Development Of His Psychoanalytic Theory example essay topic

Freud vs. Adler Sigmund Freud is considered by most to be the "father of psychology". Alfred Adler was also a major contributor towards the development of the field of psychology, each extraordinary in their own right. Both of their theories reflect some similarities, however, there are certainly differences among the two. Psychoanalytic Therapy Sigmund Freud was the firstborn child in his family.

Understanding his family background is crucial in helping one understand the development of his psychoanalytic theory. He was raised in a small apartment house with his three brothers and five sisters. He pursued a medical degree from the University of Vienna (Corey, 2001). Many psychologists developed their theories of psychology during a time in their life when they were experiencing personal turmoil. Freud is no different.

He further developed his theories while experiencing severe emotional problems. He experienced fears of dying among other phobias and psychoanalytic disorders. It was during this time that Freud began to analyze his dreams and his early childhood memories. He realized he had strong hostile feelings for his father and sexual feelings for his mother as a child (Corey, 2001).

Freud had a difficult time dealing with anyone who disagreed with his theory. He formulated a small group with other psychologists and they met on a regular basis. It was during their meetings that he was introduced to Alfred Adler. Adler became a major contributor toward the development of Freud's psychodynamic theory.

He worked with Freud for roughly ten years, but over time Adler began to disagree with Freud's theory and clinical approach. Freud felt that Adler's departure was like he had deserted him (Corey, 2001). Freud argued that irrational forces and unconscious motivations determine one's behavior. Instincts are the main focus in Freud's theory. He felt that all humans have basic instincts for survival. Freud believed that people have basic instinctual needs that need to be satisfied in order for survival.

He also felt that one's goal in life had much to do with gaining pleasure and avoiding pain. In addition to these pleasure instincts, Freud also believes that people have death instincts. Death instincts are what he feels are responsible for one's aggressive behavior. He felt that some people have an unconscious desire to hurt themselves or wish to die (Corey, 2001). The three main components of one's personality, according to Freud are: the id, the ego and the superego. These three components operate together and make up one's personality.

The id is the unconscious side of one's personality. The id's job is to avoid pain and seek pleasure. The id is amoral and illogical. It lacks organization and is demanding and insistent. It is ruled by the pleasure principle, which is used to reduce tension, avoid pain and gain pleasure. The id never matures and remains childlike (Corey, 2001).

The ego is the part of one's personality that has contact with the outside world. It is the one who controls and regulates the personality. It acts as the mediator between the id and the outside environment. It is ruled by the reality principle. It is realistic, logical and rational. It's able to distinguish between mental images and the external world.

It controls consciousness, whereas the id controls the unconscious (Corey, 2001). The superego is one's moral code. It is the judicial branch of the personality. It is mainly concerned with whether an action is right or wrong, bad or good. It strives for perfection rather than pleasure.

It represents values and ideals of society. It works towards inhabiting the id of its impulses. Freud believed that the unconscious held the key in understanding one's behavior and personality. He felt that the unconscious could be studied through dream interpretations, slips of the tongue, material obtained from free-association techniques or projective techniques. The main goal of psychoanalytic therapy is the make the unconscious become conscious. A "cure" is based on disclosing the symptoms, the causes of behavior and the repressed material that affect "normal" healthy behavior (Corey, 2001).

Freud developed what he called ego defense mechanisms. These help one cope with anxiety. These defenses are a part of normal behavior. They operate on an unconscious level and either distort or deny reality (Corey, 2001). The first of these defenses is repression. This involves unconsciously pushing things into the unconscious, the repression of feelings.

Freud assumed that if one experienced some sort of trauma in their childhood, those experiences would then be repressed. However, those traumatic experiences would affect behavior later in life (Corey, 2001). The second ego defense mechanism is denial. It is similar to repression and it occurs at the preconscious and conscious levels. This is where one is in denial of what is reality. In a traumatic situation one would blind them to the reality of it, pushing it out of their thoughts (Corey, 2001).

Reaction formation is the third of the ego defense mechanisms. This is where one displays the opposite impulse of what he or she is experiencing. This is a conscious effort on the individual's part to conceal their true intentions or feelings. For example, if one truly despises another, their behavior may display that of friendship or really liking the person they actually despise (Corey, 2001). Projection is where one projects their own desires or impulses unto to someone, making it seem as though it is the other person who has those particular desires or impulses, not him or her (Corey, 2001). Displacement is a rather common ego defense mechanism.

This is where one will displace their feelings and direct it towards another individual or object. For example, a frustrated working mother comes home from a long, hard day at work and redirects her frustration and anger from work unto her own children as though they are the cause of her discontent (Corey, 2001). Rationalization is another common ego defense. This is where a person will create rational or good reasons to explain an upsetting situation to protect the ego (Corey, 2001). Sublimation is where one will re-channel their sexual or aggressive energy into other venues. For example, an aggressive energy gets redirected into positive physical activities such as sports (Corey, 2001).

Regression can be seen when a person will regress into an early stage of development in order to cope with anxiety. Oftentimes this is displayed as examples of childlike behaviors (Corey, 2001). Introjection is viewed as one "taking in and swallowing the views of others". For example, a victim of abuse thinking that the abuser is trying to alleviate stress by abusing the victim. Introjection can also take place in more positive forms (Corey, 2001).

Identification is an example of one who feels they are a failure, surrounding themselves with successful people or organizations (Corey, 2001). Lastly, compensation is where one will mask or cover their perceived weaknesses and therefore, develop other positive traits to make up for their perceived in competencies. All of these eleven ego defense mechanisms are developed as's result of reducing anxiety. Freud defines anxiety as tension that motivates one to do something (Corey, 2001). Since Freud felt that one's early childhood experiences greatly affected the development of their personality, he created five stages of development. The first developmental stage is called the oral stage; it takes place from birth to roughly age one.

The infant needs basic nurturing from the mother, otherwise later feelings of distrusting others and fear of rejection will develop (Corey, 2001). The second stage takes place from ages one to three and is called the anal stage. Here, the child's anal zone becomes the major focus. The anus is considered the center of sexual energy. A child who is forced by the parents to become toilet-trained may develop an anal-retentive personality later in life. The opposite would be called anal aggressive (Corey, 2001).

The third stage is known as the phallic stage, it occurs between the ages of three and six. The basic conflicts during this stage are the unconscious incestuous feelings and desires the child develops for the parent of the opposite sex. This is where the Oedipal complex or Electra complex would begin to develop. It is no surprise that Freud incorporated this idea in his theory, considering the feelings he claimed he had towards his own mother as a child (Corey, 2001). The fourth stage is the latency stage, which occurs during the ages of six and twelve. Sexual interests become suppressed and are replaced by other interests such as school, sports, organizations and peers.

The child's superego realizes that he or she cannot have the parent of the opposite sex; therefore, it focuses on these others aspects of their life (Corey, 2001). Lastly, the genital stage begins at age twelve and continues throughout adulthood. Old ideas from the phallic stage are revisited. Now the individual is attracted to those of the opposite sex.

They deal with their sexual energy by channeling it into other socially accepting avenues, such as, the arts, sports or preparing for a career (Corey, 2001). Therapeutic techniques based on the psychoanalytic theory Those counselors who try to incorporate the psychoanalytic theory in their practice would try to maintain a structured environment with the client. The counselor would listen to the client and try to analyze his or her true motivations by identifying the things that are in the client's unconscious mind. The counselor would use various techniques to help reveal the client's unconscious thoughts, like, free association, where the client says whatever comes to mind. The counselor would analyze the client's dreams and work on strengthening the ego so behavior is based on reality and less on instinctual cravings.

My Impression of the Theory I agree with some of Freud's concepts. I personally can identify with many of the ego defense mechanisms. In my personal and professional life, these ego defense mechanisms have a role in my behavior and thoughts, as well as those I know personally and professionally. The areas where I have difficulty "buying into" are the five stages of development. This is probably because I can't identify with what Freud calls the phallic stage.

I don't ever recall having sexual feelings toward my parents, specifically my father. I find that concept rather sickening, to be honest. In terms of the counselor's role in therapy, I don't think I would be able to simply sit, listen and analyze my client's every word, dream and / or thought. Freud's approach towards therapy seems too "cold" for my taste and rather impersonal. Even though I enjoy trying to analyze my own dreams and those of the people I know, I cannot see myself as making that one of my techniques in counseling my students.

I also find his theory to be too focused on sexual drives or instinctual forces, as well as, too focused on the unconscious. I agree, sometimes trying to identify one's unconscious thoughts may help explain their present status and behavior. However, as a central focus, I feel as though the "here and now" is more relevant and effective in counseling. Freud's theory is also too subjective and rather ambiguous in terms of its approaches and techniques. It would not be a very effective method to use in the event of a crisis situation, because it is more concerned with long-term personality development, rather than short-term problem solving.

Alfred Adler however, has some concepts that I can see myself incorporating into my professional life as a counselor. His theory is one that truly intrigues me. Adlerian Therapy Alfred Adler was also a "major contributor to the development of the psychodynamic approach to therapy" (Corey, 2001, pg. 108). After leaving Freud's group, Adler began formulating and developing his own theory. Adlerian therapy differs greatly from Freudian therapy; however, there are also some parallels among the two. One of the main premises of Adler's theory is that human behavior is purposeful and conscious.

He felt that individuals have a basic approach to life by the time they reach age six. He also focused on one's feelings of inferiority. Adler felt that all individuals experience feeling inferior in some form of their life. He believed that as a result of these inferior ities, individuals then strive for superiority.

Adler felt these feelings of inferiority were normal and that in some cases could enhance creativity (Corey, 2001). Adler felt that one's behavior is not solely based on the environment or heredity of the individual. Rather, one has the ability to shape his or her reality. He believed that one's personality is developed around the central focus, which is that individual's life goal. It is this goal that he believes is what drives one's behavior. Richard E. Watts, author of Adlerian Counseling: A viable approach for contemporary practice, says that in Adlerian theory the individual. ".. is both the picture and the artist.

He is the artist of his own personality" (Watts, 2000, pg. 29). Adler also emphasized the importance of social values and social situations. He believed that individuals couldn't be considered apart from his or her social situation (Ansbacher, 1957, pg. 2). Adler felt that socialization was a key component in order for one to accomplish his or her life goal.

One's "lifestyle" is defined by Adler as the way we move toward that goal in life. As one's social interest develops and increases, one's feelings of inferiority will diminish. Through one's life goal, and striving for superiority, Adler felt that individuals develop different strengths along the way, such as, intellect, artistic talent and athletic skills (Corey, 2001). Adler also placed a strong emphasis on birth order. He believed that the individual's interpretation of their birth order has a lot to do with their life goal and behavior as an adult. He lists five psychological positions.

The first position would be the oldest. The oldest child is usually the center of attention, and is worried that when a second sibling comes along, he or she will "rob" them of love from the parents. The second of two children is in a constant "race" with the older sibling. He or she tries to surpass their older sibling's accomplishments by finding their older siblings weakness and surpassing them in that area. The middle child often feels cheated and sometimes will become the peacemaker between the other siblings.

The youngest child is usually pampered by the parents, and usually gets his or her way. The younger child may also develop uniquely compared to the other siblings. The only child is very similar to the oldest child in that, he or she deals well with the parents. However, he or she may become dependently attached to the parents (Corey, 2001). Therapeutic techniques based on the Adlerian theory In Adlerian therapy, the counselor and the client should develop a mutual trust and respect, a sort of "collaborative partnership". The goal in counseling would be to identify and explore "mistaken goals" and "faulty assumptions".

Then, the counselor would re-educate the client into making new goals thus, changing the client's behavior. The counselor should view the world from the client's subjective point of view. This would include the clients: perceptions, thoughts, feelings, values, beliefs, convictions and conclusions (Corey, 2001). The counselor would also help the client develop a sense of belonging. He or she would then help the client in adopting behaviors that would be characteristic of his or her social interest. The role of the counselor in Adlerian seems to be much more interactive in comparison to Freud's psychoanalytic theory.

An actual relationship develops between counselor and client. My Impression of the Theory I personally find many of Adler's ideas to be sound and helpful. I agree that individuals are driven by feelings of inferiority, where this in return motivates one to strive for superiority and success. Maybe because I am a very driven person, I can see how Adler would place emphasis of this in his theory. As an educator, I can sometimes see this in my students.

Assignments and projects can sometimes turn into competitions among students. I have also personally experienced this in the Teacher Prep Program, here at CLU. Students would brutally try to "out do" their fellow classmates. At work, I had a teaching partner last year, who was also trying to win our students affection by trying to "one up" me whenever possible. According to Adler's theory, theses three examples would be ones where the individuals were experiencing feelings of inferiority. In regards to one's life goal and social interest, I strongly feel that these two aspects play a major role in one's behavior.

I can see myself counseling students and trying to get them to show an interest in their community and encourage them to be socially active and take part in school clubs and social activities. I feel that is very important for students (and adults) to have a social interest. It helps one to feel accepted and as though they have direct impact in their local community. Getting involved in clubs in high school and college was one of the greatest decisions I ever made. I learned how to work with different people and developed skills that I don't think I would have had I not joined. I always try to encourage my students to become involved in school clubs and activities.

Similarities and Differences Between the Psychoanalytic and Adlerian theories Both theories content that individuals have a basic drive for specific needs. Freud felt the individuals were driven by their libido, in order to fulfill their sexual drive. Adler however, felt that individuals were driven by life goals. These drives are considered by both theorists as affecting the way an individual acts and behaves.

Both theorists place an emphasis on the family unit. For example, Freud's developmental stages and how the individual interactions with his or her parents, shows how he placed value on the "family" experience. At the same time, Adler placed emphasis on birth order, to show the influence of "family life" on one's development. Both theories claim that these early experiences have an influence on one's later behaviors and development of personality. The more obvious similarities between the two are that they both worked together and attended the University of Vienna and they both lived in similar time periods. Probably the most obvious similarity between the two is their own personal experiences in childhood.

It is no surprise why certain aspects of their theories were developed. Ellenberger (1970), author of The Discovery of the Unconscious lists several of the differences between the theorists. Some of them include: Freud placed an emphasis on the relationship between mother and father whereas; Adler places an emphasis between the siblings and the situation in the sibling set. Secondly, Freud felt that a woman had feelings of inferiority because she has no penis, whereas, Adler felt that men have feelings of inferiority because his potency is more limited than a woman's. Thirdly, Freud developed his psychological concept of the death instinct as a result of World War I, whereas, Adler developed the concept of social interest after World War I. Fourth, in Freud's theory, the patient lies on a couch with the therapist behind the client. In Adlerian therapy, the patient sits directly in front of the therapist.

Lastly, Freud's theory is basically pessimistic, whereas, Adler's takes a more optimistic point of view. Lastly, in her article entitled, "A Visual Encapsulation of Adlerian Theory: A Tool For Teaching and Learning", Cynthia J. Osborn argues that Adlerian theory and techniques provide a positive and "refreshing alternative" towards counseling and therapy as opposed to the classical psychoanalysis theory of Freud. She claims that Adler's theory was monumental in the development and improvement of various approaches in counseling, education and therapy (Osborn, 2001). I agree, Osborn echoes the opinion made earlier by Ellenberger, that Freud's theory is rather pessimistic and "cold" compared to Adler's theory. I feel that both theories contain elements that should somehow be combined in a counseling setting. Certainly family structure and childhood experiences should be discussed, but I also feel that one's life goals and what one is doing to achieve those goals need to be addressed as well.

Bibliography

Ansbacher, Heinz L. The Individual Psychology of Alfred Adler. New York: Harper and Row Publishers. Corey, Gerald. (2001).
Theory and Practice of Counseling and Psychotherapy. (6th ed. ). Australia: Brooks Cole Thomson Learning. Ellenberger, Henri F. (1970).
The Discovery of the Unconscious. Basic Books, Inc., Publishers, New York, 1970.
Osborn, Cynthia J., (2001).
A Visual Encapsulation of Adlerian Theory: A tool for teaching and learning. Journal of Humanistic Counseling, Education and Development, 40, 2,242-249. Watts, Richard E., (2000).
Adlerian counseling: A viable approach for contemporary practice. TCA Journal, 28, 1, 11-26. Retrieved September 26, 2002, from ProQuest database.