Chapter 3- Neoanalytic Approaches

Chapter 3- Neoanalytic Approaches 

Following Freud's psychoanalytic theory there were many variations of techniques used. Five of these variations, as discussed in chapter three, are Carl Jung's version of Psychotherapy, Ego Psychologist (EP), Object Relations (OR), Self Psychology (SP), and Relational Psychology (RP). Based on there strong similarities and differences between psychoanalytic theory, these variations are categorized as neoanalytic approaches.

In Carl Jung's version of psychotherapy, Jung rejected Freud's association with sexuality. Jung's version focused more on the analytic side of psychotherapy. In his work he connected the unconscious with the conscious to differentiate an individual's personality based on numerous categories. Jung's findings are still used today in renowned tests such as the Myers Briggs Type Indicator. 

Ego Psychology was highly influenced by Frued's daughter, Anna Freud, and Heinz Hartmann. In Ego Psychology, there is a large emphasis on an individuals ego. Psychologists that follow this approach believe that the development of an individual, similar to psychoanalytic therapy, is believed to occur during their childhood. In addition, EP believed that development in these stages and the quality of the environment played a large role in establishing an individual's ego. In therapeutic sessions, EP, follow a free association technique and often use dream analysis to make unconscious thoughts become conscious to an individual. In doing this EP helps an individual become aware of their unconscious and it also helps the individual to construct their ego based on their new awareness.

Object Relations (OR) was highly influenced by Melanie Klein. In OR the relationship between a mother and child is regarded as the most important relationship. Dysfunction is believed to arise from improper parenting. In OR an individual is believed to project their dysfunctions to objects, such as certain people, a body part and/or a bipolar personality. In therapeutic sessions, OR follows a transference technique in which the therapist is in charge. The goals of OR are to repair an individuals relationships with the objects in which they projected their dysfunctions.

Self Psychology (SP) was highly influenced by Heinz Kohut, whom had a history of working with narcissistic personalities. In SP the relationship between a parent, is once again highly valued. In SP, it is believed that an individual may be unable to differentiate themselves during infancy, which leads to developing narcissistic personalities and having a fear of falling to pieces. In therapeutic sessions, SP follows an interpretation technique along with a huge emphasis on a welcoming and empathetic environment. The goals of SP  are to help the individual recognize and repair the deficits in their personality.

Relational Psychoanalysis (RP) was highly influenced by Sandor Franzecki and Harry Sullivan. In RP the childhood development of an individual is important. In RP, an individual is believed to develop patterns, which may reflect aggression, sexuality and conflict based off of there childhood experiences, such as patterns held by their parents. In therapeutic sessions, RP follows a free association and dream analysis technique. The goals of RP are to help an individual recognize patterns and make changes to reflect healthier relationships.

In all of these neoanalytic approaches, similar to Freuds theory, the development of a child and the relationship with the caretaker are considered important. The largest difference between these neoanalytic approaches and Freud's theory is the concept of motivation. In the neoanalytic approaches, motivation is believed to derive from conflict between the conscious and the unconscious. 

After reading this chapter, I believe I would be able to use many of these techniques in student affairs. Particularly, Carl Jung's, would be helpful in quickly understanding a student  I believe knowing and understanding these approaches may help me decipher underlying issues that students may have, which can help boost rapport with the student. Overall, I think this chapter was truly helpful and I look forward to learning other approaches.

Chapter 2- Psychoanalysis & "Psychoanalytic session" Video

Chapter 2- Psychoanalysis

Psychoanalytic theory is one of the earliest types of psychotherapy and was originated by Sigmund Freud. Although there has been a few changes and adaptations, some of the core principles are still held today. It is also the form of treatment that most people associate with therapy- a client laying in comfy couch talking about themselves to a therapist that seems distant (hence the photo of the couch above).

According to this theory, a person's actions and behaviors are often motivated by a combination of our unconscious, preconscious and conscious thought. Some of an individual's unconscious thoughts are believed to derive from experiences made during our earlier stages of development, with ages 5 to 6 being extremely crucial. Freud believed that too much or too little stimulation during these stages can lead to an individual being stuck in their desires and/or behaviors. However, since these thoughts may not be socially and morally accepted, as an individual matures in age, an individual  may repress these desires and behaviors. Repression and other defense mechanisms, while made in good faith, often lead to psychic conflict, requiring the help from an analyst (therapist). 

In the chapter, the authors highlights four phases of therapy, which are the opening phase, development of transference, working through, and resolution of transference. In the opening phase the analyst and client meet a few times before deciding if the relationship is a good fit. After deciding it is a good fit the client must agree to openly share all thoughts and dreams even though they may believe they are not important. The next stage, development of transference, is when the analyst finally shares their analysis with the client. It is also a time in which the analyst may become an important figure in the clients life. Following the analysis shared by the analyst, the client may bring forth more information, leading them to continue to work through. Finally, after the client begins to take insight and control of their psychic conflict they agree upon a date to terminate the therapy.

After reading this chapter, I find psychoanalysis very restricting. I believe it may not be something I may use in student affairs because it requires a lot of time, which neither of the counselor or student may have. Although it is not a theory I may use, I have learned a lot about the power of the unconscious and find this useful for my future practices.

"Psychoanalytic session" Video

This video demonstrates the free association technique as described in chapter two. It shows the client laying on the couch with the therapist sitting out of the view. In this video the therapist does not speak much, except to clarify details of the client's experiences and thoughts. 

The other technique demonstrated in this video is dream analysis. As the client explains her dream, the therapist interprets some of the details and symbols from the client's dream. The therapist, also, once again does not speak much except for clarifications. Towards the end of the session the therapist begins to associate some of the details in the client's dreams as she mentions some of her current feelings. This exhibits how the therapist may help the client connect her unconscious thoughts with her conscious thoughts.