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Psychoanalytic Therapy 4...

Psychoanalytic Therapy 4 Learning Objectives 1. Understand the Freudian practice: maintaining the analytic deterministic view of human nature. framework, free association, 2. Identify the differences between interpretation, dream analysis, the id, ego, and superego. and analysis and interpretation of resistance and transference. 3. Explain how ego-defense mechanisms help individuals cope 10. Understand the application of with anxiety. psychodynamic concepts to group therapy. 4. Understand the influence of early childhood development on an 11. Describe unique characteristics individual’s present problems. of the Jungian perspective on personality development. 5. Identify the main differences between classical psychoanalysts 12. Describe these contemporary and ego psychology theorists. trends in psychoanalytically oriented therapy: object-relations 6. Explain the rationale for the theory, self psychology, and analyst maintaining an anonymous relational psychoanalysis. role in classical psychoanalysis. 13. Identify some of the strengths 7. Identify what is expected of clients and the shortcomings of who participate in traditional psychoanalysis from a (classical) psychoanalysis. multicultural perspective. 8. Explain the role of transference 14. Describe some of the main and countertransference in the contributions and limitations therapy process. of psychodynamic therapy. 9. Define these techniques commonly used in psychoanalytic 57 Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  58   C H AP T E R F OU R SIGMUND FREUD (1856–1939) was intense hostility he had felt for his the firstborn in a Viennese family of father. He also recalled his childhood three boys and five girls. His father, like sexual feelings for his mother, who was many others of his time and place, was attractive, loving, and protective. He very authoritarian. Freud’s family back- then clinically formulated his theory as ground is a factor to consider in under- he observed his patients work through Print Collector/Getty Images standing the development of his theory. their own problems in analysis. Even though Freud’s family had lim- Freud had very little tolerance for ited finances and was forced to live in a colleagues who diverged from his psy- crowded apartment, his parents made every choanalytic doctrines. He attempted effort to foster his obvious intellectual to keep control over the movement by capacities. Freud had many interests, but Sigmund Freud expelling those who dared to disagree. his career choices were restricted because Carl Jung and Alfred Adler, for example, of his Jewish heritage. He finally settled on medicine. worked closely with Freud, but each founded his own Only four years after earning his medical degree from therapeutic school after repeated disagreements with the University of Vienna at the age of 26, he attained a Freud on theoretical and clinical issues. prestigious position there as a lecturer. Freud was highly creative and productive, fre- Freud devoted most of his life to formulat- quently putting in 18-hour days. His collected works ing and extending his theory of psychoanalysis. fill 24 volumes. Freud’s productivity remained at this Interestingly, the most creative phase of his life prolific level until late in his life when he contracted corresponded to a period when he was experienc- cancer of the jaw. During his last two decades, he ing severe emotional problems of his own. During underwent 33 operations and was in almost constant his early 40s, Freud had numerous psychosomatic pain. He died in London in 1939. disorders, as well as exaggerated fears of dying and As the originator of psychoanalysis, Freud distin- other phobias, and was involved in the difficult guished himself as an intellectual giant. He pioneered task of self-analysis. By exploring the meaning of new techniques for understanding human behav- his own dreams, he gained insights into the dynam- ior, and his efforts resulted in the most comprehen- ics of personality development. He first examined sive theory of personality and psychotherapy ever his childhood memories and came to realize the developed. Introduction Freud’s views continue to influence contemporary practice. Many of his basic con- cepts are still part of the foundation on which other theorists build and develop their ideas. Indeed, most of the theories of counseling and psychotherapy discussed in this book have been influenced by psychoanalytic principles and techniques. Some of these therapeutic approaches extended the psychoanalytic model, others modified its concepts and procedures, and others emerged as a reaction against it. Freud’s psychoanalytic system is a model of personality development and an approach to psychotherapy. He gave psychotherapy a new look and new horizons, calling attention to psychodynamic factors that motivate behavior, focusing on the role of the unconscious, and developing the first therapeutic procedures for under- standing and modifying the structure of one’s basic character. Freud’s theory is a benchmark against which many other theories are measured. I begin with discussion of the basic psychoanalytic concepts and practices that originated with Freud, then provide a glimpse of a few of the diverse approaches that Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Ps ychoa na ly t ic T herapy   59 fall well within his legacy. We are in an era of theoretical pluralism in psychoana- lytic theory today and can no longer speak of the psychoanalytic theory of treatment (Wolitzky, 2011b). Both psychoanalysis and its more flexible variant, psychoanalyti- cally oriented psychotherapy, are discussed in this chapter. In addition, I summarize Erik Erikson’s theory of psychosocial development, which extends Freudian theory in several ways, and give brief attention to Carl Jung’s approach. Finally, we look at contemporary psychoanalytic approaches: object-relations theory, self psychology, and the relational model of psychoanalysis. These contemporary theories are varia- tions on psychoanalytic theory that entail modification or abandonment of Freud’s drive theory but take Freud’s theories as their point of departure (Wolitzky, 2011b). Although deviating significantly from traditional Freudian psychoanalysis, these approaches retain the emphasis on unconscious processes, the role of transference and countertransference, the existence of ego defenses and internal conflicts, and the importance of early life experiences (McWilliams, 2016). Visit CengageBrain.com or watch the DVD for the video program on Chapter 4, Theory and Practice of Counseling and Psychotherapy: The Case of Stan and Lecturettes. I suggest that you view the brief lecture for each chapter prior to reading the chapter. Key Concepts View of Human Nature The Freudian view of human nature is basically deterministic. According to LO1 Freud, our behavior is determined by irrational forces, unconscious motivations, and biological and instinctual drives as these evolve through key psychosexual stages in the first six years of life. Instincts are central to the Freudian approach. Although he originally used the term libido to refer to sexual energy, he later broadened it to include the energy of all the life instincts. These instincts serve the purpose of the survival of the individual and the human race; they are oriented toward growth, development, and creativity. Libido, then, should be understood as a source of motivation that encompasses sexual energy but goes beyond it. Freud includes all pleasurable acts in his concept of the life instincts; he sees the goal of much of life as gaining pleasure and avoiding pain. Freud also postulates death instincts, which account for the aggressive drive. At times, people manifest through their behavior an unconscious wish to die or to hurt themselves or others. Managing this aggressive drive is a major challenge to the human race. In Freud’s view, both sexual and aggressive drives are powerful determi- nants of why people act as they do. Structure of Personality According to the Freudian psychoanalytic view, the personality consists of LO2 three systems: the id, the ego, and the superego. These are names for psychological structures and should not be thought of as manikins that separately operate the per- sonality; one’s personality functions as a whole rather than as three discrete segments. The id is roughly all the untamed drives or impulses that might be likened to the biological component. The ego attempts to organize and mediate between the id and Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  60   C H AP T E R F OU R the reality of dangers posed by the id’s impulses. One way to protect ourselves from the dangers of our own drives is to establish a superego, which is the internalized social component, largely rooted in what the person imagines to be the expectations of parental figures. Because the point of taking in these imagined expectations is to protect ourselves from our own impulses, the superego may be more punitive and demanding than the person’s parents really were. Actions of the ego may or may not be conscious. For example, defenses typically are not conscious. Because ego and con- sciousness are not the same, the slogan for psychoanalysis has shifted from “making the unconscious conscious” to “where there was id, let there be ego.” From the orthodox Freudian perspective, humans are viewed as energy systems. The dynamics of personality consist of the ways in which psychic energy is distrib- uted to the id, ego, and superego. Because the amount of energy is limited, one sys- tem gains control over the available energy at the expense of the other two systems. Behavior is determined by this psychic energy. The ID The id is the original system of personality; at birth a person is all id. The id is the primary source of psychic energy and the seat of the instincts. It lacks organization and is blind, demanding, and insistent. A cauldron of seething excitement, the id cannot tolerate tension, and it functions to discharge tension immediately. Ruled by the pleasure principle, which is aimed at reducing tension, avoiding pain, and gaining pleasure, the id is illogical, amoral, and driven to satisfy instinctual needs. The id never matures, remaining the spoiled brat of personality. It does not think but only wishes or acts. The id is largely unconscious, or out of awareness. The Ego The ego has contact with the external world of reality. It is the “executive” that governs, controls, and regulates the personality. As a “traffic cop,” it mediates between the instincts and the surrounding environment. The ego controls consciousness and exercises censorship. Ruled by the reality principle, the ego does realistic and logical thinking and formulates plans of action for satisfying needs. The ego, as the seat of intelligence and rationality, checks and controls the blind impulses of the id. Whereas the id knows only subjective reality, the ego distinguishes between mental images and things in the external world. The Superego The superego is the judicial branch of personality. It includes a person’s moral code, the main concern being whether an action is good or bad, right or wrong. It represents the ideal rather than the real and strives not for pleasure but for perfection. The superego represents the traditional values and ideals of society as they are handed down from parents to children. It functions to inhibit the id impulses, to persuade the ego to substitute moralistic goals for realistic ones, and to strive for perfection. As the internalization of the standards of parents and society, the superego is related to psychological rewards and punishments. The rewards are feelings of pride and self-love; the punishments are feelings of guilt and inferiority. Consciousness and the Unconscious Perhaps Freud’s greatest contributions are his concepts of the unconscious and of the levels of consciousness, which are the keys to understanding behavior and the Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Ps ychoa na ly t ic T herapy   61 problems of personality. The unconscious cannot be studied directly but is inferred from behavior. Clinical evidence for postulating the unconscious includes the following: (1) dreams, which are symbolic representations of unconscious needs, wishes, and conflicts; (2) slips of the tongue and forgetting, for example, a famil- iar name; (3) posthypnotic suggestions; (4) material derived from free-association techniques; (5) material derived from projective techniques; and (6) the symbolic content of psychotic symptoms. For Freud, consciousness is a thin slice of the total mind. Like the greater part of the iceberg that lies below the surface of the water, the larger part of the mind exists below the surface of awareness. The unconscious stores all experiences, memories, and repressed material. Needs and motivations that are inaccessible—that is, out of awareness—are also outside the sphere of conscious control. Most psychological functioning exists in the out-of-awareness realm. The aim of psychoanalytic therapy is to make the unconscious motives conscious, for only then can an individual exer- cise choice. Understanding the role of the unconscious is central to grasping the essence of the psychoanalytic model of behavior. Unconscious processes are at the root of all forms of neurotic symptoms and behaviors. From this perspective, a “cure” is based on uncovering the meaning of symptoms, the causes of behavior, and the repressed materials that interfere with healthy functioning. It is to be noted, however, that intellectual insight alone does not resolve the symptom. The client’s need to cling to old patterns (repetition) must be confronted by working through transference distortions, a process discussed later in this chapter. Anxiety Also essential to the psychoanalytic approach is its concept of anxiety. Anxiety is a feeling of dread that results from repressed feelings, memories, desires, and expe- riences that emerge to the surface of awareness. It can be considered as a state of tension that motivates us to do something. It develops out of a conflict among the id, ego, and superego over control of the available psychic energy. The function of anxiety is to warn of impending danger. There are three kinds of anxiety: reality, neurotic, and moral. Reality anxiety is the fear of danger from the external world, and the level of such anxiety is pro- portionate to the degree of real threat. Neurotic and moral anxieties are evoked by threats to the “balance of power” within the person. They signal to the ego that unless appropriate measures are taken the danger may increase until the ego is over- thrown. Neurotic anxiety is the fear that the instincts will get out of hand and cause the person to do something for which she or he will be punished. Moral anxiety is the fear of one’s own conscience. People with a well-developed conscience tend to feel guilty when they do something contrary to their moral code. When the ego cannot control anxiety by rational and direct methods, it relies on indirect ones— namely, ego-defense behavior. Ego-Defense Mechanisms Ego-defense mechanisms help the individual cope with anxiety and pre- LO3 vent the ego from being overwhelmed. Rather than being pathological, ego defenses Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  62   C H AP T E R F OU R are normal behaviors that can have adaptive value provided they do not become a style of life that enables the individual to avoid facing reality. The defenses employed depend on the individual’s level of development and degree of anxiety. Defense mechanisms have two characteristics in common: (1) they either deny or distort reality, and (2) they operate on an unconscious level. Table 4.1 provides brief descriptions of some common ego defenses. Table 4.1 Ego-Defense Mechanisms Defense Uses for Behavior Repression Threatening or painful thoughts and One of the most important Freudian processes, feelings are excluded from awareness. it is the basis of many other ego defenses and of neurotic disorders. Freud explained repression as an involuntary removal of something from consciousness. It is assumed that most of the painful events of the first five or six years of life are buried, yet these events do influence later behavior. Denial “Closing one’s eyes” to the existence of Denial of reality is perhaps the simplest of all self- a threatening aspect of reality. defense mechanisms. It is a way of distorting what the individual thinks, feels, or perceives in a traumatic situation. This mechanism is similar to repression, yet it generally operates at preconscious and conscious levels. Reaction formation Actively expressing the opposite By developing conscious attitudes and behaviors impulse when confronted with a that are diametrically opposed to disturbing desires, threatening impulse. people do not have to face the anxiety that would result if they were to recognize these dimensions of themselves. Individuals may conceal hate with a facade of love, be extremely nice when they harbor negative reactions, or mask cruelty with excessive kindness. Projection Attributing to others one’s own This is a mechanism of self-deception. Lustful, unacceptable desires and impulses. aggressive, or other impulses are seen as being possessed by “those people out there, but not by me.” Displacement Directing energy toward another object Displacement is a way of coping with anxiety that or person when the original object or involves discharging impulses by shifting from a person is inaccessible. threatening object to a “safer target.” For example, the meek man who feels intimidated by his boss comes home and unloads inappropriate hostility onto his children. Rationalization Manufacturing “good” reasons to Rationalization helps justify specific behaviors, explain away a bruised ego. and it aids in softening the blow connected with disappointments. When people do not get positions they have applied for in their work, they think of logical reasons they did not succeed, and they sometimes attempt to convince themselves that they really did not want the position anyway. Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Ps ychoa na ly t ic T herapy   63 Sublimation Diverting sexual or aggressive energy Energy is usually diverted into socially acceptable and into other channels. sometimes even admirable channels. For example, aggressive impulses can be channeled into athletic activities, so that the person finds a way of expressing aggressive feelings and, as an added bonus, is often praised. Regression Going back to an earlier phase of In the face of severe stress or extreme challenge, development when there were fewer individuals may attempt to cope with their anxiety demands. by clinging to immature and inappropriate behaviors. For example, children who are frightened in school may indulge in infantile behavior such as weeping, excessive dependence, thumb-sucking, hiding, or clinging to the teacher. Introjection Taking in and “swallowing” the values Positive forms of introjection include incorporation and standards of others. of parental values or the attributes and values of the therapist (assuming that these are not merely uncritically accepted). One negative example is that in concentration camps some of the prisoners dealt with overwhelming anxiety by accepting the values of the enemy through identification with the aggressor. Identification Identifying with successful causes, Identification can enhance self-worth and protect organizations, or people in the one from a sense of being a failure. This is part of hope that you will be perceived as the developmental process by which children learn worthwhile. gender-role behaviors, but it can also be a defensive reaction when used by people who feel basically inferior. Compensation Masking perceived weaknesses or This mechanism can have direct adjustive value, and developing certain positive traits to it can also be an attempt by the person to say “Don’t make up for limitations. see the ways in which I am inferior, but see me in my accomplishments.” Development of Personality Importance of Early Development A significant contribution of the LO4 psychoanalytic model is delineation of the stages of psychosexual and psychosocial stages of development from birth through adulthood. The psychosexual stages refer to the Freudian chronological phases of development, beginning in infancy. Freud postulated three early stages of development that often bring people to counseling when not appropriately resolved. First is the oral stage, which deals with the inability to trust oneself and others, resulting in the fear of loving and forming close relationships and low self-esteem. Next, is the anal stage, which deals with the inability to recognize and express anger, leading to the denial of one’s own power as a person and the lack of a sense of autonomy. Third, is the phallic stage, which deals with the inability to fully accept one’s sexuality and sexual feelings, and also to dif- ficulty in accepting oneself as a man or woman. According to the Freudian psycho- analytic view, these three areas of personal and social development—love and trust, Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  64   C H AP T E R F OU R dealing with negative feelings, and developing a positive acceptance of sexuality—are all grounded in the first six years of life. This period is the foundation on which later personality development is built. When a child’s needs are not adequately met dur- ing these stages of development, an individual may become fixated at that stage and behave in psychologically immature ways later on in life. Erikson’s Psychosocial Perspective The developmental stages postulated LO5 by Freud have been expanded by other theorists. Erik Erikson’s (1963) psychosocial perspective on personality development is especially significant. Erikson built on Freud’s ideas and extended his theory by stressing the psychosocial aspects of development beyond early childhood. The psychosocial stages refer to Erikson’s basic psychological and social tasks, which individuals need to master at intervals from infancy through old age. This stage perspective provides the counselor with the conceptual tools for understanding key developmental tasks characteristic of the various stages of life. Erikson’s theory of development holds that psychosexual growth and psychosocial growth take place together, and that at each stage of life we face the task of establishing equilibrium between ourselves and our social world. He describes development in terms of the entire life span, divided by specific crises to be resolved. According to Erikson, a crisis is equivalent to a turning point in life when we have the potential to move forward or to regress. At these turning points, we can either resolve our conflicts or fail to master the developmental task. To a large extent, our life is the result of the choices we make at each of these stages. Erikson is often credited with bringing an emphasis on social factors to contem- porary psychoanalysis. Classical psychoanalysis is grounded on id psychology, and it holds that instincts and intrapsychic conflicts are the basic factors shaping person- ality development (both normal and abnormal). Contemporary psychoanalysis tends to be based on ego psychology, which does not deny the role of intrapsychic conflicts but emphasizes the striving of the ego for mastery and competence through- out the human life span. Ego psychology therapists assist clients in gaining awareness of their defenses and help them develop better ways of coping with these defenses (McWilliams, 2016). Ego psychology deals with both the early and the later develop- mental stages, for the assumption is that current problems cannot simply be reduced to repetitions of unconscious conflicts from early childhood. The stages of adoles- cence, mid-adulthood, and later adulthood all involve particular crises that must be addressed. As one’s past has meaning in terms of the future, there is continuity in development, reflected by stages of growth; each stage is related to the other stages. Viewing an individual’s development from a combined perspective that includes both psychosexual and psychosocial factors is useful. Erikson believed Freud did not go far enough in explaining the ego’s place in development and did not give enough attention to social influences throughout the life span. A comparison of Freud’s psychosexual view and Erikson’s psychosocial view of the stages of development is presented in Table 4.2. Counseling Implications By taking a combined psychosexual and psychosocial perspective, counselors have a helpful conceptual framework for understanding developmental issues as they appear in therapy. The key needs and developmental tasks, along with the challenges inherent at each stage of life, provide a model for Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Ps ychoa na ly t ic T herapy   65 Table 4.2 Comparison of Freud’s Psychosexual Stages and Erikson’s Psychosocial Stages Period of Life Freud Erikson First year of life Oral stage Infancy: Trust versus mistrust Sucking at mother’s breasts satisfies need for food If significant others provide for basic physical and pleasure. Infant needs to get basic nurturing, and emotional needs, infant develops a or later feelings of greediness and acquisitiveness sense of trust. If basic needs are not met, may develop. Oral fixations result from deprivation an attitude of mistrust toward the world, of oral gratification in infancy. Later personality especially toward interpersonal relationships, problems can include mistrust of others, rejecting is the result. others; love, and fear of or inability to form intimate relationships. Ages 1-3 Anal stage Early childhood: Autonomy versus shame and Anal zone becomes of major significance in doubt formation of personality. Main developmental A time for developing autonomy. Basic tasks include learning independence, accepting struggle is between a sense of self-reliance and personal power, and learning to express negative a sense of self-doubt. Child needs to explore feelings such as rage and aggression. Parental and experiment, to make mistakes, and to discipline patterns and attitudes have significant test limits. If parents promote dependency, consequences for child’s later personality child’s autonomy is inhibited and capacity to development. deal with world successfully is hampered. Ages 3-6 Phallic stage Preschool age: Initiative versus guilt Basic conflict centers on unconscious incestuous Basic task is to achieve a sense of competence desires that child develops for parent of opposite and initiative. If children are given freedom to sex and that, because of their threatening nature, select personally meaningful activities, they are repressed. Male phallic stage, known as Oedipus tend to develop a positive view of self and complex, involves mother as love object for boy. follow through with their projects. If they are Female phallic stage, known as Electra complex, not allowed to make their own decisions, they involves girl’s striving for father’s love and approval. tend to develop guilt over taking initiative. How parents respond, verbally and nonverbally, to They then refrain from taking an active stance child’s emerging sexuality has an impact on sexual and allow others to choose for them. attitudes and feelings that child develops. Ages 6-12 Latency stage School age: Industry versus inferiority After the torment of sexual impulses of preceding Child needs to expand understanding of years, this period is relatively quiescent. Sexual world, continue to develop appropriate interests are replaced by interests in school, gender-role identity, and learn the basic skills playmates, sports, and a range of new activities. This required for school success. Basic task is to is a time of socialization as child turns outward and achieve a sense of industry, which refers to forms relationships with others. setting and attaining personal goals. Failure to do so results in a sense of inadequacy. Ages 12-18 Genital stage Adolescence: Identity versus role confusion A Old themes of phallic stage are revived. This stage time of transition between childhood and begins with puberty and lasts until senility sets adulthood. in. Even though there are societal restrictions and A time for testing limits, for breaking taboos, adolescents can deal with sexual energy by dependent ties, and for establishing a investing it in various socially acceptable activities new identity. Major conflicts center on such as forming friendships, engaging in art or in clarification of self-identity, life goals, and life’s sports, and preparing for a career. meaning. Failure to achieve a sense of identity results in role confusion. (continued) Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  66   C H AP T E R F OU R Table 4.2 Comparison of Freud’s Psychosexual Stages and Erikson’s Psychosocial Stages (continued) Period of Life Freud Erikson Ages 18-35 Genital stage continues Young adulthood: Intimacy versus isolation. Core characteristic of mature adult is the freedom Developmental task at this time is to form “to love and to work.” This move toward adulthood intimate relationships. Failure to achieve involves freedom from parental influence and intimacy can lead to alienation and isolation. capacity to care for others. Ages 35-60 Genital stage continues Middle age: Generativity versus stagnation. There is a need to go beyond self and family and be involved in helping the next generation. This is a time of adjusting to the discrepancy between one’s dream and one’s actual accomplishments. Failure to achieve a sense of productivity often leads to psychological stagnation. Ages 60+ Genital stage continues Later life: Integrity versus despair If one looks back on life with few regrets and feels personally worthwhile, ego integrity results. Failure to achieve ego integrity can lead to feelings of despair, hopelessness, guilt, resentment, and self-rejection. understanding some of the core conflicts clients explore in their therapy sessions. Questions such as these can give direction to the therapeutic process: ŠŠWhat are some major developmental tasks at each stage in life, and how are these tasks related to counseling? ŠŠWhat themes give continuity to this individual’s life? ŠŠWhat are some universal concerns of people at various points in life? How can people be challenged to make life-affirming choices at these points? ŠŠWhat is the relationship between an individual’s current problems and significant events from earlier years? ŠŠWhat choices were made at critical periods, and how did the person deal with these various crises? ŠŠWhat are the sociocultural factors influencing development that need to be understood if therapy is to be comprehensive? Psychosocial theory gives special weight to childhood and adolescent factors that are significant in later stages of development while recognizing that the later stages also have their significant crises. Themes and threads can be found running throughout clients’ lives. The Therapeutic Process Therapeutic Goals The ultimate goal of psychoanalytic treatment is to increase adaptive function- ing, which involves the reduction of symptoms and the resolution of conflicts Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Ps ychoa na ly t ic T herapy   67 (Wolitzky, 2011a). Two goals of Freudian psychoanalytic therapy are to make the unconscious conscious and to strengthen the ego so that behavior is based more on reality and less on instinctual cravings or irrational guilt. Successful analysis is believed to result in significant modification of the individual’s personality and character structure. Therapeutic methods are used to bring out unconscious mate- rial. Then childhood experiences are reconstructed, discussed, interpreted, and ana- lyzed. It is clear that the process is not limited to solving problems and learning new behaviors. Rather, there is a deeper probing into the past to develop the level of self-understanding that is assumed to be necessary for a change in character. Psychoanalytic therapy is oriented toward achieving insight, but not just an intel- lectual understanding; it is essential that the feelings and memories associated with this self-understanding be experienced. Therapist’s Function and Role In classical psychoanalysis, analysts typically assume an anonymous non- LO6 judgmental stance, which is sometimes called the “blank-screen” approach. They avoid self-disclosure and maintain a sense of neutrality to foster a transference relationship, in which their clients will make projections onto them. This transfer- ence relationship is a cornerstone of psychoanalysis and “refers to the transfer of feelings originally experienced in an early relationship to other important people in a person’s present environment” (Luborsky, O’Reilly-Landry, & Arlow, 2011, p. 18). If therapists say little about themselves and rarely share their personal reactions, the assumption is that whatever the client feels toward them will largely be the product of feelings associated with other significant figures from the past. These projections, which have their origins in unfinished and repressed situations, are considered “grist for the mill,” and their analysis is the very essence of therapeutic work. One of the central functions of analysis is to help clients acquire the freedom to love, work, and play. Other functions include assisting clients in achieving self- awareness, honesty, and more effective personal relationships; in dealing with anxi- ety in a realistic way; and in gaining control over impulsive and irrational behavior. Establishing a therapeutic alliance is a primary treatment goal, and repairing any damaged alliance is essential if therapy is to progress (McWilliams, 2014). The empathic attunement to the client facilitates the analyst’s appreciation of the cli- ent’s intrapsychic world (Wolitzky, 2011b). Particular attention is given to the cli- ent’s resistances. The analyst listens in a respectful, open-minded way and decides when to make appropriate interpretations; tact and timing are essential for effective interpretations (McWilliams, 2014). A major function of interpretation is to acceler- ate the process of uncovering unconscious material. The psychoanalytic therapist pays attention to both what is spoken and what is unspoken, listens for gaps and inconsistencies in the client’s story, infers the meaning of reported dreams and free associations, and remains sensitive to clues concerning the client’s feelings toward the therapist. Organizing these therapeutic processes within the context of understanding personality structure and psychodynamics enables the analyst to formulate the nature of the client’s problems. One of the central functions of the analyst is to Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  68   C H AP T E R F OU R teach clients the meaning of these processes (through interpretation) so that they are able to achieve insight into their problems, increase their awareness of ways to change, and thus gain more control over their lives. A primary aim of psychody- namic approaches is to foster the capacity of clients to solve their own problems. The process of psychoanalytic therapy is somewhat like putting the pieces of a puzzle together. Whether clients change depends considerably more on their readi- ness to change than on the accuracy of the therapist’s interpretations. If the thera- pist pushes the client too rapidly or offers ill-timed interpretations, therapy will not be effective. Change occurs through the process of reworking old patterns so that clients might become freer to act in new ways (Luborsky et al., 2011). Client’s Experience in Therapy Clients interested in classical psychoanalysis must be willing to commit LO7 themselves to an intensive, long-term therapy process. After some face-to-face ses- sions with the analyst, clients lie on a couch and engage in free association; that is, they try to say whatever comes to mind without self-censorship. This process of free association is known as the “fundamental rule.” Clients report their feelings, expe- riences, associations, memories, and fantasies to the analyst. Lying on the couch encourages deep, uncensored reflections and reduces the stimuli that might inter- fere with getting in touch with internal conflicts and productions. It also reduces the ability of clients to “read” their analyst’s face for reactions, which fosters the projections characteristic of a transference. The client in psychoanalysis experiences a unique relationship with the analyst. The client is free to express any idea or feeling, no matter how irresponsible, scandal- ous, politically incorrect, selfish, or infantile. The analyst remains nonjudgmental, listening carefully and asking questions and making interpretations as the analysis progresses. This structure encourages the client to loosen defense mechanisms and “regress,” experiencing a less rigid level of adjustment that allows for positive thera- peutic growth but also involves some vulnerability. It is a responsibility of the analyst to keep the analytic situation safe for the client, so the analyst is not free to engage in spontaneous self-expression. Every intervention by the therapist is made to fur- ther the client’s progress. In classical analysis, therapeutic neutrality and anonymity are valued by the analyst, and holding a consistent setting or “frame” plays a large part in this analytic technique. Therapeutic change requires an extended period of “working through” old patterns in the safety of the therapeutic relationship. Psychodynamic therapy emerged as a way of shortening and simplifying the lengthy process of classical psychoanalysis (Luborsky et al., 2011). Many psycho- analytically oriented practitioners, or psychodynamic therapists (as distinct from analysts), do not use all the techniques associated with classical analysis. However, psychodynamic therapists do remain alert to transference manifestations, explore the meaning of clients’ dreams, explore both the past and the present, offer interpre- tations for defenses and resistance, and are concerned with unconscious material. Traditional analytic therapists make more frequent interpretations of transferences and engage in fewer supportive interventions than do psychodynamic therapists (Wolitzky, 2011a). Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Ps ychoa na ly t ic T herapy   69 Clients in psychoanalytic therapy make a commitment with the therapist to stick with the procedures of an intensive therapeutic process. They agree to talk because their verbal productions are the heart of psychoanalytic therapy. They are typically asked not to make any radical changes in their lifestyle during the period of analysis, such as getting a divorce or quitting their job. The reason for avoid- ing making such changes pertains to the therapeutic process that oftentimes is unsettling and also associated with loosening of defenses. These restrictions are less relevant to psychoanalytic psychotherapy than to classical psychoanalysis. Psychoanalytic psychotherapy typically involves fewer sessions per week, the ses- sions are usually face to face, and the therapist is supportive; hence, there is less therapeutic “regression.” Psychoanalytic clients are ready to terminate their sessions when they and their analyst mutually agree that they have resolved those symptoms and core conflicts that were amenable to resolution, have clarified and accepted their remaining emotional problems, have understood the historical roots of their difficulties, have mastery of core themes, have insight into how their environment affects them and how they affect the environment, have achieved reduced defensiveness, and can integrate their awareness of past problems with their present relationships. Wolitzky (2011a) lists other optimal criteria for termination, including the reduction of transference, accomplishing the main goals of therapy, an acceptance of the futility of certain strivings and childhood fantasies, an increased capacity for love and work, achieving more stable coping patterns, and a self-analytic capacity. Successful analysis answers a client’s “why” questions regarding his or her life. Curtis and Hirsch (2011) suggest that termination tends to bring up intense feelings of attachment, separation, and loss. Thus a termination date is set well enough in advance to talk about these feel- ings and about what the client learned in psychotherapy. Therapists assist clients in clarifying what they have done to bring about changes. Relationship Between Therapist and Client There are some differences between how the therapeutic relationship is con- LO8 ceptualized by classical analysis and contemporary relational analysis. The classical analyst stands outside the relationship, comments on it, and offers insight-produc- ing interpretations. In contemporary relational psychoanalysis, the therapist does not strive for an objective stance. Contemporary psychodynamic therapists focus as much on here-and-now transference as on earlier reenactment. By bringing the past into the present relationship, a new understanding of the past can unfold (Wolitzky, 2011a). Contemporary psychodynamic therapists view their emotional communication with clients as a useful way to gain information and create connec- tion. Analytic therapy focuses on feelings, perceptions, and action that are happen- ing in the moment in the therapy sessions (Luborsky et al., 2011; McWilliams, 2014; Wolitzky, 2011a, 2011b). The therapeutic relationship is central to increasing client self-awareness, self-understanding, and exploration (Barber, Muran, McCarthy, & Keefe, 2013). Current findings of interpersonal neurobiology lend strong support for the effectiveness of the psychoanalytic relationship when treating clients who have suffered interpersonal trauma and neglect (Schore, 2014). Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  70   C H AP T E R F OU R Transference and countertransference are central to understanding psychody- namic therapy. A significant aspect of the therapeutic relationship is manifested through transference reactions. Transference is the client’s unconscious shifting to the analyst of feelings, attitudes, and fantasies (both positive and negative) that are reactions to significant others in the client’s past. Transference involves the uncon- scious repetition of the past in the present. “It reflects the deep patterning of old experiences in relationships as they emerge in current life” (Luborsky et al., 2011, p. 47). A client often has a mixture of positive and negative feelings and reactions to a therapist. When these feelings become conscious and are transferred to the thera- pist, clients can understand and resolve past “unfinished business.” As therapy pro- gresses, childhood feelings and conflicts begin to surface from the depths of the unconscious, and clients regress emotionally. Transference takes place when clients resurrect these early intense conflicts relating to love, sexuality, hostility, anxiety, and resentment; bring them into the present; reexperience them; and attach them to the therapist. For example, clients may transfer unresolved feelings toward a stern and unloving father to the therapist, who, in their eyes, becomes stern and unlov- ing. Angry feelings are the product of negative transference, but clients also may develop a positive transference and, for example, fall in love with the therapist, wish to be adopted, or in many other ways seek the love, acceptance, and approval of an all-powerful therapist. In short, the therapist becomes a current substitute for sig- nificant others. If therapy is to produce change, the transference relationship must be worked through. The working-through process consists of repetitive and elaborate explo- rations of unconscious material and defenses, most of which originated in early childhood. Clients learn to accept their defensive structures and recognize how they may have served a purpose in the past (Rutan, Stone, & Shay, 2014). This results in a resolution of old patterns and enables clients to make new choices. Effective therapy requires that the client develop a relationship with the therapist in the present that is a corrective and integrative experience. Clients have many opportunities to see the variety of ways in which their core conflicts and core defenses are manifested in their daily life. It is assumed that for clients to become psychologically independent they must not only become aware of this unconscious material but also achieve some level of freedom from behavior motivated by infantile strivings, such as the need for total love and acceptance from parental figures. If this demanding phase of the therapeutic relationship is not prop- erly worked through, clients simply transfer their infantile wishes for universal love and acceptance to other figures. It is precisely in the client–therapist relationship that the manifestation of these childhood motivations becomes apparent. Regardless of the length of psychoanalytic therapy, traces of our childhood needs and traumas will never be completely erased. Infantile conflicts may not be fully resolved, even though many aspects of transference are worked through with a therapist. We may need to struggle at times throughout our life with feelings that we project onto others as well as with unrealistic demands that we expect others to fulfill. In this sense we experience transference with many people, and our past is always a vital part of the person we are presently becoming. It is a mistake to assume that all feelings clients have toward their therapists are manifestations of transference. Many of these reactions may have a reality base, and Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppres