PSYC FPX 4100 Assessment 3 How Major Psychological Thought Informs Professional Behavior

Student Name

Capella University

PSYC FPX 4100 History and Modern Systems of Psychology

Prof. Name:

Date

Psychoanalysis

When people think of psychology, they often immediately associate it with psychoanalysis. Therapy and counseling are common career paths that come to mind in this context. Psychoanalysis is defined as a collection of psychological theories and therapeutic techniques that originated from the work of Sigmund Freud (Cherry, 2020). The principles of psychoanalysis revolve around the understanding that all individuals harbor certain unconscious thoughts, desires, memories, and feelings (Cherry, 2020). This school of thought serves as a tradition in medicine and psychiatry aimed at helping and treating individuals diagnosed with mental illnesses (Schultz & Schultz, 2016). Everyone possesses unconscious thoughts and feelings, and as we progress through life, certain experiences—whether positive or negative—shape our subconscious.

Working with Teenagers

Therapy for teenagers presents a unique challenge, as young minds are still in the process of developing their identities. Many issues that arise during adolescence can often be traced back to early childhood experiences. Techniques such as psychoanalysis can assist teenagers in understanding their unconscious thoughts. Erik Erikson developed the theory of Psychosocial Development, which is one of the most influential theories in psychology. Erikson was significantly influenced by Freud and concluded that personality develops through various stages, similar to Freud’s theories (Cherry, 2020). However, Erikson’s theory spans the entire lifespan, while Freud’s psychosexual stages are limited to childhood. Erikson emphasized that improper development at any stage could adversely affect an individual’s growth. He highlighted the importance of the teenage years, particularly Stage 5: Identity vs. Confusion, where personal identity is formed, influencing behavior and development throughout life (Cherry, 2020). With this understanding, therapists and psychologists can better assist teenagers in navigating interpersonal thoughts and conflicts.

Major Events and Milestones That Influenced Development

Sigmund Freud is widely recognized as the founder of psychoanalysis and is credited with introducing the concept of the unconscious to the field of psychology. Much of contemporary psychology is also inspired by Wilhelm Wundt, who established the first laboratory dedicated to psychological research and is often referred to as the father of psychology. Wundt was the first to differentiate psychology from philosophy (McLeod, 2008) and focused on studying the workings of the mind. Notably, Wundt did not subscribe to the idea of the unconscious mind.

Psychophysics Influences

Gottfried Wilhelm Leibnitz was a remarkable figure—a German philosopher, lawyer, mathematician, and diplomat. He demonstrated exceptional intelligence, inventing a calculating machine at the age of 13 (Schultz & Schultz, 2016). In the early 18th century, Leibnitz introduced the concept of monadology, which posited that mental episodes consist of psychic entities called monads, akin to perceptions. He theorized that these mental episodes exist across a spectrum of consciousness, ranging from total unconsciousness to heightened awareness (Schultz & Schultz, 2016). This marked the beginning of serious inquiry into the unconscious mind, paving the way for future research in this area.

William James, an American psychologist and philosopher, emphasized the importance of will, attention, and belief, and he also acknowledged unconscious processes. Although it was often believed that he did not support the concept of the unconscious, this was a misunderstanding of his writings in Principles of Psychology (Weinberger, 2000). James argued that our will could influence our unconscious responses, asserting that the mind only knows what we consciously tell it. He contended that there is no hidden unconscious psyche, and his later writings clarified how unconscious awareness can alter behaviors and provoke responses, demonstrating its power to penetrate conscious thought. James played a crucial role in illustrating how the unconscious can impact the conscious mind.

As previously mentioned, Wilhelm Wundt is regarded as the father of psychology. He established the first laboratory specifically for psychological research, aiming to observe and document thoughts and sensations. Wundt analyzed these observations to study the elemental structure of the mind (McLeod, 2008). His school of thought, known as voluntarism, focused on the processes of the mind and organized thought. Wundt believed in the mind’s ability to organize thoughts and utilized introspection and reductionism in his studies. He theorized that consciousness could be deconstructed into its basic elements without losing its essence. Throughout his career, Wundt trained over 180 graduate students, including Edward Titchener, who adapted Wundt’s voluntarism into his own theory called Structuralism while teaching at Cornell University. Titchener’s approach differed from Wundt’s, as he employed a more structured form of introspection, focusing solely on conscious experiences (Cherry, 2020).

Titchener’s Research on Introspection

Titchener’s investigations into introspection led him to identify three fundamental elements that constitute consciousness: images, sensations, and feelings. Upon Titchener’s death, many of his concepts were lost. Although he studied under Wundt, he did not always align with Wundt’s theories. Titchener was particularly focused on defining psychology as an experimental science (Cherry, 2020). Gustav Fechner, a German philosopher and physicist, also acknowledged the existence of the unconscious mind and is recognized as a pioneer of experimental psychology. He applied the scientific method to psychological experiments and the study of the mind and behavior. Fechner’s exploration of the unconscious significantly influenced psychoanalysis. He likened the mind to an iceberg, suggesting that what is visible above the water is minimal compared to what lies beneath (Schultz & Schultz, 2016). The larger portion of the iceberg, hidden below the surface, represents the mind’s unseen desires and drives. This analogy expanded upon Freud’s theories by illustrating how the unconscious can influence conscious thought.

Other Schools of Thought That Affected Development

Structuralism

Structuralism is regarded as the first school of thought in psychology, focusing on breaking down mental processes into their most basic components (Cherry, 2020). Psychologists who adhered to this school aimed to understand the fundamental elements of the conscious mind. Structuralism contributed to the development of psychoanalytic thought by introducing the concept of deconstructing the elements of consciousness, thereby highlighting the existence of an unconscious mind that can affect thoughts and beliefs. The introspective examination of inner mental processes encourages individuals to reflect on past events, raising questions about how these experiences influence overall behavior, fears, and desires.

Gilles Deleuze, a French philosopher, explored the metaphysical relationship between identity and difference and authored the article “How to Recognize Structuralism.” In this work, Deleuze asserts that the determinants of reality and the imaginary are fundamentally unconscious structures, often obscured by their manifestations and effects (International Dictionary of Psychoanalysis, n.d., para. 3). For instance, structuralism’s approach to dissecting the mind and consciousness reveals that the unconscious can indeed be a component of the mind. Through introspection, individuals can examine feelings and actions stemming from past experiences. These memories, which may not be at the forefront of consciousness, can influence behavior when triggered. For example, a person who was bitten by a dog in childhood may develop an aversion to dogs in adulthood. The sound of a barking dog could evoke feelings of unease, rooted in the unconscious memory of the bite.

Behaviorism

Behaviorism posits that human actions are responses to environmental stimuli, predicting behavior without considering internal mental states. This school of thought dismisses the influence of free will and internal factors such as mood, feelings, and thoughts. Behaviorism has allowed psychologists and researchers to explore potential subconscious influences. The absence of personal agency in this approach has broadened the understanding of how the unconscious can play a role in behavior. John Watson, a prominent behaviorist, acknowledged his admiration for Freud’s work and expressed his belief in its validity (Overskeid, 2007). An illustrative example of behaviorism is training a dog to respond to commands. When a person calls a dog and rewards it for obeying, the dog learns to associate the command with a treat. The unconscious motivation to receive the reward drives the dog to comply with the command.

Cultural Influences

Historical and Geographical

The influences from German and French thought are rooted in the social dynamics between the nobility and the common people. Freud’s liberal middle-class background (Moyenne Bourgeoisie) in Viennese society played a significant role in shaping his ideas. In the latter half of the 19th century and the early 20th century, the middle class, comprising physicians, scholars, and academics, was heavily influenced by German intellectual traditions. This environment fostered the development of psychoanalysis. A small group of doctors, writers, and critics convened in Freud’s home to discuss their theories and ideas (The Library of Congress, n.d.). This gathering was a pivotal moment in the evolution of psychological theories, including psychoanalysis.

Historical and Social

No scientific discipline exists in isolation; numerous factors contribute to its development and influences.

Ludwig Fleck’s Perspective on Science

Ludwig Fleck, a Polish immunologist and physician, asserted that science does not evolve in isolation (Carveth, 2013). He emphasized that scientists and the knowledge they produce are influenced by various social, personal, cultural, historical, and psychological factors (Carveth, 2013). Freud’s initial focus was on the unconscious sense of guilt and its relationship to morality, learning, crime, and delinquency. However, this aspect began to be overshadowed by other issues such as neglect, abuse, shame, narcissism, self-identity, and the neurological foundations of the mind. Freud’s analysis of the superego highlighted the dynamics of guilt and self-punishment, which play a crucial role in psychopathology and treatment (Carveth, 2013).

Other psychologists continued to explore Freud’s foundational psychoanalytic theories, particularly the ego-id conflict that leads to neurotic behavior. The feelings of guilt and shame experienced by individuals often stem from cultural and social development. For instance, children raised in families that adhere to specific religious beliefs may experience guilt and shame if they engage in activities deemed forbidden. If a child conceals such participation, these feelings may remain in their unconscious, potentially resulting in neurotic behaviors such as anxiety, irritability, shyness, or extreme self-consciousness.

The most recent psychoanalytic theories emerged in the 1970s and 1980s, including object-relational theory and relational psychoanalysis, which were influenced by Winnicott’s emphasis on ego-relatedness and Kohut’s self-psychology. These theories downplayed the conflicts among the superego, ego, and id (Carveth, 2013) and placed greater importance on the effects of abuse, trauma, neglect, and deprivation by caregivers, which can significantly harm mental health (Carveth, 2013). As psychoanalysis evolved, the recognition that trauma and abuse impact the subconscious expanded the study of repression and dissociation as defenses against distressing and overwhelming memories of trauma (Eshel, 2016). This realization marked a significant shift in understanding the dynamics of the superego, ego, and id.

Informs Professional Behaviors

The psychoanalytic school of thought, founded by Sigmund Freud, centers on the unconscious mind and behavior. Freud proposed that the mind comprises three elements: the id, the ego, and the superego (Cherry, 2020). This framework has significantly influenced the field of psychology. The id represents primal urges, the ego navigates reality, and the superego embodies the values and ideals instilled during childhood. The interplay among these components shapes human behavior, leading to complex actions.

Contemporary psychology has been profoundly shaped by psychoanalysis. “Psychoanalysis promotes awareness of the unconscious, maladaptive and habitually recurrent patterns of emotion and behavior, allowing previously unconscious aspects of the self to become integrated and promoting optimal functioning, healing, and creative expression” (APA, 2008). Many therapeutic practices employed by psychologists are derived from psychoanalytic principles. Therapists assess cognitive and emotional functions, address boundary issues, explore significant present and past relationships, and consider the symbolic meanings of emotional and physical symptoms.

For example, consider a patient suffering from severe abandonment issues. This individual may be so fearful of being left that they avoid forming close relationships, leading to isolation, loneliness, and depression. Psychoanalysis would involve the therapist delving into the patient’s early years, examining their childhood and adolescent experiences, and assessing their emotional and cognitive functions. Through this exploration, the patient might reveal that their mother was abandoned by their father, leading to a profound depression that altered her personality. The patient also experienced the loss of their father and felt abandoned. Through numerous therapy sessions, the patient could uncover how the absence of their father traumatized them, instilling a fear of forming close emotional bonds. Psychoanalysis aids the patient in understanding the origins of these fears and their current impact.

The Importance of Discussing Fears and Insecurities in Teenagers

It is crucial for teenagers to discuss their fears and insecurities. When therapists and psychologists encourage their adolescent patients to express their feelings, it can help them understand the origins of these fears and begin to find ways to overcome them. With our current understanding of trauma and its effects, psychoanalysis plays a vital role in bringing these traumas to the conscious level. Many harmful experiences are often suppressed by our defense mechanisms to prevent us from reliving the trauma. However, as we have learned about the human mind, these memories do not simply vanish; they are stored deep within the unconscious. When we allow these memories to remain hidden, our conscious mind may manifest the underlying trauma through changes in behavior (Eshel, 2016).

Summary and Conclusion

Psychoanalysis encompasses a broader scope than other schools of thought in psychology (Schultz & Schultz, 2016). It is not a pure science or a singular product; rather, it is a blend of theories, medical traditions, and psychiatric practices. Psychoanalysis primarily focuses on individuals considered to be mentally ill. Sigmund Freud is credited with developing the foundational theories of psychoanalysis, which are based on the belief that all individuals possess unconscious desires, thoughts, memories, and feelings. Distress within the unconscious mind can lead to altered behavior. “Emotional and psychological problems such as depression and anxiety are often rooted in conflicts between the conscious and unconscious mind” (Cherry, 2020). In psychotherapy, patients are encouraged to explore their feelings, desires, memories, and stressors, which can contribute to mental distress. Research has shown that self-examination during therapy can foster long-term emotional maturity.

References

American Psychological Association. (2008). Psychoanalysis. Retrieved from https://www.apa.org/ed/graduate/specialize/psychoanalytic#

Carveth, D. L. (2013). Social and historical influences on psychoanalytic thought. Clio’s Psyche, 20, 253-262. Retrieved from http://www.yorku.ca/dcarveth/Social%20and%20Historical%20Influences%20on%20Psychoanalytic%20Thought.pdf

Cherry, K. (2020). Edward B. Titchener and structuralism. Verywell Mind. Retrieved from https://www.verywellmind.com/edward-b-titchener-biography-2795526

Cherry, K. (2020). Erik Erikson’s stages of psychosocial development. Verywell Mind. Retrieved from https://www.verywellmind.com/erik-erikson-stages-of-psychosocial-development-2795740

Cherry, K. (2020). Major schools of thought in psychology. Verywell Mind. Retrieved from https://www.verywellmind.com/psychology-schools-of-thought-2795247

Cherry, K. (2020). The influence of psychoanalysis on the field of psychology. Verywell Mind. Retrieved from https://www.verywellmind.com/what-is-psychoanalysis-2795246

Eshel, O. (2016). Psychoanalysis in trauma: On trauma and its traumatic history in psychoanalysis. The Psychoanalytic Review, 103(5), 619–642.