Unit 9: Freud and The Neo-Freudians (Erikson, Adler and Jung)

1. Unit 9: Freud and The Neo-Freudians (Erikson, Adler and Jung) Ed-Psych Course (TEFL & ICT MA Program) • Prepared by: MeriemAitHemmou AsmaAskaoui AmalHafidi • SoumiaBouddage • Omar TakyEddine

2. Outline • SIGMUND FREUD: I- PSYCHOANALYTIC THEORY II- Psycho-sexual Stages of PersonalityDevelopment • Alfred Adler:Theory of individualpsychology • Erikson: Psychosocial Theory • Carl Jung: Theory of Personality

3. PSYCHOANALYTIC THEORY By SIGMUND FREUD

4. Founder Sigmund Freud • MAY 6, 1856 – SIGMUND FREUD WAS BORN IN FREYBERG TOWN, CRECH REPUBLIC • 1881 – HE GRADUATED FROM MEDICAL FACULTY, UNIVERSITY OF VIENNA • He was an Austrian psychologist, he also worked as a medical researcher

5. Founder Sigmund Freud • 1896 – SIGMUND FREUD WAS OFFICIALLY RECOGNIZED • 1900 – HE RELEASED ‘INTERPRETATION OF DREAMS’ • He was an early user of cocaine and recommended its use as a cure for morphine addiction. • SEPTEMBER 23, 1939 –FREUD PASSED AWAY IN HAMPSTEAD HOUSE

6. Overview of psychoanalysis theory Psychoanalysis is both an approach to therapy and a theory of personality Emphasizes unconscious motivation; the main cause of behavior lies in unconscious mind

7. Freud was developing radically different ideas, he believed that mental life is like an iceberg: only small part is exposed to view. He called the area of mind that lies outside of personal awareness the unconscious • He believed that all thoughts, emotions and actions are determined. In other words nothing is an accident, if we probe deeply we will find the causes of every thought or action. • Freud sees human nature as deterministic; ife is about gaining pleasure and avoiding pain

8. The structure of of the humanpsyche or mind • A.levels of mental life: 1. Unconscious • It includes all impulses, desiresthat are beyondawareness. But it affects our expression, feelings and actions • It is not directlyobserved, itishiddenbelow the conscious. One studiesunconsious by lookingat the slips of the tong, dreams, wishes….

9. 2. Subconscious • The middle portion of the mindbeneath the conscious layer. • It stores all types of information whichcanbeeasilybrought to the level of consciousnesswheneverrequired.

10. 3. Conscious • It isviewed as the smallest portionof the mind. • It includes the ideas, thoughts and images thatwe are aware of atany moment of our mental life. • It is the surface level, meaning the levelwe are aware of in a thinking state.

11. Structure of the humanpsych or mind • B. Structure of personality: 1.ID 2. EGO 3. SUPEREGO

12. 1. ID • It is the first portion of the personality to develop. • It ispresentatbirth and has the qualities of a spoiledchild. • ID isselfish and follows no rules, considersonly the satisfaction of itsownneeds and drives. • The ID is not rational and doesnot care how itswants are abtained.

13. 2. EGO • The rational level of the personality. • It is the opposite of the « ID » whichfocuses on morality and justice. • Ego worksagainst the ID and tries to conltrol the ID’s impulses. • Ego is the balance between ID and Super-Ego

14. Super-Ego • It makesdecisions if things are right or wrong. • It has the ability to rewardthrough feelings of satisfaction and self love and punish by providing feelings of guilt and shame. • It isidealistic in nature, and perfection isits goal ratherthanpleasureseeking or destruction.

15. Example:

16. Psycho-sexual Stages ofPersonalityDevelopment • Psychoanalytic theory contends that a child’s early childhood relationships, particularly those with his or her caregivers, are important influences of personality development. • Freud claimed that as children develop, they go through a universal series of stages. Each stage of development has psychological conflicts to be addressed by the id, ego, and superego, and each stage focuses on a different zone of the body. • Each stage is characterized by different demands and different ways of achieving that gratification.

17. If children do not receive an appropriate amount of gratification by receiving either too little or too much they may become fixated in a particular stage. They continue to have the same demand for gratification that they had at that stage throughout the rest of their lives. • It can also result in a variety of behaviors and personality traits.

19. Oral Stage (Birth to 18 months). • Children Gain pleasure through sucking and eating; the child ultimately develops a sense of comfort through oral stimulation • During the oral stage, the child is focused on oral pleasures (sucking, feeding and oral discovery of the world). • It is believed that if an infant receives too much or too little oral stimulation, they may develop a fixation or a personality trait that is fixated on oral gratification.

20. The theory states that these people may develop personality traits such as becoming extremely gullible or naive, always following others and never taking the lead. • They may also fight these urges and develop pessimism and aggression toward others.

21. Anal Stage (18 months to three years) • The focus shifts from the oral cavity to the anal region with the realization that going to the bathroom is a pleasurable event. • Freud believed that the unconscious mind was going through a conflict during this time. The “id” of our unconscious represents the part of our being that finds pleasure in expelling the body’s waste material, while the “ego” and “superego” signify culture’s pressure to resist succumbing to bodily function.

22. If parents are too harsh or critical during toilet training, then a child may grow up to be anally expulsive or anally retentive. • “Anally expulsive” – limited levels of self-control, defiance, hostility, disorganization. • “Anally retentive” – Rigid, obsessively organized, and overly subservient to authority with focus on perfection, and cleanliness.

23. The phallic stage (3 and 5years) • This stage is characterized by a focus on sexual and aggressive feelings that pertain to the functioning of the sexual organs. • Freud believes that, during this phase, the young boy falls in love with his mother (the Oedipus complex) and dreads his father, while the young girl falls in love with her father (the Electra complex).

24. This conflict is resolved through identification. • Freud also believed that fixation in this stage sometimes resulted in gender identity problems due to the child’s inability to identify properly with a rival parent . • Fixation at the phallic stage develops a phallic character, who is reckless, resolute, self-assured, and excessively vain and proud.

25. Latency (5 or 6 to puberty) • Freud thought that The drives that have been responsible for gratification in the previous stages appear relatively inactive . • Much of the child's energies are redirected into developing new skills and acquiring new knowledge and play, becomes largely confined to other children of the same gender.

26. Genital Stage (puberty-adulthood) • This stage begins at puberty and develops with physiological changes brought on through hormones. The prior stages of development result in a focus on the genitals as a source for pleasure and teens develop and explore attractions to the opposite gender.

27. Contribution to Education • Freud’s system of psychoanalysis has made manycontibutions to education : • It has given a good method for the study of humanbehaviour. • Freud’s system ushered in an era of child-centrededucation. • It highlighted the illeffects of unnecessary restrictions and it has given an impetus to the movement of earlychildhoodeducation.

28. It helped in understanding the exceptionalchildren ,planning theireducation and taking all possible precautionarymeasures for preventing the problemstheymight face in the future. • Freud’s concept of the unconscious has helped in understanding the cause of maladaptivebehaviour .

29. It has provided a good therapy for treatment of mental illness and abnormalbehaviour. • It has highlighted the importance of good education and a healthyenvironment in the earlyyears by emphasising the role of childhoodexperiences .

30. Hisemphasis on the role of sex in one’s life has brought out the necessity of providingpropersexeducation to children . • Freud’s system of psychoanalysis has called for provision of properextracurricularactivities and suitable hobbies in school programmes.

31. Alfred Adler

32. Adler was one of Freud’s original followers and a member of the PsychologicalWednesday Society. • As such,thebeliefs and values underlyingAdler’stheoriesshare the samecoreprinciples as Freud’spsychodynamic perspective.

33. While Freud and Adler workedverycloselytogether for a period of time,Adlerbegan to challenge Freud’sideaswithhisownviews about the role of individualexperience. Theirworkingrelationshipeventuallydiddolved and theirtheoriesmoved in opposing directions.

34. During the acrimonious breakup between the two men, Freud accused Adler of having paranoid delusions and of using terrorist tactics. He told one of his friends Freud said that the revolt by Adler was that of “an abnormal individual driven mad by ambition”(quoted in Gay, 1988, p. 223).

35. In fact,several other differences made the relationship between Freud and Adler quite tenuous.

36. First, Freud reduced all motivation to sex and aggression, whereas Adler saw people as being motivated mostly by social influences and by their striving for superiority or success. • Second, Freud assumed that people have little or no choice in shaping their personality, whereas Adler believed that people are largely responsible for whothey are.

37. Third, Freud’s assumption that present behavior is caused by past experiences was directly opposed to Adler’s notion that present behavior is shaped by people’s view of the future. • Fourth, in contrast to Freud, who placed very heavy emphasis on unconscious components of behavior, Adler believed that psychologically healthy people are usually aware of what they are doing and why they are doingit.

38. when theoretical and personal differences between Adler and Freud emerged, Adler left the Freud circle and established an opposing theory, which became known as individualpsychology.

39. Holism: The Adlerian views man as a unit, a self-conscious whole that functions as an open system , not as a collection of drives and instincts. • Field Theory: The premise is that an individual can only be studied by his movements, actions and relationships within his social field. In the context of Mind Development, this is essentially the examination of tasks of work, and the individual's feelings of belonging to the group. • Teleology :("power to will" or the belief that individuals are guided not only by mechanical forces but that they also move toward certain goals of self-realization). While Adler's name is linked most often with the term 'inferiority-complex,' towards the end of his career he became more concerned with observing the individual's struggle for significance or competence (later discussed by others as self-realization, or self-actualization, etc.). He believed that, standing before the unknown, each person strives to become more perfect, and in health is motivated by one dynamic force - the upward striving for completion - and all else is subordinated to this one master motive. Behavior is understood as goal-directed movement, though the person may not be fully aware of this motivation.

40. The Creative Self: The concept of the creative self places the responsibility for the individual's personality into his own hands. The Adlerian practitioner sees the individual as responsible for himself, he attempts to show the person that he cannot blame others or uncontrollable forces for his current condition. • Life-Style: An individual's striving towards significance and belonging can be observed as a pattern. This pattern manifests early in life and can be observed as a theme throughout his lifetime. This permeates all aspects of perception and action. If one understands an individual's lifestyle, his behavior makes sense. • Private intelligence: is the reasoning invented by an individual to stimulate and justify a self-serving style of life. By contrast, common sense represents society's cumulative, consensual reasoning that recognizes the wisdom of mutual benefit.

41. We also rate Adlerian theory high on its ability to guide action. The theory serves the psychotherapist, the teacher, and the parent with guidelines for the solution to practical problems in a variety of settings. Adlerianpractitionersgather information through reports on birth order, dreams, early recollections, childhood difficulties,and physical deficiencies. They then use this information to understand a person’s style of life and to apply those specific techniques that will both increase that person’s individual responsibility and broaden his or her freedom of choice.

42. Psychosocial Theory: Erikson

43. Biography • Born in Germany, June 15, 1902. • Influences: Sigmund Freud and Anna Freud (daughter of Sigmund Freud). • Professor in Harvard, Yale, University of CaliforniaatBerkley, clinic in Massachusetts. • Changedhisnamefrom Erik Homberger to Erik Erickson. • WroteChildhood and Society. • Retired in 1970. • hepassedaway in US, 1994 .

44. Child psychoanalyst Erik Erikson focused his research on the effects…

45. He accepted many of Freud's theories: • i.e. the id, ego, and superego & the theory of infantile sexuality. • He Rejected Freud's attempt to describe personality solely on: • The basis of sexuality, incontrary, felt that personality continued to develop beyond five years of age.

46. Erikson suggests that every individual psychological development goes on through eight stages from birth to old age. • each stage poses a particular kind of challenge. If the individual handles this challenge well with the help of other significant people in their lives, then he can move smoothly onto the next stage and so on. Otherwise, these challenges will continue to reappear throughout a person’s life making it more and more difficult to proceed through next stages.

47. Stages of psychosocial development

48. Basic Trust versus Basic Mistrust (infancy) the challenge here is whether the child can learn to trust others, who take care of him or her, and thereby him or herself or whether, as a result of experiences, a sense of basic mistrust becomes internalized, which makes him or her withdraw. e.g.infant / mother / feeding and being comforted, sleeping, etc.

49. Autonomy versus Shame and Doubt (early childhood) the challenge is whether the child can establish autonomy and thereby he or she becomes self- competent, and develop self-control, with the help of others, or whether shame and doubt will be established. e.g.toddler / parents / bodily functions, toilet training, muscular control, walking, etc.

50. Initiative versus Guilt (play age) the challenge here is whether the child, with the family encouragement of his formulating a plan of action and carry it through, can establish the habit of taking the initiative and then improve a sense of self direction, otherwise he or she generates feelings of guilt and then establishes sense of inhibition as a result of punishment. e.g.preschool / family / exploration, discovery, adventure, play.