Personality psych exam 3

Sandor Ferenczi

"confusion of toungues" whatever children are given, is what they label as love regarding internal experiences of the child who is sexually abused: "(the) child reacts to sudden unpleasure, not by defence (due to weak & undeveloped personality of the child) but by anxiety-ridden identification & introjection of the menacing person or aggressor. To maintain order (where love means abuse, where innocent are guilty, and those you trust hurt you), the child's psyche fragments & divides where each fragment behaves as a separate personality not aware of other fragments" Etiology of DID: the abused child does not know what self protection is thus the child comes to believe that she she or he must "speak" the language of passion the perpetrator demands in order to get the love the child needs if you cannot beat them you become them the child is given sexual hate, not sexual love- they assume that the abuse was a consequence of their own behavior (self blame)

sources of external impingements

(winnicott) rigidity (parents dont see you), narcissistic attachment, unable to soothe all = not "good enough parenting" includes any kinds of failures or problems from the environment

Criticism of Adlerian thinking

- Chose to teach and practice over getting organized/presenting a well-defined systematic theory - Unwilling to explore childhood experiences, early memories, and dreams - too positive sometimes - its so optimistic but does not tell us how to go about doing this - no developmental process or model contribution - too idealistic - too common sense

Trauma Treatment

- Must actively interpret 1. relational dilemmas 2. the need to bring the "split off" part of the self (the "bad self") into treatment; the bad part that the individuals see of themselves the kids who like you will be nice to you in therapy but mean to the world think the world is against them they have that perverse object contact 3. importance of articulating (an in some measure meeting) the child's underlying relational needs - Most important part is working through "identification with the aggressor" 1. where human connection lies for the abused child 2. there is a perversion of the object relationship - you have to separate that perverse object contact to the real object relation needs 3. confused self-blame vs. real blame •Therapist must offer a certain measure of genuine gratification in the relationship with he traumatized child •Perhaps for the first time in his/her life, the abused child may experience a human being who gives friendly understanding instead of criticism/punishment •Understand that internally, the abused child is both the victim & the aggressor •Must integrate the good and the "bad" self because the "bad" side is very much a part of who the child is •Both sides must be therapized (integration) •Safe & containing

2. Identification with aggressor

- as a defense internal feelings of fear/weakness -but by identifying with the aggressor, the child recognizes that she/he has "chosen" to become "bad" - if they start to think this the anger they feel at the perpetrator they feel at themselves and they cannot decathec -therefore she/he is deserving of anger/judgement she/he feels toward the abuser and now must take it out on the most imporatn treatment issue? how do you help a person feel these kinds of weaknesses without identifying with the aggressor, because its the identification with the aggressor that starts the next 3 steps

Trauma Bonding (stockholm symdrome)

- child may seem disorganized but is actually being driven from one side of the relational dilemma to the other rapidly - happens because contradictions cannot be resolved (how can someone who says they love me hurt me?) - The pain and memory of the abuse has not been integrated; its repressed - difficult to be angry at perpetrator because of fear of loss of object (emptiness and annihilation): human beings would take positive over negative relationship: choose negative relationship over abandonment : explains a lot about domestic violence: honey moon, build up, abuse - these children will choose abuse over no connection - if the pain and pleasure comes from the same source they choose pleasure - choice between bad connection and abandonment they pick bad connection

Important points with trauma

- do more than simply allowing or containing violent play - therapist must be actively engaged and interpreting whats going on -- if a child is palying with toys where one action figure is going to be abusive to another and play then the therapist has to talk about well i wonder what this person is feelings; you put a lot of words and articulate what is going on - cannot be neutral (blank screen)- would amount to abandoning the child to re-experience disintegrating feelings and memories by themselves - repetition which allow for mastery (collaborative effort with child) - you have to get close to the trauma without over stepping •Get close to the trauma without stepping over into traumatic re-enactment •Requires considerable tolerance for anxiety by the child and therapist; you dont encage in repetive harful behavior; requries considerable tolerace of anxiety by child and the therapist •Help develop boundaries (affective) & build defenses (help develop capacity for safe & useful expressions of traumatic memory) eventually when trust can be establish that the child will actually develop capacity for safe and useful expression of traumatic memory * Seriously disturbed patients may resist interpretation (Bion 1959 - "attacks on linking") - a.k.a. "resistance" •May need to pull back & re-approach at a later point (danger of forcing interpretation may replicate "abuse") •Balance with not colluding with resistance (some TP have said "we will never talk about it"....then there is no treatment) •Active articulation & explanation of relational dilemmas in a manner which is acceptable & accessible to the child to make a narrative that makes sense to the individual is the treatment goal!

1. Relentless relieving of abusive relationships

- either as a victim or perpetrator; link between trauma and abusive relationship; limited capacity of relating - constantly inviting rejection and punishment in skillful and provocative ways; -relationship become impossible from this view (someone is a victim or victimizer)

turning point in therapy

- hardest point in treatment is when the child asks therapist to abuse him (especially in play therapy)/prior explain if you do play therapy like figures in a house and the child as the therapist to play along - have to get "close" in order to transform (corrective emotional experience) close enough to bring play to the surface but not enough to where it becomes an opportunity for reenactment; ex when a trauma survivor and is in treatment with a therapist who has their own trauma so they cross boundaries and never get to the core psychological issue - "playing" both sides is critical - difference between past and present must be recognized - metabolize or work through toxic, internalized structure that was introjected in the individual is the long-term goal of treatment

Sibling order

- he's talking about family thereapy before there was such a thing as family therapy - your sibling position can influence your personality to some extent - oldest kids can be bossy and are known as practice kids, middle feel left out, youngest known as princesses or princess

Model 1 (1 person) (Freud)

- looks at what people avoid, fear anxiety trauma - if they avoid it; they avoid knowing a part of themselves classical psychoanalysis - goal: awareness and adaptation (insight oriented) - work through resistance (defenses) - if people avoid in model 1 then they turn to the world- model 2 avoid

5. Possession

- virtual absence of a conflict free self or functioning; they fear being abused gain - the abused: fears being abused again by also fear becoming abuser and hurting others - it is intolerable to live life as a victims: one is weak and powerless - but it is equally intolerable to live life as a perpetrator for then one deserves all manner of punishment - dilemma: either I am bad or I am nothing and this is an intolerable situation

8 problems in the literature

1. Borderline children are not borderline adults : when we treated adults who were diagnosed as child there is a difference between how the child and the adult who carries the trauma kids who are victims of trauma are more fluid and chaotic and they are overwhelmed 2. Limitations of etiological theories (Mahler) means that the ideology is the causation so far Hartman and Mahler reapproachment. These theories that conditions of borderline personality may not be the complete picture// most come from borderline families: listen to you when you listen reject you when you don't. The other 50% may have something that is traumatic too time limited 3. BPD supplanted by PTSD but not clear about implications - PTSD is axis 1 - if you can forget your child hood pain you will probably run into a personality disorder - if you try and you can you symptoms show 4. Childhood trauma and childhood psychopathology; if a child is traumatized this week, what do they look like next week 5. Resistance to looking at the experience of the traumatized child - this is something we've done a good job on - this thing called trauma seem to hurt people - our current data started in the late 80s - as our technology improve and neuro understanding so did this 6. Do we recognize PTSD in children? (or is it misdiagnosed as AD/HD) - 7. Why does sexual trauma cause a particular pattern to occur? - why does sexual abuse - they can become repeat offenders 8. Treatment difficulties -

5 Basic Psychological Dynamics

1. Relentless reliving of abusive relationship - either as a victim or perpertrator - constantly inviting rejection and punishment in skillful and provocative ways -relationsip beome impossible from this view (someone is a victim or vitimizaer 2. identification with gressor - as a defense internal feelings of fear/weakness -but by identifying with the agressor, the child recognizes that she/he has "chosen" to become "bad" -therefore she/he is deserving of anger/judgement she/he feels toward the abuser and now must take it out on 3. perverse object contact - "perversino is the sexualization of the avoidance of intimacy - cruel paradox: the desire to love and be loved causes violence and perversion - why sexual abuse is so damaging to the child's sense of self and other: the child comes to believe that love destros - esplains sado-masochism: central motive finding human connectedness on the onlyterms offered - this is Ferenczi's confusion of tongues

3 problems of life

1. Sex and marriage 2. School and occupation 3. Family and social nature his theory has been see as superficial because he emphasized the psychology of abuse and saw inferiority experiences as critical criticized that his theory was not as deep

contributions of adler

1. gave Freudian theory the social aspect it needed 2. concept of the "creative self" is highly personalized, subjective and optimistic 3. focused on the uniqueness of each personality ad less emphasis on sexual interest 4. consciousness is the center of personality

4 pivotal factors (result of trauma)

1. repetition of abusive relational patterns: if someone abuses an induvial becomes the victim or aggressor 2. identification with the aggressor: if i become them i am no longer the victims 3. self blame: 4. seeking object contact through sexual/violent means: the way human beings relate are damaged. inappropriate or preconscious, people feel really uncomfortable around them// always experience annihilation anxiety - these factors are defenses against "annihilation anxiety"- im not gonna make it - child trauma survivor "runs from and runs back into" annihilation anxiety through repetition of relational patters; they do this in inappropriate ways and then are rejected

Long Term Treatment Process

1. share experiences with a sympathetic and comforting person 2. therapist articulate experiences which child recorded but could not organize (i.e. label feeling & give descriptions of events which provides a means of verbal expression & management of memories) 3. prevention of vulnerability without identification with aggressor 4. Identify real relational needs (longing for love, care, & affection) which lie beneath aggressive/ sexualized modes of obtaining object contact

4 traumogenic factors (Finkelhor & Browne)

1. traumatic sexualization: assult and act of violence if they know the person, trust and safety is obliterated 2. betrayal 3. powerlessness: normal powerlessness: not wanting to go on a family vacation but you have to 4. stigmatization: mentally branded for life. these kids when something happen may not understand it but they know something bad happened to them and try to show it through their actions keep in mind that these kids who are abused and abused by people who have access to them, not by strangers that why perception changes when there is damage at this level these factors cause damage to the child also sexual abuse occurs in the concepts of relationships that are disturbed and distorted alters views of relationships, self, and others aka: object relations

Carl Jung

1875-1961; Field: neo-Freudian, analytic psychology; Contributions: people had conscious and unconscious awareness; archetypes; collective unconscious; libido is all types of energy, not just sexual; Studies: dream studies/interpretation 1. teleology 2. role of sympolism 3. primary goal: to gain more awareness freud had used this horse and rider metaphor and then he changes the horse and rider to a boat(conscious) on the ocean (unconscious) 4. disagree with freud over the nature of the unconscious; believed that the mind uncosncious was much deepder collective unconscious made of universally inherited neural paterns (arhedyptes and predispositions ) (collective unconscious) ex: watch out for strangers, but then you ask them what a stranger looks like they say "anyone you do not know 5. hisotry of relationship with freud 6. fall out with frued Jung wanted freud to use collective unconscious and then frued 'borrowed' idea to create the phylogenic unconscious; eventually had this huge screaming match carl jung had psychotic break and prophetic vision and stop practicing psychoanalysis jung joined nazi party and exiled freud, jung convinced them not too they cared about each other jung was academically connected

Fictional finalism

Alder's theory that an individual is motivated more by his expectations of the future than by past experiences ex: honesty is the best policy, sometimes it is sometimes it is not, but the idea is that we are motivated by expectations of the future rather than experiences of the past disagreed with freuds focus on the past if you want to get to heaven... and this final goal is fictional, but if they feel that they are true then they drive you - i will do this "as if" i was an honest person also knwon as the psychology of as if, meaning that man lives by assumptions, we don't have real concrete evidence that these ideas we hold onto cannot be proven, these ideals called values makeus feel like there is a right way to do things then it will affect our behavior

Role of annihilation anxiety

Annihilation anxiety is the imagined fear of psychic destruction that will occur as a result of some catastrophe or loss. According to Prior, it is brought on by trauma

Ego (as different from reality principle)

Center of consciousness; contains memories, thoughts and feelings this is the basis of myers type indicator

"Cuddling" as communication

Cuddling communicates to the child that they are seen and loved Cuddling is a primary means of communication between infant and the mother. That's how you tell a baby that you are seen and you are loved

Social interests (ideal society)

In the ideal society, all would be motivated by the needs of society. If we all cooperate, we can eliminate inferiority elements we all need to work together with a common goal motivated by social needs all need to work together to meet a common goal (COVID) to form a perfect sociaty based on cooperation and then we can get rid of a lot of inferiority feelings believed that one of the best ways was to eucate people believed that greed and dominance was the result of an imperfect society

Metaphor for the Unconscious

Jung believed the unconscious was like an ocean and the conscious is a boat on that ocean

Word association & unconscious process

Jung taught freud he would say handle; sharp; blade then say green: no response handle: response yellow: no response sharp: response blue: no repsone blade: repsone silver: pause, response most fascinating psychological assessments. It's based on the idea that your subconscious is sometimes capable of controlling conscious will. As such, a single word can unleash past traumas or reveal unresolved internal conflicts.

Personal Unconscious

Jung's name for the unconscious mind as described by Freud arises from represion has insticts complexes, you hang ups and issues you haven't resolve and you individuation process to push you to wholeness

Major and minor archetypes

Major archetypes are: Self Shadow Anima/Animus Persona

Extremely maladaptive (mask)

Mask; psychopath/ serial killer most problematic the trues self is completely masked over and false self takes over all relationships the false self deals with the real world and no trues elf to speak of "psychopath" the false self fails because the individual is living as an incomplete person "running a marathon at full speed with no beginning and no end" The false self deals with the real world There is no true self to speak of The false self is going to fail eventually because the person is incomplete Like running a marathon at full speed with no beginning and end This + homicidal tendencies + sexual deviancy + absence of empathy Forensic aspect of the mindset of a serial killer

Archetypes & functions

Model of a personality, person, or behavior; deposits that we don't need to relearn see across cultures Used in society to teach lessons some have crystalized and become autonomous we are souls serching for our own meaning of existence get in touch through dream exist in mythology are in stories hero archetype etc. push us to wholeness

Zeanah & Zeanah's model (trauma bonding)

Self: vulnerable or sadistic avenger-- Other: sadistic abuser or vulnerable victims Relational Action: violent abuse or violent abuse Affect: terror and pain or sadistic glee and guilt they go back and forth between these different templates and very little way to integrate them because they are disparate trauma: a relational disorder meaning it impacts in the way they can relate to themselves and others because it comes through the vehicle of interacting with others

Bion's "attacks on linking"

Seriously disturbed patients may resist interpretation the individual does not want to know that they were abused by a parent Resistance Seriously disturbed patients may resist interpretation and attack the emotional links that the therapist works to create Do not force interpretation at this point because it may replicate the abuse

Ordinary devoted mother

The mother that is naturally devoted to her task -- raising her children provides a specific adaptive content for her newborn to flourish and mature. The mother can empathically put herself in her infant's place (close identification". Mother's heightened empathy permits silent communication which allows the infants "innate equipment"(the hiclds ability to manipulate their world) to unfold

Model of the Psyche

The psyche is like a pyramid consisting of: Ego Personal unconscious Collective unconscious

Perverse object contact

Traumatized children look for contact on their own terms -- i.e. through violent abuse. Explains fetishes and philias. - "perversion is the sexualization of the avoidance of intimacy - if a child is abused the need for adult love is never satisfied, and when you go through puberty, then the needs that they never recieved from grown up turns into peer relationship and we expect those from love relationships that are peer to peer, but when you have been hurt then you become afraid so there is an avoidance of intimacy's and it becomes sexualized - cruel paradox: the desire to love and be loved causes violence and perversion - why sexual abuse is so damaging to the child's sense of self and other: the child comes to believe that love destroys - explains sado-masochism: central motive finding human connectedness on the only terms offered, then you start to see some connection with the paraphilias is a learned phenomenon's through traumatic abuse - this is Ferenczi's confusion of tongues

Abusive relationship patterns

Victim grows up and looks for same types of relationships; they become habitual victims and offenders

Going on "being"

When children can internalize and self-sooth winnicott. child must have good enough mother/ holding environment to not to be 'caught up in a false self and a compulsive cycle of "doing" to conceal the absence of "being" "i am here to catch you" - parent enables child to tolerate, manage, an compe with life's difficulties they know parent will return leads to attachment perspectives

Meaning of symptoms

Win understood that physical symptoms of the health Childs ability to fight against disease and adversities symptoms themselves are not problematic they are problematic when they are link to the failure of a child's ability to defend themselves; this assumes the presence of abnormality

Good-enough mothering

Winnicott's term for the average expectable parenting, which is sufficient to nurture a reasonably healthy child Parent mirrors the child's facial expression

Analytic Psychology

a branch of psychology that views the person as a constellation of compensatory internal forces in a dynamic balance gives idea of the collective unconscious relationship was tight jung with freud had a fall out that psychologically injured carl Jung

Doctrine of Teleology

a person lives by causes and beliefs or they pertain to ends or purposes the teleology of carl jung was similar to fictional finalism human beings are souls that are here to seek own self awareness kinda like fictional finalism

process and cautionary points- martha

a. disruption then repaired b. if disruption is "too much", then there it is defended against c. "traumatic disillusionment"

Style of Life

according to Adler, each person's distinctive way of achieving superiority - everyone has a unique style of life - no two are alike - they are unique to each perosn like finger print - each peson develops different sizes of their personalities and unique skills - (kohut) basic skills and talent - we develop different parts of our selves; some of us are athletic some of us are musical - you develop is unique to us - you develop that part that you are good at - formed early by age 4 or 5 and difficult to change (possibly what we would call temperament) - based on certain inferiorities and then we recognize those 3 problems areas; can result in developing a mistake in style of life ex: neurotic

Creative Self

according to Adler, the self-aware aspect of personality that strives to achieve its full potential - hard to describe - we see the byprodct of the creative self - EX: I am always impressed by somone who has natural skill, "a rockstar" hard to describe we can see the effects of the creative self but we actually cant see the creative self its slef if you think about the stimulus impacting the organism and then the response its the human factor that happens between the stimulus and the response ex: when someone is making are you see by the time you see the art being produced you see the by product of the creative self but you do not see the creative self 5 and 6 are part impartial to the same thing interpretation of early experiences leads to this creative self and style of life and basically impacts how you see your early life and impacts lifestyle and goals

Modification of the "Self-Other" continuum (Kohut)

agrees with Kohut borrowed this from Klein relationships with others impact how we see ourselves Kohut thinks narcissisms, but Winnicott sees anti-social behavior - they never reach a period of development or an end point of maturity because they never learned to pity others

persona (major)

allows the person to adapt to society mediates into the internal and external world basically the publics self (mask) that comes from stoical world ego or center of consciousness advertises how we want to be seen allows for social success nothing hidden no latent content just peaking a different language all of our ancestors have to play a social role

trauma

any event that is so oerwheming that is above and beyond the course of normal life events toxicity- war trauma and sex trafficing sexual abuse: sexualization of an individual physical abuse: injury base: neglect, emotional or physical age of onset: any age, we all live in this illusion of safety until something bad happens neurological studies- impact of sties on the brain (corpus callosum, HPA axis, vagus nerve) Trauma and Personality: - traumatic events can impact the way we relate to ourselves

3 stages of personality development

begins first 5 or 6 months of life - child achieves a series of important cognitive & emotional developments he doesnt tell us the ages from age to age (1) personality integration: this is the earliest stage of life. there is no person to embody the integrate personality meaning that the primal stage of being at this stage is unintegration: a potential. This is not pathological. there are only biological needs and potential. Progresses through two activities: the interaction between parent and child towards the second stage: - babies own internal world of needs and desires: routine is the stabalizing force around which peronslaity starts to form - the care that the infant recieves. When the mother or parent responds to an infants needs survival is not threatened, cuddling predictable care. child begins to understand that there is a me and a possibility of a not me. This is known as a holding environment. Cuddling is a primary means of communication between infant and the mother. Thats how you tell a baby that you are seen and you are loved (2) Personalization: when the child because they have this holding from the first period that they feel secure. The process of taking ownership of one's own body so that the evolving person has a place to reside. infact the mothers attention to physical cleanliness and car helps the child understand that he or she has a body, resides in it, and sometimes has control of it. Self or not self distinction is beginning to solidify. when people have certain mental disorder that come from isues with the body you see: eating disorder, or schizophrenia and have disociations about their body. sense of being comforatble in ones own skin first two stages are doen in magical period: when they need something its there (3) realization: the child has to learn how to deal with the external world. When real limits interfere with the infants needs. How a child manages will determine his or her ability to develop a coherant sense of self ex: when a parent consistently take care of child the child doesn't know that its the parent they just know that their needs are met. But lets say the parent is in the bathroom and the baby is hungry, the babies needs are not met right away. Real world limits and imige ments start to interfere. If a parent has been consistently giving to a child, not perfect, then eventually you have put eought psychologicla money in that bank, the child realizes oh they are not here but the will be here soon. As the infant develops they have to deal with limits from the real world at some point the child realize that there is time space and limitations if they fail to develop this they develp antisocial tendencies the babies realize that there is another huge developmental state pitiless to pity chid can become angry about losing omnipitence: tantrums; terrible two parents need to be tolerant

Winnicott - Object Relations

considered to be the top 3 representatives of object relations movements - pediatrician and child analyst: kinda conflicting practices - influenced and trained under Melanie Klein - parted ways with Klein because she seem to pathologize what Winnocott saw as normal developmental processes ---- saw children as little adults' and gave kids clinically and developmental too much credit ----- you have to condiser devleopment - Klein taught winnicott that guilt was a psychological achievement - Winnicott saw symptoms in a different way: thinking came from his conflicting practices: - he thought klien pathologized symptoms way too much so he depathologizes nomral devleopmental processes as playing a critical role - ex: when a child becomes symptomatic the child fights them - he say annihilation anxiety and transitional objects as serving critical purposes - his object relations and is one piece of a multi model perspective - consultation model (spatula and squiggle techniques) - there is a lot of preloading in psychiatric conditions

Collective Unconscious (phylogenic)

deeper part that freud miss universal neural patter most human beings have the same collective unconscious because we have a common ancestor has archetypes predispositions to thoughts and forms Believed the unconscious was much bigger than what Freud thought. Believed we all have the same unconscious because we have similar experiences (pattern - born, do some things, and then die) All stories have a hero which is part of the collective unconscious Part of our conscious that is transpersonal. Offered the idea to Freud but he doesn't take it. ex: mothers - take care of us and nurture us - we share more similarities with others in our culture (similar experiences

Martha Starks's 3 Model Integrated Approach

defense to adaptation (child- development; patient- getting better)

Minimally adaptive (defender)

false self protects the true self against exploitation and is buying them time waiting for the right situations to emerge so the true self can come forth ex: where a person may be raised religiously to think about their orientation as a sin, so they life this pretense life and then when they find the conditions to live their true life they can highest risk for suicide

Therapy approach adler

family therapy inferiority helping overcome

Therapy approach jung

find true self and become more aware worked with adults

Problems with True Self

greatest danger is if the false self is too successful - it can hide; the true self (ironic because the successful false self is who others think is the real person) - then the true self potentials are buried and the person Is not whole (can result in annihilation experience)

Transitional Objects

help a child shift from the dependence of infancy to the independence of later childhood -the child assumes rights over the objects - blankets, stuffed animals etc. - affectionately cuddled, love, mutilated - must never change (unless by the infant) - must survive instinctual loving and hating (aggression) - give warmth or move or have texture - has vitality of its own (reality of its own) - not a hallucination - gradually decathected (not repressed, not mourned, not forgotten)- loses meaning substance abuse - have a relationship with their drug - dont have a boyfriend or girl friend - their drug fills a void

Adaptive (Facilitator)

here the false selfe is organiged through socialization we all have a polite charming but modest part of us when you have to act right in public you do it you are un varnished or crass more normal developmental socialzation

Moderately Maladaptive (Caretaker)

here the true self is dimly acknowledge and permitted to have a secret life and lives in darkness false self takes care of true self and sees it s a potential you can see symptoms serving a purpose famous people who mess up their true self in secret and put up their false self (tiger woods, politicians)

problems can result in the origins of the "false self"

hides real self you don't know who the true self is they happen because of the failure of the mother infant relationship basically the trust isnt there people who seem nice but are internally angry When kids grow up with depressed parents, the kids pretend to be very happy Kids lose their childhood, trying to make their parents happier False self hides and protects true self Defends from exploitation, manipulation, and unjust demands

Jung's development model (Parabola of life's course) and his idea of symbolism

human beings aren't born as a blank slate believed that we have this sequence of behavior human beings believed that animal unfolded physically sequence of behaviors are wired in criticized archetypes are biological entities life's purpose lies in the progressive realization of archetypal program individuation the the process of being the undiscovered self criticizes Freud and says development happens throughout life Birth - childhood: biological phase where we grow adolescents transition: not easy; going from there to over there - early maturity: social, i am in this, you are getting to know your world; social self mid-life transition: start to act young again, age inappropriate; because they are lost in this transition - middle age: cultural self; start to focus on giving something back, parents late life transition: one day its gonna be impossible for me to get out of my car; walker; - late maturity: spiritual death; come to terms with getting older archetypes helps us to grow and adapt 1 aim the beginning of children and the business of protecting the brud involves acquiring money and social position 2nd aim- spiritual emphasizes religions and mysticism tried to look at cross cultural consideration of thins

benefits of insight-based treatment

human beings in ways by using these kinds of self knowledge obviously can be anxiety provoking but if supported can be reestablishing they can sit with it or avoid it therapist can support when someone is ready to talk, but also acknowledge when they are not ready to talk. the whole process of psychodynamic therapy is that it metabolizes pain, breaks things down - naming it, getting it said, ascribing meaning to it (creating a natives) things are forced into us introjects: the bad things are forced on to us internalization: good take in

Optimal stressor (Curative process)

human beings need to experience optimal stressor the kind of stress that does not overwhelm us but gets our attention goal: optimal challenge and capacity to tolerate - disrupt/reapir/repeat (hourglass) and people develop more capabilities to tolerate what is going on

two critical treatment issues

identification with aggressor and resistance (attacks on linking)

hourglass metaphor (process and cautionary points)

if you look at an hour class what happens as the sands comes down it builds and at some point there is is a mini avalanche and then it builds up to a higher points until the sand is done human beings reaction to stress (sand coming down) at some point every human being has a breaking point (mini avalanche): but over time we reconstitute to a higher level metaphor represents human reaction stress but also human reaction to counseling in therapy whenever we work with people you have to talk about what causes pain at some point but find a balance if you never talk you never heal but if its too much they defend against it and go back to model one so you have to help them with model 2

Individuation, Instincts, Complexes

individuation: inborn processes that push you to wholeness or completeness ex: when i grow up i will be instinct: experiences that were once conscious hunger thirst complexes Issues that were once present around emotional toned complexes Any issues that need to be talked about with someone Identity complex, oedipus complex, inferiority complex

Model 3 (Winnicott) (relational- contemporary object relations model)

internal presence of the bad; you do not have a loving parent, so that loving alcoholic uncle will suffice - you take what you can get avoid the pain of your life and turn to the world you take whatever you take 1 parent died and the other was so depressed they took off now you live with your alcoholic uncle but at least he signs your permission slips now you internalize the bad relational- contemporary Object Relations model - internal presence of the bad - this relational pain fuels repetition compulsion- re-enactment: people who try to fix stuff by repeating the same patterns again and again - work thru the turbulent energy that will inevitably arise when you bring "gunk" into edge of intimacy

psychodynamics of trauma

little has been written about how to treat seriously traumatized child many clinicians are cautious in approaching sexual trauma in children Judith Herman (1981)- "Father Daughter incest" --- 3 stage theory 1. safety and stability: helping a person reach their age appropriate level of functioning// can take a while 2. retelling story of traumatic event: deeper work of recovery 3. reconnection: what are you gonna do with this stuff// - may be missing a preliminary stage- "triage"- if somebody comes and they are symptomatic right off the bat they may need some immediate relief

Janoff-Bulman's idea

most people live in a safety bubble and think bad things happen to other people that happens to other people i cant believe it happened to me bad things can happen to anyone

Life is normally difficult

recognizes the important of the external reality and living in it and dealing with it - depathologiczes symptoms - Win said that neurotic behaviors or symptoms serve a purpose cause if normal life is difficult then symptoms are much easier - ex: addictive behavior life is difficult so you self medicate; so the addictive behavior serves a purpose

Nursing couple

relationship between baby and mother

Capacity to pity

self to other continuum (Kohut) Pity is a variation of empathy infant- born in a state of no concern; begins in pitiless relationship to external objects to satisfy it's own needs there is no sense of self so there can be no self of other the hallmark of growth: is the ability to have concern for others; maturity is indicated by the capacity to pity psychological achievements anti social tendencies: people who are this never get to this period of growth or maturity because they never developed the capacity to pity others

Alfred Adler

social and familial factors - first to break awak from freud (too much emphasis on sexuality as a drivig force in development - social interest and positive aspect of man - devoted himself to the importance of adult education - "sibling order" - 3 problem ares of life

Striving for Superiority (3 stage) theory of personality

source of psychological energy 1. born with an innate push to be aggressive: we are gonna seek to be actualize capabilities; desire to be powerful and develop mastery at something; a kind of self actualization and be better versions of ourselves 2. pushed by our inferiority 3. pulled by our striving for superiority feelings this is how the self develops into a whole being but he never tells us at what age and in in what ways they happen

Purpose of symptoms

symptoms serve a purpose cause if normal life is difficult then symptoms are much easier - ex: addictive behavior life is difficult so you self medicate; so the addictive behavior serves a purpose Win understood that physical symptoms of the health Childs ability to fight against disease and adversities symptoms themselves are not problematic they are problematic when they are link to the failure of a child's ability to defend themselves; this assumes the presence of abnormality process to gain primary autonomy but better understood as primary happiness at home if there are problems you develop a false selfe or a false mask

Spatula technique

testing to see how relatable kids are see how anxious the kids would get when the parents would get anxious kids would reach for shinny thing if the kid was anxious they would push the shinny thing way about object relations

Model 2 (1.5 person) (Kohut)

the .5 is the therapist- Self psychology (deficit theory- kohut: what you need in your environment is not there, internal absence of good) - internal absence of good (defend against this- relentless- refuse to accept/grieve about object/loss) - goal: move to acceptance (part of adaptation --- accepting the limits of the object (knowing our scars- empathy for self) - when people are avoiding themselves they turn to the world for good self objects and when they don't have this this deficit then you have to grieve and accept this - internal absence of the good dont talk about grieve but how people deal with pain turn to world best circumstances have family to turn to recognition that i didnt get what i should gotten and then they shift to model 3

Social determinism

the idea that social forces and social groups are the cause of criminal behavior] belief that individuals is shaped by social and family factors

World of "ordinary life"

the inter- reality is really an equal partner of outer reality (ordinary life) you can sit and think things through but you have do deal with the limitations of the world with dealing with the inner and the outer there is a paradox with the statement life is hard, but its not impossible; struggle to feel alive in the face of death symptoms serve a purpose

self (major)

the most important psychic organ of adaptation allows infant to adapt to their reality seeking its own fulfilment goal is self-awareness drives individuation in the personal unconscious allows the induvial to adapt o environment and spiritual existence all other archetypes come out of this one

Role of Symbolism (Jung)

the symbolism is basically the primordial language of man he says that the psychic reality between conscious and unconscious selves in many was your unconscious speaks the language of emotion feelings or images; you conscious speaks the language of words so in ways there is something that is lost between the two levels of self symbolism is the language between the unconscious and conscious self this is why interpreting symbols in dreams were very important to Jung

psychodynamic psychotherapy- martha

therapy aimed at uncovering the unconscious motives that underlie psychological problems - optimal stressor (curative process) - goal: optimal challenge and capacity to tolerate ----disrupt/repare/repeat - benefits of insight- based therapy - processing - metabolizing, breaking things down ---- naming it, getting it said, ascribing meaning (create narrative ---- introjects (bad-forced) ---- internalization (good- taken in)

4 functions of the Ego

thinking, feeling, sensing, intuiting

4. Self-blame

this comes after they try perverse object contact and are rejected - child comes to believe that she/he can evoke rejection or aggression from adults; the child starts to feel that they are being punished for being bad, rather than wait to suffer again the child becomes more proactive and tenacious. the kid cannot tolerate suffering as a victim - the child has choses to be bad and therefore it has to be driven out or destroyed so they look for punishment and bang head (defender) against the wall - that who she/he is, as a person, is sufficient to cause abandonment or cruelty from adults' - child become proactive and attempts to provoke the "inevitable abandonment" rather than wait for the "the other shoe to drop" - they cannot tolerate suffering powerlessly once again -spontaneous conviction that they (literally ) contain a "bad self" "suicidal dilemma" (Winnicott's Defender) - "bad self" makes the weak self stronger (defense against powerlessness) because without the "bad self", there is no defense - in some cases, when the false self realizes that the true self is in pain, they can kill off the true self

Annihilation Anxiety

this feeling of fear with anxiety Normal for a child to experience during realization stage When going from self to others, they experience lots of fear These fears are not problematic Only precursors to psychopathology or abnormality only due to the failure of the mother's holding reactions (not good enough mothering so annihilation anxiety becomes significant) Can be experienced in different ways fear of the vanishing breast/ abandonment. needs this and "good-enough mothering" for good personality to unfold. as they are moving from self to the other they have to hand over self control as they go from dream period to accepting reality they feel that antihalation they experience fear these fear by themselves are not problematic, but annihilation anxieties are only precursors to psychopathology when with the failure of the mother's holding reaction- no good enough mothering- anxiety become an significant problem going one being- im here to catch you, being able to afford to die. good enough mothering allows the child to cope with life's difficulties without this the child can't afford to jump and they become freighted to feel real they develop feelings of helplessness then the kid can't be spontaneous and they cant jump or manage impingements from the outside; any failures from the environment ex- bad attachment, rigidity- parents who are intolerant of a childs needs, inability to self sooth

Moderately Adaptive (Imitator)

this where the false self is basically modeled on careing productive and progective people false self is a collectio of binine identifications the individual acts as if they are somebody else they can be quite successful but after interaction they leave them as being in authentic

Stephen Prior

trauma is understood as damaging the capacity to relate to others (producing specific relational dynamics) and evoking annihilation anxiety - what does the child who was abused yesterday, look like today? - sexual abuse damages concepts of self, other, and possibilities of human relationships

shadow

undesirable quality part of us that makes us feel guilty basically project onto other people (scapegoating) do you know how you see your shadow and then right out the person you can be seen in the same room with treacherous stranger

Ferenczi's "confusion of tongues"

whatever children are given, is what they label as "love"

Treatment issues

when therapist has sexual trauma as well

Inferiority feelings & compensation

when we are lacking something, we feel inferior and don't like that feeling, so that feeling becomes reason enough to overcome it that recognition that we are lesser than can motivate us to overcome that position this can motivate us to change ex: Olympic runner, when she was younger had asthma and was discouraged from running, but she pushed herself to become an Olympic athlete any feeling of incompleteness in our lives that good enough reason to over come that in our lives adler himself had namoia at the age of 5 which got him to become a medical doctor

anima/animus (major)

yin (receptive, feminine) yang (masculine, driving energy) masculine feminine universes is comprised of complementary opposites human beings for the first 6 weeks of life the self is hermaphroditical babies are female and males have to be made by the Y chromosome males and females are physically made to adapt to the work they have to take care of so in ways human beings have masculine and feminine sides and are socialiez to one side and project your not side onto other people male/female An archetype from Jung's theory referring to the feminine behaviors in males, and the masculine behaviors in females anima- yin animus- yang: driving energy human beings are capable of all of these things plays out in how males and female relate to each other "you complete me" but no other human being completes another human being

Case of Conor M

•9 year old boy •Referred for sexual trauma work (documented that father was the abuser) •Significant fears around father returning, ADLs limited (e.g. bath time): he wouldnt wash and was a little stinky and he was abused during bath time so they used strategies to help him feel safe in the bath •Importance of pre-treatment phase (Winnicott) •Limits of CBT ("thought-stopping") tried cognitive work but the stop sign was a physical trigger that the child was smashed into the stop sign. •Phase one trauma treatment (safety & stability) whole idea was to get this kid stabilized and bathing and then going to school •Importance of garnering support from family/environment

overview of trauma

•Freud (1920) defined "trauma" as: "Event is traumatic if it stimulates thoughts/ affect so disruptive that the psyche is unable to integrate the stimulus events and the psychological disruption that ensues" (event is so overwhelming that the human being cant manage the normal way of storing information •Trauma occurs when the psyche is overwhelmed, tied to fear of annihilation (1923), and to object loss (1926) •Prior (1996) - trauma is understood as damaging the capacity to relate to others (producing specific relational dynamics) and evoking annihilation anxiety: can be understood as wen people re invovled in a tragetdy when a lot of people die and that individual does not, they dont feel lucky, they say why didnt i perish- version of annihilation anxiety •Freud's theory is a theory of trauma •The "traumatized" are not a separate class of people distinct from and less than the rest of us •Can happen to us when we experience overwhelming events that are above and beyond the normal course of our loves

Aspects of True Self

•sense of feeling "alive" in one's body ("experience of aliveness") - you go with the flow •grows more complex over time •life's difficulties (brief separations, illness, socialization) are taken "in stride" •develop the normal "false self" or social mask (have both a public and private self) •false self is a sublimation of the true self rather than its defender •when the "gap" between true and false self is great, difficulties may arise: (true self may not be able to communicate accurately) ex: when some body famous; because they project an image; we assume what we see is who they are and then when you meet them you treatment as that projection of who they are and then you are disappointed