D Brown Zoo httpswwwyoutubecomwatchvYQXe1CokWqQ Attachment 339 httpswwwyoutubecomwatchvDH1mZMO7GU Psychodynamic Session 1147 Defenses Free Association httpswwwyoutubecomwatchvz9fF9F5w1cI ID: 797484
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Slide1
Gaze 2.48
https://www.youtube.com/watch?v=apzXGEbZht0
D Brown Zoo
https://www.youtube.com/watch?v=YQXe1CokWqQ
Attachment 3.39
https://www.youtube.com/watch?v=DH1m_ZMO7GU
Psychodynamic Session 11.47
Defenses
Free Association
https://www.youtube.com/watch?v=z9fF9F5w1cI
Psychodynamic Explanation roots 8.21
https://www.youtube.com/watch?v=WrOpqg8ipQA
Transference Counter Transference 22.22
https://www.youtube.com/watch?v=vRxyPnnGfqw
Psychodynamic / CBT
https://www.youtube.com/watch?v=L83LegUbDHg
Psychodynamic what to expect transference begins 10.56
https://www.youtube.com/watch?v=cm_vIFnDnvk&list=PLCZGjUE1j_Ti0wuSTRi5kzFHkfsMxPLum
Slide2Slide3Introduction to
Psychodynamic Counselling
Course Code PC402
10.30 - 4.30pm
Slide4Administration
The Building
Slide5Health & Safety
At the start of the course, please ensure that students understand what to do in the event of a fire. The assembly point for any evacuation is in KEAN STREET
Take the laminated room number sign from the classroom wall and instruct students to assemble with you, using the room number as your ‘flag’. If students have mobility problems, direct them to the student lounge on that floor and someone should wait with them until a Fire Marshal arrives to assist them to safety (via the fire-fighting lift)
There is a full set of guidelines in each room
Slide6First Aid
Telephone 2801 to contact a first-aider via the internal telephones in the student lounges or in room 218
Second Floor rooms 206 and 210 have First Aid Boxes.
Slide7Toilets
Ladies: floors G,1,3,4,6
Gents: floors G, 2, 5 Disabled: Each level
Slide8Student
Administration
Signing the register Completing Feedback Forms at the end of the Day
Slide9Adrian Scott
MSc Senior MBACP Accredited
www.counsellingme.co.uk07956 292 740
adrianscott@counsellingme.co.uk
Slide10Paper Free!
pdf files on website Background
Please respect the copyright – Do not share
www.counsellingme.co.uk07956 292 740 adrianscott@counsellingme.co.uk
Slide11My Experience
MBACP Senior Accredited Counsellor
MBACP Senior Accredited Supervisor for Individuals and GroupsManaged Counselling services in Voluntary Sector Bereaved, Homeless, Mental health, Carers
Slide12Expert
Not a guru or psychodynamic expert
Do not know everythingIdeas to be Debated / Challenged
Slide13Other City Literary
Courses
Introduction to the Unconscious DayWorking with Bereavement DayLiving through Bereavement DayPsychology of Attachment 6 Fridays 6-9pm
Slide14Morning Session
10.40 Introduction
11am Icebreaker Exercise11.40 Break
12.00 Theory of the Psychodynamic Counselling 1pm Lunch
Slide15Afternoon Session
2 pm Assessment Exercise
3pm Break3.15pm Theory of the Psychodynamic
Counselling3.45pm Case Examples - Video4.15pm Round Up / Administration4.30pm End
Slide16Your Experience, Ideas
& Examples
Slide17Audio Visual
Jan Gale – Clinical Assessment
Tavistock
Clinic
Susie
Orbach
- Radio Case Studies Cardiff Primary School – Organisational Case StudyTavistock
Clinic
Slide18Learning Outcomes
An Understanding of some of the History of the Psychodynamic
An Understanding of some of the Theory of the Psychodynamic
An Understanding of some of your own Psychodynamics!
Slide19The Day
Wide range of skills in the room
Hope you all get something out of it
I am not an expert on the Psychodynamic Approach Encourage you to have your own view
Slide20Boundaries
Look after yourselves the Psychodynamic Approach can be a difficult and emotive subject
Do not say anything you do not want to say. This is not a therapy group!
Confidentiality Agreement - All personal information should be kept to this room and with this group of people.
Slide21Living a Psychodynamic
Life
by Adrian Scott
Be Sceptical
(Greek for Inquiry) Hidden
Unconscious Relate to Parental / Family experience in childhood Presenting Past Aware of Repeat Defenses Compulsion Resistance Stages of development Anal, Oral …………
Stuck not completed Attachment How? Why? Bereavement Childhood Relationships
Slide22Living a Psychodynamic
Life
by Adrian Scott
Parts of a whole -relating to one another
Transference
Slide23Living a Psychodynamic
Life
by Adrian Scott
Limited
Love Choices / Career choices / Parenting style
Common Unhappiness "transform neurotic misery into common unhappiness“ Sigmund Freud Rearrange the Furniture / Unable to change the furniture
Slide24Icebreaker Exercise
Ask Your Colleague: 1. What brought you here?
2. What is your interest and experience of
the subject?
3. What do you want from the day? You will be asked to briefly and concisely to report back what your colleague has told you to the group, and check with your
colleague how you did!
Slide25What do you want
from the
Day?
Are there any Topics, Issues, that you would like to focus or discuss today?
Write on flip chart
Slide2610-15 minute Break
Slide27Theory of the Psychodynamic
Approach
Slide28Our Relationship to Theory
Slide29The Theory
Tool
Guide
Slide30The Theory of Psychodynamic
Counselling
Setting the Scene – Vienna in 1880s Hypnotized ExampleChildhood ExampleNeurology - The nervous system
Conscious/ pre conscious / unconsciousPsychoanalysis / PsychodynamicFree Association / Interpretation of Dreams /UnconsciousSuperego ego idDefense MechanismsTransference / Counter transference Critique
Slide31Theory has its place
Not thinking of theory in the room with the client
Being with the clientTheory - In supervision?So Theory is there for us to pick and choose
Theory is there to help and support the being with
Slide32Vienna in 1880
Rise of New National States
Rapid Increase of progress in Science, Industry, and Commerce.Exploration of remaining area of the world
Deep-rooted security in Europe – Hapsburg EmpireUniversal stable values – men, women, family, class, hierarchy
Slide33Vienna in 1880
Strong emphasis on male domination
World shaped for men by men. Male virtues of ambition, aggressiveness, and toughness seen as positive.Education, family life was authoritarian
Laws were repressive: corporal punishment the norm.
Slide34Vienna in 1880
Class society – Rigid divide between rich and poor
Every bourgeois family had domestic servantsRelationship between master and servant was unsentimental and authoritarianWhite mans’ domination of the world was unquestioned
Slide35Vienna in 1880
Stars involved in public quarrels, and then making up all in public view.
Vienna was - Authoritarian and Rigid culture Women were domestic servants
Lots of Leisure time
Slide36Vienna in 1880
Public obsession with love
Love was a prime concern to men and womenPeople were in love with the idea of loveWhich set the scene for Hysteria – attributed to women
Theory of Sex
Slide37Birth of
Sexual Psychology
In ViennaSex was TabooHomosexuality bannedInappropriate relationships with childrenSexually deviant behaviour rifeIdea that Psychological reasons are at the root of sexual perversions gained ground
Slide38Vienna in 1880
Science was used as entertainment. People would go to see famous magicians and scientists performing tricks and doing experiments
Hypnotism was performed at shows and was popular entertainment
Slide39Drama
Audience
TheatricalShowman
Slide40Hypnosis Example
Awake Person is
Hypnotised Person given suggestion Trigger - clap hands when hypnotised
person hears “Hello” Hypnotiser says “Hello” Person hears command “Hello
” and claps their hands
Person Woken Up – unaware of
Trigger
Slide41Hypnosis “Trick”
Awake Person who is unaware of what has happened / Trigger Hypnotiser
says “hello” Hypnotised person claps hands Audience Applause
Slide42How?
How is the brain able to be hypnotized?Where is the dormant information or trigger stored for future re-activation?
Is this the unconscious?Is the unconscious a place where certain thoughts stay separate from the conscious?
Slide43Parallel to Hypnosis –
Childhood ExampleAwake child Has a painful experience Child “forgets / stores” experience (suggestion /command /trigger)
At later stage in adulthood - “forgotten experience” is remembered by (suggestion /command /trigger )Adult relives childhood pain
Slide44Childhood
Teaching Example
Child bitten by dog on a hill
walk with family Dog Lover Parent blames child. Child hurt. Child “forgets” painful experienceLater in life “forgotten experience” is remembered by (suggestion /command/
trigger
)
Adult dislikes hill walking / dogs
Slide45Turning Point
Slide46Concept of a person
1900s
Slide47Concept of a person
Post 1900s
Slide48“In the modern age we have come to understand our own selves as composites often contradictory, even internally incompatible. We understand that each of us is many different people.
Our younger selves differ from our older selves; we can be bold in the company of lovers and timorous before our employers; principled when we instruct our children and corrupt when offered some secret temptation; we are serious and frivolous, loud and quiet, aggressive and easily abashed.
The 19
th century concept of the integrated self has been replaced by the jostling of I’s and yet unless we are damaged or deranged we usually have a relatively clear sense of who we are. I agree with my many selves to call all of them “me”. Salman Rushdie – Midnight’s Children
Slide49Link to Psychodynamic
“ I don’t feel myself today”
“ I don’t like that side of myself ” “ It just came over me, & I felt so cross with myself ”
So the phrase “I felt so cross with myself” becomes I reminds the person of when their parents were actually cross with them.
of the fantasy that their parents would be cross with them if they knew
of the frustration of the person who might be cross with them
of the illustration of the punitive part of the self called the super ego or conscience.
Slide50Arrival of Freud!
Slide51Sigmund Freud
1856- 1939
Freud studied medicine and neurology at the University of Vienna under Josef Breuer, a Viennese physician. From 1882 to 1886 Freud worked at the General Hospital, and experimented among others with cocaine, also using it himself. He went to Paris in 1885 to study under Jean Martin Charcot at the Salpetriere Hospital. There the hypnotic treatment of women, who suffered from a medical state called ‘hysteria’, led Freud to take an interest in psychiatry.
Slide52How?
Freud was the first person to attempt to create and record a theory that reaches the unconscious
Slide53Freud created Theory of Psychoanalysis
Slide54The Theory of
Psychoanalysis
AIM: Make the Unconscious Conscious
How? Patient – lies down Free Association Interpretation of Dreams UnconsciousDefense Mechanisms Childhood link to Adulthood
Objects Relations Theory
Slide55The Psychoanalyst
Own analysis 5-10 years
Comfortable and familiar with their own unconscious?Analysis and Interpretation of ResistanceTransference and Countertransference
Working with defences – repression Anxiety
Slide56Psychoanalysis &
Archaeology
Freud’s Desk
Slide57Psychoanalysis
Realising the unconscious is like an archaeological dig
Brush away the earth to reveal another layer Repeat unconscious ideas to patient at each level - Directions to Jerusalem
Slide58Defense Mechanisms
Repression: blocking of memories, emotions, ideas form the conscious
Denial Refusal to accept external reality because it is too threatening
Splitting: denying parts of the self that are perceived as unpleasant
Delusion, Distortion, Identification, Acting Out, Idealisation, Somatising, Projection, Passive Aggression, Projective Identification,
Intellectualising
, Regression, Disassociation, displacement, fantasy.
Slide59Psychoanalysis
Psychological theory conceived 19th / early 20th
Psychoanalysis has expanded, been criticized and developed in different directions, Mostly by some of Freud's students, such as Alfred Adler, Carl Jung, Wilhelm ReichLater by neo-Freudians such as Erich Fromm, Karen Horney and Jacques
Lacan
Slide60Psychoanalysis
Development is determined by events in early childhood by irrational drives;
Drives are largely unconscious
Making person aware of meets resistance called
defense
mechanisms
Conflicts between conscious and unconscious (repressed)
Liberation from the effects of the unconscious is done by making it conscious with a psychoanalyst
Slide61Psychoanalysis
Patient lies on the couch and talks
Analyst - Blank Screen / does not speakUnconscious brought to light by Free Association Dreams Transference / Counter Transference
Slide62Psychoanalysis
Transference
Unconscious redirection of feelings from one person to another
The
inappropriate
repetition in the present of a relationship that was important in a person's childhood
Redirection of feelings and desires and especially of those unconsciously retained from childhood toward a new object
Copying of emotions relating to repressed experiences, especially of childhood, and the substitution of another person ... for the original object of the repressed impulsesBetter understanding of the patient's feelings
Slide63Psychoanalysis
Transference
Transference can form a relationship of
Erotic Feelings
Rage / Hatred
Mistrust
Parent / Extreme dependence
Putting therapist in a god-like or guru status
Slide64Psychoanalysis
Counter-Transference
Psychoanalyst’s feelings towards the transference / patient Emotional entanglement with a patient. Psychoanalyst’s familiarity with own countertransference is as critical as understanding the transference
Valuable insight into what patients are attempting to elicit in psychoanalyst
Slide65Counter -Transference
Example
Psychoanalyst who is attracted to a patient Understand the countertransference aspect (if any) of the attraction, and look at how the patient might be eliciting this attraction.
When the countertransference feelings are identified the therapist can ask the patient what his or her feelings are toward the therapist, Can explore how those feelings relate to unconscious motivations, desires, or fears.
Slide66Carl Jung 1875 –1961
Both Jung and Freud had profound belief in the unconscious
Jung emphasised the role of symbolismFell out: Freud not flexible enough to further Jung’s work Drew on Mythical and anthropological to illuminate (not prove) his theory
Slide67Jung / Freud
Differences
Freud – Scientific PsychoanalysisTheory Instincts Sexuality Conscious/Unconscious /Free A./Dreams
Jung – Unscientific Analytic PsychologyArchetypes Collective Unconscious, Literature, Myths and Legends
Slide68Carl Jung
Archetypes
The Self (ego) - archetype of wholenessShadow – generally negative projected onto less favoured groups and indivdualsPersona – the face shown to others
Slide69Carl Jung
Archetypes
Anima – In men feminine aspect of manAnimus – In women masculine aspect of of women Function as opposites in the unconscious Influence relations of men and women to each other
Slide70Carl Jung
Sources
Symbols from mythology, religion, fairy tales, alchemic textsSymbols shared be everyone ….Collective Unconscious – pool of experience accessible to all
Slide71Jung - Complex
A Complex is a personal unconscious - core of emotions, memories, perceptions
Complexes are part of the psyche, source of all human emotionsComplexes act autonomously Interfere with the will, disturbing memory and
the conscious Complexes are not negative, but their effects can be
Slide72Carl Jung
Jungian Analysis
Goal - Analysand’s wholenessCome to terms with the Unconscious Establish on-going relationship between consciousness and the unconscious
Examine relationship between unconscious and everyday life
Slide73Carl Jung
Diagram of Psyche
Self
Collective
Ucs
Personal
Ucs
Conscious
Complexes
Slide74Carl Jung
Clips
Transference and Archetypes - 10 minutes
Collective Unconscious – 5 minutes
Transference and Archetypes – 10 minutes
Fantasy and the Unconscious - 5 minutes
Jung on Freud and the Unconscious – 4 minutes
Slide75Psychoanalysis to
Psychodynamic
Freud and the Unconscious Psychoanalysis JungPsychoanalytic PsychotherapyPsychodynamic PsychotherapyPsychodynamic Counselling
Slide76Links Psychoanalysis &
Psychodynamic
Freud
Psychodynamic
Dreams Interpersonal Interpretation Making LinksFree Association Presenting Past Lying Down Sitting Up
Slide77Characteristics
of
the Psychodynamic The Frame Face to face talking Transference / Counter transference Resistance Childhood / Parental Attachments
Slide78Freud and the
Unconscious
An iceberg is often used to provide a visual representation of Freud’s theory that most of the human mind operates unconsciously.Conscious mind - ego Unconscious mind Further divided into the id - instincts and drive and the superego – conscience
Slide79Iceberg picture here
Slide80Iceberg Model
"The soul is like an iceberg; it contains a conscious part and an unconscious part”
- Sigmund FreudTo reach the Unconscious we have to find out about it
Slide81Characteristics
of the Unconscious
Uses Disguise Opposites / Parallels / Symbols / MetaphorsUsually some connection to original idea
Slide82Characteristics
of the Unconscious
Unconscious
Conscious
Slide83Mental Iceberg
Slide84Unconscious diagram
Conscious
Pre- Conscious
Unconscious
Slide85Unconscious Terms
Conscious
- everyday awareness Preconscious - thoughts which are unconscious, but not repressed, able to recall
Unconscious – repressed hurts and pain, not able to recall
Slide86Diagram of
the Unconscious
Slide87Unconscious Terms
Ego
(I) Mediator/Reality Testing / Personal IdentityId (It) Instinctive part Unconscious hereditary
Innate & Repressed / Acquired through experience – in conflict with egoSuper ego (Over-I) Judge censor Formation of ideals Parental prohibitions and denials
Slide88Jokes and
The Unconscious
Freud theorises that jokes emerge from an unconscious aggression as a way of bypassing the internal censorJoking is about laughter replacing anxiety and fearA way of expressing unconscious thoughts particularly in public and social situations
Slide89Diagram of
the Unconscious
Slide90Freud started his work
as a Neurologist
Thoughts have energy Stimuli or instincts coming from the inside rather than the outside
The nervous system is a body organ which wants to remain neutral The instincts or stimuli from the thoughts bombard the nervous system and prevent it from remaining neutralSo it pushes the stimuli off unwittingly giving it more energy
Slide91Diagram of the
Nervous System
Happy Thoughts
Neutral
Unhappy Thoughts
Energy
Slide92Nervous System
Happy stimuli reached the nervous system – no reaction remains in a neutral state.
An unhappy stimuli provokes a greater reaction with more energy needed to keep it away. Stimuli of anxious energy are repelled by the nervous system only to constantly return and to be again repelled.
Slide93Nervous System
So stimuli with a command and energy to move your arm, hits the nervous system and discharges its energy through the physical movement of the arm: the nervous system returns to neutral
eg: punching Unhappy thought and feelings keep being repelled by the nervous system and returning to it.
Slide94The Nervous System
Happy stimuli reached the nervous system – no reaction remains in a neutral state.
Unhappy stimuli provokes a greater reaction with more energy needed to keep it away. Unhappy stimuli are repelled by the nervous system only to constantly return and to be again repelled.
Unhappy thought and feelings keep being repelled by the nervous system and returning to it.
Slide95Summary of the
Nervous System
The Nervous System wants to remain
NEUTRALHappy Energy / Thoughts are neutral
Unhappy energy / thoughts have
ENERGY
are not tolerated by the nervous system Bounce off the nervous system to go where?
Slide96Summary of the
Nervous System - Baby
9 months in the wombAt 2 years old – Rapid development Personality set Attachment style formed
Slide97Summary of the
Nervous System – Growth
Slide98Critique of Freud
Slide99Critique of Freud
Feminism – patriarchal
White / Eurocentric Religion like psychoanalysis – hierarchical
Science – not evidenced
Slide100Tavistock
Organisation
Case Study
Deprived Area in Cardiff – Child abuse
What is unspoken?
Reality v. WishExpert – worked us all outOlder Man & Younger women – family
Saying noAbsenceChangeRepeating Patterns
Slide101Critique of Psychodynamic
Slide102Critique of Psychodynamic
Not person centred - cold
Directive, making interpretations Long contracts, more expensiveRelationship to past ignores present?Male approach?
Slide103Psychodynamic Counselling
10 Key Points
1.
Counsellor
-Client Relationship
2. The Environment: Boundaries/Space/Time/Frequency / Continuity/Sole Relationship/ Payment 3. Confidentiality / Counsellor Non- disclosure 4. Reflecting…Empathising
5. Listening / Hearing
6. Acceptance/Trust
7. Resistance: Change, Status Quo
8. The Presenting Past /The Unconscious
9. Transference/Counter transference / Negative Transference / Erotic
10. Own Therapy / Supervision
Slide104Slide105Slide106Objects Relations Theory
Object relations theory is a
psychodynamic theory describing process of how a person develops in relation to others in an environment – particularly family.We relate to people and situations as adults based on the way we experienced our parents when we were infants
Melanie Klein developed the theory furtherGood object / Bad object (breast) - Splitting
Slide107Attachment Theory
John
BowlbyBereaved can become stuck in the mourning process.Freud described this as melancholia - a reaction to a love object. Mourning is a reaction to the loss of a loved one: whereas melancholia described something being lost in the bereaved devaluing themselves
The object loss was transformed into an ego loss.This led to the Object Relations Theory being put forward by Klein.
Slide108Attachment Theory
John
BowlbyThe baby’s fantasy is that his sadistic feelings towards the mother will push her away abandoning him. He is able to overcome these feelings when the mother doesn’t fulfill the baby’s fantasy by leaving, but remains a stable influence guaranteeing the baby’s security.
John Bowlby believed the Freud and Klein’s theories influenced by the instincts of sex and feeding were not the only factors.
Slide109Attachment Theory
John
BowlbyBowlby developed his own Attachment Theory when he noticed in a study of rhesus monkeys that when given the options of mother: one a soft dummy without food: or a hard dummy with food that the monkeys always preferred the soft mother
Baby’s emotional world was not only formed by innate instincts but from early parental relationships. Emotional warmth between mother and baby could influence the whole attitude of the infant right into adult life.
Slide110Attachment Theory
John
BowlbyMother’s / main carer’s emotional state before and after the birth of the baby.
If mother / main carer is depressed she is less likely to be open and responsive to the baby’s needs. For the baby to detach from the mother successfully a good process of attachment (being cared for and loved) has to occur
Slide111Winnicott
D.W.Winnicott
studied a lot of mother baby interactions: and arrived at the idea of potential space. He watched how babies tend to use their fingers and thumbs in stimulation of the mouth (Freud’s Oral Phase).
After a few months babies become fond of playing with objects which they can become addicted to. He called these transitional objects to help the baby move from the oral phase to the true object relationship.
Slide112Mother and Baby
D.W.Winnicott
Studied a lot of mother baby interactions
Potential space
How does primary relationship enable separation to be tolerated by the baby?
Transitional Object
Must be allowed to have rights over the object
Good enough parenting and mothering
Play negotiation between inner psychic reality and outer worldly reality
Culture originating in Potential Space as relationship of experience
Slide113Winnicott
This transitional object can become very significant throughout childhood and maybe returned to at times of stress.
Qualities of the relationship : the child must be allowed to have rights over the object; the object is loved; Good enough parenting allows a good relationship to form between mother and baby so that he is able to deal with his own frustration.
This leads to the idea of play; a negotiation between inner psychic reality and outer worldly reality.
Slide114Winnicott
Play allows the parent and child to be creative and develop a sense of self.
Winnicott expanded these ideas: describing culture originating in Potential Space as the relationship of experience to tradition
and separateness to union.
Slide115Brazelton & Cramer
Still face studies conducted by Brazelton & Cramer between mother and baby
The mother is asked to interact lovingly for three minutes Leaves and returns with a mask like expression on her face. The baby tries to gain the mother’s attention Then the baby’s expression becomes more serious
Body curls over and his head falls. All this happens within three minutes.
Tries to ignore the need to look at his mother
Cuts off from his environment for comfort This distancing and cutting off from feelings in counselling
Slide116Bowlby
Conclusions
Counsellor applies attachment theory sees their role as being
one of providing the conditions which his client can explore representational models of himself and his attachment figures with a view of reappraising and restructuring them in the light of new experiences he has in the counselling
relationship.
Slide117Bowlby
Conclusions
Has to provide a secure base of time, place, frequency sympathise.Assist clients to explore relationships by considering how they are engaged with: also unconscious traits that influence their choice of intimate relationship.
Flag up relationship between the counsellor and the client themselvesCounsellors sanctions possible ideas and feelings that would before be unthinkable and unimaginable.
Slide118Bowlby
Conclusions
Reflect on the accuracy and adequacy of these images. Counsellor has to be able to make the client feel safe:Winnicott described this as “holding” and
Bion as “ containing”. In providing this secure base the counsellor is playing the role of the mother with her baby. The counsellor remains attentive and responsive to the client’s needs to see and feel the client’s world through the client’s eyes.
Slide119Influence of earlier
experiences on the
transference relationship Client is very apprehensive of the counsellor
because he feels he will criticise or reject him. Client holds a favourable picture even though everything else points to the contrary.Family maintains that they have given the child constant affection and that it is the child’s fault for not accepting it.
The client can feel totally unaware of these feelings
The client in his early years have developed an anxiously avoidant pattern of attachment of being detached and emotionally self-contained
The dread that the counsellor will trap him in a relationship to serve his own ends – the child has the care giving role for the parent.
Client shifts from treating the counsellor as one of his parents to treating him in the same way that he was treated by his parents During childhood client learns two ways of behaving: the child interacting with the parent; and the way each parent interacts with him. Positive Transference / Negative Transference.Threats to not love the child / threats to abandon the child / threats to commit suicide.
Slide120Hypnotised Person diagram
Conscious
Pre- Conscious
Unconscious
Action
Setting up of experiment
Physician’s Order
Repression
Distortion
Repression
Distortion
Slide121Characteristics
of the Unconscious
The Unconscious is full of energy from unpleasant feelingsAlways wants to escape to the ConsciousAlways held back by the Pre Conscious and Conscious
Slide122Characteristics
of the Unconscious
The Unconscious cannot remain unconsciousHow does it escape into the conscious?How does it pass by the guards of the pre-conscious and conscious?
Slide123Unconscious diagram 2
Conscious
Pre- Conscious
Unconscious
Slide124Unconscious diagram 3
Conscious
Pre- Conscious
Unconscious
Repression
Distortion
Repression
Distortion
Slide125Unconscious diagram 4
Conscious
Actions Body movementsPre- Conscious
Unconscious
Receive from external world
and Internal sources
Setting up of experiment
Physician’s Order
Knowledge, Memories Accessible to conscious
Repression
Distortion
Repression
Distortion
Slide126Dreams
Interpreting a dream means putting meaning to it
Fits the course of mental events in the dreamTo a scientist Dreams were just a biological process
Slide127Dreams
Lap opinion was confused and undecided – thought it had significance but did not know whatFreud thought every dream had a meaning Hidden and parallels some other process of thought Just undo the substitutions to reveal it meaning
Slide128Dreams
Two ways of interpreting Dreams
1. Simplistic – close rel. to Dream contentUsed to predict the future 7 fat kine, 7 lean kine
who ate the 7 fat kine prediciting famine in Egypt:
Slide129Intro to Kate
Woman in temporary accommodation
In rel. with violent boyfriend / friends don’t like him He disappeared with her flat keys Stays with him when he is asleep in the day: does not leave flat 30 minutes late to sessions
Slide130Kate
Conscious
Pre- Conscious
Unconscious
Fractured isolated life style Repeating pattern /men abusing her, provoking violence towards herself
Repression
Distortion
Repression
Distortion
She senses that something is wrong: leading a life she doesn’t want
Anger/Ideas/Energy satisfied to maintain status quo by entering conscious in a distorted state
Afraid to question herself / or allow others to question
Slide131Kate 2
Conscious
Pre- Conscious
Unconscious
Angry at boyfriend attracts violence
Trusts and believes him, so attracts violence Repeating pattern
Repression
Distortion
Repression
Distortion
Has access to feelings of not trusting, not believing
Afraid to question herself / or allow others to question
Angry situation
censored
Unsatisfied anger gaining energy
Anger turned back by repression
Fear Pain
Angry trying to reach conscious
3
4
1
2
Slide132Dreams
2. Method of decoding Dream allowed to have different meanings depending who is decoding it Freud noticed splitting up the Dream made
the interpretation fragmented and confused!
Slide133Dreams
Freud believed that a pathological idea can be traced back to patient’s inner life where it came from
Give up censoring thoughts – Free AssociationPatient must be aware of inner world: lying down eyes closed and relaxed
Slide134Dreams
Exercise: try having a thought that is not censored!
Difference between reflecting and self observation. Reflection uses a censoring part of the self – something is left behind
Slide135Dreams
Freud wanted the patient to relaxLike dropping off to sleep / being hypnotisedSo involuntary ideas would come to patients’ mindThese thoughts not dreams but still retain dream like character
Slide136Dreams
Difficult for patients – met with violent resistance – Reason P.177
When Freud asked patient to comment on whole dream – blankFocusing on part of the dream – patient had more to say
Slide137Dreams
Freud felt the best way to illustrate this was to use on of his own dreams
He is “normal”Knows the context of the Dream – himself
Slide138Characteristics of
the Unconscious
The conscious resists unconscious thoughtsThe unconscious wants to be conscious The unconscious is where psychic activity begins and whether it gets into the conscious is determined by strength of resistance.
The unconscious thoughts have to undergo a change / distortion / disguise to get into the conscious Unconscious thoughts want to be conscious
Slide139Bullet Points of
Psychodynamic Theory
Psychodynamic links counselling and psychotherapy with psychoanalysis. Psyche includes intellectual processes, emotions and feelings.
sychodynamic refers to thoughts & feelings, as active. Psychodynamic: activity takes place in relation to itself Clients love, hate, or fear part of themselves and other people. Dynamic going on within the psyche.
Freud described the parts as the: Id Ego Super ego
Jung Shadow Anima Animus
Winnicott Self False SelfTransactional Analysis Parent Adult Child
Slide140Bullet Points of
Psychodynamic Theory
* Psyche formed over long years of child development * Influences more than memory: live inside of us.
* Psychodynamic emphasises experiences/ feelings in the clients’ past. * Child’s feelings become fantasies about primary relationships. * Child’s fantasies are internalized during stressful parental situations.
* Become internal relationships: become active self-motivated.
* Psyche not waiting to eat, defecate or have sex: recognizes the complexity of the different parts of the person. * Psychodynamic interested in the object relations - or personal relationships. * Psyche is constantly active: particularly in times of stress or agitation,.
Psychodynamic alert to activity in the way the client talks in the past and present, and in the counselling relationship.
Slide141Case Study
Example of a beginning:
First Session:Pat 31yr old woman presenting with a history of bulimia and her partner committing suicide last February. Father left family when she was 2 years old.
Didn’t know how it all went. Wanted to say things about herself but did not know how. Lot of silence and awkwardness. Kept busy a lot of the time. Stared me down wanting something from me. Talked of her awkwardness, and how people did not know what to say. Left the room at one point; this was a place she could not go.Session2Talked about having a male counsellor: not her preferred choice. Aware of cutting off her feelings. I talked about her father, how there was a lot of loss around men about. Said she felt no loss for her father. Asked for female
counsellor
to avoid pain of loss. Should she wait for a female
counsellor – I said this was fine. See you next week.Session 3 Missed the session. Wrote a letter.Session4Came in saying that she had got soaked cycling into the session. Had been ill with flu last week so she could not stay.I went for it. Talked about feeling caught: if she stayed she would be ill; if she went we could not engage. I said I felt there was a lot of anger about and perhaps she was communicating her ambivalence towards the sessions and me. Said she had to go before she caught a chill.
Session5Talked about the difficulty of being here. I said why should she trust me so quickly I was still unknown to her. I said I wanted to respect the fear she had about talking about her feelings. Left 20 minutes early couldn’t take it.Session6Missed the session. Wrote a letter.Session7Different person. Came in saying that she had got the letter. Then asked me if she had made it last week!! Talked about being overwhelmed by her feelings. Started talking about the Xmas break and how she was going to miss her partner ……..
Slide142Case Study
Case Study The client felt that she could not remember anything that the counsellor told her. She wept and castigated herself for not remembering as far as she could see without any rational reason. She revealed that four years before her own birth her elder sister had died aged three. The mother was very depressed about this, was
hospitalised and then committed suicide. She had had an over-protective and over-anxious relationship with her mother, with a remote, domineering father. She married at 28 and became very dependent on her husband which was masked by her incessant hen picking of him. Five years later after the death of her aunt who she felt was like a mother to her: she became even more clinging and dependent to her husband. The attachment process was distorted by the mother’s grief and depression around the death of her daughter. The loss was compounded into a psychosis by the mother’s suicide reminding of her parenting loss and the actual loss of her mother along with the death of her aunt a surrogate mother.
The mourning process had not be completed or worked through by the mother. The birth of the client was used to act her feelings of loss and grief by not being able to respond to her baby’s needs but only her own needs which led to her over protecting the baby in a troubled anxious way.
In
counselling she managed uncover her strong feelings from the past which had never been expressed. She had been so angry but unable to express the anger because she was so afraid of upsetting her already upset parents. When this anger was expressed to the
counsellor and was seen as not destroying the counsellor the depression lessened.
Slide143Slide144Freud’s Dream
July 23
rd -24th 1895
Slide145Dream: Freud’s Situation
Inventor of new system of diagnosis: psychological = neurosis, hysteria
Diagnosing traditional organic symptoms with new outcomes Diagnosis of organic symptoms was well established and acceptable Freud made mistakesFreud was a threat and in competition with organic medicine
Slide146Interpretation
of Freud’s Dream
The hall – numerous guests, who we were receiving Bellevue House - anticipation of wife’s birthday with guests including IrmaFreud writing up real case of Irma’s condition This scenario had moved from day to dream
Slide147Interpretation
of Freud’s Dream
I reproached Irma for not having accepted the solution; I said ‘if you still get pains , its your own fault’ Freud might have actually said this to herFreud had informed the patient of the symptoms so he was not responsible (he realised he was wrong)
Success depended on patient accepting his hidden meaning: Freud not responsible for thisIn the dream Freud was very anxious not to be responsible for the pains
Slide148Interpretation
of Freud’s Dream
Irma’s complaint: pains in her throat and abdomen and stomach; it was choking her These symptoms were not prominent in real life diagnosis: more nausea and disgustFreud wondered why he chose these symptoms: no explanation at the moment
Slide149Interpretation
of Freud’s Dream
She looked pale and puffyMy patient always had a rosy complexionFreud suspected a substitution
Slide150Interpretation
of Freud’s Dream
I was alarmed at the idea I had missed an organic illnessFreud specialist in hysteria: attributing symptoms to neurosis, not like other physicians attributing symptoms to organic
Alarm not genuine? If symptoms were organic, he could not be blamed as this was not what he treatedWishing there was a wrong diagnosis so he could not be blamed?
Slide151Interpretation
of Freud’s Dream
I took her to the window to look down her throat . She showed some recalcitrance like women with false teeth. I thought to myself that really there was no need for her to do thatSubstitution of another case were patient looked well, but when he looked in her mouth she was ill
Replaced patient with a friend who he saw in front of the window in her house diagnosed with organic symptomsShe suffered from hysterical choking (Freud also thought she was a hysteric)
Slide152Interpretation
of Freud’s Dream
Substitution also more favourable to FreudOther patient more intelligent than IrmaIrma was foolish not to accept Freud’s solution
Slide153Interpretation
of Freud’s Dream
What I saw in her throat: a white patch and turbinal bones with scabs on them
Reminded Freud of his own daughter’s similar illnessAlso reminded him of his own state of healthFrequent use of cocaine, which had brought him trouble – lack of professionalism?Friend recently died of misuse of cocaine
Slide154Interpretation
of Freud’s Dream
I at once called in Dr M, and he repeated the examinationFreud had patient who died due to his mistreatment Same name as his daughter
Collecting incidents to evidence his own lack of medical conscientiousness
Slide155Interpretation
of Freud’s Dream
Dr. M was pale, had a clean shaven chin and walked with a limpLike older brother who lived abroad, had pain in his hip and walked with a limp
Both Dr M and his Brother had rejected suggestion on an other matter made by Freud
Slide156Interpretation
of Freud’s Dream
My friend Otto was now standing beside the patient and my friend Leopold was examining her and indicated that there was a dull area low down on the leftLeopold and Otto both competitors
One was slow the other quickFreud struck by Leopold’s thoroughness, favoured him like he favoured the friend over Irma
Slide157Interpretation
of Freud’s Dream
DysenteryFreud had discussed a patient with Dr M who had Dysentery. Diagnosed as organic Freud diagnosed it as hysteriaFreud deriding organic diagnosis of doctors
Slide158Interpretation
of Freud’s Dream
TrimethylaminSubstance related to sexual metabolismSexuality at root of all nervous disorders
Slide159Interpretation
of Freud’s Dream
Injections of that sort ought not to be made so thoughtlesslyOtto thoughtlessFreud thought Otto was thought less as he was disagreeing with him
Reminded him of freind who had died from injecting cocaine
Slide160Freud’s Dream
Conclusions
Freud is free of any responsibility and blame for Irma’s condition by showing it was due to whole series of other factors
Dream was a fulfilment of a wish, and its motive was a wish
Slide161Defence of man who charged neighbour with returning his kettle damaged. The neighbour’s defence was:-
Firstly that he had given it back undamaged, Secondly that the kettle had a hole in it when he had borrowed itThirdly that he had never borrowed the kettle in the first placeOnly one line of defence need for acquittal!!
Slide162Interpretation
of Freud’s Dream
Freud is human good/badInsecure, fearful, afraid of his new ‘invention’Up against huge competition medical and socialHaving to prove himself
Slide163Slide164Psychoanalysis
Psychological theory conceived 19th / early 20th
Psychoanalysis has expanded, been criticized and developed in different directions, Mostly by some of Freud's students, such as Alfred Adler, Carl Jung, Wilhelm ReichLater by neo-Freudians such as Erich Fromm, Karen Horney and Jacques
Lacan
Slide165Psychoanalysis
Development is determined by events in early childhood by irrational drives;
Drives are largely unconscious
Making person aware of meets resistance called
defense
mechanisms
Conflicts between conscious and unconscious (repressed)
Liberation from the effects of the unconscious is done by making it conscious with a psychoanalyst
Slide166Psychoanalysis
Patient lies on the couch and talks
Analyst - Blank Screen / does not speakUnconscious brought to light by Free Association Dreams Transference / Counter Transference
Slide167Psychoanalysis &
Archaeology
Freud’s Desk
Slide168Psychoanalysis
Realising the unconscious is like an archaeological dig
Brush away the earth to reveal another layer Repeat unconscious ideas to patient at each level - Directions to Jerusalem
Slide169Psychoanalysis
Transference
Unconscious redirection of feelings from one person to another
The
inappropriate
repetition in the present of a relationship that was important in a person's childhood
Redirection of feelings and desires and especially of those unconsciously retained from childhood toward a new object
Copying of emotions relating to repressed experiences, especially of childhood, and the substitution of another person ... for the original object of the repressed impulsesBetter understanding of the patient's feelings
Slide170Psychoanalysis
Transference
Transference can form a relationship of
Erotic Feelings
Rage / Hatred
Mistrust
Parent / Extreme dependence
Putting therapist in a god-like or guru status
Slide171Psychoanalysis
Counter-Transference
Psychoanalyst’s feelings towards the patient Emotional entanglement with a patient. Psychoanalyst’s familiarity own countertransference is as critical as understanding the transferenceValuable insight into what patients are attempting to elicit in them.
Slide172Counter -Transference
Example
Psychoanalyst who is sexually attracted to a patient Understand the countertransference aspect (if any) of the attraction, and look at how the patient might be eliciting this attraction.
When the countertransference feelings are identified the therapist can ask the patient what his or her feelings are toward the therapist, Can explore how those feelings relate to unconscious motivations, desires, or fears.
Slide173Carl Jung 1875 –1961
Both Jung and Freud had profound belief in the unconscious
Jung emphasised the role of symbolismFell out: Freud not flexible enough to further Jung’s work Drew on Mythical and anthropological to illuminate (not prove) his theory
Slide174Jung / Freud
Differences
Freud – Scientific PsychoanalysisTheory Instincts Sexuality Conscious/Unconscious /Free A./Dreams
Jung – Unscientific Analytic PsychologyArchetypes Collective Unconscious, Literature, Myths and Legends
Slide175Carl Jung
Archetypes
The Self (ego) - archetype of wholenessShadow – generally negative projected onto less favoured groups and indivdualsPersona – the face shown to others
Slide176Carl Jung
Archetypes
Anima – In men feminine aspect of manAnimus – In women masculine aspect of of women Function as opposites in the unconscious Influence relations of men and women to each other
Slide177Carl Jung
Sources
Symbols from mythology, religion, fairy tales, alchemic textsSymbols shared be everyone ….Collective Unconscious – pool of experience accessible to all
Slide178Jung - Complex
A Complex is a personal unconscious - core of emotions, memories, perceptions
Complexes are part of the psyche, source of all human emotionsComplexes act autonomously Interfere with the will, disturbing memory and
the conscious Complexes are not negative, but their effects can be
Slide179Carl Jung
Jungian Analysis
Goal - Analysand’s wholenessCome to terms with the Unconscious Establish on-going relationship between consciousness and the unconscious
Examine relationship between unconscious and everyday life
Slide180Carl Jung
Diagram of Psyche
Self
Collective
Ucs
Personal
Ucs
Conscious
Complexes
Slide181Carl Jung
Clips
Transference and Archetypes - 10 minutes
Collective Unconscious – 5 minutes
Transference and Archetypes – 10 minutes
Fantasy and the Unconscious - 5 minutes
Jung on Freud and the Unconscious – 4 minutes
Slide182Tavistock
Organisation
Case Study
Deprived Area in Cardiff – Child abuse
What is unspoken?
Reality v. WishExpert – worked us all outOlder Man & Younger women – family
Saying noAbsenceChangeRepeating Patterns
Slide183Business Iceberg
Slide184A business performance model that gets results - effortlessly
Effortless Peak Performance is a systematic approach for personal and professional development.
It gets results because it's based on universal principles –
and completely tested in the corporate work environment.
Says Paul Huff, developer of the Effortless Peak Performance business model,
"I call it the Iceberg Theory of Mental Momentum. The wind can be pushing at 100 mph against the 'iceberg' of your conscious mind, but the underlying currents of your subconscious mind go at 95 mph in the opposite direction! Results don't happen easily." This is how burnout occurs.
Business Iceberg
Slide185Business Iceberg
EFFORTLESS PEAK PERFORMANCE (EPP)
Paul Huff's model of peak performance gets the ICEBERG moving in the direction you want it to go.
Three elements benchmark the EPP model and determine how we operate at a particular point in time:
How we make decisions
How we operate in groups
How we deal with the environment
When you create mental momentum, both the conscious and subconscious parts of
your mind work in the same direction to create results moving at 125 mph.
It also creates peak selling skills and effective leadership.
Slide186Business Iceberg