Review of Psychoanalytic Approach to Counselling
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The Oedipal Complex and Child Sexual Abuse Research: a Re-Examination of Freud's Hypothesis
DOCUMENT RESUME ED 332 137 CG 023 395 AUTHOR Kendall-Tackett, Kathleen A. TITLE The Oedipal Complex and Child Sexual Abuse Research: A Re-examination of Freud's Hypothesis. INSTITUTION New Hampshire Univ., Durham. Family Research Lab. SPONS AGENCY National Inst. of Mental Health (DHHS), Bethesda, Md. PUB DATE May 91 CONTRACT NIMH-T32-MH15161 NOTE 15p. PUB TYPE Reports - General (140) -- Information Analyses (070) -- Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Child Abuse; *Parent Child Relationship; Research Problems; *Sexual Abuse; *Sexuality; Theories; Validity IDENTIFIERS Freud (Sigmund); Oedipal Conflict ABSTRACT In 1896, Sigmund Freud stated that early childhood seduction caused hysteria in his female patients. He later recanted his original finding and claimed that the reports of abuse he heard from his patients were not descriptions of real events, but his patients' expressions of unconscious childhood wishes. The theory of the Oedipal complex gave practitioners a reason for why they were hearing about seduction in childhood from their patients, and supported these practitioners in the belief that sexual abuse was a rare phenomenon. To date, research on child sexual abuse and children's knowledge of sexuality fails to support the Oedipal theory. The theory of the Oedipal complex, although criticized by many authors, continues to exert an influence on the field. It seems as though some have accepted this theory as "truth" and have not examined whether it is consistent with the growing body of knowledge. Given all of this, it must be seriously questioned whether this theory is useful for child abuse professionals. -
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. -
CHAPTER 1 INTRODUCTION 1.1 Background of the Study the Issue
CHAPTER 1 INTRODUCTION 1.1 Background of the Study The issue of LGBT had existed in western countries since a long time ago. One of the western countries that had history with this issue was England. The LGBT issue has already existed in England since the middle of 100‟s A.D. It was started with a Roman Emperor named Hadrian, who declared himself as a homosexual (Keele University, n.d.). The declaration made by Hadrian was very crucial, for lead it the way for LGBT issue to be recognized in the British society. The self-recognition of Hadrian as a homosexual inspired Alcuin of York who was widely knows well known as David to write poems that used homosexuality as the main topic in 797(Keele University, n.d.). This phenomenon was happened in the middle of 19th century. As golden age of literature in Britain, LGBT issue also influenced British writers during this century. One of the British writers that have a strong bond with LGBT is Oscar Wilde. Wilde was born in 1854 on Ireland and Died in 1900. He was an English poet, novelist, and playwright. He was often mentioned as an eccentric writer and he was the leader of the aesthetic movement that advocated “Art for Art‟s sake”. He was once in imprisoned for two years with hard labor for homosexual practices. One of 1 2 the plays that have been often considered as his masterpiece was The Importance of Being Earnest (1895). Another influence of the LGBT phenomenon that was proven by the Wilde‟s novel: The Picture of Dorian Gray novel featured bisexual character, Dorian Gray in 1895. -
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. -
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. -
Theory and Practice of Counseling and Psychotherapy
ninth edition Theory and Practice of Counseling and Psychotherapy GERALD COREY California State University, Fullerton Diplomate in Counseling Psychology American Board of Professional Psychology $XVWUDOLDä%UD]LOä-DSDQä.RUHDä0H[LFRä6LQJDSRUHä6SDLQä8QLWHG.LQJGRPä8QLWHG6WDWHV Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. About the Author GERALD COREY is a Professor Emeritus of Human Serv- ices at California State University at Fullerton and a licensed psychologist. He received his doctorate in counseling from the University of Southern California. He is a Diplomate in Counseling Psychology, American Board of Professional Psychology; a National Certified Counselor; a Fellow of the American Psychological Association (Counseling Psychol- ogy); a Fellow of the American Counseling Association; and Associated Press a Fellow of the Association for Specialists in Group Work. He also holds memberships in the American Group Psycho- therapy Association; the American Mental Health Counselors Association; the As- sociation for Spiritual, Ethical, and Religious Values in Counseling; the Associa- tion for Counselor Education and Supervision; and the Western Association for Coun selor Education and Supervision. Along with Marianne Schneider Corey, Jerry received the Lifetime Achieve- ment Award from the American Mental Health Counselors Association in 2011 and the Eminent Career Award from the Association for Specialists in Group Work in 2001. -
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. -
Unit 5 Psychosexual Development: Freudian Concept
UNIT 5 PSYCHOSEXUAL DEVELOPMENT: FREUDIAN CONCEPT * Tomy Philip Contents 5.0 Objectives 5.1 Introduction 5.2 Concept of Sexuality 5.3 Psychosexual Development 5.4 Fixation 5.5 Significance of Psychosexual Stages for the Development of Personality 5.6 Let Us Sum Up 5.7 Key Words 5.8 Suggested Readings 5.9 Answers to Check Your Progress 5.0 OBJECTIVES This unit aims at helping the students understand the key concepts of the theory of psychosexual development proposed by a Viennese scholar called Sigmund Freud. It includes the concept of sexuality as understood as per the psychosexual development, fixation in different stages and the significance of psychosexual development for human personality. After studying this unit, you should be table to: understand the concept of sexuality as understood by Freud; list out different stages of psychosexual development; describe the dynamics in each stage of development; explain the concept of fixation; understand the significance of each stage on development of human personality; and appropriate the psychodynamic theoretical framework in understanding human personality. 5.1 INTRODUCTION The theory of psychosexual development, also known as theory of libidinal development, is one of the earliest theories explaining how personality develops in human beings. This theory owes its credence to the findings of Sigmund Freud’s clinical research with emotionally disturbed people. The theory of psychosexual development, however, is an integral part of the psychodynamic personality theory proposed by Freud. Freud is often considered the first psychological theorist to have emphasized the developmental aspects of personality and the decisive role of the early experiences during infancy and childhood in laying down the basic character structure of an adult person. -
The University of Sheffield Object
The University of Sheffield Object Relations Middle Group and Attachment Theory: Gender Development, Spousal Abuse, and Qualitative Research On Youth Crime s. S. Wier PhD Object Relations Middle Group and Attachment Theory: Gender Development, Spousal Abuse, and Qualitative Research on Youth Crime Stewart Scott Wier PhD Centre for Psychotherapeutic Studies January 2003 Acknowledgments There are a number of people to whom I wish to express my sincere thanks and appreciation for their role in facilitating this achievement. Dr. Don Carveth first introduced me to the subject of psychoanalytic thought. He encouraged me to develop the potential he saw as an undergraduate student, and has continued to do so over the years, the most recent being through his endorsement of this particular dream. Dr. Gottfried Paasche is responsible for acquainting me with the process of qualitative methods of research, around which much of this paper is based, as well as for sponsoring my application to pursue this endeavor. The initial efforts for this project began over a decade ago at the University of Exeter under the direction of Dr. Paul Kline. He provided outstanding support and optimism surrounding these labours, in addition to showing compassion about my eventual decision to suspend them. Several years later, and following the retirement of Dr. Kline, Dr. Robert Young ofthe University of Sheffield, willingly assumed the responsibility ofacting as my subsequent supervisor despite the enormous demands on his time. The chair of the department for Psychotherapeutic Studies, Geraldine Shipton, displayed integrity, moral commitment, and consistency throughout the entire process. Dr. Christopher Cordess and Dr. Corinne Squire provided informed and respectful critical comments through a very cordial session which served to make a potentially distressing experience exceedingly pleasant, and brought considerable improvement to the first effort. -
Major Approaches to Psychology Part I the Ubiquity of Freudian Theory In
9.00 Introduction to Psychology – Fall 2001 Prof. Steven Pinker Week 2, Lecture 1: Major Approaches to Psychology I: Freud & Skinner The Ubiquity of Freudian Theory in Everyday Life • “He drives that Corvette because it’s really phallic” Major Approaches to Psychology • “My roommate is busy alphabetizing her shirts. She’s so anal!” Part I • “His mother is really domineering. No wonder he’s so screwed up.” The Psychoanalytic (Freudian) • “She’s unhappy because she’s so uptight and Approach repressed.” • “If only Mel had an outlet so that he could vent his hostility and channel it into more productive activities, he wouldn’t have shot up the post office with an Uzi.” Sigmund Freud • Some biographical facts. 1856-1939. • Background in neurology: – Aphasia – Hypnosis – Cocaine 1 9.00 Introduction to Psychology – Fall 2001 Prof. Steven Pinker Week 2, Lecture 1: Major Approaches to Psychology I: Freud & Skinner Sigmund Freud, continued Components of Freudian Theory • Radical themes: • 1. Psychic energy (The hydraulic model) – Unconscious mind – Libido – Irrationality – Sexuality – Repression – Hidden conflict – Importance of childhood – Lack of accidents • Comparison with Copernicus, Darwin Components of Freudian The Id (“it”) Theory, continued • The pleasure principle: Gratification of desire. • Primary process thinking. • 2. The Structural Theory – Infancy – Superego – Dreams • House = body – Ego • King & Queen = mom & dad – Id • Children = genitals • Playing with children = ... • Journey = death • Stairs = sex • Bath = birth – “Freudian Slips” – Free association – Psychosis 2 9.00 Introduction to Psychology – Fall 2001 Prof. Steven Pinker Week 2, Lecture 1: Major Approaches to Psychology I: Freud & Skinner Primary process thinking of the Structural theory, cont.: Id, continued 2. -
Unit 5 Psychosexual Development: Freudian Concept
UNIT 5 PSYCHOSEXUAL DEVELOPMENT: FREUDIAN CONCEPT Con tents 5.0 Objectives 5.1 Introduction 5.2 Concept of Sexuality 5.3 Psychosexual Developmental Stages 5.4 Fixation 5.5 Significance of Psychosexual Stages for the Development of Personality 5.6 Let Us Sum Up 5.7 Key Words 5.8 Suggested Readings 5.9 Answers to Check Your Progress 5.0 OBJECTIVES This unit aims at helping the students understand key concepts of the theory of psychosexual development proposed by a Viennese scholar called Sigmund Freud. It includes concept of sexuality as undel-stood by Freiid, different stages of psychosexual development, fixation in different stages and the significance of psychosexual development for human personality. After studying this unit you should be able to: understand the concept of sexuality as understood by Freud; list out different stages of psychosexual development; describe the dynamics in each stage of development; explain the concept of fixation; I a understand the significance of each stage on development of human I personality; and appreciate the psychodynamic theoretical framework in understanding 1 human ~ersonalitv. 5.1 INTRODUCTION 1 i The theory of psychosex~~aldevelopment, also known as theory of libidinal . 4 development, is one of the earliest theories explaining how personality develops in human beings. This theory owes its credence to the findings of Sigmund Freud's clinical research with emotionally disturbed people. The theory of 1 psychosexual developmciit, liowcvcr, is an integral part of the psychodynamic personality rheory proposed by Freud. Freud is ol'tcn considered the first psychological theorist to have emphasized the developmental aspects of personality and the decisive role of the early experiences during infancy and childhood in laying down the basic cliaractcr structure of an adult person. -
A Historical Review of Disgust
Modern Psychological Studies Volume 5 Number 2 Article 2 1997 A historical review of disgust Amanda Burlington University of Tennessee at Chattanooga Chad McDaniel University of Tennessee at Chattanooga David O. Wilson University of Tennessee at Chattanooga Follow this and additional works at: https://scholar.utc.edu/mps Part of the Psychology Commons Recommended Citation Burlington, Amanda; McDaniel, Chad; and Wilson, David O. (1997) "A historical review of disgust," Modern Psychological Studies: Vol. 5 : No. 2 , Article 2. Available at: https://scholar.utc.edu/mps/vol5/iss2/2 This articles is brought to you for free and open access by the Journals, Magazines, and Newsletters at UTC Scholar. It has been accepted for inclusion in Modern Psychological Studies by an authorized editor of UTC Scholar. For more information, please contact [email protected]. A Historical Review of Disgust Amanda Burlingham, Chad McDaniel, and David 0. Wilson PhD. University of Tennessee at Chattanooga Although disgust was identified as a basic emotion 125 years ago (Darwin, 1965), no psychological theory has focused on disgust as a key concept. Although many prominent scientists such as Freud, Darwin, and Ma/son have addressed the topic of disgust in their research, none have focused solely on the causes and consequences of disgust. The purpose of this paper is to evaluate the literature concerning disgust and to demonstrate how disgust is a meaningful concept worthy of major focus in psychological research, theories, and application. Disgust has never been a major focal point of Psychoanalytic View of Disgust psychological research. Although disgust was identified as a basic emotion 125 years ago (Darwin, Freud viewed disgust as a reaction-formation, 1872/1965), no psychological theory has focused on and thus in the psychoanalytic framework, disgust disgust as a key concept.