1. 1
ASSESSMENT COVER SHEET
Students must keep a copy of all parts of this submitted assessment.
PERSONAL DETAILS
Name: Thanya April Student No.: 302442
CONTACT DETAILS
Telephone (H): Telephone (W): 0214215885 Cell Phone: 0718788259
Email: Fax :
Postal Address: 207 Greyville, First Avenue, Kenilworth
Postal Code:
My contact details have changedplease update myrecords.
MODULE DETAILS
Module Name: CounsellingModalities 1 Term: 2 Year: 14
Educator Name: Tamryn Jones
Assessment Name: Dream Analysis No.: 1 Due date: 16.07.14
This assessment consists of:
x Written paper (nofolder) x DVD (in cover/sleeve) Audio (incover/sleeve) Other (specify):
ALL parts of assessment MUST have student details clearly marked.
Complete ONLY if assessment submitted past due date
Extension received Approved by: Approved extensiondate:
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Overdue assessment (within1 week of due date)
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Re-submission of assessments
If competencyinanassessment is not demonstratedsufficiently, students are providedan opportunityto do so.
Trainers, who deemanassessment to not meet the criteria of a Pass, will request the student to resubmit.
The student will receive written and verbal feedbackonthe assessment that clearlyindicateswhythe assessment has not
passed andwhat needs to be addressedto reacha satisfactoryacademic andcompetencystandard.
The student and trainer will agree on a date for re-submission.
As re-submission is requestedbythe trainer to assist the student to pass, the re-submittedassessment canearna
maximum grading of a Pass.
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2. 2
PLAGIARISM DECLARATION
Plagiarismisthe use of anotherperson’sthoughtsand/orwritings without appropriate acknowledgment or reference.
Definitionsof plagiarismvarysomewhatacrossdisciplinesinaccordance withdifferencesinauthorshipconventionsand
traditions. For College purposes, plagiarism involves:
Submitting, as one’s own, an assignment that another person has completed.
Downloadinginformation,text,artwork,graphicsorothermaterial fromthe Internetandpresentingitasone’sown
without acknowledgment.
Quoting or paraphrasing material from a source without acknowledgment.
Contributingless,little ornothing to a group assignment and then claiming an equal contribution and share of the
marks.
In recognition of this, I hereby declare that:
1. I understandthatplagiarismistouse another’swork and represent it as one’s own, and I know that plagiarism
is wrong.
2. I have usedthe APA Referencing convention for citation and referencing. Each contribution to, and quotation
in, this essay/report/project from the work(s) of other people has been attributed to the author(s), and has
been cited (with in-text referencing) and referenced (with full bibliographic details).
3. I acknowledge that copying someone else’s assignment or essay, or part of it, is wrong, and declare that this
essay/report/project is my own work.
4. I have not allowed,andwillnotallow,anyoneto copy my work with the intention of passing it off as his or her
own work.
5. I have read what the SACAP StudentHandbook saysaboutplagiarismandunderstandthatplagiarism will result
in failure of an assessment leading to failure of a module, and/or other disciplinary actions.
Signature ThanyaApril Date 15 July 2014
3. 3
Client/Interviewee Consent Form
To protect the privacy of individuals who consent to participate in recorded role-plays or interviews that involve the disclosure of
private information, the College requires students to seek the informed consent of the client and/or interviewee, and to eras e or
appropriately dispose of the recorded material upon finalisation of the assessment task.
When a student undertakes an assessment that involves another student or non-student disclosing private and personal
information in a recorded interview, the student must:
Ask the clientor interviewee to read and sign this Client/Interviewee Consent Form. Use a separate form for each person when
there is more than one client/interviewee.
Provide a copy of the completed Consent Form to the client or interviewee.
Retain the original copy of the completed Consent Form in a secure location.
Destroy or delete the content of the audio and/or video recording once a mark and grade have been awarded for the
assessment.
Please read, complete, sign and date the following Client/Interviewee Consent Form
I understand that _____________________________________________________ is a student at the South African College of
Applied Psychology.
My name is _________________________________________________________ and I have been asked to participate in an audio-
recorded and/or videoed counselling/interpersonal session and/or interview as part of an assessment task of the abovementioned
student.
I agree to have my counselling/interpersonal session and/or interview with the above mentioned student audio-recorded and/or
videoed under the following conditions:
1. I understand that my participation is voluntary and that I may withdraw permission to be audio-recorded and/or videoed at
any time, including during the counselling/interpersonal session and/or interview.
2. I understand that, although the counselling/interpersonal session and/or interview is for the assessment purposes of the
student, it nevertheless occurs in a context of confidentiality (as far as the law allows) and respect.
3. I understand that the audio-recorded and/or videoed will be stored securely and erased after use.
I agree to be audio-recorded and/or videoed
under the conditions specified above
I agree to meet the terms and conditions
specified above
Signature of Client/Interviewee:
_______________________________________
Signature of Student Undertaking Assessment:
_______________________________________
Date: Date:
Please note that the student indicates in the relevant section of the Assessment Cover Sheet that a Client/Interviewee Consent
Form has been read and signed by both parties. An Assessment Cover Sheet must accompany all assessments submitted to an
educator for marking and grading.
Should the client/interviewee have any concerns that may require further discussion, they may contact a member of Academic
staff.
4. 4
Assessment Marking Sheet
Marking scale out of 20
1 – 5 Poor 6 – 10 Average 11 – 15 Good 16 – 20 Excellent
Marking scale out of 10
1 – 3 Poor 4 – 6 Average 7 – 9 Good 10 Excellent
CONTENT: Compulsory Section (100)
DefinitionofKey Concepts
Does the student adequately define the key concepts as they relateto the assessment?
14/20
Reference toRelevantLiterature, for example
Is there evidence of further reading?
Does the student refer to a range of credibleand relevant sources and examples?
16/20
Integration,and Understanding,forexample:
Is there evidence that the readinghas been appropriately integrated in the assessment?
Does the student clearly demonstrate their understandingof the relevant literature?
16/20
Originality,for example:
Does the student show an ability to reflect upon the issue,concept, theory, in a meaningful way?
Does the student demonstrate originality of thought/reasoning?
17/20
Critical Reasoning,for example
Does the student present a logical and coherentargument to substantiatestatements made in the
assessment?
Does the student show the ability to reflect critically?
Does the student adequately demonstrate application of conceptual skillswithin theparti cularcontext
of the assessment?
16/20
CONTENT: Elective Section
Please select THREE sections from the list below which best apply to the assessment in
question.
NB: Please ensure that your selection below is uniform to the assessment in question
(60)
Creativityand ProblemSolving
Does the student demonstrate an ability to analyseand design solutions to problems presented? Is there
evidence of creativeproblem solving?
/20
Theoretical Understanding
Has the student read widely and brought a broad range of opinion into their assessment?
16/20
Self-evaluationandSelf-awareness
Does the student show evidence of self-awareness? Is thestudent ableto realistically and objectively
reflect on a personal experience/role-play performance? Is there evidence of realistic self-evaluation?
/20
Applicationof Skills
Does the student show evidence of understandingthe skills,techniques,and strategies appropriateto the
assessment? Does the student adequately demonstrate the link between theory and practical application?
16/20
CounsellingSkills
Does the student demonstrate counsellingskills,i.e.:boundary setting, activelistening,reflection,
demonstration of unconditional positiveregard,congruence, respect, non-judgment? Does the student
have the ability to appropriately paceand time counsellingsessions,allowingthe clienttime to speak and
to be silent? When necessary,can the student appropriately challengethe clientand show evidence of an
appropriateresponseto clientresistance?
/20
Role-play
Does the student display appropriatebody languageand eye contact in a role-play session? Does the
student show openness and willingnessto reflect critically upon the role-play demonstration or
/20
5. 5
performance?
PresentationSkills
Was the student’s body languageappropriatefor a presentation? Did the student speak with an audible
voice? Did the student maintain eye contact with the audience? Did the student appear self-confident?
Was the student’s presentation well prepared? Was the student’s presentation well delivered?
/20
Depth of Content
Does the student adequately demonstrate a depth of insightand understandingof the subjectmatter? Is
the student ableto reflect on their comprehension of the study matter? Is the student ableto make
connections between the relevant key concepts?
15/20
Multicultural Awareness
Does the student exhibitunderstandingof the varied social contexts within a multicultural society? Does
the student demonstrate appropriatecultural awarenessand sensitivity? Is the student ableto problem-
solvewith appropriaterespect to the particular contextof the scenario presented?
/20
TECHNICAL: Compulsory (40)
Layout and Presentation
Has the student included a completed cover sheet, plagiarismdeclaration,and client consentform
(where applicable)?
Has the student included a contents page, introduction,body, conclusion,reference list,and page
numbers? Has the student made use of headings,and subheadings?
Has the student adhered to the prescribed word count?
Has the student checked spelling,punctuation,and grammar?
8/10
Structure
Does the introduction adequately launch the topic to be discussed?
Is there an overall senseof flow and direction? Are paragraphs well structured?
Does the conclusion bringthe assessmentto a satisfyingclose?
7/10
Academic WritingStyle
Is the essay written in suitableacademic language? Is theuse of language appropriatefor the subject
area/audience?
7,5/10
References& Citation (recent, relevant, correct, concise)
Has the student applied correctAPA format to referencing and in text citations? Has the student provided
a full reference list? Are in text citations correctly referenced?
8/10
Final Mark 156,5/200
Final Mark ÷ 2 = % 78 %
General Assessment Comments:
Strongest pointsof assessment:
Thanya, thiswas an excellentassignment –well done! It was well written,with interestingand unusual
ways of clarifyingpoints. You interpretedyourdream well,showingthe stepsyou took.
Weakestpointsof assessment:
Additional Feedback:
In your dream interpretation,how about trying the technique ofactive imagination. What would you say
to Chad or the whale?
7. 7
Dream Analysis Essay
Thanya April
The African College of Applied Psychology
Class: Counselling Modalities 1
Lecturer: Tami Jones
Due Date: 16 July 2014
8. 8
TABLE OF CONTENTS
Introduction………………………………………………………………………………………………………………………. 8
DreamsAccordingto Sigmund Freud……….………………….……………………………………………………. 10
The Historical Value of Irma’sInjection……………...………….……………………………………. 10
The Purpose of Dreams…………………………………………………………...………………………….. 10
WishFulfilment…………………………………………………………………………………….…. 10
Example…..……………………………………………..…………………………..……… 10
NeuroticSymptoms…………………………………………………………………………………. 10
DisguisedFunctions……...…………………………………………………………..……………. 11
The Dream Work…………..……………………………………………………………………………………… 11
Free Association………………………………..…………………………………………………………….…… 11
DreamsAccordingto Carl Jung……………………….………………………………………………………………… 12
The Language of Symbolism…………………….………………………………………………………….. 12
Archetypes………………….……………………………………………………………………………………… 12
BuildingJung’sDream………….……………………………………………………………………………… 12
Layout………………………………………………………………………………………………………… 12
Foundation………………………………………………………………………………………………… 12
Function…………………………………………………………………………………………………… 13
Active Imagination……………………………………………………………………………………………………… 13
The Dream that endedtheirFriendship…………………………………………………………………………………… 13
IntroducingmyDreamAnalyst………………………………………………………………………………………………… 13
Particularsof my Dream…………………………………………………………………………………………………………… 14
Dream Amnesia…………………………………………………………………………………………………………… 14
Size Matters…………………………………………………………………………………………………………………… 14
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One has to wonder how theorists, in general, came up with their ideas. What sparked their different
concepts? If psychology is the study of human behaviour, then what causes these theorists to have an
inclination towards a certain notion? I hope to explore this question throughout this assignment by introducing
the concept of dreams according to two of the most influential theorists in psychology. As the assignment takes
shape, I will conduct my own dream analysis according to whichever theorist has struck a chord with me.
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Dreams According to Sigmund Freud
The Historical value of Irma’s Injection
Whilst staying at the Bellevue hotel, Freud wrote a letter addressed to his friend, in which he asked the
famous question “Do you suppose that someday one will read on a marble tablet on this house: Here, on July
24, 1895, the secret of the dream revealed itself to Dr. Sigm. Freud?” (Wilson, 1997, p. 55).
Freud was referring to a dream he had during a stay at the Bellevue hotel, about a patient of his, Irma.
The day before the dream, one of his colleagues, Otto, visited him and commented, in an accusatorially tone,
that he had seen Irma and that she did not look well. In Freud’s dream, Irma was extremely distressed as her
pain had not been alleviated. She looked sickly and Freud was concerned that he may have overlooked
something whilst treating her. Freud, together with his colleagues, came to the conclusion that Irma had an
infection due to Otto administering an injection to her with an unsterilised syringe. This dream, famously
known as ‘Irma’s Injection’, and which now holds a significant place in history’s great discoveries, led Freud to
explore many aspects of the nature and meaning of dreams (Faraday, 1973).
The Purpose of Dreams
Wish Fulfilment. As a result of ‘Irma’s Injection’, Freud realised that the anxiety he felt after Otto’s
visit had manifested into his dream. He believed that the dream portrayed his desire to be innocent of doing
wrong to Irma and he therefore went on to describe dreams as powerful products of bottled-up emotions
(Wilson, 1997). In other words, Freud believed that if a certain wish was unfulfilled during our waking hours,
this motivated the mind to transform the unfulfilled wish into a fantasy that gets played out in our dreams
(Wilson K. , 2005).
Example. In his book, The Interpretation of Dreams, Freud wrote about one of his patients who was
constantly dreaming about floating above ground. Because she was a short woman, Freud interpreted her
recurring dream as fulfilment of her wish to be of higher statue than others (Empson, 1993).
Neurotic Symptoms. Freud believed that all repressed wishes needed an outlet. And, whilst probing
his patients, Freud learnt that these outlets were provided in waking life, in the form of symptoms (i.e.
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headaches, rashes) and during sleep, in the form of dreams . Because of this discovery, he always remained
adamant that dreams, on their own, could also be referred to as a neurotic symptom (Faraday, 1973).
Disguised Functions. Upon further exploration of Freud’s Irma Injection dream, it is easy to see why he
became fascinated with disguised wish fulfilment. At one stage in the dream, Freud could see through the dress
that Irma was wearing. Irma was his patient and any sexual relations with her would be unethical. Accordingly,
Freud believed that such a sexual desire towards his patient was too shocking to the mind and that it needed to
be disguised before it entered the dream. By disguising the wish in a manner that was acceptable, the
dreamer was then able to sleep peacefully. Hence, another term Freud liked to use was that dreams were the
guardians of sleep (Faraday, 1973).
The Dream Work
Freud was aware that not all dreams were quite as simple as merely being made up of wish fulfilments.
In order to compensate for this fact, he used the term ‘dream work’, to explore other avenues (Empson, 1993).
According to Freud, dreams are made up of two components. The manifest is all the content that a
person can remember and consciously describe as soon as they wake from a dream. The latent content, which
possesses the real meaning of the dream, is made up of repressed wishes, forbidden feelings and unconscious
needs. The latent content is depicted in the manifest in an unrecognisable form that is only accessible through
analysis of the manifest content. It is this process that is known as the dream work (Wilson K. , 2005).
Free Association
According to Alvarez (1996, p. 133), Freud was once referred to as “the surgeon of the night” and the
scalpel he used to open up the unconscious was called free association.
During Freudian dream analysis, the patient is encouraged to express their dream whilst relaxing and
lying down on a couch. The patient is then encouraged to use free association by voicing the first thing that
comes into their mind. The purpose of this process is to reveal associations in the dream and it allows the
patient to make uncensored disclosures to the analyst (Corey, 2009).
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Dreams According to Carl Jung
The Language of Symbolism
Jung considered dreams to be ordinary, unconcealed expressions of our unconscious. He did not
agree with Freud that interpreting dreams were made difficult because of a supposed dream censor that
concealed their meaning. Instead, his view was that any difficulty we had in interpreting our dreams are due to
their unconscious nature. He went on to state that dreams brought about their meaning in the form of symbols
and in order to properly understand dreams, we needed to understand what the symbols are trying to
communicate to us. Whilst the Freudian analyst would use defined connotations of dream images to
interpret dreams, Jung believed that each symbol shown in our dream was unique and that the best way to
interpret the meaning of the symbol was by the dreamer’s associations and not the analyst’s preconceived
notions (Hopcke, 1992).
Archetypes
Our collective unconscious consists of memories and thought forms that have been passed down from
our ancestors. Archetypes, which are predispositions towards certain things, form part of the collective
unconscious (Boeree, 2006).
Building Jung’s Dream
Layout. There are four basic components in the contents of a dream. The first part is a description of the
location and the people in the dream. The second part is how the story unravels. The third component deals
with how the story changes and the fourth component concludes the story, usually in the form of a solution
(Sharf, 2012).
Foundation. Jung believed that the symbols in dreams were connected to the dreamer’s present
situation . The way in which a dream analysis is conducted, is dependent on the nature of the dream. Any
personal associations that came up in a dream had to be analysed according to the dreamer’s day to day events.
On the other hand, any archetypal associations appearing in dreams had to be interpreted by using the collective
unconscious (Sharf, 2012).
14. 14
Function. According to Jung, the purpose of dreams are to provide the dreamer with clues to the current
issues they are facing in their day to day lives (Sharf, 2012). In addition, he believed that dreams had a
compensatory function which, if understood correctly, could help us discover which parts of ourselves are out
of sync (Domhoff, 2014).
Active Imagination
In the same way that free association was Freud’s scalpel in unlocking the unconscious, Active
Imagination was one of Jung’s methods. By focusing on an image from the dreamer’s dream, this technique
encouraged them to confront the particular archetype that was depicted in their dream. Jung’s intention was that
the patient take an active role in challenging the archetypes that were shown in their dream (Hopcke, 1992).
The Dream that ended their Friendship
Depending on who the analyst is, the interpretation of a dream may differ. A good example of this, is
depicted in the way in which Freud and Jung’s friendship came to an end as a result of their different views of a
dream which Jung had. In Jung’s dream, he was exploring a house which had two storeys. In the cellar, he
found broken pottery, scattered bones and two human skulls. For Jung the dream represented a structural unit of
the levels of consciousness. On the other hand, Freud took a personal view and interpreted the skull in the cellar
to mean that Jung unconsciously anticipated Freud’s death. Under closer scrutiny of the situation, either
interpretation could be valid, however, because of Freud’s perception that dissimilarities in opinions meant
betrayal, his friendship with Jung came under great strain, and eventually ended, because of their different
views (Alvarez, 1996).
Introducing my Dream Analyst
If I use Alvarez’s concept above, that the interpretation of a dream depends on the analyst, then I have
to decide which analyst I would choose to interpret my own dream. If Freud had a pessimistic view of human
nature then Jung most certainly developed a more optimistic approach. I consider myself a realist and I tend to
go with the theory that makes the most sense to me. However, as much as I am largely drawn to Freud’s ‘darker
side’, it is Jung’s dream analysis that I will be using based on two reasons. The simplest reason is the fact that I
15. 15
find Jung’s theory more fascinating. The underlying reason, however, is that I do not take kindly to Freud’s
rigid dream interpretations and I prefer Jung’s more flexible methodology, especially considering the nature of
the dream I have chosen.
Particulars of my Dream
For the next section, please refer to appendix “A”, which is a description of my dream.
Dream Amnesia
It is unusual for me to remember my dreams and the little parts that I do, are evoked from my memory
throughout the day. As I am going about my business, certain things will remind me and if I am fortunate, I will
uncover an undercurrent of what my dream was about.
However, an occurring pattern that I have noticed is that on the rare occasions that I do vividly
remember my dreams, it is always a bad or stressful dream. I once dreamt that I was being forced to take my
driver’s licence test again and due to a series of misfortunes that occurred in my dream, I could not remember
how to parallel park. I woke up feeling extremely anxious and I could recall the series of events in my dream
quite clearly.
Size Matters
Jung categorised dreams into “big dreams” and “little dreams”. Little dreams come from our personal
unconscious and contains complexes that are not too noticeable. Big dreams come from our collective
unconscious and are articulated by using archetypes. There are many ways to recognise a big dream, one of
which is that they are less rational than normal happenings (Domhoff, 2014). I categorised my dream to be a
big dream because I consider a zombie attack anything but rational.
Understanding my Dream through Amplification
Associations
According to Benedetto’s (2009) article on dream interpretation, before or during the analysis, the
dreamer needs to write down any associations or connections towards certain symbols in their dream.
16. 16
Using my own dream, the biggest association I can make is towards the whale. Even before the dream,
I’ve always had an irrational fear of being in the ocean with whales. It is irrational because when people think
of fears related to the ocean, they usually associate the fear with sharks. It is irrational because my fear is
specific to the combination of the ocean and the whale i.e. I do not fear the ocean or the whale on its own, I fear
the whale in the ocean. It is also irrational because I have no idea where the fear comes from. I question
whether this fear comes from my collective unconscious as it feels like a tendency more than a personal
experience.
Another association I made is the way in which the dream changes. In the beginning, my fear comes
from an instinct to protect Chad and I automatically go into survival mode. However, on the ship the
atmosphere changes and I am no longer fearful for Chad. I am fearful for myself.
Amplification
Benedetto (2009) goes on to state that when the dream does not make sense after association, you can
then move on to amplification, which is another technique Jung used in his dream analysis. Amplification looks
at specific symbols in the dream and then makes a collective association based on shared experiences.
In terms of my own dream, I will use some of Jung’s archetypes to make these collective associations.
The Self. This is the unity of the personality and is usually symbolised in dreams by a circle or mandala
figure. The purpose of the Mandala is to draw your attention to the centre (Boeree, 2006).
In my dream, I consider the ship to be the symbol that represents the (my) self. Through all the chaos, it
is the one constant thing I am moving towards, even though in the beginning of my dream I didn’t know it. To
me, the fact that I was running towards the ship in the middle, with zombies to my left and right, is significant.
Something in my dream was urging me towards my self as it represented safety.
The Animus. This is the masculine characteristics that are shown in the collective unconscious of
females (Boeree, 2006).
At first I thought that perhaps the animus was being represented in my dream by the zombies. However,
on closer introspection, I realised that my feelings towards the zombies were quite neutral. The fear that I felt
17. 17
was for Chad who I have always had a close connection to. I see Chad as a reflection of myself as we have
similar personality traits and we were both raised in a similar way.
The Shadow. This is considered to be the most dangerous of all the archetypes as it represents our dark
side. In dreams, they are usually represented by an animal (Boeree, 2006).
There are two symbols in my dream that can represent my shadow. The more obvious symbol is the
whale. And, if you accept my association that the ship represents my self, then in my dream, for some reason,
my shadow is trying to destroy my self.
The other symbol representing my shadow would be Caitlyn. For the most part, I am unfazed by the
zombies. Then I get to Caitlyn and suddenly I have a bat in my hand and Chad is conveniently now running on
the other side of me, giving me enough room to bash Caitlyn’s head in. Perhaps there is something about
Caitlyn that represents a part of me that I want to destroy.
Putting the Pieces Together
If my animus is being represented by Chad then what masculine aspects of myself am I trying to protect
so vehemently? If my shadow is represented by both Caitlyn and the whale, then they are different parts of my
shadow. Why was I easily able to conquer Caitlyn and not the whale? And, more importantly, why was I
allowing the whale to destroy the ship?
Unfortunately, I do not have a Jungian analyst to answer these questions, however, I feel that asking the
right questions has taken me a step closer to understanding the context this dream.
Conclusion
At the start of this assignment I was relatively open to both theorists, with an inclination towards Freud.
However, the dream analysis process has shown me that there are so many different ways to interpret a dream.
Because of this realisation, I do not agree with Freud’s inflexible dream interpretation. In reality, if I were to go
with a Freudian dream analysis approach, I would probably end up arguing with the analyst’s interpretation and
my diagnosis would be that I am repressing my unconscious desires.
18. 18
References
References
Alvarez, A. (1996). Night - An Exploration of Night Life, Night Language, Sleep and Dreams. London: Vintage
Benedetto, P. (2009). 10 Steps Toward Interpreting Your Dreams. Retrieved from Jungian Analysis and Dream
Interpretation : http://www.jungiananalysts.com/wp/?page_id=37
Boeree, G. (2006, June 20). Personality Theories. Retrieved from
http://www.ship.edu/%7Ecgboeree/perscontents.html
Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy (8th ed.). USA: Brooks/Cole Cengage
Learning.
Domhoff, G. (2014). Jung on Dreaming [Lecture notes]. Retrieved from DreamResearch.Net:
http://www2.ucse.edu/dreams/Library/lecture_notes_jung.html
Empson, J. (1993). Sleep and Dreaming . New York: Harvester Wheatsheaf .
Faraday, A. (1973). Dream Power . London: Pan Books Ltd .
Hopcke, R. H. (1992). A Guided Tour of the Collected Works of C.G Jung . London: Shambhala Publications
Inc.
Sharf, R. (2012). Theories of Psychotherapy and Counselling Concepts and Cases (International ed.). Canada :
Brooks/Cole Cengage Learning.
Wilson. (1997). Sigmund Freud. Gloucestershire: Sutton Publishing Limited.
Wilson, K. (2005, May 20). Introduction to Sigmund Freud's Theory on Dreams. Retrieved from Insomnium:
http://www.insomnium.co.uk/dream-theory/introduction-freud-theory-on-dreams/
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Appendix
It’s a bright sunny day. There is a beach with golden brown sands and blue ocean water.
I remember the anxiety and adrenalin pumping through me as I stand at the top of the pavilion looking down at
the beach, with my nephew, Chad, next to me. I remember feeling extremely protective of Chad, and perhaps
it’s because he is with me that my fear feels amplified.
Coming up along the beach, toward us from our left, are a small army of zombies – their numbers appear to be
around 20 – 30. Coming up along the beach from the right, are a smaller group of zombies, perhaps 5 or so.
I remember feeling the urgency to get to the ocean, although at this point I do not know why. We start running
down the beach, in the middle of the two groups. The closer we get to the ocean, the closer the zombies get to
us. As we near the ocean I see my niece, Caitlyn, standing on the right side. She starts turning into a zombie and
as we approach her she starts snarling and reaching for us. At this point we are running at quite a speed down
the beach and Chad, who was first on my right is now on my left. I have a silver baseball bat in my hand and
enough room to swing the bat at Caitlyn. I bash in her head, once, twice and as she falls to the ground, thrice. I
feel no remorse when I do this. Just an enormous weight to keep Chad safe.
It now becomes clear that we are running towards the ocean to escape. A massive brown wooden ship is docked
and it is apparent that that is where we are running towards.
I don’t recall how we get onto the ship but we are suddenly on it and already sailing off. It is not clear who is
steering the ship but we are deep in the ocean and I do not see the beach any longer. I do not feel relief.
The weather changes and the seas become rough. My fear shifts from Chad to myself. The waters are rocking
the ship and I remember the cold spray of the water soaking my clothes. We are holding onto the sides of the
ship. I see a massive whale in the ocean. It’s coming towards us and then disappears suddenly.
I feel movement below the ship and my fear intensifies. I somehow know that the whale is at the bottom of the
ship. It starts bumping against the ship. I know that it wants to capsize the ship. The bumps become harder and I
can hear the ship creek.
I am shaken awake.
