DOCSLIB.ORG

Personality Notes

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Personality Notes Personality HW pg 613-622 The Nature of Personality Defining Personality • _______________________ – Your personality hold constant over a wide variety of situations • _________________________– Why we act differently in the same situation ________________________ - A durable disposition to behave in a particular way in a variety of situations • Adjectives such as honest, dependable, moody, impulsive, suspicious, anxious, friendly describe dispositions that represent personality traits • Most approaches to personality assume that some traits are more basic than others • For example using ____________________________, by making correlations among variables into closely related clusters of variables, Raymond Cattell was able to reduce ______________________ 171 personality traits into just 16 basic dimensions. • _____________________________ – The few central roots of personality • _____________________________ – secondary traits observed by others that might not be true ________________________ (Robert McCrae and Paul Costa) • Also known as the ________________________ 1. _________________________ – outgoing, sociable, upbeat, friendly, and assertive. Extraverts tend to be happier than others 2. ___________________________– anxious, hostile, self-conscious, insecure, and vulnerable. Tend to overreact more than others in response to stress 3. _______________________________ – curiosity, flexibility, vivid fantasy, imaginativeness, artistic sensitivity. Evidence suggests that openness fosters liberalism, so this trait is the key determinant of political views. Evidence also shows people high in openness tend to exhibit less prejudice against minorities than others 4. ____________________________– sympathetic, trusting, cooperative, modest, straightforward. On the opposite end suspicious, antagonistic and aggressive. Associated with constructive approaches to conflict resolution, making agreeable people less quarrelsome. 5. _____________________________ – disciplined, well organized, punctual, dependable. Referred to as constraint in some trait models, it is associated with being highly diligent in the workplace. • Research shows the _______________ traits are predictive of specific aspects of behavior. For example extraversion correlates positively with popularity and with dating a greater variety of people. Conscientiousness correlates with greater honesty, high job performance ratings, and relatively low alcohol consumption. Openness is associated with playing a musical instrument. • Other correlations _____________________ associated with higher conscientiousness. The higher level of neuroticism associated with elevated probability of divorce whereas conscientiousness and agreeableness less likely. Finally Neuroticism increased physical and mental illness. Conscientiousness experience less illness and reduced mortality • Big Five has become the dominant theory of personality in contemporary psychology • Critics – need more than 5 qualities to define human beings. Mnemonic – OCEAN/CANOE Assessing traits Some tests are ___________________ – a list of answers/some are __________________(projective) – open ended Personality Inventories – questionnaires covering a wide range of feelings, behaviors, and emotions. ____________________________________________ • Most widely used • It measures 10 personality traits • Contains 567 true and false questions _____________________________________________ (Cattell) NEO Personality Inventory – Uses to Measure the Big Five Personality HW pg 595-607 ____________________________________ • Freud’s theory grew out of decades of interactions with his clients using psychoanalysis. • Psychoanalytic theory attempts to explain personality, motivation, and psychological disorders by focusing on the influences of early childhood experiences, on unconscious motives and conflicts, and on methods people use to cope with their ________________________________ urges. • There were 3 reasons why people have a problem with Freud o You behavior is governed by ________________________ factors of which you are unaware. o Adult personalities are shaped by childhood experiences beyond your control o By emphasizing the great importance of ____________________ he offend those who held the conservative, Victorian values of his time • Structure of Personality. o ______– primitive, instinctive component of your personality. Your raw biological urges (eating, sleeping, sex, etc) The Id operates on the pleasure principle, which demands immediate gratification of its urges. The id engages in primary-process thinking, primitive, illogical, irrational, and fantasy oriented o ___________– the decision making component of personality that operates according to the reality principle. The ego mediates between the id, and the external world with its social realities, to decide how to behave. The ego is guided by the reality principle, which seeks to delay gratification of the id’s urges until appropriate outlets and situations can be found. In the end the ego wants to maximize gratification like the Id but uses the secondary-process thinking, which relativity rational, realistic, and oriented toward problem solving. o __________________ – the moral component of personality that incorporates social standards about what represents right and wrong. The superego emerges around 3-5. In some people the superego can become irrationally demanding in its strive for moral perfection. Such people are plagued by feelings of guilt. o Freud said the 3 components are distributed differently across three levels of consciousness. • Levels of Awareness – often compared to an iceberg o ________________________– whatever you are aware of at a particular point in time. o ________________________ – material just beneath the surface that can be easily retrieved o _______________________ – thoughts, memories, and desires well below the surface but that nonetheless exert great influences on behavior • Freud felt that sexual and aggressive impulses had the most consequences coming from the ______ 1. He thought sex and aggression are subject to more complex and ambiguous social controls than other basic motives 2. Sex and aggression are thwarted more than other biological urges. Think about it if you get hungry or thirsty you go and satisfy those urges fairly easily. On the other hand someone causes you aggression you can’t just go off and hit them. Or if someone causes lustful urges you can’t just have sex with that person. • Freud’s Stages of Psychosexual Development o Now when you think about sex, you think about using your genitals for stimulation, rated R movies, sex, etc. However to Freud, sex was a concept that explained how we get our pleasure from the world. For most of you, although your parents would hate to think about it, your sexual pleasure comes from your genitals. But to younger children they do not. Freud believed that we all have a _________________________, or instinctual sexual energy. o Your libido changes throughout your lifetime, focusing on different parts of your body. Essentially, your libido has 4 stages of metamorphosis. If some outside force deters our social development in one of the following stages, Freud said we could become ____________ in that stage, meaning that we would become preoccupied with that earlier stage later on in our lives. o Freud believed in two types of instincts ___________ (life instincts – or sex) and Thanatos (death instincts – or aggression) o 1. ________________: About 0-2 years old, an infant’s libido is focused around their mouth. You will notice that babies see the world through their _________. If I give my 8 month old son some dog vomit, the first thing he will do is taste it. Freud believes that if you become fixated in the oral stage than you may overeat, smoke, or just have a childhood dependence on things. o 2. ________________________: About 2-4 years old, the child becomes focused on controlling ___________________. The libido is focused on holding in and releasing defecation (poo poo). This usually occurs during toilet training. The child meets the conflict between the parent's demands and the child's desires and physical capabilities in one of two ways: Either he puts up a fight or he simply refuses to go. The child who wants to fight takes pleasure in excreting maliciously, perhaps just before or just after being placed on the toilet. If the parents are too lenient and the child manages to derive pleasure and success from this expulsion, it will result in the formation of an _________________________________. This character is generally messy, disorganized, reckless, careless, and defiant. Conversely, a child may opt to retain feces. If this tactic succeeds and the child is overindulged, he will develop into an _____________ character. This character is neat, precise, orderly, careful, stingy, withholding, obstinate, meticulous, and passive-aggressive. The resolution of the anal stage, proper toilet training, permanently affects the individual propensities to possession and attitudes towards authority. o 3. ____________________: About 4-6 years old, the child first realizes his or her gender. The libido is focused on exploring the penis and vagina but not in the way you now think about playing with your genitals. During this stage Freud believed that boys can develop an ________ Complex, where he begins to have sexual feelings towards his mother (not the "Mom, I want to see you in a pink thong" feeling, but more like I want to be with you on my phallic stage level). This also where
Load more

Recommended publications
  • Individuation As Spiritual Process: Jung’S Archetypal Psychology and the Development of Teachers
    Individuation as Spiritual Process: Jung’s Archetypal Psychology and the Development of Teachers Kathleen Kesson See the published version in the journal: ENCOUNTER: EDUCATION FOR MEANING AND SOCIAL JUSTICE Winter 2003, 16 (4). “…The spirit has its homeland, which is the realm of the meaning of things… -Saint Exupéry The Wisdom of the Sands In the mid-1970s, curriculum theorist James Macdonald, in his discussion of various ideologies of education, proposed a category that he called the “transcendental developmental ideology.” This perspective would correct what he thought was the limiting, materialist focus of the radical or political view of education, which he considered a “hierarchical historical view that has outlived its usefulness both in terms of the emerging structure of the environment and of the psyches of people today” (Macdonald 1995, 73). The transcendental developmental ideology would embrace progressive and radical social values, according to Macdonald, but would be rooted in a deep spiritual awareness. Drawing upon the work of M.C. Richards (1989), he used the term “centering” to signify this form of consciousness. Macdonald termed his methodology of development a “dual dialectic,” a praxis involving reflective transaction between the individual ego and the inward subjective depths of the self, as well as between the ego and the outer objective structures of the environment. This method grew out of his critique of existing developmental theories (see Kohlberg and Mayer, 1972), which he thought neglected one or another aspect of this praxis, thus failing to take into account the full dimension of human “being.” Macdonald was influenced by the work of C.G.
    [Show full text]
  • Carl Gustav Jung (1875-1961) and Analytical Psychology (Søren Kierkegaard 1813-1855; Viktor Frankl 1905-1997)
    Carl Gustav Jung (1875-1961) and Analytical Psychology (Søren Kierkegaard 1813-1855; Viktor Frankl 1905-1997) Reading: Robert Aziz, C. G. Jung’s Psychology of Religion and Synchronicity (Course Reader 8). Psychological Culture: Examples of ideas that have entered into our everyday vocabulary 1. Ego 2. Complex 3. Psychological Types: Introvert and Extrovert 4. Unconscious Influences on the Psychological Theories of C. G. Jung 1. Philosophical: Existentialism and Asian Philosophy (Buddhism, Hinduism, Daoism) 2. Religious: Christianity, but Jung rejects much of institutionalized religion 3. Scientific: Description of the inner life of human beings expressed scientifically Jung's Definition of the Dark Side: The Shadow 1. Jung's view of the mind or psyche: ego consciousness, personal unconscious, and collective unconcious 2. The "Shadow" overlaps the personal unconscious and collective unconscious 3. Personal unconscious: Contents of the mind/psyche that have been Repressed from Consciousness 4. Collective unconscious: Collective or universal contents that are always there, inherent to the psyche 5. The Dark Shadow side can well up from what is inherent to the psyche as well as from what is repressed. Jung's Theory of the Mind/Psyche 1. Depth psychology: Three layer view of mind: ego consciousness, personal unconscious, and collective unconscious 2. Themes, motifs, or ARCHETYPES that exist in the inherent, collective, or universal unconscious 1. Shadow, 2. Male (Animus), Female (Anima), 3. Self (comprehensive motif or archetype, representing the whole psyche/mind) 3. For Jung, the ego is the center of waking consciousness, and the Self, the center and circumference of the Unconscious 4. Process: Goal is to achieve wholeness through individuation: Become a true individual, a whole person who is indivisible 5.
    [Show full text]
  • Mary C. Miller PSYC 2315.02 Research Paper Individuation in Carl G
    Mary C. Miller PSYC 2315.02 Research Paper Individuation in Carl G. Jung's Theory of Analytical Psychology I. Origins of Analytical Psychology A. Break with Freud B. Differing theories II. Psyche (Mind) A. Conscious (Ego) B. Unconscious 1. Personal Unconscious 2. Collective Unconscious C. Archetypes 1. Persona 2. Anima and Animus 3. Shadow 4. Self III. Personality A. Personality Types 1. Extroversion 2. Introversion B. Psychological Functions 1. Thinking 2. Feeling 3. Sensation 4. Intuition IV. Summary Origins of Analytical Psychology The Swiss-born psychologist, Carl Gustav Jung received an M.D. from the University of Basle in 1902, then studied under Pierre Janet in Paris. Jung served as physician to the psychiatric clinic at the University of Zurich from 1900 to 1909, where he became a follower of Freud. Carl Jung and Alfred Adler were among Sigmund Freud's inner circle of students until around 1912 when they came into disagreement with Freud's emphasis on sex motivation as the central theme of human behavior. Jung's theory, which came to be known as Analytical Psychology, describes the libido as a generalized life energy rather than a sexual energy. He saw the libido as a type of psychic energy that expresses itself through universal symbols. Jung also disagreed with Freud's view that personality is determined by childhood experiences. Jung believed that personality is shaped by one's goals and aspirations, and can change throughout life. Jung's theory of individuation depicts man striving toward integrity of the innermost self. To understand this process requires an understanding of Jung's theories concerning the psyche and personality.
    [Show full text]
  • A Brief Comparison of the Unconscious As Seen by Jung and LéVi‐Strauss
    A Brief Comparison of the Unconscious as Seen by Jung and Levi-Strauss giuseppe iurato University of Palermo, [email protected] abstract Retracing the primary common aspects between anthropological and psychoanalytic thought, in this article, we will further discuss the main common points between the notions of the unconscious according to Carl Gustav Jung and Claude Levi-Strauss, taking into account the thought of Erich Neumann. On the basis of very simple elementary logic considerations centered around the basic notion of the separation of opposites, our observations might be useful for speculations on the possible origins of rational thought and hence on the origins of consciousness. keywords: analytical psychology, structural anthropology, unconscious, archetype, classical logic In the beginning, all the things were together; then, it came the mind (o υοὓf) and set them in order —Anaxagoras of Clazomenæ (Diogenes Lærtius, Lives and Opinions of Eminent Philosophers, Book 2, Chap. III) Carl Gustav Jung (1875–1961) and Claude Levi-Strauss (1908–2009) were two of the greatest thinkers and scholars of the last century. The former was an eminent psychiatrist and psychoanalyst, the first pupil of Sigmund Freud and then the founder of a new school of psychoanalytic thought called analytical psychology. The latter was an eminent anthropologist and ethnologist, as well Anthropology of Consciousness, Vol. 26, Issue 1, pp. 60–107, ISSN 1053-4202, © 2015 by the American Anthropological Association. All rights reserved. DOI: 10.1111/anoc.12032 60 on jungian and levi-straussian unconscious 61 as one of the primary leaders of French structuralism; he also made funda- mental contributions to philosophy and psychology.
    [Show full text]
  • Self Individuation Process in the Main Character of Black Swan Movie
    SELF INDIVIDUATION PROCESS IN THE MAIN CHARACTER OF BLACK SWAN MOVIE YohanaFebry Chris Suprapto Faculty of Humanity, Diponegoro University ABSTRACT Black Swan movie directed by Darren Aronofsky is a movie which includes many psychological aspects in it. This movie tells us about a journey to find the true self of the main character named Nina Sayers. The writer uses library research in collecting the data. The objectives of this thesis are to describe both intrinsic aspects which include narrative (theme, character, setting and conflict) and cinematic elements (mise-en-scene, camera distance, and sound) and to explain extrinsic aspects. To analyze the extrinsic aspects of the movie, the writer usespsychological approach. The writer analyses how Nina finds her true self related to Carl Jung theory about self individuation process. There are four kinds of archetypes in order to acknowledge the self individuation process. They are “persona”, “shadow”, “anima and animus”, and “Self”. Eventually, the writer finds that Nina does not experience those four archetypes. The result of this thesis is the “shadow” and “persona” are two archetypes which dominate Nina. It can be stated that the main character does not succeed in the process of self individuation proposed by Carl Gustav Jung. Keyword: life, journey, the true self, analytical psychology, self-individuation, archetype INTRODUCTION Literature has become an important part of human beings for ages. It develops that literature not only become part of human’s being life but also lifestyle for the consumer. As time goes by, technology also improves dramatically that literature can be enjoyed through film. The film functions as a media to depict the imagination, ideas, thoughts, feelings, or information toward the viewer.
    [Show full text]
  • C. G. Jung's Theory of the Collective Unconscious
    C.G. JinTG'S THEORY OF THE C0LLECTI7E UNCONSCIOUS: A RATIONAL RECONSTRUCTION TMLTER A70RY SHELBURNE A DISSERTATION PRESENTED TO THE GRADUATE COUNCIL OF THE UNIVTKSITr OF FLORIDA IN PARTIAL FULFTLU^IENT OF THE REQUIREMEI'ITS FOR THE DEGREE OF DOCTOR OF PHUOSOPHT UNITERSITZ OF FLORIDA 1976 UNIVERSITY OF FLORIDA 3 1262 08666 238 3 Copyright 1976 Vfelter Avoiy Shelbume ACKMOIilLEDOENTS I irould like to grateful^sr acloioirledge the persons of rcr supervisory committee for their help in this project: Marilyn areig, Tom Aarber, i^anz lifting, Richard Ilaynes and Tom Simon. Special thanks to Iferiljoi and Tom Sijnon for their tiine, encouragement and helpful criticism. I would also like to thank Debbie Botjers of the Graduate School, who, in addition to her technical advice, has through her friendliness contri- buted in an immeasurable and intangible way to the final preparation of this manuscript, 3h addition to this personal assistance, I TTould also like to aclaiow- ledge the help of the follo;.jing agencies: the spirit of Carl Gustav Jung, the Archetn>e of the Self, and the three luminous beings tAo cleansed iry spirit. iii , TABLE OF CONTENTS Page ACiaro V/LEDGlJEI'rPS iii ABSTRACT , ^ HrPRODUCTION ,, ., CHAPTER 1 JUl'JG'S I-IEMTAL CONSTRUCTS.. ,,.., 3 Pgyxjhe...... , ,,, 3 Uiconscioiis. .,, .,,, 16 Collective Ifciconscious. , 19 Notes. .................,,..,,,,,,,,, , 28 CHAPTER 2 TI£EORr OF ARCHETTPES: PART I ,,,, 30 Introduction,.., , ,,.,,. ..,,,. 30 The Syrabolic Mature of the Archetypes ,, , l^;^ Archetiypes and Instincts ,,,,... hi Notes.... , ..,,,.. , ,, ^3 CHAPTER 3 THEOrar OF ARCHETn=ES: PART II..... ^ The Origin of the Archetypes ^ Archelypal ninage and Archetype Per Se ., 63 Tlae .'irchetypes as Autonomous Factors,.
    [Show full text]
  • Introduction to Jungian Psychotherapy: the Therapeutic Relationship
    Introduction to Jungian Psychotherapy The unique relationship between patient and therapist is the main healing factor in psychotherapy. Following C.G.Jung’s pioneering views on the complexity of conscious and unconscious interactions in the therapy process, this book explains the Jungian approach to the therapeutic relationship and the treatment process. Introduction to Jungian Psychotherapy: The Therapeutic Relationship shows how taking a Jungian perspective can help deal with the complicated paradoxes of psychotherapy. David Sedgwick outlines a modern Jungian approach to psychotherapy, always with reference to the patient-therapist relationship itself. He considers and criticises key aspects of Jungian and other theoretical perspectives, synthesizing approaches and ideas from across the therapeutic spectrum. This meditation on Jungian therapy will be invaluable to both Jungian and non-Jungian students and practitioners. David Sedgwick is a Jungian analyst and clinical psychologist in Charlottesville, Virginia. He is the author of The Wounded Healer: Countertransference from a Jungian Perspective (1994) and Jung and Searles: A Comparative Study (1993), and numerous articles and book reviews. Introduction to Jungian Psychotherapy: The Therapeutic Relationship David Sedgwick First published 2001 by Brunner-Routledge 27 Church Road, Hove, East Sussex BN3 2FA Simultaneously published in the USA and Canada by Taylor & Francis Inc 29 West 35th Street, New York, NY 10001 Brunner-Routledge is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2004. © 2001 David Sedgwick All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.
    [Show full text]
  • Some Jungian Terms Explained by Helen Morgan and Chris Mackenna
    Some Jungian terms explained by Helen Morgan and Chris MacKenna Self: Just as a circle can be described in terms of its circumference or of its centre, so Jung describes the Self in complimentary ways, As the totality of our psycho-physical being, with all our conscious and unconscious processes and potentials. As the deep centre of the psyche that ‘wills’ us to individuate to our maximum potential. The drive from the Self is towards wholeness and realisation. It is the search to discover meaning and purpose in life; the sense of a coherence between internal and external reality; what it is that makes life worth living. Thus the objective of Self-realisation is more than clinical, but also implies questions of creativity as well as spirituality. Individuation: The lifelong developmental process through which our conscious and unconscious potentials unfold leading to greater wholeness and differentiation of the personality. The process of individuation Jung once described as becoming more who you are. It involves a separation from the crowd, an integrity, authenticity rather than compliance or conformity, and is very different from individualism. Jung saw it as essentially the task of the second half of life. Michael Fordham took the thinking right back to infancy and early childhood. (See below: The Developmental Tradition) Ego: Jung describes the Ego as a complex: the continually shifting bundle of memories and potentials that constitute our subjective sense of ‘I-ness’: ‘The ego stands to the self as the moved to the mover, or as object to subject, because the determining factors which radiate out from the self surround the ego on all sides and are therefore supraordinate to it.
    [Show full text]
  • Jungian Therapy
    JUNGIAN THERAPY COMPANION WEBSITE MATERIAL Accompanying THEORIES AND STRATEGIES IN COUNSELING AND PSYCHOTHERAPY (FIFTH EDITION) By RICHARD K. JAMES, PROFESSOR And BURL E. GILLILAND, PROFESSOR EMERITUS Both at the University of Memphis Memphis, Tennessee Allyn and Bacon Boston 1 COMPANION WEBSITE NUMBER 2 – JUNGIAN THERAPY Fundamental Tenets HISTORY Carl Gustav Jung was born in Kesswil, Switzerland, in 1875, the only child of a Swiss clergyman. Jung's early family life undoubtedly influenced his theory. On one side was his worldly and outgoing mother, on the other a staid and pious father. He also had eight uncles, all of whom were clergymen in the Swiss Reformed church. Certainly, the heavy emphasis placed on religion by his family influenced the spiritual aspects of his theory, although Jung stated that for a great portion of his youth he was bored by it. Jung was taught to read Latin at an early age by his father; this along with his mother's reading to him about exotic religions would seem to account for his early and abiding interest in history and his facility with ancient languages (Smith & Vetter, 1991, p. 96). As a young man he was intrigued by spirituality and the occult and was struck by the repetitious themes, symbols, anecdotes, and occurrences of spiritualistic phenomena that he found in a variety of writings and reported experiences. These repetitious themes came from all over the world and throughout recorded history. They were so similar that they defied rational explanation. Jung's experiences with the supernatural in his own home caused him to attend seances for more than two years and culminated in the writing of his doctoral dissertation in 1902.
    [Show full text]
  • Psyccritiques December 8, 2010, Vol
    Coincidence Studies: A Freudian Perspective A review of Demystifying Meaningful Coincidences (Synchronicities): The Evolving Self, the Personal Unconscious, and the Creative Process by Gibbs A. Williams Lanham, MD: Jason Aronson, 2010. 319 pp. ISBN 978-0-7657-0702-4 (hardcover); ISBN 978-0-7657-0704-8 (e-book). $70.00, hardcover Reviewed by Bernard D. Beitman Jung’s lifelong work on synchronicity is blossoming into a multidisciplinary field, including psychology, physics, mathematics, and literature. The general public has become increasingly interested since the rock band Police recorded their Synchronicity album in 1983. Gibbs Williams, a Freudian psychoanalyst in New York City, has studied meaningful coincidences for more than 40 years through personal experiences and observations of his psychotherapy patients. In his early years he studied meaningful coincidences through occult–Jungian perspectives, seeking the mystical through these hard-to-explain events. As his understanding evolved, he found himself more aligned with Freud than with Jung, invoking the early 20th-century arguments between these one-time colleagues over the place of mysticism in the evolution of psychoanalysis. Freud’s “obsession with sexuality” played an important role in Jung’s desire for separation, but Freud also warned against the “black tide of the mud of occultism,” (p. x), which Jung was determined to embrace. Williams continues the Freud–Jung argument by offering intriguing evidence for Jung’s personal need to develop a mystical theory arising from his early separation from his mother. Williams also provides compelling arguments against Jung’s notion of acausality, which was central to Jung’s understanding of synchronicity. Acausality became for Jung a way of explaining how two apparently random events could be meaningfully connected.
    [Show full text]
  • The Collective Unconscious
    Painting by C. G. Jung, p. 72 of the Red Book1 The Collective Unconscious Walter Boechat The Collective Unconscious In a lecture given in London in 1936, Jung formulated one of his most comprehensive and final definitions of the concept of the collective unconscious: “The collective unconscious is a part of the psyche which can be negatively distinguished from the personal unconscious by the fact that it does not, like the latter, owe its existence to personal experience and consequently is not a personal acquisition. While the personal unconscious is made up essentially of contents which have at one time been conscious but which have disappeared from consciousness through having been forgotten or repressed, the contents of the collective unconscious have never been in consciousness, and therefore have never been individually acquired, but owe their existence exclusively to heredity. Whereas the personal unconscious consists for the most part of complexes, the content of the collective unconscious is made up essentially of archetypes.” (CW 9.1, §88). The concept of the collective unconscious is one of the pillars of the Jungian model of the psyche, and its formulation went through various phases. We can trace the beginnings of its conceptualisation to the first moments of Jung’s creative journey during the period he was working as a psychiatrist at the Burghölzli Hospital. During this time, Jung observed the appearance of typical mythological themes, or mythologems, in the delusions of his psychotic patients. In a well-known interview for the BBC in 1959, he told the interviewer, Morgan Freeman, about a schizophrenic patient of his at Burghölzli who had a vision of a solar phallus.
    [Show full text]
  • On Becoming a Psychotherapist: Routledge Mental Health Classic
    Downloaded by [New York University] at 05:22 15 August 2016 On Becoming a Psychotherapist Why do people want to become a psychotherapist? How do they translate this desire into reality? On Becoming a Psychotherapist explores these and related questions. Ten leading therapists write about their profession and their careers, examining how and why they became psychotherapists. The contributors, representing a wide cross-section of their profession, come from both Britain and America, from different theoretical backgrounds, and are at different stages in their careers. They write in a personal and revealing way about their childhoods, families, colleagues, and training. This absorbing and fascinating book offers a fresh perspective on psychotherapy and the people attracted to it. This Classic Edition of the book includes a new Introduction written by the authors and will be invaluable for qualifi ed psychotherapists and those in training. Windy Dryden is Professor of Psychotherapeutic Studies at Goldsmiths, University of London and is an international authority on rational emotive behaviour therapy (REBT). He has worked in psychotherapy for over 30 years and is the author and editor of over 200 books. Laurence Spurling is a practising Psychoanalytic Psychotherapist in London and a Senior Member of the British Psychotherapy Foundation. He is Senior Lecturer in Psychosocial Studies at Birkbeck College, University of London, where he co-ordinates and teaches on the counselling and psychotherapy training programmes, and is a Consultant Adult Psychotherapist for the East London NHS Downloaded by [New York University] at 05:22 15 August 2016 Mental Health Trust. He has published widely on clinical issues.
    [Show full text]