1. Cons
1.1. Euro/western centric approach - both in subjects and theorists
1.2. Overly focused on Sexuality
1.3. Overly focused on early development as the root of all problems later in life
1.4. Mostly focused on internal remedies to mental illness
1.5. Initially dominated by white male opinions and perspectives
1.6. Almost impossible to scientifically (objectively) evaluate freuds theories - some of the later concepts are scientifically examinable however
1.7. Almost entirely based on analysis of self reported information which may be entirely unreliable
2. Pros
2.1. Provides opportunities for clients to self reflect in a safe environment
2.2. Deep analysis of past trauma and how it impacts later in life
2.3. At the time revolutionary concepts about parenting styles and how children should be raised
2.4. Shed a previously unimaginable light on domestic and familial abuse
3. Melanie Klein
3.1. Object Relations Theory
3.1.1. Unconscious Phantasy
3.1.1.1. fantasies are psychic representations of unconscious id instincts; they should not be confused with the conscious fantasies of older children and adults.
3.1.2. Paranoid-Schizoid 4- 6 months old
3.1.2.1. Splitting
3.1.2.1.1. The mental separation of objects into "good" and "bad" parts and the subsequent repression of the "bad," or anxiety-provoking, aspects
3.1.2.2. Introjection and Projection
3.1.2.3. Projective Identification
3.1.2.3.1. Projective Identification is a psychic defense mechanism in which infants split off unacceptable parts of themselves, project them onto another object, and finally introject them back into themselves in a changed of distorted form. By taking the object back into themselves, infants feel that they have become like that objects, that is, they identify with that object.
3.1.3. The Depressive Position (up to 1 year)
3.1.3.1. Mourning/loss
3.1.3.1.1. Part-objects are now viewed as whole people, who have their own relationships and feelings; absence is experienced as a loss rather than a persecutory attack
3.1.4. Oedipus Complex 1-2 years
3.1.4.1. As apposed to Freuds Oedipal stage, in the Kleinian Oedipal stage; boys want to protect their mother’s insides (her womb, or stomach) from their father’s aggressive penis. But, as in Freud, they fear their desire to castrate their father will be turned against them. Girls driven by envy want to rob their mother of their father’s penis and unborn babies and are also paranoid about retaliation; but instead of castration, they fear instead a kind of hysterectomy. While the boy’s main anxiety object is the castrating father, the girl’s is the persecutory, almost magical mother.
3.2. 30 March 1882 – 22 September 1960
3.2.1. https://en.wikipedia.org/wiki/Melanie_Klein
4. Alfred Adler
4.1. Compensation, Overcompensation, and Complexes
4.1.1. Compensation for Weaknesses
4.1.1.1. all infants have a feeling of inferiority and inadequacy immediately as they begin to experience the world. This gives the child a need to strive towards rectifying that inferiority — a need to compensate for weakness by developing other strengths
4.1.2. Overcompensation
4.1.2.1. If the feelings of inferiority become too intense, and the child begins to feel as though he has no control over his surroundings. He will strive very strenuously for compensation, to the point that compensation is no longer satisfactory.
4.1.3. Inferiority Complex
4.1.3.1. This is a lack of self-esteem where the person is unable to rectify his feelings of inferiority.
4.1.3.1.1. Primary Inferiority
4.1.3.1.2. Secondary Inferiority
4.1.4. Superiority Complex
4.1.4.1. The superiority complex occurs when a person feels the need to prove they are better than others/than they are in reality Caused by being unable to compensate for weakness leading to an inferiority complex - could be considered a kind of reaction formation
4.2. Birth order
4.2.1. Adler believed that birth order had a significant and predictable impact on a child’s personality
4.2.1.1. First-born
4.2.1.1.1. This gives first-born children the traits of “a guardian of law and order.” These children have a high amount of personal power, and they value the concept of power with reverence
4.2.1.2. Second-born
4.2.1.2.1. Second-born children are constantly in the shadow of their older siblings. They are incessantly “striving for superiority under pressure,” driven by the existence of their older, more powerful sibling. Will work together with the first born if appropriately supported to gain "power"
4.2.1.3. Youngest Child
4.2.1.3.1. Constantly trying to prove themselves, due to their perceptions of inferiority relative to the rest of their family.
4.2.1.4. Only Child
4.2.1.4.1. Becomes “dependent to a high degree, waits constantly for someone to show him the way, and searches for support at all times.” Will come to see the world as a hostile place due to their parents’ constant vigilance.
4.3. Therapeutic method
4.3.1. Developed by Stein and Edwards (2002)
4.3.2. Aims
4.3.2.1. To reduce the inferiority complex of exaggerated feelings of inferiority to a normal and helpful size, where the patient strives for significance but is not overridden;
4.3.2.2. To reduce and banish the superiority complex of constant striving for superiority over others; and
4.3.2.3. To promote feelings of community and equality.
4.3.3. https://www.simplypsychology.org/alfred-adler.html
4.4. This man did not smile - I dare you to find a picture where he looks happier than the one above.. ;)
4.5. 7 February 1870 – 28 May 1937
4.5.1. https://en.wikipedia.org/wiki/Alfred_Adler
5. Carl Jung
5.1. The Collective Unconsious
5.1.1. Ego
5.1.1.1. ego is largely responsible for feelings of identity and continuity
5.1.2. Personal Unconscious
5.1.2.1. The personal unconscious contains temporality forgotten information and well as repressed memories
5.1.3. Collective Unconsciou
5.1.3.1. The collective unconscious is a universal version of the personal unconscious, holding mental patterns, or memory traces, which are shared with other members of human species
5.2. Archetypes
5.2.1. Self
5.2.1.1. Finally, there is the self which provides a sense of unity in experience. For Jung, the ultimate aim of every individual is to achieve a state of selfhood (similar to self-actualisation), and in this respect, Jung (like Erikson) is moving in the direction of a more humanist orientation.
5.2.2. Persona
5.2.2.1. The persona (or mask) is the outward face we present to the world. It conceals our real self and Jung describes it as the “conformity” archetype. This is the public face or role a person presents to others as someone different to who we really are (like an actor).
5.2.3. Anima/Animus
5.2.3.1. Another archetype is the anima/animus. The “anima/animus” is the mirror image of our biological sex, that is, the unconscious feminine side in males and the masculine tendencies in women. Each sex manifests attitudes and behavior of the other by virtue of centuries of living together. The psyche of a woman contains masculine aspects (the animus archetype), and the psyche of a man contains feminine aspects (the anima archetype).
5.2.4. Shadow
5.2.4.1. Next is the shadow. This is the animal side of our personality (like the id in Freud). It is the source of both our creative and destructive energies. In line with evolutionary theory, it may be that Jung’s archetypes reflect predispositions that once had survival value.
5.3. 26 July 1875 – 6 June 1961
5.3.1. https://en.wikipedia.org/wiki/Carl_Jung
6. Sigmund Freud
6.1. Free Association
6.1.1. Allows client to tap in to unconscious and subconscious ideas/thoughts/feelings etc
6.2. Psychosexual Stages
6.2.1. Oral - Birth - 12 months
6.2.1.1. From birth to around eighteen months of age, the infant’s erogenous zone is the mouth, and pleasure is found through sucking, eating, and biting. Problems with early feeding through neglect and abuse can lead to adults who seek to complete their missing oral gratification. They may do this by becoming dependent on others, by smoking or drinking too much, by overeating, by over talking, and so on. On the other hand, children who have been overindulged may become needy, demanding, and upset as they constantly expect their needs to be coddled (the stereotypic problem for “Millennials”). Still others may develop an oral aggressive personality as a result of problems during teething. These individuals may become verbally aggressive, argumentative, dogmatic, sarcastic, and so forth.
6.2.2. Anal - 12months - 3years
6.2.2.1. Obtaining control over bowel movements is a major task of this stage, which occurs between ages eighteen months and three years. Here, we see tension between the child’s desire to obtain pleasure through the expulsion of feces and the child’s need to please parents who are trying to teach the child how to control this important bodily function. The conflict between wanting to recklessly expel feces and appropriately going to the bathroom can have far-reaching implications. Parents who are particularly lenient may raise children who have an anal expulsive personality, and tend to be messy, cruel, sloppy, disorganized, reckless, careless, defiant, and perhaps overly generous. However, parents who are particularly strict and use punishment and humiliation in potty training will have children who have an anal retentive personality. These children tend to be stubborn, perfectionistic, neat, precise, orderly, careful, stingy, withholding, obstinate, meticulous, and passive-aggressive. As you might well imagine, this stage also has implications for how individuals deal with issues of authority and control, both as children and adults.
6.2.3. Phalic - 3-6 years
6.2.3.1. Experiencing pleasurable genital sensations is a major focus during this stage, which occurs between ages three years and five or six years. Here, children will self-stimulate (masturbate) and have a fascination with bodily functions. They can be particularly influenced by the moral imperatives of their parents. As children begin to have sexual genital feelings, Freud posited that there is an unconscious libidinal desire to possess the parent of the opposite sex and eliminate or kill the parent of the same sex.
6.2.3.1.1. Oedepus Complex
6.2.3.1.2. Castration Anxiety
6.2.3.1.3. Electra Complex
6.2.3.1.4. Penis Envy
6.2.3.2. Freud believed that phallic stage fixation can lead to a variety of conflicts, including issues related to sex role identity. For instance, the boy who is overly attended to by his mother and whose father is relatively uninvolved may exhibit traditional feminine characteristics or may become “macho” as he attempts to compensate for his lack of identification with his father. Or consider “daddy’s little girl,” whose mother is seen as subservient. This girl may become particularly self-centered and narcissistic as she expects to be treated particularly well by all men in her life.
6.2.4. Latent - 6 years to puberty
6.2.4.1. Strictly speaking not a psychosexual stage, the latency stage occurs between the ages of five or six years and puberty, when there is a repression of the libido. During this holding pattern, the child focuses on peer relationships and other age-appropriate activities, such as athletics and school. However, the repression of one’s sexuality soon ends with movement into the genital stage.
6.2.5. Genital - Post puberty
6.2.5.1. Occurring around the onset of puberty, in this stage there is a resurgence of one’s sexuality. Also in this stage, the resulting patterns of behavior from passage through the earlier stages become expressed. Fixation at these earlier stages will yield neurotic and psychotic behaviors, said Freud.
6.2.6. Issues with development through these stages cause -
6.3. Defense Mechanisms
6.3.1. https://pmhealthnp.com/sigmund-freud-psychoanalytic-theory/
6.3.2. Anxiety
6.3.2.1. Realistic
6.3.2.1.1. Ever walk down a dark street alone at night in a part of town noted for its crime? Get nervous? Well, you should. You could get mugged or worse. This is realistic anxiety , and Freud said that it is important for our ego to experience this kind of anxiety so that one might take reasonable action to make it go away.
6.3.2.2. Moral
6.3.2.2.1. Ever get caught masturbating? Ever do something that was “wrong” and get nervous about it? Ever think about doing something illegal or immoral? Did you get anxious? This is moral anxiety . Moral anxiety is an important message about how we are living in the world. Clearly originating from the superego, it tells our ego that we are having thoughts and behaviors that are unacceptable to our developed conscience.
6.3.2.3. Neurotic
6.3.2.3.1. It was a hot summer; I was in college, and I was staying in one of the residence halls with my girlfriend. We were the only ones there, and we hadn’t been getting along. I woke up in the middle of the night, in a sweat, nervous that I was going to harm her in some way. I started walking around campus as I attempted to calm myself down. I was afraid I was going crazy. My “anxiety” had gotten the better of me. This neurotic anxiety was related to my id— in this case, my fear that my naturally aggressive drives would somehow take control of me and cause me to harm someone else. Neurotic anxiety is an important message to one’s ego that the individual needs to take steps to ensure that the id doesn’t take over.
6.3.3. Defense mechanisms are healthy when they assist the individual in functioning in adaptive ways in society; however, they become pathological when they are overused and result in behaviors tha impair every day living
6.4. Dream interpretation
6.4.1. Dreams perform important functions for the unconscious mind and serve as valuable clues to how the unconscious mind operates.The Conscious mind/Ego is less/not present when dreaming
6.4.1.1. manifest content
6.4.1.1.1. what the dreamer remembers
6.4.1.2. latent content
6.4.1.2.1. The underlying wish
6.4.2. Theraputic Technique
6.4.2.1. Dreamwork
6.4.2.1.1. The process whereby the underlying wish is translated into plain english/concepts is called dreamwork. The purpose of dreamwork is to transform the forbidden wish into a non-threatening form, thus reducing anxiety and allowing us to continue sleeping. Dreamwork involves the process of condensation, displacement, and secondary elaboration.
6.4.2.1.2. Important considerations
6.5. Transference
6.5.1. Unique to the relationship between Client and Counsellor
6.5.2. Indicative of the Clients relationships with others
6.5.3. Types
6.5.3.1. Positive transference
6.5.3.1.1. An example of positive transference is when you apply enjoyable aspects of your past relationships to the relationship with your therapist.
6.5.3.2. Negative transference
6.5.3.2.1. Negative transference involves the transfer of negative emotions to the therapist. Anger and hostility are two emotions that might have been felt in childhood, either toward a parent or other important individual, then reappearing in the therapeutic relationship Negative transference sounds bad but actually can enhance the therapeutic experience. Once realized, the therapist is able to use this transference as a topic of discussion, further examining the client's emotional response.
6.5.3.3. Sexualized transference
6.5.3.3.1. Some research suggests that sexualized transference may be more common for members of the LGBTQ+ community, especially if the person has few friends or others they can trust or confide in.
6.5.3.3.2. Intimate and sexual
6.5.3.3.3. Reverential or feelings of worship
6.5.3.3.4. Romantic and sensual
6.6. The Psyche
6.6.1. Id and Superego complete for supremacy, Ego mediates between the two
6.6.1.1. Ego
6.6.1.1.1. The ego develops from the id during infancy. The ego's goal is to satisfy the demands of the id in a safe a socially acceptable way. In contrast to the id, the ego follows the reality principle as it operates in both the conscious and unconscious mind.
6.6.1.2. Id
6.6.1.2.1. Unconscious, made up of two parts
6.6.1.3. Superego
6.6.1.3.1. The superego develops during early childhood (when the child identifies with the same sex parent) and is responsible for ensuring moral standards are followed. The superego operates on the morality principle and motivates us to behave in a socially responsible and acceptable manner.
6.6.2. The Conscious, Subconscious, and the Unconscious
6.7. 6 May 1856 – 23 September 1939
6.7.1. https://en.wikipedia.org/wiki/Sigmund_Freud
7. Assumptions
7.1. Behavioural Determinism
7.2. Personality as a fractured/three part contribution
7.3. Adult behavior and feelings are rooted in childhood
7.4. Behavior and feelings are a product of unconscious motives
8. Anna Freud
8.1. Defense Mecanisms
8.1.1. Repression Denial Projection Reaction Formation Rationalisation Conversion and Psychosomatic reactions Displacememnt Regression Depersonalisation, Confusion, and Dissociation Sublimation
8.1.1.1. Asceticism: The repudiation of needs in an effort to deny urges and desires. Example: The anorexic is not only denying himself or herself food, but also his or her sexual impulses.
8.1.1.2. Compensation: The replacement of a perceived weak behavior by a perceived strong behavior. Example: A man becomes a bodybuilder because he feels inadequate as a conversationalist with women.
8.1.1.3. Denial: Not admitting that something has occurred. Example: The parent who refuses to admit that his child was molested.
8.1.1.4. Displacement: Redirecting an unacceptable impulse to a more acceptable object or person. Examples: An individual who has sexual urges toward a sibling becomes involved with computer sex. Or, murderous feelings toward one’s parent become enraged feelings toward a political figure (e.g., the president).
8.1.1.5. Dissociation: The removal of oneself from feelings in order to delay experiencing those feelings. Example: A rape victim dissociates during the violent act in order to separate self from the fear and rage within.
8.1.1.6. Humor: Using comic relief to defer feelings. Example: After hearing that she needs a mastectomy for advanced breast cancer, the woman says to her friend, “Well, at least I won’t be viewed as a sex object any longer!”
8.1.1.7. Idealization: Overstating and overestimating the value of an object or a person to deny negative feelings toward that person. Example: A husband who is often criticized by his wife states, “My wife— she is the best person ever— she’s bright, gorgeous, kind, and just perfect!”
8.1.1.8. Identification: Associating with certain individuals or groups in order to affiliate with specific values and deflect underlying feelings. Example: An individual becomes caught up with the “Virgin Vow Ministries,” which professes the importance of remaining a virgin until marriage.
8.1.1.9. Intellectualization: Concentrating on the intellectual components of a situation in an effort to distance oneself from the anxiety-provoking emotions associated with the situation. Example: A person who has just been diagnosed with a virulent form of cancer wants to know all about the science of the disease.
8.1.1.10. Introjection: Identifying with an idea so completely that you accept it with little question. Example: The religious zealot who never questions her parents’ or church’s views on religion. This has the result of not having to fear certain of life’s ambiguities or uncertainties (e.g., death).
8.1.1.11. Projection: Attributing unacceptable qualities in others that the individual actually has. Example: An individual calling a co-worker “judgmental and bossy,” when the individual actually acts in that manner and has urges to tell others how to act.
8.1.1.12. Rationalization: The cognitive distorting of events to make them more acceptable with the implications being that there are good reasons for some unacceptable actions. Example: A parishioner says, “Our minister didn’t harm anyone; he just had an affair— so what if she was married? The way he was treated after his wife died, you can understand why he would have an affair with someone who was putting herself out there.”
8.1.1.13. Reaction formation: The replacing or conversion of an unacceptable impulse into an acceptable one. Example: An individual who has strong attractions to the same sex becomes virulently anti-gay and protests same-sex marriage.
8.1.1.14. Regression: Reverting to behavior from an earlier stage of development. Examples: A 10-year-old suddenly starts to wet his bed after he discovers his parents are getting divorced. Or, after losing his job, a 50-year-old becomes overly dependent on his wife.
8.1.1.15. Repression: Pushing out of consciousness threatening or painful thoughts. Example: The individual who does not allow herself to remember being molested.
8.1.1.16. Somatization: Converting strong feelings or impulses into physical symptoms. Example: An individual’s fear of his sexuality is converted into hypochondriacal symptoms.
8.1.1.17. Splitting: Viewing people or objects as “all bad” or “all good.” Example: “Guns are horrible killing machines,” or “My co-worker is evil— she is just out for herself.”
8.1.1.18. Sublimation: The channeling or refocusing of unacceptable impulses into socially accepted forms of behavior. Example: A person struggling with extreme anger becomes a butcher or boxer, or a person’s sexual energy is channeled into creative and artistic endeavors.
8.1.1.19. Suppression: The act of pushing conscious thoughts into the preconscious, because they are too anxiety-evoking. Example: The “good wife” who has thoughts of having an affair with a neighbor’s husband pushes those thoughts out of consciousness.
8.1.1.20. Undoing: Performing ritualistic or magical gestures to undo a behavior for which one is feeling guilty. Examples: Following a woman’s passionate lovemaking, she always has to clean the house. Or, after spanking his children, a father takes them out for ice cream.
8.2. 3 December 1895 – 9 October 1982
8.2.1. https://en.wikipedia.org/wiki/Anna_Freud
9. Definition
9.1. The psychodynamic approach includes all the theories in psychology that see human functioning based upon the interaction of drives and forces within the person, particularly unconscious, and between the different structures of the personality.
9.2. https://www.simplypsychology.org/psychodynamic.html
10. Erik Erikson
10.1. Stages of Psychosocial Development
10.1.1. Trust vs. Mistrust - birth to 18 months
10.1.1.1. The infant is uncertain about the world in which they live, and looks towards their primary caregiver for stability and consistency of care.
10.1.1.1.1. Succes s= Consistent and reliable care will assist in the infant developing trust/certainty which leads to Hope
10.1.1.1.2. Failure = inconsistent or unreliable care will result in failure in developing trust leads to insecurity, anxiety, and generalized mistrust in the world
10.1.2. Autonomy vs. Shame and Doubt - 8 months to 3 years
10.1.2.1. Child seeks a sense of independence within the family unit
10.1.2.1.1. Success = If encouraged and supported child will develop independance, confidence and security in their capability - developing the virtue of Will
10.1.2.1.2. Failure = Criticism, controlling behavior, or domination will result in the child feeling inadequate and will lead to dependence, lack of self esteem, and shame or doubt
10.1.3. Initiative vs. Guilt - 3 to 5 years
10.1.3.1. Child is seeking independence and relationships external to the family unit, a sense of social/community purpose, they can be either supported/directed toward positive development or inhibited by parents/social group
10.1.3.1.1. Success = develop a sense of initiative and security in decision making ability, and develop a sense of purpose
10.1.3.1.2. Failure = Excessive punishment or control over attempts at independence will inhibit creativity and social interaction. and lead to a sense of guilt/purposelessness
10.1.4. Industry vs. Inferiority - 5 to 12 years
10.1.4.1. Source of self esteem transitions to peer group. Child will attempt to win approval by demonstrating usefulness and purpose in society/social group.
10.1.4.1.1. Success = Encouragement and reinforcement will lead to a sense of competence
10.1.4.1.2. Failure = Inability or lack of encouragement will result in a sense of inferiority, this can be helpful in developing modesty, but is detrimental if solely experienced
10.1.5. Identity vs. Role Confusion - 12 to 18 years
10.1.5.1. Physical and mental changes need to be understood and integrated in to the sense of self
10.1.5.1.1. Success = Comfort in body and role in society will lead to fidelity/ability to commit and accept differences
10.1.5.1.2. Failure = Inability to form sense of identity, role confusion/no sense of place within society leading to an identity crisis in the form of rebellion, unhappiness or negative identity
10.1.6. Intimacy vs. Isolation - 18 to 40 years
10.1.6.1. Centers on forming intimate, loving relationships with other non family members
10.1.6.1.1. Success = Forming happy/healthy relationships, sense of commitment, safety, and care
10.1.6.1.2. Failure = Avoidance of intimacy, fear of committment, will lead to isolation, loneliness and even depression
10.1.7. Generativity vs. Stagnation - 40 to 65 years
10.1.7.1. Making your mark on the world/society, child raising, productivity, community involvement. aims to develop a sense of being part of something bigger
10.1.7.1.1. Success = Sense of accomplishment and usefulness
10.1.7.1.2. Failure = Stagnation, sense of un-productiveness. Disconnection, un -involvement in community/world
10.1.8. Ego Integrity vs. Despair - 65 to Death
10.1.8.1. Built on success in earlier stages, person will look back on their achievements, life, etc
10.1.8.1.1. Success = If able to look back and feel sense of achievement and positive self esteem will develop sense of integrity
10.1.8.1.2. Failure = If reflection results in a sense of regret, will develop into bitterness and despair, generally leads to depression/hopelessness
10.2. 15 June 1902 – 12 May 1994
10.2.1. https://en.wikipedia.org/wiki/Erik_Erikson