UJIAN TENGAH SEMESTER GENAP 2019/2020

FAKULTAS ILMU BUDAYA UNIVERSITAS DIPONEGORO

Nama : Deta Russita

NIM : 13020117140108
Prodi/ Smt. : Sastra Inggris/ 6
Waktu Ujian : Jumat, 17 April 2020
Mata Kuliah : Psikologi Sastra

Answer completely the following questions in English.

What do you know about the correlation between psychology and literature?
Literature and psychology are two branches of science that study human soul.
Psychology researches human behaviors and their causes while literature depicts human
behavior through fiction. These two branches of social science studying human behavior are
interrelated and mutually beneficial. And the basic building block of the correlation between
literature and psychology is a literary work.
Literary works study human beings and describe their inner world with all its aspects.
The reason is that a literary work is at the same time a product of a certain psychological
condition. A literary work benefits from psychology in terms of successfully presenting
characters, expressing their moods, and bringing the reader into the psychological dimension
of human reality. Psychology and study of literature meet in their focus on phantasies,
emotions and human soul. Thus there exists a two-way relationship based on mutual
interaction between literature and psychology, in the form of evaluation of a literary work
with the resources of psychology and obtaining psychological truths from a literary work.
Academic Ismet Emre gave the following explanation of the relationship between the
two disciplines: Beside literature and psychology there is no other branch of science which is
engaged so much in the study of the relationship between human body and soul with its
contradictions and dilemmas, making efforts to define the relationship in terms of certain
rules, to know the mysterious aspects of the human soul and its subconscious areas by means
of long and detailed journeys: at the same time both branches have been struggling in their
existence between arts and science for about a century.

What do you know about Sigmund Freud and his main theory? Explain them.
 Sigmund Freud was an Austrian neurologist born on the 6 May 1856 in a small town
named Freiberg, Moravia. Although born to a relatively poor Jewish family, Freud originally
planned to study law at the University of Vienna but later changed his mind and opted for
medicine. Upon graduating, Freud began work in a psychiatry clinic in the Vienna General
Hospital. Psychiatry at this time however took no interest in the psychological components of
mental health, but simply viewed behaviour in light of the anatomical structures of the brain.
In 1923 Freud published The Ego and the Id revising the structural make-up of the
mind, and continued to work feverishly during this period developing his ideas. By 1938 and
the arrival of the Nazis in Austria, Freud left for London with his wife and children.
Throughout this time he was plagued by cancer of the jaw and after undergoing 30
operations, he died in London on 23 September 1939.
Psychosexual Development & The Oedipus Complex
One of Freud’s more famous theories was that of psychosexual development.
Fundamentally, Freud postulated that as children we move through a series of stages centred
on erogenous zones. Successful completion of these stages, Freud argued, led to the
development of a healthy personality, but fixation at any stage prevents completion and
therefore the development of an unhealthy, fixated personality as an adult. Although elements
of this theory are still used in modern day psychodynamic/psychoanalytical therapy, over
time the therapy has been replaced by more modern theory.
1. Oral Stage (birth to 18 months): child becomes focused on oral pleasures such as
sucking. Difficulties at this stage could lead to an oral personality in adulthood centred
around smoking, drinking alcohol, biting nails and they can be pessimistic, gullible and
overly dependent on others.
2. Anal Stage (18 months to 3 years): focus of pleasure here is on eliminating and retaining
faeces and learning to control this due to societal norms. Fixation here can lead to
perfectionism, a need to control or alternatively the opposite; messy and disorganised.
3. Phallic Stage (ages 3 to 6 years): during the phallic stage the child’s pleasure move to
the genitals and Freud argued that during this stage boys develop an unconscious sexual
desire for their mothers and fear that because of this their fathers will punish them by
castration. This became known as the Oedipus Complex after the Sophocles tragedy. A
fixation at the stage could lead to confusion over sexual identity or engaging in sexual
deviances.
4. Latency Stage (ages 6 to puberty): sexual urges remain largely repressed at this stage.
 5. Genital Stage (puberty onwards): this final stage leads to the individual switching their
interest to members of the opposite sex.
Id, Ego, Superego & Defences
In his later work, Freud proposed that the human psyche could be divided into three
parts: Id, Ego and Superego.
The Id: According to Freud the id is the completely unconscious, impulsive and
demanding part of the psyche that as a child allows us to get our basic needs met.
The Ego: The ego is based on the reality principle. It understands that the Id can’t
always have what it wants because sometimes that can cause problems for us in the
future.
The Super-Ego: This is the moral part of the psyche and regardless of the situation
always believes we should do the moral thing. Some conceptualise this part as our
conscience.
As such, it is the role of Ego to strike a balance between the demanding id, versus the
self- critical super ego. Freud stated that in healthy individuals the ego is doing a good job in
balancing out the needs of these two parts of the psyche, however in those where one of the
other parts is dominant the individual struggles and problems develop in the personality. The
balancing act between these two aspects of the psyche can sometimes be difficult for the Ego
and so it employs a variety of different tools to help mediate known as Defence Mechanisms.
Some examples of defence mechanisms are:
 Displacement: “i.e. arguing with your partner after an argument with a friend”
 Projection: “ i.e. Stating that the other person is stupid when you’re losing the
argument”
 Sublimation: “i.e. Becoming a boxer so that you can hit others in a more socially
acceptable way”
 Denial: “i.e. Denying that your husband is having an affair and carrying on as usual”
 Repression: “i.e. Forgetting something happened because it is too emotionally painful”

The Unconscious
The concept of the unconscious was central to Freud’s view of the mind. He believed
that the majority of what we experience day-to-day (the emotions, beliefs and impulses) takes
place in the unconscious and is not viewable to us in the conscious mind. In particular, he
used the concept of repression to demonstrate that although an individual may not remember
something traumatic happening to them, this memory is locked away in the unconscious. Yet
importantly, these memories remain active in the unconscious and can reappear in
consciousness under certain circumstances and can cause problems for us even in the
unconscious.
Our conscious mind, however, according to Freud makes up a very small amount of
our personality – as we are only aware of the small tip of the iceberg of what is actually going
on in our minds. Freud also added a third level to our psyche known as the preconscious or
subconscious mind. This part of the mind is the one that although we are not consciously
aware of what’s in it at all times, we can retrieve information and memories from it if
prompted. This is one of the most important Freudian contributions and is still very much
used in psychotherapy today.

What do you know about Jacques Lacan and his main theory? Explain them.
Jaques Lacan was a French psychoanalyst who reconceptualized Freud using post-
structuralism. Lacan rejected attempts to link psychoanalysis with social theory, saying 'the
unconscious is the discourse of the Other' -- that human passion is structured by the desire of
others and that we express deep feelings through the 'relay' of others. He thus saw desire as a
social phenomenon and psychoanalysis as a theory of how the human subject is created
through social interaction. Desire appears through a combination of language, culture and the
spaces between people.
Lacan focused largely on Freud's work on deep structures and infant sexuality, and
how the human subject becomes an 'other' through unconscious repression and stemming
from the Mirror phase. The conscious ego and unconscious desire are thus radically divided.
Lacan considered this perpetual and unconscious fragmentation of the self as Freud's core
discovery.
Lacan thus sought to return psychoanalysis on the unconscious, using Ferdinand de
Saussure's linguistics, structural anthropology and post-structural theories.
Lacan's version of psychosexual development is, therefore, organized around the
subject's ability to recognize, first, iconic signs and, then, eventually, language. This entrance
into language follows a particular developmental model, according to Lacan, one that is quite
distinct from Freud's version of the same (even though Lacan continued to argue—some
would say "perversely"—that he was, in fact, a strict Freudian).
0-6 months of age. In the earliest stage of development, you were dominated by a
chaotic mix of perceptions, feelings, and needs. You did not distinguish your own self from
that of your parents or even the world around you. Rather, you spent your time taking into
yourself everything that you experienced as pleasurable without any acknowledgment of
boundaries. This is the stage, then, when you were closest to the pure materiality of existence,
or what Lacan terms "the Real." Still, even at this early stage, your body began to be
fragmented into specific erogenous zones (mouth, anus, penis, vagina), aided by the fact that
your mother tended to pay special attention to these body parts.
6-18 months of age. This stage, which Lacan terms the "mirror stage," was a central
moment in your development. The "mirror stage" entails a "libidinal dynamism" caused by
the young child's identification with his own image (what Lacan terms the "Ideal-I" or "ideal
ego"). For Lacan, this act marks the primordial recognition of one's self as "I," although at a
point "before it is objectified in the dialectic of identification with the other, and before
language restores to it, in the universal, its function as subject" (Écrits 2). In other words, this
recognition of the self's image precedes the entrance into language, after which the subject
can understand the place of that image of the self within a larger social order, in which the
subject must negotiate his or her relationship with others. Still, the mirror stage is necessary
for the next stage, since to recognize yourself as "I" is like recognizing yourself as other
("yes, that person over there is me"); this act is thus fundamentally self-alienating.
18 months to 4 years of age. The acquisition of language during this next stage of
development further separated you from a connection to the Real (from the actual materiality
of things). Lacan builds on such semiotic critics as Ferdinand de Saussure to show how
language is a system that makes sense only within its own internal logic of differences: the
word, "father," only makes sense in terms of those other terms it is defined with or against
(mother, "me," law, the social, etc.). As Kaja Silverman puts it, "the signifier 'father' has no
relation whatever to the physical fact of any individual father. Instead, that signifier finds its
support in a network of other signifiers, including 'phallus,' 'law,' 'adequacy,' and 'mother,' all
of which are equally indifferent to the category of the real".

What do you know about Carl Jung and his main theory? Explain them.
Carl Jung, in full Carl Gustav Jung, (born July 26, 1875, Kesswil, Switzerland—died
June 6, 1961, Küsnacht), Swiss psychologist and psychiatrist who founded analytic
psychology, in some aspects a response to Sigmund Freud’s psychoanalysis. Jung proposed
and developed the concepts of the extraverted and the introverted personality, archetypes, and
the collective unconscious. His work has been influential in psychiatry and in the study of
religion, literature, and related fields.
The Persona
 Inevery public arena we present an exaggerated version of ourselves which we hope
will make an impression. The character we display in our occupation is not the same as at
home. When alone we have no one to impress, but in public we wear a mask, a persona, so
that we might impose a desirable image of ourselves onto others. Every profession has subtle
agreements about the manners which are acceptable, and those which are not; and it is
expected that the individual will adapt to these requirements without anyone having to openly
explain them. A doctor, for instance, is expected to behave as a doctor should, with a patience
and sympathy that would be difficult for an ordinary person to achieve; any propensity for
impatience or hostility would not be acceptable, and for good reason.
It is then the distinct purpose of the persona to subdue all of the primitive urges,
impulses, and emotions that are not considered socially acceptable, and that, if we were to act
upon them, would make us look fools.
The Shadow
If nothing else, the persona is obedience to expectations; it is the mask one wears to
convince himself, and others, that he is not an altogether bad person. But one cannot go
beyond the persona until he has incorporated into his character those darker character traits
which belong to what Jung called the ‘shadow self’. The shadow is everything that we have
denied in ourselves and cast into oblivion, or rather everything that the ego has refused to
associate with itself, but that we can notice in other people — such things might include our
sexuality, spontaneity, aggression, instincts, cowardice, carelessness, passion, enthusiasm,
love of material possessions. It embraces all those sins, dark thoughts, and moods for which
we felt guilt and shame.
The shadow is necessarily emotional in nature, for it must oppose the rigidness of the
ego; it holds its own autonomy, separate from the conscious mind. Therefore, in being
instinctive and irrational, the shadow is prone to psychological projection, whereby we
attribute to others all our evil and inferior qualities that we do not want to admit are in
ourselves.
Anima/Animus
Jung believed that nested inside the shadow are the qualities of our opposite gender.
The anima is the archetype that expresses the fact that men have a minority of feminine
qualities; and the animus expresses the masculine qualities within women. In every man there
is a woman, and in every woman a man; or rather, there is the image of the ideal man/woman,
which is, as a rule, formed in part by the experience of our mother/father, and by the
influence of culture and heritage. One might argue that the ideas of feminine and masculine
are based on arbitrary stereotypes. But Jung presented the concepts of the anima and animus
as the ancient archetypes of Eros and Logos. Eros (the female) is associated with receptivity,
creativity, relationships, and wholeness.. Logos (the male) is identified with power, thought,
and action. (In Ancient Greek Eros means ‘love’, or ‘life energy’; whereas Logos is the term
for a principle of order and knowledge.)
The anima then is a personification of all feminine tendencies, positive or negative, in
a man’s psyche. A positive expression of the anima might include sensitivity and empathy,
capacity for loving relationships, a feeling for nature. The animus, on the other hand, is a
personification of masculine tendencies in a woman’s psyche, such as strength of conviction,
assertiveness, courage, strength, vitality, and a desire for achievement. But if the woman
disregards her masculine edge then she will become possessed by the animus: assertiveness
will become aggression and ruthlessness; and analytical thought will become
argumentativeness.
The Self
After one has overcome the persona, and integrated his shadow and the aspects of the
anima/animus archetypes into one’s character, one then is given access, Jung believed, to
enter into the deepest and highest reaches of the psyche, the archetype of wholeness– which
Jung named the ‘Self’, the most significant of all the archetypes. ‘The Self embraces’, Jung
writes, ‘ego-consciousness, shadow, anima, and collective unconscious in indeterminable
extension.’ (Mysterium Coniunctionis, page 108.) The self then is the sum of everything we
are now, and everything we once were, as well as everything we could potentially become; it
is the symbol of the ‘God within us’, that which we are as a totality.
The archetype of the self is the origin of our impulse towards self-realisation; it is the
single point from which our character and our personality matures as we grow older — just as
a seed holds the whole potential future of a flower. It is the Self that brings forth what Jung
called ‘the process of individuation’, which begins from the potential of childhood to an
expansive journey of self-discovery, whereby one consciously and gradually integrates the
unconscious aspects — the parts of ourselves that we have refused to confront — of one’s
personality into the whole. Jung believed that it is the end purpose of human life to
experience this coming together of the whole, to fully integrate and make conscious
everything about ourselves that was hidden in the shadow. This end is the fullest expression
of one’s character, and allows one to hold firm their individuality against the collective mass
unconscious.
What do you know about Alfred Adler and his main theory? Explain them.
Alfred Adler was a physician, psychotherapist, and the founder of Adlerian
psychology, sometimes called individual psychology. He is considered the first community
psychologist, because his work pioneered attention to community life, prevention, and
population health. Adlerian psychology emphasizes the human need and ability to create
positive social change and impact.
Adler’s work stressed the importance of nurturing feelings of belonging and striving
for superiority. He held equality, civil rights, mutual respect, and the advancement of
democracy as core values. He was one of the first practitioners to provide family and group
counseling and to use public education as a way to address community health. He was among
the first to write about the social determinants of health and of mental health. His values and
concepts drive our mission, work, and values at the Adler University today.
According to Adler, humans are born as weak and inferior beings. These weak and
inferior characteristics then cause humans to depend on other humans. So, one's personality
will be influenced by external factors as well, in the form of social relationships with other
humans, in addition to internal factors in the form of motivation from within oneself
mentioned earlier.
Adler's individual psychological theory is motivated by 6 principles, namely, striving
for success or superiority, subjective perception, self consistent, social interest, style of life,
and creative power. When the six principles are fulfilled by an individual, the individual is
said to be psychologically healthy.
Conversely, when an individual does not fulfill the 6 principles, the individual is said
to have failed to adjust. Adler states that there are 4 factors that cause the individual to fail to
adjust, including physically weak excessively, a lifestyle that is less disciplined, ignored, and
tends to want to protect. The application of Adler's individual psychology is divided into 4
namely, family constellation, childhood memories, dreams, and psychotherapy.