Freud is Dead What happened next? Neo-Freudians –People who continued to develop psychoanalytic theory Carl Jung Alfred Adler Karen Horney Erick Erikson

Freud is Dead

What happened next?

• Neo-Freudians– People who continued to develop

psychoanalytic theory

• Carl Jung

• Alfred Adler

• Karen Horney

• Erick Erikson

Carl Jung

Life of Jung

• Child of a minister

• Studied as a physician- psychiatrist

• In 1907 he went to Vienna and met Freud. Became the first President of the International Psychoanalytic Society

• Jung disagreed on several important points. And broke with him in 1913.

Major Differences

• Personal unconscious and a "collective unconscious“

• Spiritual

• Reduced emphasis on “sexual” instincts

The Psyche

• The total personality

• Works with “life process energy”– Similar to libido, but

“sexual” energy is only one type of energy

Life Process Energy

• Energy is created according to the principle of opposites

• Energy is created through conflict

Love

Sex

Ego

Hate

Abstinence

Shadow

Life Process Energy

• Principle of equivalence– For any given quantity of energy expended in

brining about a certain condition, an equal quantity of the same energy will be altered elsewhere

Increase Work Decrease Spiritual

Can’t express sexual desire CS Expressed in the UCS

Life Process Energy

• The principle of entropy– Elements of unequal strength will seek

equilibrium

Outgoing

Life of the party”

Becomes board

Tries to find meaning

Becomes a more serious student

One-sided development creates conflict – that we try to resolve

Parts of The Psyche• Ego

• Contains CS perceptions, memories, thoughts, and feelings

• Ego “unites” these elements

• Gives a sense of unity and identity

• Similar to McAdam’s Level III

Parts of The Psyche

• Personal Unconscious

• Consists of all forgotten experiences

• Perhaps repressed or simply too weak to be CS

• Can be accessed by various means

Parts of The Psyche• Collective Unconscious

• “A deposit of world processes embedded in the structure of the brain. . .a sort of timeless and eternal world-image. . .”

• The latent memories of our human and prehuman ancestry– Contains various archetypes

Archetypes

• Themes that have existed in all cultures throughout history

• Universal due to our common evolution and brain structure

Archetypes

• Example:

• People tend to respond to ambiguous and threatening situations in a particular way. .

With an all-powerful being that we call GodThus, God is a universal symbol in our collective unconscious

Archetypes

• Persona– “Social Archetype”

• The persona is the public face (mask) one presents to the world for everyone else to see.

• Everyone has one (that’s why it’s an archetype) to deal with the world– Can be negative if doesn’t fit with

“true self”

Archetypes

• The Shadow– “Evil Side”

• The dark side of your personality that contains the animal (and sexual) instincts.

• It is the opposite of the ego– It contains what our ego might

reject• Sadistic impulses• Unacceptable sexual

impulses• Aggressive impulses

Archetypes

• The Shadow

As an archetype the importance of the shadow is seen in its symbolic representation by devils, demons, and evil spirits.

Archetypes

• The Anima– A man’s “feminine” side

• Predisposes man to understand the nature of woman

• Serves as the sentimental inner face of the rational male persona

• Pros: Intuitive, warm, better understanding of feelings

• Cons: moody, “catty”, etc.

Archetypes

• The Animus– A woman’s “masculine” side

• Predisposes women to understand the nature of man

• Serves as the rational inner face of the sentimental female persona

• Pros: Reason and logic• Cons: “. . . harping on some irrelevant

weak points and making it into the main point. . . “

Archetypes

• The Self– A “potential” archetype in all of

us

• Represents a goal

• Is achieved by exploring the UCS parts of psyche and learning more about these parts

Archetypes

• The Self

• Understanding the psyche as a whole

• Self provides stability and balance to the psyche

Jung thought the “self” was symbolically expressed in mandalas (magic circles)

Personal Unconscious

Collective Unconscious

Consciousness Consciousness

Persona

Ego

Self

Shadow

Animus - Anima

Outer World

Inner World

Personal Unconscious

Collective Unconscious

Consciousness Consciousness

Persona

Ego

Self

Shadow

Animus - Anima

Outer World

Inner World

Dreams

• Carl Jung believed a dreams content uses symbolic language

• He proposed that a dream expresses collective unconscious memories and instincts shared by all people.

• These are basic ideas that are themselves symbols.

Dreams

• I was riding in a car. The car stooped near this other vehicle from which a person came out and shot the trunk. It was clear in my dream that this was a robbery. Later, I saw myself as a prisoner on the back of a car shoving coin from a box. After all this, I saw my body flying away and I was trying to land on a hill but there was a lot of them and many of them were marked at the pick. I was afraid to land because some of them had traps.

Group Activity

• Discuss a single dream – what do you think it means?

• “Dreamscape”

• Symbols

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Personality Analysis based on the Draw-a-Person-TestAnalysis by: Patrick MarkeyAnalysis of: AnonymousPersonality Profile: 241-56-873-BC

You enjoy change and variety in your life, but do not like to have things change too drastically. You are fairly ambitious but sometimes worry if you are making the right choices in your life. Sometimes you are insecure, but you don't think that other people realize this. You really value others' opinions and strive to obtain others' approval. You think a lot about your personal relationships because they are very important to you.

Alfred Adler

Life of Adler

• Born in Vienna in 1870

• Third of seven children

• As a child very sick

• Work extremely hard, apparently in an effort to compensate for his initial weakness

Life of Adler

• Received his medical degree

• In 1901 meet Freud

• In 1910 became president of the Vienna Psychoanalytic Society

• In 1911 resigned and started his own society

• Died in 1937

Individual Psychology

• Emphasizes the importance of considering the whole person

• Teleological Position– Behavior is influenced by future goals

• Ultimate goal is Superiority

Do you feel inferior?

Inferiority

• What is it like to be a child?

• Organ inferiority– What, as you child, you felt was your weakest

attribute– As an adult you will strive to overcome this

• e.g., an academic, a runner, etc.

Feelings of Inferiority


Striving for personal superiority

Striving for superiority to attain

completion

Two basic ways to deal with feelings of inferiority

Striving for Personal Superiority

• Overcome by dominating and exploiting others

• Others are seen as obstacles

• Likely leads to neurotic behavior

Striving for Superiority to Attain Completion

• Overcome by moving toward self perfection and completion

• Always try to improve self

• Do this through social interests– Cooperation with others that helps one attain

own goals




completion

The path is largely determined in the first five years of life

Birth Order

• First born

• Middle child

• Last born

• Only child

• Each one has unique environments that they are exposed too

Group Activity

• Discuss your birth order and the birth order of siblings

• Can you come up with personality “types” that you think are related to these orders?

• What in the environment would cause these “types” to come about?

Birth Order

First Born

At the start was the center of attention.

The “queen” of the house

Birth Order

First Born

“Dethroned monarch”

Forced to share parental affection

If parents have prepared child – will deal better with this change

Birth Order

First Born

Understands the importance of power

Highly supportive of authorities

Conservative and conforming

Will attempt to regain “power” later in life (inferiority)

Birth Order

Middle Children

Views older child as a competitor

Birth Order

Middle Children


If older child is supportive of younger attempts to excel, healthy development is more likely

Birth Order

Middle Children


If older child is supportive of younger attempts to excel, healthy development is more likely

If older is not supportive (mean), middle child might always set unrealistically high goals (ensuring failure)

Birth Order

Last born

“Baby” – tends to get most attention

Birth Order

Last born

If parents spoil child may be at risk for being excessively dependent on others for support and protection

Wants to excel, but ultimately fails

Birth Order

Only Children

No siblings so is likely to be the center of attention

Birth Order

Only Children

If overly pampered may experience difficulty later in life when he/she learns that they are not universally admired.

Evidence

• First born– Feel a loss of power; spend their lives

attempting to regain this power through outstanding achievement

• Negative correlations between birth order and intellectual performance

Evidence

• First born children are overrepresented among

• College students• Graduate students• Women doctors• University faculty• World Leaders• Members of the U.S. Congress• United States presidents

– Not among unsuccessful presidential candidates

Evidence



• More likely to challenge “status quo”– “Born to rebel”– Students arrested for civil disobedience are

more likely to be first borns

Evidence



• More likely to be Type A– Excessive competitive drive– Strong time urgency– Always try to do more!

Evidence

• Youngest child– More likely to be pampered; at risk for being

dependent on others

• More likely to be alcoholics if they lack social support




completion




completion

Constructive Lifestyle


• “Socially useful type”

• Parents treated child with respect and consideration

• Learn importance of equality and cooperation

• Develop goals in accord with social interest – “Honesty and the best polity”– “do unto others as you would have them do unto you”– Career choices– Treat your family with respect and love




completion


Socially Useful Type



Destructive Lifestyle


completion



Ruling Type

Getting Type

Avoiding Type

Destructive Lifestyle• The Ruling Type

• Lack social interest and courage

• Strive for superiority by exploiting and harming others

• Try to control others to feel powerful

• Want to be rulers of other – Spouse– Children – “because I said so!”– Teachers


• The Getting Type

• Passive and make little effort to solve own problems– Rely on others to take care of them

• Children of affluent parents who have little awareness of own abilities

• Surround self with others willing to do work for them– Usually very charming


• The Avoiding Type

• Lack confidence

• Sidestep problems (avoid defeat)

• Often daydream and fantasizes that they are superior to others





completion



Ruling Type

Getting Type

Avoiding Type




Neurosis


completion


Psychological Health


Ruling Type

Getting Type

Avoiding Type

Questionnaire

• Treat all people equally.

• Am a good listener.

• Believe that everyone's rights are equally important.

• Give everyone a chance.

Questionnaire

• Am committed to principles of justice and equality.

• Believe that everyone should have a say.

• I don’t take advantage of others.

Evidence




Evidence

• People with high “Social Interest”

• Trustworthy• Socially adjusted• Nurturing• Helpful• Less depression and anxiety• Less lonely• Less narcissistic• Less Hostile• Greater satisfaction with life• Emotionally closer to relatives and friends• Less likely to manipulate others• More likely to sense love from others







Neurosis


completion




Ruling Type

Getting Type

Avoiding Type

Karen Horney

Anxiety!

Anxiety!

Anxiety!

Anxiety!

• What makes you anxious?

• What about UCS anxiety?

• Where does it come from?

• What are its effects on personality?

Basic Ideas

• Who are you?

Basic Ideas

Real Self

Everyone has a special set of potentials that can flourish

Basic Ideas

Real Self

With respect proper support one will see what these potentials are and will be able to express them

Basic Ideas

Real Self

If one does not receive proper guidance and is treated with a lack of respect, it will cause the person to be alienated from their “real self”

Basic Ideas

Real Self

Idealized Self

Image of self (typically involves images of power and abilities)

Basic Ideas

Real Self

Image of self (typically involves images of power and abilities)

Idealized Self

Basic Ideas

Real Self

The self as it is at the moment

Idealized Self

Actual Self

Basic Ideas

Real Self


Idealized Self

Actual Self

Anxiety!

Basic Ideas

Real Self


Idealized Self

Actual Self

Anxiety!

Basic Ideas

Real Self

Idealized Self

Anxiety!

Basic Anxiety

• In children – the feeling of being isolated and helpless in a potentially hostile world

Anxiety

• Basic Anxiety

• Anxiety created from differences between real and idealized self

Coping with Anxiety

• Three basic trends

• Compliant types

• Aggressive types

• Detached types

Compliant types

• “Moving towards people”

• Need to be liked, wanted, loved, and protected by others

• Neurotic need for affection• Neurotic need for a partner to take over one’s life• Neurotic need to restrict one's life within narrow

borders

Aggressive Types

• “Moving against people”

• Believe others are untrustworthy and hostile – try to be tough

• Neurotic need for power• Neurotic need to exploit others• Neurotic need for social recognition• Neurotic need for admiration

Detached Types

• “Moving away from people”

• Self-sufficiently and perfection

• Neurotic need for independence

• Neurotic need for perfection

Development

• Both basic anxiety and the difference between real and idealized are influenced by parents.

• Why?

Parents

• Culture

• Hypercompetitiveness – The need to compete and win to avoid losing

at any cost

Evidence

• Hypercompetitiveness

• The core for basic anxiety in America– Extremely hypercompetitive individuals likely

grew up in families with parents also with this trait

• Will likely lead to neuroticism

Documents

Freud is Dead What happened next? Neo-Freudians –People who continued to develop psychoanalytic theory Carl Jung Alfred Adler Karen Horney Erick Erikson