Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
106 Cards in this Set
- Front
- Back
|
Neo-Freudians
AKA Ego Psychologists |
Erikson
Horney Adler |
|
|
Karen Horney
|
*Disagreed with Freud's view of women
*Countered penis envy with womb envy *Saw gender differences as social & cultural instead of purely biological *Left NY Psychoanalytic Institute to form Amer Institute for Psychoanalysis *First feminist |
|
|
Horney's view of Neurosis
|
Definition: problems w/interpersonal relationships
3 ways of dealing with relationships (How neurotics act): *move toward people - people pleaser *move away from people - "loner" style *move against people - force power over others; bossy |
|
|
Erik Erikson
|
Added to Freud's theory w/
Ego Psychology * ego is positive driving force in personality & human development *ego's main task is to establish and maintain a sense of identity *emphasis on psychosocial aspects of personality development |
|
|
Erikson's View of Human Development
|
*accepted Freud's psychosexual framework
*emphasized the positive aspect of the ego in human development *described psychological conflicts at each stage of dev that needed to be resolved successfully *normal dev must be understood in relation to each culture's life situation |
|
|
Freud vs Erikson
Age 12 to old age |
Freud = genital
Erikson = Adolescence Identity v Role Confusion Young adult -Intimacy vIsolation Middle age - Generativity v self-absorption mature adult - integrity vs despair |
|
|
Erikson's Trust v Mistrust
|
On continnuum from age 0 to 1
*oral stage of development *based on primary caretaker's responsiveness to the child's basic needs, child develops a sense of when to trust (consistency responsible for child's level of trust) no consistency = mistrust Bowlby & Ainesworth studied attachment styles re: Mother's consistency and child's feeling of security |
|
|
Erikson's Autonomy vs. Shame Doubt
|
Age 1 to 3
*Anal stage of dev (Freud) *Child learns they are autonomous person with a sense of willfullness and confidence *develops awareness of social constraints (social boundaries) |
|
|
Erikson's Initiative v Guilt
|
Age 3 to 6
Phallic stage (Freud) * Child learns to develop initiative or goals *Child learns a sense of guilt, repression of fantasies Stresses social aspect; child can take leadership role; guilt if feelings of inadequacy |
|
|
Erikson's Industry v Inferiority
|
Age 6 to 11
Latency period (Freud) *child learns to have sense of competence *Awareness of inferiority if fails Teacher role important -pride in accomplishments |
|
|
Erikson's Ego Identity v Ego Diffusion
|
Genital State - puberty - adolesence
*Development of a sense of identity as a person as well as part of society Adolescents form identity, explore opposite sex relationships |
|
|
Erikson's Intimacy v. Isolation
|
Young adulthood
*Establishes relationships with significant others *May form a family and/or become a parent; how to give and take; be mutual in relationships |
|
|
Generativity v Self-absorption
|
Age 30-50 - middle adulthood
*Develops sense of creativity & usefulness (career, spirituality, midlife crisis, delay marriage) *may begin to take care of ageing parents |
|
|
Erikson's Integrity v Despair
|
Older adulthood
*faces death *life review - accomplishments & past relationships *Finds ways to give to the next generation *Develops a feeling of acceptance of life and self sense of integrity and self-respect |
|
|
Alfred Adler
|
*contemporary of Freud & Jung
*helped estab Psychoanalytic Society in Vienna *left Freud & founded Society for Individual Psychology Didn't like emphasis on sexuality Didn't like deterministic view Greater emphasis on ego than Freud |
|
|
Alfred Adler's Individual Psychology
View of Human Nature |
*relationship oriented
*first family systems person People are social beings *social variables shape personality *motivated by search for significance & superiority *thought conscious is center of personality ego has its own energy - independent of the id and instinct Adler rejected the concept of the unconscious |
|
|
Adler's Inferiority
|
we want to be significant
* maladjusted child is discouraged about how they can be significant We are born helpless * Organ inferiority later called social inferiority feeling anxiety is based in inferiority belief system of how one should be life tasks love and sex work and school friends and community self (later added spiritual self) Drykers followed Adler |
|
|
Program STEP
|
based on Adlerian concept
|
|
|
Alfred Adler quote:
|
The inner life of the child, on the strength of his feeling of inferiority, grows in the direction and toward the goal that promises tranquility, satisfaction, standing, and superiority, in short "expansion". Every manifestation of the child points in that direction.
Meaning: every child wants to be important |
|
|
Adler's Lifestyle
|
Lifestyle is a map of our beliefs regarding ourselves, our world etc.
*an individual core beliefs & assumptions *interpretation of events were more important than event itself *family constellation is the environment that forms the lifestyle *change is obtained by consciously reframing a childhood event |
|
|
4 areas of Adler's lifestyle:
|
1- self-concept - who we are
2- self-ideal - who we should be 3- picture of the world 4- morals/ethical convictions; psychological position in family affects temperament |
|
|
Cognitive map
|
shows where I want to go in l ife; where happiness lies
|
|
|
Adler's Lifestyle & Basic Mistakes
|
Basic mistakes:
myths we confuse with the truth are basic mistakes (growth challenges these beliefs) overgeneralizations (all men are bad) false/impossible goals of security (follow rules or world crashes) misperception of life & life's demands (I get no breaks) minimization or denial of one's worth faulty values (win at all costs) |
|
|
Adler's theory based on...
|
helping clients get insight so they can change
|
|
|
Adler's Birth position stereotypes
|
Importance of family relationships forms a style of relating to others
relationship between siblings Psychological birth position in family oldest child - higher expectation to achieve 2nd child - competitive with older child middle child - difficulty finding significance; flexible & easy going youngest child - spoiled child, selfish; can be confident only child - doesn't get along well with other kids but does with adults |
|
|
Adler's Phenomenological Approach
(every person has their own view) |
Adlerian's attempt to view the world from the client's frame of reference
how life is in reality is less important than how the individual believes life to be It is not the childhood experiences that are crucial - it is our present interpretation of these events Unconscious instincts and our past do not determine our behavior |
|
|
Adler's Process of Therapy
|
Phenomenological view of client is stressed
Therapeutic relationship is a collaborative partnership (2 chairs) therapy is teaching, informing (goals of beh) and encouraging (support, helping identify positive traits) |
|
|
Adler's 4 Goals of Therapy
|
Establishing & maintaining a good relationship
Uncovering the dynamics (lifestyle) of the patient Interpretation culminating in insight Reorientation - redefine beh and goals to new direction |
|
|
Adler - Goal 1
|
Establish & maintain good relationship
friendly relationship between equals patient has active role as a student responsible for contributing his or her own education therapy requires cooperation, alignment of goals |
|
|
Adler - Goal 2
|
Uncovering the individual's dynamics
understanding the lifestyle (cognitive map) understanding how the lifestyle affect current functioning & life tasks explore family constellation early recollections identifying basic mistakes and faulty assumptions dreams --> problem solving with future orientation preception of assets (strengths) |
|
|
Alder's Goal 3
|
Encouraging Self Understanding & Insight
Understanding translated into constructive action understanding purpose of behavior understanding mistakes beliefs/assumptions understanding how these affect life movement and growth |
|
|
Adler's Encouragement
|
encouragement is the most powerful method available for changing a person't beliefs
the process of helping clients accept their strengths, internal resources, discover a sense of belonging and connectedness to others, and develop hope for themselves clients are encouraged to recognize that they have the power to choose and act differently |
|
|
Adler's Goal 4
|
Helping with Reorientation
an action phase where insights are put into practice acting "as if" make new decisions and modify goals problem solving and decision making examined therapist offers support and encouragement therapist always sees the best in their client |
|
|
Adlerian Techniques
Spitting in the client's soup -- |
taking fun out of bad behavior by interpreting the behavior
|
|
|
Adlerian Techniques
Catching oneself |
catch themselves when doing something that is based on faulty belief
|
|
|
Adlerian Techniques
Push Button |
helping understand they create their own feelings by choosing thoughts
|
|
|
Adlerian Techniques
Avoiding the tar baby |
Avoid relational traps in therapy
|
|
|
Adlerian Techniques
Acting as if |
do it
|
|
|
Adlerian Techniques
Paradoxical intention |
do it more; exaggerating Sx contrary to behavior
|
|
|
Adlerian Techniques
Analysis and assessment |
analyzing life map
|
|
|
Adlerian Techniques
Insight |
Change in behavior
|
|
|
Adlerian Techniques
Challenge and confrontation - |
let me know what the behavior means
|
|
|
Adlerian Techniques
tentative interpretations |
hunch; sets client up as the expert
|
|
|
Adler's Social Interest (sign of mental health)
|
Adler's most significant and distinctive concept
* refers to an individual's attitude toward & awareness of being part of the human community * mental health is measured by the degree to which we successfully share with others & are concerned with their welfare * happiness & success are largely related to social connectedness |
|
|
Adler's Mental Health is the Development of Social Interest
|
The educational process between self-interest and social interest has 6 goals:
1- fostering of social interest 2- Decrease of inferiority feelings 3- Changes in the person't lifestyle 4- Changing faulty motivation 5- Encouraging the individual to recognize equality among people 6- Helping the person to become a contributing human being |
|
|
Theories on this Test:
|
Psychoanalytic (Freud)
Adlerian (Adler) Jungian (Jung) Existential (Frankl) Gestalt |
|
|
Personality is:
|
a pattern of interpersonal behavior (Sullivan, 1953)
|
|
|
Theory of personality is:
|
a framework that seeks to interpret the interaction of dynamic forces operating in every person't life, describing what goes on it each person's internal world.
|
|
|
Counseling theory...
|
builds on personality and focus on the attitude, skills, and techniques used in a counseling relationship to help clients grow and develop
|
|
|
Counseling Theory includes:
|
* a view of human nature
* description of the role of counselor * description of the goals of therapy * specific techniques * research that demonstrates its effectiveness with client populations |
|
|
Major stage sof the counseling process
|
1- building a counseling relationship
2- working 3- termination |
|
|
Freud's view of Human Development
|
*people move through stages of development
* humans experience conflicts between biological dries and social expectations * the way these conflicts are resolved determines the individuals ability to learn, get along with others, and to cope with anxiety |
|
|
Freud's Structure of Personality
|
The id - the demanding child; ruled by the pleasure principle
The ego - the traffic cop; ruled by the reality principle The superego - the judge; ruled by the moral principle |
|
|
Freud - Clinical evidence for postulating the unconscious
|
dreams
posthypnotic suggestions material derived from free-association material derived from projective techniques symbolic content of psychotic Sx NOTE: The consciousness is only a thin slice of the total mind |
|
|
Freud - Anxiety is:
|
State ofr tension that motivates us to do something
reality anxiety - the fear of danger from the external world neurotic anxiety - the fear that the drives and instincts will get out of control moral anxiety - fear of one's own conscious |
|
|
Freud's Ego-Defense Mechanisms
|
are normal behaviors which operate on an unconscious level and tend to distort reality
help the ind cope with anxiety and prevent the ego from being overwhelmed have adaptive value if they do not become a style of life to avoid facing reality |
|
|
Freud's Ego Defense Mechanisms
|
repression
denial reactgion formation projection displacement sublimation regression introjectgion identification compensation |
|
|
Anal Stage
|
Develops a sense of control over holding an relesing uring/feces
toilet training major issue |
|
|
Phallic Stage
|
3-6 years
Id impulses transfer to genitals - genital sexual desire for the opposite sex parent Most resolve loss of mother/father and establish an identity with the same sex parent |
|
|
Latency Stage
|
Age 6-11 years
Sexual instince die down Superego develops further Same sex peer relationships important |
|
|
Genital Stage
|
11=20 years (adolescemce)
Sexual impulses reappear - if earlier stages are resolved successful social maturity results |
|
|
Psychoanalytic Techniques
|
Free Association - client reports immediately without censoring any feelings or thoughts
Interpretation - therapist points out, explains, and teaches the meanings of whatever is revealed Dream analysis - Therpaist uses the "royal road to the unconscious" to bring unconscious material to light |
|
|
Freud's Transference
|
The client reacts to the therapist as he did to an earlier significant other
This allowing the client to experience feelings that would otherwise be inaccessible ANALYSIS OF TRANSFERENCE - the reaction of the therapist toward the client may interfere with objectivity |
|
|
Freud's Countertransference
|
The reaction of the therapist toward the client that may interfere with objectivity
|
|
|
Freud's Resistance
|
anything that works against the progress of therapy and prevents the production of unconscious material
|
|
|
Freud's Analysis of Resistance
|
Helps the client to see that canceling appointments, fleeing from therapy prematurely, etc., are ways of defending against anxiety --
These acts interfere with the ability to accept changes which could lead to a more satisfying life |
|
|
Contemporary Psychoanalytic Theory
Erk Erikson's Psychosocial Perspective |
Built on Freud's theory emphasizing the psychosocial aspects of personality development
Ego psychology - emphasizing the role of the ego for mastery and competence throughout the lifespan Psychosocial Stages of Development emphasize developmental crises that must be addressed successfully for healthy development |
|
|
Erikson's View of Human Development
|
Accepted Freud's psychosexual framework but expanded picture of development
Emphasized positive aspect of the ego in human development Described psychological conflicts at each stage of development that needed to be resolved successfully Normal devleopment must be understood in relation to each culture's life situation |
|
|
Erikson's Psychosocial Stage
|
0-1 yr - trust v. mistrust
1-2 yr - autonomy v. shame and doubt 3-5 yr - initiative v. guilt 6-11 yr - industry v. inferiority 12-14 yr - identity v. role conclusion 20s-30s - intimacy v. isolation 40s-50s - generativity v. stagnation 60 yr + -integrity v. despair |
|
|
Comparison Freud v. Erikson Development
|
Oral - trust v. mistrust
Anal - autonomy v. doubt phallic - initiative v. guilt latency - industry v. inferiority genital - identity v. role confusion itimacy v. isolation generativity v. self-absorptn integrity v. despair |
|
|
Erikson's Psychosocial Stages
|
Basic trust v mistrust (oral)
Autonomy v. shame & doubt (anal) Initiative v. guilt (phallic) Industry v. inferiority (latency) Identity v. Identity confusion (genital) Intimacy v. isolation (young adulthood) Generativity v. stagnation (middle adulthood) Ego integrity v. despair (old age) |
|
|
Erikson's Trust v. Mistrust
|
oral stage development -
based on primary caretaker's responsiveness to the child's basic needs the child develops a sense of when to trust and when not to trust |
|
|
Autonomy v. Shame and Doubt
|
Anal stage of development
Child learns he/she is separate autonomouse person w/sense of willfullness Develops and awareness of social constraints |
|
|
Erikson's Initiative v. Guilt
|
Phallis stage 3-6 years
Child lears to develop initiative/goals Also learns sense of guilt, repression of fantasies |
|
|
Erikson's Industry v. Inferiority
|
Latency period ages 6-11
Learns sense of competence Awarenesss of inferiority |
|
|
Ego Identity v. Ego Diffusion
|
Genital stage - puberty (adolescence)
Development of a sense of identity as a person as well as part of society |
|
|
Intimacy v. Isolation
|
Young adulthood
Establishes relationships w/significant others May forma a family and/or become a parent Learns how to give and take, be mutual in relationships |
|
|
Generativity v. Self-absorption
|
Middle adulthood
Develops a sense of creativity and usefulness May begin to take care of ageing parents |
|
|
Erikson's Integrity v. Despair
|
Older adulthood
Faces death Life review accomplishments & past relationships Finds ways to give to the next generation Develops a feeling of accepptance of the life and self |
|
|
Contributions of Psycholanalytic Theory
|
Emphasis on a person's life history
Emphasizes the clinical method of understanding a person't development Inspired research Erikson's broad outline of lifespan development captures the essence of personality development at each stage of life |
|
|
Limitations of Psychoanalytic Theory
|
No longer in the mainstream of human development research
Some concepts and stages are so vague they cannot be tested empirically |
|
|
Contemporary Psychoanalytic Thereapy: Object Relations
|
Relational Theories that have evolved from Classical Psychoanalytic theory
Rational Theories take into account self-organization, attachments to others, interpersonal transactions, and the role of the client in the continual recreation of his/her subjective world |
|
|
Existential Psychotherapy -
Major Figures |
Viktor Frankl
Rollo May Irving Yalom James Bugental |
|
|
Existentialism is....
|
a philosophical approach that influences a counselor's therapeutic practice
|
|
|
Nietzsche Quote:
|
"He who has a why to live for can bear with almost any how."
That which does snot kill me makes me stronger. |
|
|
Yalom Quote:
|
Death and life are independent, and though physical death destroys us, the idea of death saves us.
|
|
|
Frankl quote:
|
What is it that I and no one else has to offer life, not what does life have to offer me.
|
|
|
Existentialist Basic Assumptions
|
Humans are free and responsible
Humans strugge with internal conflicts related to existence Death Isolation Meaninglessness Freedom Therapy is a process of searching for value and meaning Inner conflict arises as the individual confronts the ultimate concerns of being human Anxiety is a condition for living As humans we have the opportunity to continually recreate ourselves |
|
|
Existential Therapy -
|
A philosophical/Intellectual Approach to Therapy
Basic dimensions - of the human condition |
|
|
Existential Capacity for Self-Awareness
|
The greater our awareness, the greater our possibilities for freedom
|
|
|
Existential - Identity and Relationship
|
Identity is the "courage to be" - we must trust ourselves to search within and find our own answers
Relatedness - At their best our relationships are based on our desire for fulfillment, not our deprivation. |
|
|
Existential - The Search for Meaning
|
Meaning - like pleasure, meaning must be pursued obliquely
Finding meaning in life is a by-product of a commitment to creating, loving, and working. The "will to meaning" is our primary striving Life is not meaningful in itself; the individual must create and discover meaning |
|
|
Existentialist - Anxiety -
A condition of Living |
Existential anxiety is normal - life cannot be lived, nor can death be faced without anxiety.
|
|
|
Existential -Relationship Between Therapist and Client
|
Therapy is a journey taken by therapist and client
The core of the therapeutic relationship |
|
|
The existential counselor...
|
is a facilitator of the individual's process
is concerned with understanding the world of the client focuses on current life situations assists clients in accepting their own power and resources assists clients in examining choices and grieving losses of options |
|
|
Existential Group Discussions:
|
When did you feel most "alive" in your life? how does this related to your search for meaning in your life expereience.
When have you been most aware of these existential themes in your life: Death Isolation Meaninglessness Freedom |
|
|
Gestalt Therapy
|
Existential and Pehnomenological
People are endlessly remaking or discovering themselves. There is no "once and for all" Initial goal is for clients to gain awareness of what they are experiencing and doing now Promotes direct experiencing rather than the abstractness of talking about situations |
|
|
Gestalt --The now
|
Our "power is in the present"
For many people the power of the present is lost |
|
|
Gestalt Field Theory Perspective
|
The field is a whole in which the parts are in immediate relationship and responsive to each other
Field theory is a method of exploring the whole field of which the event is currently a part rather than analyzing the event in terms of a class to which it belongs Descriptive rather than speculative, interpretive or classificatory Emphasizes observing, describing and explicating the exacft structure of whatever is being studied |
|
|
Gestalt Field Theory -
|
Data u7nabilable to direct observation by the therapist are explored and studied by phenomenological
Focusing Experimenting Reporting of participants Dialogue |
|
|
Gestalt Dialogue
|
The relationship between the therapist and client is most importact aspect of psychotherapy
Existential dialogue is an essential part of Gestalt Therapy's methodology Relationship grows out of contact Contact is the experience of boundary between "me" and "not me" The I has bemaning only in relation to others, in the I-Thou dialogue or the I-It manipulative contact (Buber) |
|
|
Gestalt - 4 characteristics of Diagogue
|
Inclusion - putting oneself as fully into the experience of the other without judging, analyzing or interpeting while retaining a sense of one's separate autonomous presence
Presence - expressing onself fully to the client Committment to Dialogue-Contact is something that arises from interaction, the therapist allows this to happen and does not control the outcome Dialogue is lived - Lived emphasizes the excitement and immediacy of doing; Dialogue can be dancing, song, words or any modality that expresses and moves the energy between persons |
|
|
Contact
|
Interacting with nature and with other people without losing one's individuality
|
|
|
Resistance to Contact
|
The defneses we devlope to prevent us from experiencing the present fully
5 major channels of resistance: introjection projection retroflection deflection confluence |
|
|
Gestalt - Unfinished business
|
Feelings about the past are unexpressed
These feelings are associated with distinct membories and fantasies Feelings not fully experienced linger in the background and interfere with effective contact Result Preoccupation, compulsive behavior, wariness oppressive energy and self-defeating behavior |
|
|
Therapeutic Techniques
|
The experiment in Gestalt Therapy
Preparing clients for experiments Internal dialogue exercise Rehearsal exerecise Reversal technique Exaggeration exercise |
