Jung and Kristeva: the Shadow of Auto-Immune Disease, the Mask and the Mirror Between Self and Other
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Autogenic Abreaction and Psychoanalysis
Publicado en: Autogenic Methods: Appliccation and Perspectives. Ed. : W. Luthe. Pozzi, Roma 1977. Pags. 134-140. Autogenic Abreaction and Psychoanalysis Jose Luis Gonzalez de Rivera Autogenic abreaction and psychoanalytic therapy have at their very root a common concept: the pathogenicity of disturbing mental recordings. Despite the difference in techniques and approach, both methods share, to a certain extent, many other conceptual similarities. Although it is impos- sible in a short paper to review the fields of psychoanalysis and autogenic abreaction, I will try to elaborate on some of the common areas, and the possibility of cross-fertilization between the two disciplines. The Abreactive Phase of Psychoanalysis The concept of neuronal excitation in response to external and internal stimuli, and its sub- sequent need for discharge, is basic to the development pf psychoanalysis 44-10: The pathological potentiality of undischarged neuronal excitation is discussed by Breuer and Freud in their «Studien liber Hysterie». According to them, a traumatic event, that strongly aroused unpleasant emotions in the patient, may form the basis of the hysterical psychopathology. The mental representations related to the event became repressed and were thus deprived of direct means of expression. The affective com- ponent of the mental representations sought discharge by devious paths, and thus could result in hysterical symptoms or psychophysiological disturbances. The cathartic method of therapy is the logical consequence of this theoretical formulation. If the repressed memories of the traumatic event could be brought back to consciousness, and the associ- ated affect allowed to discharge, a therapeutic result should ensue. The first difficulty, of course, was the resistance of the patient to re-experiencing what he had al- ready decided was better not to experience et all. -
Wynerfinal Dissertation
THE WOUNDED HEALER: FINDING MEANING IN SUFFERING A dissertation submitted by GARRET B. WYNER, PH.D. to ANTIOCH UNIVERSITY SANTA BARBARA In partial fulfillment of the requirements for the degree of DOCTOR OF PSYCHOLOGY in CLINICAL PSYCHOLOGY ___________________________________________ Juliet Rohde–Brown, Ph.D., Chair ___________________________________________ Sharleen O’Brian Dolan, Psy.D., Second Faculty ___________________________________________ Donna M. Orange, Ph.D., Psy.D., External Expert ___________________________________________ Kimberly D. Robbins, Psy.D., Student Reader ! ABSTRACT In modern history, no event has more profoundly symbolized suffering than the Holocaust. This novel “Husserlian-realist” phenomenological dissertation elucidates the meaning of existential trauma through an interdisciplinary and psychologically integrative vantage point. I use the testimony of a select group of Holocaust witnesses who committed suicide decades after that event as a lens to examine what their despair may reveal about an unprecedented existential, moral, and spiritual crisis of humanity that threatens to undermine our faith in human history and reality itself. By distinguishing what they actually saw about our condition from what they merely believed about reality, I show there is a reliable hope that can fulfill the highest reaches of human nature in the worst conditions. This I call a Psychotherapy of Hope. To this end, I provide a broad overview of the four main forces of psychotherapy to evaluate the role each plays in healing this crisis. I then provide an elucidation of empathic understanding within an “I/Thou” altruistic relationship having power to transform human personality. The primary barrier to personal transformation is shown to be no mere value-neutral indifference, but “cold” indifference or opposition to an objective good. -
Imaginal Processes of College Students Reporting Different Jungian Personality Types
THE IMAGINAL PROCESSES OF - COLLEGE STUDENTS REPORTING DIFFERENT JUNGIAN PERSONALITY TYPES By JEANNE KIENZLE A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1985 ACKNOWLEDGMENTS Financial, material, and emotional support for my research project was provided through the generosity of Gerd Wartenberg, Anita Kienzle, Jennie Hooper, David Long, Bill Abbuehl, and Jean Larson. I wish to thank David Lane and Harvey Patterson for their friendship, dependability, humor, and consistently supportive attitude toward my work. I would like to express great appreciation to Mary McCaulley, Marilyn Holly, and April O'Connell for their theoretical inspiration and per- sonal encouragement of my professional goals. Also, I wish to thank Joe Wittmer for his special effort to help me meet the time deadline for my dissertation. I am indebted to Doug Johnson and Tom McCullough for their solidarity and willingness to help me with all the difficult practical details of my research. I am deeply grateful to Barbara Smerage for her professional competence, personal understanding, and cheerful support during the preparation of the manuscript. Finally, I wish to thank my dear friend Gerd Wartenberg for his loving endurance of our long separations necessary for me to complete my graduate studies and for his insight into my dreams and fantasies throughout our years together. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS i i ABSTRACT vi CHAPTERS -
Chapter 12 Personality
Chapter 12 Personality Chapter Outline 12.1 The Nature of Personality a Consistency and Distinctiveness Defi ne Personality. b Culture and Evolutionary Processes Shape Personality. 12.2 The Psychoanalytic Perspective a Psychoanalytic Theory Asserts that the Unconscious Controls Behavior. b Freud Divided Personality into the Id, the Ego, and the Superego. c Personality Development Occurs in Psychosexual Stages. d Defense Mechanisms Reduce or Redirect Unconsciously Caused Anxiety. e There Are Many Variations on Psychoanalytic Theory. 12.3 The Humanistic Perspective a Rogers’s Person-Centered Theory Emphasizes Self-Realization. b Maslow’s Self-Actualization Theory Stresses Maximizing Potential. c The Humanistic Perspective Has Been Criticized as Being Overly Optimistic. 12.4 The Trait Perspective a Trait Theories Describe Basic Personality Dimensions. b Factor Analysis Is Used to Identify Personality Traits. c The Five-Factor Model Specifi es Five Basic Traits. d Positive Psychologists Identify Personality Traits that Are Character Strengths. e Critics Challenge Whether Traits Reliably Predict Behavior. 12.5 The Social Cognitive Perspective a Personality Is Shaped by the Interaction of People’s Cognitions, Behavior, and Environment. b Life Experiences Foster Beliefs about Either Control or Helplessness. c Social Cognitive Psychologists Have Extensively Studied the Self. d The Social Cognitive Perspective Has Diffi culty Explaining Nonrational Behavior. 12.6 Measuring Personality a Projective Tests Indirectly Measure Inner Feelings, Motives, and Confl icts. b Objective Tests Ask Direct Questions about a Person’s Thoughts, Feelings, and Behavior. 12.7 The Biological Basis of Personality a Personality Is Shaped by Nervous System Arousal and Specifi c BrainActivity. b Both Genetic and Environmental Factors Shape Personality. -
An Essay on Salvador Dalí's Portrait of Pablo Picasso in the Twenty
Picasso Is Tiresias, Me Too: An Essay on Salvador Dalí’s Portrait of Pablo Picasso in the Twenty-first Century A Jean-Pierre Amsallem, très amicalement. By Vicent Santamaria de Mingo Dalí once said that the explanation of his paintings had to be either extremely longwind- ed or totally non-existent. I believe this was no mere boutade and that the painter was right to say so, for, unlike Picasso who was much more prolific with palette and brush, each of the Catalan artist’s pictures involved a long process of reflection and was the outcome of much aforethought. As Gala was wont to say, in Dalí’s canvases each image responds to a concept. This is why we might argue, without fear of being mistaken, that Dalí is first and foremost a conceptual artist and that his deepest motivation is always of a cognitive, and never purely esthetic, kind. This, basically, is what sets him apart from Picasso, as he took it upon himself to point out: “Unlike those of Picasso, my paintings are not esthetic arrangements intended to indulge the gaze. Until recently they have been psychopathological documents. Now I’m entering a new phase which combines the mythology of the individual with esthetic tradition.”[1] These declarations were made in 1941, at a time when Dalí found himself far away from Spain and had broken all ties with the Surrealist Group. The distinction between my- thology and esthetics relates to the separation between form and content, which had been propounded by the Catalan on various occasions in the 1930s, and he would later reaffirm this when justifying his “new” artistic ideas, claiming that “I violently advocate tradition—in form, not in content, obviously.”[2] As for picture-making procedures, from the publication of The Secret Life of Salvador Dalí (1942) onwards he cultivated the image of a “classical” artist who was defending academic tradition, but in the mean- time he went on thinking about the same psychoanalytical themes that had fascinated him during his surrealist phase. -
Self-Organizing Nature
I SELF-ORGANIZING NATURE First Principle of the Jungian Paradigm The psyche, through the process of psychic compensation, is self-regulating. In contrast to the conflict model of the Freudian Paradigm in which the struggle between the conscious and unconscious is ongoing and as such experiences no respite but that which comes through the intervention of the ego, within the Jungian Paradigm, the psyche as a total system is re- garded as being self-regulating. The psyche, according to the assumptions of the Jungian Paradigm, is held to be, in this manner, not only capable of maintaining its own equilibrium, but also of bringing about its own self- realization. Such self-regulation is more typically referred to by Jungians as psychic compensation. The paradigmatic progression from the Freudian notion of a psyche in conflict with itself to the Jungian understanding of a self-regulating psyche constitutes, as already noted, a noncumulative break. Jung, we should, therefore, not be surprised to know, even prior to his association with Freud, was already in possession of what would prove to be some of the key pieces of the answer to his yet unformulated question—the question of the self-regulatory psyche. “As far back as 1907,” Jung writes in “Gen- eral Aspects of Dream Psychology” in The Structure and Dynamics of the Psy- che, “I pointed out the compensatory relation between consciousness and the split-off complexes and also emphasized their purposive character.”1 Going back further still, we see that Jung’s 1902 dissertation delivered be- fore the Faculty of Medicine at the University of Zurich touches no less on this question. -
Search Terms for Pubmed
Search terms for Pubmed ("Schizophrenia"[Mesh] OR "Paranoid Disorders"[Mesh] OR schizo*[Title/Abstract] OR psychotic*[Title/Abstract] OR psychosis[Title/Abstract] OR psychoses[Title/Abstract]) AND ("Psychotherapy"[Mesh] or "Behavior Therapy"[Mesh] or "Cognitive Therapy"[Mesh] or "Complementary Therapies"[Mesh] or "Psychoanalysis"[Mesh] or "Counseling"[Mesh] or "Hypnosis"[Mesh] or "Association"[Mesh] or "Association Learning"[Mesh] OR abreaction[Title/Abstract] OR "acceptance[Title/Abstract] AND commitment therapy"[Title/Abstract] OR "acting out"[Title/Abstract] OR adlerian[Title/Abstract] OR "analytical psychotherapy"[Title/Abstract] OR "analytical psychotherapies"[Title/Abstract] OR "anger control"[Title/Abstract] OR "anger management"[Title/Abstract] OR "animal therapy"[Title/Abstract] OR "animal therapies"[Title/Abstract] OR "art therapy"[Title/Abstract] OR "art therapies"[Title/Abstract] OR "assertive training"[Title/Abstract] OR "assertiveness training"[Title/Abstract] OR "attention training technique"[Title/Abstract] OR "autogenic training"[Title/Abstract] OR autosuggestion[Title/Abstract] OR "aversion therapy"[Title/Abstract] OR "aversion therapies"[Title/Abstract] OR "balint group"[Title/Abstract] OR befriending[Title/Abstract] OR "behavior contracting"[Title/Abstract] OR "behavior modification"[Title/Abstract] OR "behavior regulation"[Title/Abstract] OR "behavior therapy"[Title/Abstract] OR "behavior therapies"[Title/Abstract] OR "behaviour contracting"[Title/Abstract] OR "behaviour modification"[Title/Abstract] OR "behaviour -
Chapter 2 Personality Preferences
43 CHAPTER 2 PERSONALITY PREFERENCES Emotional competence is the research domain on which this research is based. This chapter focuses on the discussion of personality preferences as a variable that influences the emotional competence of individuals. Personality preferences are discussed from the paradigmatic perspective of the Analytical Psychology of Carl Jung. By discussing the personality theory (more specifically, the Psychological Type theory) of Carl Jung (1921, 1959, 1971, 1990) and the MBTI Personality Type theory of Myers and Briggs (Myers, 1987), the researcher attempts to organise observations of people by providing some kind of underlying framework for classifying and describing individual behaviour. The aim is to determine what aspects of personality enable certain individuals to be more emotionally competent than others. This is in line with step 1 of phase one of the research method as described in chapter 1 (refer to point 1.8). This chapter also aims to address the first research question stated in chapter 1 which relates to the theoretical conceptualisation of the construct personality preferences. In this chapter then, the construct personality preferences will be explored by examining the basic literature and research on personality and personality preferences. An integrated model of personality preferences from the perspective of Analytical Psychology will be proposed to enable the researcher to explain the theoretical relationship between the variables personality preferences, self-esteem, and emotional competence. Finally, the theoretical research implications for leader development and the field of Industrial and Organisational Psychology will be discussed. 2.1 PARADIGMATIC AND CONCEPTUAL FOUNDATIONS The discussion of the paradigmatic and conceptual foundations that follows, aims at a broader understanding of the constructs personality and personality preferences from the paradigmatic perspective of Analytical Psychology. -
Free Association
Analytical Hypnotherapy Volume 2 Practical Implications Jacquelyne Morison With contributions from Georges Philips Crown House Publishing Limited www.crownhouse.co.uk www.crownhousepublishing.com replacement pages.indd 1 06/10/2009 12:43 First published by Crown House Publishing Ltd Crown Buildings, Bancyfelin, Carmarthen, Wales, SA33 5ND, UK www.crownhouse.co.uk and Crown House Publishing Company LLC 6 Trowbridge Drive, Suite 5, Bethel, CT 06801-2858, USA www.crownhousepublishing.com © Jacquelyne Morison 2002, 2009 First published as hardback 2002 (Original ISBN: 978-189983685-7) The right of Jacquelyne Morison to be identified as the authors of this work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this work may be photocopied, stored in a retrieval system, published, performed in public, adapted, broadcast, transmitted, recorded or reproduced in any form or by any means, without the prior permission of the copyright owner. Enquiries should be addressed to Crown House Publishing Limited. British Library Cataloguing-in-Publication Data A catalogue entry for this book is available from the British Library. ISBN 978-184590407-4 LCCN 2009938497 replacement pages.indd 2 06/10/2009 12:43 Table of Contents How to Gain Maximum Benefit From Reading This Book .................. v Introduction .................................................................................................. vii Analytical Hypnotherapy in Perspective ................................................. -
Play Therapy • 2
Connect 2 Succeed Trauma Focused Play Cognitive Behavioral + Therapy Therapy = Successful Trauma Resolution Presented by: Katrina Jefferson MSW, LCSW, RPT/S,CTT Patty Grady MSW, LICSW, TF-CBT, RPT/S Objectives • 1. Review basic principles of Trauma Focused Cognitive Behavioral Therapy and Play Therapy • 2. Participants will learn about the ACE Study and how it relates to early trauma and brain development; research supporting Play Therapy and brain development to reduce symptoms of trauma • 3. Participants will learn integration of these two models through practical application of techniques using the PRACTICE Model Trauma Focused Cognitive Behavior Therapy • Founders are Judith Cohen, Anthony Mannarino and Esther Deblinger • In 2006 published first book Treating Trauma and Traumatic Grief in Children • TF-CBT is a conjoint child and parent psychotherapy approach for children and adolescents who are experiencing significant emotional and behavioral difficulties related to traumatic life events. • It is a components-based treatment model that incorporates trauma- sensitive interventions with cognitive behavioral, family, and humanistic principles and techniques. • Children and parents learn new skills to help process thoughts and feelings related to traumatic life events; manage and resolve distressing thoughts, feelings, and behaviors related traumatic life events; and enhance safety, growth, parenting skills, and family communication. Facts about TF-CBT Model of Practice • TF-CBT is designed to be a relatively short-term treatment, typically lasting 12 to 16 sessions. Over 80 percent of traumatized children who receive TF-CBT experience significant improvement after 12 to 16 weeks of treatment. • Treatment may be provided for longer periods depending upon individual child and family needs. -
49 PERSONALITY THEORIES: a COMPARATIVE ANALYSIS Abstract the Type of Organization Existing in a Society Defines the Development
PERSONALITY THEORIES: A COMPARATIVE ANALYSIS Omoregbe Omorodion and Festus Osayande Abstract Personality is a growing and dynamic entity that influences the behavior of people, and one of the objectives of organizational leaders is to ensure that they manage the resources at their disposal, especially human resources, to achieve organizational goals in the most effective and efficient manner. However, human beings are very complex; owing to the discrepancies in personalities. This paper provides an appraisal of the various theories of personality. These theories tend to have two things in common: they attempt to explain and understand the characteristics, traits and behavioral tendencies that are shared by individuals, also, personality theories also attempt to explain the differences in observable individual personalities. Lastly, the theories are not without criticisms. Psychoanalytic theory explains hidden personality dynamics rather than searching for identifiable patterns of behavior that describe basic dimensions of personality. The criticism underlying the evaluation of trait personality is that personality traits are not stable and enduring and is ever-changing, tailored to the particular role or situation. Some psychologists believe that the humanistic theory concepts are vague and subjective that they are not scientific description of personality rather a description of personal values and ideals of the school of thought. The social-cognitive perspective focuses so much on the situation that it fails to appreciate the person’s inner traits. Seldom in life does a single perspective on any issue give a complete picture of another human being. Human personality reveals its different aspects when it is viewed from different perspectives, and each perspective can enlarge our vision of the whole person and helps in the management of organizational staff. -
Criticism and Valuation of the Part Played by Abreaction and Assimilation in Psychiatry
CHAPTER SEVEN CRITICISM AND VALUATION OF THE PART PLAYED BY ABREACTION AND ASSIMILATION IN PSYCHIATRY In the preceding chapter we described a method of treating trau matic memories-what Breuer called "the cathartic method". We there observed that an essential element of the method is the discharge, or abreaction, of affects by having the patient talk about the trau matic event he has gone through. When memories have thus been relieved of their emotional character, they are neutralized; they can be submitted to rational examination and fitted into the patient's normal context of experience. This stage of treatment is called "assimilation" or "re-association". Another thing we have noticed is that these two phases are concurrent in the process of effecting a cure. Of the two factors, Breuer and Freud in their Studien laid special stress on abreaction rather than assimilation; and after them Brown and others took the same attitude. But Freud's later, completely worked-out system gives special prominence to assimilation : to bringing the patient's previously unconscious complex, the cause of his trouble, into consciousness and integrating it with his experience. Abreaction remained, however, an element in treatment for Freud. Janet gave good examples of how simply discharging an affect can bring about a patient's recovery. But at the same time, he strongly emphasized the important part played by assimilation. Janet's evidence deserves special attention because he proved convin cingly that abreaction has a beneficial effect on various types of neurotic patient even when it is not an element in "cathartic" therapy. This means that abreaction is not limited to use in Breuer's and Freud's cathartic method-which of course Janet practised, too.