Freud & WEEK 4 Contemporary Therapy AGENDA

¡ Housekeeping (5 mins) ¡ Lecture (75 mins) § Who is Freud? § What is the structural model of the psyche? § What are the psychosexual stages of development? § What are contemporary therapeuc techniques (and how do they differ from )? ¡ Break (15 mins) ¡ Case Study (75 mins) § Holisc Life Foundaon LECTURE TIMELINE

Freud

Piaget

1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 (1856-1939)

¡ Austrian neurologist § Inial research on animal behavior, cocaine § Interested in talk therapy as treatment for hysteria (now: conversion disorder) ¡ Father of psychoanalysis § (…and , noted child psychoanalyst) ¡ Freudian theory as “the most widely influenal psychological theory in history” (Miller, p 98) § Popularized concepts such as the unconscious, , neurocism, defense mechanisms, etc. BASIC TENETS

¡ Focus on development of personality, emoons, impulses (not cognion) ¡ Focus on abnormal as means for understanding (exaggerated) normal § E.g., hysteria as exaggeraon of repression “Pathology, by making things larger and coarser, can draw our aenon to normal condions which would otherwise have escaped us.” (Freud, 1933) ¡ Fantasies, thoughts, feelings equal in importance to actual experiences for driving disequilibrium ¡ Emphasis on conflict between biology as “driver” and society as “controller” ¡ Basic belief that early experiences maer ¡ Tendency toward clinical exploraon & observaon, rather than experimentaon THE FREUDIAN APPROACH

¡ Builds off approaches of Joseph Breuer (hypnosis, “talking cure,” catharsis) ¡ Goal of therapy to “co-discover” repressed (latent, blocked off) impulses, wishes, and conflicts from the unconscious § Example paents: Anna O, Elizabeth, Hans ¡ Approaches: § Free associaon: paents talk about whatever comes to mind, with no censoring § Dream interpretaon: dreams as representaons of “wish fulfillment,” with children’s dreams as more literal than adults’ STRUCTURAL MODEL OF THE PSYCHE

¡ Drives: innate insnct or impulse § Eros: life drives (reproducon, love, creavity) § Thanatos: death drives (aggression, destrucon, sadism) § Repression of drives as crical for success of humanity “Civilizaon… presupposes the nonsasfacon… of powerful insncts” (Freud, 1929) § Energy from these drives as finite, exisng within a closed system (the psyche) ¡ Personality: disncve and enduring paerns of thinking, behaving, and feeling STRUCTURAL MODEL OF THE PSYCHE

¡ Personality is shaped by ongoing relaonships between the: § Id: unconscious, innate desires for basic human needs § Source of all , or life energy § Focus on reducing tension, opmizing pleasure (pleasure principle) § Infants as primary “id-driven” § Ego: (oen) conscious structure focused on making calculated, raonal decisions § Fueled by anxiety and id’s libido § Focused on reality () § Oen considered the mediator between the “three tyrannical Development masters” (Freud, 1933) of reality, id, superego § Superego: (oen) pre-conscious, socially-driven internalized ideals § Conscience: “thou shalt not,” punive structure leading to guilt and self-flagellaon § : Posive standards of conduct, rewarded through feelings of mastery and pride THE TOPOGRAPHY OF THE UNCONSCIOUS

¡ Vast majority of human psychic processes are unconscious Ego: Mostly ; Can be made conscious easily through forming mental images or using language

Superego: Supervises ego from “above”; Also brings Id: Enrely unconscious; id into consciousness in Difficult to make conscious “disguise” (e.g., in dreams) DEFENSE MECHANISMS

¡ Defense mechanisms allow ego to address high levels of anxiety, for beer or (more likely) for worse Mechanism Definion Example Repression* Unconscious effort to prevent interfering thoughts Inability to remember a traumac event Suppression Conscious effort to prevent interfering thoughts Mindfulness…? Regression* Reverng to an earlier level of development Bed weng in an older child experiencing stress Reacon Focusing on the opposite of an unacceptable Jealousy of younger sibling expressed as love formaon* emoon

Projecon* Aribung unacceptable thoughts to others Claiming someone hates you when you hate them

Creang false excuses for unacceptable thoughts or Jusfying cheang on a test by saying that Raonalizaon behaviors everyone cheated Displacement Sasfying an impulse with a substute object/person Punching a wall when angry at a parent Blocking an external event from awareness Refusing to acknowledge wrongdoing Fixaon* Failing to move to the next developmental stage A child refusing to be weaned or poy trained

Sublimaon Ego’s channeling of libido into producve pursuits Channeling of aggression into sports

* Defense mechanism studied by Anna Freud PSYCHOSEXUAL STAGES

¡ Stages of development in which id focuses on different basic, biological needs ¡ Like Piagean stages, order is invariant ¡ Unlike Piagean stages, § movement is biologically (not mastery) driven § regression can occur § stages are not derived from previous stages § system is closed, with less opportunity for change ¡ One result of social input is fixaon, which occurs when conflicts are unresolved within a given stage § e.g., if child is under- or over-fed in infancy, may develop obsession with eang, smoking, etc. THE (0-1)

¡ Id-driven; focus on sucking, chewing, eang, and bing ¡ Frustraons emerge when preferred object (nipple, bole) is unavailable or feeding is disconnued, leading to id-driven hallucinatory wish fulfillment (e.g., finger sucking) ¡ Aachment as key milestone of oral phase § Serves as building block for later relaonships, socializaon technique § Assists in infants’ differenaon and movement away from primary narcissism (“self-love,” objectless-ness) in first months of life ¡ Fixaon in oral phase can lead to: § literal oral behaviors: smoking, nail bing, overeang § metaphorical oral behaviors: gullibility (swallowing anything), obsnacy (holding on), dependence THE (1-3)

¡ Focus on physiological need to defecate ¡ Tension emerges when toilet training shis balance of power from child to parent ¡ Obsnacy, aggression as a key feature of this phase ¡ Healthy levels of immediate graficaon and self control as key milestones of this period ¡ Fixaon in anal phase is common, and can lead to: § messiness, disorganizaon (expulsive) § overly organized, controlling behavior (compulsive) THE (3-5YRS)

¡ Focus on the genital area as source of tension and pleasure ¡ Oedipus : Boys’ sexual urge toward their mothers, hoslity/rivalry toward their fathers § Emergence of superego to control (repress) inappropriate thoughts § Fear of castraon § Ideal outcome is that boys idenfy and develop emoonal bonds with their fathers ¡ : Anger at mother “who sent her into the world so insufficiently equipped” (Freud, 1925) ¡ : Girls’ realizaon that their fathers are desired but unaainable § Less psychological tension due to the fact that girls cannot be castrated by their mothers § Emerges in a less close relaonship between girls and their mothers, weaker superego in women ¡ Fixaon in phallic stage leads to difficult relaonships with opposite sex (e.g., feelings of guilt for men, inferiority for women) THE LATENCY STAGE (5YRS - PUBERTY)

¡ Period of relave calm, repression of sexual drives ¡ Sexual forces dormant by psychic forces ¡ Focus of energy on social and intellectual acvies ¡ “Lull before the storm of puberty” (Erikson, 1959)

Do you agree? What might be happening here that Freud missed and why might he have missed it? THE (AFTER PUBERTY)

¡ Re-emergence of sexual urges (due to physiological changes of puberty) as threat to established defenses ¡ Love/sexual desires as less selfish, but sll influenced by earlier experiences/complexes ¡ Freeing oneself from parents as task of this period ¡ Characteriscs of adolescent period (Anna Freud): § Impulse to “take flight,” flee re-emerging oedipal feelings § Contempt of parents § Ascecism (restricon of pleasure)

There “are few situaons in life which are more difficult to cope with than an adolescent son or daughter during the aempt to liberate themselves.” (A. Freud, 1958) FREUD & EDUCATION

¡ Fewer obvious links to educaon due to focus on abnormality, intensive methods… but sll important ¡ Aachment formaon: Interacons with caregivers (known as object relaons) as central to developmental success § Cemented later via John Bowlby & Mary Ainsworth’s aachment theory ¡ Self-regulaon (e.g., execuve funcon, delay of graficaon, grit): Bale between primary- (id-driven) and secondary- (ego-driven) process thought, with greater secondary process thought over me § “It is very much the task of educaon to see that the sphere of the ego should grow and be strengthened” (Beleheim, 1969) § Defense mechanisms as regulatory strategies ¡ : Teacher should focus on “inner meanings of an outward-directed behavior” (Beleheim, 1969), rather than simply doling punishment Other thoughts from Beleheim? CRITICISMS

¡ Lack of empirical testability § Methods are inherently subjecve, open to distoron, and unfalsifiable (cannot be proven wrong) § Focus on children, but data only retrospecve from adults ¡ Overemphasis on childhood sexuality § Children as complex creatures, rather than “anxiety-ridden beings who seek the reducon of tension” (Miller, p 128) § Basis for neo-Freudian approaches ¡ Culturally biased § Oedipal ideals do not exist in diverse cultures § Male-centric viewpoint § Women as “men without penises” (Cohler & Galatzer-Levy, 2008) who desire children to fill biological void FREUD TODAY

¡ Although oen maligned or joked about, Freud’s basic tenets (e.g., development as stage-based, the role of the unconscious, conflict between “wants” and “shoulds”) have been woven into nearly all subsequent theory and pracce ¡ Structural model à cognive psychology § Contemporary neurobiological evidence supports structural model ¡ Psychosexual stage model à developmental psychology § Set the “stage” for later stage theories (e.g., Piaget) NEO-FREUDIANS

¡ Tend to reject role of sexuality and aggression as primary drivers of behavior ¡ § Focus on need to achieve full knowledge of self § Collecve unconscious: Group of shared images/schemas universal to all humans ¡ § Focus on social tensions § Inferiority complex: Lack of self-worth, feeling not up to standard CONTEMPORARY THERAPEUTIC APPROACHES

Psychodynamic Cognive Behavioral Mindfulness Psychotherapy Therapy

Integrates cognive and Rooted in Freud’s History behavioral approaches from Rooted in Buddhist philosophy psychoanalysis Beck, Skinner, etc. To modify the unconscious To idenfy and accept To unlock and Mechanism through alteraon of thoughts and emoons arising understand unconscious of change behavior and thought from the unconscious without desires processes reacng to them

Structure Intensive, unstructured Brief, structured Brief, semi-structured

Aempts to uncover Affordable, Provides stress-reducon skills Pros root causes of problems well researched that apply broadly

Focused only on solving Lacks objecvity, Lile evidence supporng its Cons symptoms, not root expensive/impraccal efficacy problems CASE STUDY: HOLISTIC LIFE FOUNDATION PLEASE GET INTO THESE GROUPS AFTER BREAK