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PSYC 332 > Chapter 5: The Neo-Freudians > Flashcards

Chapter 5: The Neo-Freudians Flashcards

1
Q

neo-freudian theories

A

elaborations of Freud’s theory

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2
Q

similarities between Freud’s theory and Neo-Freudian theories

A
  • Most retain that the unconscious is a key determinant of behaviour
  • Most agree about the impact of early childhood experiences on personality development
  • Most accept defence mechanisms and dream interpretation
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3
Q

limits of Freudian theory

A
  • It seems unlikely that personality is formed almost entirely by experiences in the first 5-6 years of life
  • Failed to consider sociocultural influences on personality
  • Portrayed a pessimistic picture of human nature
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4
Q

Alfred Adler

A

Developed an approach called individual psychology

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5
Q

Alfred Adler’s most important contributions

A

striving for superiority, the role of parental influence on personality development, and the effects of birth order

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6
Q

what is the single motivating force behind human behaviour according to Adler?

A

striving for superiority

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7
Q

how does striving for superiority begin?

A

Begins with feelings of inferiority as a small, helpless child. The moment children become aware of their relative weakness marks the beginning of their lifelong struggle to overcome inferiority

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8
Q

inferiority and striving for superiority

A

the more inferior we see ourselves, the stronger our striving for superiority

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9
Q

inferiority complex

A

a belief that one is vastly inferior to everyone else

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10
Q

result of the inferiority complex

A

feelings of helplessness

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11
Q

what is the key to personal satisfaction and positive mental health according to Adler?

A

combining superiority striving with a concern for social interest

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12
Q

what two parental behaviours are almost certain to lead to problems for children later in life?

A

pampering & neglect

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13
Q

pampering

A

giving a child too much attention

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14
Q

result of pampering

A

Robs a child of independence which leads to feelings of inferiority

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15
Q

neglect

A

not giving a child enough attention

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16
Q

result of neglect

A
  • They grow up cold and suspicious
  • They are incapable of warm personal relationships
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17
Q

first-born children

A

subject to short-lived pampering, then the child is dethroned with the arrival of a second child, resulting in strong feelings of inferiority

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18
Q

first-born children as adults

A

First-borns are likely to be problematic, neurotic, criminals, drunkards, or perverts

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19
Q

middle-born children

A

develop an intense superiority striving because there is always another sibling demanding the parents’ time

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20
Q

middle-born children as adults

A

Middle children are the highest achievers

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21
Q

last-born children

A

subject to pampering throughout their childhood, resulting in strong feelings of inferiority

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22
Q

last-born children as adults

A

Last-borns become dependent and lack personal initiative

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23
Q

do studies support Adler’s account of birth order?

A

Studies do not support these findings. The overall effect of birth order on personality is extremely small and often at odds with predictions

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24
Q

Carl Jung

A

Developed a school of psychology called analytic psychology

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25
Q

the collective unconscious

A

Consists of thoughts and images that all people possess and are difficult to bring into awareness

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26
Q

what is the collective unconscious made up of?

A

primordial images

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27
Q

primordial images

A

images that have the potential to respond to the world in a certain way

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28
Q

archetypes

A

a collective of primordial images

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29
Q

what are the three important archetypes according to Jung?

A

anima, animus, and shadow

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30
Q

Anima

A

the feminine side of the male

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31
Q

animus

A

the masculine side of the female

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32
Q

function of the anima and animus

A

serve to guide the selection of a romantic partner and the direction of the subsequent relationship. Men look for women that reflect their anima and women look for men that reflect their animus

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33
Q

shadow

A

contains the unconscious part of ourselves that is essentially negative. it is made up of primitive animal instincts

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34
Q

evidence for the collective unconscious

A

Jung’s evidence for the collective unconscious consisted of data from sources like mythology, cultural symbols, dreams, and the statements of schizophrenics

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35
Q

criticisms of Jung’s theory

A

it is difficult to evaluate with scientific methods

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36
Q

Erik Erikson

A

developped an approach called ego personality

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37
Q

Erikson on the ego

A

Argued that the ego is a relatively powerful part of the personality, which establishes and maintains a sense of identity

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38
Q

identity crisis

A

the confusion and despair we feel when we lack a strong sense of who we are

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39
Q

personality development through the life cycle (Erikson)

A

Erikson argued that personality development continues throughout a person’s lifetime, ending in old adulthood

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40
Q

8 stages for personality development

A
  1. infancy: trust vs. mistrust
  2. toddler: autonomy vs. shame and doubt
  3. early childhood: initative vs. guilt
  4. elementary school age: industry vs. inferiority
  5. adolescence: identity vs. role confusion
  6. young adulthood: intimacy vs. isolation
  7. adulthood: generativity vs. stagnation
  8. old age: ego integrity vs. despair
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41
Q

crises

A

turning points in personality development

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42
Q

when do crises occur?

A

at each of the 8 stages of personality development

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43
Q

resolving crises

A

How we resolve crises determines the direction of our personality development and how we resolve future crises

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44
Q

trust vs. mistrust

A
  • Children whose needs are met develop a sense of basic trust
  • Children whose needs aren’t met develop a sense of basic mistrust
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45
Q

autonomy vs. shame & doubt

A
  • Children who are allowed to manipulate and influence the world around them develop a sense of autonomy
  • Children who are allowed to manipulate and influence the world around them develop a sense of shame and doubt
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46
Q

initiative vs. guilt

A
  • Children who seek out playmates and learn to organize games and activities develop a sense of initiative
  • Children who fail to develop initiative develop feelings of guilt and resignation
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47
Q

industry vs. inferiority

A
  • Children who experience success lead to industry
  • Children who experience failure lead to feelings of inferiority
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48
Q

identity vs. role confusion

A
  • Teens who make decisions about personal values and understand who they are develop a sense of identity
  • Those who fail to develop a sense of identity experience role confusion
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49
Q

intimacy vs. isolation

A
  • Those who find a relationship develop intimacy and grow emotionally
  • Those who fail to develop intimacy face emotional isolation
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50
Q

generativity vs. stagnation

A
  • People who find their lives enriched by the influence they have on children find a sense of generativity
  • Those who fail to develop generativity suffer from a sense of stagnation
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51
Q

stagnation

A

a feeling of emptiness and questioning one’s purpose in life

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52
Q

ego integrity vs. despair

A
  • People who look back on their lives with satisfaction pass through the final development stage with ego integrity
  • Those who fail to develop this sense of integrity fall into despair
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53
Q

Karen Horney

A
  • Did not accept Freud’s views concerning women
  • Gave rise to her views on neurosis and feminine psychology
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54
Q

neurosis

A

a destructive interpersonal style

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55
Q

entrapment of people with neurosis

A

All neuronic people are trapped in a self-defeating interpersonal style. The way they interact with others prevents them from developing the social contact they unconsciously crave

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56
Q

Freud on neurosis

A

neurosis can be explained by fixated energy and unconscious battles between various aspects of the personality

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57
Q

Horney on neurosis

A

neurosis can be explained by disturbed interpersonal relationships during childhood. Children who grow up in homes that foster anxiety become adults who fear interacting with people. Their destructive interpersonal style is a defence mechanism intended to ward off feelings of anxiety

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58
Q

moving towards people

A

emphasizing helplessness and dependency to garner sympathy from others, providing temporary relief from anxiety

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59
Q

moving against people

A

exploiting other people to compensate for feelings of inadequacy and anxiety. charcaterized by externalization

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60
Q

externalization

A

responding to the perception that others are hostile by doing unto others as they have done to them

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61
Q

womb envy

A

men’s envy of women’s ability to bear and nurse children

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62
Q

how do men react to womb envy?

A

they compensate for this through achievements in other domains

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63
Q

why do some women wish they were men according to Horney?

A

women wished they were men because of the cultural burdens placed on women, not inherent inferiorities

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64
Q

strengths of neo-freudian theories

A
  • Elaborated on important concepts Freud had ignored (ex. The role of social factors & Freud’s overly pessimistic view)
  • Introduced many new concepts into the psychological literature
  • Influenced later theorists and psychotherapists
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65
Q

criticisms of neo-freudian theories

A
  • Supported by questionable evidence
  • They often oversimplified or ignored important concepts
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66
Q

what did Adler believe was the goal of development?

A

to produce a child that integrates well into society

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67
Q

Adler’s life

A
  • His childhood was marked by illness, awareness of death, and intense jealousy of his older brother
  • He had feelings of inferiority
  • He compensated for weakness through persistence
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68
Q

Adler vs. Freud on the mind

A

Adler: the mind is an integrated whole
Freud: the mind consists of warring factions (id, ego, superego)

69
Q

Adler vs. Freud on consciousness

A

Adler: emphasized the conscious mind
Freud: emphasized the unconscious mind

70
Q

Adler vs. Freud on future goals

A

Adler: future goals are an important source of motivation
Freud: future goals are unimportant

71
Q

Adler vs. Freud on human nature

A

Adler: optimistic about human existence
Freud: pessimistic about human nature

72
Q

Adler vs. Freud on dreams

A

Adler: dreams are important to learn about lifestyles
Freud: dreams are analyzed to determine the contents of the unconscious mind

73
Q

Adler vs. Freud on the determinants of personality

A

Adler: humans are free to determine their own personality
Freud: personality is determined by heredity and environmental factors

74
Q

Adler vs. Freud on sex

A

Adler: minimized the importance of sex
Freud: maximized the importance of sex

75
Q

Adler vs. Freud on the goal of therapy

A

Adler: the goal of therapy is to encourage a lifestyle that includes social interest
Freud: the goal of therapy is to discover repressed early thoughts

76
Q

what leads to an inferiority complex?

A

excessive feelings of inferiority

77
Q

how do we develop the desire to strive for superiority, according to Adler?

A

it’s innate

78
Q

what kind of theory is striving for superiority?

A

future-oriented

79
Q

fictional finalism

A
  • imagined or potential fictional goals
  • determinants of lifestyle
80
Q

lifestyle

A
  • the personality structure
  • Established very young
  • People use different means to reach the same goal
81
Q

social interest

A

people’s innate ability to socialize

82
Q

striving process

A

based on a unique feeling of inferiority that develops early on in life

83
Q

maladjustment

A
  • feeling too inferior
  • Social interest is not sufficiently developed
  • Striving for goals that will make you feel better than everyone
  • At odds with being social
84
Q

adler on the drive to suceed

A

The drive to accomplish and succeed is healthy

85
Q

what happens when we are overwhelmed by feelings of inferiority?

A
  • Inferiority complex
  • Neurosis
86
Q

how does an inferiority complex develop?

A

Develops when a person is unable to compensate for normal inferiority feelings

87
Q

superiority complex

A

characterized by being boastful, self-centred, and denigrating others

88
Q

how does a superiority complex develop?

A

when a person overcompensates for normal inferiority feelings

89
Q

causes of inferiority complexes

A
  • Organic inferiority
  • Spoiling/ pampering
  • neglecting
90
Q

style of life

A

Unique character structures or patterns of behaviour

91
Q

how is the style of life developed?

A

it is influenced by social interactions

92
Q

four types of lifestyles

A
  • ruling-dominant type (RD)
  • getting-learning type (GL)
  • avoiding type
  • socially useful type
93
Q

Ruling-dominant type

A

people who want to dominate others, regardless of how it might impact others (attacking)

94
Q

Getting-learning type

A

people who expect things from others, and will even exploit and manipulate to get their way (dependent)

95
Q

Avoiding type

A

people who believe that success is achieved by avoiding failure (ignores problems)

96
Q

Socially useful type

A

people who are cooperative

97
Q

what type of lifestyle is desired?

A

socially useful

98
Q

Where do Faulty Lifestyles Come From?

A
  • Physical inferiority
  • Spoiling and pampering
  • Neglect
99
Q

safeguarding strategies

A

Adler’s equivalent of Freud’s defence mechanisms

100
Q

who uses safeguarding strategies according to Adler?

A

people who are on a healthy path don’t use safeguarding strategies

101
Q

types of safeguarding strategies

A
  • Excuses
  • Aggression (3 forms)
  • Accusation
  • Blaming others for shortcomings
  • Self-accusation
  • Distancing (3 forms)
102
Q

3 forms of aggression

A
  • depreciation
  • idealization
  • solicitude
103
Q

depreciation

A

bringing another person down

104
Q

idealization

A

using unrealistically high standards to judge others

105
Q

solicitude

A

treating others as if they are incapable of caring for themselves

106
Q

What belief influenced Carl Jung’s theories

A

his belief in the paranormal

107
Q

personal unconscious

A

reservoir for material that was once conscious

108
Q

Jung’s personal unconscious is similar to Freud’s

A

preconscious

109
Q

complexes

A

patterns of emotions, memories, perceptions, and wishes in the personal unconscious organized around a common theme

110
Q

are complexes conscious?

A

they can be conscious or unconscious

111
Q

the collective unconscious is part of _____

A

the unconscious mind

112
Q

persona archetype

A

public face or role presentented to others

113
Q

what is the goal of therapy for Jung?

A

to uncover the shadow archetype

114
Q

Jung’s shadow is similar to Freud’s ______

A

primordial instincts

115
Q

self archetype

A

unity, integration, and harmony of the total personality

116
Q

three types of motivations behind archetypes

A

archetypes are either ego, self. or soul-driven

117
Q

ego-driven archetypes

A

driven by the conscious world

118
Q

self-driven archetypes

A

driven by the unification of the conscious and the subconscious worlds

119
Q

soul-driven archetypes

A

driven by the unconscious world

120
Q

ego (Jung)

A
  • Conscious aspects of the psyche
  • Involves thinking, feeling, and remembering
  • Selective about what is admitted into awareness
121
Q

2 attitudes of the psyche (Jung)

A

extraversion & intraversion

122
Q

extraversion

A

orientation toward the external world and others

123
Q

introversion

A

orientation toward one’s own thoughts and feelings

124
Q

Jung’s psychological functions

A

Ways of perceiving a person’s external and internal world

125
Q

4 types of psychological functions

A

sensing
thinking
feeling
intuiting

126
Q

what types of psychological functions are rational?

A

thinking & feeling

127
Q

what types of psychological functions are irrational?

A

sensing & intuiting

128
Q

sensing (psychological function)

A

detects the presence of objects. It indicates that something is there, but not what it is

129
Q

thinking (psychological function)

A

tells us what an object is. It gives names to objects that are sensed

130
Q

feeling (psychological function)

A

determines what an object is worth to the person. Pertaining to liking and disliking

131
Q

intuiting (psychological function)

A

provides hunches when factual information is not available

132
Q

Jung’s psychological types

A

Combines attitudes of the psyche with psychological functions

133
Q

8 psychological types (Jung)

A
  • extraverted thinking
  • extraverted feeling
  • extraverted sensing
  • extraverted intuiting
  • introverted thinking
  • introverted feeling
  • introverted sensing
  • introverted intuiting
134
Q

individuation (Jung)

A

The integration of all conscious and unconscious facets of personality

135
Q

aim of individuation

A

reaching fulfillment and trascendence

136
Q

steps of individuation

A
  1. Confront the unconscious
  2. Dethrone the persona
  3. Accept the dark side
  4. Accept the anima and animus
  5. Transcend
137
Q

Jung’s aspecst of personality (summary)

A
  • Ego
  • Attitudes
  • Psychological functions
  • Psychological types
  • Personal unconscious
  • Complexes
  • The collective unconscious
  • Archetypes
138
Q

Horney’s disagreement with Freud

A
  • Horney disagreed with Freud’s notions of the Oedipal complex and his division of the mind into id, ego, and superego
  • Horney thought that Freud’s theory reflected a different country and time, so problems that people experience must be culturally, not biologiclaly determined
  • Sexual problems are secondary to jobs, food, and medical care
139
Q

childhood need for safety (Horney)

A

If a child’s need for safety is undermined, they will experience psychological problems

140
Q

strength of womb envy vs. penis envy

A

Claimed that womb envy was stronger than penis envy because men depricate women more than the other way around

141
Q

Horney’s childhood need for safety is similar to ____

A

Adler’s stiving for superiority

142
Q

how can the need for safety be undermined?

A
  • Ridicule and humiliation
  • Isolation of a child from peers
143
Q

when does helplessness increase (Horney)?

A

Infants’ helplessness increases when they are kept in an excessively dependent state

144
Q

Reasons for a child to repress hostility towards parents (Horney)

A

punishment, love, and guilt

145
Q

basic evil

A

anything that parents do that undermines a child’s security

146
Q

basic hostility

A

feeling generated in a child if needs for safety and satisfaction are not consistently and lovingly satisfied by parents

147
Q

basic anxiety

A
  • It is the general feeling that everyone in the world is potentially dangerous
  • The foundation of neurosis
  • Exists when basic hostility is repressed
148
Q

self-protective mechanisms

A
  • motivate a person to seek security and resistance
  • are powerful and intense
149
Q

what does basic anxiety cause

A

feelings of helplessness & loneliness

150
Q

neurotic needs (Horney)

A

10 strategies for minimizing basic anxiety

151
Q

who has neurotic needs?

A

Everyone has these needs and attempts to satisfy them, but a neurotic person makes one need the focal point in life

152
Q

what are the 10 neurotic needs?

A
  • affection and approval
  • dominant partner
  • power
  • exploitation
  • prestige
  • admiration
  • acheivement
  • self-sufficiency
  • perfection
  • narrow limits to life
153
Q

3 neurotic trends

A
  1. movement toward people
  2. movement against people
  3. movement away from people
154
Q

moving away from people

A

emphasizing privacy and self-sufficiency to provide relief from anxiety and save oneself from the potential pain of emotional experiences

155
Q

what kind of approach did Erikson use?

A

a psycho-social approach

156
Q

autonomy

A

allowing children to manipulate and control what they encounter

157
Q

initiative

A

deciding to do something on your own

158
Q

industry

A

belief in one’s strengths and abilities

159
Q

inferiority

A

lack of appreciation for one’s talents and skills

160
Q

what does moving toward people result in?

A

a compliant personality

161
Q

what does moving against people result in?

A

an aggressive personality

162
Q

what does moving away from people result in?

A

a detached personality

163
Q

3 forms of distancing

A
  • Moving backwards
  • Creating obstacles
  • No lose situations
164
Q

personal narrative

A

a story of one’s life experiences

165
Q

how are personal narratives used to study personality?

A

Participants are usually interviewed by a researcher, which is then recorded, transcribed, and coded by multiple judges

166
Q

benefits of using personal narratives to study personality

A
  • Personal narratives tend to be consistent over time
  • Personal narratives are particularly useful for studying Erikson’s stages of personality development
167
Q

the downside of using personal narratives to study personality

A

Personal narratives are selective presentations and are not entirely accurate

168
Q

Erikson’s theory and personal narratives

A
  • As Erikson’s theory would predict, people told the most stories reflecting the theme of generativity vs. stagnation in middle-age
  • Highly generative adults tended to provide stories in which bad situations lead to good outcomes
  • Highly generative adults also told more stories containing themes about friendship, sharing, affiliation, nurturance, and being prosocial
169
Q

what leads to physical inferiority?

A

Compensation
Overcompensation
Superiority complex
Inferiority complex

PSYC 332 (12 decks)

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