c h a p te r 4

Psychoanalytic Therapy

introduction contemporary trends: object-

relations theory, self
key concepts psychology, and relational
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jung’ perspective
jung’s persp ective on thee
development
devel ment of person
personalityty

62

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Sigmund Freud
SIGMUND FREUD (1856– of personality development. He first examined his
1939) was the firstborn in childhood memories and came to realize the intense
a Viennese family of three hostility he had felt for his father. He also recalled his
boys and five girls. His father, childhood sexual feelings for his mother, who was
Index Stock Imagery/PhotoLibrary

like many others of his time
and place, was very authori-
tarian. Freud’s family back-
ground is a factor to consider
in understanding the devel-
opment of his theory.
Even though Freud’s family had limited financ-
es and was forced to live in a crowded apartment,
his parents made every effort to foster his obvious
attractive, loving, and protective. He then clinically
formulated his theory as he observed his patients
work through their own problems in analysis.
Freud had very little tolerance for colleagues
who diverged from his psychoanalytic doctrines.
He attempted to keep control over the movement
by expelling those who dared to disagree. Carl
Jung and Alfred Adler, for example, worked closely 63
with Freud, but each founded his own therapeutic

intellectual capacities. Freud had many interests,
but his career choices were restricted because of
his Jewish heritage. He finally settled on medicine.
Only 4 years after earning his medical degree from
the University of Vienna at the age of 26, he at-
tained a prestigious position there as a lecturer.
Freud devoted most of his life to formulat-
ing and extending his theory of psychoanalysis.
Interestingly, the most creative phase of his life
corresponded to a period when he was experienc-
ing severe emotional problems of his own. During
his early 40s, Freud had numerous psychosomatic
disorders, as well as exaggerated fears of dying and
other phobias, and was involved in the difficult task
of self-analysis. By exploring the meaning of his
own dreams, he gained insights into the dynamics
P S Y C H O A N A LY T I C T H E R A P Y
school after repeated disagreements with Freud on
theoretical and clinical issues.
Freud was highly creative and productive,
frequently putting in 18-hour days. His col-
lected works fill 24 volumes. Freud’s productivity
remained at this prolific level until late in his life
when he contracted cancer of the jaw. During his
last two decades, he underwent 33 operations and
was in almost constant pain. He died in London
in 1939.
As the originator of psychoanalysis, Freud
distinguished himself as an intellectual giant. He
pioneered new techniques for understanding
human behavior, and his efforts resulted in the
most comprehensive theory of personality and
psychotherapy ever developed.

introduction
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 *
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CHAPTER FOUR

See the DVD program for Chapter 4, DVD for Theory and Practice of Counseling
and Psychotherapy: The Case of Stan and Lecturettes. I suggest that you view
the brief lecture for each chapter prior to reading the chapter.

key concepts
View of Human Nature
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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MPXJOH


ESFBNT
XIJDI
BSF
TZNCPMJD
SFQSFTFOUBUJPOT
PG
VODPOTDJPVT
OFFET

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 XJTIFT
BOE
DPOnJDUT


TMJQT
PG
UIF
UPOHVF
BOE
GPSHFUUJOH
GPS
FYBNQMF
B
GBNJM
JBS
OBNF


QPTUIZQOPUJD
TVHHFTUJPOT


NBUFSJBM
EFSJWFE
GSPN
GSFFBTTPDJBUJPO

UFDIOJRVFT


NBUFSJBM
EFSJWFE
GSPN
QSPKFDUJWF
UFDIOJRVFT
BOE


UIF
TZNCPMJD

DPOUFOU
PG
QTZDIPUJD
TZNQUPNT
'PS
'SFVE
DPOTDJPVTOFTT
JT
B
UIJO
TMJDF
PG
UIF
UPUBM
NJOE
-JLF
UIF
HSFBUFS
QBSU

PG
UIF
JDFCFSH
UIBU
MJFT
CFMPX
UIF
TVSGBDF
PG
UIF
XBUFS
UIF
MBSHFS
QBSU
PG
UIF
NJOE

FYJTUT
CFMPX
UIF
TVSGBDF
PG
BXBSFOFTT
5IF
unconscious
TUPSFT
BMM
FYQFSJFODFT

NFNPSJFT
BOE
SFQSFTTFE
NBUFSJBM
/FFET
BOE
NPUJWBUJPOT
UIBU
BSF
JOBDDFTTJCMF‰
UIBU
JT
PVU
PG
BXBSFOFTT‰BSF
BMTP
PVUTJEF
UIF
TQIFSF
PG
DPOTDJPVT
DPOUSPM
.PTU

QTZDIPMPHJDBM
GVODUJPOJOH
FYJTUT
JO
UIF
PVUPGBXBSFOFTT
SFBMN
5IF
BJN
PG
QTZDIP
BOBMZUJD
UIFSBQZ
UIFSFGPSF
JT
UP
NBLF
UIF
VODPOTDJPVT
NPUJWFT
DPOTDJPVT
GPS
POMZ

UIFO
DBO
BO
JOEJWJEVBM
FYFSDJTF
DIPJDF
6OEFSTUBOEJOH
UIF
SPMF
PG
UIF
VODPOTDJPVT

66 JT
DFOUSBM
UP
HSBTQJOH
UIF
FTTFODF
PG
UIF
QTZDIPBOBMZUJD
NPEFM
PG
CFIBWJPS
6ODPOTDJPVT
QSPDFTTFT
BSF
BU
UIF
SPPU
PG
BMM
GPSNT
PG
OFVSPUJD
TZNQUPNT
BOE


CHAPTER FOUR

CFIBWJPST
'SPN
UIJT
QFSTQFDUJWF
B
iDVSFw
JT
CBTFE
PO
VODPWFSJOH
UIF
NFBOJOH
PG
TZNQ
UPNT
UIF
DBVTFT
PG
CFIBWJPS
BOE
UIF
SFQSFTTFE
NBUFSJBMT
UIBU
JOUFSGFSF
XJUI
IFBMUIZ

GVODUJPOJOH
*U
JT
UP
CF
OPUFE
IPXFWFS
UIBU
JOUFMMFDUVBM
JOTJHIU
BMPOF
EPFT
OPU
SFTPMWF

UIF
TZNQUPN
5IF
DMJFOUT
OFFE
UP
DMJOH
UP
PME
QBUUFSOT
SFQFUJUJPO

NVTU
CF
DPOGSPOUFE

CZ
XPSLJOH
UISPVHI
USBOTGFSFODF
EJTUPSUJPOT
B
QSPDFTT
EJTDVTTFE
MBUFS
JO
UIJT
DIBQUFS
Anxiety
"MTP
FTTFOUJBM
UP
UIF
QTZDIPBOBMZUJD
BQQSPBDI
JT
JUT
DPODFQU
PG
BOYJFUZ
Anxiety
JT
B

GFFMJOH
PG
ESFBE
UIBU
SFTVMUT
GSPN
SFQSFTTFE
GFFMJOHT
NFNPSJFT
EFTJSFT
BOE
FYQF
SJFODF
UIBU
FNFSHF
UP
UIF
TVSGBDF
PG
BXBSFOFTT
*U
DBO
CF
DPOTJEFSFE
BT
B
TUBUF
PG

UFOTJPO
UIBU
NPUJWBUFT
VT
UP
EP
TPNFUIJOH
*U
EFWFMPQT
PVU
PG
B
DPOnJDU
BNPOH
UIF

JE
FHP
BOE
TVQFSFHP
PWFS
DPOUSPM
PG
UIF
BWBJMBCMF
QTZDIJD
FOFSHZ
5IF
GVODUJPO
PG

BOYJFUZ
JT
UP
XBSO
PG
JNQFOEJOH
EBOHFS
5IFSF
BSF
UISFF
LJOET
PG
BOYJFUZ
SFBMJUZ
OFVSPUJD
BOE
NPSBM
Reality anxiety

JT
UIF
GFBS
PG
EBOHFS
GSPN
UIF
FYUFSOBM
XPSME
BOE
UIF
MFWFM
PG
TVDI
BOYJFUZ
JT
QSP
QPSUJPOBUF
UP
UIF
EFHSFF
PG
SFBM
UISFBU
/FVSPUJD
BOE
NPSBM
BOYJFUJFT
BSF
FWPLFE
CZ

UISFBUT
UP
UIF
iCBMBODF
PG
QPXFSw
XJUIJO
UIF
QFSTPO
5IFZ
TJHOBM
UP
UIF
FHP
UIBU
VOMFTT


BQQSPQSJBUF
NFBTVSFT
BSF
UBLFO
UIF
EBOHFS
NBZ
JODSFBTF
VOUJM
UIF
FHP
JT
PWFSUISPXO

Neurotic anxiety
JT
UIF
GFBS
UIBU
UIF
JOTUJODUT
XJMM
HFU
PVU
PG
IBOE
BOE
DBVTF
POF
UP

EP
TPNFUIJOH
GPS
XIJDI
POF
XJMM
CF
QVOJTIFE
Moral anxiety
JT
UIF
GFBS
PG
POFT
PXO

DPOTDJFODF
1FPQMF
XJUI
B
XFMMEFWFMPQFE
DPOTDJFODF
UFOE
UP
GFFM
HVJMUZ
XIFO
UIFZ
EP

TPNFUIJOH
DPOUSBSZ
UP
UIFJS
NPSBM
DPEF
8IFO
UIF
FHP
DBOOPU
DPOUSPM
BOYJFUZ
CZ
SB
UJPOBM
BOE
EJSFDU
NFUIPET
JU
SFMJFT
PO
JOEJSFDU
POFT‰OBNFMZ
FHPEFGFOTF
CFIBWJPS
Ego-Defense Mechanisms
Ego-defense mechanisms
IFMQ
UIF
JOEJWJEVBM
DPQF
XJUI
BOYJFUZ
BOE
QSFWFOU
UIF

FHP
GSPN
CFJOH
PWFSXIFMNFE
3BUIFS
UIBO
CFJOH
QBUIPMPHJDBM
FHP
EFGFOTFT
BSF

OPSNBM
CFIBWJPST
UIBU
DBO
IBWF
BEBQUJWF
WBMVF
QSPWJEFE
UIFZ
EP
OPU
CFDPNF
B


TUZMF
PG
MJGF
UIBU
FOBCMFT
UIF
JOEJWJEVBM
UP
BWPJE
GBDJOH
SFBMJUZ
5IF
EFGFOTFT
FN
QMPZFE
EFQFOE
PO
UIF
JOEJWJEVBMT
MFWFM
PG
EFWFMPQNFOU
BOE
EFHSFF
PG
BOYJFUZ


%FGFOTF
NFDIBOJTNT
IBWF
UXP
DIBSBDUFSJTUJDT
JO
DPNNPO


UIFZ
FJUIFS
EFOZ
PS

EJTUPSU
SFBMJUZ
BOE


UIFZ
PQFSBUF
PO
BO
VODPOTDJPVT
MFWFM
5BCMF

QSPWJEFT
CSJFG


EFTDSJQUJPOT
PG
TPNF
DPNNPO
FHP
EFGFOTFT

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 TABLE 4.1 Ego-Defense Mechanisms
DEFENSE U S E S F O R B E H AV I O R

Repression 5ISFBUFOJOH
PS
QBJOGVM
0OF
PG
UIF
NPTU
JNQPSUBOU
'SFVEJBO

UIPVHIUT
BOE
GFFMJOHT
BSF
QSPDFTTFT
JU
JT
UIF
CBTJT
PG
NBOZ
PUIFS
FHP

FYDMVEFE
GSPN
BXBSFOFTT EFGFOTFT
BOE
PG
OFVSPUJD
EJTPSEFST
'SFVE

FYQMBJOFE
SFQSFTTJPO
BT
BO
JOWPMVOUBSZ

SFNPWBM
PG
TPNFUIJOH
GSPN
DPOTDJPVTOFTT

*U
JT
BTTVNFE
UIBU
NPTU
PG
UIF
QBJOGVM
FWFOUT

PG
UIF
mSTU

PS

ZFBST
PG
MJGF
BSF
CVSJFE
ZFU

UIFTF
FWFOUT
EP
JOnVFODF
MBUFS
CFIBWJPS

Denial i$MPTJOH
POFT
FZFTw
UP
UIF
%FOJBM
PG
SFBMJUZ
JT
QFSIBQT
UIF
TJNQMFTU
PG

FYJTUFODF
PG
B
UISFBUFOJOH
BMM
TFMGEFGFOTF
NFDIBOJTNT
*U
JT
B
XBZ
PG

BTQFDU
PG
SFBMJUZ EJTUPSUJOH
XIBU
UIF
JOEJWJEVBM
UIJOLT
GFFMT
67
PS
QFSDFJWFT
JO
B
USBVNBUJD
TJUVBUJPO
5IJT

P S Y C H O A N A LY T I C T H E R A P Y
NFDIBOJTN
JT
TJNJMBS
UP
SFQSFTTJPO
ZFU

JU
HFOFSBMMZ
PQFSBUFT
BU
QSFDPOTDJPVT
BOE

DPOTDJPVT
MFWFMT

Reaction "DUJWFMZ
FYQSFTTJOH
#Z
EFWFMPQJOH
DPOTDJPVT
BUUJUVEFT
BOE

formation UIF
PQQPTJUF
JNQVMTF
CFIBWJPST
UIBU
BSF
EJBNFUSJDBMMZ
PQQPTFE
UP

XIFO
DPOGSPOUFE
XJUI
B
EJTUVSCJOH
EFTJSFT
QFPQMF
EP
OPU
IBWF
UP
GBDF

UISFBUFOJOH
JNQVMTF UIF
BOYJFUZ
UIBU
XPVME
SFTVMU
JG
UIFZ
XFSF
UP

SFDPHOJ[F
UIFTF
EJNFOTJPOT
PG
UIFNTFMWFT

*OEJWJEVBMT
NBZ
DPODFBM
IBUF
XJUI
B
GBDBEF

PG
MPWF
CF
FYUSFNFMZ
OJDF
XIFO
UIFZ
IBSCPS

OFHBUJWF
SFBDUJPOT
PS
NBTL
DSVFMUZ
XJUI

FYDFTTJWF
LJOEOFTT

Projection "UUSJCVUJOH
UP
PUIFST
POFT
5IJT
JT
B
NFDIBOJTN
PG
TFMGEFDFQUJPO

PXO
VOBDDFQUBCMF
EFTJSFT
-VTUGVM
BHHSFTTJWF
PS
PUIFS
JNQVMTFT
BSF

BOE
JNQVMTFT TFFO
BT
CFJOH
QPTTFTTFE
CZ
iUIPTF
QFPQMF
PVU

UIFSF
CVU
OPU
CZ
NFw

Displacement %JSFDUJOH
FOFSHZ
UPXBSE
%JTQMBDFNFOU
JT
B
XBZ
PG
DPQJOH
XJUI
BOYJFUZ

BOPUIFS
PCKFDU
PS
QFSTPO
UIBU
JOWPMWFT
EJTDIBSHJOH
JNQVMTFT
CZ

XIFO
UIF
PSJHJOBM
PCKFDU
PS
TIJGUJOH
GSPN
B
UISFBUFOJOH
PCKFDU
UP
B
iTBGFS

QFSTPO
JT
JOBDDFTTJCMF UBSHFUw
'PS
FYBNQMF
UIF
NFFL
NBO
XIP

GFFMT
JOUJNJEBUFE
CZ
IJT
CPTT
DPNFT
IPNF

BOE
VOMPBET
JOBQQSPQSJBUF
IPTUJMJUZ
POUP
IJT

DIJMESFO

Rationalization .BOVGBDUVSJOH
iHPPEw
3BUJPOBMJ[BUJPO
IFMQT
KVTUJGZ
TQFDJmD

SFBTPOT
UP
FYQMBJO
BXBZ
B
CFIBWJPST
BOE
JU
BJET
JO
TPGUFOJOH
UIF
CMPX

CSVJTFE
FHP DPOOFDUFE
XJUI
EJTBQQPJOUNFOUT
8IFO

QFPQMF
EP
OPU
HFU
QPTJUJPOT
UIFZ
IBWF
BQQMJFE

GPS
JO
UIFJS
XPSL
UIFZ
UIJOL
PG
MPHJDBM
SFBTPOT

UIFZ
EJE
OPU
TVDDFFE
BOE
UIFZ
TPNFUJNFT

BUUFNQU
UP
DPOWJODF
UIFNTFMWFT
UIBU
UIFZ

SFBMMZ
EJE
OPU
XBOU
UIF
QPTJUJPO
BOZXBZ

(continues)

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 TABLE 4.1 Ego-Defense Mechanisms (continued)
DEFENSE U S E S F O R B E H AV I O R

Sublimation %JWFSUJOH
TFYVBM
PS
&OFSHZ
JT
VTVBMMZ
EJWFSUFE
JOUP
TPDJBMMZ

BHHSFTTJWF
FOFSHZ
JOUP
PUIFS
BDDFQUBCMF
BOE
TPNFUJNFT
FWFO
BENJSBCMF

DIBOOFMT DIBOOFMT
'PS
FYBNQMF
BHHSFTTJWF
JNQVMTFT

DBO
CF
DIBOOFMFE
JOUP
BUIMFUJD
BDUJWJUJFT
TP

UIBU
UIF
QFSTPO
mOET
B
XBZ
PG
FYQSFTTJOH

BHHSFTTJWF
GFFMJOHT
BOE
BT
BO
BEEFE
CPOVT
JT

PGUFO
QSBJTFE

Regression (PJOH
CBDL
UP
BO
FBSMJFS
*O
UIF
GBDF
PG
TFWFSF
TUSFTT
PS
FYUSFNF

QIBTF
PG
EFWFMPQNFOU
XIFO
DIBMMFOHF
JOEJWJEVBMT
NBZ
BUUFNQU
UP
DPQF

UIFSF
XFSF
GFXFS
EFNBOET XJUI
UIFJS
BOYJFUZ
CZ
DMJOHJOH
UP
JNNBUVSF

68 BOE
JOBQQSPQSJBUF
CFIBWJPST
'PS
FYBNQMF

DIJMESFO
XIP
BSF
GSJHIUFOFE
JO
TDIPPM
NBZ

CHAPTER FOUR

JOEVMHF
JO
JOGBOUJMF
CFIBWJPS
TVDI
BT
XFFQJOH

FYDFTTJWF
EFQFOEFODF
UIVNCTVDLJOH
IJEJOH

PS
DMJOHJOH
UP
UIF
UFBDIFS

Introjection 5BLJOH
JO
BOE
iTXBMMPXJOHw
1PTJUJWF
GPSNT
PG
JOUSPKFDUJPO
JODMVEF

UIF
WBMVFT
BOE
TUBOEBSET
PG
JODPSQPSBUJPO
PG
QBSFOUBM
WBMVFT
PS
UIF

PUIFST BUUSJCVUFT
BOE
WBMVFT
PG
UIF
UIFSBQJTU

BTTVNJOH
UIBU
UIFTF
BSF
OPU
NFSFMZ

VODSJUJDBMMZ
BDDFQUFE

0OF
OFHBUJWF


FYBNQMF
JT
UIBU
JO
DPODFOUSBUJPO
DBNQT


TPNF
PG
UIF
QSJTPOFST
EFBMU
XJUI

PWFSXIFMNJOH
BOYJFUZ
CZ
BDDFQUJOH
UIF


WBMVFT
PG
UIF
FOFNZ
UISPVHI
JEFOUJmDBUJPO

XJUI
UIF
BHHSFTTPS

Identification *EFOUJGZJOH
XJUI
TVDDFTTGVM
*EFOUJmDBUJPO
DBO
FOIBODF
TFMGXPSUI
BOE

DBVTFT
PSHBOJ[BUJPOT
PS
QSPUFDU
POF
GSPN
B
TFOTF
PG
CFJOH
B
GBJMVSF

QFPQMF
JO
UIF
IPQF
UIBU
5IJT
JT
QBSU
PG
UIF
EFWFMPQNFOUBM
QSPDFTT
CZ

ZPV
XJMM
CF
QFSDFJWFE
BT
XIJDI
DIJMESFO
MFBSO
HFOEFSSPMF
CFIBWJPST

XPSUIXIJMF CVU
JU
DBO
BMTP
CF
B
EFGFOTJWF
SFBDUJPO


XIFO
VTFE
CZ
QFPQMF
XIP
GFFM
CBTJDBMMZ

JOGFSJPS

Compensation .BTLJOH
QFSDFJWFE
5IJT
NFDIBOJTN
DBO
IBWF
EJSFDU
BEKVTUJWF

XFBLOFTTFT
PS
EFWFMPQJOH
WBMVF
BOE
JU
DBO
BMTP
CF
BO
BUUFNQU
CZ

DFSUBJO
QPTJUJWF
USBJUT
UP
UIF
QFSTPO
UP
TBZ
i%POU
TFF
UIF
XBZT
JO

NBLF
VQ
GPS
MJNJUBUJPOT XIJDI
*
BN
JOGFSJPS
CVU
TFF
NF
JO
NZ

BDDPNQMJTINFOUTw

Development of Personality
importance of early development "
TJHOJmDBOU
DPOUSJCVUJPO
PG
UIF

QTZDIPBOBMZUJD
NPEFM
JT
EFMJOFBUJPO
PG
UIF
TUBHFT
PG
QTZDIPTFYVBM
BOE
QTZDIPTPDJBM

TUBHFT
PG
EFWFMPQNFOU
GSPN
CJSUI
UISPVHI
BEVMUIPPE
5IF
psychosexual stages
SF
GFS
UP
UIF
'SFVEJBO
DISPOPMPHJDBM
QIBTFT
PG
EFWFMPQNFOU
CFHJOOJOH
JO
JOGBODZ

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 'SFVE
QPTUVMBUFE
UISFF
FBSMZ
TUBHFT
PG
EFWFMPQNFOU
UIBU
PGUFO
CSJOH
QFPQMF
UP

DPVOTFMJOH
XIFO
OPU
BQQSPQSJBUFMZ
SFTPMWFE
'JSTU
JT
UIF
oral stage,
XIJDI
EFBMT
XJUI

UIF
JOBCJMJUZ
UP
USVTU
POFTFMG
BOE
PUIFST
SFTVMUJOH
JO
UIF
GFBS
PG
MPWJOH
BOE
GPSNJOH

DMPTF
SFMBUJPOTIJQT
BOE
MPX
TFMGFTUFFN
/FYU
JT
UIF
anal stage,
XIJDI
EFBMT
XJUI
UIF

JOBCJMJUZ
UP
SFDPHOJ[F
BOE
FYQSFTT
BOHFS
MFBEJOH
UP
UIF
EFOJBM
PG
POFT
PXO
QPXFS


BT
B
QFSTPO
BOE
UIF
MBDL
PG
B
TFOTF
PG
BVUPOPNZ
5IJSE
JT
UIF
phallic stage,
XIJDI

EFBMT
XJUI
UIF
JOBCJMJUZ
UP
GVMMZ
BDDFQU
POFT
TFYVBMJUZ
BOE
TFYVBM
GFFMJOHT
BOE
BMTP

UP
EJGmDVMUZ
JO
BDDFQUJOH
POFTFMG
BT
B
NBO
PS
XPNBO
"DDPSEJOH
UP
UIF
'SFVEJBO

QTZDIPBOBMZUJD
WJFX
UIFTF
UISFF
BSFBT
PG
QFSTPOBM
BOE
TPDJBM
EFWFMPQNFOU‰MPWF

BOE
USVTU
EFBMJOH
XJUI
OFHBUJWF
GFFMJOHT
BOE
EFWFMPQJOH
B
QPTJUJWF
BDDFQUBODF
PG

TFYVBMJUZ‰BSF
BMM
HSPVOEFE
JO
UIF
mSTU

ZFBST
PG
MJGF
5IJT
QFSJPE
JT
UIF
GPVOEB
UJPO
PO
XIJDI
MBUFS
QFSTPOBMJUZ
EFWFMPQNFOU
JT
CVJMU
8IFO
B
DIJMET
OFFET
BSF
OPU

BEFRVBUFMZ
NFU
EVSJOH
UIFTF
TUBHFT
PG
EFWFMPQNFOU
BO
JOEJWJEVBM
NBZ
CFDPNF
69
mYBUFE
BU
UIBU
TUBHF
BOE
CFIBWF
JO
QTZDIPMPHJDBMMZ
JNNBUVSF
XBZT
MBUFS
PO
JO
MJGF

P S Y C H O A N A LY T I C T H E R A P Y
erikson’s psychosocial perspective
5IF
EFWFMPQNFOUBM
TUBHFT
QPT
UVMBUFE
CZ
'SFVE
IBWF
CFFO
FYQBOEFE
CZ
PUIFS
UIFPSJTUT
&SJL
&SJLTPOT


QTZ
DIPTPDJBM
QFSTQFDUJWF
PO
QFSTPOBMJUZ
EFWFMPQNFOU
JT
FTQFDJBMMZ
TJHOJmDBOU
&SJLTPO

CVJMU
PO
'SFVET
JEFBT
BOE
FYUFOEFE
IJT
UIFPSZ
CZ
TUSFTTJOH
UIF
QTZDIPTPDJBM
BTQFDUT

PG
EFWFMPQNFOU
CFZPOE
FBSMZ
DIJMEIPPE
5IF
psychosocial stages
SFGFS
UP
&SJLTPOT

CBTJD
QTZDIPMPHJDBM
BOE
TPDJBM
UBTLT
XIJDI
JOEJWJEVBMT
OFFE
UP
NBTUFS
BU
JOUFSWBMT

GSPN
JOGBODZ
UISPVHI
PME
BHF
5IJT
TUBHF
QFSTQFDUJWF
QSPWJEFT
UIF
DPVOTFMPS
XJUI

UIF
DPODFQUVBM
UPPMT
GPS
VOEFSTUBOEJOH
LFZ
EFWFMPQNFOUBM
UBTLT
DIBSBDUFSJTUJD
PG

UIF
WBSJPVT
TUBHFT
PG
MJGF
&SJLTPOT
UIFPSZ
PG
EFWFMPQNFOU
IPMET
UIBU
QTZDIPTFYVBM

HSPXUI
BOE
QTZDIPTPDJBM
HSPXUI
UBLF
QMBDF
UPHFUIFS
BOE
UIBU
BU
FBDI
TUBHF
PG
MJGF
XF

GBDF
UIF
UBTL
PG
FTUBCMJTIJOH
FRVJMJCSJVN
CFUXFFO
PVSTFMWFT
BOE
PVS
TPDJBM
XPSME

)F
EFTDSJCFT
EFWFMPQNFOU
JO
UFSNT
PG
UIF
FOUJSF
MJGF
TQBO
EJWJEFE
CZ
TQFDJmD
DSJTFT

UP
CF
SFTPMWFE
"DDPSEJOH
UP
&SJLTPO
B
crisis JT
FRVJWBMFOU
UP
B
UVSOJOH
QPJOU
JO
MJGF

XIFO
XF
IBWF
UIF
QPUFOUJBM
UP
NPWF
GPSXBSE
PS
UP
SFHSFTT
"U
UIFTF
UVSOJOH
QPJOUT

XF
DBO
FJUIFS
SFTPMWF
PVS
DPOnJDUT
PS
GBJM
UP
NBTUFS
UIF
EFWFMPQNFOUBM
UBTL
5P
B

MBSHF
FYUFOU
PVS
MJGF
JT
UIF
SFTVMU
PG
UIF
DIPJDFT
XF
NBLF
BU
FBDI
PG
UIFTF
TUBHFT
&SJLTPO
JT
PGUFO
DSFEJUFE
XJUI
CSJOHJOH
BO
FNQIBTJT
PO
TPDJBM
GBDUPST
UP
DPO
UFNQPSBSZ
QTZDIPBOBMZTJT
Classical psychoanalysis JT
HSPVOEFE
PO
id psychol-
ogy,
BOE
JU
IPMET
UIBU
JOTUJODUT
BOE
JOUSBQTZDIJD
DPOnJDUT
BSF
UIF
CBTJD
GBDUPST

TIBQJOH
QFSTPOBMJUZ
EFWFMPQNFOU
CPUI
OPSNBM
BOE
BCOPSNBM

Contemporary
psychoanalysis
UFOET
UP
CF
CBTFE
PO
ego psychology,
XIJDI
EPFT
OPU
EFOZ
UIF

SPMF
PG
JOUSBQTZDIJD
DPOnJDUT
CVU
FNQIBTJ[FT
UIF
TUSJWJOH
PG
UIF
FHP
GPS
NBTUFSZ

BOE
DPNQFUFODF
UISPVHIPVU
UIF
IVNBO
MJGF
TQBO
&HP
QTZDIPMPHZ
EFBMT
XJUI

CPUI
UIF
FBSMZ
BOE
UIF
MBUFS
EFWFMPQNFOUBM
TUBHFT
GPS
UIF
BTTVNQUJPO
JT
UIBU

DVSSFOU
QSPCMFNT
DBOOPU
TJNQMZ
CF
SFEVDFE
UP
SFQFUJUJPOT
PG
VODPOTDJPVT
DPO
nJDUT
GSPN
FBSMZ
DIJMEIPPE
5IF
TUBHFT
PG
BEPMFTDFODF
NJEBEVMUIPPE
BOE
MBUFS

BEVMUIPPE
BMM
JOWPMWF
QBSUJDVMBS
DSJTFT
UIBU
NVTU
CF
BEESFTTFE
"T
POFT
QBTU
IBT

NFBOJOH
JO
UFSNT
PG
UIF
GVUVSF
UIFSF
JT
DPOUJOVJUZ
JO
EFWFMPQNFOU
SFnFDUFE
CZ

TUBHFT
PG
HSPXUI
FBDI
TUBHF
JT
SFMBUFE
UP
UIF
PUIFS
TUBHFT
7JFXJOH
BO
JOEJWJEVBMT
EFWFMPQNFOU
GSPN
B
DPNCJOFE
QFSTQFDUJWF
UIBU
JODMVEFT

CPUI
QTZDIPTFYVBM
BOE
QTZDIPTPDJBM
GBDUPST
JT
VTFGVM
&SJLTPO
CFMJFWFE
'SFVE
EJE

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 OPU
HP
GBS
FOPVHI
JO
FYQMBJOJOH
UIF
FHPT
QMBDF
JO
EFWFMPQNFOU
BOE
EJE
OPU
HJWF


FOPVHI
BUUFOUJPO
UP
TPDJBM
JOnVFODFT
UISPVHIPVU
UIF
MJGF
TQBO
"
DPNQBSJTPO
PG

'SFVET
QTZDIPTFYVBM
WJFX
BOE
&SJLTPOT
QTZDIPTPDJBM
WJFX
PG
UIF
TUBHFT
PG
EFWFM
PQNFOU
JT
QSFTFOUFE
JO
5BCMF


TABLE 4. 2 Comparison of Freud’s Psychosexual Stages and Erikson’s

Psychosocial Stages
PERIOD
OF LIFE FREUD ERIKSON

First year of life Oral stage Infancy: Trust versus mistrust

4VDLJOH
BU
NPUIFST
CSFBTUT
TBUJTmFT
*G
TJHOJmDBOU
PUIFST
QSPWJEF
GPS
CBTJD

OFFE
GPS
GPPE
BOE
QMFBTVSF
*OGBOU
QIZTJDBM
BOE
FNPUJPOBM
OFFET
JOGBOU

70 OFFET
UP
HFU
CBTJD
OVSUVSJOH
PS
EFWFMPQT
B
TFOTF
PG
USVTU
*G
CBTJD

MBUFS
GFFMJOHT
PG
HSFFEJOFTT
BOE
OFFET
BSF
OPU
NFU
BO
BUUJUVEF
PG

CHAPTER FOUR

BDRVJTJUJWFOFTT
NBZ
EFWFMPQ
0SBM
NJTUSVTU
UPXBSE
UIF
XPSME
FTQFDJBMMZ

mYBUJPOT
SFTVMU
GSPN
EFQSJWBUJPO
PG
UPXBSE
JOUFSQFSTPOBM
SFMBUJPOTIJQT
JT

PSBM
HSBUJmDBUJPO
JO
JOGBODZ
-BUFS
UIF
SFTVMU
QFSTPOBMJUZ
QSPCMFNT
DBO
JODMVEF

NJTUSVTU
PG
PUIFST
SFKFDUJOH
PUIFST

MPWF
BOE
GFBS
PG
PS
JOBCJMJUZ
UP
GPSN

JOUJNBUF
SFMBUJPOTIJQT

Ages 1–3 Anal stage Early childhood: Autonomy versus

"OBM
[POF
CFDPNFT
PG
NBKPS
shame and doubt
TJHOJmDBODF
JO
GPSNBUJPO
PG
"
UJNF
GPS
EFWFMPQJOH
BVUPOPNZ

QFSTPOBMJUZ
.BJO
EFWFMPQNFOUBM
#BTJD
TUSVHHMF
JT
CFUXFFO
B
TFOTF
PG

UBTLT
JODMVEF
MFBSOJOH
TFMGSFMJBODF
BOE
B
TFOTF
PG


JOEFQFOEFODF
BDDFQUJOH
QFSTPOBM
TFMGEPVCU
$IJME
OFFET
UP
FYQMPSF

QPXFS
BOE
MFBSOJOH
UP
FYQSFTT
BOE
FYQFSJNFOU
UP
NBLF
NJTUBLFT

OFHBUJWF
GFFMJOHT
TVDI
BT
SBHF
BOE
BOE
UP
UFTU
MJNJUT
*G
QBSFOUT
QSPNPUF

BHHSFTTJPO
1BSFOUBM
EJTDJQMJOF
EFQFOEFODZ
DIJMET
BVUPOPNZ


QBUUFSOT
BOE
BUUJUVEFT
IBWF
JT
JOIJCJUFE
BOE
DBQBDJUZ
UP
EFBM


TJHOJmDBOU
DPOTFRVFODFT
GPS
DIJMET
XJUI
XPSME
TVDDFTTGVMMZ
JT


MBUFS
QFSTPOBMJUZ
EFWFMPQNFOU IBNQFSFE

Ages 3–6 Phallic stage Preschool age: Initiative versus guilt

#BTJD
DPOnJDU
DFOUFST
PO
#BTJD
UBTL
JT
UP
BDIJFWF
B
TFOTF
PG

VODPOTDJPVT
JODFTUVPVT
EFTJSFT
UIBU
DPNQFUFODF
BOE
JOJUJBUJWF
*G
DIJMESFO

DIJME
EFWFMPQT
GPS
QBSFOU
PG
PQQPTJUF
BSF
HJWFO
GSFFEPN
UP
TFMFDU
QFSTPOBMMZ

TFY
BOE
UIBU
CFDBVTF
PG
UIFJS
NFBOJOHGVM
BDUJWJUJFT
UIFZ
UFOE
UP

UISFBUFOJOH
OBUVSF
BSF
SFQSFTTFE
EFWFMPQ
B
QPTJUJWF
WJFX
PG
TFMG
BOE

.BMF
QIBMMJD
TUBHF
LOPXO
BT
GPMMPX
UISPVHI
XJUI
UIFJS
QSPKFDUT

Oedipus complex,
JOWPMWFT
NPUIFS
BT
*G
UIFZ
BSF
OPU
BMMPXFE
UP
NBLF
UIFJS

MPWF
PCKFDU
GPS
CPZ
'FNBMF
QIBMMJD
PXO
EFDJTJPOT
UIFZ
UFOE
UP
EFWFMPQ

TUBHF
LOPXO
BT
Electra complex,
HVJMU
PWFS
UBLJOH
JOJUJBUJWF
5IFZ


JOWPMWFT
HJSMT
TUSJWJOH
GPS
GBUIFST
UIFO
SFGSBJO
GSPN
UBLJOH
BO
BDUJWF

MPWF
BOE
BQQSPWBM
)PX
QBSFOUT
TUBODF
BOE
BMMPX
PUIFST
UP
DIPPTF
GPS

SFTQPOE
WFSCBMMZ
BOE
OPOWFSCBMMZ
UIFN
UP
DIJMET
FNFSHJOH
TFYVBMJUZ
IBT

BO
JNQBDU
PO
TFYVBM
BUUJUVEFT
BOE

GFFMJOHT
UIBU
DIJME
EFWFMPQT

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Ages 6–12 Latency stage School age: Industry versus inferiority
"GUFS
UIF
UPSNFOU
PG
TFYVBM
JNQVMTFT
$IJME
OFFET
UP
FYQBOE
VOEFSTUBOEJOH

PG
QSFDFEJOH
ZFBST
UIJT
QFSJPE
JT
PG
XPSME
DPOUJOVF
UP
EFWFMPQ

SFMBUJWFMZ
RVJFTDFOU
4FYVBM
JOUFSFTUT
BQQSPQSJBUF
HFOEFSSPMF
JEFOUJUZ

BSF
SFQMBDFE
CZ
JOUFSFTUT
JO
TDIPPM
BOE
MFBSO
UIF
CBTJD
TLJMMT
SFRVJSFE

QMBZNBUFT
TQPSUT
BOE
B
SBOHF
PG
GPS
TDIPPM
TVDDFTT
#BTJD
UBTL
JT
UP

OFX
BDUJWJUJFT
5IJT
JT
B
UJNF
PG
BDIJFWF
B
TFOTF
PG
JOEVTUSZ
XIJDI

TPDJBMJ[BUJPO
BT
DIJME
UVSOT
PVUXBSE
SFGFST
UP
TFUUJOH
BOE
BUUBJOJOH

BOE
GPSNT
SFMBUJPOTIJQT
XJUI

QFSTPOBM
HPBMT
'BJMVSF
UP
EP
TP

PUIFST SFTVMUT
JO
B
TFOTF
PG
JOBEFRVBDZ

Ages 12–18 Genital stage Adolescence: Identity versus role confusion

0ME
UIFNFT
PG
QIBMMJD
TUBHF
BSF
"
UJNF
PG
USBOTJUJPO
CFUXFFO

SFWJWFE
5IJT
TUBHF
CFHJOT
XJUI
DIJMEIPPE
BOE
BEVMUIPPE


QVCFSUZ
BOE
MBTUT
VOUJM
TFOJMJUZ
TFUT
"
UJNF
GPS
UFTUJOH
MJNJUT
GPS
CSFBLJOH
71
JO
&WFO
UIPVHI
UIFSF
BSF
TPDJFUBM
EFQFOEFOU
UJFT
BOE
GPS
FTUBCMJTIJOH

P S Y C H O A N A LY T I C T H E R A P Y
SFTUSJDUJPOT
BOE
UBCPPT
BEPMFTDFOUT
B
OFX
JEFOUJUZ
.BKPS
DPOnJDUT


DBO
EFBM
XJUI
TFYVBM
FOFSHZ
CZ
DFOUFS
PO
DMBSJmDBUJPO
PG


JOWFTUJOH
JU
JO
WBSJPVT
TPDJBMMZ
TFMGJEFOUJUZ
MJGF
HPBMT
BOE
MJGFT

BDDFQUBCMF
BDUJWJUJFT
TVDI
BT

NFBOJOH
'BJMVSF
UP
BDIJFWF
B
TFOTF


GPSNJOH
GSJFOETIJQT
FOHBHJOH
JO
BSU
PG
JEFOUJUZ
SFTVMUT
JO
SPMF


PS
JO
TQPSUT
BOE
QSFQBSJOH
GPS

DPOGVTJPO
B
DBSFFS

Ages 18–35 Genital stage continues Young adulthood: Intimacy versus

$PSF
DIBSBDUFSJTUJD
PG
NBUVSF
BEVMU
isolation.
JT
UIF
GSFFEPN
iUP
MPWF
BOE
UP
%FWFMPQNFOUBM
UBTL
BU
UIJT
UJNF
JT
UP

XPSLw
5IJT
NPWF
UPXBSE
BEVMUIPPE
GPSN
JOUJNBUF
SFMBUJPOTIJQT
'BJMVSF

JOWPMWFT
GSFFEPN
GSPN
QBSFOUBM
UP
BDIJFWF
JOUJNBDZ
DBO
MFBE
UP

JOnVFODF
BOE
DBQBDJUZ
UP
DBSF
GPS
BMJFOBUJPO
BOE
JTPMBUJPO
PUIFST

Ages 35–60 Genital stage continues Middle age: Generativity versus

stagnation.
5IFSF
JT
B
OFFE
UP
HP
CFZPOE
TFMG


BOE
GBNJMZ
BOE
CF
JOWPMWFE
JO


IFMQJOH
UIF
OFYU
HFOFSBUJPO
5IJT
JT


B
UJNF
PG
BEKVTUJOH
UP
UIF
EJTDSFQBODZ

CFUXFFO
POFT
ESFBN
BOE
POFT


BDUVBM
BDDPNQMJTINFOUT
'BJMVSF


UP
BDIJFWF
B
TFOTF
PG
QSPEVDUJWJUZ

PGUFO
MFBET
UP
QTZDIPMPHJDBM

TUBHOBUJPO

Ages 60+ Genital stage continues Later life: Integrity versus despair
*G
POF
MPPLT
CBDL
PO
MJGF
XJUI

GFX
SFHSFUT
BOE
GFFMT
QFSTPOBMMZ

XPSUIXIJMF
FHP
JOUFHSJUZ
SFTVMUT

'BJMVSF
UP
BDIJFWF
FHP
JOUFHSJUZ

DBO
MFBE
UP
GFFMJOHT
PG
EFTQBJS

IPQFMFTTOFTT
HVJMU
SFTFOUNFOU
BOE

TFMGSFKFDUJPO

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 counseling implications
#Z
UBLJOH
B
DPNCJOFE
QTZDIPTFYVBM
BOE
QTZ
DIPTPDJBM
QFSTQFDUJWF
DPVOTFMPST
IBWF
B
IFMQGVM
DPODFQUVBM
GSBNFXPSL
GPS
VO
EFSTUBOEJOH
EFWFMPQNFOUBM
JTTVFT
BT
UIFZ
BQQFBS
JO
UIFSBQZ
5IF
LFZ
OFFET
BOE


EFWFMPQNFOUBM
UBTLT
BMPOH
XJUI
UIF
DIBMMFOHFT
JOIFSFOU
BU
FBDI
TUBHF
PG
MJGF
QSPWJEF

B
NPEFM
GPS
VOEFSTUBOEJOH
TPNF
PG
UIF
DPSF
DPOnJDUT
DMJFOUT
FYQMPSF
JO
UIFJS
UIFSBQZ

TFTTJPOT
2VFTUJPOT
TVDI
BT
UIFTF
DBO
HJWF
EJSFDUJPO
UP
UIF
UIFSBQFVUJD
QSPDFTT
t
8IBU
BSF
TPNF
NBKPS
EFWFMPQNFOUBM
UBTLT
BU
FBDI
TUBHF
JO
MJGF
BOE
IPX
BSF

UIFTF
UBTLT
SFMBUFE
UP
DPVOTFMJOH
t
8IBU
UIFNFT
HJWF
DPOUJOVJUZ
UP
UIJT
JOEJWJEVBMT
MJGF
t
8IBU
BSF
TPNF
VOJWFSTBM
DPODFSOT
PG
QFPQMF
BU
WBSJPVT
QPJOUT
JO
MJGF
)PX
DBO

QFPQMF
CF
DIBMMFOHFE
UP
NBLF
MJGFBGmSNJOH
DIPJDFT
BU
UIFTF
QPJOUT
t
8IBU
JT
UIF
SFMBUJPOTIJQ
CFUXFFO
BO
JOEJWJEVBMT
DVSSFOU
QSPCMFNT
BOE
TJHOJm
72 DBOU
FWFOUT
GSPN
FBSMJFS
ZFBST
t
8IBU
DIPJDFT
XFSF
NBEF
BU
DSJUJDBM
QFSJPET
BOE
IPX
EJE
UIF
QFSTPO
EFBM
XJUI

CHAPTER FOUR

UIFTF
WBSJPVT
DSJTFT
t

8IBU
BSF
UIF
TPDJPDVMUVSBM
GBDUPST
JOnVFODJOH
EFWFMPQNFOU
UIBU
OFFE
UP
CF

VOEFSTUPPE
JG
UIFSBQZ
JT
UP
CF
DPNQSFIFOTJWF
1TZDIPTPDJBM
UIFPSZ
HJWFT
TQFDJBM
XFJHIU
UP
DIJMEIPPE
BOE
BEPMFTDFOU
GBDUPST
UIBU

BSF
TJHOJmDBOU
JO
MBUFS
TUBHFT
PG
EFWFMPQNFOU
XIJMF
SFDPHOJ[JOH
UIBU
UIF
MBUFS
TUBHFT


BMTP
IBWF
UIFJS
TJHOJmDBOU
DSJTFT
5IFNFT
BOE
UISFBET
DBO
CF
GPVOE
SVOOJOH

UISPVHIPVU
DMJFOUT
MJWFT

the therapeutic process

Therapeutic Goals
5IF
VMUJNBUF
HPBM
PG
QTZDIPBOBMZUJD
USFBUNFOU
JT
UP
JODSFBTF
BEBQUJWF
GVODUJPO
JOH
XIJDI
JOWPMWFT
UIF
SFEVDUJPO
PG
TZNQUPNT
BOE
UIF
SFTPMVUJPO
PG
DPOnJDUT

8PMJU[LZ
B

5XP
HPBMT
PG
'SFVEJBO
QTZDIPBOBMZUJD
UIFSBQZ
BSF
UP
NBLF
UIF

VODPOTDJPVT
DPOTDJPVT
BOE
UP
TUSFOHUIFO
UIF
FHP
TP
UIBU
CFIBWJPS
JT
CBTFE
NPSF

PO
SFBMJUZ
BOE
MFTT
PO
JOTUJODUVBM
DSBWJOHT
PS
JSSBUJPOBM
HVJMU
4VDDFTTGVM
BOBMZ
TJT
JT
CFMJFWFE
UP
SFTVMU
JO
TJHOJmDBOU
NPEJmDBUJPO
PG
UIF
JOEJWJEVBMT
QFSTPOBMJUZ

BOE
DIBSBDUFS
TUSVDUVSF
5IFSBQFVUJD
NFUIPET
BSF
VTFE
UP
CSJOH
PVU
VODPOTDJPVT


NBUFSJBM
5IFO
DIJMEIPPE
FYQFSJFODFT
BSF
SFDPOTUSVDUFE
EJTDVTTFE
JOUFSQSFUFE

BOE
BOBMZ[FE
*U
JT
DMFBS
UIBU
UIF
QSPDFTT
JT
OPU
MJNJUFE
UP
TPMWJOH
QSPCMFNT
BOE

MFBSOJOH
OFX
CFIBWJPST
3BUIFS
UIFSF
JT
B
EFFQFS
QSPCJOH
JOUP
UIF
QBTU
UP
EFWFMPQ

UIF
MFWFM
PG
TFMGVOEFSTUBOEJOH
UIBU
JT
BTTVNFE
UP
CF
OFDFTTBSZ
GPS
B
DIBOHF
JO

DIBSBDUFS
1TZDIPBOBMZUJD
UIFSBQZ
JT
PSJFOUFE
UPXBSE
BDIJFWJOH
JOTJHIU
CVU
OPU
KVTU

BO
JOUFMMFDUVBM
VOEFSTUBOEJOH
JU
JT
FTTFOUJBM
UIBU
UIF
GFFMJOHT
BOE
NFNPSJFT
BTTPDJ
BUFE
XJUI
UIJT
TFMGVOEFSTUBOEJOH
CF
FYQFSJFODFE

Therapist’s Function and Role

*O
DMBTTJDBM
QTZDIPBOBMZTJT
BOBMZTUT
UZQJDBMMZ
BTTVNF
BO
BOPOZNPVT
TUBODF
XIJDI

JT
TPNFUJNFT
DBMMFE
UIF
“blank-screen” approach
5IFZ
FOHBHF
JO
WFSZ
MJUUMF
TFMG
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projections
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 XIJDI
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 5IF
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CHAPTER FOUR

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classical psychoanalysis
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BOE
XPSL

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 BDIJFWJOH
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PG
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JO
FBSMZ

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 DIJMEIPPE
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JO
JSSBUJPOBM
XBZT
PS
XIFO
UIFZ

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 lose their objectivity in a relationship because their own conflicts are triggered.
Wolitzky (2011b) states that over the years this traditional view of countertrans-
ference has broadened to include all of the therapist’s reactions, not only to the
client’s transference but to all aspects of the client’s personality and behavior.
In this broader perspective, countertransference involves the therapist’s total
emotional response to a client. In today’s psychoanalytic practice, countertrans-
ference is manifested in the form of subtle nonverbal, tonal, and attitudinal
actions that inevitably affect clients, either consciously or unconsciously (Curtis &
Hirsch, 2011).
It is critical that therapists become aware of their countertransference so that
their reactions toward clients do not interfere with their objectivity. For example,
a male client may become excessively dependent on his female therapist. The cli-
ent may look to her to direct him and tell him how to live, and he may look to her 77
for the love and acceptance that he felt he was unable to secure from his mother.

P S Y C H O A N A LY T I C T H E R A P Y
The therapist herself may have unresolved needs to nurture, to foster a dependent
relationship, and to be told that she is significant, and she may be meeting her
own needs by in some way keeping her client dependent. Unless she is aware of
her own needs as well as her own dynamics, it is very likely that her dynamics will
interfere with the progress of therapy.
Not all countertransference reactions are detrimental to therapeutic progress.
Indeed, countertransference reactions are often the strongest source of data for
understanding the world of the client and for self-understanding on the therapist’s
part. The therapist’s countertransference reactions are inevitable because all ther-
apists have unresolved conflicts, personal vulnerabilities, and unconscious “soft
spots” that are activated through their professional work (Curtis & Hirsch, 2011;
Hayes, Gelso, & Hummel, 2011; Wolitkzy, 2011a). Hayes (2004) reports that most
research on countertransference has dealt with its deleterious effects and how to
manage these reactions. Hayes adds that it would be useful to undertake system-
atic study of the potential therapeutic benefits of countertransference.
Although countertransference can greatly benefit the therapeutic work, this
is true only if therapists study their internal reactions and use them to under-
stand their clients (Ainslie, 2007; Gelso & Hayes, 2002; Wolitzky, 2011a, 2011b).
It is critical that therapists monitor their own feelings during therapy sessions and
use their responses as a source for increased self-awareness and understanding of
their clients.
A therapist who pays attention to his or her countertransference reactions and
observations to a particular client may use this as a part of the therapy. The thera-
pist who notes a countertransference mood of irritability, for instance, may learn
something about a client’s pattern of being demanding, which can be explored in
therapy. Viewed in this more positive way, countertransference can become a key
avenue for helping the client gain self-understanding.
Psychoanalytic therapists vary in the manner in which they use their observa-
tions of countertransference. In some instances the feelings may be shared with
the client, but traditional analytic therapists strive to minimize their expression of
countertransference while silently learning from its inevitable occurrence. Hayes,

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 (FMTP
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application: therapeutic
techniques and procedures
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GFSFODFw

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 t
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Case Approach to Counseling and Psychotherapy
79
$PSFZ

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P S Y C H O A N A LY T I C T H E R A P Y
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Maintaining the Analytic Framework

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Maintaining the analytic frame-
work
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 NBOJGFTU
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 81
Analysis and Interpretation of Resistance

P S Y C H O A N A LY T I C T H E R A P Y
Resistance,
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 UIFSBQJTUT
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Analysis and Interpretation of Transference

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82
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CHAPTER FOUR

XJUI
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PG
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Application to Group Counseling

*
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PG
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MFBEFS‰B
TJUVBUJPO
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PG
FBSMJFS
UJNFT
XIFO
UIFZ
IBE
UP

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 WJF
GPS
UIFJS
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XJUI
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P S Y C H O A N A LY T I C T H E R A P Y
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Theory and Practice of Group
Counseling
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Psychodynamic Group Psychotherapy
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jung’s perspective on the

development of personality
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8F
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CFTU
EP
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CZ
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BUUFOUJPO
UP
UIF
NFTTBHFT
PG
PVS

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 ESFBNT
BOE
CZ
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JO
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BDUJWJUJFT
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Memories, Dreams, Reflections


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84 

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NBLF

CHAPTER FOUR

B
EPHNB
PG
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UP
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collective
unconscious
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archetypes
"NPOH
UIF
NPTU
JNQPSUBOU
BSDIFUZQFT
BSF
UIF
QFSTPOB
UIF
BOJNB
BOE

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 BOJNVT
BOE
UIF
TIBEPX
5IF
persona
JT
B
NBTL
PS
QVCMJD
GBDF
UIBU
XF
XFBS
UP

QSPUFDU
PVSTFMWFT
5IF
animus
BOE
UIF
anima
SFQSFTFOU
CPUI
UIF
CJPMPHJDBM
BOE

QTZDIPMPHJDBM
BTQFDUT
PG
NBTDVMJOJUZ
BOE
GFNJOJOJUZ
XIJDI
BSF
UIPVHIU
UP
DPFYJTU

JO
CPUI
TFYFT
5IF
shadow
IBT
UIF
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SPPUT
BOE
JT
UIF
NPTU
EBOHFSPVT
BOE

QPXFSGVM
PG
UIF
BSDIFUZQFT
*U
SFQSFTFOUT
PVS
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Q



Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Object-relations theory
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TUBUFNFOU

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 BCPVU
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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CHAPTER FOUR

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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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the trend toward brief, time-limited psychodynamic therapy

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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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CHAPTER FOUR

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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 QTZDIPUIFSBQZ
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Brief Dynamic Therapy
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psychoanalytic therapy from a

multicultural perspective
Strengths From a Diversity Perspective
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 5IFSF
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Psychoanalytic Therapy Applied to the Case of Stan

In each of the chapters in Part 2, the mother was the strong, domineering force who
case of Stan is used to demonstrate could and did hurt men. Stan generalized his fear
the practical applications of the theory of his mother to all women. It could be further
in question. To give you a focus on Stan’s central hypothesized that the woman he married was
concerns, refer to the end of Chapter 1, where similar to his mother, both of whom reinforced
his biography is given. I also recommend that his feelings of impotence.
you at least skim Chapter 16, which deals with The opportunity to develop a transference
an integrative approach as applied to Stan. relationship and work through it is the core of
The psychoanalytic approach focuses on the the therapy process. Stan will eventually relate to
unconscious psychodynamics of Stan’s behavior. me, as his therapist, as he did to his father, and
Considerable attention is given to material that this process will be a valuable means of gaining
he has repressed. At the extreme Stan demon- insight into the origin of Stan’s difficulties in
strated a self-destructive tendency, which is a relating to others. The analytic process stresses
way of inflicting punishment on himself. Instead an intensive exploration of Stan’s past. Stan
of directing his hostility toward his parents and devotes much therapy time to reliving and
siblings, he turned it inward toward himself. exploring his early past. As he talks, he gains
Stan’s preoccupation with drinking could be increased understanding of the dynamics of his
hypothesized as evidence of an oral fixation. behavior. He begins to see connections between
Because he never received love and acceptance his present problems and early experiences in his
during his early childhood, he is still suffering childhood. Stan explores memories of relation-
from this deprivation and continues to desper- ships with his siblings and with his mother and
ately search for approval and acceptance from father and also explores how he has generalized
others. Stan’s gender-role identification was his view of women and men from his view of
fraught with difficulties. He learned the basis these family members. It is expected that he will
of female–male relationships through his early reexperience old feelings and uncover buried
experiences with his parents. What he saw was feelings related to traumatic events. From anoth-
fighting, bickering, and discounting. His father er perspective, apart from whatever conscious
was the weak one who always lost, and his insight Stan may acquire, the goal is for him to

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 have a more integrated self, where feelings split psychology can shed light on his difficulties in
off as foreign (the id) become more a part of what forming intimate relationships.
he is comfortable with (the ego). In Stan’s relation-
ship with me, his old feelings can have different Follow-Up: You Continue as
outcomes from his past experiences with significant Stan’s Psychoanalytic Therapist
others and can result in deep personality growth. With each of the 11 theoretical orientations, you
I am likely to explore some of these ques- will be encouraged to try your hand at applying
tions with Stan: “What did you do when you felt the principles and techniques you have just stud-
unloved?” “As a child, what did you do with your ied in the chapter to working with Stan from that
negative feelings?” “As a child, could you express particular perspective. The information presented
your anger, hurt, and fears?” “What effects did your about Stan from each of these theory chapters will
relationship with your mother and father have on provide you with some ideas of how you might
you?” “What did this teach you about women and continue working with him if he were referred to
about men?” Brought into the here and now of the you. Do your best to stay within the general spirit 93
transference relationship, I might ask, “When have of each theory by identifying specific concepts

P S Y C H O A N A LY T I C T H E R A P Y
you felt anything like you felt with your parents?” you would draw from and techniques that you
The analytic process focuses on key influ- might use in helping him explore the struggles he
ences in Stan’s developmental years, some- identifies. Here are a series of questions to provide
times explicitly, sometimes in terms of how those some structure in your thinking about his case:
earlier events are being relived in the present t How much interest would you have in Stan’s
analytic relationship. As he comes to understand early childhood? What are some ways you’d
how he has been shaped by these past experi- help him see patterns between his childhood
ences, he is increasingly able to exert control issues and his current problems?
over his present functioning. Many of Stan’s fears t Consider the transference relationship that is
become conscious, and then his energy does not likely to be established between you and Stan.
have to remain fixed on defending himself from How might you react to his making you into a
unconscious feelings. Instead, he can make new significant person in his life?
decisions about his current life. He can do this
t In working with Stan, what countertransfer-
only if he works through the transference rela-
ence issues might arise for you?
tionship, however, for the depth of his endeav-
t What resistances and defenses might you
ors in therapy largely determine the depth and
predict in your work with Stan? From a psy-
extent of his personality changes.
choanalytic perspective, how would you inter-
If I am operating from a contemporary
pret and work with this resistance?
object-relations psychoanalytic orientation,
my focus may well be on Stan’s developmental t Which of the various forms of psychoanalytic
sequences. Particular attention is paid to un- therapy—classical,relational,orobjectrelations—
derstanding his current behavior in the world as would you be most inclined to apply in work-
largely a repetition of one of his earlier develop- ing with Stan?
mental phases. Because of his dependency, it is
useful in understanding his behavior to see that See DVD for Theory and Practice of
he is now repeating patterns that he formed Counseling and Psychotherapy: The Case
with his mother during his infancy. Viewed from of Stan and Lecturettes (Session 1, an initial
this perspective, Stan has not accomplished the session with Stan, and Session 2, on psycho-
task of separation and individuation. He is still analytic therapy) for a demonstration of my
“stuck” in the symbiotic phase on some levels. approach to counseling Stan from this perspec-
He is unable to obtain his confirmation of worth tive. The first session consists of the intake
from himself, and he has not resolved the and assessment process. The second session
dependence–independence struggle. Looking focuses on Stan’s resistance and dealing with
at his behavior from the viewpoint of self transference.

Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 summary and evaluation
Summary
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CHAPTER FOUR

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Contributions of the Psychoanalytic Approach

*
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 QSPWJEFT
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 *O
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CHAPTER FOUR

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Limitations and Criticisms of the Psychoanalytic Approach
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Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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where to go from here

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DVD for Integrative Counseling: The Case of Ruth and
Lecturettes, SFGFS
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Website: www.apsa.org

Recommended Supplementary Readings

Psychoanalytic Theory: An Introduction
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 References and Suggested Readings
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