Chapter 4

CARL JUNG’S ANALYTICAL PSYCHOLOGY

ABOUT THE THEORIST o Collective Unconscious
▪ Stems from ancestors
Carl Jung
▪ Every child is born with a
blueprint
▪ Archetypes
ARCHETYPES
- Ancient archaic images attained from the
collective unconscious
- Each person can develop several
archetypes
- Eight archetypes:
o Persona
▪ Term is from theater
▪ Side of our personality meant to
be shown to the world
o Shadow
▪ Qualities we don’t want others or
ourselves to see
- Born in Switzerland in July 26, 1875 ▪ Traits we don’t like and choose to
- The oldest by about 9 years of two ignore
surviving children. o Anima
- A son before Carl only lived for 3 days ▪ Depicts feminine side of a man
- Father: Johann Paul; Mother: Emilie ▪ Hard to connect with
Preiswerk o Animus
- Close friend of Freud ▪ Counterpart of anima
- Died on June 6, 1955 due to circulatory ▪ Masculine side of a woman
▪ Symbolizes thinking and
LEVELS OF THE PSYCHE
reasoning
- The mind has both conscious and o Great Mother
unconscious ▪ Concept derived from anima
o Conscious ▪ Everyone has this archetype
▪ Ego arises out of self during early ▪ Both positive and negative
development feelings
▪ Center of a person’s o Wise Old Man
consciousness ▪ Wisdom
o Personal Unconscious ▪ Symbolizes human’s pre-existing
▪ Develops from the interaction knowledge about mysteries of life
between collective unconscious ▪ Cannot be experienced directly
and an individual’s personal o Hero
growth ▪ Powerful being who fights against
▪ Each person has a unique evil in mythology
personal unconscious ▪ Archetype to help us free
▪ Complexes ourselves from helplessness
 o Self
▪ Person’s ability to continuously
strive towards growth, perfection
ad completion
▪ Archetypes of all archetypes
▪ Symbolized by a Mandala
DYNAMICS OF PERSONALITY
- Jung’s theory suggests he believed in a
causative explanation for human
behavior.
- Under his assumptions, he believed that
PSYCHOLOGICAL TYPES
people do have free will, and they cannot
only freely make decisions, but they can
also independently set goals and hold
aspirations.
o Causality and Teleology
▪ Causality
❖ Holds that present
events have their origin
in previous experiences
▪ Teleology
❖ Holds that present
events are motivated by
goals and aspirations for
future that direct a
person’s destiny
▪ Humans are motivated by their
past experiences and by their
expectations of the future
o Progression and Regression
▪ Progression
❖ Adaptation to the outside
world involves the
forward outflow of
psychic energy.
❖ Inclines a person to
react consistently to a
given set of
environmental
conditions.
▪ Regression
❖ Adaptation to the inner
world relies on a
backward flow of psychic
energy.
❖ It activates the
unconscious psyche, an
essential aid in the
solution of most
problems.
▪ Neither progression nor
regression leads to development.
▪ Either can bring about too much
one-sidedness and failure in
adaptation; but the two, working
together, can activate the
process of healthy personality
development.
- Attitudes
o Predisposition to act or react in a
characteristic direction.
o Introversion
▪ Attitude that means turning
inward of psychic energy with an
orientation toward the subjective.
▪ Signs you may be an introvert:
❖ You have a small group
of close friends
❖ Thoughtful
❖ Energized by being alone
❖ Enjoys solitude
❖ Tends to keep emotions
private
❖ Process their thoughts in
their head rather than
talk them out.
❖ Learns well through
observation
o Extraversion
▪ Attitude that means turning
outward of psychic energy so that
a person is oriented toward the
objective and away from the
subjective.
▪ Signs you may be an extrovert:
❖ Enjoys being at the
center of attention.
❖ Feels isolated by too
much time spent alone.
❖ Likes to communicate by
talking
 ❖ Looks to others and
outside sources for ideas
and inspiration
❖ Tends to act first before
thinking.
- Functions
o Thinking
▪ Logical intellectual activity that
produces a chain of ideas.
▪ Extraverted thinking people rely
heavily on concrete thoughts, but
may also use abstract ideas if
these have been transmitted to
them from without.
▪ Introverted thinking people react
DEVELOPMENT OF PERSONALITY
to a stimuli, but their
interpretation of an event is
colored more by the internal
meaning they bring.
o Feeling
▪ Evaluation of every conscious
activity.
▪ Extraverted feeling people use
objective data to make
evaluations. They are not guided
so much by their subjective
opinion, but by external values
and widely accepted standards
of judgment.
▪ Introverted feeling people base
their value judgments primarily
on subjective perceptions rather
than objective facts.
o Sensing
▪ Receives physical stimuli and
transmits them to perceptual
consciousness.
▪ Extraverted sensing people
perceive external stimuli
objectively, in much the same
way that these stimuli exist in
reality.
▪ Introverted sensing people are
largely influenced by their
subjective sensations of sight,
sound, taste, touch, and so
forth.
o Intuiting
▪ Sensing differs from intuiting
because it is more creative,
often adding or subtracting
elements from conscious
sensation
▪ Extraverted intuitive people are
oriented towards more facts in
the external world
▪ Introverted intuitive people are
guided by unconscious
perception of facts that are
subjective and have no
relevance to external reality
- Stages of Development
o Childhood
▪ Early morning sun, full of
potential
▪ The period between the end of
infancy (about 2 years of age)
and the onset of puberty,
marking the beginning of
adolescence (10–12 years of
age)
❖ Anarchic Phase
- Chaotic and sporadic
consciousness
❖ Monarchic Phase
- The development of
the ego and by the
beginning of logical
and verbal thinking.
❖ Dualistic Phase
- The ego as perceiver
arises.
o Youth
▪ Morning sun, climbing toward
the zenith
▪ The period from puberty until
middle life.
▪ Youth is, or should be, a period
of increase activity, maturing
sexuality, growing
consciousness, and recognition
 that the problem-free era of
childhood is gone forever
o Middle Life
▪ Early afternoon sun
▪ Begins at approximately age 35
or 40, a person is often
evaluating his or her own life.
▪ A period of age beyond young
adulthood but before the onset
of old age.
o Old Age
▪ The evening sun
▪ The final stage of the normal life
span.
▪ Frequently define as 60 or 65
years of age or older.
- Self-Realization
o Psychological rebirth or individuation,
is the process of becoming an
individual or whole person
o Self-realized people are able to
contend with both their external and
their internal worlds.
o They live in the real world and make
necessary concessions to it.
However, unlike average people, they
are aware of the regressive process
that leads to self-discovery.
o Self-realized person is dominated
neither by unconscious processes
nor by the conscious ego but
achieves a balance between all
aspects of personality.
o Self-realization is extremely rare and
is achieved only by people who are
able to assimilate their unconscious
into their total personality.
METHODS OF INVESTIGATION
- Jung asserted that the psyche could not
be understood by the intellect alone, but
must be grasped by the total person.
- Word Association Test
o Based on the principle that
complexes create measurable
emotional responses.
o From Jung’s observations certain
types of reactions indicate that the
stimulus word has touched complex.
o Examples of such responses are:
Restricted breathing, delayed
reactions, multiple responses,
disregard of instructions, failure to
respond.
- Active Imagination
o Requires a person to begin with any
impression, in other words, dream
image, picture, visualization and to
concentrate that image to “move”,
talking to the image and letting it lead
the person towards any place.
o Purpose: to reveal archetypal images
emerging from the unconscious.
- Dream Analysis
o Dreams are our unconscious and
spontaneous attempt to know the
unknowable, to comprehend a reality
that can only be expressed
symbolically.
o Purpose: to uncover elements from
the personal and collective
unconscious and to integrate them
into consciousness in order to
facilitate the process of self-
realization.
o Dreams offered proof of the existence
of the collective unconscious which
includes:
▪ Big Dreams - dreams with
special meaning to people.
▪ Typical Dreams - common to
most people.
▪ Earliest dreams remembered.
- Psychotherapy
o 4 Basic approaches to therapy:
▪ Confession of a Pathogenic
Secret
▪ Interpretation, Explanation and
Elucidation
▪ Education of patients as social
beings
▪ Transformation
 ❖ The therapist must be
transformed into a
healthy human being.
❖ Especially employed with
patients who are in the
second half of life and
who are concerned with
realization of the inner
self, with moral and
religious problems.
▪ Transference
❖ It is important during the
first three stages of
therapy
❖ Regards that both
positive and negative
transference are
naturally concomitant to
patients’ revelation.
▪ Countertransference
❖ A therapist’s feelings
toward the patients.
❖ Depending on the result,
it can hinder or help in
treatment depending on
whether it can better the
relationship
o Jungian psychotherapy has many
minor goals and a variety of
techniques, and no universal
description of a person who has
successfully completed analytical
treatment is possible.
o Jung warns against digging too deeply
in land not properly surveyed, that
digging too deep into a person’s
unconscious psyche as not much is
known in that aspect and it could
lead to potential dangers.
 Chapter 5
MELANIE KLEIN’S OBJECT RELATIONS THEORY
ABOUT THE THEORIST
Melanie Klein
STRUCTURE: PSYCHIC LIFE OF THE INFANT
- Born on March 30, 1182 in Vienna,
Austria
- Father: Dr. Moriz Reizes; Mother: Libussa
Deutsch
- She focused on a mother and child
relationship in devising therapeutic
techniques for children.
- The first psychologist who performed
psychoanalysis on children
- Death: September 22, 1960
OBJECT RELATIONS THEORY
- Klein’s observations of younger children
- States that an infant’s drives (hunger, sex,
etc.) are directed to an object (a breast, a
penis, a vagina, etc.)
- Claimed that the infant’s relation to the
breast is fundamental and serves as a
prototype for his/her later relations to the
whole objects, such as mother
- The breast (of the mother) is a child’s first
and main is a child’s first and main object
- The primary motive of human behavior is
human contact and relatedness
- Places more importance on patterns of
interpersonal relationships; relationship of
the mother and child will affect other
relationships of child later in life
- It emphasizes the intimacy and nurturing
of the mother, thus maternalistic
- Klein stressed the importance of the first
4 or 6 months of life.
- Klein believed that infants do not begin
life with a blank slate but with an inherited
predisposition to reduce the anxiety they
experience.
- Klein accepted Freud's idea that the
infant's readiness to act in certain
situations presupposes the existence of
phylogenetic endowment
- Phantasies
o These phantasies are psychic
representations of unconscious id
instincts
o Not to be confused with conscious
fantasies of adults
o These representations are absorbed
as “good” or “bad”
o When infants suck their fingers –
phantasizing about the good breast.
(Introject)
o When infants cry and kick their legs -
phantasizing about destroying the bad
breast (Project)
- Objects
o Klein believed that humans have
innate drives or instincts. Drives, of
course, must have some object.
o The earliest object relations are with
the mother’s breast, but ―very soon
interest develops in the face and in
the hands which attend to his needs
and gratify them.
o Introjected objects are more than
internal thoughts about external
objects.
INTERNALIZATIONS ❖ The female child fantasizes
about her father's penis as
- Ego
the giver of gifts to her
o Has been there since birth but she
mother and will develop a
believed that it is strong enough to feel
good relationship with it.
anxiety, to use defense mechanisms,
▪ Version 2
and form early object relations in both
❖ A less favorable
phantasy and reality.
development, the female
o Begins to evolve with the infant’s first
child will see her mother as a
experience with feeding, i.e. when the
rival with the penis and will
good breast feed them well
try to rob the penis from the
o The infant introjects both the good
mother.
breast and the bad breast, and these
o Male Oedipus Complex
images provide a focal point for further
▪ Version 1
expansion of the ego.
❖ Males will have a feminine
o Infants innately strive for integration,
position wherein the male
but at the same time, they are forced
child adopts a passive
to deal with the opposing forces of life
homosexual relationship with
and death
the father by shifting his oral
o To avoid disintegration, the newly
desires from his mother's
emerging ego must split itself into the
breast to his father's penis.
good me and the bad me.
▪ Version 2
- Superego
❖ As the boy matures, he
o More harsh and cruel according to
develops oral-sadistic
Klein. It produces terror.
impulses toward his father
o In terms of danger, their visualization
and wants to bite off his
is far more terrifying; these fears are
penis and to murder him.
greatly out of proportion to any
realistic dangers. POSITIONS
o Children's superegos are removed
- Ways a child deals with both internal and
from any actual threats by their
external objects
parents simply because of its
- Indicates that positions alternate back
destructive instinct, and to manage
and forth, and can be present and
this, the child's ego mobilizes libido
reactivated at any time
(life instinct) against the death instinct.
- Two basic positions
o This early ego defense lays the
o Paranoid-Schizoid Position
foundation for the development of the
▪ 3 to 4 months old
superego, whose extreme violence is a
▪ An infant’s way of organizing
reaction to the ego’s aggressive self-
experiences that includes both
defense against its own destructive
paranoid feelings of being
tendencies.
persecuted and splitting of
- Oedipus Complex
internal and external objects into
o Has 2 versions
the good and bad
o End goal is for children to have
❖ As the infant experiences
positive feelings for both parents
both the good breast and the
o Female Oedipus Complex
bad breast two separate and
▪ Version 1
contrasting feelings develop
 ❖ The infant then develops a
desire to have a relationship
with the ideal (good) breast
while fearing the persecutory
(bad) breast—thus becoming
paranoid
❖ To have control over the good
breast and fight of the bad
breast, the infant adopts the
paranoid-schizoid position
▪ The child’s ego perceives the
external world as subjective and
fantastic (as in fantasy)
▪ This splitting of the world into
good and bad serves as a
prototype for the subsequent
development of ambivalent
feelings toward a single person.
o Depressive Position
▪ Five months old
▪ The infant feels anxious of losing
a loved object (specifically the
breast) coupled with a sense of
guilt for wanting to destroy that
object constitute
❖ The infant begins to perceive
external objects as a whole
and to see that good and bad
can exist in the same person
❖ The infant also realizes that
the mother might go away
and be lost forever, thus
wanting to protect her from
danger as well as from
his/her (the infant’s) own
destructive desires
❖ The infant’s ego, however,
realizes that it lacks the
capability to protect the
mother.
❖ The position is only resolved
when the children fantasize
that they have made
repatriation for their previous
transgressions.
PSYCHOPATHOLOGY: PSYCHIC DEFENSE
MECHANISMS
- Starts from early infancy
- Adapted by children (and adults) to protect
their ego against anxiety
- Four defense mechanisms according to
Klein:
o Introjection
▪ One introjects (mostly) good and
bad objects to take them inside
oneself to take them inside
oneself
▪ Infants fantasize about taking the
perceptions and experiences with
the mother’s breast into their
body
o Projection
▪ Utilized by infants to get rid of
good and bad objects
▪ It is the fantasy that one’s own
feelings and impulses reside in
another person and not within
one’s body
▪ Also enables one to believe that
their own subjective opinions are
true
o Splitting
▪ For infants to separate the good
and bad aspects of themselves
and of external objects, the ego
splits itself—thus, splitting
▪ The infant establishes a picture of
both a “good me” and a “bad me,”
▪ Enables the child to see both
positive and negative aspects of
themselves and other people
▪ However, excessive, and inflexible
splitting can lead to pathological
repression
o Projective Identification
▪ A combination of the other three,
introjection, projection, and
splitting
▪ The infant reduces anxiety by
splitting off the unacceptable
parts of themselves, projecting
them into another object, and
introjecting them back into
 themselves in a changed or
distorted form
PSYCHOTHERAPY
- Klein pioneered on the use of
psychoanalysis with children, and analysts
- Klein was firm and consistent with her
belief, and despite the arguments of her
colleagues, she insisted that her own
children be analyzed.
o The Play Therapy
▪ Klein provided each child with a
variety of small toys, pencil and
paper, paint, crayons, and so
forth, substituting play therapy for
Freudian dream analysis and free
association.
▪ Young patients often attacked her
verbally. There, she interpreted
the unconscious motives behind
these attacks.
▪ Klein encouraged her patients to
reexperience early emotions and
fantasies, but the therapist
pointed out the differences
between reality vs fantasy and
conscious vs unconscious.
LATER VIEWS ON OBJECT RELATIONS
- John Bowlby’s Attachment Theory
o Assumption 1
▪ A responsive and
accessible caregiver
(usually the mother) must
create a secure base for
the child.
o Assumption 2
▪ A bonding relationship (or
lack thereof) becomes
internalized and serves as
a mental working model on
which future friendships
and love relationships are
built.
▪ Stages of separation
anxiety:
❖ Protest - When the
caregiver is out of
sight, infants will cry,
resist soothing by
other people and will
search for their
caregiver
❖ Despair - As
separation continues,
infants become quiet,
sad, passive, listless,
and apathetic.
❖ Detachment - Infants
become emotionally
detached from other
people, including their
caregiver
- Mary Ainsworth’s Strange Situation
o 20- minute lab session in which a
mother and infant were initially alone
in the playroom.
o Stranger came in and began to
interact with the infant.
o Mother goes away for 2 separate 2-
minute periods.
o Three attachment style ratings:
▪ Secure attachment
❖ Infants are happy and
enthusiastic and initiate
contact upon mother's return
▪ Anxious-resistant
❖ Infant tried to interact with
the mother but refused to be
soothed
▪ Anxious-avoidant
❖ Infants were calm when the
mother left and ignored her
when she returned.
- Margaret Mahler’s View
o Normal autism
▪ 3 to 4 weeks old
▪ Used Freud's analogy that
compared psychological birth with
an unhatched bird egg.
o Normal symbiosis
▪ "The infant behaves and functions
as though he and his mother were
an omnipotent system—a dual
 unity within one common
boundary."
o Separation-individuation
▪ Children become psychologically
separated from their mothers,
achieve a sense of individuation,
and begin to develop feelings of
personal identity.
- Heinz Konutz
o In caring for both physical and
psychological needs, adults, or self
objects, treat infants as if they had a
sense of self.
o The self gives unity and consistency to
one’s experiences, remains relatively
stable over time, and is ―the center of
initiative and a recipient of
impressions.
o 2 Basic Narcissistic Needs of Infants
▪ the need to exhibit the grandiose
self
▪ the need to acquire an idealized
image of one or both parents.
 Chapter 6
KAREN HORNEY’S PSYCHOANALYTIC SOCIAL THEORY
ABOUT THE THEORIST importance of cultural influences in
shaping personality.
Karen Horney
- Impact of Culture
o Emphasized cultural influences as the
primary bases for both neurotic and
normal personality development
o Competitiveness is the basic hostility
as it spawns result in feelings of
isolation
▪ Intensifies the need for affection,
which leads to overvaluing love.
o Neurosis creates pathological ways in
finding it.
o Western Society Manifestations:
▪ Cultural Teachings of kinship and
humility. Which contradicts with
the prevailing attitude which is
- Born on September 15, 1885 in Eilbek, a
aggression and the constant need
small town near Hamburg, Germany
to feel superior.
- Father: Berndt (Wackels) Danielsen and
▪ Endless demand for success and
Clothida van Ronzelen Danielsen
achievement.
- Was not a happy child ▪ The belief that they are free and
- Bad relationship with father, idolized her can accomplish anything through
mother hard work and perseverance.
- Believed that culture, not anatomy was Freedom in reality is restricted by
responsible for psychic differences our biological make-up, social
between men and women position and even by the
PSYCHOANALYTIC SOCIAL THEORY competitiveness of others.
- Childhood Experiences
- Emphasizes the influence of cultural
o Conflicts can arise at any stage of
upbringing in the development of
development but childhood is the most
personality
vulnerable
- Coping mechanisms that are overused can
o Neurotic needs are caused by a
take the form of needs.
difficult childhood.
- Men are motivated by two guiding
o “The sum total of childhood
principles: safety and satisfaction
experiences brings about a certain
- Freud vs. Horney
character structure, or rather, starts its
o Freud's was a pessimistic take on
development”
humanity while Horney's was an
o People interpret new experiences
optimistic one.
based on their established personality
o Differed from Freud as she said
patterns
psychoanalysis should move beyond
- What influenced Horney’s theory?
instinct theory and emphasize the
 o The lack of love and attention she organization or a religion.
received from her parents, specially Neurotics who submit to
from her father another person often do so
o The constant feelings of inferiority, in order to gain affection.
brought by her being a woman and a o Power, Prestige, Possessions
neglected second child ▪ Power
o The differences between her German ❖ A defense against the
and American patients led to her real or imagined
realization that personality is not solely hostility of others and
biological. takes the form of a
tendency to dominate
BASIC HOSTILITY AND BASIC ANXIETY
others
- People need favorable conditions for ▪ Prestige
growth. Children need to experience both ❖ A protection against
genuine love and healthy discipline for humiliation and is
them to grow healthily expressed as a
- Basic Hostility tendency to humiliate
o If parents do not satisfy the child’s others
needs for safety and satisfaction, this ▪ Possession
develops ❖ Acts as a buffer
- Basic Anxiety against destitution and
o A feeling of being isolated and poverty and manifests
helpless in a world conceived as itself as a tendency to
potentially hostile. deprive others
o Repressed hostility leads to profound o Withdrawal
feelings of insecurity and a vague ▪ Neurotics frequently protect
sense of apprehension. themselves against basic
o "A feeling of being small, insignificant, anxiety either by developing
helpless, deserted, endangered, in a an independence from
world that is out to abuse, cheat, others or by becoming
attack, humiliate, betray, envy”. emotionally detached from
- 4 Ways That People Protect Themselves them.
Against Hostility
NEUROTIC NEEDS
o Affection
▪ A strategy that does not - 10 Categories of Neurotic Needs
always lead to authentic o The neurotic need for affection and
love. In their search for approval
affection, some people may ▪ In their quest for affection and
try to purchase love with approval, neurotics attempt
self-effacing compliance, indiscriminately to please others.
material goods, foods, They try to live up to the
places, pets, or sexual expectations of others, tend to
favors. dread self-assertion, and are quite
o Submissiveness uncomfortable with the hostility of
▪ Neurotics may submit others as well as the hostile
themselves either to people feelings within themselves.
or to institutions such as an
o The neurotic need for a powerful
partner
▪ Lacking self-confidence, neurotics
try to attach themselves to a
powerful partner.
▪ This need includes an
overvaluation of love and a dread
of being alone or deserted.
o The neurotic needs to restrict one’s life
within narrow borders
▪ Neurotics frequently strive to
remain inconspicuous, to take
second place, and to be content
with very little.
▪ They downgrade their own
abilities and dread making
demands on others.
o The neurotic need for power
▪ Power and affection are perhaps
the two greatest neurotic needs.
▪ The need for power is usually
combined with the needs for
prestige and possession and
NEUROTIC TRENDS
manifests itself as the need to
control others and to avoid
feelings of weakness or stupidity.
o The neurotic need to exploit others
▪ Neurotics frequently evaluate
others on the basis of how they
can be used or exploited, but at
the same time, they fear being
exploited by others.
o The neurotic need for social
recognition
▪ Some people combat basic
anxiety by trying to be first, to be
important, or to attract attention
to themselves.
o The neurotic need for personal
admiration
▪ Neurotics have a need to be
admired for what they are rather
than for what they possess.
▪ Their inflated self-esteem must be
continually fed by the admiration
and approval of others.
o The neurotic need for ambition and
personal achievement
▪ Neurotics often have a strong
drive to be the best. They must
defeat other people in order to
confirm their superiority.
o The neurotic need for self-sufficiency
and independence
▪ Neurotics have a strong need to
move away from people, thereby
proving that they can get along
without others.
o The neurotic need for perfection and
unassailability
▪ By striving relentlessly for
perfection, neurotics receive
“proof” of their self-esteem and
personal superiority.
▪ They dread making mistakes and
having personal flaws, and they
desperately attempt to hide their
weaknesses from others.
- 3 Basic Attitudes
o Moving Toward People
▪ Neurotic need to protect oneself
against feelings of helplessness
▪ Desperate strive for affection and
approval of others
▪ Morbid
dependency/codependency
o Moving Against People
▪ Prompted by basic anxiety
▪ Appears rough and ruthless
▪ Motivated by a strong need to
exploit others by appearing tough
or ruthless
▪ Seldom admits mistakes
o Moving Away from People
▪ To solve the basic conflict of
isolation
▪ Needs for privacy, independence
and self-sufficiency
▪ Puts emotional distance from self
and others
 ▪ Often appear aloof and
unapproachable.
▪ Prefer hidden greatness.
INTRAPSYCHIC CONFLICTS
- Interpersonal experiences helped spur
intrapsychic processes.
- They then develop their own life coexisting
with a person's belief system.
- And eventually, they’ll be divorced from
the interpersonal conflicts that gave them
life.
- Two important intrapsychic conflicts:
o Idealized Self Image
▪ Attempt to solve problems by
painting a godlike picture of
oneself
▪ Not a global construction
▪ 3 Aspects
❖ Neurotic Search for Glory
o The comprehensive
drive toward actualizing
the ideal self.
o Elements:
▪ Need for
Perfection
• Drive to mold
FEMININE PSYCHOLOGY
the whole
personality
into the
idealized self
▪ Neurotic Ambition
• Compulsive
drive towards
superiority
▪ Drive Toward the
Vindictive Triumph
• Desire to take
revenge for
real
❖ Neurotic Claims
o Believing that
something is wrong
with the outside world
o When claims are not
met, they are confused
❖ Neurotic Pride
o False pride based on a
realistic view of the
true self
o Idealized image of the
self-proclaimed loudly
o Self-Hatred
▪ Irrational and powerful tendency
to despise one’s real self
▪ 6 Major Ways to Express
❖ Relentless demands on the
self
o Exemplified by the
tyranny of the should
❖ Merciless self-accusation
❖ Self- contempt
o Doubt and ridiculing
the self
❖ Self-frustration
o Stems from self-hatred
and designed to
actualized an inflated
self-image
❖ Self-torment
o Self-torture
❖ Self-destructive actions and
impulses
- For Horney, psychic differences between
men and women are not the result of
anatomy but rather of cultural and social
expectations.
- Recognized the existence of the Oedipus
complex, she insisted that it was due to
certain environmental conditions and not
to biology.
- Saw no evidence for a universal Oedipus
complex. Instead, she held that it is found
only in some people and is an expression
of the neurotic need for love.
- Even when there is a sexual aspect to
these behaviors, the child’s main goal is
security, not sexual intercourse.
- Horney agreed with Adler that many
women possess a masculine protest; that
is, they have a pathological belief that
men are superior to women
 o Easily leads to the neurotic desire to
be a man
PSYCHOTHERAPY
- The general goal of Horneyian therapy is to
help patients gradually grow in the
direction of self-realization.
- The aim is to have patients give up their
idealized self-image, relinquish their
neurotic search for glory, and change self-
hatred to an acceptance of the real self.
- The therapist’s task is to convince patients
that their present solutions are
perpetuating rather than alleviating the
core neurosis, a task that takes much time
and hard work.
o Although a therapist can help
encourage patients toward self-
understanding, ultimately successful
therapy is built on self-analysis
(Horney, 1942, 1950).
- As to techniques, Horneyian therapists use
many of the same ones employed by
Freudian therapists, especially dream
interpretation and free association. As
with dream interpretation, free association
eventually reveals patients’ idealized self-
image and persistent but unsuccessful
attempts at accomplishing it.
- When therapy is successful, patients
gradually develop confidence in their
ability to assume responsibility for their
psychological development.
 Chapter 7
ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT THEORY
ABOUT THE THEORIST
Erik Erikson
- Born on June 15, 1902, Southern
Germany
- Brought up by his mother and stepfather
- Never knew his biological father
- Met Anna Freud -his psychoanalyst
- Married: Joan Serson with 4 children
- No specific professional identity
- Coined the term "Identity crisis"
- Died on May 12, 1994
EGO IN THE POST-FREUDIAN THEORY
- The ego is a positive force that creates a
self-identity or a sense of “I”, and is
considered the center of our personality,
helping us adapt to the various conflicts
and crises in life and still maintain our
individuality to the leveling forces of
society.
- During childhood, the ego is weak, pliable
and fragile; but takes form and gains
strength from adolescence onwards.
- Erikson saw the ego as a partially
unconscious organizing agency that
synthesizes our present experiences with
past self-identities and also with
anticipated images of self. He defined the
ego as a person’s ability to unify
experiences and actions in an adaptive
manner
- Three interrelated aspects of ego:
o Body Ego
▪ Refers to experiences with our
body; a way of seeing our physical
self as different from other
people.
o Ego Ideal
▪ Represents the image we have of
ourselves in comparison with an
established ideal.
o Ego Identity
▪ The image we have of ourselves in
the variety of social roles we play.
o Although adolescence is ordinarily the
time when these three components
are changing most rapidly, alterations
in body ego, ego ideal, and ego identity
can and do take place at any stage of
life.
SOCIETY’S INFLUENCE
- The ego exists as potential at birth, but it
must emerge from within a cultural
environment.
- Different societies, with their variations in
child-rearing practices, tend to shape
personalities that fit the needs and values
of their culture.
- Pseudospecies
o An illusion perpetrated and
perpetuated by a particular society
that it is somehow chosen to be the
human species.
- Society plays a huge role in shaping the
ego; therefore, behavior is motivated by its
environment.
EPIGENETIC PRINCIPLE
- The ego develops throughout the various
stages of life according to an epigenetic
principle.
 - One stage emerges from and is built upon
a previous stage, but it does not replace
that earlier stage.
PSYCHOSOCIAL DEVELOPMENT
- Several basic points must be understood
before one can comprehend Erikson’s
psychosocial development stages:
o Every stage of life has an interaction of
opposites or conflict between two
elements:
▪ Syntonic – harmonious
▪ Dystonic – disruptive
o Both of these are necessary for proper
adaptation.
o Each stage, the conflict between these
two elements produces an ego quality
or strength, called basic strength.
o On the other hand, too little basic
strength at one stage results in a core
pathology.
o Erikson still kept the biological aspect
of human development in mind when
forming these stages.
o Events in earlier stages do not cause
later personality development.
o Ego identity is shaped by a multiplicity
of conflicts and events, past, present
and future.
o During each stage (especially during
adolescence onwards), personality
development is characterized by an
identity crisis. During each crisis, a
person is especially susceptible to
major modifications in identity, either
positive or negative.
STAGES
1. Infancy
- Time of incorporation, with infants
“taking in” not only through the
mouth but through their various
sense
- Marked by the oral-sensory
psychosexual mode.
- Oral-Sensory Mode
o Includes infants’ principal
psychosexual mode of
adapting.
o Two modes of
incorporation:
▪ Receiving
▪ Accepting
- Syntonic: Basic Trust
o From regularly provided
food by the mother
o If their pattern of accepting
things corresponds with
culture’s way of giving
things, then infants learn
basic trust.
- Dystonic: Basic Mistrust
o If they find no
correspondence between
their oral-sensory needs
and their environment
- Basic Strength: Hope
o By having both painful and
pleasurable experiences,
infants learn to expect that
future distresses will meet
with satisfactory
outcomes.
- Core Pathology: Withdrawal
o With little to hope for,
infants will retreat from the
outside world and begin
the journey toward serious
psychological disturbance.
2. Early Childhood
- Ages to 2 to 3
- Mastering of bodily functions
- Children develop a sense of
control over their interpersonal
environment, as well as a measure
of self-control.
- Anal-Urethral-Muscular Mode
o Children learn to control
their own body
- Syntonic: Autonomy
o A sense of independence
and self-expression.
- Dystonic: Shame and Doubt
 o Shame: A feeling of self-
consciousness, of being
looked at and exposed.
o Doubt: A feeling of not
being certain, the feeling
that something remains
hidden and cannot be
seen.
- Basic Strength: Will
o The belief that children
can act with intention,
within reason and limits.
- Core Pathology: Compulsion
o Too much shame and
doubt.
o Can carry into play age as
lack of purpose.
3. Play Stage
- Age 3-5
- Genital-Locomotor Mode
o Oedipus Complex
▪ Drama played out
in the child’s
imagination and
includes the
budding
understanding of
such basic
concepts as
reproduction,
growth, future and
death
- Syntonic: Initiative
o As children begin to move
around more easily and
vigorously and as their
genital interest awakens,
they adopt an intrusive
head-on mode of
approaching the world.
- Dystonic: Guilt
o The consequence of taboo
and inhibited goals.
- Basic Strength: Purpose
o Children now play with a
purpose, competing at
games in order to win or
be on top; developing a
conscience and beginning
to start learning right and
wrong, “cornerstone of
morality”.
- Core Pathology: Inhibition
o Children may become
compulsively moralistic or
overly inhibited.
4. School Age
- Age 6 to 13
- A time of tremendous social
growth
- Latency
o Sexual latency is important
because it allows children
to divert their energies to
learning the technology of
their culture and the
strategies of their social
interactions
o Self-images are the origin
of ego identity
▪ The feeling of “I” or
“meness” that
evolves more fully
during
adolescence
- Syntonic: Industry
o Industriousness, a
willingness to remain busy
with something and to
finish a job.
- Dystonic: Inferiority
o The condition or the feeling
of being lower in status
than others
- Basic Strength: Competence
o The confidence to use
one’s physical and
cognitive abilities to solve
the problems that
accompany school age.
Competence lays the
foundation for “co-
operative participation in
productive adult life.
 - Core Pathology: Inertia
o The tendency to maintain
the status quo- in other
words, mediocrity.
o Characterized by
helplessness and tend to
manifest in
underachievers.
5. Adolescence
- Age 14 to 18
- Period of social latency
- Puberty
o Genital maturation
o Important psychologically
because it triggers
expectations of adult roles
- Syntonic: Identity
o Defined both positively and
negatively, as adolescents
are deciding what they
want to become and what
they believe while also
discovering what they do
not wish to be and what
they do not believe
- Dystonic: Role Confusion
o A syndrome of problems
that includes a divided
self-image, an inability to
establish intimacy, a sense
of time urgency, a lack of
concentration on required
tasks, and a rejection of
family or community
standards.
- Basic Strength: Fidelity
o The ability to establish an
internal standard of
conduct where
adolescents really wouldn’t
need parental guidance
and instead have faith in
their own religious,
political, and social
ideologies.
- Core Pathology: Role Repudiation
o Without a constructive
outlet for fidelity,
individuals, these
adolescents, will either
have a weak ego and
suffer a “confusion of
values” or search for a
deviant group to be loyal
to.
6. Early Adulthood
- Age 19 to 30
- Acquisition of intimacy at the
beginning of the stage and the
development of generativity at the
end.
- Geniality
o Stable sharing of sexual
satisfaction with a loved
person.
o Chief of psychosexual
accomplishment
- Syntonic: Intimacy
o The ability to fuse one’s
identity with that of
another person without
fear of losing it
- Dystonic: Isolation
o The incapacity to take
chances with one’s identity
by sharing true intimacy
- Basic Strength: Love
o Mature devotion that
overcomes basic
differences. Mature love
means commitment,
sexual passion,
cooperation, competition,
and friendship.
- Core Pathology: Exclusivity
o Antipathy of love
o Becomes pathological
when it blocks one’s ability
to cooperate, compete, or
compromise
7. Adulthood
- Age 31 to 60
 - Begin to take their place in society o To take pleasure in a
and assume responsibility for variety of different physical
whatever society produces sensations
- Procreativity - Syntonic: Integrity
o Genital contact with an o Feeling of wholeness and
intimate partner coherence, an ability to
o Assuming responsibility for hold together one’s sense
the care of an offspring of “I-ness” despite
- Syntonic: Generativity diminishing physical and
o The generation of new intellectual powers
beings as well as new - Dystonic: Despair
products and new ideas o To be without hope
- Dystonic: Stagnation - Basic Strength: Wisdom
o The generational cycle of o Informed and detached
productivity and creativity concern with life itself in
is crippled when people the face of death itself
become too absorbed in - Core Pathology: Disdain
themselves, too self- o A reaction to feeling (and
indulgent seeing others) in an
- Basic Strength: Care increasing state of being
o A widening commitment to finished, confused,
take care of the persons, helpless
the products, and the
ideas one has learned to
care for
o Not a duty or obligation but
a natural desire
- Core Pathology: Rejectivity
o Unwillingness to take care
of certain persons or
groups.
o Manifested as self-
centeredness,
provincialism, or
pseudospeciation: the
belief that other groups of
people are inferior to one’s
own.
o Responsible for hatred,
destruction, atrocities, and
wars.
8. Old Age
- Age 60 to End of Life
- Can be a time of joy, playfulness,
and wonder; but is also a time of
senility, depression, and despair
- Generalized Sensuality