Sigmund Freud
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Encyclopedia of Psychotherapy-Logotherapy.Pdf
Logotherapy Paul T. P. Wong Trinity Western University, British Columbia, Canada I. Introduction Known as the “Third Viennese School of Psychother- II. The Spiritual Dimension apy,” logotherapy was developed in the 1930s because of III. The Meaning of Meaning Frankl’s dissatisfaction with both Freud and Adler. IV. Basic Tenets Frankl accepts Sigmund Freud’s concept of uncon- V. Existential Frustration and Noogenic Neurosis sciousness but considers the will to meaning as more VI. Logotherapeutic Techniques and Applications VII. Recent Developments fundamental than the will to pleasure. Existential Further Reading analysis is designed to bring to consciousness the “hid- den” meaning or spiritual dimension of the client. Frankl received training in individual psychology GLOSSARY from Adler. He differs from Adler because he focuses on the will to meaning, while Adler emphasizes social dereflection A logotherapeutic technique to redirect clients’ attention away from their problems to more positive as- interest and the will to power. However, some of the pects of their lives. It is built on the human capacity for basic concepts of logotherapy, such as freedom and re- self-distancing and self-transcendence. sponsibility, bear the imprint of Adler’s influence. existential analysis Developed by Viktor Frankl, it refers to A major difference between logotherapy and psycho- therapeutic techniques that bring the hidden meaning of analysis is that both Freud and Adler focus on the past, existence into consciousness. while logotherapy focuses rather on the future—on the logotherapy Developed by Viktor Frankl, it refers to a spiri- meanings to be fulfilled. tually, existentially oriented therapy that seeks to achieve Although logotherapy and existential analysis tend healing and health through meaning. -
The Biological Approach to Psychiatry: History and Prospects
The Journal of Neuroscience, June 1990, IO(6): 1707-1710 Feature Article The Biological Approach to Psychiatry: History and Prospects Samuel H. Barondes Department of Psychiatry, Langley Porter Psychiatric Institute, University of California, San Francisco, San Francisco, California 94143 Medicine is becoming an increasingly molecular discipline, and An example of a major psychiatric disorder with an overt in none of its specialities is this change causing more of a stir brain pathology is dementia paralytica which, at the beginning than in psychiatry. This is because psychiatry has been domi- of the twentieth century, affected about half the patients in psy- nated, for many years, by subjective approaches to mental ill- chiatric hospitals (Henry, 194 1). It is a progressive mental illness ness that are as far as one can get from quantitative science. No that may begin with manic behavior and grandiosity, and pro- wonder psychiatrists have been unsettled by the realization that gress to dementia and paralysis. Originally considered to be the next major advances in their field are bound to come from caused by psychological factors, it is actually a late manifestation genetics and molecular biology. of syphilis, with psychotic symptoms appearing only many years This article is written for neurobiologists who are becoming after the initial venereal infection. Once its etiology was estab- interested in this changing psychiatry. My goal is to put current lished, antimicrobial agents provided a cure. The eradication developments into a historical perspective and especially to show of neurosyphilis is, therefore, a clear illustration of the value of that psychiatry already accommodates a biological approach. -
V O L N E Y P. G a Y R E a D I N G F R E U D
VOLNEY P. GAY READING FREUD Psychology, Neurosis, and Religion READING FREUD READING FREUD %R American Academy of Religion Studies in Religion Charley Hardwick and James O. Duke, Editors Number 32 READING FREUD Psychology, Neurosis, and Religion by Volney P. Gay READING FREUD Psychology, Neurosis, and Religion VOLNEY P. GAY Scholars Press Chico, California READING FREUD Psychology, Neurosis, and Religion by Volney P. Gay ©1983 American Academy of Religion Library of Congress Cataloging in Publication Data Gay, Volney Patrick. Reading Freud. (Studies in religion / American Academy of Religion ; no. 32) 1. Psychoanalysis and religion. 2. Freud, Sigmund, 1856-1939. 3. Religion—Controversial literature—History. I. Title. II. Series: Studies in Religion (American Academy of Religion) ; no. 32. BF175.G38 1983 200\1'9 83-2917 ISBN 0-89130-613-7 Printed in the United States of America for Barbara CONTENTS Acknowledgments viii Introduction ix Why Study Freud? Freud and the Love of Truth The Goals of This Book What This Book Will Not Do How to Use This Book References and Texts I Freud's Lectures on Psychoanalysis 1 Five Lectures on Psycho-analysis (SE 11) 1909 Introductory Lectures on Psycho-analysis (SE 15 & 16) 1915-16 II On the Reality of Psychic Pain: Three Case Histories 41 Fragment of an Analysis of a Case of Hysteria (SE 7) 1905 "Dora" Notes Upon a Case of Obsessional Neurosis (SE 10) 1909 "Rat Man" From the History of an Infantile Neurosis (SE 17) 1918 "Wolf Man" III The Critique of Religion 69 "The Uncanny" (SE 17) 1919 Totem and Taboo (SE 13) 1912-13 Group Psychology and the Analysis of the Ego (SE 18) 1921 The Future of an Illusion (SE 21) 1927 Moses and Monotheism (SE 23) 1939 References Ill Index 121 Acknowledgments I thank Charley Hardwick and an anonymous reviewer, Peter Homans (University of Chicago), Liston Mills (Vanderbilt), Sarah Gates Campbell (Peabody-Vanderbilt), Norman Rosenblood (McMaster), and Davis Perkins and his colleagues at Scholars Press for their individual efforts on behalf of this book. -
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. -
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. -
Don't Make a Freudian Slip
PSYCHOLOGY DON’T MAKE A FREUDIAN SLIP Resources for Courses Activity Overview Outlining Freud’s Theory of Gender Development is a difficult task. Firstly, there are a lot of specialist terms that students often fail to include (e.g. unconscious processes, identification and internalisation) and secondly, it is very difficult to write a concise summary of Freud’s Theory because there is so much to include. The aim of this task is to consolidate student’s knowledge of the key Freudian terms and to practice writing a concise summary of Freud’s Theory of Gender Development. Resources Required . Don’t Make A Freudian Slip Handout Teacher Instructions Teaching & Learning Strategy A Provide the students with a copy of the Don’t Make A Freudian Slip Handout. Ask the students to read each paragraph in turn and add in the missing specialist terminology. After that, once you have gone through the answers, ask your students to highlight the specialist terminology related to Freud’s Theory of Gender Development. Once your students have completed the first task, ask them to write a concise summary of Freud’s Theory in approximately 125-175 words, while trying to incorporate all of the key features of Freud’s Theory. Tell the students to image that they are answering the following exam question: Describe and evaluate Freud’s psychoanalytic explanation of gender development. (16 marks) If you want to be cruel, only give your students six-eight minutes to complete their summary, as this is roughly the length of time they would have to write an outline in their exam. -
SLIPS of the TONGUE: the FACTS and a STRATIFICATIONAL MODEL by Gary S. Dell and Peter A. Reich
SLIPS OF THE TONGUE: THE FACTS AND A STRATIFICATIONAL MODEL by Gary S. Dell and Peter A. Reich One of the best ways of finding out how a system is constructed is to observe what happens when that system breaks down, when it fails to operate perfectly. Suppose you regularly receive a check from a small company, The check may be generated by a human being, or it may be produced by a computer. So long as everything operates perfectly, it would be impossible to determine which. But you may get clues if a mistake occurs, because computers and human beings make different types of errors. If you get a check for $0.00, it is likely to be a computer error. If you get a check for $517.00 when you are owed $571.00, it is likely to be a human error, because human beings often transpose digits. Similarly, if your goal is to find out what the system is like that underlies language, it can be very useful to look at what happens when things go wrong. This is the issue to which this paper is addressed. We shall review one class of language errors-slips of the tongue-to explore the implications this phenomenon has toward understanding in general how language processing works in human beings. We shall argue that stratificational grammar may be on the right track as a model of language behavior, because a modified version of it can be designed that makes very humanlike errors. THE FACTS Slips of the tongue as a Iinguistic phenomenon have been known about and studied since before the time of Freud. -
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. -
Psychology – Year 11 Transition Work
Psychology – Year 11 transition work Introduction to Psychology We would like you to do some preparation for your Psychology A level. You probably have not studied Psychology before, so this will be a good way of getting to know some very famous researchers that we will come across next year. What do I need to do? We would like you to research at least 5 of following psychologists using the internet or any books you have access to and put together a poster that contains: • A brief summary of their most famous work, which might include what they have found or a theory that they have proposed • If you can, an image of the psychologist The poster can be hand written or done on the computer, whichever is easiest for you. Here is an example: HARRY HARLOW Dr Harlow conducted most of his research using rhesus monkeys. His most famous work demonstrated that when infant monkeys were given the choice of a wire model monkey that provided food or a wire model monkey covered with soft cloth, which provided no food, the infant monkeys spent all of the time with the cloth model. This work showed us that attachment to parents is not just for food, but actually primarily for love and comfort. Here is a list of famous psychologists we would like you to research at least 5: • Sigmund Freud • Soloman Asch • John Bowlby • Albert Bandura • Burrhus Skinner • Alan Baddeley • Elizabeth Loftus • Philip Zimbardo We will be • Mary Ainsworth • Korad Lorenz displaying the best • Stanley Milgram • Michael Rutter posters on the classroom wall • Aaron Beck • Wilhelm Wundt • Albert Ellis • Abraham Maslow . -
Carl Gustav Jung's Pivotal Encounter with Sigmund Freud During Their Journey to America
Swiss American Historical Society Review Volume 54 Number 2 Article 4 6-2018 The Psychological Odyssey of 1909: Carl Gustav Jung's Pivotal Encounter with Sigmund Freud during their Journey to America William E. Herman Axel Fair-Schulz Follow this and additional works at: https://scholarsarchive.byu.edu/sahs_review Part of the European History Commons, and the European Languages and Societies Commons Recommended Citation Herman, William E. and Fair-Schulz, Axel (2018) "The Psychological Odyssey of 1909: Carl Gustav Jung's Pivotal Encounter with Sigmund Freud during their Journey to America," Swiss American Historical Society Review: Vol. 54 : No. 2 , Article 4. Available at: https://scholarsarchive.byu.edu/sahs_review/vol54/iss2/4 This Article is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Swiss American Historical Society Review by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Herman and Fair-Schulz: The Psychological Odyssey of 1909: The Psychological Odyssey of 1909: Carl Gustav Jung's Pivotal Encounter with Sigmund Freud during their Journey to America by William E. Herman and Axel Fair-Schulz The year 1909 proved decisive for our relationship. - Carl Gustav Jung's autobiography. Memories, Dreams, Reflections (1961) M any volumes in the scholarly literature explore the complex evolution of the relationship between Carl Gustav Jung and Sigmund Freud as well as the eventual split between these two influential contributors to psychoanalytic thought and more generally to the field of psychology and other academic fields/professions. The events that transpired during the seven-week journey from Europe to America and back in the autumn of 1909 would serve as a catalyst to not only re-direct the lives of Jung and Freud along different paths, but also re-shape the roadmap of psychoanalytic thinking, clinical applications, and psychology. -
A Brief History of Logotherapy
Advanced Diploma in Logotherapy Module 1 Unit 1 Reading 2 READING 1.1.2 A Brief History of Logotherapy Stephen Kalmar The history of a new school of thought is, in its first phase, largely the history of its founder, following step by step as the new line of thought is developed. In its second phase, the views of the founder find acceptance and gather disciples. Then, in a third phase, the followers of the founder apply and expand these ideas to test, then deepen and modify them as they feel it necessary and justified. The flowers which grow from the original seeds may often surprise the founder. Freud, Marx, and Jesus would be astonished to see all the things that have been said, written, and done in their names. At this moment the history of Logotherapy has reached the threshold between its second and third phases, with the founder fortunately still actively participating and watching the developments of his Logotherapy, offering guidance and criticism. Viktor E. Frankl‟s writings are to a large extent autobiographical. We can see how his thoughts from the earliest beginnings have developed, both chronologically and systematically, until they became what is often referred to as the third Viennese school of psychotherapy—Sigmund Freud‟s being the first and Alfred Adler‟s the second. Frankl, with his usual sense of humor, gives us in An Autobiographical Sketch (Frank 1981a, p.144) what might be said to be the exact “birthday” of Logotherapy. One evening, he recalls, before falling asleep at the age of four, in 1909, a frightening thought struck him: “One day I, too, will die. -
Fanonian Ambivalence: on Psychoanalysis and Postcolonial Critique
Derek Hook and Ross Truscott Fanonian ambivalence: on psychoanalysis and postcolonial critique Article (Accepted version) (Refereed) Original citation: Hook, Derek and Truscott, Ross (2013) Fanonian ambivalence: on psychoanalysis and postcolonial critique. Journal of Theoretical and Philosophical Psychology, 33 (3). pp. 155-169. ISSN 1068-8471 © 2013 American Psychological Association This version available at: http://eprints.lse.ac.uk/60257/ Available in LSE Research Online: November 2014 LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. This document is the author’s final accepted version of the journal article. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. Running head: Fanonian ambivalence Title: Fanonian ambivalence: On psychoanalysis and postcolonial critique Authors: Derek Hook & Ross Truscott Derek Hook, Department of Psychosocial Studies, Birkbeck College, London, UK & Department of Psychology, University of the Witwatersrand, Johannesburg, South Africa; Ross Truscott, Department of African Studies and Social Change, University of Fort Hare, East London, South Africa.