DOCSLIB.ORG

DISTINCTION BETWEEN FREUD & NEO-FREUDIANS (Lecture Series-6)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
DISTINCTION BETWEEN FREUD & NEO-FREUDIANS (Lecture Series-6) 1 DISTINCTION BETWEEN FREUD & NEO-FREUDIANS (Lecture Series-6) B.A. Ist (Honors) (Paper-IVth : Systems in Psychology) By Dr. Masaud Ansari Department of Psychology, A.P.S.M. College, Barauni L. N. M. University, Darbhanga 22st A P R I L 2 0 2 0 2 Neo-Freudian’s view Freud attracted many followers who modified his ideas to create new theories about personality. These theorists, referred to as neo-Freudians, generally agreed with Freud that childhood experiences matter, but deemphasized sex, focusing more on the social environment and effects of culture on personality. Freud’s writings were controversial, but they soon attracted followers, mostly young, ambitious physicians who formed an inner circle around their strong minded leader. These pioneering psychoanalysts, whom we often call neo- Freudians, accepted Freud’s basic ideas: the personality structures of id, ego, and superego; the importance of the unconscious; the shaping of personality in childhood; and the dynamics of anxiety and the defense mechanisms. But they broke off from Freud in two important ways. First, they placed more emphasis on the conscious mind’s role in interpreting experience and in coping with the environment. And second, they doubted that sex and aggression were all - consuming motivations. Instead, they tended to emphasize loftier motives and social interactions. 3 Neo-Freudian’s views 1. The social and cultural, rather than biological factors are basic to the understanding of the human nature. 2. The Oedipus complex, the formation of superego and alleged inferiorities are cultural though there may be a biological foundation for oral and anal stage, it can be modified by cultural factors. 3. Emphasis is placed on ‘interpersonal relationship’ in the formation of character and the production of anxiety. 4. It is not the sexual behaviour that determines character but the character determines the sexual behaviour. 4 Distinction Between Freud & Neo-Freudians Sl. Freud Neo-Freudians No. Alfred Adler Erik Ericson Karen Horney Seligmann 1 Topographical Structure: Individual Erikson’s theories Basic anxiety Five basic Conscious, Preconscious and Psychology of development orientation: Unconscious and the ego Receptive, Exploitative, 2 Structural Model: Id, Ego and Inferiority Feelings Basic evil Hoarding, Superego Marketing and 3 Psychic energy and theory of Style of Life Basic hostility Productive instincts 4 Anxiety and defence The Creative Neurotic needs Three basic escape mechanisms Power of the Self mechanisms: Aut omaton conform, Aut horitarianism, Dest ructiveness 5 Stages of Psychosexual Birth Order Stages of The idealized Self- Eight basic needs: Development Psychosocial image Rootedness, Sense Development of identity, Frame of 6 Freud’s Social Psychology orientation, Unity, Effectiveness, 7 Mind-body position Excitation and Stimulation 5 Distinction Between Neo-Freudian: Adler and Freud Alfred Adler Sigmund Freud Humans are primarily motivated by Human behaviour is motivated by social urges inborn instinct Concept of creative self-subjective A group of psychological process system that interprets and makes serving the ends of inborn instincts meaningful the experiences of the organism Consciousness is the center of Consciousness is a nonentity- a mere personality froth floating on the great sea of unconsciousness Adler also believed in the importance of While Freud outlined more significantly social connections, seeing childhood to sexual stages development emerging through social development 6 Distinction Between Neo-Freudian: Erik Erickson and Freud Erik Erickson Sigmund Freud Erikson's psychosocial theory is based Freud's psychosexual theory emphasizes upon social and environmental factors the importance of basic needs and biological forces He did not focus on the parent-child Freud emphasized on Oedipus complex relationship and gave more importance (Boys child) and Electra complex (Girls to the role of the ego child) on parent-child relationship He emphasized on psychosocial He focused on psychosexual development development 7 Distinction Between Neo-Freudian: Karen Horney and Freud Karen Horney Sigmund Freud She denied the preeminence of sexual Psychosexual development was the factors, challenged the validity of the crucial field of study to Freud. Oedipal theory, and discarded the concepts of libido. She also discarded three-part structure He emphasized the three-part structure of personality. i.e. id, ego and superego. of personality i.e. id, ego and superego. Horney suggested three styles of coping. He used defense mechanism to cope The first coping style, moving toward with anxiety. people, moving against people and moving away from people. 8 Distinction Between Neo-Freudian: Karen Horney and Freud Seligmann Sigmund Freud Five basic orientation: Receptive, Psychosexual development was the Exploitative, Hoarding, Marketing and crucial field of study to Freud. Productive Three basic escape mechanisms: He emphasized the three-part structure Automaton conform, Authoritarianism, of personality i.e. id, ego and superego. Destructiveness Eight basic needs: Rootedness, Sense of He used defense mechanism to cope identity, Frame of orientation, Unity, with anxiety. Effectiveness, Excitation and Stimulation 9 Alfred Adler’s contradictions with Freud Alfred Adler, a colleague of Freud’s and the first president of the Vienna Psychoanalytical Society (Freud’s inner circle of colleagues), was the first major theorist to break away from Freud. He subsequently founded a school of psychology called individual psychology, which focuses on our drive to compensate for feelings of inferiority. Adler (1937, 1956) proposed the concept of the inferiority complex. An inferiority complex refers to a person’s feelings that they lack worth and don’t measure up to the standards of others or of society. Adler’s ideas about inferiority represent a major difference between his thinking and Freud’s. Freud believed that we are motivated by sexual and aggressive urges, but Adler (1930, 1961) believed that feelings of inferiority in childhood are what drive people to attempt to gain superiority and that this striving is the force behind all of our thoughts, emotions, and behaviors. Adler identified three fundamental social tasks that all of us must experience: occupational tasks (careers), societal tasks (friendship), and love tasks (finding an intimate partner for a long-term relationship). Rather than focus on sexual or aggressive motives for behavior as Freud did, Adler focused on social motives. 10 Erik Erickson’s contradictions with Freud Erikson proposed a psychosocial theory of development, suggesting that an individual’s personality develops throughout the lifespan—a departure from Freud’s view that personality is fixed in early life. In his theory, Erikson emphasized the social relationships that are important at each stage of personality development, in contrast to Freud’s emphasis on sex. Erikson identified eight stages, each of which represents a conflict or developmental task. The development of a healthy personality and a sense of competence depend on the successful completion of each task. 11 Karen Horney’s contradictions with Freud Like Jung, Horney believed that each individual has the potential for self-realization and that the goal of psychoanalysis should be moving toward a healthy self rather than exploring early childhood patterns of dysfunction. Horney also disagreed with the Freudian idea that girls have penis envy and are jealous of male biological features. According to Horney, any jealousy is most likely culturally based, due to the greater privileges that males often have, meaning that the differences between men’s and women’s personalities are culturally based, not biologically based. She further suggested that men have womb envy, because they cannot give birth. 12 Conti… Horney’s theories focused on the role of unconscious anxiety. She suggested that normal growth can be blocked by basic anxiety stemming from needs not being met, such as childhood experiences of loneliness and/or isolation. How do children learn to handle this anxiety? Horney suggested three styles of coping. The first coping style, moving toward people, relies on affiliation and dependence. These children become dependent on their parents and other caregivers in an effort to receive attention and affection, which provides relief from anxiety (Burger, 2008). When these children grow up, they tend to use this same coping strategy to deal with relationships, expressing an intense need for love and acceptance (Burger, 2008). The second coping style, moving against people, relies on aggression and assertiveness. Children with this coping style find that fighting is the best way to deal with an unhappy home situation, and they deal with their feelings of insecurity by bullying other children (Burger, 2008). As adults, people with this coping style tend to lash out with hurtful comments and exploit others (Burger, 2008). The third coping style, moving away from people, centers on detachment and isolation. These children handle their anxiety by withdrawing from the world. They need privacy and tend to be self-sufficient. When these children are adults, they continue to avoid such things as love and friendship, and they also tend to gravitate toward careers that require little interaction with others (Burger, 2008). 13 Erich Seligmann Fromm’s contradictions with Freud In his book Man for Himself Fromm spoke of "orientation of character". He differentiates his theory of character
Load more

Recommended publications
  • Rethinking Our Approach to Sexualities
    NEWS , ANALYSIS , OPINION FOR THE PSYCHOANALYTIC COMMUNITY ISSUE 17 SPRING 2015 Queering Experience of Talking Training in analysis a gay trainee about couple 4 9 12 culture 14 therapy heterosexual functioning.3 This document Finally, in 1991, in response to a lawsuit, points out that there is no evidence the American Psychoanalytic Association that such therapy works, but plenty of adopted an Equal Opportunities policy Rethinking evidence that it increases the patient’s on admissions to training and issued its unhappiness. For all these reasons the historic Position Statement, updating it BPC Executive felt that something further the following year to cover recruitment needed to be done to create a greater sense of teaching staff and training analysts. our approach of openness and awareness of the issues APsaA also set up a system of committees involved in dealing with sexual diversity to identify and address bias affecting including, perhaps, explicit recognition gay and lesbian issues in their member to sexualities of the suffering that the psychoanalytic institutions.5 stance has caused in the past. Although this was a painful process, By Juliet Newbigin it forced a wide discussion of a kind ‘Heterosexuality that has never occurred in the UK, was seen as an except, perhaps, for a brief moment when Charles Socarides, the American N THIS ISSUE of New taken on sexual diversity until relatively expression of psychoanalyst who never abandoned his Associations we hope to introduce recently. Since psychoanalysis became psychological view that homosexuality was a borderline you to some of the work of the established in Britain, gay men and condition, was invited by the Association BPC’s task group which was set lesbians who applied to train were health.’ for Psychoanalytic Psychotherapy in the upI to consider ways of making the refused entry, except in a very few NHS to give the annual lecture in 1995.
    [Show full text]
  • A Slave for Two Masters: Countertransference of a Wounded
    A Slave For Two Masters: Countertransference of a Wounded Healer in the Treatment of a “Difficult to Treat” Adolescent by Ralph Cuseglio A case study submitted to the School of Social Work Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Social Work Graduate Program in Social Work New Brunswick, New Jersey October 2015 A Slave For Two Masters: Countertransference of a Wounded Healer in the Treatment of a “What is to give light must endure burning.” “Difficult to Treat” Adolescent -Viktor Frankl Ralph Cuseglio The referral seemed straightforward enough, a “softball,” I thought. A woman named Ruth called Abstract my office seeking counseling for her fifteen-year- The aim of this case study is to analyze intense old son. He’d recently returned home, blackout countertransference experienced by a therapist drunk after his girlfriend ended their three-month while treating a “difficult to treat” adolescent relationship. Teenage breakup was a subject with patient. During treatment, the therapist struggled which I had become quite familiar. Having worked to recognize much of his subjective with hundreds of teens, I had listened to countless countertransference and its impact on the tales of woe. Lending an ear and the passage of treatment. This paper will discuss the reasons for time was usually enough to mend the young heart. this and the manner in which both subjective and Not this time. And that softball…well, it clocked objective countertransference played a role. In me upside my head and brought me to my knees. doing so, the therapist discusses how his This paper has arisen out of a desire to childhood experiences and the subsequent understand the countertransference reactions I assumption of Carl Jung’s wounded healer experienced while working with the archetype fueled the countertransference in ways aforementioned patient; most of which came in that were concurrently beneficial and detrimental hindsight long after treatment ended.
    [Show full text]
  • About Psychoanalysis
    ABOUT PSYCHOANALYSIS What is psychoanalysis? What is psychoanalytic treatment for? Freud’s major discoveries and innovations • The Unconscious • Early childhood experiences • Psychosexual development • The Oedipus complex • Repression • Dreams are wish-fulfilments • Transference • Free association • The Ego, the Id and the Super-Ego Major discoveries and additions to psychoanalytic theory since Freud: the different strands and schools within psychoanalysis today • Classical and contemporary Freudians • Sándor Ferenczi • Ego-Psychology • Classical and contemporary Kleinians • The Bionian branch of the Kleinian School • Winnicott’s branch of the Object-Relations Theory • French psychoanalysis • Self-Psychology • Relational Psychoanalysis The core psychoanalytic method and setting • Method • Setting Various Psychoanalytic Treatment Methods (adult, children, groups, etc) • Psychoanalysis • Psychoanalytic or psychodynamic psychotherapy • Children and adolescents • Psychoanalytic psychodrama • Psychoanalytic Couples- and Family-Psychotherapy • Psychoanalytic Groups Psychoanalytic training Applied psychoanalysis The IPA, its organisation and ethical guidelines Where to encounter psychoanalysis? What is psychoanalysis? Psychoanalysis is both a theory of the human mind and a therapeutic practice. It was founded by Sigmund Freud between 1885 and 1939 and continues to be developed by psychoanalysts all over the world. Psychoanalysis has four major areas of application: 1) as a theory of how the mind works 2) as a treatment method for psychic problems 3) as a method of research, and 4) as a way of viewing cultural and social phenomena like literature, art, movies, performances, politics and groups. What is psychoanalytic treatment for? Psychoanalysis and psychoanalytic psychotherapy are for those who feel caught in recurrent psychic problems that impede their potential to experience happiness with their partners, families, and friends as well as success and fulfilment in their work and the normal tasks of everyday life.
    [Show full text]
  • Science in Context Fear and Envy: Sexual Difference and The
    Science in Context http://journals.cambridge.org/SIC Additional services for Science in Context: Email alerts: Click here Subscriptions: Click here Commercial reprints: Click here Terms of use : Click here Fear and Envy: Sexual Difference and the Economies of Feminist Critique in Psychoanalytic Discourse José Brunner Science in Context / Volume 10 / Issue 01 / March 1997, pp 129 - 170 DOI: 10.1017/S0269889700000302, Published online: 26 September 2008 Link to this article: http://journals.cambridge.org/abstract_S0269889700000302 How to cite this article: José Brunner (1997). Fear and Envy: Sexual Difference and the Economies of Feminist Critique in Psychoanalytic Discourse. Science in Context, 10, pp 129-170 doi:10.1017/ S0269889700000302 Request Permissions : Click here Downloaded from http://journals.cambridge.org/SIC, IP address: 109.66.70.204 on 12 Feb 2014 Science in Context 10, I (1997), pp. 129-170 JOSfiBRUNNER Fear and Envy: Sexual Difference and the Economies of Feminist Critique in Psychoanalytic Discourse The Argument This essay examines Freud's construction of a mythical moment during early childhood, in which differences between male and female sexual identities are said to originate. It focuses on the way in which Freud divides fear and envy between the sexes, allocating the emotion of (castration) fear to men, and that of (penis) envy to women. On the one hand, the problems of this construction are pointed out, but on the other hand, it is shown that even a much-maligned myth may still provide food for thought. Then, four critiques of Freud which have been articulated by prominent feminist psychoanalysts — Karen Horney, Nancy Chodorow, Luce Irigaray, and Jessica Benjamin — are presented, as well as the alternative visions of sexual identities which these thinkers have developed.
    [Show full text]
  • Mapsychology113.Pdf
    DEPARTMENT OF PSYCHOLOGY PATNA UNIVERSITY, PATNA Advance General Psychology, sem-1st Ranjeet Kumar Ranjan Assistant Professor (Part Time) [email protected] Mob. No.-6203743650 PERSONALITY Personality is an individual’s unique and relatively stable patterns of behavior, thoughts, and emotions. FREUD’S THEORY OF PERSONALITY Freud defined personality in four central points i.e., levels of consciousness, the structure of personality, anxiety and defense mechanism, and psychosexual stages of development. Psychosexual stages Oral Stage – The first stage is the oral stage. An infant is in this stage from birth to eighteen months of age. The main focus in the oral stage is pleasure seeking through the infant’s mouth. During this stage, the need for tasting and sucking becomes prominent in producing pleasure. Oral stimulation is crucial during this stage; if the infant’s needs are not met during this time frame he or she will be fixated in the oral stage. Fixation in this stage can lead to adult habits such as thumb-sucking, smoking, over-eating, and nail-biting. Personality traits can also develop during adulthood that are linked to oral fixation; these traits can include optimism and independence or pessimism and hostility. Anal Stage – The second stage is the anal stage which lasts from eighteen months to three years of age. During this stage the infant’s pleasure seeking centers are located in the bowels and bladder. Parents stress toilet training and bowel control during this time period. Fixation in the anal stage can lead to anal-retention or anal- expulsion. Anal retentive characteristics include being overly neat, precise, and orderly while being anal expulsive involves being disorganized, messy, and destructive.
    [Show full text]
  • Intrapsychic Perspectives on Personality
    PSYCHODYNAMIC PERSPECTIVES ON PERSONALITY This educational CAPPE module is part i in section III: Theories of Human Functioning and Spirituality Written by Peter L. VanKatwyk, Ph.D. Introduction Psychodynamic theory goes back more than 100 years and has been a principal influence in the early history of clinical pastoral education (CPE). It is a way of thinking about personality dynamics in interpreting and understanding both the spiritual care-provider and care-receiver. This module will briefly summarize the basic theory and punctuate psychodynamic concepts that have been significant in the study of psychology of religion and theological reflection in the practice of spiritual care and counselling. Psychodynamic theories presently practiced include in historical sequence the following three schools that will be covered in this module: 1. Ego Psychology, following and extending the classic psychoanalytic theory of Freud, with major representatives in Anna Freud, Heinz Hartmann and Erik Erikson. 2. Object Relations Theory, derived from the work of Melanie Klein and members of the “British School,” including those who are prominent in religious studies and the practice of spiritual care: Ronald Fairbairn, Harry Guntrip, and D.W. Winnicott. 3. Self Psychology, modifying psychoanalytic theory with an interpersonal relations focus, originating in Heinz Kohut, systematized and applied for social work and counselling practice by Miriam Elson. In conjunction these psychodynamic theories offer three main perspectives on personality: 1. the human mind harbors conflict – with powerful unconscious forces that are continually thwarted in expressing themselves by a broad range of counteracting psychological processes and defense mechanisms. 2. each person carries an unconscious internalized world of personal relationships – with mental representations that reflect earlier experiences of self and others which often surface as patterns in current relationships and interpersonal problems.
    [Show full text]
  • Recognizing Female Desire and Subjectivity in the Oedipus Complex
    Jenna Davis 1 Beyond Castration: Recognizing Female Desire and Subjectivity in the Oedipus Complex Je=aDavis Critical Theory Swathmore College December 2011 Jenna Davis 2 CHAPTER 1 Argument and Methodology Psychoanalysis was developed by Austrian physician Sigmund Freud in the late nineteenth and early twentieth centuries. One of Freud's most celebrated theories was that of the Oedipus complex, which explores the psychic structures that underlie sexual development. In the following chapters I will be examining the Oedipal and preoedipal stages of psychosexual development, drawing out their implicit gendered assumptions with the help of modern feminist theorists and psychoanalysts. I am pursuing a Lacanian reading of Freud, in which the biological roles of mother and father are given structural importance, so that whomever actually occupies these roles is less important than their positional significance. After giving a brief history of the evolution of psychoanalytic theory in the first chapter, I move on in the second chapter to explicate Freud's conception of the Oedipus complex (including the preoedipal stage) and the role of the Oedipal myth, making use of theorist Teresa de Lauretis. In the third chapter, I look at several of Freud's texts on femininity and female sexuality. I will employ Simone de Beauvoir, Kaja Silverman and de Lauretis to discuss male and female investments in femininity and the identities that are open to women. After this, Jessica Benjamin takes the focus away from individuals and incorporates the other in her theory of intersubjectivity. I end chapter three with Helene Cixous, Julia Kristeva and Luce Irigaray, who all attest to the necessity of symbolic female representation--Cixous proposes a specifically female manner of writing called ecriture feminine, Kristeva introduces the semiotic realm to contend with Lacan's symbolic realm, and Irigaray believes in the need for corporeal Jenna Davis 3 representation for women within a female economy.
    [Show full text]
  • Introduction to the Psychotherapy Module
    Introduction to the Psychotherapy Module Dr Lucy Buckley Aims • Know what to expect from the psychotherapy module • Know about the beginnings of psychotherapy • Have an understanding of some of Freud’s key theories • Know about Klein’s theories of the paranoid- schizoid and depressive positions • Be aware of Winnicott’s theories of early development Content • Introduction to the module • Freud and his theories ⚫ Topographical model ⚫ Structural model ⚫ Dreams and neurotic symptoms ⚫ Sexual development ⚫ Klein’s theory of the paranoid-schizoid and depressive positions ⚫ Winnicott’s concepts of primary maternal preoccupation and the ‘good enough’ mother Overview of module • Outline of different therapeutic models • Assessment • Psychotherapy evidence base • Formulation – applying psychodynamic principles in psychiatric practice Sigmund Freud, 1856-1939 ⚫ Born in Freiberg, Moravia ⚫ Moved to Vienna, studied Medicine ⚫ Studied under Charcot in Paris – use of hypnosis, interest in hysteria ⚫ Worked as neurologist, then saw more cases of psychiatric illness ⚫ Development of psychoanalysis ⚫ 1939, fled Nazi occupation of Austria, settling in London ⚫ Died soon after outbreak of Second World War Freudian theory is based on several assumptions 1) Mental life can be explained 2) The mind has a specific structure and follows intrinsic laws 3) Mental life is evolutionary and developmental 4) The mind holds unconscious forces of tremendous intensity, which, though they might not be experienced directly, hold great influence over us 5) The mind is an
    [Show full text]
  • Classical Psychoanalysis Psikologi Kepribadian
    Classical Psychoanalysis Psikologi Kepribadian Rizqy Amelia Zein 2017-09-14 1 / 67 [1] Image credit: Giphy 2 / 67 Classical Psychoanalysis [...also known as Ego Psychology, Psychodynamics] 3 / 67 First things rst: Instinct! 4 / 67 Instincts (1) Freud denes it as the motivating forces that drive behaviour and determine its direction. Instinct (or Trieb in German), is a form of energy, that is transformed into physical energy and serve its function to connect the physical and psychological needs. Freud argues that human always experience instinctual tension and unable to escape from it. So most of our activities are directed to reduce this tension. People could have different ways to reduce the tension (e.g. sexual drives can manifest in various sexual behaviours). It's also possible to substitute the objects (displacement) and this process is primarily important to determine one's behaviour. Freud coined the terms "life" and "death" instincts, which posit different process of primal motivations. 11 / 67 Instincts (2) The Life Instinct 1. Serve the purpose of survival of the individual and the species by seeking to satisfy the needs for food, water, air, and sex. 2. The life instincts are oriented toward growth and development. The psychic energy manifested by the life instincts is the libido. 3. The libido can be attached to or invested in objects, a concept Freud called cathexis. 4. So if you like Ryan Gosling so much, for example, then your libido is cathected to him. 12 / 67 Instincts (2) The Death Instinct 1. In opposition to the life instincts, Freud postulated the destructive or death instincts.
    [Show full text]
  • Psychoanalytic Theory
    Please purchase PDFcamp Printer on http://www.verypdf.com/ to remove this watermark. Psychoanalytic Theory Theories of counseling- OMC 18th January, 2011 Please purchase PDFcamp Printer on http://www.verypdf.com/ to remove this watermark. Dr Sigmund Freud 1856-1939 n Oldest of eight children n Married with 3 girls and 3 boys n Physician-Biologist – Scientific oriented and Pathology oriented theory n Jewish-anti-religion-All religion an illusion used to cope with feelings of infantile helplessness n In Vienna Austria 78 years till 1938 n Based theory on personal experiences n Died of cancer of jaw & mouth lifelong cigar chain-smoker Please purchase PDFcamp Printer on http://www.verypdf.com/ to remove this watermark. Freud’s Psychoanalytic Approach: n Model of personality development n Philosophy of Human Nature n Method of Psychotherapy n Identified dynamic factors that motivate behavior n Focused on role of unconscious n Developed first therapeutic procedures for understanding & modifying structure of one’s basic character Please purchase PDFcamp Printer on http://www.verypdf.com/ to remove this watermark. Determinism n Freud’s perspective n Behavior is determined by n Irrational forces n Unconscious motivations n Biological and instinctual drives as they evolve through the six psychosexual stages of life Please purchase PDFcamp Printer on http://www.verypdf.com/ to remove this watermark. Instincts n Libido – sexual energy – survival of the individual and human race- oriented towards growth, development & creativity – Pleasure principle – goal of life gain pleasure and avoid pain n Death instinct – accounts for aggressive drive – to die or to hurt themselves or others n Sex and aggressive drives- powerful determinants of peoples actions Please purchase PDFcamp Printer on http://www.verypdf.com/ to remove this watermark.
    [Show full text]
  • Neo-Freudianism and Psychology of Personality
    УДК 159.9 Borsuk Olena, Dragomanov National Pedagogical University Institute of Philosophical Education and Scince, student Pet’ko Lyudmila, Ph.D., Associate Professor, Dragomanov National Pedagogical University, Kyiv NEO-FREUDIANISM AND PSYCHOLOGY OF PERSONALITY Philosophy, psychiatry and psychology are tightly interrelated. Within a long period, psychology remained a section of philosophy appearing under the name of mental philosophy. Karl Jaspers emphasizes that philosophy can play an important role in methodology selection when we deal with specific psychopathological researches [12]. Sigmund Freud`s doctrine with it’s complex of highly controversial hypotheses, ideas and theories attracted a large number of followers. According to G.Volynka, Freud when treating mental illnesses and explaining the role of unconscious in human life underscored that his theories had a scientific core, although initially they had nothing to do with philosophical point of view on human being [2]. However, psychopathology appears to be one of the most significant sources in understanding psychology [14]. Freud`s concepts went beyond psychiatry. Addressing the problems of unconscious is the way out from the philosophical deadlock caused the narrowness of positivism and irrationalism [2]. Psychoanalysis emerged in 1895 as a project of scientific 31 psychology. It is based on objective observation and analysis of specific displays of inner life with the purpose of presenting a complete picture of the inner spiritual life. Freud defined three parts of the psychic apparatus. They are id, ego and super-ego. Three constructs interaction causes human behavior. In addition, psychoanalysis explains the origin of culture. Early in its rudimentary stage, it was subjected to severe criticism by it’s followers who then created a Neo-Freudianism [1].
    [Show full text]
  • What Is Mentalization? the Concept and Its Foundations in Developmental
    What is Mentalization? The Concept and its Foundations in Developmental Research and Social-Cognitive Neuroscience Peter Fonagy Elizabeth Allison Address for correspondence: Peter Fonagy PhD FBA Research Department of Clinical, Educational and Health Psychology University College London Gower Street London WC1E 6BT E-mail: [email protected] Tel: 44 20 7679 1791 Fax: 44 20 7916 8502 Chapter submitted for Nick Midgley & Ioanna Vrouva (eds) Keeping Children in Mind: Mentalization-based Interventions with Children, Young People and their Families, January 2011. What is mentalization? When we mentalize we are engaged in a form of (mostly preconscious) imaginative mental activity that enables us to perceive and interpret human behavior in terms of intentional mental states (e.g., needs, desires, feelings, beliefs, goals, purposes, and reasons) (Allen, Fonagy, & Bateman, 2008). Mentalizing must be imaginative because we have to imagine what other people might be thinking or feeling. We can never know for sure what is in someone else’s mind (Fonagy, Steele, Steele, & Target, 1997). Moreover, perhaps counterintuitively, we suggest that a similar kind of imaginative leap is required to understand our own mental experience, particularly in relation to emotionally charged issues. We shall see that the ability to mentalize is vital for self-organization and affect regulation. The ability to infer and represent other people’s mental states may be uniquely human. It seems to have evolved to enable humans to predict and interpret others’ actions quickly and efficiently in a large variety of competitive and cooperative situations. However, the extent to which each of us is able to master this vital capacity is crucially influenced by our early experiences as well as our genetic inheritance.
    [Show full text]