (Proba (Probably bly)) the maj major or rea reason son wh why y Jung broke broke of offf with Freud is because of his early experience of the sexual assault by an older man he once worshipped—which he somehow associated with Freud. ○ Ye Year ars s late later, r, Jun Jung g went throu through gh wha whatt Henri Henri Ellenberger called the “creative illness.” In 194 1944, 4, he became became a pro profes fessor sor of me medic dical al psy psycho cholog logy y

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unc uncons onscio cious us self self and thus achiev achieve e individuation, duation, a concept concept called called ‘self‘selfrealization’. Pe Pers rson onal al un unco cons nsci ciou ous s ○ Formed Formed by by our indi individ vidual ual expe experie rience nces. s. ○ E mb mb ra ra c ce e s a llll re p prr es es s se e d, d, f or org ot ot te te n, n, or  sub sublim limina inally lly per percei ceived ved experi experienc ences es of one particular individual. ■ Conten Contents ts of the pers persona onall unc uncons onscio cious us are called complexes. ● Co omp mpll e ex x i s an emo emoti tion onal alll y to tone ned d congl conglomer o merat atio ion n of  associated ideas. ○ Part Partly ly cons consci ciou ous s and and may stem from both personal and collective unconscious. ● Exam Exampl ple: e: the w o orr d “ mo moth ther er””

at University of Basel, although poor health forced himthe to resign. ● D iied ed on J u une ne 6, 1961 1961 Levels of the Psyche ● Conscious ○ Con Consci scious ous im image ages s are tho those se that that are se sense nsed d by the ego, where whereas as the unconsciou unconscious s elemen elements ts have no relationship with the ego. ■ Eg Ego o is the cente centerr of consci consciou ousn snes ess, s, but not the core of personality yet still needs to be completed by the more comprehensive self. ■

Hea Health lthy y ind indivi ividual duals are in cont contact act with with their conscious conscious world, but they also allow themselves themselves to experience ence their 

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Co Coll llec ecti tive ve unco uncons nsci cious ous ○ Re es su ull tts s fr from om i n ndi div v iidu dual al expe experr iien enc c es es , the the co coll llec ecti tive ve unco uncons nsci cious ous has has root roots s in the the ancestral past of the entire species. ■ Co Cont nten ents ts of it do do not lie lie dor dorman mantt but are active and influence influence a perso person’s n’s thoughts, emotions, and actions. ■ It is re resp spons onsib ible le for people people’s ’s bel belie iefs fs:: ■

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myths, It do does es legends, not not ref refer erreligion. to inherite n herited d ide ideas as bu butt rather to humans’ innate tendency to react in a particular particular way whene whenever  ver  th thei eirr expe experr ien ienc c es es s titi m mul ulat ate e a bi biol olog ogic ical ally ly inher inherit ited ed resp respons onse e tendency. Exam Exampl ple: e: a moth mother er i n nna nate tell y r eac eacts ts lovingly loving ly toward toward her newbor newborn n despit despite e hav having ing pre previo vious us negati negative ve feelin feelings gs toward the fetus.

Arch e ettype s ○

Ancien Ancientt or archai archaic c images images that that deri derive ve fro from m the collective unconscious.

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S im iill ar ar t o co m mp p le le xe xe s i n t ha ha t t he he y a rre e emotionally emotio nally toned collection collections s of assoc associated iated im ma a ge ge s, s, b ut ut wh er ere as as c om om pl ple xe xe s a rre e individuali individualized zed compon components ents of the person personal al unconscious uncons cious,, archet archetypes ypes are genera generalized lized and der derive ive from from the content contents s of the collec collectiv tive e unconscious. It can canno nott be dir direc ectl tly y repr repres esen ented ted,, but but when when activated: ■ It expr expres ess s es es i ts ts el el f thr thr o oug ugh h s ev ev er er a all modes, primarily in dreams, fantasies, and delusions. ■ Have their own autonomous per person sonali ality ty which which also also affects affects the personality of a person as a whole. Hav Have e biol biologi ogical cal bas basis is but or origi iginat nate e throu through gh the repeated experiences of early ancestors. Some Some arc archet hetype ypes s that ar are e deve develop loped ed eno enough ugh to be conceptualized are: 1. Pe Persona ■ Sid Side e of person personali ality ty shown shown tto o the w worl orld. d. ■ If i de dent ntii fifi ed ed too too c los losel ely y w iith th i t, w e remain unconscious of our individuality and are block blocked ed from attain attaining ing selfrealization. ■ To become become psyc psychol hologi o gicall c ally y heal healthy thy,, Jung Jung beli believ eved ed we must must stri strike ke a bal balanc ance e betwee between n the dema demands nds of  society and what we truly are. 2. Sh Shadow ■

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Anima ■ ■

Dar Darkne ss and epress , rep repres resent s those thoskness e qualit qua lities ies rrepr weession doion, not wis wish hents to acknowledge but attempt to hide from ourselves and others. Str Strivi iving ng to know know tthe he sh shadow adow is the the first first test of courage. It is e eas asie ierr to pr proj ojec ectt the da dark rk side side of  our personality onto others, to see in them the ugl ugline iness ss and evil evil that that we refuse to see in ourselves. F emi emini nime me s sii de de of me men n (second test of  courage). Res Resist istant ant to consci conscious ousnes ness. s.

 

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Must be comf Must comfor orta tabl ble e with with the shado shadow w first. Few men beco become me w well ell acq acquai uainte nted d wi with th their anima because this task requires great great cour courag age e and and is even even mo more re difficult than becoming acquainted with their shadow. Jung believed that the anima o rrii gi gi na na tte ed f ro ro m ea arrl y me en n ’’s s experiences exper iences with women— women—mother mothers, s, sisters, and lovers— that combined to form a generalized picture of women.

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Animus ■ Mascul Masculine ine s side ide o off women— women—sym symbol bolic ic o of  f  thinking and reasoning. ■ Wher Whereas eas anim anima a repr repres esent ents s irra irrati tion onal al moods moods and feelin feelings, gs, the ani animus mus is symbolic of thinking and reasoning. ■ J un un g b e llii ev ev e ed d t ha ha t t he he a n nii mu mu s i s responsible for thinking and opinion in wom women en jus justt as the anima anima pro produc duces es feelings and moods in men. G rre ea att m ot ot he he r   ■ De err iv iv e ed d from from ani anima ma that that i s pr e es se ent nt among men and women. ■ Rep Repres resent ents s tw two o opposi opposing ng forc forces: es: ● Fe errt ilil it y a n nd d no ou u rriis h hm me en nt (capab (capable le of pro produc ducing ing and sustaining life). ● Power and destruction (offspring) dev devou ourr or negl neglec ectt th the e Fert Fe rtil ilit ity y and powe powerr combi combined ned form for m the con concep ceptt of reb rebirt irth h (individuation). ■ Sym Symbol bolize ized d as a god godmot mother her,, mo mother ther of  god god,, mother mother nature nature,, mother mother ear earth, th, stepmother, or witch. Wise old ma man ■ Deri Derive ved d fro from m a ani nimu mus. s. ■ Ar Arc ch het ety yp pe e of w iis sd dom om,, s y ymb mbol olii z zes es humans’ preexisting knowledge of the mysteries of life. ■ The The dan danger ger tto o soc socie iety ty is th that at peop people le may become become swayed swayed by pro profou found nd

Hero ■

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Represented in myth ol olog y and le lege gends nds as a powe powerf rful ul pers person on,, so some meti time mes s pa part rt god, god, who who figh fights ts against n st great odds to conque conquerr or  vanquish evil in the form of dragons, monsters, serpents, or demons. An immor immortal tal wit with h no weak weaknes ness s is not not a hero. To Touc uche hes s an archet archetyp ype e wit withi hin n us, as demonstrated demonst rated by our fascination with heroes in movies, novels, plays, and television programs. In con conqu quer erin ing g the villa villain in th the e her hero o is symbolically overcoming symbolicall overcoming darkn darkness ess of  pre human unconsciousness.

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Mov Move e to towa ward rd growt growth, h, perfe perfect ctio ion, n, and completion. Arch Archety etype pe of arch archet etyp ypes es bec becau ause se it pulls together other archetypes and uni unites tes them in the process process of selfselfrealization. Mandala ● Ult Ultima imate te symbol symbol of the sel self. f.

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Dynamics of Personality ● Causality

Re epr pres esen ents ts the s tr tr iiv v ing ings s for  of  the collective unconscious unity, balance, and wholeness. ● Al Als s o r epr epr es es ent ents s th the e pe perr fec fectt self, the archetype of order, totality, and unity. Represents both personal co ons nsc c iiou ous sn nes ess s and and c ol ol llec ecti tiv ve unconscious. ● N ot ot to be c onf onfus used ed wi wi th th the ego whi which ch onl only y rep repres resent ents s consciousness.

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Hol Holds ds that that pres present ent ev events ents h have ave th their eir orig origin in in previous experiences. Teleology ○ Hold Holds s that that pre prese sent nt eve event nts s are moti motiva vate ted d by future goals and aspirations for the future that direct a person’s destiny. P ro ro gr gre ss ss io io n ○ Forwar Forward d flow flow of of psych psychic ic e ener nergy. gy. ○ Inclines Inclines a perso person n to react consi consistentl stently y to a given given set of environmental conditions. Regre ss ssion ○ Backwa Backward rd flow flow of psyc psychic hic energy. energy. ○ Activa Activates tes the un uncon consci scious ous psy psyche che,, an essen essentia tiall aid in the solution of most problems. ○ Regr Regres essi sion on is exem exempl plif ifie ied d in Jung Jung’s ’s mi midl dlif ife e cris crisis, is, during which time his psychic life was turned turned inw inward ard toward toward the unc uncons onscio cious us and aw wa ay f ro ro m a ny ny s ig ni ni fifi ca ca nt nt o ut ut wa wa rrd d accomplishments.

Psychological Types ● Attitudes ○ A pre d diisposit ion to act or react in a characteristic direction. ○ I nt nt rro o ve ve rrs s io n ■ Turnin Turning g inw inward ard of of psy psychi chic c ener energy gy wi with th an orientation toward the subjective. Still ll has has its view views s on the the extern external al world world ■ Sti b ut ut d oe oe s so s el el ec ect iv iv el ely a nd nd subjectively. ○ E xt xt rro o ve ve rrs s io io n

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words despite the hollowness hollowness of its meaning, and call it “wisdom.” P er er so so n niif iie e d in d rre e am am s a s f at at he he rr,, gra grandf ndfath ather, er, teache teacher, r, philos philosoph opher, er, guru, doctor, priest.

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Turnin Tur out outwar ward d ps psych ychic ictoward en energ ergy ythe so thatning a gperson is of oriented objective. ra gm gm at at ic ic a nd nd w el ell ro ot ot ed ed t o t he he ■ P ra realities of their daily life. ■ Ov Over erly ly suspi suspici ciou ous s of the subjec subjecti tive ve attitude. ○ People People ar are e neith neither er comp complet letely ely in intro trover verted ted nor  completely extraverted. Functions ○ Both introversi introversion on and and extrav extraversio ersion n can can combine combine with any one or more of four functions, forming eight possible orientations, or types. ○ The fo four ur fun functi ctions ons us usual ually ly app appear ear in a hie hierar rarchy chy with one occupying a superior position, another 

 

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a secondary position, and the other two inferior  positions. P eo eo pl ple wh o re ac ac h s el elf -r -re al ali za za titio n or  individuation have all four functions. Thinking ■ Lo og g ic ica l in tte e llll ec ect ua ua l a ct ct iiv vi tty y th ha at produces a chain of ideas. ■ Ex Extr trav aver erte ted d thi think nkin ing g ● People rely heavily on concrete concr ete thoughts, thoughts, but they may also use abstract ideas if  these have been transmitted to them. ● N ot ot al alll ob objj ec ec titi ve ve th thii nk nk ing ing i s productive. ● Ex Exam ampl ple: e: math mathem emat atii c cii a ans ns,, engineers, accountants. ■ Intr Introv over erte ted d thinkin n king g ● Peop le react to externa l

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stimuli, but their interpretation of an event is colored more by the internal meaning they bring with them. Example: inventors, philosophers.

Feeling ■ The The pro proce cess ss of ev eval alua uati ting ng an id idea ea or  event. ■ Valuing. ■ Ex Extr trav aver erte ted d feel feelin ing g ●

Pe Peopl ople use obj objec ecti tive ve d dat ata a to make evaluations. Guii ded Gu ded by ex ter terna nall v alue alues s an d wid el ely a cc ccepted standards of judgement. ● Kn Know ow wha whatt to s ay ay i n s o oc c iial al sit situat uation ions s (al (altho though ugh mig might ht appear artificial, artificial, shall shallow, ow, or  unreliable). Intr Introv over erte ted d feeli feeling ng ● People People bas base e thei theirr ju udgemen dgements ts p rriim ar ari ly on su b bjje c ctt iiv ve perceptions. ● Have individualized co on ns sc c ie n nc ce e,, ta ac c iitt u urrn ●

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Sensing ■ R ec ece iiv v es es ph hy ys ic ica l st im im ul ul i a nd nd tran trans sm mii tts s th them em to per per cep ceptu tual al consciousness. ■ Per Percep ceptio tion n of sens sensory ory imp impuls ulses. es. ■ Ex Extr trav aver erte ted d se sens nsin ing g ● P eo eo p pll e p er erc ei eiv e e xt xt er er n na al stimuli objectively. ● Ex Examp ample le:: proofr proofread eader er,, hous house e painter, wine taster. ■ In Intr trov over erte ted d se sens nsin ing g ● Pe Peop ople le are larg largel ely y infl influe uenc nced ed by their subjective sensations of sight, sound, taste, touch, etc. ● ●

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demean demeanor, or, unfath unfathomab omable le psyche. Igno Ig norr e tr trad adii titi ona onall op opii ni ni ons ons and beliefs.

1. Birth Birth to ad adole olesce scence nce ((Chi Childh ldhood ood)) ■ The The ear early ly mo morn rnin ing g sun is ch chil ildh dhoo ood, d, full full of potent potential ial,, but still still lackin lacking g in brilliance (consciousness). ■ Divide Divided d into into three three substa substages ges:: ● T he he anar anarc c hi hi c phas phase e ○ Chaotic and sporadic consciousness. ○ “Islands of   consciousness” may exist but there is little or no conn connec ecti tion on among these islands. ● T he he mo mona narr chi chic c phas phase e ○ De ev ve lo lo pm pm en en t o f t h he e eg o and by the beginning beginn ing of logical logical

Ex Examp ample le:: portr portrai aitt artis artistt T oo oo muc muc h of of i t may may r es es ul ul t in in hallucinations.

Intuiting ■ I nv nv ol ol v ve es pe err ce ce pt pt io n b ey ey on on d t he he workings of consciousness. ■ Ex Extr trav aver erte ted d in intu tuit itiv ive e ● Peop Peopll e ar e or orii ent ented ed tow towar ard d facts in the external world. ● Per Percei ceive ve fac facts ts sub sublim limina inally lly.. ● Ex Examp ample le:: inve invent ntor ors, s, reli religi gious ous

reformers. In Intr trov over erte ted d in intu tuit itiv ive e ● People are guided by unconscious uncons cious perce perception ption of  facts that are subjective. ● Ex Examp ample le:: myst mystic ics, s, pro prophe phets ts,, sur surrea realis listt art artist ists, s, rel religi igious ous fanatics. fanati cs. (appe (appear ar peculiar ar to other people) Development of Personality ● St Stage ages s of dev devel elop opmen mentt ○ Ju ung ng c ompa omparr e ed d th the e tr trii p throu through gh l i ffe e to the  journey of the sun through the sky, with the b rrii g gh h ttn ne es ss of th he e s un un re ep p re re se se nt nt in in g consciousness.

and verbal thinking. Children see themselves objectively and often refer to themse themselves lves in the third person. T he he dual dualii sti stic c phas phase e ○ Ego is divide d i n ntto the the obje object ctiv ive e and and subjective. ○ Children refer to ○

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themsel them selves ves in the first person and are aware of their   existence as separate individuals. 2. Adol Adolesc escenc ence e to 35-40 35-40 ((You Youth) th) ■ T he he mo morr n nii ng ng s un un i s y o out uth h c lili mbi mbing ng toward the zenith, but unaware of the impending decline. ■ The The peri period od fro from m pube pubert rty y unti untill midd middle le life. ■ Young Young pe peopl ople str striv ive e to gain ps psyc ychi hic c and physical independence from their  parents, parent s, find a mate, raise a family, and make a place in the world.

 

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Re eal alii zat zatii on on that that the the prob probll e emm-fr free ee childhood era is gone forever. ■ Chal Challe leng nge: e: des desir ire e to liv live e in the past past called conservative principle. 3. 3 35-4 5-40 0 to 6565-70 70 (Mid (Middle dle life) life) ■ T he he s un ha has s pass pass e ed d i ts z e eni nith th and and begins its downward descent. ■ Al Alth thou ough gh thi thi s dec dec lili ne ne c a an n pres presen entt middle-aged middl e-aged people with increasing increasing anxieties, middle life is also a period of  tremendous potential. 4. 65 65-70 -70 o onwa nwards rds o orr to d deat eath h (Old (Old ag age) e) ■ As the ev e eni ning ng of l ife ife app apprr o oac ache hes s, peo people ple exp experi erienc ence e a diminu diminutio tion n of  consciousne consc iousness ss just as the light and warmth of the sun diminish at dusk. ■ If peo peopl ple e fear fear l ife ife dur durii ng ng th the e ear ear ly ly years, then they will almost certainly fear death during the later ones.

ele electr ctrica icall con conduc ductiv tivity ity of the skin, skin, delayed reactions, multiple responses, disregard disre gard of instr instruction uctions, s, inability i ty to pronounce a common word. Failure to respond, respon d, and inconsiste inconsistency ncy on testretest.

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Fea Fearr of deat death h is o ofte ften n tak taken en as normal normal,, but Jung believ believed ed that that dea death th is the goal of life and that life can be fulfilling only when death is seen in this light. ■ Pa Pati tien ents ts of J ung ung c l ing n g to ba bac c kw kw ar ar d orientation orien tation,, cling clinging ing desper desperately ately to goals and lifestyles of the past. ● Ca an n b e t rre ea att ed ed b y f iin nd dii n ng g meaning to death. Self-r Self-real ealiza izatio tion n or indivi individuat duation ion ○ P sy sy ch ch o ollo g gii ca ca l re b biir th th i s t he he p rro oc ce e ss ss o f  

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texts, then you are bound to diagnose Freud as a sexual pervert since he is doing likewise sexual fantasies.” Word Word as asso soci ciat atio ion n ttes estt ○ His p purp urpose ose in usin using g the word word ass associ ociati ation on tes testt was to demonst demonstrat rate e the validi validity ty of Fre Freud’ ud’s s hypothesis that the unconscious operates as an autonomous process. ○ A test ba base sed d on th the e princi principl ple e that compl complex exes es create measurable emotional responses. ■ Lis Listt about about 100 stimul stimulus us word words s cho chosen sen and arranged to elicit an emotional reaction. ■ Per Per son son i s i n ns s ttrr u uc c ted ted to r es es pon pond d to each stimulus word with the first word that comes to mind. ■ Certai Certain n types types of react reaction ions s ind indica icate te that that th the e st stim imul ulus us word word has has touch touched ed a complex. comple x. Critical Critical responses responses include include restr restricted icted breathin breathing, g, changes in the

becoming an individual or whole person. C omi oming ng to s el el fho fhood od A na na lly y titic al al ps sy y ch ch o ollo g gy y is es ss s en en ttii a alll y a psychology of opposites, and self-realization is the process of integr integrating ating the opposi opposite te poles into a single homogeneous individual. Jung’s Methods of Investigation ● Strongl Strongly belie believed ved th that at the study study of persona personalit lity y was not the prerogative prerogative of any single discipl discipline ine and that the whole person could be under understood stood only by pursu pursuing ing knowledge wherever it existed. ● “I “Iff you call call me an occul occulti tist st bec becau ause se I am serio serious usly ly investigati inves tigating ng relig religious, ious, mythological mythological, folkl folklorist oristic, ic, and philosophical fantasies in modern individuals and ancient ○ ○

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D rrea eam m an anal aly ys sii s ○ The pu purpo rpose se of Jungian Jungian dream dream interp interpret retati ation on is to uncover elements from the person personal al and collective unconscious and integrate them into consciousness in order to facilitate the process ○ ○

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of self-realization. Compreh Compr ehen end d in innu nume mera rabl ble e th thin ings gs be beyo yond nd th the e range of human understanding. The Ju Jungi ngian an therap therapist ist must must rea realiz lize e that dre dreams ams are often compensatory; compensatory; that is, feelings and attitudes not expressed during waking life will find an outlet through the dream process. Jun Jung g felt that that certa certain in dreams dreams offer offered ed pro proof of for  the existence of the colle collective ctive unconscious. unconscious. These dreams included big dreams, which have special meaning for all people; typical dreams, which are common to most people; and earliest dreams remembered. Fir First st collec collectiv tive e dream dream is big dreams— dreams—the they y have special meaning for all people.

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Seco Second nd coll collec ecti tive ve drea dream m is typi typica call drea dreams— ms— common to all people that include archetypal figures. ○ Thir Third d coll collec ecti tive ve drea dream m is the earli earlies estt drea dream m remembered—can be traced back to age 3-4 and contain mythological and symbolic images; has frequent appearance; appearance; possib possibly ly cannot be produced by the mind itself. Acti Active ve im imag agin inat atio ion n ○ This This met metho hod d requ requir ires es a pers person on to begi begin n wit with h any imp impres ressio sion—a n—a dre dream am ima image, ge, vision vision,, picture, or fantasy— and to concentrate until the impression begins to “move.” ○ T he he per per son son mus mustt fol fol llow ow the thes s e i ma mage ges s to wherever they lead and then courageously face t he he se se a ut ut on on om om ou ou s i m ma a ge ge s a n nd d f rre e el ely communicate with them. ○ The pu purpo rpose se of act active ive imagi imaginati n atio on n is to rev reveal eal arch archet etyp ypal al im imag ages es emer emergi ging ng from from the the unconscious. As a v ar ar iiat atii on on to acti activ v e i mag magii nat natii on, on, J ung ung sometimes asked patients who were inclined to draw, paint, or express in some other nonverbal manner the progression of their fantasies. P sy sy ch ch ot ot he he rra a py py ○ J ung ung i den denti tifi fied ed four four bas bas iic c appr approa oac c hes hes to therap therapy, y, rep repres resent enting ing four four develo developme pmenta ntall stages in the history of psychotherapy. ■ Con Confes fessio sion n of a pathoge pathogenic nic secret secret ● T hi hi s i s the c a ath thar arti tic c me meth thod od ○

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practiced by Josef Breuer and his his pati patien entt Anna Anna O. for for   patients who merely have a need to share their secret secrets, s, catharsis is effective. I nt nt er erp rre e ta ta titio n, n, e xp xp la la na na titi on on , a nd nd elucidation ● This approa ch ch, used by Fre Freud, ud, gives gives the patien patients ts insight into the causes of their  neuroses, but may still leave them them incapab incapable le of solvin solving g social problems. Educat Education ion of p pati atient ents s as so socia ciall beings beings ● Appr Approac oach h ado adopt pted ed by Adle Adler. r.

  

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Le av aves patie nt nts me rre ely socially well adjusted. ■ T ran rans s ffor orma mati tion on ● Th he e t he he rra ap pii st st m us us t f iirr st st b e transf transform ormed ed int into o a healtthy hy human being, preferably by undergoing psychotherapy. The u ulti ltimat mate e pur purpos pose e of Ju Jungi ngian an the therap rapy y ○ Hel Help p neuroti neurotic c pati patient ents s become become health healthy y and to en nc co u urr a ag ge he ea a ltlt hy hy pe eo op plle to wo rrk k independently indepen dently toward toward selfself-reali realization zation.. Jung sought to achieve this purpose by using such techni technique ques s as dre dream am analy ysis sis and act active ive imagination imagin ation to help patients discover discover personal and colle collective ctive unconscio ous us material and to balance balanc e these unconsci unconscious ous images with their  conscious attitude. ○ Ad Admi mitt tted ed the the i mpo mporr tan tanc c e of ( p pos osii ttii v ve e and and negative) transference on the first three stages ○

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intuitive person; and no one proceeds invariably in the direction of either progression or regression. The var variou ious s complexe complexes s and archetyp archetypes es cast the their ir spe spell ll over people and are responsible for many of their words and actions and most of their dreams and fantasies.

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of therapy. Counte Countertran rtransferen sference ce (thera (therapist’ pist’s s ffeelin eelings gs ttoward oward the patient) could help/hindrance the treatment.

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Critique of Jung ● Jung Jung’s ’s theo theory ry is nea nearl rly y im impo poss ssib ible le to eith either er ver verif ify y or  falsify. ● The col collec lectiv tive e unconscio unconscious, us, the core core of Jun Jung’s g’s the theory ory,, remains a difficult concept to test empirically. ● Modera Moderate te rat rating ing on g gener enerati ating ng res resear earch. ch. ● Modera Moderate te on its abili ability ty to to organiz organize e kno knowledg wledge. e. ● Low Low on pr prac acti tica cali lity ty.. ● Low on intern internal al con consis sisten tency. cy. ● Low Low on on p par ars s iimo mony ny.. Concept of Humanity ● Ju ung ng s aw hum human ans s as c ompl omplex ex bei being ngs s w iith th many many opp opposi osing ng poles. poles. His view of humani humanity ty was neithe neither  r  pes pessim simist istic ic or optimi optimisti stic, c, nei neithe therr det determ ermini inisti stic c nor  purposive. ● Pe Peop ople le are are mo moti tiva vate ted d pa part rtly ly by cons consci ciou ous s th thou ough ghts ts,, partl partly y by images from their personal unconscio unconscious, us, and par partly tly by lat latent ent memory memory traces traces inheri inherited ted fro from m the their  ir  ancestral past. Their motivation comes from both casual and teleological factors. ● No one is completely completely introv introverted erted or or tota totally lly ex extrave traverted; rted; all all male or all female; solely a thinking. Feeling, sensing, or 

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Chapter 5: Melanie Klein: Object Relations Theory Biography

March 30 188 1882 2 (Vienna (Vienna Austria) a) - Septemb September er 22 22,, 196 1960 0 Emphasi Emph asized zed about about the nurturing nurturing and loving loving relatio relationsh nship ip between betwee n parent and child, but is neithe neitherr towards her  daughter Melitta. The The youn younge gest st out of 4 chil childr dren. en. Had unh unhea ealt lthy hy ear early ly relationships (abuse). ○ T wo wo of her s iibl blii ngs ngs ( b bot oth h of w h hii ch ch ar are e her her   favorite) died before she turned 21. ■ Neve Neverr got ov over er gr grie ievi ving ng he herr old older er (4 years) sister Sidonie. Gave b birth irth to to 3 ch childre ildren—Mel n—Melitta itta (1904), (1904), Hans (1907) (1907),, & Erich (1914)—despite detesting pregnancy. ○ Ma Marr rrii age age fai fai lled ed.. Sand Sandor or F er er e enc ncz z i i ntr ntrod oduc uced ed her her to the the w o orr lld d of  psychoanalysis. ○ After experiencing encing analys analysis is an and d reading reading Freud Freud’s ’s On Dreams, she fe l in love with psychoanalysis. ○ Starte Started d psyc psychoan hoanaly alysin sing g her chi child ld Eri Erich. ch. ○ Mel Melitt itta a was a anal nalyze yzed d by Ka Karen ren H Horn orney. ey. Bega Began n the pra practi ctice ce of psycho psychoana analyz lyzing ing chi childr ldren en dire directl ctly y using the play technique ○ In 1919, she established her own psychoanalytic practice in Berlin and made her  first contribution to the psychoanalytic literature with The Development of a Child. The ps psych ycho-an o-analy alysis sis of of Childr Children en (1932) (1932) ○ Kle Klein in start started ed to be becom come e a prom promine inent nt fig figure ure in in the psychoanalytic psychoanalytic community community.. She began to have many rivals: Anna Freud, Edward Glover,

and Melitta Schmideberg. Introduction to Object Relations Theory ● Sug g ge ests t ha hat t he he infant infant’s ’s drive drives s (hunge (hunger, r, sex... sex...)) are directed to an object—breast, penis, vagina, etc. ● Kle Klein in insist insisted ed that th the e chil child’s d’s re relat lation ion to the br breas eastt is fundamental and serves as a prototype of basis for later  relations to whole objects, such as mother and father. ● Motivation v ation comes from from int interp erpers ersona onall rel relati ations onship hips s (no (nott sexual behaviors); mother-child. ● Mater Materna nali list stic ic focu focus. s. The e ch chil ild d as asso soci ciat ates es the mother mother to an objec objectt (h (han and, d, ● Th breast), and not yet as a person. ● Klein: Mother of object object relations ations theory theory;; Freud: Freud: father father of  objects relations theory. Psychic Life of the Infant

 

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The pe perso rson n take takes s in aspe aspects cts of th the e exte externa rnall wor world ld and then organizes those interjections into a psychologically meaningful framework. Ego ○ De ev v el el ope oped d ear ear llii er er   ○ Str Strong ong en enough ough tto o feel anxiet anxiety, y, to us use e defe defense nse mechanisms, mechan isms, and to form both phantasy and reality ○ Alt Althoug hough h the ego iis s most mostly ly uno unorga rganiz nized ed at bi birth rth,, it is, nevertheless, strong. ■ Ma Mana nagi ging ng de des s tr tr uc uc titi ve ve an and d l ov ov ing ing behavior behavi or throug through h split splitting ting projec projection tion and introjection. ○ As infa infant nts s matur mature, e, thei theirr perc percep epti tion ons s beco become me more realistic, they no longer see the world in terms of partial objects, and their egos become more integrated. Mustt becom become e split split bef before ore uni unifyi fying. ng. ○ Mus Superego

Infant Infants s (4-6 mo month nths) s) do not begin begin li life fe with with a blan blank k slat slate e but with an inherited predisposition to reduce the anxiety they experience as a result of the conflict produced by the forces of the life instinct and the power of the death instinct. ● Phantasies ○ Ps Psy yc chi hic c re epr pres esen enta tati tion on of unc unc o ons nsc c iiou ous s id instincts, or the unconscious images of good or  bad. Black ck and whit white e view of of the surro surroundi undings. n gs. ○ Bla ● Objects ○ Any pe perso rson, n, par partt of a person, person, or tthin hing g through through which the drive is satisfied. ○ Ku Kung ng s aan aan di dina nadi dirr ec ec t y ung ung dr drii ve ve ng i san sang g infant. Positions ● Way Ways s of dealing dealing with both both internal internal and ext extern ernal al objects objects.. Rather than “stages of development”, Klein chose the term positions to indic indicate ate that positions positions alternate back

Psychic Defense Mechanism ● Childr Children en adop adoptt several several psychic psychic defens defense e mechan mechanism isms s to con contro troll anxiet anxieties ies aro arouse used d by their their own destru destructi ctive ve fantasies. ● I nt nt ro ro jje ec ctt io n ○ Fa n ntt a as sy o f t a ak k in g in to to t h he e b od od y t ho ho se se perceptions and experiences that they’ve had with the external object. ○ Inc Incorp orpora orates tes the the “good “good and bad” bad” qual qualiti ities es of an object onto self. ○ So Some meho how w s imi imill ar ar to F reu reud’ d’s s , j us us t that that i ts ts internaliz inter nalized ed perce perceptions ptions come from object objects s rather than humans. ○ Example e:: a “good breast” breast” could could lead to the the child child becoming a good person, and a “bad breast” leads otherwise. ● Proje c cttion ○ Fantas Fantasy y that one’s one’s own own feel feeling ings s and im impul pulses ses actually reside in another person and not within

and forth  forth  (pwedeng magpabalik balik sa “stage”); “stage”) ; they are not per period iods s of tim time e or phases of dev develo elopme pment nt through which a person passes. Li Life fe and and dea death th iins nsti tinc ncts ts.. Paranoi Paranoid d-schi -schizoi zoid d pos positi ition on ○ A way of or organ ganizi izing ng exp experi erienc ences es tha thatt includes u des both paranoid feelings of being persecuted and a splitting splitting of internal internal and extern external al objects into the good and the bad. ○ Pe Pers rsec ecut utor ory y an anxi xiet ety y ■ Dange rs rs felt by the infant tha t

one’s body. Gett Ge ttin ing g rid of the “abs “absor orbed bed”” good and and bad objects. Exampl Example: e: if an in infant fant felt felt good good wit with h the br breas east, t, it may attribute it to the mother feeling good about the infant.

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Splitting ○ Keepin Keeping g apart apart in incom compati patible b le impul impulses. s es. ○ Go Good od an and d bad bad ob obje ject cts. s. ○ Positi Positive ve effect effect:: see both posit positive ive and and negat negative ive aspects of the self.

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threatens the ego. Object Obje cts s th that at give the infan infantt sa sati tisf sfac acti tion on are good breasts and otherwise bad breasts. ○ “Blac “Black k and white white”” view view of of the world if fixated. xated. Depr Depres essi sive ve posi positi tion on ○ Be Begi gins ns a att ab abou outt 5-6 5-6 mo mont nths hs ○ Th The e feelin feelings gs of anxiety e ty over lo losi sing ng a lo love ved d object coupled with a sense of guilt for wanting to destroy that object. ○ Rea Realiz lizati ation on tha thatt both th the e good an and d bad exi exist st in one person. ■ Rep Reproa roach ch by repar reparati ation on of a atta ttacks cks for  for  their previous transgression. ○ Fix Fixati ation on leads leads to lack lack of trust, trust, inabil inability ity to move move on (properly). ○

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Negative ve effect: effect: lead to pathologi pathological cal repress repression. ion. ■ If a chi child ld cann cannot ot deal deal wi with th thei theirr “ba “bad d behavior” the only way to do so is by repressing them. ● Pro Projec jectiv tive e ide identi ntific ficati ation on ○ Splitt Splitting ing off unacc unaccept eptabl able e parts of themse themselve lves, s, projecting them into another object, and finally intro introjecti jecting ng them back into themse themselves lves in a changed or distorted form. ○ Exampl Example: e: infa infants nts’’ spli splitt destruct destructive ive imp impuls ulse e and project them into the bad breast, then identify with the breast by introjecting in order to gain control of both good and bad breast. Internalization

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Di Diff ffer erent ent from from F Fre reud ud’s ’s ■ Em Emer erge ges s earl earlie ierr iin n life life ■ Not an ou outgr tgrowt owth h of oedipu oedipus s compl complex ex ■ Mor More e har harsh sh and and cru cruel el.. It pro produc duces es ter terror ror in in ear early ly supere superego go as yo young ung children fear being cut up and torn into pieces. Rej Reject ected ed Fre Freud’ ud’s s notio on n tha thatt the sup supere erego go is a consequence of the Oedipus complex. ■ Super Supereg ego o is mor more e har harsh sh at fi firs rst, t, bu butt because becaus e of Oedipus complex, it will somehow tone down.

Oedi Oedipu pus s c omp ompll ex ex ○ Hypo Hypoth thes esiz ized ed that durin ng g the earl early y stage stages, s, it serves serve s the need for both genders, that is to establ establish ish a positi positive ve attitude t ude wit with h a good or  gra gratif tifyin ying g obj object ect and to avoid avoid the bad or  terrifying object. ○ Took Took pla place ce dur durin ing g and ove overl rlaps aps wi with th the ora orall and anal stages and climaxed during the genital (phall ic tal talaga aga to, mas tri trip p lan lang g taw tawagi aging ng (phallic genital) stage genital)  stage (3-4 years). ○ A sign signif ific ican antt part of the Oed Oedip ipus us com compl plex ex is children’s children’s fear of retaliation retaliation from their parents for their fantasy of emptying the parent’s body. ○ Two ty types

 

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F ema emall e oedi oedipu pus s co omp mpll e ex x ( ffem emal ale e oedipal development) ● At th the e beg begii nni nning ng,, dur durii n ng g the first months of life, a little girl sees her mother’s breast as both “good and bad.” ● Ar Arou ound nd 6 mo mont nths hs o off ag age, e, s she he begins to view the breast as more positive than negative. ● La att er er, sh e s ee ee s h er er wh o oll e mother as full of good things, and this attitude leads her to im imag agin ine e how ba babi bies es ar are e made. Ma Male le oedip oedipus us compl complex ex (male (male oed oedip ipal al development) ● Just Just like like th the e littl little e girl, girl, th the e boy sees the mother’s breast as both good and bad. ●

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T he he boy boy’’ s or oral al de des s iirr e es s fr om om his mother’s breast will shift to the father’s father’s penis (called feminine position). He will move to a heterosexual relationship with his mother. Th he e b oy oy m u us s t ha ha v ve e a go oo od feeling feelin g for his father father’s ’s penis because he knows he has his own.

As tthe he boy boy mat matur ures es,, he w ilil l de ev ve lo lo p o rra a ll--s a ad d is ttii c impulses toward his father. ○ Bi Biti ting ng off off h his is fat fathe her’ r’s s penis an nd d vice versa,, which leads versa to castration anxiety. Later Theories in Object Relations ● Margar Margaret et Mahler Mahler (18 (187979-198 1985) 5) ○ Bo Born rn iin n So Sopr pron on,, H Hun ungar gary y ○ Rece Receiv ived ed a me medi dica call degr degree ee in Un Univ iver ersi sity ty of  Vienna in 1923 ○ Mo v ve ed to New York where she was a consultant to the Children’s service of the New York State Psychiatric Institute.

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She bel believ ieved ed that an individ individual ual’s ’s psychol psychologi ogical cal birth begins during the first weeks of postnatal life and continues for the next 3 years or so. By psy psycho cholog logica icall birt birth, h, she meant meant that that the ch child ild become becomes s an ind indivi ividual d ual separa separate te from from their  their  primary prima ry caregive caregiver. r. That leads to a sense of  identity. Mahler is concern concerned ed with with the psycho psychologic logical al bi birth rth of an individual. St Stag ages es of deve develo lopm pmen entt ■ F ir st st s tta ag ge e - n or or m ma a l a ut ut iis sm ( 0 0--4 weeks) ● A ne new wb bor orn n in nfa fant nt s ati ati sfi sfies es various needs within the allpowerful power ful protec protective tive orbit of  mother’s care. ○ Nutritio na nal needs included. ● Absolu Absolute te pri primar mary y narc narciss issism ism..

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We c ca a n c om om pa pa rre e t he he c h hii lld d into a bird’s egg. Second Second stag stage e - normal normal s symb ymbios iosis is ((4-5 4-5 weeks) ● “I “Inf nfant ant beha behave ves s and fu func ncti tions ons as though he and his mother  were an omnipotent system.” Infant ant rec recogni ognizes z es the mot mother her.. ● Inf ● No Nott a true true symbi symbios osis is bec becau ause se the infant needs the mother, but the mother does not need

the the moth mother er-i -infa nfant nt symbiotic orbit. ○ Ind ep ependence fo r   the baby. Pr Prac acti tici cing ng (7 (7-1 -16 6 mon month ths) s) ○ Ch hii lldr dren en dis dis titi ngu nguii sh sh their body from their  mothers, establish a specif specific ic bond bond wit with h thei theirr moth mother er,, and and begin to develop an autonomous ego. of   ○ Improvement independence. Rapprochement (16-25 months) ○ T hey hey des desii rre e to b brr iing ng thei theirr mot mothe herr and and themselves back

the infant. Thi Third rd stage stage - separ separati ationon-ind indivi ividua duatio tion n (4-36 months) ● Ch hii lldr dren en bec bec ome ome s epa eparr a ate ted d from their mothers. They also have a sense of individuali individuality ty and self-identity. ● Ch ilild re re n h av ave t o f ac ac e t he he extern ext ernal al wor world ld alo alone ne as a form of realization. ● Division : ● Dif Differ ferenti entiation a tion (5(5-10 10 m mont onths) hs) ○ M ar ar k ke e d by by a b o od d ilil y breaking ng away from

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tog e etther, both p hy hys ic ica llll y a nd nd psychologically. S titi l c ar arr ie s a b itit o f   dependency. Mo orre l ik ik el el y to to s ho ho w separa separatio tion n anxiet anxiety y during this substage. Ra ap p pr pro ch ch em em en en t crisis: fight with their  mother.

Libi Libidi dina nall objec objectt cons consta tanc ncy y (3 years) ○ Children must develop develo p a const constant ant inner representati representation on of their their mother so that they can tolerate being ng phys physic ical ally ly separate from her. ○ Ch hiil dr dr e en n d e pe pe nd nd o n the ir mother's physic physical al pre presen sence ce for security.

 

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Independence is enha en hanc nced ed grea gr eatl tly y (function alone).

Hein Heinz z Ko Kohu hutt (1 (191 9133-19 1981 81)) ○ Born Born in Vie Vienna nna to e educ ducate ated d and tale ented nted Jewish Jewish parents. ○ A neuro neurolog logist ist and psy psycho choana analys lyst. t. ○ On the e eve ve of W WWII WII,, he em emigr igrate ated d to Eng Englan land d and a year later, he moved to the United States where he spent most of his professional life. ○ Theory ■ Emp Emphas hasize ized d the pro proces cess s by w whic hich h the self evolves from vague undifferentiated image to a clear and precise sense of individual identity. ● Ba Babi bies es don don’t ’t hav have e a sens sense e of  individuality. ■ Infa Infant nts s requ requir ire e ad adul ultt care caregi give vers rs not only to gratify physical needs but also the the ba basi sic c ps psyc ychol holo ogic gical al need needs s (selfobjects). ■ Infant Infants s are na natur turall ally y narc narciss issist istic. ic. ● Need Need to e exh xhib ibit it the the gra grand ndio iose se self: mirroring mirroring approval of its behavior. ● Need Need to a acq cqui uire re a an n ide ideal aliz ized ed image of one or both parents: some else is perfect; “you are perfect, but I am part of you.” John John Bow Bowlb lby y (190 (19077-199 1990) 0) ○ ○

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Bo Born rn in Londo London n whe where re his his fat fathe herr was a wel welllknown surgeon. Fr From om an early early age, Bow Bowlb lby y was int inter eres este ted d in naturall science, natura science, medic medicine, ine, and psych psychology— ology— subjects subjec ts he studie studied d at Cambridge Cambridge University. University.  After receiving a medical degree, he started his practice ce in psych psychiatry iatry and psych psychoanaly oanalysis sis in 1933. During WWII, he served as an army psychiatrist. At Atta tac ch hme ment nt tthe heor ory y ■ At Atta tach chme ment nt formed formed duri during ng childho childhood od has an important impact on adulthood.

De Deve velo loped ped the the stages stages of sepa separa rati tion on anxiety relat ( rel ated ed to abno ab norr mal mal psychology).. psychology) ● Protest ○ When When car careg egii ver vers s are are out of sight, sight, infants will cry and searc search h for them. ● Despair   ○ As separation contin continues ues,, infant infants s wil willl become become quiet, quiet, sad, passive, listless, apathetic. ● Detachment ○ Infa Infant nts s i n tthi his s s tag tage e wil willl be emo emotio tional nally ly detach detached ed to other  other  people.

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Psychotherapy ● “ Tal Talk k ther therap apy y” ● A way to hel help p peop people le wi with th a broa broad d var varie iety ty of men menta tall illnesses and emotional difficulties. ● Anna Fr Freud ○ Chil Childr dren en shoul should d only only be anal analyz yzed ed whe when n they they reached the latency period (begins at around age six) because young children who were still

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Sev er Sev er e s epa eparr ati ation on an anx x iet iety y may ma y al als s o l ead ead to ot othe herr   disorders. Ass Assump umptio tions ns o off attac attachme hment nt theor theory y ● A res respo pons nsiv ive e and ac acce cess ssib ible le caregiver careg iver (usually the other other)) must create a secure base for  the child. ● A bo bond ndii n ng g re ell a ati tion ons s hi hi p ( o orr   la ac ck ther thereo eof) f) bec bec ome omes s internalized and serves as a men mental tal wor workin king g mod model el on which future friend friendships ships and love relationships are built.

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Mar Mar y Ains Ainsw wo orr th th ○ Strange Strange s situ ituati ation on (types (types of at attac tachme hment) nt) ■ Sec Sec u urr e att attac achm hmen entt ● When When thei thei r mot mothe herr r etu eturr ns ns , in infa fant nts s are are happ happy y and and en enth thus usia iast stic ic and and init initia iate te contact. ● Healthiest form of   attachment. ■ An Anxi xiou ouss-re resi sist stan antt theo theory ry ● Wh When en tthe heir ir m mot other her leav leaves es tthe he room, they become unusually

upset, and when their mother  ret return urns, s, they they seek seek contac contactt with her but reject attempts at being soothed. Anxi Anxiou ouss-av avoi oida dant nt the theor ory y ● With With thi this s s ty ty le, le, i n nfa fant nts s s tay tay c al al m w h hen en thei theirr mo moth ther er   leav leaves es;; they they acce accept pt the the stra strang nger er and when when thei their  r  mother returns, returns, they ignore and avoid her.

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attached to their parents could not profit from psychoanalytic therapy, therefore it is best to focus on the child’s environment as to support their psychosexual and emotional development, and prevent neurosis from taking root. ■ Chi Child ld analys analysis is is only only appr appropr opriat iate e when when a child develops neurosis—w neurosis—when hen an individual dual exper experiences iences (grea (great) t) stres stress s with no delusions. Me ella ni nie Kl Kle in in ○ “H “Hum uman an psyc psych h is unst unstab able le,, flui fluid, d, cons consta tant ntly ly ○

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fending off psychotic anxieties.” Both Both dist disturb urbed ed and he healt althy hy ch child ildren ren sh shoul ould d be psycho psychoanal analyzed; y zed; distur disturbed bed childr children en wou would ld receive recei ve the benefit of therap therapeutic eutic treatment treatment,, whereas where as healthy children would profit from a (parang ng preventive preve ntive pr prop ophy hyll ac ac titi c anal analy y si si s (para analysis). Negat Negativ ive e tr tran ansf sfer eren ence ce was was an esse essent ntia iall step step toward a successful treatment. P la y t he he rra a py py ■ Form Form of coun counse seli ling ng or psyc psycho hoth ther erapy apy in which play is used as means means of  h el elp in in g c hi hi ld rre en e xp xp rre e ss ss or  comm communi unicate c ate thei theirr feel feelin ings gs that that involves involv es interpreti interpreting ng their play as a

  

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window on their unconsci window unconscious ous mind, belie believing ving that young children express their their con consci scious ous and uncons unconscio cious us wishes wishe s better compared when using Freudian’s Freud ian’s dream analysis analysis and free association. ■ In ad addi diti tion on to ex expr pres ess s ing ing nega negati tiv ve transferenc trans ference e feelings feelings as a means of  play, play, Kle Klein’ in’s s you young ng pat patien ients ts oft often en attacked her verbally, which gave her  an op oppo porr tun tunii ty ty to i nte nterr p prr e ett th the e unc uncons onscio cious us motive motives s behin nd d the these se attacks (1943) ● An Anna na F reu reud d di sag sagrr eed eed and and said that Klein over analyzed the children too much. Kl Klei eini nian an T her herap apy y ■ Aim Aim:: Reduce Reduce depr depress essive ive a anxi nxieti eties es and and persecutory fears and to mitigate the ■

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harshness of internalized objects. How: Encouraged patients to ree reexpe xperie rience nce ear early ly emotion emotions s and fant fantas asie ies s but this this time time wi with th th the e therapist therap ist point pointing ing out the differ differences ences between betwe en reality reality and fantas fantasy, y, between between conscious and unconscious. She also allowed patients’ understanding of how unconscious uncons cious fantasies connec connectt with present everyday situations. Res Result ult:: Pat Patien ients ts fee feell les less s per persec secute uted d

by intern internalize alized d objects, objects, experie ence nce red reduce uced d anxiet anxiety, y, and are able to project previously brightening internal objects in the world. Relation of Object Relations Theory with Attachment Theory ● Obje Object ct rrel elat atio ions ns theo theory ry ○ Ob bjj ec ec t re la la ttii on on s t he he o orri st st s se ee e hu um ma an n personality as a product of the early mother and child relationships; relationships; the interaction interaction between mother and infant lays the foundation for future personality person ality developmen developmentt because because the early interpersonal experience serves as a prototype for subsequent interpersonal relations. ● At Atta tac ch hme ment nt tthe heor ory y

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Ex Expl plai ain n th that at pri pri m mar ary y c ar ar egi egiv v er er s w h ho o ar are e available and responsive to an infant’s needs allow the child to develop a sense of security. Th The e in infan fantt kn know ows s th that at the the care caregi give verr is dependable, which creates a secure base of the child to then explore the world. Bo Both th theori theories es have an ef effe fect ct on futu future re rel relati ationsh o nship ips s whether it is romantic or not. Re ell a ate ted d rres esea earr ch ch ○ Ch Chil ildh dhoo ood d tr traum auma a an and d adul adultt obje object ct rela relati tions ons phantasies ■ P eo eo p plle w it h t ra ra um um a att ic c hi hi ld ho ho od od ex expe perr iien enc ce es s s ee ee s tr tr a ang nger ers s as dangero dang erous us and rej reject ecting ing and may develop shame. ■ Pe Peopl ople fi find nd thems themsel elve ves s unwo unwort rthy hy of  connecting to other people. ○ Attach Attachmen mentt theory theory and adult adult relations a tionship hips s ■ Anx Anx iiou ous s in ndi div v iidu dual al need needs s c ons onsta tant nt

reassurance in terms of (future) plans. Critique of Object Relations Theory ● The the theory ory does does not lend lend itself itself to falsific falsifications ations becaus because e it generates very few testable hypotheses. ○ Attach Attachment ment theory rates higher on falsif falsificati ication. on. ● Lacks usefulness ness as a an n organize organizerr of of knowled knowledge. ge. ● Hig High h in nterna ternall con consis sisten tency. cy. ● Low Low iin np par ars s iimo mony ny.. Concept of Humanity ● Hig High h on determ determini inism, sm, llow ow on free free choi choice. ce. ● Eit Either her pess pessimi imisti stic c or optim optimist istic. ic. ● ● ● ●

Biography ● Born ((the the yo youngest ungest of five five old older er br brothers others)) on S Septemb eptember  er  15, 1885 in Eilbek, Hamburg, Germany ○ Chi Childh ldhood ood:: felt felt unw unwant anted ed and u unlo nloved ved.. ● Parent Parents: s: Bern Berndt dt Dani Daniels elsen en (Fat (Father her)) and Cloth Clothild ilda a van Ronzelen Danielsen (Mother) ● Hosti Hostile le tow towards ards he herr fathe fatherr and llabeled abeled h him im as a relig religious ious hypocrite, yet idolized her mother. ● At ag age e 13, she w want anted ed to become become a p phys hysici ician, an, but n no o university in Germany admitted women. ○ At ag age e 16, 16, obj objec ecte ted d by her her fathe fatherr , s o s h he e entered the gymnasium that would lead her to enter a medical school. ● Her att attain ained ed inde independ pendenc ence e was supe superfi rficia ciall as she had the need to be merged with a great man. ○ Idea Ideali liza zati tion on and fear inci inciti ting ng angr angry y reje reject ctio ion n haunte haunted d her during during her rel relati ations onship hip wit with h a series of men. ● In 1906 1906,, she entere entered d the Unive University rsity of Freibur Freiburg g (she (she was one of the first women in Germany to study medicine). ○ She She me mett Osk Osk ar ar H o orr ney ney ( p pol olii titi cal cal s ci ci enc ence e student) ■ Ma Marr rrii ed ed in 190 1909. 9. ● Filled with notable experiences. ○ Parents died less than than a year year afte after  r  each other. ○ G av av e b bii rrtt h to to t hr hre e daughters in 5 years.

Mor More e on cau causal sality ity tha than n tel teleol eology ogy.. Hi High gh on unc uncon onsc scio ious usne ness ss.. Bio Biolog logy y more more than env enviro ironme nment. nt. Sim Simila ilarit rities ies more more tthan han uniq uniquen ueness ess..

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Cha Chapte pterr Theory

6: Kar Karen en Horney Horney::

Psy Psycho choana analyt lytic ic Soc Social ial

Received her MD degree in 1915 Had several love affairs Earl Early y years years of sep separ arat atio ion n with Os Oska kar  r  Horney ● Mo Mos s t pr prod oduc ucti tiv ve ○ Seei Seeing ng pati patien ents ts ○ Ca arre d fo fo r h he e r th th rre ee daughters ○ I nv nv ol ol ve ve d i n wri titi ng ng , teaching, teachi ng, trave traveling, ling, and lecturing ○ “Culture, not anatomy, was ○

 

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re s sp po on ns sii b blle fo orr   psychic psych ic differ differences ences betw between een me men n and and women” In 191 1910, 0, sta start rted ed an analys analysis is wit with h Karl Abr Abraha aham m (a (an n associate assoc iate of Freud Freud)) that led her to be more acquain acquainted ted with other psychoanalysts.

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In 1917 1917, , she wro wrote her first first pape paper r on psyc psychoa hoanal nalysi ysis: s: “The Technique ofte Psychoanalytic Therapy” ○ Refl Reflec ecte ted d the the or orth thodo odox x of Freud Freudia ian n vi view ew and gave gave little little indica indicatio tion n of her indepe independen ndentt thinking. In 192 1923, 3, she left left Ge Germa rmany ny for a po posit sition ion as asso associa ciate te director of the newly established Chicago Psychoanalytic Institute. In 19 1950 50,, s h he e publ publii she shed d her her mos mos t i mpo mporr tan tantt w o orr k ‘Neurosis and Human Growth’ ○ No ott a r e eac acti tion on to F reu reud’ d’s s theo theorr iies es but an expression of her own creative and independent

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thinking. ● Died of canc cancer er on Decem December ber 4, 1952 at the age of 65. Introduction to Psychoanalytic Social Theory ● Horn Horney ey and and F Fre reud ud c comp ompar ared ed ○ Strict Strict adh adhere erence nce to orthodo orthodox x psyc psychoan hoanaly alysis sis would lead to stagna stagnation tion in both theoretical theoretical thought and therapeutic practice ○ Ob bjj ec ec te te d t o Fr eu eu d d’’ s i de de as as o n f e em m iin n in e psychology ○ Vi View ew of psyc psycho hoana analy lysi sis s shou should ld move bey beyond ond instinct theory and emphasize the importance of  cultural influences in shaping personality “Man is ruled ruled not by the pleasure easure princ principle iple alone but by two guiding guiding pri princi nciple ples: s: saf safety ety and satisfaction.” ○ Neu Neuros roses es are no nott a resul resultt of inst instinc incts ts but ra rathe ther  r  an attempt to find paths through a wilderness (creat (created ed by soc societ iety y and not by ins instin tinct ct or  anatomy) full of unknown dangers. ○ Fre Freud’ ud’s s view views s resu result lt in a pess pessimi imisti stic c conc concept ept of  human humanit ity y based based on inna innate te in inst stin inct cts s and stagnation of personality. ■ Her Hers s is an an optimi optimisti stic c one cen center tered ed on cultu cultural ral forces that are amenable to change. The The imp impac actt o off c cul ultu ture re

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result in being love and affection as the solution to problems. Ge en nu uii n ne e lo ov ve ca n b e a h ea ea ltlt hy hy , gro growth wth-pr -produc oducing ing experi experienc ence, e, but desperation desper ation for love provides fertile grou ground nd fo forr the the dev dev el el o opm pmen entt of  neuroses. ● Neurotics strive in pathological ways ○ Sel Sel ff- d def efea eati ting ng attempt attempts s res result ult in low low self self-e -est stee eem, m,

increased hostil increased hostility, ity, basic anxiety, more competitiveness, continuous excessive excess ive need for  love and affection. Wester Western n so society ciety contributes butes to vicious vicious circle ■ Cu ull ttur ural al te teac achi hing ngs s of k ins inshi hip p and and humility. ● Con Contra trary ry to to pr preva evaili iling ng at attit titude ude —aggressiv —aggr essiveness eness and drive

to win or be superior. So Soci ciet ety’ y’s s demand demands s for succe success ss and achievement. ■ Pe Peopl ople are liber liberat ated, ed, yet yet free freedo dom m is mostly restricted restricted by geneti genetics, cs, socia sociall pos positi ition, on, and compet competiti itiven veness ess of  others. The Im Impor portan tance ce of Child Childhoo hood d Experie Experience nces s ○ Neu Neurot rotic ic conflic conflicts ts stem from from any develop developmen mental tal stage stage but childhood childhood is from from whi which ch the vast maj majori ority ty of pro proble blems ms ari arise se that that leaves leaves an impression on a child’s future development. ■ Sexual abuse, beatings, open rejection, pervasive neglect

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Dif Diffic ficult ult childh childhood ood is resp respons onsibl ible e for neuro neurotic tic needs. “Th “The e sum total total of chil childho dhood od exp experi erienc ences es bri brings ngs about a certain chara character, cter, structu structure, re, or rather rather,, starts its development.” ■ Tota Totali lity ty of earl early y rela relati tion onsh ship ips s mold molds s personality development.

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“repetitions L Lat ater er atti atti tud tof udes es to othe ot herr s, sbut , then themanate en,, ar are e from not not infantile ones the character structure, the basis of which is laid in childhood.” Basic Hostility and Basic Anxiety ● Inext Inextri rica cabl bly y inte interw rwov oven en.. ● Cer Certai tain n condi conditio tions ns are nee needed ded in ord order er to pote potenti ntiall ally y have a healthy development to provide them safety and satisfactio satisf action n that will grow in accordance with their real self. ○ Warm Warm and lov lovin ing g envi enviro ronm nmen entt yet yet not over overly ly permissive. ●

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Cul Cultur tural al influe influence nces s as primary primary bases bases fo forr both neurotic and normal personality development M od od e err n c cu u lt u urr e ■ Co Comp mpet etit itiv iven enes ess s and basi basic c hos hosti tili lity ty spawns feelings of isolation. ■ Fe eel elii n ngs gs of bei bei n ng g alon alone e w iill l c au aus se people peop le to ove overva rvalue lue love that may

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○ Genuin Genuine e love love and h heal ealthy thy d disc iscipl ipline ine.. Multip Multiple le of adverse adverse influe influences nces iinterfe nterfering ring w with ith the certa certain in conditions ○ Parent’ Parent’s inabi inabilit lity y or unwil unwillin lingne gness ss to love their  r  child. ■ Neglect, ove rp rprotect , reject, overindulge. If safe safety ty and sa satis tisfac factio tion n is not met by th the e pare parents nts,, the child develops basic hostility. ○ Rep Repres ressed sed by the the child, d , this this lead leads s to prof profoun ound d feelin feelings gs of insecu insecurit rity y and a vague vague sense sense of  apprehension called basic anxiet apprehension anxiety y (feel (feeling ing of  bein being g isol isolat ated ed and and help helple less ss in a worl world d conceived as potentially hostile). Host Hostil ile e im impu puls lses es are the the prin princi cipa pall sour source ce of basi basic c anxiety, but basic anxiety also contributes to feelings of  hostility. Reci Recipr proc ocal al infl influen uence ce inte intens nsif ifie ies s neur neuros osis is wi with thout out additional outside conflict. 4 gene general ral w ways ays of def defense ense agains againstt bas basic ic anxiety anxiety ○ 1 . A ffff ec ec titio n ■ Doe Does s not not lead lead to to authe authenti ntic c love love.. ■ Ma May y tr y to purc purc has hase e l ov ov e w iith th s e ell ffeffacing effaci ng compli compliance, ance, materia all goods, sexual favors. ○ 2. Sub Submi mis s si si ven venes ess s

 

Su Subm bmii t to peop peopll e or i ns ns ttii ttut utii o ons ns i n order to gain affection 3. P Powe ower, r, Pres Prestig tige, e, P Poss ossess ession ion ■ Power: Power: again against st hos hostil tility ity;; takes takes the fform orm of a tendency to dominate others. ■ Prestige: against humiliation; expressed expre ssed as a tendency tendency to humiliate

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others. Posses Pos sessio sion: n: buffer buffer aga agains instt dest destitu itutio tion n and povert poverty; y; maniffests ests its itself elf as a tendency to deprive others. ○ 4 . Wi th th d drr aw awa l ■ De ev ve ell opi oping ng an i nde ndepe pend nden enc c e fr from om others others or by becomi becoming ng emo emotio tional nally ly detached from them. ■ By wit withd hdra rawi wing ng,, neuro neuroti tics cs fee feell th that at they cannot be hurt by other people. Compulsive Drives ● Neu Neurot rotics ics do not not enjoy enjoy miser misery y and su suffer ffering ing..

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Behavi Behavior or cannot cannot be changed changed by th their eir own own free wi will, ll, bu butt must contin continually ually and compul compulsivel sively y protec protectt themselves ves against basic anxiety. Neu Neurot rotic ic n need eeds s ((10 10 cate categor gories ies)) ○ 1. Th The e neur neurotic otic need for affecti affectio on n and approv approval al ■ Pe Peop opll e plea pleas se err . ■ Live Live up to th the e expec expecta tati tions ons of o oth ther ers s and tend to dread self-assertion. ○ 2. The ne neuro urotic tic need need fo forr a powe powerfu rfull part partner ner.. ■ Over Overva valu luat atio ion n of lov love e and a dre dread ad of  being alone or deserted. ○

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3. The neurotic neurotic ne needs eds to restrict restrict one’s one’s llife ife w within ithin narrow borders. ■ Rema Remain in inco incons nspi picu cuous ous,, tak take e se seco cond nd place, and to be content with very little. ■ Down Downgr grad ade e th them emse selv lves es.. 4. T The he neur neuroti otic c ne need ed for for p powe ower. r. ■ P ow owe r a n nd d a ffff ec ec ttiio n a r e t he he t wo wo greatest neurotic needs. 5. Th The e neur neuroti otic c nee needs ds to expl exploit oit o othe thers. rs. ■ Way Ways s of expl exploit oiting ing o othe thers rs but but do does es n not ot wish to be exploited. 6. The ne neuro urotic tic ne need ed for so socia ciall recogn recogniti ition on or  prestige. ■ Try Trying ing tto o be fi first rst,, to be iimpo mporta rtant, nt, o orr to attract attention to themselves.

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7. The ne neuro urotic tic need need for person personal al adm admira iratio tion. n. ■ To b be e admire admired d for wha whatt they they are are rather  rather  than what they possess. 8. Th The e neuroti neurotic c need for for ambit ambition ion an and d per person sonal al achievement. ■ St Stri rivi ving ng tto o be th the e best best.. ■ Mus Mustt defea defeatt other other peop people le in or order der tto o

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confirm superiority. 9. The neur ne urot otic ic their need for self-s self-suf uffi fici cien ency cy and independence. ■ The nee need d to move move awa away y from from p peop eople. le. ■ The pla playbo yboy y w who ho cann cannot ot be tie tied d down down by an any y wo woma man n exem exempl plif ifie ies s th this is neurotic need. 10. 10. T h he e neur neurot otii c need need for for per per fec fecti tion on and and unassailability. ■ St Stri rive ve for perf perfec ecti tion on as proof proof of the their  ir  self-esteem and personal superiority. ■ D rrea ead d to mak mak e mis mis tak takes es i n fr fron ontt of 

other people. Ne eur urot otii c tr tren ends ds ○ 3 cat catego egorie ries s of the the 10 neur neuroti otic c needs needs ○ 1. Mo Movi ving ng to towa ward rd peop people le ■ Sees Sees pe peopl ople e as source source of affe affecti ction on ■ Appe Appear ar l o ov v iing ng,, fri fri e end ndll y, y, gene generr o ous us,, unselfish, humble, sensitive. ■ Mor Morbid bid depe dependen ndency cy or codepe codependen ndency. cy. ■ Phi Phi llos osop ophy hy of llii ffe e ● Willing to subordinate themselves to others.

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Become Bec s aisfy ne neuro tic whe when n peo people ple try omes to satisf sat y urotic them the mneed by compul com pulsiv sively ely putting puttin g emotio emotional nal distan distance ce betwee between n themselves and other people. Hav Have e an inte intensi nsifie fied d nee need d to b be e stron strong g and powerful. ● Self-d Self-dece ecepti ptive ve beli belief ef that that they ar are e per per ffec ectt and and bey bey ond ond criticism. Ne eu u rro o titi c ne ne ed ed : ● For self-sufficiency an nd d independence ●

For perfection unassailability

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Intrapsychic Conflicts ● Intra Intraps psyc ychi hic c proc proces esse ses s orig origin inat ate e from from inte interp rper erso sona nall experiences; experi ences; but as they become part of a person person’s ’s bel belief ief system system,, they they develo develop p a lif life e of their their own—an own—an existence separate from the interpersonal conflicts that gave them life. ● Ideal Idealiz ized ed self self-i -ima mage ge ○ Human Human be bein ings gs are ca capab pable le of dev devel elopi opin ng g a sense of security and self-confidence, but due

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N eu eu rro o ttii c n ne ee ed d: ● Fo Forr affe affect ctio ion n and a app ppro rova vall ● Fo Forr a powe powerf rful ul part partner  ner  ● T o r es estr trii ct ct one’ one’s s l iife fe w i tthi hin n narrow borders. 2. M Mov ovin ing g ag agai ains nstt pe peop ople le ■ Sees Sees ev every eryone one as as a p pote otenti ntial al enem enemy. y. ■ Ap Appea pearr to toug ugh h an and d ruth ruthle less ss ■ Can s surv urvive ive iin n a compet competiti itive ve so socie ciety. ty. ■ N eu eu rro o ttii c n ne ee ed d: ● For power   ● T o ex expl ploi oitt oth other ers s ● F or or ambi ambi titi o on n and and per per son sonal al achievement

F or or s oc oc ial ial r ec ecog ogni niti tion on and prestige ● For For pers person onal al adm admir irat atio ion n 3. Mov Movin ing g away away fro from m pe peopl ople ■ Need Need for pri priva vacy cy,, indep indepen ende denc nce, e, and self-sufficiency. ■ Auto Autonom nomou ous s and and ser seren ene. e.

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to early negativ negative e influences, influences, people become desperate to acquire a stable sense of identity. To fig fight ht this this dilemma dilemma,, huma humans ns create create an idealized self-image. See See them thems s el el ves ves w iith th i nfi nfini nite te pow pow e err s and and unlimited ted capabillities ities (hero (hero,, genius genius,, suprem supreme e lover, saint, god). Soli Solidi difi fied ed self self-i -ima mage ge resu result lts s in neur neurot otic ics s to believe believe it as the reality, reality, therefor therefore e they lose touch with their real self and use the idealized self as the standard for self-evaluation. Th rre e e as asp ec ect s: s: ■ Neur Neurot otic ic sea searc rch h for for glor glory y ● I nc nc or orp or or a att es es t he he irir l iiv ve s— s— goals, self-concept, relations

 

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with with othe others rs— — fr from om the their  ir  idealized self. Need Need for pe perf rfec ecti tion on ○ Drive to mold the who whole le person personali ality ty into into the the id idea eali lize zed d self. ○

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T yranny of the should. ■ “Forget abou aboutt th the e disgraceful creature you actually are are;; thi this s is how you should be.” Ne eur urot otii c amb ambii titi on on ○ Compu lsive d rriive

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Drive triumph ○ Most destructive element of all. ○ D rrii ve ve for for s suc ucc ce es ss b by y aiming aimin g to put others others ○

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toward superiority. Chann el el ene rrg gies into into acti activi viti ties es th that at are are mo most st li like kely ly to bring success. toward vind ictive

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the insatiable demands of their idealized self  6 maj major or ways ways of expr express essing ing self self-ha -hatre tred d ■ 1. R Rele elentl ntless ess dem demands ands on the the self  self  ● Ty Tyra ranny nny of the the shou should ld ● Example: not stopping despite despi te achieving achieving a measur measure e of success. ■ 2. Mer Mercil ciless ess sel self-a f-accu ccusat sation ion ● Ta k kii n ng g re sp sp on on si si bi bi li ty ty f or or   hea heavy vy tasks tasks then then suddenl suddenly questioning the virtue of their 

in shame or defeat. Increase the drive with every succe success ss achi achiev eved ed,, wh whic ich h raises fear of defeat.

Ne eur urot otii c c lai laims ms ● En Enti titl tled ed peop people le th that at cr crea eate te an illusion of their world that is inline with their idealized selfimage. ● Demands of special privileges. ● Ex Exam ampl ple: e: Pe Peop opll e w h ho o c ut i n line line to bu buy y mo movi vie e ti tick cket ets s de es sp itit e kn o ow wi n ng g th he ey

and support one’s self. a glorified view of  To p rre e ve ve nt nt t he he h ur ur t,t, t he he y avoid people who refuse to yield to their neurotic claims and and i ns ns tea tead, d, they they try try to be beco come me asso associ ciat ated ed wi with th so oc c iial alll y pr prom omii n nen entt and and prestigious prest igious institution institutions s and acquisitions.

S el el ff--h a att re re d ○ Rea Realiz lizati ation on that thei theirr real self self doe does s not mat match ch ○

own motivations. “I “Iff pe peop ople le onl only y knew knew m me, e, the they y wo u ull d re ea a liliz e t ha ha t I ;m ;m pretending to be knowledgeab knowl edgeable, le, compet competent, ent, an and d si sinc ncer ere. e. I’m I’m real really ly a fraud, but no one knows it but me.” 3. Sel Sel ff-- con conte temp mptt ● Belittling , disparag ing, doub doubti ting ng,, dis dis cr cr edi editi ting ng,, ridiculing oneself. ● Prev Preven entt self self from from str striv ivin ing g for  improvement or achievement. 4. Se Self lf-f -fru rust stra rati tion on ●

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shouldn’t and are una unapol pologe ogetic tic when when peop people le call them out. Ne eur urot otii c pri pri d de e ● Ba Base sed d on an an idea ideali lize zed d im image age of self and is usually loudly loudly proclaimed in order to protect

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De si si gn gn ed ed t o a c ttu u al al iiz ze a n inflated self-image. “I mus mustt not w wea earr ni nice ce clo cloth thes es because many people around the world are in rags.” “D “Dii q dasu dasurv rv yon, yon, di q d das asur urv v yan.”

5. Sel Se●l ff- ttor orme nt “ment S Sel elff-to torr ttur ure” e” ●

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M ai ai n i n te te nt nt io io n i s t o i nf nf lilic t harm on oneself. ● M as as oc oc hi his titi c p eo eo pl pl e a tttt ai ain satisf satisfact action ion by anguis anguishin hing g over a decision, exaggerating pain pain,, self self-h -har arm, m, invi inviti ting ng physical abuse. 6. S el elf --d d es es tr tru ct ct iv ive a ct ct io io ns ns a nd nd impulses ● Ca n b e e itit he he rr:: ○

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Physical or   psychological ○ Conscious or   unconscious ○ Acut Acute e or or chr chron onii c ○ Ca arr rrii ed ed out out i n a ac c titi on on or enac enacte ted d in the the imagination Exa mp mple: breaking off a healthy relationship in favor of  a neurotic one.

Feminine Psychology ● Horney set her o own wn th theory eory that rejec rejected ted Freud’s. Freud’s. ● Psychi Psychic c diff differe erence nces s betw between een me men n and wom women en are no nott the res result ult of anatomy anatomy but rat rather her cultu cultural ral and social social expectations. ○ Men w who ho su subdu bdue e and rrule ule w women omen,, and w wome omen n who who degr degrade ade or envy envy men is a resu result lt of  competitiveness rampant in the society. ○ B as as ic an an xi xie ty ty ■ Men’s need need to subjug subjugate ate wom women. en. ■ Wom Women’ en’s s wish wish to humi humilia liate te men. men. ● Oedi Oedipu pus s c omp ompll ex ex ○ Due to en envir vironm onmenta entall cond conditi itions ons,, not bio biolog logy. y. ○ An ex expre pressi ssion on of th the e neur neuroti otic c nee need d for llove ove..

 

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Cli Clingi nging ng to one paren parentt and sho showin wing g jealous jealousy y to the other is a means of alleviating basic anxiety, and despite having sexual aspects aspects to it, the child’s main goal is for secur security ity and not sexual intercourse. Penis en envy ○ Girls Girls ha have ve no reaso reason n to be env enviou ious s of a mal male’s e’s penis. Boys Boy s sometim sometimes es exp expres ress s desirres es of h havi aving ng a baby, but this is not the result of a universal male “womb envy.” Mas Mas c cul ulii ne ne prot protes estt ○ Lead Leads s to the n neur euroti otic c des desire ire tto o be a man ffor or the the reason that some quali qualities ties or privi privileges leges are prevalent in men as what the society regards. Ja ane nett S Shi hibl bley ey H y yde de ○ Analyz Analyzed ed meta-ana meta-analys lyses es of gender gender diffe differen rences ces to test the opposite predict prediction: ion: that males and females are more alike than they are different. ○ “Fil “File ed dra rawe werr p pro robl blem em”” ■ Possib Possibili ility ty th that at the there re ar are e more more studies studies that are not published due to the result not reaching ng statistica statisticall signi significanc ficance, e, t he he rre e ffo o rre e, m or ore ev viid e en nc ce e of  differences between genders is highly accessible because these studies are the ones that got published. ○ Hyde Hyde exa exami mine ned d 46 met metaa-an anal alys yses es,, an and d her  exa examin minati ation on of effect effect siz sizes es sup suppor ported ted the gender similarities hypothesis. ○

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Me ta ta-analysis: statistical metho d of   systema sys tematic ticall ally y com combin bining ing dat data a fro from m man many y studies (published and unpublished). Gender Gender di diffe fferen rences ces w were ere un unimp import ortant ant.. Persis Persisten tentt beli belief ef in gender gender diffe differen rences ces is du due e to thinking that males (Mars) and females (Venus) come from different planets which appeals to a person’s intuition. Hig Highly hly likel likely y that these these gende genderr diffe differen rences ces will will come true is due to behaving according to the structure. ■ Ex Examp ample le:: if a gir girll is ex expe pect cted ed not not to excel in math, her parents might not encourage her to study it, which might

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result in lack of confidence and having zero improvement on it. ■ Ex Exam ampl ple: e: if a boy boy is expe expect cted ed no nott to sho show w his emotions emotions and to be mor more e “masculine” “masc uline”,, these may resul resultt in an inability to express in adulthood. In 200 2005, 5, H yde yde i s ss su ued ed a w a arr n nii n ng g abou aboutt the the

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overinflated of differences, ma may y ha harm rm claims wo wome men’ n’s sgender oppo opport rtun unit itie ies s inwhich the the workplace, couple conflict, communication and ana analys lysis is of sel self-e f-este steem em proble problems ms among among adolescents.

others’ P ower motivations) (desire to be in command) ● Strength Deta Detach chme ment nt (awa (away) y).. ● Ne eed ed for for alon alonen enes ess s ● A vo vo id id an an ce ce ( rre e si si st st an an ce ce to personal interactions) ● Self-s Self-suff uffici icienc ency y (enj (enjoym oyment ent of  living independently of family and friends) T he he diag diagno nos s titi c s tat tatii sti stic ca all ma manu nual al (D DSM SM-- 5) 5) c ont ontai ains ns c lus luste terr s of  personality disorders ● C llus uste terr A: odd or ec c cen entr trii c disorders (paranoid, schizoid, schizotypal). ○ Do not exhibit altruistic or   sympathetic behaviors. ● Cluster B: dramatic, emot emotio iona nal, l, erra errati tic c grou group p ●

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Psychotherapy ● Ho orr n ney eyii a an n th ther erap apy y ○ Hel Help p patient patients s gradual gradually ly grow grow in the direc directio tion n of  self-realization. ■ Give Give up th their eir ideali idealized zed self self-im -image age ■ Relinq Relinquis uish h neurot neurotic ic searc search h for g glor lory y ■ Ch Chan ange ge selfself-ha hatr tred ed to acce accept ptan ance ce of  the self  ○ Th Thre ree en neu euro roti tic c tre trend nds s ■ Lov Love, e, m mas aste tery ry,, fr free eedo dom m ■ Pa Pati tien ents ts see thei theirr behavi behavior or in the these se positive terms that is why they think it is healthy, right, and desirable. ○ Ult Ultima imatel tely y success successful ful thera therapy py is built built on self self-analysis. ■ Unders Understan tandin ding g the differ differenc ence e betw between een their idealized self-image and real self. ○ Drea Dream m iint nter erpr pret etat atio ion n D rrea eams ms as a w a ay y of attem attempt ptii n ng g to solve conflicts, conflicts, but solutio ons ns can be either neurotic or healthy. ○ F ree ree as ass so oc c iiat atii o on n ■ Re Reve veal als s th the e pa pati tien ent’ t’s s idea ideali lize zed d self self-image. Related Research ● Develo Developin ping g and validati validating n g a new measure measure of Horney Horney’s ’s neurotic trends ○ Fr ed ed e err ic k Co o oll id g ge e a nd nd h is is c ol ol lle e ag ag ue ue s developed an instrument called “The HorneyCoolidge Tridimensional Inventory” or HCTI ■ Measures: ■ Co Comp mpli lian ance ce (t (tow owar ard) d)

Altruism (desire to he lp others) ● Need Need for for rela relati tions onshi hips ps ● Self Self-a -aba base seme ment nt (subj (subjugati u gation on of own needs to others’) Aggr Aggres essi sion on (aga (again inst st)) ● M al al ev evo le le nc nc e ( e ev v il v ie ie w o f  

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(anti (antisoci s ocial al,, bord border erli line ne,, histrionic, narcissistic) ○ Aggression ● Clu Cluste sterr C C:: fearf fearful ul and anx anxiou ious s group (avoi (avoidant, dant, depend dependent, ent, obsessive-compulsive) ○ Corr Correl elat ated ed po posi siti tive vely ly with compliance. Pr Pred edic icti ting ng mari marita tall sati satisf sfac acti tion on in long long-t -ter erm m married couples. ■ Admi Admini nist ster ered ed comp compre rehen hensi sive ve mar marit ital al satisfaction scale (CMSS) and HCTI ● Co oup upll es es w i tth h l ow s c cor ores es on the detachment scale were

  

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happ happii er er than than th thos ose e wh ho o scored higher. ● Mov Movin ing g towa toward rds s (c (comp ompli lian ance ce)) and moving against (aggression (aggre ssion)) were unrelated unrelated to marital satisfaction. Can neuroti neuroticis cism m eve everr be a good good tthin hing? g?

Mic Michae haell Robi Robinso nson n and col collea leagues gues a aske sked d “how could one be a successful neurotic?” ■ Pe Peop opll e high high i n ne neur urot otii ci ci sm sm dete detec ct t hr hre a att s wh ic ich a rre e re ella tte ed to experienci exper iencing ng less negative moods in daily life. Critique of Horney ● Not e enough nough curren currentt rese research arch to supp support ort her her supposit suppositions. ions. ● Fal Falls ls short short to gene generat rate e rese researc arch h and to subm submit it to the criterion of falsifiability. Concept of Humanity ● Sli Slight ghtly ly higher higher on free ch choic oice e than on the dete determi rminis nism m concept of humanity. ● Dif Differ ferenc ence e of a healtthy hy per person son and and a neurot neurotic ic ind indivi ivid dual ual is the degree of compulsivi compulsivity ty with which each moves toward, against, or away from people. ● Opt Optimi imisti stic c than pessimis pessimistic tic—pe —peopl ople e pos posses sess s inh inhere erent nt curative powers that lead them toward self-realization. ● Stands in th the e middle middle in in cau causalit sality y vs vs.. teleology teleology.. ● Unc Uncons onscio cious us than conscio ous us motiv motivati ation, on, espec especial ially ly for  neurotic neurot ic people as they have little little unders understandin tanding g of  themselves and their behaviors. ● Social Social iinfl nfluenc uences es than than biolo ogical gical ones. ones.

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Highl Highlights ights similarities arities rrather ather than unique uniqueness. ness.

Biography ● Erik Erik Homburg Homburger er (chang (changed ed to Erikson k son when he w went ent to  America), Erik H. Erikson, Erik Salomonsen, Erik Homburger Erikson.

Art Artist istica ically lly gi gifte fted d aristocr aristocrati atic c Dane (one that fits best for his guessed biological father). Vent Venture ured d away from from home durin during g late adol adolesc escenc ence— e— wandering artist and poet. ○ 7 yea years rs in into to search searching ing,, he came came back c conf onfuse used, d, exha exhaus uste ted d and and depr depres ess s ed ed (u una nabl ble e to paint/sketch). Receiv Received ed an invitat invitation ion letter letter from from Peter Peter Blos to tea teach ch children in a new school in Vienna. ○ One of tthe he ffound ounders ers was Anna Fre Freud. ud. Most di difficul fficult problem: problem: searchin searching g for his his fathe father’s r’s identit identity. y. Met Joa Joan n Serson Serson in Vienna, Vienna, a Canadia Canadian-b n-born orn dancer dancer,, artist, and teacher (underwent psychoanalysis also). ○ Became Became coau coautho thorr of Erik Erikson son’s ’s book books. s. ○ Had 4 ch child ildren ren:: sons Kai, Kai, Jon, Jon, an and d Nei Neill (wi (with th down syndrome), and daughter Sue. Erik Erik’s ’s sear search ch fo forr id iden enti tity ty to took ok him him thro throug ugh h diff diffic icul ultt experiences during his adult developmental stage. ○ Ta Take ke care care of child childre ren, n, produ product cts, s, and ide ideas as (didn’t (didn’t meet these standards especially with Neil). ○ Pla Placed ced Neil Neil in an inst institu itutio tion n and Erik Erik had told told his other kids that Neil died at birth. Told Told Kai (eldes (eldest) t) the truth truth,, but deceiv deceived ed the tw two o younger children, Jon and Sue. ○ Re Real aliz ized ed that this this dece deceit it might might dis distr tres ess s his his children (the same way it distressed him about his father). Erik Erikso son’ n’s s pri princ ncip iple les: s: (he violated both) ○ “Don’t “Don’t llie ie to peop people le yo you u should should care care for” for” ○ “Don’t pi pitt on one e family family member against against another” another” Soug Sought ht his identi identity t y through through the the myriad myriad changes changes of job jobs s and residence (lacked academic credentials, just known as art artist ist,, psy psycho cholog logist ist,, psycho psychoanal analyst, y st, cli clinic nician ian,, pro profes fessor sor,, cul cultur tural al ant anthro hropol pologi ogist, st, existe existenti ntiali alist, st, psychobiography, public intellectual). ○

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Chapter 7: Erik Erikson: Post-Freudian Theory

Born Born on June 15 15,, 1902 in Germa Germany ny into into a single e-pare -parent nt family Uncertain tain about his biological biological father so he ○ Uncer made guesses about him: ■ The Theodo odorr Homb Homburg urger: er: physic physician ian ■ Valdem Valdemar ar Sa Salom lomons onsen: en: left left his his mot mother  her  4 years before Erik was born

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In his tim time e in Ameri America, ca, dur during ing his Ca Calif liforn ornia ia per period iod,, Erik evolved a theory of personality separate from but not incompatible with Freud’s. Influe Influence nce of p psychol sycholo ogical gical, cultu cultural, ral, a and nd his historic torical al fac factors tors on identity was the underlying element that held various chapters together. Left Ca Calif liforn ornia ia and retu returne rned d to Massac Massachus husett etts s where he

worked as a therapist at Austen Riggs. Retur Returned ned to Harvar Harvard d and he held ld the positi position on of p profes rofessor sor of  human development for the next 10 years. ● After retir retirement: ement: contin continued ued wr writing, iting, lecturing, lecturing, a and nd see seeing ing a few patients. ● Seek Seek his fat father her’s ’s nam name e duri during ng all the cha change nges s that that happened in his life. ● Di Died ed May May 12, 12, 1994 1994 (age (age 91) 91).. The Ego in Post-Freudian Theory ● Ego ○ posi positi tive ve forc force e that that crea create tes s a self self-i -ide dent ntit ity, y, a sense of “I.” ○ Def Define ined d as the abi abilit lity y to unif unify y expe experie rience nces s and actions in an adaptive manner. ○ Hel Helps ps adapt adapt to con confli flicts cts an and d cris crises es of li life fe tha thatt keeps us from losing our individuali individuality ty to the leveling forces of society. ○ Weak, Weak, pliabl pliable, e, and fr fragi agile le dur during ing ch child ildhoo hood. d. ○ Take form and gain strength during adolescence. ○ Partia Partially lly unc uncons onscio cious us orga organiz nizing ing agen agency cy that synthesizes our present experiences with past self-identities and anticipated images of self. ●

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Inte Interr rrel elat ated ed asp aspec ects ts of ego: bo body dy ego ego,, ego ideal, and ego identity. (rapid changes/alte change s/alteratio rations ns durin during g adoles adolescence cence,, but can still happen at any stage in life). Body ego ■ Expe Experi rien ence ces s with with ou ourr body body.. ■ Seei Seeing ng our phy physi sica call self as dif diffe fere rent nt from other people. ■ Satisf Satisfied ied or d diss issati atisfi sfied ed wi with th our b body ody looks and functions, but recognize that it is the only one we will ever have Ego iid deal ■ Re epr pres esen ents ts th the e i ma mage ge w e hav hav e of  our oursel selves ves in compar compariso ison n wit with h an established ideal.

 

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Idea Id eall iz iz ed ed s el el f.f. Re es sp pon ons s ibl ible e for for bei bei ng ng s a ati tis s ffii e ed d or   dissatisfi dissa tisfied ed with our entire personal identity (including physical self). E go go i de de n ntt itit y ■ Ima Image ge in the v vari ariety ety of socia sociall ro roles les we we play.

■ “Facade” So Soci ciet ety’ y’s s infl influe uenc nce e ○ Eg Ego o emerge emerges s from from and is lar largel gely sha shaped ped by society. ○ Eg Ego o ex exii sts sts as pote potent ntii al al at bi rrth th,, but but mus mus t emerge from within a cultural environment. ○ Pr Prol olon onge ged d per per m mii ss ss iv iv e nur nur s sii ng ng of i n nfa fant nts s resulted in “oral” personalities. ○ In Eu Euro rope pean an Am Amer eric ican an soci societ etie ies, s, oral oralit ity y and anality analit y are consi considered dered undesirab undesirable le trait traits s or  neurotic symptoms. ■ Er Erik ikso son: n: this this view displa s plays ys it its s own ethn ethnoc ocen entr tric ic (evalu (evaluati ation on of one’s cult cu ltur ure e acco ac cord rdin ing g to anot an othe her’ r’s s standards) view standards)  view of other societies. ○ P se se u ud do os sp pe ec cii es es ■ Illu Illusi sion on pe perp rpet etra rated ted and pe perp rpet etuat uated ed by a parti particu cula larr soci societ ety y th that at it is som someho ehow w cho chosen sen to be the human human species. ■ Cul Cultur tural/ al/soc societ ietal al differen differences ces separat separate e the people. ■ Pa Past st centu centuri ries es:: aide aided d the the surv surviv ival al of  the tribe. Modern Modern ttime imes: s: threa threaten tens s the surv surviva ivall of  every nation (as demonstrated by Nazi Germany). ○ Princ Principal ipal contr contributio ibution n to to persona personality lity theory ■ Ext Extens ension ions s of Fr Freud eudian ian e earl arly y sta stages ges of  of  dev develo elopme pment nt (in (inclu clude de sch school ool age age,, youth, adulthood, and old age). Ep Epig igen enet etic ic p pri rinc ncip iple le (term borrowed from embryology) ○ Epigen Epigenesi esis: s: one cha charac racter terist istic ic develop develops s on top of another in space and time. ○ Ego de devel velops ops th throu roughou ghoutt the va vario rious us sta stages ges of  life. ○ Epigen Epigeneti etic c devel developm opment ent imp implie lies s a step-b step-by-s y-step tep growth of fetal organs.

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Ego follo follows ws the path path of of ep epigenet igenetic ic develo development. pment. ■ One One sta stage ge emer emerge ges s fro from m a prev previo ious us stage but does not replace that earlier  (crawl awling ing bef before ore wal walkin king, g, stage. (cr walking before running, running before  jumping). ○ Anythi Anything ng that that gro grows ws has has a ground ground plan, plan, an and d that out of this ground plan the parts arise, each part having its time of special ascendency, until all parts have arisen to form a functioning whole. Stages of Psychosocial Development ● B as as iic c po po in tts s: ○ 1 . G ro ro w wtt h t a ak ke s p lla a ce ce a cc cc or ord in in g t o t he he epigenetic principle. ○ 2. Int Intera eracti ction on of opposi opposites tes (conf (conflic lict) t) ■ Syn Synton tonic ic (ha (harmo rmonio nious) us) element element ● Ex Examp ample le:: bas basic ic trus trustt ■ Dyston Dystonic ic (dis (disrup ruptiv tive) e) elem element ent ● Exam Exampl ple: e: m mii str strus ustt ○ 3. Bas Bas iic cs str tren engt gth h ■ Int Intera eracti ction on of oppos opposite ites s pro produc duces es eg ego o quality or ego strength. ■ Kap Kapag ag ang ang naf naform orm ay syn synton tonic. ic.

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Exa Exampl mple: e: antith antithesi esis s betwee between n trust trust and mistrust emerges hope, an ego quality that allows an infant to move into the next stage. 4. C o orr e path pathol olog ogy y ■ To Too o lit littl tle e basic basic stre streng ngth th at any on one e stage. Kapag ag ang ang naf naform orm ay dys dyston tonic. ic. ■ Kap ■ Exa Exampl mple: e: a child child w who ho does does no nott acq acquir uire e eno enoug ugh h hope hope duri during ng infa infanc ncy y wi will ll develop the antitheses or opposite of  hope—withdrawal. 5. Bio Biolog logica icall asp aspect ect of human human devel developm opment ent ■ Despit Despite e bei being ng calle called d the ps psych ychoso osocia ciall stages.

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6. Mu Multi ltipli plicit city y of co confl nflict icts s and ev event ents s ■ Even Events ts in ea earl rlie ierr sta stage ges s are no nott the only caus cause e of late laterr pers person onal alit ity y development. ■ Ego Ego is sh shap aped ed by pa past st,, pre prese sent nt,, AND anticipated or future (events). 7. Ide Ident ntii ty ty c riri si si s ■

No ott a ca ta ta st st rro o ph ph ic ic e ve ve nt nt , b ut ut a n opportunity for adaptive or maladaptive adjustment. ■ De ev v el el ope oped d mo mos s t espe espec c ial ialll y dur dur iing ng adolescence forward. ■ “A tu turn rnin ing g poi point nt,, a cruc crucia iall per perio iod d of  increased vulnerability and heightened potential.” ■ A p er ers on on b ec ec om om es es s us us ce ce pt pt iib b le le t o major modifications in identity (positive or negative). Stages of the Psychosocial Development Theory ● 1. In Infancy ○ Para Parall llel el to Freu Freud’ d’s s oral oral pha phase se.. (inf (infan ancy cy to 2 years). ○ Tim Time e of incorpo incorporat ration, ion, in infan fants ts tak taking ing in no nott only through throug h the mouth but through other vario various us sense organs as well. ○ Oral Oral-- sen sens s or or y m mod ode e ■ Includes infants’ principal psychosexual mode of adapting. ■ Two modes modes of of inco incorpo rporat ration ion:: ● Rece Receiv ivin ing g and and acce accept ptin ing g ○

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Embryo does not begin as a completely comple tely formed littl little e person, person, but rather it (should) develop according to a predetermined predetermined rate and in a fixed se equ quen enc c e ( ifif an or orga gan n do does es no nott develop develo p durin during g that critical period, it will never attain proper maturity). maturity) .

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Ca an n r ec ec ei ei ve ve w ith ithou outt having to manipulate others. (Example: breathing air) ● S oc oc ia l co co nt nt ex ex t ○ No ott onl onl y mus mustt “ get get”” , but also must must get get s ome omeon one e els els e to (wil help “give.” (willl them become givers). Basic Basic trust trust vs. vs. basi basic c mi mistr strust ust ■ Mos Mostt signi signific ficant ant int interp erpers ersona onall relat relation ions s with their primary caregiver—mother.

 

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between their oral-sensory needs and their environment, environment, they will develop develop basic mistrust. ● Too much much mistr mistrust ust wil willl le lead ad tto o frustration, frustr ation, anger, hosti hostility, lity, cynicism, or depression. ○ Hop Hope: e: Th The e bas basic ic stre strengt ngth h of infa infancy ncy ■ Pa Pain infu full an and d pleas pleasur urab able le ex expe peri rienc ences es lead to the expectation of positive and negative anticipated future events. ■ Cor Core e pat pathol hology ogy:: wit withdr hdrawa awal. l. ● Retreat from the o u uttside world and go toward serious psychological disturbances. 2. E Ear arll y c chi hill dho dhood od ○ Parall Parallel el to Fr Freud eud’s ’s ana anall sta stage ge (2 to 3 ye years ars of  of  life). ○ Young Young childre children n rece receive ive pleas pleasure ure by mas master tering ing sphincter sphinc ter muscle (example: anus), anus), and other  body functions functions (urinating (urinating,, walkin ng, g, throwing, throwing, holding...). ○ De ev ve llo op ps s a se ns ns e o f c o on n ttrr o oll wit h t h he e iirr   interpersonal environment and self. ○

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Anal-u Anal-uret rethra hral-m l-musc uscula ularr mode ■ Co n ntt ro ro l t he he irir b o od d y i n r el ela ttii o on n to cleanliness and mobility. ■ May displa display y stubb stubborn orn tenden tendencie cies s (such as retain/eliminate feces, snuggle/push away their mother). Tim e of stubborn rebellion an d meek compliance, compli ance, impuls impulsive ive selfself-expres expression sion and compulsive deviance, time of loving cooperation and hateful resistance. Au Auto tonom nomy y vs vs.. Sh Shame ame a and nd dou doubt bt ■ A ti time me of sel selff-ex expr pres essi sion. on. ■ Parent Parents s may doub doubtt the c chil hild’s d’s a abil bility ity to meet their standard.

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If the theii r patte patterr n of acc acc e ept ptii n ng g th thii n ngs gs corresponds with the culture’s way of  giving, giving, then they will develop basic trust. ● To oo o m u ch ch t ru ru s stt w ilil l m ak ak e them gullible and vulnerable. If they find no correspo nd ndence

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Maj Maj o orr ps psy yc cho hos so oc c ial ial c riri si si s of ear ear lly y childhood. ■ Shame: Shame: feelin feeling g of self-co self-consc nsciou iousne sness; ss; doubt: feeling of not being certain. Will: Will: Th The e basic basic str streng ength th of early early childhood l dhood ■ Beginn Beginning ing o off fre free e wil willl and will willpow power. er. ■ Will Will is de deve velo loped ped depe depend ndin ing g on the

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environment envir onment the child is in—w in—whether  hether  they are given enough freedom of selfexpression or not. Core Core path patholo ology: gy: com compul pulsio sion. n. ● Fo Forc rcin ing g or bein being g force forced d to do something. ● Too much compulsivity carries forward into the play age as lack of purpose and into the school age as lack of  confidence.

3. P Pllay a ag ge ○ Paral Parallel lel to Fr Freud’s eud’s phall phallic ic phase phase (3-5 (3-5 y years) ears) ○ Ge Geni nital tal-loc - locom omot otor or mode mode ■ Pri Primar mary y psy psycho chosex sexual ual mode mode.. ■ The o oedi edipal pal situ situati ation on is a p prot rototy otype pe of  t he he l if e ell o on ng p ow ow e err of h um um a an n playfulness. ■ Oe Oedi dipu pus s c ompl omplex ex i s the the r es es ul ul t of a child’s imagination imagination that includes includes the understanding of reproduction, growth, future, and death. ■ Th he e ru d dii me me n ntt ar ar y wi l e vo vo lv e i nt nt o ○

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activity with a purpose. In Init itia iati tive ve vs. vs. g gui uilt lt ■ Adopti Adopting ng ini initia tiativ tive e in their their select selection ion an and d pursuit of goals such as marrying their  par parent ents s or lea leavin ving g hom home e must must be repressed or delayed. ● Inh Inhibi ibited ted goal goals s resul resultt in g guil uilt. t. ■ Do Domi mina nant nt psycho psychoso soci cial al cris crisis is of play play age. ■ Gui Guilt lt a as s the domi dominan nantt elemen elementt result results s in a compulsively moralistic or overly inhibited child. Purpos Purpose: e: The The basic basic st stren rength gth of of the pla ay y ag age e

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Genita Genitall inte interes rests ts hav have e a dire directi ction, on, w with ith mother or father being the object of  their sexual desires. Children are de ve veloping their   conscie ence nce and beginn beginning ing to attach labels labels such as right right and wrong to behavior. ●

Th is is yo ut ut hf hf ul ul co ns ns ci cie nc nce becomes become s the cornerston cornerstone e of  morality. Cor Core e patholo pathology: gy: Inhibi Inhibitio tion. n.

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■ 4 . School ag age ○ Cove Covers rs abou aboutt age age 6 to 1 122-13. 13. ○ Mat Matche ches s Freud Freud's 's late latency ncy per period iod.. ○ Basic Basic stri strivin ving g for compet competenc ence—c e—chil hildre dren’s n’s wis wish h to know (about certain things). ○ Latency ■ School age as a period of   psychosexual latency. ■ D iv er er t e ne ne rrg g ie s t o le ar ar n nii ng ng t he he technol technology o gy of their their cultur culture e and the strategies of their social interactions. ■ Image of being competent or   incompetent—origin of ego identity. ○ Indu Indust stry ry vs. vs. infe inferi rior orit ity y ■ Time Time for tremen tremendous dous social social grow growth. th. ■ Indus Industr try: y: wil willi ling ngne ness ss to rema remain in busy with something and finish a job. ■ Sens Sense e of indu indust stry ry is dev devel elop oped ed whe when n children learn to do things well. ■

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Infer Inferio iori rity ty is dev devel elop oped ed whe when n work is insufficien insuff icientt to accomp accomplish lish a certa certain in goal. ■ Adl Adl er er : i nf nfer erii or or iity ty c an s erv erv e as an impetus (“initiator”) to (“initiator”) to do one’s best. Com Compete petence nce:: The ba basic sic stre strengt ngth h of the sc school hool age ■ Com Compet petenc ence: e: co confi nfiden dence ce to to use one’s one’s physical and cognitive abilities to solve problems. ■ Lays Lays the the foun founda dati tion on for coo coope pera rati tive ve participation in productive adult life. ■ If eithe eitherr is m more ore ffavo avored red,, childr children en ar are e lik likely ely to give give up and regr regress ess to an earlier stage of development.

 

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Pr Preo eoc cc cup upii ed ed w iith th i n nfa fant ntii le le genital and oedipal fantasies. Cor Core e patholo pathology: gy: in inert ertia ia (regr (regress ession ion). ).

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■ 5. A Ad d ol ol e es sc ce en nc ce ○ Pu Puber berty ty to you young ng adult adulthoo hood. d. (ab (abou outt 13 to 19 years). ○ On One e of the the most cr cruc ucia iall deve develo lopm pmen entt stages stages

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because becaus e a perso person n must gain a firm sense of  ego identity by the end. Pe Peri riod od of soc socia iall late latenc ncy. y. An ada adapti ptive ve pha phase; se; a pe perio riod d of tri trial al and e erro rror. r. ■ Exp Experi erimen mentin ting g ways, ways, ro roles les,, and be belie liefs fs to establish a sense of ego identity. Puberty ■ Geni Genita tall ma matu tura rati tion on.. ■ Pla Plays ys a rel relati ativel vely y minor minor rol role. e. ■ Impo Import rtan antt ps psyc ychol holo ogic gical ally ly be beca caus use e it triggers triggers expectation expectations s of adult roles ahead—roles ahead— roles that can only be fill filled ed thro throug ugh h a st stru rugg ggle le to at atta tain in eg ego o identity. Iden Identit tity y vs. vs. id ident entity ity con confus fusion ion ■ Yo Youn ung g peo peopl ple e draw draw fr from om a var varie iety ty of  earlier earlier selfself-images images that have been accepted or rejected. ■ The The seed seeds s of ident identit ity y spr sprou outt durin during g infancy, infanc y, grow through child childhood, hood, play age, and school age, and strengthen during adolescence. ■ Cris sis is a as s a turn turning ing point point,, cruc crucial ial p peri eriod od

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of i nc nc rrea eas se ed d vu ull ner nerab abii llii tty y an and d heightened potential. Iden Identi tity ty from from tw two o sourc sources es:: ● Ad Adol oles esc ce ent nts s ’ affi affirr m mat atii o on n or   repu repudi diat atio ion n of ch chil ildh dhoo ood d identifications. ● His Histor torica icall and and so socia ciall co conte ntexts xts ( con confo forr m mii ty ty to ce err tai tain n standards). I de de n ntt itit y co n nff us usi on on : S yn yn d drr om om e o f   problems probl ems that includes includes a divid divided ed selfimage. Too much confusion leads to pathological pathol ogical adjustment adjustment in the form of  regression.

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Postpone adult responsibilities. Pro Proper per ide identi ntity ty rrati atio o leads leads to: ● 1. Faith in some sort of   ideological principle. ● 2. Ab Abil ilit ity y to free freely ly dec decid ide e how we should behave.

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3. T Trru st st i n y ou ou r pe pe er er s a n nd d adu adults lts who give give us advice advice rega rrd ding goa ls and aspirations. ● 4. C Con onfi fide denc nce e in yo your ur cho choic ice e of an eventual occupation. Fid Fideli elity: ty: The The basic basic strength strength of adole adolesce scence nce ■ Fid Fideli elity: ty: ffait aith h in one’ one’s s ideolo ideology. gy. ■ Tr Trus ustt learn learned ed in infan infancy cy is ba basi sic c for  fidelity in adolescence. ■ Hope, Hope, wi will, ll, purpos purpose, e, and and com compet petenc ence e are prerequisites for fidelity, just as it is essential for acquiring subsequent ego strengths. ■ Co orr e path pathol olog ogy y : r ol ol e r epu epudi diat atii o on n (rejection). (rejection). ● Blocks one’s ability to synthesize synth esize vario various us selfim imag ages es and and valu values es into into a workable identity. ● T ak ak e es s the form form of diff diffii d den enc ce (extreme lack of self-trust or  self-confidence—shyness, hesitancy to express oneself) or defiance (rebelling against authority).

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6. Y You oung ng ad adul ulth thoo ood d ○ Fu Fuse se identi identity ty with anoth another er pers person’ on’s s whil while e maintaining their sense of individuality. ○ Age 19 to 30 . ○ Genita lity ■ Chief Chief psycho psychosex sexual ual accom accompli plishm shment ent.. ■ Develo Develop p on only ly dur during ing young adulth adulthood ood.. ■ Mut Mutua uall tru trust st and and a stable stable sh shar arin ing g of  sexual satisfaction with a loved person wh whic ich h exis exists ts only only in an inti intima mate te relationship. ○ In Inti tima macy cy vs. vs. iiso sola lati tion on

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Inti Intima macy cy:: abillity ity to fuse fuse one’ one’s s iden identi tity ty with another without the fear of losing it; can only only be formed with a stable stable ego. ● Infatuation in young adolescents adoles cents does not equate to intimacy.

People People w who ho are are uns unsure ure o off their their id ident entity ity ma y seek in ttiimacy through meaningless sexual encounters or shy away from psychosocial intimacy. ■ Intimacy m acy as a req requir uireme ement nt in ma marri rriage age,, although some marry for the sake of  searching for their identity. ■ Isol Isolat atio ion: n: inca incapac pacit ity y to take cha chanc nces es wit with h one’s one’s identi identity ty by sharin sharing g true true intimacy. ○ Love: Love: The b basi asic c strengt strength h of you young ng adu adulth lthood ood ■ Love: Love: mat mature ure d devo evotio tion n tha thatt ove overco rcomes mes basic differences differences between men and women. ■ Cor Core e patho patholog logy: y: exclus exclusivi ivity. ty. ● Exclude certain peo p plle, activi activites tes,, ideas ideas in ord order er to develo develop p a strong strong sense of  identity. 7 . Ad ul ultho o od d ○ People People be begin gin to ta take ke th their eir pl place ace iin n socie ety ty an and d assume responsibility responsibility for whatev whatever er socie society ty produces. ○ ○

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Longes Longestt stage stage of de devel velopm opment ent (a (about bout a age ge 31 to 60). P ro ro cr cre at at iv itit y ■ Instin Instinctu ctual al dri drive ve to perpet perpetuat uate e spec species ies.. ■ Exte Extens nsio ion n of the gen genit ital alit ity y of youn young g adulthood. ■ Mo Morr e than than gen genii tal tal c on onta tac c t w iith th an intimate partner. ● Assume Assumes s resp respons onsibi ibilit lity y for for the the care of offspring. Genera Generativ tivity ity vs. stagna stagnatio tion n ■ Genera Generativ tivity ity:: gene generat ration ion of n new ew be being ings s as well as new product of ideas. ● An evolut evolution ionary ary dri drive ve to mak make e contri contribut bution ion to succee succeedin ding g

 

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other people are inferior to self). Has far-r far-reac eachin hing g impli implicat cation ions s for the survival of the species as well as for every indivi individua dual’s l’s psy psycho chosoc social ial development.

8. Old age ○ Ag Age e 60 to en end d of of lili fe. fe. ○ Can b be e a time o off joy joy,, playful playfulnes ness, s, an and d wond wonder; er; but also a tim time e of sen senili ility, ty, depres depressio sion, n, and despair. ○ Ge Gene nera rali lize zed d sen sensu sual alit ity y ■ Fina Finall psy psych chos osex exua uall stage stage

Tak Take e pleasu pleasure re in a vari variety ety o off differ different ent phy physic sical al sen sensat sation ions s and gen genita itall stimulation. Depend Dependent ent on on maintai maintaining n ing integr integrity ity in in the face of despair. Apprec Appreciat iation ion for tradi traditio tional nal li lifes festyl tyle e of  the opposite sex: ●

new growth. Car Care: e: Th The e bas basic ic stre strengt ngth h of ad adult ulthood hood ■ Ca arr e: e: w iide deni ning ng c o omm mmii tme tment nt to ta tak ke care of perso persons, ns, products, ideas one has learned to care for. ● Not a du tty y bu utt a n at atura l desire desire emergi emerging ng fro from m generativity vs. stagnation ■ Arises Arises ffrom rom earli earlier er bas basic ic ego ego stre strengt ngth. h. ● On ne e m us us t h a av v e h op op e e,, wi llll, purpose, competence, fidelity, and love. ○ In or or der der to to gene generr ate ate care ca re,, yo you u ha have ve to genera gen erate te the bas basic ic s tr tr eng ength ths s of th the e earlier stages. ■ Cor Core e path patholo ology: gy: rej reject ectivi ivity. ty. ● Unwi Unwill llin ingn gnes ess s to ta take ke ca care re of  certain persons or groups. ● Manifested as selfcenteredness, provincialism, pseudospeciation (belief that

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generations and ensur generations ensure e the continuity of human society. Se Self lf-a -abs bsor orpt ptio ion n an and d st stagn agnat atio ion: n: to too o self-indulgent. ● Creative people (are exceptions) must remain in a dorman dormantt sta stage ge to gen genera erate te

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Men Men becom become e mo morr e nur nur tur turan antt and acceptant of pleasures of  nonsexual relationships. ● Women become more interested in politics, finance, and world affairs. In Inte tegr grit ity y vs. vs. des despai pairr   ■ In Integ tegri rity ty:: wh whol olen enes ess s and cohere coherenc nce; e; ability to hold together one’s sense of  “I-ness” (despi (des pite te phys ph ysic ical al and an d intellectual deterioration). ■ Despai Despair: r: to be wit withou houtt hope. hope. ● Li Life fe c ceas eases es to to have have me mean anin ing. g. Wisdom Wisdom:: The bas basic ic s stre trengt ngth h of old age ■ Wisdom: informed a nd nd detached concern with life itself in the face of  death itself. ● Mai Mai n nta taii n i n nte tegr grii ty ty des des pi pi tte e declining physical and mental abilities. ● Co onc ncer erns ns s elf elf w iith th ul ttii m mat ate e issues (include nonexistence). ■

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Co Core re path pathol ology ogy:: di disd sdai ain n ● Reaction to fee ling in a n inc increa reasin sing g state state of being being finished, confused, helpless. Pe Peri riod od of ve very ry ol old da age ge ○ Erik Erikso son n and and hi his s wi wife fe descri describe bed/ d/cr crea eate ted d for  for  themselves. ○ Feelin Feeling g pessim pessimist istic ic a abou boutt old age. age. ○ When physical physical and mental infirmities infirmities rob people of their generative abilities and reduce them to waiting for death. Person Personality ality always always develops develops during during a parti particular cular histor historical ical per period iod wit within hin a giv given en soc societ iety. y. The 8 develo developme pmenta ntall stages just transcend the chronological chronological order for an appropriate development.

Erikson’s Methods of Investigation ● Anthr Anthrop opol olog ogic ical al stu studi dies es ○ In 193 1937, 7, we went nt to Pi Pine ne Rid Ridge ge Ind Indian ian rese reserva rvatio tion n in South Dakota ■ Apat Apathy hy:: expr expres ess s ion ion of an extr extrem eme e dependency depende ncy as a resul resultt of relia reliance nce on various federal government programs. ● P sy sy ch ch oh oh is to to rry y ○ Stud Study y of i ndi ndiv v idu idual al and and c ol ol llec ecti tiv v e l iife fe w iith th combin combined ed met methods hods of psycho psychoana analys lysis is and history (defined by Erikson). ○ Ori Origin ginate ated d with an in inves vestig tigati ation on of Leon Leonard ardo o da Vinci. ○ Refi Refine ned d by Er Erik ikso son n wit with h his study study of Mar Marti tin n Luther and Mahatma Gandhi. ○ ○

Each perso person n is a pro product duct of their their histor historical ical time. Satyagrah Satyag raha: a: Sanskirt Sanskirt term term meaning meaning tenaciou tenacious, s, stubborn method of gathering the truth. Related Research ● Eriks Erikson: on: one o off the fir first st theo theorists rists to empha emphasize size th the e crit critical ical period of adolescence and the conflict revolving one’s search for an identity. ● Ego Id Identity entity Status in Adolesc Adolescents ents Acros Across s Cultures Cultures ● Res Resear earche chers rs Ho Holge lgerr Bus Busch ch and J Jan an Hof Hofer. er. ○ Whethe Whetherr adol adolesc escents ents fr from om the Eur Europea opean n nati nation on of Germany and African African nation of Camer Cameroon oon develop ego identity in the same way. ○ Ger Ger m man an teen teens s evi evi den dentl tly y sh how owed ed hav hav ing ing a clearer identity; different cultures differ in their  definitions of prosocial behavior.

  

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Doe Does s Ident Identity ity Preced Precede e Intim Intimacy acy? ? ○ Rese Resear arch cher ers s Wi Wim m Be Beye yers rs and Inge Sei Seiff ffge ge-Krenke (longitudinal study-10 years). ○ 1. Intim Intimacy acy:: strong develo developmen pmental tal pro progre gressi ssion on from from identi identity ty and int intima imacy, cy, inc increa reasin sing g ego development. ○ 2. Fou Found nd no indi indica cati tion on of post postpo pone neme ment nt of 

identity as suggested by others. 3. Lev Levels els of in intim timacy acy w were ere st stron rongly gly predi predicte cted d by ego identity development at age 15. ■ New New mil mille lenn nniu ium m ego deve develo lopm pmen entt in adolescence strongly predicts intimacy in young adulthood. Critique of Erikson ● The Theory ory mostl mostly y made on ethi ethical cal pr princ incipl iples es rat rather her th than an scientific data. ○ Sa Saw w the world world th thro roug ugh h the eye eyes s of an arti artist st rather than a scientist. ● Gen Genera erates tes resea research rch higher g her than than av avera erage. ge. ● Ave Averag rage e on fal falsif sifiab iabili ility. ty. ● Lack Lacks s suff suffic icie ient nt scop scope e in rati rating ng high on orga organi nizi zing ng knowledge. ● Hig High h on on inter internal nal con consis sisten tency. cy. ● Mo Mode dera rate te on p par arsi simo mony ny.. Concept of Humanity ● Anatom Anatomy y alo alone ne does does not determine determine d destiny estiny,, but anatom anatomy, y, history, and personality does. ● Middle view of d determi etermin nistic istic and ffree ree choice. choice. ● More More optimi optimisti stic c tha than n pessim pessimist istic. ic. ● H iigh gh on on c aus ausal alii ty ty .

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Mixed conscious conscious and uncons unconscious cious deter determinants minants.. More More soci social al tha than n biol biologi ogical cal.. More emphas emphasis is o on n uniquene uniqueness ss than than s simila imilaritie rities. s.

Chapter 8: Erich Fromm: Humanistic Psychoanalysis Biography ● Born Born on March 23 23,, 1900, in in Frankfu Frankfurt, rt, Ge Germa rmany ny (only (only child of middle-class Orthodox Jewish p arents). ○

Fa Fath ther er:: N Naph aphta tali li From Fromm m ■ So Son n and and gran grands dson on of of ra rabb bbis is.. ■ Moody.

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Mo Moth ther er:: Ro Rosa sa K Kra raus use e Fr Fromm omm ■ Nie Niece ce of Ludw Ludwig ig Kraus Krause—w e—well ell-kn -known own Talmudic scholar. ■ Pron Prone e tto o d dep epre ress ssio ion. n. Had very neurotic parents, and that he was probably a rather unbearable neurotic child. Grew Grew up in a tradit tradition ional al Orthod Orthodox ox Jewish Jewish world world,, and the modern capitalist world. ○ Gene Generr a ate ted d mor mor e th than an one one pe perr spe spec c titi ve ve i n viewing events. Jew Jewish ish fam family ily llife ife,, sui suicid cide e of a young young wom woman, an, and and th the e extreme nationalism of the German people contributed to his conception of humanity. Fro Fromm’ mm’s s huma humanis nistic tic psych psycholo ology gy can be trace traced d to the reading of these prophets—that nation can do right and wrong; history having its moral laws. Fro Fromm mm interpr interprete eted d the young woman woman’s ’s (who (who commi committe tted d sui suicid cide) e) irr irrati ationa onall dep depend endenc ence e on her father father as a nonproductive symbiotic relationaship. Stu Studie died d psycholo psychology, gy, philos philosoph ophy, y, and sociology o logy at the University of Heidelberg where he received his PhD in sociology at age 22 or 25. Mar Marrie ried d Frie Frieda da Reichman Reichmann, n, his analys analystt who was mor more e than 10 years his senior in 1926. ○ Mot Mother her figur figure e to Fromm Fromm (even (even rese resembl mblanc ance). e). ○ No Nott a hap happy py ma marr rria iage. ge. ○ Separa Separated ted iin n 1930 1930 (but (but div divorc orced ed later later). ). In 1930 1930,, fo foun unde ded d th the e Sout South h Ger Ger m man an Ins Ins titi tut tute e for for   Psychoanalysis in Frankfurt along with others. In 1933 1933,, accepte accepted d an invitat invitation ion to deliv deliver er a seri series es of 

lectures at the Chicago Psychoanalytic Institute. Renewe Renewed d his acquin ntance tance with with Horne Horney y (15 years years older  than him; him; they had been lovers), lovers), and became a strong mother figure and mentor. ● In 1944 1944,, married married Henny Henny Gurlan Gurland d (2 years years youn younger ger)) who was interested in religion and mystical thought. ○ Wife Wife di died ed i n 1952 1952.. ● Fro Fromm mm died died on Marc March h 18, 1980 1980 at at age 79. Fromm’s Basic Assumptions ● Indivi Individual dual persona personality lity can be understood understood on only ly in the li light ght of human history. ○ Psychology must be based on an anthropologi anthro pologic-philosoph c-philosophic ic concept concept of human existence. ● H um um an an d dii lle e mm mm a ●

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Acqui Acquired red the facili facility ty to to reason— reason—a a conditio condition. n. Exis Existe tent ntia iall dicho dichotom tomie ies s ■ Perm Permit its s peop people le to sur survi vive ve,, but forc forces es them them to atte attemp mptt to s ol ol ve ve ba bas s ic ic insoluble dichotomies. ■ roo rooted ted in in peo people ple’s ’s very very existe existence nce.. ■ 1. Life Life and and deat death h ● ●

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Mos Mostt fundam fundamenta entall dichot dichotomy omy.. Nega Negates tes itit by pos postu tula lati ting ng life life after death. 2. Conceptualizing the goal of   complete self-realization, but life is too short to reach that goal ● Solv Solvin ing g this this by as assu sumi ming ng th that at their own historical period is the crowning achievement of  humanity. ● Post Postul ulat ates es a con conti tinu nuat atio ion n of  development after death. 3. Pe Peopl ople e ar are e ultima ultimatel tely y alo alone, ne, y yet et we we (total) isolation  isolation cannot tolerate (total) ● S ep ep ar ara te te i nd nd iv id id ua ua ls ls b ut ut depe depend nd on uni uni titi ng ng w iith th others. ● Cann Cannot ot be s sol olve ved, d, onl only y ma make ke an attempt or run the risk of  insanity.

Human Needs ● Emerge Emerged d from human c culture ulture,, growing growing o out ut the their ir attempts attempts to fin find d an answer answer to their their exist existenc ence e and to avoid avoid ●

becoming insane. 1 . Re Re la la te te dn dn es es s ○ Drive v e to uni unite te with with an anoth other er pe perso rson. n. ○ A. Sub Submi miss ssio ion, n, B. B. Powe Powerr (domination) ■ T rra a ns ns ce ce nd nd s t he he se pa pa rra a te te ne ne ss ss o f   individual existence by becoming part of somebody or something bigger than himself and experiences his identity in connection with the power to which he has submitted. ■ Submis Submissiv sive e peo people ple s seek eek d domi omineer neering ing peopl people, e, wher wherea eas s powe powerr seek seeker ers s welcome submissive partners. ● Symbi Symbiotic o tic rela relati tion onsh ship ip

 

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par partner tners, s, and les less s individual. C. Love ■ Onl Only y wa way y a pers person on c can an becom become e un unite ited d w iith th the the w o orr ld, ld, an and d s ttii llll hav hav e individuality and integrity. ■ Unio Union n with so some mebod body, y, or som somet ethi hing ng outside oneself under the condition of  retai retaining n ing the the sepa separa rate tene ness ss and and integrity of one's own self. ■ Two Two peo peopl ple e bec becom ome e one y yet et re rema main in two. ■ Genu Genuin ine e lov love e (in Fromm Fromm’s ’s bo book ok ‘The ‘The  Art of Loving’) ● Car Care: e: w will illing ingnes ness s to tak take e c care are of the other person. ● Re es sp pon ons s ibi ibill ity ity:: w iill llii n ngn gnes ess s and and abi abi lili ty ty to r e es sp pon ond d to physical physic al and psycho psychologic logical al needs. ● Resp ec ect: avoids the temptation of trying to change them. ●

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Gratifying, but blo ck cks growth toward towar d integr integrity ity and psychological health. Drawn b y tth he n ee eed of relatedness. M or ore d ep ep e en nd de en ntt o n

birth, to be weaned from the mother’s breast De Deep ep crav cravin ing g to be m mot othe here red, d, nu nurs rsed ed,, prot protec ecte ted d (by (by a motherly figure) ● Ex Exte tern rnal ally ly depen depende dent nt.. Seen Seen phyl phyloge ogenet netica ically lly in the the evoluti evolution on of huma human n species. (Phylogenetic endowment) ■ I nc nc es es ttu uo ou us d es es irire s/ s/ fe fe el el in gs gs a rre e uni univer versal sal and are based in deepdeepseated craving craving to return return to the allen nv ve llo op pii g w om om b o r t o t he he a llll nourishing-breasts. ■ Influenced by Johann Jakob Bachofen’s Bachof en’s ideas about matri matriarchal archal societies. ● Mo Moth ther er was was the c cen entr tral al figur figure e in ancient social groups. ■ Th he e m ot ot h he e rr-- ce ce nt nt er ere d t he he or ory of  Bachofen on the Oedipal situation is consistent with Fromm’s preference for  (Fried a FrommFro mmolder women. (Frieda Reichmann, Karen Horney)

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5. Fra Frame me o off Orie Orient ntati ation on ○ A r oa oad d map to make make the theii r w a ay y throu through gh th the e world. ■ With Withou outt the the ma map, p, hu huma mans ns w o oul uld d be confused and unable to act purposefully and consistently. ○ Soli Solid d fr fram ame e of orie orient ntat atio ion n ■

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Kn Know owll edg edge: e: k n now owii n ng g ot othe herr s by see seeing ing them from from the their  ir  own point of view.

2. T ran rans sc cen ende denc nce e ○ Urge Urge to ris rise e abov above e a passi passive ve and ac acci cide denta ntall existence and into the realm of purposefulness and freedom. ○ Sought Sought posi positiv tively ely or nega negativ tively ely.. ○ Crea Creati ting ng life life (or (or art, art, reli religi gion ons, s, id idea eas, s, la laws ws,, materia mate riall pro produc ductio tion, n, love) love) or des destro troyin ying g it (malignant aggression—kill other than survival). 3 . Ro o ott ed ed n ne es ss s ○ Es Esta tabl blis ish h roots roots or feel at ho home me aga again in in the wor world. ld. (feel (feelings ings of isola isolation tion and helple helplessnes ssness s became unbearable).

So Soug ught ht prod produc ucti tive vely ly ■ Ac Acti tive vely ly and creat creativ ivel ely y rela relate te to the world and become whole or integrated; wholeness So Soug ught ht n non on p pro rodu duct ctiv ivel ely y ■ Fixation ● Af Afra raid id tto o take take the the next next ste step p of 

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Oed Oedipu ipus s co compl mplex ex as a des desire ire to retu return rn to the mother’s womb or breast or to a person with a mothering function. 4. S Sen ens s e of IIde dent ntii tty y ○ Ca p pa ac cii tty y to be aw wa a rre e o f o ur urs el el ve ve s a s a separate entity. ○ “I a am m I” or or “I a am m the subj subject ect of of my a acti ctions ons”” ○ Primit Primitive ive pe peopl ople e identifi identified ed more with with their clan than as individuals. ○ Neurotics (without (without a sense of identity) attach themselves to powerful people or to social or  political institutions. ○ He Heal alth thy y people people have have less need need to con confo form rm to the herd. ■ N o ne need ed to fi fitt iin. n.

Make sense of events and phenomena. M os ost p ro ro ba ba bl bl y b as as in g e ve ve nt nt s o n (historical) facts. Lack Lack a re relia liable ble fram frame e of o orie rienta ntatio tion n ■ Still Still tr try y to pu putt eve events nts into into a fr frame amewor work k in order to make sense of them. ■ Exam Exampl ple: e: An Ame Ameri rica can n wit with h a shak shaky y frame of orien orientation tation may attempt to underst unde rstand and the events of Sept. Sept. 11, 2001, by blaming them on evil or bad people. At odd ds s, p hi hil os os op op hy hy i s s e ee e n a s c ra ra zy zy o r   unreasonably while consistent ones are simply seen as common sense. ■

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Burden of Freedom ● ●

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Hum Humans ans as as the ““fre freaks aks o off the u univ nivers erse.” e.” Histor Historica ically lly,, as people gain ned ed mor more e and more econom economic ic and political freedom, freedom, they came to feel increas increasingly ingly more isolated. As child dren ren becom become e more ind indepen ependen dentt of their mot mother hers, s, they gain more freedom to express their individuality. Burden Burden of fr freedo eedom m res result ults s in bas basic ic anx anxiet iety. y. Mechan Mechanis isms ms of esca escape pe ○ Dr iv in in g f or orc es es i n n or orm a all p eo eo pl pl e, e, b ot ot h individually and collectively. ○ Esc Escape ape fee feelin lings gs of iso isolat lation ion.. ○ 1. Auth Author orit itar aria iani nism sm ■ Tenden Tendency cy to give give up tthe he in indep depend endenc ence e of one’s own individual self and to fuse with somebody or someth something ing outside

 

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oneself in order to acquire the strength which the individual is lacking. Root Rooted ed in the fee feeli ling ngs s of al alon onen enes ess, s, isolation, and powerlessness. Masochism ● Basic feelings of   powerlessne power lessness, ss, weakn weakness, ess, ●

and inferiority. Masochistic strivings disguised disgui sed as love or loyalty loyalty but never contribute positively to independ en ence and authenticity.

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Sadism ● Mor Mor e neu neurr oti otic c an and d so oc c iial alll y harmful. ● F irir st: st: ne need ed to mak mak e othe otherr s depende depe ndent nt on ones oneself elf and gain power over the weak. ● Second Second:: c comp ompuls ulsion ion to exp exploi loitt others (taking advantage of  them). ● T hi hi rd: rd: de des s irir e to s e ee e other others s suffer (physically or   psychologically). 2. Dest Destru ruct ctiv iven enes ess s ■ Root Rooted ed in the fee feeli ling ngs s of al alon onen enes ess, s, isolation, and powerlessness. ■ Seeks Seeks tto o do away away wit with h other other p peopl eople e.. ■ Es Esc ca ape pe mec mec h han anii sm sm ●

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pow powerl erless ess the they y feel, feel, the mor more e they they conform.

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Pos Pos iiti tiv v e free freedo dom m ○ A per person son can can be free free and not not alone, alone, c crit ritica icall and yet not fille filled d with doubts, independent independent and yet an integral part of mankind. ○ Succes Successfu sfull sol soluti ution on to huma human n dilemma dilemma..

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Love Love and wor work k ar are e the twin twin compon components ents.. Despit Des pite e the feeling feelings s of isolatio isolation, n, conform conformity ity or  fitting in is not the sole “goal.” Character Orientations ● A pers person’s on’s relat relatively ively permanent permanent way way of relating relating to people and things. ● Person Personality ality:: the totality totality of inherited inherited and and acqu acquired ired ps psychic ychic qualities which are characteristic of one individual and which make them unique. ● Charac Character ter (acquired (acquired qualities qualities of p persona ersonality) lity) ○ Th The e re rela lati tive vely ly perma permane nent nt syste system m of all non instinctual strivings through which man relates himself to the human and natural world. ○ Ac Acti ting ng accor accordi ding ng to ch char arac acte terr rath rather er than by (act ctio ions ns an and d be behav havio iorr be beco come me instinct (a consistent and efficient). ● Re Rela lati ting ng to tthe he wo worl rld: d: ○ Assimi Assimilat lation ion:: acquiri acquiring ng and usin ng g thi things ngs.. ○ Social Socializa izatio tion: n: relati relating ng to self self and others. others. ● Nonpro Nonproduc ductiv tive e ori orient entati ations ons ○ St Stra rate tegi gies es that that fail to move move peop people le clo close serr to positive freedom (but it is not entirely negative). ○ 1 . Re c ce ep ptt iiv ve

Dest Destru ruct ctiv ive e pe peop ople le elim elimin inat ate e much of the outside world by destro destroyin ying g them them and thus acq acquir uire e a type type of per perver verted ted isolation. Sisirain mo na bago pa m is is mo mo “ ma ma gc gc on on ne ne ct ct .” .” (relationship speaking)

3 . Co n nff or or m miit y ■ Giv Giv ing ing up thei theirr i ndi ndiv v idu idual alii tty y an and d becoming whatever other people want them to be. ● Adopti Adopting ng a non auth authent entic ic sel self. f. ■ T he he mor mor e th they ey c o onf nfor orm, m, th the e mor mor e pow pow e err les less s they they feel feel;; th the e mo morr e

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conceited, arrogant, seducing. Posi Positi tive ve qual qualit itie ies: s: im impu puls lsiv ive, e, proud proud,, charming, self-confident. 3. Hoa rd rding ■ Save which they have already obtained (because of the sentimental value). ■ Hoa Hoardi rding ng cha charac racter ter’s ’s trait traits s are n not ot the res result ult of sexual sexual drive drives s but of their  their  general interest in all nonliving things, feces included. ■ Nega Negati tive ve qual qualit itie ies: s: ri rigi gidi dity ty,, ster steril ilit ity, y, obsti obstina nacy cy,, comp compul ulsi sivi vity ty,, la lack ck of  creativity. ■ P os os itit iv e q ua ua lilit ie ie s: s: o rrd d er erl iin n es es s, s, cleanliness, punctuality. 4. Ma arr k ke e titin g ■ Outg Outgrr o ow w tth h of mo mode derr n c om omme merr ce ce i n which trade is no longer personal but c ar ar rrii ed ed out out by l ar ar g ge e fac fac el el es es s corporations. ■ See tthem hemsel selves ves a as s com commod moditi ities es with th perso persona nall valu values es—a —abi bili lity ty to sell sell ■

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Source of all good lies outside themselves. ■ Re ell a ati ting ng to th the e wo orr lld d i s to r ecei eceiv ve ( lo v ve e, kn no ow wll ed ed ge ge , ma att er eri al al possessions). Rece ceiv ive e withou withoutt havin having g the need need to ■ Re give to the external world. ■ Negative qualities: passivity, su ubm bmii s ss s iiv ve ene nes ss s,, la ac ck of se ell ffconfidence. ■ Positi Positive ve qualiti qualities: es: loyalt loyalty, y, acce accepta ptance nce,, trust. 2. Expl Exploi oita tati tiv ve ■ Source of all good is outside themselves.

Aggr Aggres ess s iv iv el el y tak tak e than than pas pas si si vel vely y receive. Exampl Example: e: an ex explo ploita itativ tive e man ma may y “fall “fall in love” love” wit with h a mar marrie ried d wom woman, an, not because he loves her, but because of  the want to exploit the husband. Ne eg g at at iv ive q ua ua lilit ie ie s: s: e go go ce ce nt nt rrii c, c,

themselves. Empty Empty ve vesse ssels ls wa waiti iting ng to be ffill illed ed wi with th what whatev ever er char charac acte teri rist stic ic is most most marketable. ■ “I am as you you des desir ire e me.” me.” ■ Ne ega gati tiv ve qual qualii titi es es : aiml aimles ess s nes ness s, oppo opporr tun tunii sm, sm, i nc nc ons onsii ste stenc ncy y, wastefulness. ■ Positi Positive ve qual qualiti ities: es: cha changea ngeabil bility ity,, openmindedness, adaptability, generosity. Pr Prod oduc ucti tive ve or orie ient ntat atio ion n ○ Con Contin tinuous uous re reali alizat zation ion of their poten potentia tial. l. ○ 1. Work ■

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Value Value work work as means means of c crea reativ tive e selfselfexpr expres ess s ion ion;; prod produc ucii ng ng l iife fe’’ s necessities.

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2. Love ■ Care, re s sp pon si sibility, resp e ec ct, knowledge. ■ Bio Biophi philia lia:: pass passion ionate ate llove ove of llife ife an and d all

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that is alive. Lo ov v e o f o tth he errs a n nd d se llff -l-lo v ve e a rre e inseparable insep arable but selfself-love love must come first. ● Capa Capaci city ty fo forr pro produ duct ctiv ive e love love could not be achieved if they cannot first love themselves. ○ 3. T Th hinking ■ Can Cannot not b be e separ separate ated d from from pr produ oducti ctive ve work and love. ■ Mo Moti tiva vated ted by a con conce cern rned ed int inter eres estt in another person or object. ■ Se See e peopl people e as they they ar are e not by w wha hatt they seem they are. ● This This can can be applied i ed to s self elf;; no need for self-delusion. Personality Disorders ● Psy Psycho cholog logica ically lly distur disturbed bed peop people le are incap incapabl able e of lov love e and have failed to establish union with others. ● 1. N Ne ec crr op op h hii li a ○ Lo ve ve o off de death ■ Gen Genera eraliz lized: ed: any any attrac attractio tion n to death. death. ○ Se Sexu xual al perver perversi sion on in whic which h a pe pers rson on desi desire res s

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sexual contact with a corpse. Alter Alternative native character character orientation orientation of b biophil iophilia. ia. Qualit Qualities ies:: hate humani humanity, ty, racis st, t, war warmon monger gers, s, bullies; delighted in destroying life (bloodshed, destruction, terror, torture). ○ Do not be behav have e in a dest destruc ructiv tive e mann manner, er, rathe rather  r  their destructive behavior is a reflection of their  basic character. 2. M Mal alig igna nant nt n nar arci ciss ssis ism m ○ Imped Impedes es perc percep epti tion on of real realit ity y so ev ever eryt ythi hing ng belongi belonging n g to a narcis narcissis sistt is highly highly val valued; ued; devalued if it belongs to someone else. ○ Hypoch Hypochondr ondrias iasis: is: obs obsess essive ive attenti attention o n to one’s health. ○ ○

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Mor Moral al hypocho hypochondr ndrias iasis: is: preocc preoccupat upation ion with guilt about previous transgressions. People Peo ple who who are are fixate fixated d on thems themselv elves es are likely to inter internaliz nalize e experi experiences ences and to dwell on both physical health and moral virtues.

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Nar Narcis cissis sistic tic people people possess possess “neur “neuroti otic c claim claims” s” (Horney). ○ Dis Distor torted ted belief belief that that they are are superio superiorr to other others s because of their extraordinary qualities. ■ Loo Looks ks,, phy physi sique que,, weal wealth th.. ○ Over Overw wh hel elmi ming ng c riri ttii c cii s sms ms,, i f unab unabll e to be destroyed by them, anger and rage is directed inwards which results in depression—feeling of  worthlessness. 3. IInc nces estu tuou ous s sy symb mbio iosi sis s ○ Ex Extr trem eme e depe depend nden enc c e on the the mo moth ther er or the the mother surrogate (surrogate can be nonliving things/hosts). ○ Exagge Exaggerat rated ed form form o off mother mother fixa fixatio tion. n. ○ With With this, this, people people are insep insepara arable ble from from the ho host st (personalities are blended with the other person and individual identities are lost). ○ Sexual striv strivings ings are not not the cause of the fixation fixation to mother, but the result. Synd Syndrr o ome me of dec dec a ay y ○ Wh When en an in indi divi vidu dual al posse possess sses es necr necrop ophi hili lia, a, malignant narcissism and incestuous symbiosis. ○ Opp Opposi osite te iis ss synd yndrom rome e of growth growth ■

Posses Possesses ses quali qualitie ties s of biophil biophilia, ia, lo love, ve, and positive freedom.

Psychotherapy ● Humani Humanisti stic c psy psycho choanal analysis y sis ○ Mor More e concern concerned ed with with the interper interperson sonal al aspe aspects cts of a therapeutic encounter. ● Aim of th thera erapy py is to know know themsel themselves ves (in orde orderr to know any other person or thing). ● Pe Peopl ople se seek ek therap therapy y to satisf satisfy y basi basic c huma human n need needs s (relatednes (relatedness, s, transcendence transcendence,, rootedness, rootedness, sense of  identity, frame of orientation). ● Person Personal al rela relatio tionsh nship ip between between therapis therapistt and pati patient ent should be the foundation of therapy.

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Alt Althou hough gh trans transfer ferenc ence e and coun counter tertra transf nsfere erence nce may exist, the important point is that two people are involved with one another. ● Fro Fromm mm incl include uded d dream dream analys analysis. is. ● Only with the att attitude itude of relatedn relatedness ess ca can n anot another her pe person rson be truly understood. Fromm’s Methods of Investigation ●

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Social Social char charact acter er in a M Mexi exican can v vill illage age ○ Mar Market keting ing ch chara aracte cterr was a p prod roduct uct of m mode odern rn commerce. For a traditional village, it did not exist within them. ○ Non pro produc ductiv tive-r e-rece ecepti ptive ve type type ■ Devo Devote te ene energ rgy y try tryin ing g to plea please se wh who o they regard as superior; accept pay in sevill seville e fashio fashion, n, as if they had not earned it. ○ Non prod product uctive ive-ex -explo ploita itativ tive e per person sonali ality ty ■ Men m most ost like likely ly get get into into kn knife ife or or pisto pistoll fights fights,, whe wherea reas s wom women en tend tend to be malicious gossip mongers. ○ Produc Productiv tive-e e-expl xploit oitati ative ve per person sonali ality ty ■ Thos Those e who ar are e con consi sider dered ed ri rich ch an and d powerful in the village. A psy psycho chohis histor torica icall study study of Hit Hitler  ler  ○ H iitl tler er w a as s the the w o orr lld’ d’s s mo mos s t c ons onspi pic c uou uous s exampl example e of a person person with the syndr syndrome ome of  decay. ○ Fromm believed that each stage of   development develo pment is import important ant and that nothing in Hitl Hitler’s er’s early life bent him inevitably inevitably toward

syndrome of decay. Hi Hitl tler er’s ’s reali realiza zati tion on of his his failure l ure as an arti artist st blunted the outbreak of World War I. Related Research ● Testi Testing ng the assump assumptions tions of Fromm’s Fromm’s marketing marketing ch charact aracter  er  ○ Dif Differ ferenti entiating a ting the se self lf from from othe others rs by wh what at we possess rather than by who we are. ○ More nonpr nonproducti oductive ve orient orientation, ation, assoc associated iated with cultural individualism (motivated in serving their  own interest). ● Estran Estrangem gement ent fr from om cul cultur ture e and wel well-b l-bein eing g ○ The m more ore a pe perso rson n repo reporte rted d that tthei heirr values values were discrepant discrepant from socie society ty in general, the more likely they were to have a strong feeling of  estrangement. ○

 

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The mo more re est estran ranged ged fr from om societ society y peop people le felt felt in general, the more anxious and depressed they were. Au Auth thor orit itar aria iani nism sm and and fea fear  r  ○ Fr Free eedom dom is fri frigh ghte teni ning ng.. ○ Political cal and and social social threats threats,, not person personal al thr threats, eats, are most strongly related to authoritarianism. ■

Cert Certai ain n cult cultur ural al sti stimu muli li lea lead d to fe fear  ar  which creates creates the motivatio motivation n for an authoritarian belief system.

Critique of Fromm ● Lowes Lowestt of the empirically cally valid validated ated th theoris eorists ts (covered (covered in the book). ● Too p philos hilosophica ophicall to be fa falsifi lsifiable able or v verifi erifiable. able. ● Enable Enables s to org organi anize ze and ex expla plain in much much of what iis s known known about human personality. ● Neith Neither er res research earcher er nor therap therapist ist receiv receives es much practic cal al information from Fromm’s essays. ● Low Low on on p par ars s iimo mony ny.. Concept of Humanity ● Human Human sp spec ecie ies s can be defi define ned d as the the primat primate e who emerged emerge d at that point of evolu evolution tion where instinctiv instinctive e dete determ rmin inis ism m had had reac reache hed d a mi mini nimu mum m and and th the e development of the brain a maximum. ● Both Both pessi pessimis mistic tic and o opti ptimis mistic tic.. ● In be betwe tween en fr free ee ch choic oice e and deter determin minism ism.. ● Fav Favors ors ttele eleolo ology gy a bit more more tha than n caus causali ality. ty. ● Mor Mor e emph emphas asii s on c o ons nsc c iou ious s moti motiv va ati tion ons s th than an unconscious. ● More on hi history story,, cultture, ure, and s society ociety than b biology iology.. ●

Modera Moderate te empha emphasis sis on similariti similaritie es, s, but s still till allowe allowed d room for some individuality.