History of Psychology

Chapter 14 Psychoanalysis:

After the Founding

I. The Neo-Freudians andEgo Psychology A. In general

1. adhered to Freud’s central premises 2.modified and selected aspects of his theory

B. Major change: expansion of the ego concept 1. to make it more independent of the id. 2. the ego has its own energy 3. Has functions separate from the id 4. is free of conflict produced by id pressures.

The Neo-Freudians andEgo Psychology C. Influences on personality

1. de-emphasized biological forces 2. emphasize social and psychological forces 3. minimized the importance of infantile

sexuality 4. Minimized the importance of the Oedipus

complex.

Anna Freud (1895-1982) A. Her life

1. the youngest of Freud’s six children; not a welcomed child

2. early interest in her father’s work and became his favorite.

a. She attended meetings of the Society at 14

Anna Freud (1895-1982) 3. Age 22: began a 4-year analysis with her

father

4. Age 29: read her first scholarly paper to the Society

a. "Beating fantasies and daydreams" (1924).

5. Pioneered psychoanalysis of children

Anna Freud (1895-1982) Contributions to psychoanalysis

1. 1927 : Introduction to the Technique of Child Analysis

a. considered children’s relative immaturity b. considered children’s lack of verbal skills. c. developed innovative methods

1) the use of play materials 2) the observation of the child in the home.

Anna Freud (1895-1982) 2. She opened a clinic in London and

established a training center for clinical psychologists.

3. In The Ego and the Mechanisms of Defense

(1936) a. she elaborated and clarified the use of defense

mechanisms b. It remains a core work in ego psychology.

Anna Freud (1895-1982) 4. 1945: publication of The

Psychoanalytic study of the Child begun

5. substantially revised orthodox psychoanalytic theory

6. expanded the role of the ego

Anna Freud (1895-1982) C. Comment

1. Ego psychology became the primary American form of psychoanalysis

2. neo-Freudians a. translated, simplified, and operationally defined

concepts b. encouraged experimental investigation of the

hypotheses c. modified psychoanalytic psychotherapy d. fostered a relationship with academic

psychology.

Carl Jung (1875-1961) A. His life

1. At critical times, Jung made decisions based on

a. what his unconscious told him

b. his dreams.

2. 1900: MD from University of Basel

a. interested in psychiatry

Carl Jung (1875-1961) 3. 1905: appointed lecturer in psychiatry at U. of

Zurich. a. resigned the position to write, do research,

and have a private practice.

b. extraordinary attitudes and behaviors toward clients

c. professional reputation established before he met Freud

Carl Jung (1875-1961) 4. interested in Freud’s work

a. 1900: he read The Interpretation of Dreams

b. 1906: he began corresponding with Freud

c. 1907: their first meetings

d. 1909: lectures at Clark University with Freud

e. 1911: first president of the International Psychoanalytic Association

Freud insisted but Viennese members opposed it because Jung was not Jewish

Carl Jung (1875-1961)

f. 1912: The Psychology of the Unconscious 1) Jung was never an uncritical disciple of Freud. 2) the tenets in this book differed in major ways

from Freud 3) expected this book would strain his relationship

with Freud 4) After its publication Freud in fact terminated his

relationship with Jung.

g. 1914: Jung resigned from the association

Carl Jung (1875-1961) 5. 1913-1916: intense emotional problems

a. Like Freud’s crisis 1) at about age 40 2) confronted his unconscious through his

dreams 3) a time of immense creativity which led to the

development of his personality theory

b. which led to the development of his personality theory.

Carl Jung (1875-1961) B. Analytical psychology:

1. Libido a. major difference with Freud’s theory

b. the libido is a generalized life energy

c. the energy expresses itself in growth, reproduction, and other activities

Carl Jung (1875-1961)

2. Oedipus complex a. Jung also rejected the Oedipus complex

b. child’s attachment to its mother is a necessary dependence

c. Oedipus complex irrelevant to his own childhood

Carl Jung (1875-1961) 3. Role of sex

a. unlike Freud, no sexual anxieties or inhibitions as an adult

b. sex plays a minimal role in explaining human motivation

Carl Jung (1875-1961) 4. Forces that influence personality

a. Freud: people are victims of their childhoods

b. Jung: 1) one is shaped by past as well as

aspirations 2) personality can be changed

throughout life.

Carl Jung (1875-1961) 5. Unconscious

a. Jung tried to probed deeper into the unconscious

b. added the component of the collective unconscious.

Carl Jung (1875-1961) C. The collective unconscious

1. personal unconscious a. comprised all suppressed or forgotten

experiences in a person’s life

b. is not a very deep level of unconscious

c.incidents can easily be recalled.

Carl Jung (1875-1961) 2. collective unconscious

a. a deeper level b. unknown to the person c. contains the cumulative experiences of

prior generations d. consists of universal evolutionary

experiences e. forms the basis of personality

Carl Jung (1875-1961) D. Archetypes

Definition: Inherited tendencies within the collective unconscious that dispose a person to behave similarly to ancestors who confronted similar situation.

Jung believed that self-actualization could not be attained until middle age.

Carl Jung (1875-1961) E. introversion and extraversion

(attitudes) 1. extravert

a. libido direct outside the self b. strongly influenced by forces in the

environment c. is sociable and self-confident

Carl Jung (1875-1961) 2. Introvert

a. libido directed inward b. is resistant to external influences. c. is introspective, less confident in relations with

others and the external world, less sociable

3. No one is a complete extravert or introvert

4. Impacted the development of Five-Factor Inventory

Carl Jung (1875-1961)

F. Psychological type 1. Four functions of personality

1) thinking: provides meaning and understanding 2) feeling: process of weighting and valuing 3) sensing: conscious perception of physical objects 4) intuiting: perceiving in an unconscious way

2. Later, impacted the developing of Myers-Briggs Type Indicator (MBTI)

Carl Jung (1875-1961) G. comment

1. Jung’s influence on diverse fields 2. Analytical psychology ignored by scientific

psychology a. his reliance on observation and interpretation

3. Empirical support for Jung’s ideas a. the Myers-Briggs Type Indicator: the four

functions b. Eysenck’s Maudsley Personality Inventory: the

attitudes

II. Social Psychological Theories: The Zeitgeist Strikes Again

A. Revised conception of human nature 1. De-emphasis of biological factors

2. Emphasis on environmental influences

3. Theorists:Alfred Adler and Karen Horney

4. suggested that human behavior is determined by interpersonal relationships during childhood, not biological forces.

Alfred Adler (1870-1937) A. His life

1. wealthy Viennese 2. childhood was marked by

illness and a close relationship with his father

a. core of his system: inferiority feelings

b. no experience of an Oedipus complex

Alfred Adler (1870-1937) 3. 1895: MD from University of Vienna

4. 1902: joined Freud’s discussion group a. openly criticized Freud’s emphasis on

sexual factors b. 1910: Freud named Adler president of the

Society in an attempt at reconciliation

5. 1911: his relationship with Freud was terminated with bitterness.

Alfred Adler (1870-1937)

6. 1920s: attracted many to his system

7. 1926-1934: visits to U. S.

8. 1934: professor of medical psychology at Long Island College of Medicine

Alfred Adler (1870-1937)

B. Individual Psychology

1. Social interest a. is an innate potential to cooperate

with others to achieve personal and societal goals

b. which develops through learning experiences in infancy

Alfred Adler (1870-1937) 2. Personality determinants

a. minimized the role of sex in determining behavior and rejected the Oedipus phase

b. focuses on conscious rather than unconscious factors.

Alfred Adler (1870-1937) 3. Emphasized that behavior is affected

more by beliefs about the future than past experiences

4. Striving for superiority a. contain complete development, fulfillment,

and realization of the self b. is innate c. is evident in every aspect of the personality

Alfred Adler (1870-1937) C. inferiority feelings

1. generalized feeling of inferiority determines behavior

2. are a result of infant’s smallness and helplessness

3. lifelong push-pull between inferiority feelings and striving for superiority

4. leads to continuous improvement

5. inferiority complex a. results from a failure to compensate adequately

Alfred Adler (1870-1937) D. Style of life

1. Involves behaviors by which one compensates for inferiority

2. Forms at ages 4 to 5

3. Becomes fixed and resistant to change

4. Provides the framework within which later experiences are dealt with

5. Indicates one consciously creates one’s lifestyle for oneself

Alfred Adler (1870-1937) E. the creative power of the self

1. An active principle of human existence

2. One’s attitude toward one’s life and destiny a. based on how one uses and interprets experiences b. is consciously shaped

Alfred Adler (1870-1937) F. Birth order

1. Different social experiences result in different personalities

2. Distinctive behavior: oldest, middle, youngest

Alfred Adler (1870-1937) G. Comment

1. Adler’s view of human nature is optimistic

2.Criticisms a. theories are superficial and system is too simple b. did not explain methods of analysis and

conclusion c. he relied heavily on common observations

Alfred Adler (1870-1937) 3. Contributions

a. birth order research (most)

b. effects of early memories on adult style of life

c. influence on ego psychology 1) emphasis on social forces

d. creative power of self: influenced Maslow

e. stress on social variables: influenced Rotter

Karen Horney (1885-1952)

A. Her life 1. Born in Hamburg

2. Childhood experiences influenced her system

3. 1913: MD from U of Berlin

4. 1914-18: took orthodox psychoanalytic training

Karen Horney (1885-1952)

5. Faculty position at Berlin Psychoanalytic Institute and private practice

6. 1932: associate director of Chicago Institute for Psychoanalysis

7. Founded American Institute of Psychoanalysis

Karen Horney (1885-1952)

B. Disagreements with Freud 1. Disagreed that personality depends on unchangeable

biological forces

2. Denied the preeminence of sexual factors

3.Challenged the validity of the Oedipal theory and the concept of libido

4. Opposed Freud’s tenet that women are motivated by penis envy

Karen Horney (1885-1952) 5. Posited that men are motivated by womb envy

6. Basic views of human nature a. Freud: pessimistic, the death instinct b. Horney: optimistic humans capable of change

7. Horney accepted a. unconscious motivation b. existence of emotional, nonrational motives

Karen Horney (1885-1952) C. Basic anxiety

1. The fundamental concept in Horney’s theory

2. Feelings of isolation and helplessness in a hostile world

3. Results from parents’ behaviors toward the child

4. Is not innate

5. Basic motivation: need for safety and freedom from fear

Karen Horney (1885-1952) 6. Personality

a. develops in early childhood

b. can change throughout life

c. focus on parental behavior as determinants

d. denied universal developmental phases

e. everything depends on cultural, social, and environmental factors

Karen Horney (1885-1952) D. Neurotic needs

1. feelings of helplessness and insecurity provoke development of strategies for coping

2. Neurotic need a. a strategy that has become a fixed part of

personality b. a mode of defense against anxiety

Karen Horney (1885-1952) 3. Horney identified 10 needs that make up

three trends a. the complaint personality (move toward others) b. the detached personality (move away from others) c. the aggressive personality (move against others)

4. None is a realistic way to deal with anxiety a. are too inflexible to permit alternative behavior

Karen Horney (1885-1952) E. The idealized self-image

1. Is a false picture of personality 2. Prevents neurotics from understanding and

accepting true self 3. Neurotic conflicts

a. are denied b. are neither innate nor inevitable c. arise from undesirable situations in childhood

Karen Horney (1885-1952)

F. Comment 1. Horney’s optimism welcomed 2. description of personality in terms of social forces 3. Her system engendered little research 4. Major contribution: writings on feminine Psychology

a. clinical observations of patients 1) non-replicable, non-validated, unsystematic 2) non-experimental

III. The Psychoanalytic Tradition Today

A. Multiplicity of views and positions

B. Remains an important school and influence

IV. Humanistic Psychology:The Third Force

A. In general basic themes

a. emphasis on conscious experience

b. belief in the wholeness of human nature

c. focus on free will, spontaneity, and creativity

d.studies all factors relevant to the human condition

Abraham Maslow (1908-1970) A. His life

1. born in Brooklyn

2. illustrated Adler’s theory re: unhappy childhood

3. at Cornell, horrid first course in psychology (Titchener)

4. transferred to Wisconsin: Ph.D. in 1934

Abraham Maslow (1908-1970) B. In general

1. spiritual father of humanistic psychology

2. garnered academic respectability for the movement

3. goal: to understand the highest achievements of which humans are capable

Abraham Maslow (1908-1970) C. Self-actualization

1. characteristics a. an innate tendency b. is the highest human need c. involves active use of all of one’s qualities

and abilities d. involves the development and fulfillment

of one’s potential

Abraham Maslow (1908-1970) 2. the hierarchy of needs

a. physiological b. safety c. belonging and love d. esteem e. self-actualization

3. research focus: characteristics shared by self-actualized persons

4. self-actualized persons: free of neurosis, middle-aged or older

Abraham Maslow (1908-1970) D. Comment

1. criticism a. small sample precludes generalizations b. subjects selected according to his subjective

criteria c. terms are ambiguous and inconsistently defined

2. rebuttal: no other way to study self-actualization

3 limited empirical laboratory support

Carl Rogers (1902-1987) A. His life

1. born in Oak Park, Illinois

2. parents: strict fundamentalist religious views

3. a lonely child: relied on his own experiences

4. age 22: freedom from parents’ belief system

Carl Rogers (1902-1987) 5. cornerstones of his theory

a. people must rely on their own interpretation of events

b. people can consciously and actively strive to improve

6. 1931: Ph.D. from Teachers College at Columbia

Carl Rogers (1902-1987) B. In general

1. developed person-centered therapy a. client is responsible for change b. assumes one can consciously and rationally alter

one’s thoughts and behavior 2. personality

a. his theory focuses on a single motive b. shaped by the present and how it is perceived in

consciousness

Carl Rogers (1902-1987) C. Self-actualization

1. drive to actualize the self a. the major motive in personality b. is innate c. can be helped or hindered by childhood

experiences d. can be helped or hindered by learning

Carl Rogers (1902-1987) 2. the mother-child relationship

a. important with regard to its effect on the child’s sense of self

b. positive regard: child will become a healthy personality

1) Child does not develop conditions of worth 2) child will not have to repress any portion of

the developing self.

Carl Rogers (1902-1987) c. conditional regard

1) child develops conditions of worth 2) child’s self is not allowed to develop fully

3. similar to Maslow’s concept of self-actualization

4. Rogers and Maslow differ on the characteristics of the psychologically healthy person

5. Rogers: the person is actualizing rather than actualized

Carl Rogers (1902-1987) D. Comment

1. criticisms a. lack of specificity about innate potential for self-

actualization

b. the emphasis on subjective conscious experiences

c. the exclusion of unconscious factors

V. The Fate of Humanistic Psychology A. Growth

1. 1961: Journal of Humanistic Psychology

2. 1962: American Association for Humanistic Psychology

3. 1971: became a division of APA

B. Not a school

The Fate of Humanistic Psychology

C. Not a part of the mainstream of psychological thought 1. practitioners in private practice rather than academia

2. comparatively little research and few publications

3. no graduate training programs

The Fate of Humanistic Psychology

D. Contributions 1. strengthened the idea one can consciously

and freely change

2. facilitated the return of the experimental study of consciousness