NEO FREUDIAN THEORIES
PREVIEW
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PART 1
PART 2
PART 3
PART 4
PART 5
: ERIK ERIKSON
: CARL JUNG
: ALFRED ADLER
: KAREN HORNEY
: HENRY MURRAY
Erik H Erikson: The Psychosocial Theory
Psychosocial Stages of Personality Development
• 8 successive stages over the lifespan
• Addresses bio, social, situational, personal influences
• Crisis: must adaptively or maladaptively cope with task in each
developmental stage
– Respond adaptively
: acquire strengths needed for
next developmental stage
– Respond maladaptively : less likely to be able to adapt to
later problem
• Basic strengths: Motivating characteristics and beliefs that derive
from successful resolution of crisis in each stage
Psychosocial Stages of Personality Development
• Stages 1-4
– Largely determined by others
(parents,teachers)
• Stages 5-8
– Individual has more control over
environment
– Individual responsibility for crisis
resolution in each stage
Stage 1: Basic Trust vs. Mistrust
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Birth to age 1
Totally dependent on others
Caregiver meets needs: child develops trust
Caregiver does not meet needs: child develops mistrust
Basic strength: Hope
• Belief our desires will be satisfied
• Feeling of confidence
Stage 2: Autonomy vs. Shame and Doubt
• Ages 1-3
• Child able to exercise some degree of choice
• Child’s independence is thwarted: child develops
feelings of self-doubt, shame in dealing with others
• Basic Strength: Will
• Determination to exercise freedom of choice in face of
society’s demands
Stage 3: Initiative vs. Guilt
• Ages 3-5
• Child expresses desire to take initiative in activities
• Parents punish child for initiative: child develops feelings
of guilt that will affect self-directed activity throughout life
• Basic strength: Purpose
• Courage to envision and pursue goals
Stage 4: Industriousness vs.Inferiority
• Ages 6-11
• Child develops cognitive abilities to enable in task
completion (school work, play)
• Parents/teachers do not support child’s efforts: child
develops feelings of inferiority and inadequacy
• Basic strength: Competence
– Exertion of skill and intelligence in pursuing and
completing tasks
Stage 5: Identity vs. Role Confusion
• Ages 12-18
• Form ego identity: self-image
• Strong sense of identity: face adulthood with certainty
and confidence
• Identity crisis: confusion of ego identity
• Basic strength: Fidelity
• Emerges from cohesive ego identity
• Sincerity, genuineness, sense of duty in relationships with
others
Stage 6: Intimacy vs. Isolation
• Ages 18-35 (approximately)
• Undertake productive work and establish intimate
relationships
• Inability to establish intimacy leads to social isolation
• Basic strength: Love
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Mutual devotion in a shared identity
Fusing of oneself with another person
Stage 7: Generativity vs. Stagnation
• Ages 35-55 (approximately)
• Generativity: Active involvement in teaching/guiding the
next generation
• Stagnation involves not seeking outlets for generativity
• Basic strength: Care
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Broad concern for others
Need to teach others
Stage 8: Ego Integrity vs. Despair
• Ages 55+
• Evaluation of entire life
• Integrity: Look back with satisfaction
• Despair: Review with anger, frustration
• Basic strength: Wisdom
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Detached concern with the whole of life
Research in Erikson’s Theory
• Trust - Early strong bonds with mother later were more curious,
sociable and popular
• Identity
- Strong identity associated with greater cognitive and emotional
functioning in college students
– Crisis may begin later than age 12
– Continuing process over the lifespan
• Generativity
– Evokes need to feel closer to others
– Correlated with extraversion, openness to new experiences
– Likely to be involved in community, social relationships
Contributions of Erikson
• Personality develops throughout the lifetime
• Identity crisis in adolescence
• Impact of social, cultural, personal and situational forces
in forming personality
Criticisms of Erikson
• Ambiguous terms and concepts
• Lack of precision
– Some terms are not easily measured empirically
• Experiences in stage may only apply to males
• Identity crisis may only apply to those affluent enough to
explore identities
Carl Jung: The Psychoanalytic Theory
"Everything that irritates us about others can
lead us to an understanding of ourselves."
Personal History
Carl Jung was born in Kesswill Switzerland (1875).
As a child he was interested in history, archaeology, and philosophy.
He studied medicine at the University of Basel and discovered he had a passion
for psychiatry. He became a psychiatrist as it gave him the opportunity to study
both the spiritual and factual sides of the world.
For 9 years he was an assistant physician at a Psychiatric Hospital
He studied Schizophrenia extensively.
Differences With Freud
Structure of Personality
Jung’s theory divided the human mind into three parts:
• The Ego: Jung defines this as the unconscious
mind
• The Personal Unconscious: Anything that is
not presently conscious, but can be. It includes
both memories that are easily brought to mind and
those that have been repressed for some reason.
• The Collective Unconscious: This refers to our
“Psychic Inheritance”:
• The reservoir of our experiences as a species, a kind of
knowledge we are all born with (the collective memories
of the entire human race). We are not directly conscious
of it but it influences all our experiences and behaviours.
He thought we came into this world with certain predispositions that cause behaviour
Archetypes
• Family Archetypes:
• The Father – Stern, Powerful, Controlling
• The Mother – Feeding, Nurturing, Soothing
• The Child – Birth, Beginnings, Salvation
• Story Archetypes:
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The Hero – Rescuer, Champion
The Maiden – Purity, Desire
The Wise Old Man – Knowledge, Guidance
The Magician – Mysterious and Powerful
The Witch or Sorceress - Dangerous
The Trickster – Deceiving and Hidden
• Animal Archetypes:
• The Faithful Dog – Unquestioning Loyalty
• The Enduring Horse – Never Giving Up
• The Devious Cat – Self Serving
Dynamics of Personality
Research Methods
Alfred Adler : Individual Psychology
Biography
 Born – 7 Feb 1870
 Sickly child, led to his ambition to be a doctor
 Unhappy child hood experiences
 Pursued medicine at university of Vienna
 Ophthalmology , General Practice , Psychiatry
 1902 – first association with Freud
Adler vs Freud
Adler
Freud
Humans are primarily motivated by
social urges
Human behaviour is motivated by
inborn instincts
Concept of creative self
A group of psychological process serving
the ends of inborn instincts
More importance to social connection
Freud outlined more significant to sexual
stages
Inferiority Feeling : Source of Human Striving
Inferiority Feelings
Unable to
compensate
Inferiority
complex
- Organic inferiority
- Spoiling
- Neglect
Compensate
Overcompensate
Development
Superiority
complex
Striving for
Perfection
- Fictional Finalism
STYLE OF LIFE
Style Of Life
STYLES OF
LIFE
Dominant
type
- Sadist
- alcoholics
- suicides
Getting
Type
- Dependent On
Others
Creative Power of
Self
Avoiding
Type
- Makes no efforts
to face life’s
problem
Socially
Useful Type
- Cooperate with others
- Cope with problems in
well developed
framework
Birth Order
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First Born
Authoritarian
Good organiser
Conservative
May turn towards father
Second Born
 Competitive
 Ambitious
 Not concerned with power
 Other facet – under
achievers
Youngest Child
The Only Child
 Primacy & power
 Mature early
 Lack of social interest
 No sharing nor to complete
Adequatly
Pampered
 Develop at fast
rate
 Driven by need
to surpass older
siblings
 High achievers
Over Pampered
 Helplessness
 Dependency
 Difficulty to
adjust in adulthood
Assessments & Critics
Assessments
 Early Recollections : Earliest memories whether real or fantasy
 Dream Analysis : Feeling about current problems
 Measures of Social Interest : Social Interest Scale
Critics
 Oversimplified & eliminated the concept of unconsciousness
 Inconsistent & unsystematic in his thinking
KAREN HORNEY - PSYCHOANALYTIC SOCIAL THEORY
BIOGRAPHY – KAREN HORNEY (1885-1952)
 German psycho analyst – first woman skilled as freudian
psychoananlyst.
 Born in Hamburg, Germany, second born child
 Roots in her childhood experiences
 in 1906, entered the University of Freiburg for pursuing her
medicals
 when immigrated to the US, most intense love affair with
Erich Fromm
OVERVIEW OF PSYCHOANALYTIC SOCIAL THEORY
The psychoanalytic social theory of Karen Horney was built on
the assumption that’ social and cultural conditions, especially
childhood experience’s, are largely responsible for shaping
personality.
 People who do not have their needs for love and affection
satisfied during childhood develop basic hostility
 As a consequence, suffer from basic anxiety.
HORNEY’S THEORY
 People combat basic anxiety by adopting one of three
fundamental styles of relating to others:
 moving towards people
 moving against people
 moving away from people
 Basic anxiety, “a feeling of being isolated and helpless in a
world conceived as potentially hostile”.
 In childhood, we try to protect ourselves against basic
anxiety in four ways :
NEUROTIC NEEDS AND TRENDS
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Securing affection and love
Submissiveness
Attaining power
Withdrawal
 NEUROTIC NEEDS AND TRENDS
 Listed 10 such needs – Neurotic Needs
• Affection and approval
• A dominanat partner
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Power
Exploitation
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Prestige
Admiration
Ambition
Self sufficiency
Perfection
Narrow limits to Life.
SELF-HATRED
 Horney recognized six major ways in which people express Self-hatred.
 Relentless demands on the self
 Merciless self-accusation
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Self Contempt
 Self-frustration
 Self-torment
 Self-destructive actions and impulses
DIFFERENCES FROM FREUDIAN VIEW
 Horney denied the pre-eminence of sexual factors, challanged the oedipal theory
and discarded the concept of Libido. Psychosexual development was crucial field of
study for Freud.
 Discarded three part structure of personality, id, ego and the superego. Freud
emphasised three part structure.
 Suggested three styles of coping, moving towards people, moving against people,
and moving away from people. Freud used defense mechanism to cope with anxiety.
MURRAY- PERSONOLOGY
MURRAY : PERSONAL LIFE
 BORN 13 MAY 1893
 DISTURBED CHILDHOOD
READ CARL JUNG’S “Psychological types” AND DEVP INTERST IN PSYCHOLOGY
 PERSONOLOGY - THE LIFE OF A PERSON AS A WHOLE
 DEPENDED UPON ‘NEED’
 HELPED CARE FOR FRANKLIN D ROOSEVELT
 HAD FALLEN IN LOVE WITH CJRISTANA MORGAN
 1930 – CONDUCTED “ EXPLORATION OF PERSONALITY, A CLINICAL STUDY OF 50
MEN OF COLLEGE GOING CHILDREN”
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IMPORTANT AREAS WORKED IN RECENT PAST : PERSONOLOGY, NEEDS, DEVELOPEMENTAL
PERSONALITY, MOTIVATION, TAT
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HUMAN NATURE – TENSION SATISFYING
MURRAY : PERSONOLOGY
 PRINCIPLES OF PERSONALIGY : PERSONALITY ROOTED IN THE BRAIN
 IDEA OF TENSION REDUCTION
 PERSONALITY CONTINUES TO DEVP
 PERSONALITY PROGRESSES & CHANGES
 EVERY PERSONALITY IS UNIQUE
 DIVISIONS OF PERSONALITY
 ID
 EGO
 SUPEREGO
 EGO IDEAL
MURRAY : COMPLEXES
 CLAUSTRAL
FEELING OF SECURITY
THREE SUB TYPES : SIMPLE, IN SUPPORT, ANTI CLAUSTRAL OR EGRESSION
 ORAL
 PLEASURE AT ORAL ACCITIVITIES
 THREE SUB TYPES : SUCCORANCE, AGGRESSION, REJECTION
 ANAL
THREE TYPES : REJECTION AND RETENTION
URETHRAL
 EXCESSIVE AMBITION
 GENITAL OR CASTRATION
MURRAY : NEEDS & PRESSES
“A NEED IS A CONSTRUCT WHICH STANDS FOR A FORCE IN THE BRAIN REGION, A FORCE
WHICH ORGANISES PERCEPTION, APPERCEPTION, INTELLECTION, CONATION AND ACTION
IN SUCH A WAY AS TO TRANSFORM IN CERTAIN DIRECTION AN EXISTING UNSATISFYING
SIT.”
MURRAY’S THEORY OF PERSONALITY WAS ORG IN TERMS OF MOTIVES, PRESSES AND
NEEDS
ARISED FROM INTERNAL MENTAL PROCESSES OR EVENTS IN THE ENVT
MURRAY : NEEDS AND PRESSES
TYPES OF NEED :
 PRIMARY (VISCEROGENIC)
 SECONDARY (PSYCHOGENIC)
 OVERT (MANIFEST)
 COVERT (LATENT)
THERE ARE 24 PSYCHOGENIC NEEDS WHICH ARE REQD FOR AN INDL’S WELL BEING
AND ARE AVLB IN ALL IN CERTAIN LEVEL
MURRAY : NEEDS AND PRESSES
EACH NEED IS IMPORTANT IN AND OF ITSELF, BUT TO CERTAIN LEVEL
 NEEDS CAN BE INTERRELATED, CAN SUPPORT OTHER NEEDS AND CONFLICT WITH
OTHER NEEDS
EXAMPLE – NEED FOR DOMINANCE MAY CONFLICT WITH AFFILIATION WHEN OVERLY
CONTROLLING BEHAVIOUR DRIVES AWAY FRIENDS, FAMILY AND PARTNERS
ENVIRONMENTAL FACTOR PLAYS AN IMP ROLE IN HOW THESE PSYCHOGENIC NEEDS
ARE DISPLAYED IN BEHAVIOUR, B=f(PE)
MURRAY HAD CALLED THESE ENVIRONMENTAL FORCES AS PRESS
TYPES OF PRESS – ALPHA PRESS, BETA PRESS, CONGENIAL PRESS , UNCONGENIAL PRESS
MURRAY : NEEDS AND PRESSES
THEMA IS AN INTERPLAY BETWEEN AN INDL AND THE ENVT WHICH A NEED AND
PRESS INTERACT TO YIELD SATISFACTION
IT IS CENTRAL TO A PERSON AND IS UNIQUE PORTION TO HIS PERSONALITY
ASSESSMENT
MAKES AN EFFORT TO NEGATE THE DRAWBACKS OF PSYCHOANALYSIS OF FREUD
VARIOUS TECH USED FOR COLLECTION OF DATA – INTERVIEW, PROJ TESTS, OBJECTIVE
TESTS, QUESTIONNAIRES, etc WHICH IS MORE SCIENTIFIC AS COMPARED TO FREUD’S
TECH
HE DID NOT WORK WITH EMOTIONALLY DISTURBED PERSON LIKE FREUD DID
EXISTANCE OF TAT TLL DATE PROVES THE RELIABILITY OF MURRAY’S THEORY OF
PERSONOLOGY
CRITICISM
ONLY SOME PORTION OF HIS RESEARCH WORK IS PUBLISHED AND LIMITED PORTION
OF HIS THEORY PUT TO USE
IN HIS “EXPLORATION OF PERSONALITY” HE REACHED SCIENTIFIC CONCLUSION MERELY
ON THE BASIS OF MAJORITY RULE
HIS STUDY WAS NOT EXTENDED TO SFEMALE PARTICIPANTS
COMPLEX CLASSIFICATION OF NEEDS AND MOST NEEDS OVERLAP EACH OTHERS ZONE
OF UNDERSTANDING