'Sigmund Freud Paper\r'

'M either suppose Freud to be the father of modern psychiatry and psychology and the still psychiatrist of any worth. He is surely the close sound known figure, perhaps because commove played such a prominent map in his system. There argon otherwise psychologists, however, whose theories take on respectful cerebrateation. Erik Erickson, born Eric Homburger, whose theories while non as titillating as Freud’s, atomic number 18 tho as sound. This paper testamenting comp be the two dandy men and their systems. In addition, this paper will argue that Freud offers the more(prenominal) useful foundation for understanding the jenny ass Masterson’s confused psyche.\r\nSigmund Freud showed signs of independence and brilliance well(p) before entering the University of Vienna in 1873. He had a prodigious memory and re shape a go at itd variation to the acme of running him self into debt at several(a) bookstores. Among his favored authors were Goethe, Shak espeargon, Kant, Hegel and Nietzsche. To avoid disruption of his studies, he a good deal take in his room. afterwards medical groom, Freud began a private practice, specializing in nervous disorders. He was soon confront with longanimouss whose disorders made no neurological reek.\r\nFor example, a patient power sustain lost intuitive odouring in his foot with no evidence to any sensorial nerve dam get along with. Freud wondered if the problem could be psychological alternatively than physiological. Dr. Freud evolved as he treated patients and anal retentiveyzed himself. He recorded his assessment and expounded his theories in 24 volumes published surrounded by 1888 and 1939. Although his graduation book, The Interpretation of Dreams, sold only 600 copies in its starting line viii days of publication, his ideas gradually began to attract faithful followers and students †on with a great number of critics.\r\nWhile exploring the possible psychological roots of nervous disorders, Freud spent several months in Paris, studying with Jean Charcot, a French brain doctor from whom he learned hypnosis. On return to Vienna, Freud began to tranquilize patients and encouraging them while under hypnosis to plow openly about themselves and the onset of their symptoms. Often the patients responded unblockly, and upon reviewing their past, became rather raise up and agitated.\r\nBy this process, some(prenominal) saw their symptoms lessened or banished entirely. It was in this way that Freud discovered what he termed the â€Å" unconscious(p). Piecing unitedly his patients’ accounts of their resides, he decided that the loss of feeling in matchless’s hand baron be caused by, say, the awe of touching nonp aril’s venereals; blindness or deafness tycoon be caused by the disquietude of hearing or sightedness something that competency arouse grief or distress. everyplace time, Freud saw hundreds of patients. He soon r ecognized that hypnosis was non as helpful as he had first hoped. He therefrom pi unmatchableered a new technique termed â€Å"free standstill. ” Patients were told to relax and say whatever came to mind, no matter how mortifying or irrelevant.\r\nFreud believed that free association produced a chain of thought that was linked to the unconscious, and frequently painful, memories of electric shaverhood. Freud called this process psychoanalysis. Underlying Freud’s psychoanalytic intelligence of soulfulnessality was his belief that the mind was akin to an iceberg †most of it was hidden from view. The conscious awareness is the produce out of the iceberg that is above the surface unless on a lower floor the surface is a much larger unconscious region that contains feelings, wishes and memories of which persons are largely unaware.\r\nSome thoughts are stored temporarily in a preconscious field of battle, from where they can be retrieved at will. However, Freud was more interested in the hand of thought and feeling that are pent-up †forcibly blocked from conscious thought because it would be a similar painful to acknowledge. Freud believed that these repressed materials unconsciously exert a powerful influence on behavior and choices. Freud believed that dreams and slips of spittle and pen were windows to his patient’s unconscious.\r\nIntrusive thoughts or seemingly trivial errors while reading, writing and disquisition suggested to Freud that what is utter and done reflects the exerciseing of the unconscious. Jokes especially were an offspring for expressing repressed sexual and aggressive beencies. For Freud, nothing was accidental. Freud believed that serviceman personality, expressed emotions, strivings, and beliefs arise from a dispute between the aggressive, pleasure- set abouting, biological impulses and the friendly restraints against their smell.\r\nThis conflict between expression and repression, i n ways that bring the obtainment of atonement without punishment or guilt, drives the culture of personality. Freud divided the elements of that conflict into three interacting systems: the id, self-importance and super self-importancetism. Freud did not propose a new, na? ve anatomy, but saw these terms as â€Å"useful aids to understanding” the mind’s dynamics. The id is a reservoir of unconscious psychic susceptibility that continually toils to satisfy basic drives to survive, reproduce and aggress. The id operates on the pleasure principle †if unconstrained, it explores instantaneous gratification.\r\nIt is exemplified by a new born electric razor who cries out for rejoicing the moment it feels hungry, tired, uncomfortable †oblivious to conditions, wishes, or expectations of his environment. As the pip-squeak learns to cope with the real world, his ego discloses. The ego operates on the reality principle, which seeks to superintend the idâ€⠄¢s impulses in realistic ways to accomplish pleasure in practical ways, avoiding pain in the process. The ego contains part conscious perceptions, thoughts, judgements, and memories. It is the personality executive.\r\nThe ego arbitrates between involuntary demands of the id, the restraining demands of the superego and the real- mannersspan demands of the external world. Around hop on 4 or 5, a infant’s ego recognizes the demands of the saucily emerging superego. The superego is the voice of conscience that forces the ego to consider not only the real but too the ideal. Its cerebrate is on how one should behave. The superego develops as the child internalizes the morals and values of parents and culture, thereby providing twain a finger of right, wrong and a set of ideals.\r\nIt strives for nonpareil and judges our actions, producing positive feelings of pride or damaging feelings of guilt. Someone with an exceptionally satisfying superego whitethorn be continual ly upright and socially correct so far ironically harbor guilt-, some other with a faded superego may be wantonly self-indulgent and remorseless. Because the superego’s demands a good deal oppose the id’s, the ego struggles to reconcile the two. The clear student who is sexually attracted to someone and joins a put up organization to work alongside the desired person, satisfies both id and superego.\r\nAnalysis of his patients’ histories convinced Freud that personality forms during a person’s first few historic period. Again and again his patients’ symptoms seemed rooted in unresolved conflicts from betimes childhood. He concluded that children pass by fashion of a serial of psychosexual coifs during which the id’s pleasure-seeking energies focus on diaphanous pleasure-sensitive areas of the body he called â€Å"erogenous zones. ” During the â€Å"oral degree,” normally the first 18 months, an infant’s brute pleasure focuses on sucking, biting, and chewing.\r\nDuring the â€Å"anal typify,” from about 18 months to 3 years, the sphincter muscles become sensitive and controllable, and bowel and bladder retention and elimination become a source of gratification. During the phallic present, from roughly ages 3 to 6 years, the pleasure zones shift to the genitals. Freud believed that during this tier boys seek genital stimulation and develop unconscious sexual desires for their mothers along with green-eyed monster and hatred for their father, whom they consider a rival. Boys feel unrecognized guilt for their rivalry and a fear that their father will punish them, such as by castration.\r\nThis collection of feelings he named the â€Å"Oedipus Complex’ subsequently the Greek legend of Oedipus, who unknowingly killed his father and married his mother. Originally Freud hypothesized that females experienced a parallel â€Å"Electra multifactorial. ” However, in time Freud agitated his mind, saying, (1931, p. 229): â€Å"It is only in the male child that we find the fateful combination of approve for the one parent and simultaneous hatred for the other as a rival. ” Children eventually cope with these threatening feelings by repressing them and so identifying with and trying to become the similars of the rival parent.\r\nThrough this identification process children’s superegos gain strength as they incorporate some of their parents’ values. Freud believed that identification with the same-sex parent generates our gender individualism †the perceive of organism male or female. With their sexual feelings repressed and redirected, children enter a rotational reaction time stage. Freud maintained that during this latency period, ext ending from near age 6 to puberty, sexuality is passive and children play mostly with peers of the same sex. At puberty, latency rolls way to the final examination stage â₠¬ the genital stage †as youths take to experience sexual feelings towards others.\r\nIn Freud’s view, maladaptive behavior in the handsome progenys from conflicts unresolved during earlier psychosexual stages. At any point in the oral, anal, or phallic stages, blind drunk conflict can lock, or fixate, the person’s pleasure-seeking energies in that stage. Thus people who were either orally overindulged or deprived, perhaps by abrupt, early weaning, might fixate at the oral stage. Orally fixated adults are said to exhibit either passive dependence ( the similar that of a nursing infant) or an magnified self-discipline of this dependence, perhaps by acting tough and macho.\r\nThey might continue to smoke or eat as well to satisfy their needs for oral gratification. Those who never kind of resolve their anal conflict, a desire to snuff out at will that combats the demands of toilet training, may be both messy and disorganized (”anal expulsive”) o r highly controlled and compulsively neat (”anal-retentive”). To live in social groups, impulses cannot be freely acted on They must(prenominal) be controlled in logical, socially acceptable ways. When the ego fears losing control of the inner struggle between the demands of the id and the superego, the expiry is anxiety.\r\nAnxiety, said Freud, is the price paid for civilization. Unlike peculiar(prenominal) fears, the dark cloud of anxiety is un focus. Anxiety is therefore, awkward to cope with, as when we feel unsettled but have no basis for feeling that way. Freud proposed that the ego protects itself against anxiety with ego defense mechanisms. Defense mechanisms curve or redirect anxiety in various ways, but always by distorting reality.\r\nAlthough Freud was known to change his mind, he was deeply committed to his ideas and principles, even in the face of harsh criticism. Although controversial, his ideas attracted followers who formed a dedicated inner circle . From time to time, sparks would fly and a member would leave or be outcast. crimson the ideas of the outcasts, however, reflected Freud’s influence. Erik Erikson was one of these outcasts. He agreed with Freud that development proceeds through a series of full of livelihood history stages. But he believed the stages were psychosocial, not psychosexual.\r\nErikson as well as argued that intent’s developmental stages encompass the whole carriage span consort to Erikson, a crisis is equivalent to a turning point in manners, where there is the prospect to progress or regress. At these turning points, a person can either resolve conflicts or fail to adequately resolve the developmental working class. Delving tho into these differences, Erikson contended that each stage of life has its own psychosocial task. fresh children wrestle with issues of in combine, then autonomy, then initiative. School-age children develop competence, the horse grit that they ar e able and successful human beings.\r\nIn adolescence, the task is to synthesize past, present, and future possibilities into a clearer nose out of self. Adolescents wonder: â€Å"Who am I as an respective(prenominal)? What do I want to do with my life? What values should I live by? What do I believe in? ” Erikson calls this quest to more deeply define a sentiency of self the adolescent’s â€Å"search for identity. ” To refine their sense of identity, adolescents usually try out different â€Å"selves” in different situations †perhaps acting out one self at kinsperson, another with friends and still another at school and work.\r\nIf two of these situations overlap †like when a jejuneager brings a friend home from school †the discomfort can be considerable. The teen may ask, â€Å"Which self is the real me? Which self should I be? ” Often, this role confusion pay off waters resolved by the gradual reshaping of a self-definitio n that unifies the various selves into a lucid and comfortable sense of who one is †an identity. But not always, Erikson believes that some adolescents forge their identity early, simply by taking on their parents’ values and expectations.\r\n opposites may survey a negative identity that defines itself in foe to parents and society but in conformity with a particular peer group, complete perhaps with the shave head or multi-colored coif. Still others never quite seem to find themselves or to develop strong commitments. For most, the struggle for identity continues past the teen years and reappears at turning points during adult life. During the first social stage, trust versus disbelieve, an infant’s basic task is to develop a sense of trust in self, others, and the world.\r\nThe infant needs to count on others and develop a sense of acceptance and security. This sense of trust is learned by being maintenancessed and cared for. From Erikson’s viewpoi nt, if the strong others in an infant’s life provide the necessary love, the infant develops a sense of trust. When love is absent, the result is a general sense of mistrust in others. Clearly, infants who feel accepted are in a more favorable position to successfully meet future developmental crises than are those who do not receive adequate nurturing.\r\nHowever, Erikson postulates that since development is a ongoing lifelong process, personality is not refractory at any given time. Events, circumstances, and social relationships are dynamic and changing. Thus, even a child who emerged from the first stage of life with a strong sense of trust may become mistrustful and cy! nical if betrayed in later social relationships. Hence, personality is not viewed as fixed by the fifth year of life, as Freud believed, but remains fluid throughout the life span. Between the ages of one and three (Freud’s anal stage), children are developing a growing sense of control over thei r lives.\r\nThey can now walk, run, climb, and get into all sorts of mischief. A sense of autonomy develops as they learn new skills and achieve a feeling of control over their environment. Thus Erikson’s titles this stage Autonomy versus Shame and Doubt. During this period, some parents, out of veneration or impatience with their children’s progress may intervene and do things that the children should be doing by themselves. Other parents may demand a level of competence of which their children are not yet physically and/or emotionally capable.\r\nIn either case, these children begin to mistrust their own abilities and feel ashamed when they fail to live up to parental expectations. Children who fail to master the tasks of establishing some control over themselves and coping with the world around them develop a sense of shame and feelings of interrogative sentence about their capabilities During the next stage, Initiative versus Guilt, which takes place during the preschool years (ages 4 to 6 †Freud’s phallic stage), children seek to find out how much they can do. According to Erikson, the basic task of preschool years is to establish a sense of competence and initiative.\r\nPreschool children begin to set forth galore(postnominal) of their own activities as they become physically and psychologically ready to engage in pursuits of their own choosing. If they are allowed realistic freedom to choose their own activities and make some of their own decisions, they tend to develop a positive orientation characterized by confidence to initiate actions and follow through on them. On the other hand, if they are unduly restricted, or if their choices are ridiculed, they tend to experience a sense of guilt and at last withdraw from taking an active and initiating stance.\r\nBy the age of six, the child should enter elementary school. It is during this age that the stage of Industry versus Inferiority occurs. During the ensuing five years , the most most-valuable events in the child’s life revolve around setting and accomplishing goals related to school situations. When children are successful in mastering the legion(predicate) another(prenominal) behaviors expected of them during these years, they develop feelings of competency and a sense of industry. They may express such feelings as: â€Å"I can do anything if I just work hard enough.\r\nChildren who encounter failure during the early grades may experience severe handicaps later on. A child with learning problems may begin to feel like a worthless person. Such feelings may drastically affect his or her relationships with peers, which are also bouncy at this time. During the adolescent years, teens experience Identity versus situation Confusion. Typically, adolescents feel they are on center stage and everyone is looking for at them. They are often highly critical of themselves and feel that others are equally critical. Their thoughts often turn inwa rd.\r\nThey look at themselves and question whether or not they measure up to their peers. They also begin remembering about lifelong goals and careers, wondering whether they will make it in the world of the adult. Their ruthless self-appraisal is often beneficial. It results in the development of values, social attitudes, and standards. This inward focus appears to be necessary for the development of a unattackable sense of self and of broader roles in the social order. During the stage of Intimacy versus Isolation, adolescence is now behind the individual and the early adult years loom ahead.\r\nEnergies are focused on building careers, establishing lasting social ties, and achieving then maintaining cozy relationships. Marriage or cohabitation creates new demands on the individual †sharing, compromising, and relinquishing social mobility to some degree. Also, many young adults begin having children and raising families. Those who were unsuccessful in resolving their iden tity crises may find themselves stray from mainstream society and unable to maintain healthy intimate relationships.\r\nThe years between the ages of 35 and 60 are a time for learning how to live creatively with others; this period can be the most harvestingive stage of an individual’s life. According to Erikson, the arousal for continued growth in middle age is the crisis of Generatively versus Stagnation or self-Absorption. By generatively, Erikson meant not just fostering children, but being productive in a broad sense †for example through creative pursuits in careers, in leisure-time activities, in put up work or caring for others.\r\nTwo important qualities of the productive adult are the ability to love well and the ability to work well. Adults who fail to achieve a sense of productivity begin to stagnate, which s a form of psychological death. The years of maturity date are typified by the stage of Integrity of the Self versus Despair. This is the most illum inating stage of a person’s life. If all the crises of earlier stages are resolved, looking back with satisfaction of a life well led is a healthy manifestation of self. Maintaining a sense of worth and personal integrity during the final years is natural.\r\nThose who could not resolve earlier crises will look upon the prospects of old age and death with a deep sense of dread and despair. Another primordial concept to Erikson’s system is ego identity development and the ego strengths that delineate each of the eight stages. His system stresses the ego’s complete and change influences in a person’s life history. He depicts the ego from a psychosocial viewpoint as the hub of individual identity. As the ego develops through life crises, it gains the capacity to master in increasingly advanced ways the puzzles posed by inner and outermost reality.\r\nErikson proposed that ego strength is achieved in a rate of psychosexual stages. Beginning in infancy, th e child’s ego must first learn to trust itself and others to become autonomous and self- competent. With trust and autonomy come the virtues of hope and will, forms of ego strength that foster sufficient security for the child to risk the potential discomposure that hope entails, and sufficient independence of spirit for children to withstand to initiate willingly their personal adaptation to their ineluctable realities.\r\nOnce these fundamental ego strengths are acquired, the child is able to acquire a sense of purpose, competence, fidelity, love, care and wisdom †the ego strengths associated with each stage. Erikson’s possibility embodies a well-balanced colligate for nonmothetic or general psychological â€Å"laws” with some traditional psychoanalytic concern for the uniqueness of the individual, especially in the areas of clinical action and psychohistory. So where does all this theorizing leave jennet Masterson? A Freudian psychoanalyst may have jenny ass free associate to definite terms.\r\n peradventure her free association would turn out something like this: analyst: jenny, I want you to relax and lay back. finale your eyes. Now, I want you to give me the first intelligence service that pops into your head when I say a certain word. For instance, if I said â€Å"Dog,” you might say, â€Å"Cat. ” jennet: No, if you said, â€Å"dog,” I would say â€Å"dependent. ” psychotic person: Interesting, why do you think you would say â€Å"dependent? ” jenny: â€Å"Well, they are aren’t they? I have to feed them, I have to bathe them, I have to wash them, I have to walk them †just like a small child.\r\nExcept they won’t refuse you, and I expect they’d be a lowly more respectful of all that I would do for them. Psycho: Okay, the next word is religion. Jenny: Futile. Non-lasting. Psycho: Love Jenny: Useless. Really, love means nothing, just like conjugation is me aningless. Psycho: I see. Next word, sex. Jenny: Ugh. So vulgar, dirty, disgusting. So beastly. Psycho: Okay. How about children? Jenny: Ungrateful. Possessions. Really, children just do not realize all that we do for them. We sacrifice, we slave so that their existence may be better and what do they do for us? Nothing. Just heartbreak, never ending hearbreak.\r\nPsycho: Okay, just one last word, woman. Jenny: Prostitute. Chip. Unclean. Most women are just so ugly, at bottom and out. I simply cannot stand their smiles †so inviting, those little trollops. Jenny had some major hang-ups in the area of sexuality. Perhaps all her â€Å"problems” stem from this one subject. Sex. Her antagonism towards other women, her hinted-at incestuous relationship with Ross, her extreme green-eyed monster of Ross’ girlfriends, her possessiveness, her lack of close friends †all of these can be traced back to her most important subject. Jenny might have been characterized as a n anal character.\r\nIt can be speculated that during her toilet training stage, she refused to give, was prudish and was retentive. It can be speculated that perhaps through unwise parental insistence, she may have come to value yet fear this psychical function and all the features associated with it. According to Freud, this typecast of person becomes orderly to the point of obsession, egocentric, picayunish, preoccupied with specie and material things and obstinate. Jenny is all of these things. His theory also holds that sadomasochism is also a trait of the anal character. Jenny exhibits this.\r\nShe inflicts and receives ugly all of her life. She is constantly asking for suffering from Glenn and Isabel when she continually insults them, yet they never give in and make her suffer. She creates situations where only suffering can result for her and others, like when Ross and her moved into the same flat. That was doomed to fail. She constan! tly obsess over where he was, whom he was with, why he wasn’t paying rent †she drove herself crazy, and in the process alienated her son. Like any masochist, she seems in a strangely perverted way to impulse her martyrdom and enjoy her distress.\r\nFreudian theory holds that the instincts seek pleasure and therefore that Jenny’s persistency in her treacherous behavior must give her some gratification. While her behavior goes against the very scintilla of survival, and therefore must be neurotic, it serves to gratify her masochistic needs. Continuing with this theme, Jenny believed sex to be dirty, and beastly. It is not known much about her marriage, but one can hardly picture Jenny as a wanton woman, or even as a woman with normal sexual drives. Her marriage may have even been a product of rebellion, again an anal trait, against her family.\r\nThe principle explanation for Jenny in a Freudian analysis would turn to Jenny’s confused sexual identity. It might be said that she never worked through her oedipal complex successfully. She did identify with her mother, according to her sister however. By identifying with her mom, she may have taken on masculine role. After all, by 18 she was the main breadwinner in the house. Perhaps she wished to possess her mother, since she had taken on the male role. When she married, this psychosexual confusion was not resolved. In fact, it may have been worsened by her husband’s death.\r\nIt is said that Jenny did not grieve for her husband. Perhaps she tho transferred her womanly affection onto Ross, expecting a relationship from him that was like that of a lover and not a son. Her green-eyed monster over his girlfriends and her kisses under the moonlight certainly point towards unnatural feelings towards him. Perhaps, with Ross’ birth, she was able to find a surrogate for her lack of penis. Ross may have been a gibbosity of her true masculine nature. She was able to live her life in the masculine image by being on e with Ross.\r\nWhen he died, she kept his robe and pipe, thus cherishing the remnants of her/his masculine identity. Her love of Ross gives an impression of an incestuous relationship. She has fits of jealousy over his lovers, calls him, â€Å"sex mad” and talks of him like a lover (”kissed under the stars”). She is very delusional when she believes that to Ross, she is responsible for his existence but that he owes her nothing. Her actions speak contrary to this. She is the perfect martyr, constantly making exaggerated sacrifices for Ross. In reality, she expected him to repay her with undying devotion. She precious to possess him.\r\n'