1. Psychoanalysis and Psycho-analysis
Psychoanalytic and psychodynamic treatment

2. The Victorian Zeitgeist
Play the Victorian game
Strict moral standards
Repressed sexuality
Extreme modesty in dress
Verbal/written communication about emotion or sexual feeling not allowed (improper to even say “leg”)
Mrs Brown
Mrs. Brown

3. Dr Sigmund Freud (1856-1939) Oldest of eight children
Married with 3 girls and 3 boys
Physician-Biologist – Scientific and Pathology oriented theory
Jewish, but anti-religion: All religion an illusion used to cope with feelings of infantile helplessness
Lived in Vienna, Austria 78 years, till 1938
Based theory on personal experiences
lifelong cigar chain-smoker
Died in 1939 of cancer of jaw & mouth

4. Freud’s Methods
Only worked with adults, usually middle and upper-class women
Tried to be a neutral, objective listener, a blank slate

5. Freud’s view of human nature
Deterministic (behavior is determined by:)
Neurotic behaviors are symptoms of the unconscious’s attempt to control the intolerable urges of sex and aggression
Unconscious, irrational motivations
The five psychosexual stages [review]
Biological and instinctual drives
Libido - the life/sex instinct, goal of life gain pleasure and avoid pain (pleasure principle)
Thanatos - the death instinct, the aggressive drive to hurt self or others

6. Levels of awareness Freud's Mental Iceberg Conscious Preconscious
Unconscious

7. Freud’s Iceberg Unconscious more important
Unconscious is root of neuroses
“Cure” means uncovering the unconscious

8. Foundations of Freudian theory
Plato’s tripartite division of self
Logical/Rational Soul (the wise ruler)
Spirited Soul (the will – honor, self-preservation, indignation)
Appetitive Soul (the emotion/desire)
If there is only one soul, it should be impossible for a person to simultaneously desire something yet also at that very moment be averse to the same thing
Lust
Pleasure
Money
Physical comfort

9. Structure of the personality
The id (the pleasure principle)
Strives to satisfy desires and reduce inner tension.
life instinct (Libido)
death instinct (Thanatos)
The ego (the reality principle)
Solves problems by planning
and weighing of pros and cons.
The superego (the conscience)
Constrains individual action through internalized social norms & moral forces.

10. The cause of psychological problems
Fixation in a developmental stage (especially phallic) produces psychic conflict
Later theorists discussed attachment problems as cause of psychic conflict
Psychic conflict (among the 3 systems) produces anxiety
Anxiety leads to defense mechanisms (e.g. repression, identification), and, if unresolved, to neurotic symptoms

11. Defense mechanisms
Defense mechanisms: Ways people cope or defend against this anxiety
Reaction Formation
Rationalization ? ?

12. Personality Assessment
Projective hypothesis (Lawrence Frank, 1939)
“When people try to understand vague or ambiguous unstructured stimuli, the interpretation they produce reflects their needs, feelings, experience, prior conditioning, thought processes

13. Assessment/treatment methods
History taking (face to face)
Freudian slips
Dream interpretation (dreams are wish fulfillment)
Free association
Formal testing (developed later)
Rorschach
TAT
Projective drawings
Symbolic play (for children)

14. Freudian slips:
"A Freudian slip is like saying one thing, but meaning your mother."
Around for a long, long time e.g., Henry Peacham, The Compleat Gentleman: “Sir, I must goe dye a beggar” (1634)
Oscar Wilde
“Work is the curse of the drinking classes”
Reverend William Spooner, dean New College, Oxford ( )
“Noble tons of soil” (in a speech intended to compliment farmers)
“You have hissed all my lectures. I saw you fight a liar in the back quad; in fact, you have tasted the whole worm.”
God bless the queer old dean”
Fox News: “More likely to give …a curb job than a block party”
George Bush Sr: “We’ve had some setbacks”
Jacoby L. L., & Kelley, C. M. (1992). A process-dissociation framework for investigating unconscious influences: Freudian slips, projective tests, subliminal perception and signal detection theory. Current Directions in Psychological Science, 1, 174–179.
Motley, M. T. (1985). Slips of the tongue. Scientific American, 253,

15. Freudian slips: Was Freud right?
Freud: “Such disturbances of speech may be the result of complicated psychical influences, of elements outside the same word, sentence or sequence of spoken words.” ~ The Psychopathology of Everyday Life
In other words: It is the unconscious at work, such that slips are unintentional expressions of repressed desire.
There is empirical evidence that “unconscious” slips happen. But why?
Freudian explanation only explains a subset of slips (see here)
Alternative explanations:
Strong habit substitution (MacMahon, 1995)
Anticipation: e.g., “bake my bike” instead of “take my bike”
Perseveration e.g., “he pulled a pantrum” instead of “he pulled a tantrum”
Phonological conditioning e.g., “don’t shell so loudly” instead of “don’t yell/shout so loudly”
Jacoby L. L., & Kelley, C. M. (1992). A process-dissociation framework for investigating unconscious influences: Freudian slips, projective tests, subliminal perception and signal detection theory. Current Directions in Psychological Science, 1, 174–179.
Motley, M. T. (1985). Slips of the tongue. Scientific American, 253,

16. Dream Interpretation
Manifest Content: what a person remembers and consciously considers
Latent Content: underlying (symbolic) hidden meaning (believed to be a manifestation of the unconscious)

17. Dream Interpretation “Royal road to the unconscious”
What is important in dreams is the infantile wish fulfillment represented in them
Freud assumed every dream has a meaning that can be interpreted by decoding representations of the unconscious material
Dream symbol = represents some person, thing, or activity involved in the unconscious process

18. Dream Interpretations (common symbols)
Knife, umbrella, snake
Box, oven, ship
Falling
Staircase, ladder
Water
Baldness, tooth removal
Left (direction)
Children playing
Fire
Robber
Room, table with food
Penis
Uterus
Anxiety
Sexual intercourse
Birth, mother
Castration
Crime, sexual deviation
Masturbation
Bedwetting
Father
Women

19. Rorschach

20. Thematic Apperception Test (TAT)
Developed by Henry Murray (1938)
30 grayscale pictures (each contain a dramatic event or critical situation ) + one blank
Not all pictures are (though all may be) seen by everyone
11 for adults (males and females)
7 for males (adults and boys, BM),
7 for females (adults and girls, GF),
1 each for adult males (12M), adult females (12F), children of either sex (12BG), male child (13B), female child (13G) and blank (16)
Most subjects see cards, over two sessions
Story themes = Interaction between needs and environmental determinants
Standardization of administration and scoring is minimal
Many variations exist

21. TAT scoring (sample card)
Response 1:
This is the story of a little girl who is very disappointed. She’s been struggling to learn to play the violin but she can’t do it. It’s just too difficult. She’s upset and she’s going to tell her mother and father she doesn’t want to take violin lessons anymore. She feels frustrated that she’s tried to play it and has failed. She’s feeling discouraged about the whole thing.
Response 2:
This is the story of a little girl who intends to play the violin. It’s a very challenging instrument to master but she is determined to learn how to play it – one note at a time. In her mind, in her imagination she sees herself playing to appreciative audiences all over the world, culminating in loud applause.

22. Murray’s psychological needs
Achievement
Affiliation
Aggression
Autonomy
Dominance
Exhibition
Nurturance
Order
Power
Achievement. A person operating from this need strives to accomplish something difficult, to do something for the first time, to win over others. This is the type of person whom McClelland describes as having high nAch. Such a person tends to be an entrepreneur or self-employed. He or she enjoys being measured on the basis of results. Affiliation. This person seeks to develop close relationships with others. It is important to this person to be a loyal friend or employee. He or she would prefer to work in a group and would want to form close relationships with co-workers and to identify with the group work. Aggression. A tendency to attack, injure, or punish others - to overcome opposition forcefully - characterizes a person with this need. This individual seeks opportunities to beat the competition and make rivals look bad. Autonomy. To act independently and be free of constraints is the goal of people with a high need for autonomy. They want to be in control of their jobs or their areas of responsibility and they want to have full responsibility for results. They can be found employed as branch managers, as field representatives, as consultants, and in research and development work. Because of their aversion to being closely supervised, many of them prefer to be self-employed. Dominance. People with high needs for dominance will attempt to control their human environments. They will attempt to influence others to accept their way of thinking, often by forceful methods. They will volunteer to be the leader or will attempt to take charge in group events. Such people may attempt to manipulate others for their own advantage. Exhibition. The goal of this type of person is to make an impression on others - to be noticed, to excite, to entertain, or to elicit a reaction from others. A person in whom this need is strong will engage in self-promotion. If emotionally immature, such a person will become the office clown or the “life of the party.” Nurturance. Nurturing people find satisfaction in helping, supporting, and taking care of those who are more needy or more disadvantaged than they. They literally enjoy the role of nurse, and they tend to be overprotective of subordinates. Order. An orderly person likes to arrange things carefully; put them in order; and keep them clean, neat, and precise. Such a person may enjoy data collection and analysis or other forms of computational work. This person probably keeps his or her desk clean and tidy. People who are very orderly may not be highly creative. Power. People with a high need for power attempt to control both people and resources. They tend to desire fame and recognition and may focus their lives on attaining high stature in their respective fields. They may exhibit this orientation by means of clothing, automobiles, and surroundings that contribute to their "power" images.

23. House-Tree-Person Test
More interpretation elements

24. The inherent problem with projection
"Objectivity in human relationships is impossible. Therapists affect the behavior and feelings of patients, and patients affect therapists. When a chart notes that a patient is 'hostile', it should also note, in the interests of balance, that the therapist is 'paranoid'. If a therapist calls a patient 'defensive', chances are that the patient would call the therapist 'aggressive'. Both should be noted in a chart, if either is, since both are equally probable."
Shelagh Lynne Supeene (As For The Sky, Falling)

25. Important therapeutic elements
Methods described above (assessment and therapy are same)
Analysis proceeds from more superficial (conscious) elements to deeper, unconscious ones
Understanding of repression
No accident
No responsibility
Analysis of resistance
Usually unconscious
An example of a defense mechanism
Analysis of transference (re-enactment of past relationships)
Interpretation of comments in therapy
Working through (overcoming childhood amnesia)
Repetition
Elaboration
Amplification

26. Transference and Countertransference
The client reacts to the therapist as he did to an earlier significant other
This allows the client to experience feelings that would otherwise be inaccessible
ANALYSIS OF TRANSFERENCE — allows the client to achieve insight into the influence of the past
Countertransference
The reaction of the therapist toward the client that may interfere with objectivity

27. Contemporary approaches
A. Ego psychology
Focus on conscious internal conflicts and needs
Ego mediates between individual and environment
Deals with both early and later development
More emphasis on psychosocial development (e.g., Erikson)
Defense analysis
B. Object relations [intro video]
“Object” refers to object that gratifies a need
Separation anxiety and transitional objects
Oedipus complex
C. Interpersonal therapy (H.S. Sullivan) [intro video]
Replaced the libido with analysis of the self.
“Good me” vs. “Bad me”
Good refers to positive movements toward intimacy
Bad refers to destructive movements of hostility and avoidance
Importance of pre-adolescent period of same-sex friendships

28. Identity Development (Erickson)

29. Contemporary approaches
A. Ego psychology
Focus on conscious internal conflicts and needs
Ego mediates between the individual and environment
Deals with both early and later development
More emphasis on psychosocial development (e.g., Erikson)
Defense analysis
B. Object relations [intro video]
“Object” refers to object that gratifies a need
Separation anxiety and transitional objects
Oedipus complex
C. Interpersonal therapy (H.S. Sullivan) [intro video]
Replaced the libido with analysis of the self.
“Good me” vs. “Bad me”
Good refers to positive movements toward intimacy
Bad refers to destructive movements of hostility and avoidance
Importance of pre-adolescent period of same-sex friendships