Transcript History of Psychology - Iowa State University

History of Psychology
Chapter 14 Psychoanalysis:
After the Founding
I. The Neo-Freudians and
Ego Psychology
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A. In general
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1. adhered to Freud’s central premises
2.modified and selected aspects of his theory
B. Major change: expansion of the ego concept
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1. to make it more independent of the id.
2. the ego has its own energy
3. Has functions separate from the id
4. is free of conflict produced by id pressures.
The Neo-Freudians and
Ego Psychology
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C. Influences on personality
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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)
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A. Her life
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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)
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3. Age 22: began a 4-year analysis with her
father
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4. Age 29: read her first scholarly paper to
the Society
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a. "Beating fantasies and daydreams" (1924).
5. Pioneered psychoanalysis of children
Anna Freud (1895-1982)
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Contributions to psychoanalysis
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1. 1927 : Introduction to the Technique of
Child Analysis
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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)
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2. She opened a clinic in London and
established a training center for clinical
psychologists.
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3. In The Ego and the Mechanisms of Defense
(1936)
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a. she elaborated and clarified the use of defense
mechanisms
b. It remains a core work in ego psychology.
Anna Freud (1895-1982)
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4. 1945: publication of The
Psychoanalytic study of the Child begun
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5. substantially revised orthodox
psychoanalytic theory
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6. expanded the role of the ego
Anna Freud (1895-1982)
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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)
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A. His life

1. At critical times, Jung made
decisions based on
 a. what his unconscious told
him
 b. his dreams.
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2. 1900: MD from University of
Basel
 a. interested in psychiatry
Carl Jung (1875-1961)
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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)
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4. interested in Freud’s work

a. 1900: he read The Interpretation of Dreams
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b. 1906: he began corresponding with Freud
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c. 1907: their first meetings
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d. 1909: lectures at Clark University with Freud
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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)
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f. 1912: The Psychology of the Unconscious
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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)
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5. 1913-1916: intense emotional problems
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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)
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B. Analytical psychology:
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1. Libido
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a. major difference with Freud’s theory
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b. the libido is a generalized life energy
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c. the energy expresses itself in growth,
reproduction, and other activities
Carl Jung (1875-1961)
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2. Oedipus complex
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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)
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3. Role of sex
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a. unlike Freud, no sexual anxieties or
inhibitions as an adult
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b. sex plays a minimal role in explaining
human motivation
Carl Jung (1875-1961)
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4. Forces that influence personality
 a. Freud: people are victims of their
childhoods
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b. Jung:
 1) one is shaped by past as well as
aspirations
 2) personality can be changed
throughout life.
Carl Jung (1875-1961)
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5. Unconscious
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a. Jung tried to probed deeper into the
unconscious
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b. added the component of the collective
unconscious.
Carl Jung (1875-1961)
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C. The collective unconscious
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1. personal unconscious
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a. comprised all suppressed or forgotten
experiences in a person’s life
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b. is not a very deep level of unconscious
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c.incidents can easily be recalled.
Carl Jung (1875-1961)
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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
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Carl Jung (1875-1961)
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D. Archetypes
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Definition: Inherited tendencies within
the collective unconscious that dispose
a person to behave similarly to
ancestors who confronted similar
situation.
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Jung believed that self-actualization
could not be attained until middle age.
Carl Jung (1875-1961)
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E. introversion and extraversion
(attitudes)
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1. extravert
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a. libido direct outside the self
b. strongly influenced by forces in the
environment
c. is sociable and self-confident
Carl Jung (1875-1961)
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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
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3. No one is a complete extravert or introvert
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4. Impacted the development of Five-Factor Inventory
Carl Jung (1875-1961)
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F. Psychological type
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1. Four functions of personality
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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 MyersBriggs Type Indicator (MBTI)
Carl Jung (1875-1961)
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G. comment
 1. Jung’s influence on diverse fields
 2. Analytical psychology ignored by scientific
psychology
 a. his reliance on observation and interpretation
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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
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A. Revised conception of human nature
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1. De-emphasis of biological factors
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2. Emphasis on environmental influences
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3. Theorists:Alfred Adler and Karen Horney
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4. suggested that human behavior is determined by
interpersonal relationships during childhood, not
biological forces.
Alfred Adler (1870-1937)
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A. His life
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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)
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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)
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6. 1920s: attracted many to his system
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7. 1926-1934: visits to U. S.
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8. 1934: professor of medical psychology at
Long Island College of Medicine
Alfred Adler (1870-1937)
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B. Individual Psychology
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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)
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2. Personality determinants
 a. minimized the role of sex in
determining behavior and rejected the
Oedipus phase
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b. focuses on conscious rather than
unconscious factors.
Alfred Adler (1870-1937)
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3. Emphasized that behavior is affected
more by beliefs about the future than past
experiences
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4. Striving for superiority
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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)
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C. inferiority feelings
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1. generalized feeling of inferiority determines
behavior
2. are a result of infant’s smallness and helplessness
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3. lifelong push-pull between inferiority feelings and
striving for superiority
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4. leads to continuous improvement
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5. inferiority complex
 a. results from a failure to compensate
adequately
Alfred Adler (1870-1937)
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D. Style of life
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1. Involves behaviors by which one compensates for
inferiority
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2. Forms at ages 4 to 5
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3. Becomes fixed and resistant to change
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4. Provides the framework within which later
experiences are dealt with
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5. Indicates one consciously creates one’s lifestyle for
oneself
Alfred Adler (1870-1937)
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E. the creative power of the self
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1. An active principle of human existence
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2. One’s attitude toward one’s life and destiny
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a. based on how one uses and interprets experiences
b. is consciously shaped
Alfred Adler (1870-1937)
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F. Birth order
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1. Different social experiences result in
different personalities
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2. Distinctive behavior: oldest, middle,
youngest
Alfred Adler (1870-1937)
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G. Comment
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1. Adler’s view of human nature is optimistic
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2.Criticisms
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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)
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3. Contributions
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a. birth order research (most)
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b. effects of early memories on adult style of life
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c. influence on ego psychology
 1) emphasis on social forces
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d. creative power of self: influenced Maslow
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e. stress on social variables: influenced Rotter
Karen Horney (1885-1952)
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A. Her life
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1. Born in Hamburg
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2. Childhood experiences
influenced her system
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3. 1913: MD from U of Berlin
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4. 1914-18: took orthodox
psychoanalytic training
Karen Horney (1885-1952)
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5. Faculty position at Berlin Psychoanalytic
Institute and private practice
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6. 1932: associate director of Chicago Institute
for Psychoanalysis
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7. Founded American Institute of Psychoanalysis
Karen Horney (1885-1952)
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B. Disagreements with Freud
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1. Disagreed that personality depends on unchangeable
biological forces
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2. Denied the preeminence of sexual factors
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3.Challenged the validity of the Oedipal theory and the
concept of libido
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4. Opposed Freud’s tenet that women are motivated by
penis envy
Karen Horney (1885-1952)
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5. Posited that men are motivated by womb envy
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6. Basic views of human nature
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a. Freud: pessimistic, the death instinct
b. Horney: optimistic humans capable of change
7. Horney accepted
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a. unconscious motivation
b. existence of emotional, nonrational motives
Karen Horney (1885-1952)
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C. Basic anxiety
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1. The fundamental concept in Horney’s theory
2. Feelings of isolation and helplessness in a hostile
world
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3. Results from parents’ behaviors toward the child
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4. Is not innate
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5. Basic motivation: need for safety and freedom from
fear
Karen Horney (1885-1952)
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6. Personality
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a. develops in early childhood
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b. can change throughout life
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c. focus on parental behavior as determinants
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d. denied universal developmental phases
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e. everything depends on cultural, social, and
environmental factors
Karen Horney (1885-1952)
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D. Neurotic needs
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1. feelings of helplessness and insecurity
provoke development of strategies for coping
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2. Neurotic need
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a. a strategy that has become a fixed part of
personality
b. a mode of defense against anxiety
Karen Horney (1885-1952)
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3. Horney identified 10 needs that make up
three trends
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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
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a. are too inflexible to permit alternative behavior
Karen Horney (1885-1952)
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E. The idealized self-image
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1. Is a false picture of personality
2. Prevents neurotics from understanding and
accepting true self
3. Neurotic conflicts
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a. are denied
b. are neither innate nor inevitable
c. arise from undesirable situations in childhood
Karen Horney (1885-1952)
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F. Comment
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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
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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)
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A. His life
 1. born in Brooklyn

2. illustrated Adler’s theory re:
unhappy childhood
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3. at Cornell, horrid first
course in psychology
(Titchener)
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4. transferred to Wisconsin:
Ph.D. in 1934
Abraham Maslow (1908-1970)
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B. In general
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1. spiritual father of humanistic psychology
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2. garnered academic respectability for the
movement
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3. goal: to understand the highest achievements
of which humans are capable
Abraham Maslow (1908-1970)
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C. Self-actualization
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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)
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2. the hierarchy of needs
 a. physiological
 b. safety
 c. belonging and love
 d. esteem
 e. self-actualization

3. research focus: characteristics shared by selfactualized persons

4. self-actualized persons: free of neurosis, middle-aged
or older
Abraham Maslow (1908-1970)
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D. Comment

1. criticism
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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 selfactualization
3 limited empirical laboratory support
Carl Rogers (1902-1987)
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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)
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5. cornerstones of his theory


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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

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

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 selfactualization

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