Carl Gustav Jung During Week 3, we evaluate Jung's and Horney's psychodynamic view of personality. Through our discussions and homework, we will examine the role of the collective unconscious in personality development and investigate the role of social interaction on personality growth. In addition, we will examine the rise of feminine psychology and its implications for personality theory. The summary below provides a preview of all the activities for the week. When you are ready to get started, please proceed to the Lecture for more detailed information on assignments and expectations. Karen Horney Summary of Week 3 Activities: Topic Readings Activities Due Thursday Due Sunday Psychodynamic Theory: Jung and Horney Chapters 4 and 6 Take and indepth look at the life of Carl Jung  at Dr. Boeree's website. Investigate Dr. Carl Jung’s  near death experience . Discover your personality type by taking the  Jung Typology Test  and the Keirsey Temperament Sorter . Gain a better understanding of the meaning of each personality type at  Know Your Type and  Type Logic . Examine the life and theory of  Karen Horney  at Dr. Boeree's website. 1st discussion postings in response to instructor's discussion question Debate information (assigned group only) Reading: textbook and lecture. Remainder of discussion postings in response to questions, comments, feedback or follow-up Homework Mastery questions Journal Group A or group B response as assigned Learning Objectives: After studying Chapter 4 - Jung: Analytical Psychology, students should be able to: Describe how Jung’s own life experiences may have influenced his concept of human personality. Describe the Jungian levels of the psyche. List and describe eight major archetypes. Discuss Jung’s typology with the major attitudes and functions. Identify and describe Jung’s stages of personality development. Describe Jung’s concept of self-realization. Explain Jung’s idea of word association. Discuss Jung’s concept of dreams and how they relate to the unconscious. Summarize research of Jungian types and both physical attraction and academic performance. After studying Chapter 6 - Horney: Psychoanalytical Social Theory, students should be able to: Compare and contrast Horney’s theory with that of Freud. Discuss Horney’s concepts of basic hostility and basic anxiety. List and discuss Horney’s categories of neurotic needs. Describe Horney’s three neurotic trends. Explain Horney’s concept of intrapsychic conflicts. Discuss the modes of expression for self-hatred. Discuss Horney’s concept of feminine psychology. Discuss research on morbid dependency and explain how it relates to Horney’s view of moving toward other people. Discuss research on hypercompetitiveness and explain how it relates to Horney’s concept of moving against other people. Explain how Horney’s picture of the neurotic personality  relates to normal personality. Please proceed to the lecture. Week 3: Psychodynamic Theory: Jung and Horney - Lecture .

1. Carl Gustav Jung
During Week 3, we evaluate Jung's
and Horney's psychodynamic view of personality. Through our
discussions and homework, we will examine the role of the
collective unconscious in personality development and
investigate the role of social interaction on personality growth.
In addition, we will examine the rise of feminine psychology
and its implications for personality theory.
The summary below provides a preview of all the activities for
the week. When you are ready to get started, please proceed to
the Lecture for more detailed information on assignments and
expectations.
Karen Horney
Summary of Week 3 Activities:
Topic
Readings
Activities
Due Thursday
Due Sunday
Psychodynamic Theory: Jung and Horney
Chapters 4 and 6
Take and indepth look at the life of
Carl Jung
at Dr. Boeree's website.
Investigate Dr. Carl Jung’s
near death experience
.
Discover your personality type by taking the
Jung Typology Test

2. and the
Keirsey Temperament Sorter
.
Gain a better understanding of the meaning of each personality
type at
Know Your Type
and
Type Logic
.
Examine the life and theory of
Karen Horney
at Dr. Boeree's website.
1st discussion postings in response to instructor's discussion
question
Debate information (assigned group only)
Reading: textbook and lecture.
Remainder of discussion postings in response to questions,
comments, feedback or follow-up
Homework
Mastery questions
Journal
Group A or group B response as assigned
Learning Objectives:
After studying Chapter 4 - Jung: Analytical Psychology,
students should be able to:
Describe how Jung’s own life experiences may have influenced
his concept of human personality.
Describe the Jungian levels of the psyche.
List and describe eight major archetypes.
Discuss Jung’s typology with the major attitudes and functions.
Identify and describe Jung’s stages of personality development.
Describe Jung’s concept of self-realization.
Explain Jung’s idea of word association.
Discuss Jung’s concept of dreams and how they relate to the
unconscious.
Summarize research of Jungian types and both physical

3. attraction and academic performance.
After studying Chapter 6 - Horney: Psychoanalytical Social
Theory, students should be able to:
Compare and contrast Horney’s theory with that of Freud.
Discuss Horney’s concepts of basic hostility and basic anxiety.
List and discuss Horney’s categories of neurotic needs.
Describe Horney’s three neurotic trends.
Explain Horney’s concept of intrapsychic conflicts.
Discuss the modes of expression for self-hatred.
Discuss Horney’s concept of feminine psychology.
Discuss research on morbid dependency and explain how it
relates to Horney’s view of moving toward other people.
Discuss research on hypercompetitiveness and explain how it
relates to Horney’s concept of moving against other people.
Explain how Horney’s picture of the neurotic personality
relates to normal personality.
Please proceed to the lecture.
Week 3: Psychodynamic Theory: Jung and Horney - Lecture
Psychodynamic Theory: Jung and Horney
Many of Freud's original followers eventually split from a
traditional psychodynamic approach due to differences in the
emphasis placed on sexual and aggressive instincts. These early
theorists are often referred to as Neo-Freudians as they
share Freud's focus on unconscious influence and intrapsychic
conflict, but they take a new perspectives in examining
personality motivation.
This week, we will examine Jung's and Horney's contributions
to the psychodynamic theory of personality to gain a thorough
understanding of analytical and psychoanalytical social
psychologies.
To get started, read Chapter 4 - Jung: Analytical
Psychology and Chapter 6 - Horney: Psychoanalytical Social
Psychology.

4. Carl Jung
Jung
was one of Freud's most prized followers; Freud was even
known to have referred to Jung as "my beloved son." Jung was a
brilliant theorist; but, equally important during this era, he was
one of the first non-Jewish psychologists to join the Freudian
movement. Jung's religious status was especially important, as
many of Freud's ideas and theories were considered "Jewish"
and easily dismissed by the general public who was flooded
with anti-sematic messages from Hitler. Jung gave credibility
and acceptance to Freud's ideas concerning the
unconscious. Over time though, the relationship between Freud
and Jung became strained and their theories took very different
directions. View the video clip "
Jung and Freud
" (
text version
) to learn more about their turmulous relationship. After
breaking from Freud, Jung proposed his own theory of
personality which he called
analytical psychology
.
Jung believed that the unconscious was a powerful influence on
the formation of personality and the forces that motivate
behavior. View the video "
Jung's Understanding of the Unconscious
" (
text version
) for a detailed examination of the role of the unconscious. A
key feature of his theory, is the differentiation between the
personal unconscious and the collective unconscious. The
personal unconscious is unique to each individual and is made
up of personal experiences. The collective unconscious is a
"shared" component of everyone's unconscious that includes
universal elements passed from generations of ancestors.
Jung placed considerable emphasis on the collective

5. unconscious and the influence of its contents. The highly
developed, universal contents of the collective unconscious are
called archetypes. View the video "
Jung's Explanation of Archetypes
" (
text version
) to hear Jung describe the role and purpose of
archetypes. Some of the most common archetypes are explained
in the following table.
Archetype
Explanation
persona
The persona is often called the "mask" of personality as it
contains the aspects of our self (roles, attitudes, behaviors, etc.)
that we are willing to show the outside world.
shadow
The shadow is considered the persona's evil twin as it contains
the aspects of our personality that we wish to hide or disguise
from our self and others.
anima
The feminine aspect of a man's personality representing
irrational moods and emotions.
animus
The masculine aspect of a woman's personality symbolic of
logic, thinking, and reasoning.
self
The innate, inherited potential for total growth and completion.
The self moves us toward an individual perfection achieved
through the unity of the other archetypes.
The aspect of Jung's theory that is most popular in modern
psychology is the explanation of psychological types formed
through the relationship between attitudes and functions. The
following presentation highlights the formation of the eight
Jungian personality types:
PowerPoint on Jungian Personality Types
(If the link does not work, please go to Doc Sharing to

6. download the powerpoint. Remember to check out all the notes
under each slide. The notes explain the slides)
There are a variety of free tests to determine your personality
typology using the Jungian system. If you are interested in
knowing your personality type, take the
Jung Typology Test
, then go to
Type Logic
for an interpretation.
Supplemental resources:
Chapter outline
PowerPoint review of chapter
Article, "
Did Carl Jung Wish for the Death of His Wife?
"
Questions for further thought:
Describe Jung's levels of the psyche.
List and briefly describe Jung's most important archetypes.
Discuss Jung's notion of extraversion and introversion.
Compare and contract Freud and Jung's ideas concerning the
role of the unconscious.
Karen Horney
Horney
proposed the
psychoanalytic social
theory of personality. Like the theorists we have discussed thus
far, the roots of Horney's theory lie in the psychodynamic
tradition which acknowledges the importance of unconscious
influences and intrapsychic conflict. Unique to Horney's theory
is the emphasis on the social and cultural factors that influence
the formation of personality. Horney believed that the core
personality is shaped in childhood and occurs as a direct result

7. of the relationship between children and their parents.
Children are born with basic needs (safety and satisfaction) and
rely on their parents to create a loving, affectionate
environment in which these needs can be met. When the needs
are met, children have a solid basis for healthy personality
growth and development. But, when these needs are
not
met, children develop a resentment toward the parents; Horney
termed this resentment basic hostility. Because children are in
a helpless position in relation to their parents, they are unable
to express this hostility and respond by withdrawing. This, in
turn, leads the child to develop basic anxiety which
is characterized by feelings of insecurity and isolation.
Horney believed that personality develops as a consequence of
the attempt to deal with basic anxiety; she called these attempts
neurotic needs. The neurotic needs can be grouped into
three neurotic trends or fundamental styles of relating to people:
moving toward people, moving against people, and moving
away from people. The following chart shows the relationship
between neurotic needs and neurotic trends.
All individuals possess one of the fundamental styles of relating
to people as basic conflict cannot be completely avoided. A
person with a healthy personality shows spontaneous movement
and operates within a socially-acceptable range of behaviors.
The neurotic individual, on the other hand, is compulsive and
tends to take an extreme position when forming interpersonal
relationships. For example:
Basic Attitudes
Normal Personality
Neurotic Personality
moving toward
friendly, loving, affectionate, warm
compliant, clingy, codependent
moving against
competitive, goal-oriented
aggressive, hostile, angry

8. moving away from
autonoumus, serene, independent
detached, isolated, emotionally-distant
Horney's theories continue to have an influence in the training
of therapists and in our understanding of personality.
Supplemental resources:
Chapter outline
PowerPoint review of chapter
Questions for further thought:
Discuss Horney's criticism of Freud.
Discuss Horney's concepts of neurotic needs and neurotic
trends.
Summarize he chief findings of Lyon and Greenberg's 1991
study and discuss how it relates to Horney's theory.
Next Steps
When you have finished with the readings and lecture material,
you can proceed to the activities associated with this week's
work. You will need to:
Complete the regularly scheduled weekly activities including:
participate in the threaded discussion,
complete the homework assignment,
submit your journal, and
complete the mastery questions.
Group A and Group B will prepare their Topic debate
information in the group discussion pages, and then post their
Topic debate information in Topic Debate page. (see
the Debatelink in the Course Home, Week 3 Topic Debate link,
and Week 3 Group Discussion page for more information).
Review the chapter outline and complete the review questions.

9. The review questions are not graded, they are simply for your
own benefit.
DISCUSSION:
Jung used the term "persona" to mean the face or facade that we
hold out to the world. The "persona" is that version of the self,
the image or picture of the self, that we want, expect, and
demand that others see. The "shadow" is that part of the self
that we do not expect or want or allow others to see. The
"shadow" consists of all that is hidden and held away from
view, all that is secret and behind closed doors. We certainly
don't want others (in most day-to-day situations, and, certainly
not in our professional lives) to see our faults and failings,
doubts and confusions, and we most certainly don't expect the
world to have access to our fantasies and imaginings (or even
that we have them). As Jung explained, everyone has a persona
and a shadow, these are universal to all mankind.
Your task for this week is to identify examples (either in
movies, books, the popular media, or your own life) in which
the "shadow" has revealed itself over the persona. As you look
for your examples, reflect on the following questions:
What is the relationship between the persona and the shadow?
Is the shadow good or evil?
Is it possible to repress the shadow from ever revealing itself?
How do we know what is contained in an individual's shadow?
How is a persona formed? How is a shadow formed?
You do NOT need to answer these questions individually, use
the questions as a basis to form a reaction/explanation to the
example your have identified. I would like you to share your
example and provide your reflections on the relationship

10. between the persona and the shadow specific to your example.
At the end of your posting, please pose a follow-up question to
the class. Finally, respond to TWO of the questions posed by
your peers.
General Discussion Reminders:
You are required to post your initial answers by Friday at
midnight; your comments on the postings of your classmates are
due on Sunday at midnight. Please be sure that your comments
to peers are substantive; in other words, do not simply write "I
agree"; if you agree, go on to expand your comments and add
your own insights.
I will use the following grading rubric to score your discussion
postings:
1 - 3 points -
Provided only minimal response with no elaboration OR failed
to complete follow-up postings.
4 - 7 points
- Provided basic response and follow-up postings. All postings
are clear and relevant, but need to be elaborated in more detail.
8 - 10 points
- Provided detailed, complete responses and follow-up
postings. All responses are elaborated and clear.
NOTE: Post your initial comments to the discussion by clicking
on the first "Respond" link below. To give feedback to a
classmate's post, click on the "Respond" link below his/her
comment.

11. FOR GROUP DISCUSSION:
Week 3: Psychodynamic Theory: Jung and Horney - Topic
Debate Overview
Weeks 4 through 6, we are going to engage in weekly "topic
debates." The weekly debate topic will involve an in-depth
investigation of a controversial topic relevant to the field of
personality psychology. Each of you will be assigned to a
group; you will debate against the other group in THREE
weekly debates (the groups will be posted in an announcement
on the course homepage…either Group A or Group B).
In addition to providing an opportunity to engage in a lively
debate on a topic relevant to personality psychology, the
debates also requires you to fine-tune your skills in online
communication. As such, a secondary goal of this project is
effectively online peer-to-peer collaboration. Like all
professional interactions and debates, the interdependent nature
of the project is often more challenging than the topic you are
focusing on. This type of communication is even more
challenging in the online world; be sure that you debate in a
professional, courteous manner. There is a separate Group A &
Group B posting to coordinate your efforts.
How the debates work:
At the beginning of the term, I will assign each person to a
debate group ( A or B ); each group will then be assigned to
either the "yes" or "no" side of one of the debate topics (the
names of each person in the group can be found in the
announcement titled "Topic Debate Groups" that appears at the
end of Week 3 or beginning of Week 4). For example, one topic
debate might be "Should couples be required to take personality
tests during premarital counseling?". One group would be
required to locate research and information to support a "yes"
answer and the other group would be required to research and
support a "no" answer.
Please use the Debate group A & group B areas to coordinate

12. your efforts. If someone is real good with computer
presentations allow them to put it together in your group area
for everyone in the group to see & agree before posting the
official response on Friday.
All topic debates will take place in a designated discussion
thread.
During each week 4-6, each group must provide ONE
persuasive, informational post to the relevant discussion thread.
This may be a page of written text, a PowerPoint presentation, a
online video, or any other creative way of conveying your
information. The information you provide does not have to be
lengthy as long as it contains relevant information and is
expanded to clearly explain your position. You are required to
utilize and correctly reference one(1) quality, academic sources
to support your position. You should use correct APA style in
formatting your debate information.
Each group must post their persuasive information by Friday at
midnight.
Finally, everyone in the class should read the debates and post
his or her final thoughts by Sunday. When responding to the
debates, you just need to write whether you support the "yes" or
"no" side of the debate with a sentence or two highlighting why
you support that position (also due on Sunday by midnight).
You do not have to agree with the side of the debate that you
were assigned to represent. Even though you will have
researched to support one side of the debate you need to post
what you decided after the debate is over.
Points to keep in mind:
While there is no "right" answer to this type of debate question,
there is a body of research that either supports or refutes each
side of the position. You should incorporate research into your
response.
This is a persuasive argument, not just an opinion. Your
personal opinion may differ from the position that you are
assigned to research and represent in the thread; this is fine, just
be sure that you still create a persuasive argument for the

13. assigned topic.
I encourage you to be creative in your presentation of
information. You are not limited to simple written text. You can
use attachments or links to include a range of visual, audio or
internet sources. Really push yourselves to represent your
information in a creative, meaningful, interesting fashion. If
you need ideas, please feel free to call or email and I will be
happy to discuss your project with you.
Because this project requires research, START EARLY! Do not
wait until the last minute as it can be time consuming to prepare
for a debate. You will notice that the topics are all listed on this
page and the groups are assigned at the beginning of the term.
This means that you should immediately start researching your
debate question.
Debate topics:
Week
Debate Topic
Week 4
Is personality a stable construct that is formed in childhood and
remains relatively constant throughout the lifespan?
Week 5
Are parents responsible for the personality development and
subsequent behavior of their children?
Week 6
Should a person be held legally responsible for criminal acts
committed by their unconscious (or unconscious aspects of their
personality)?
Grading Rubric: 10 points per week (week 4, 5, and 6)
Criteria
Points Per Week
correctly finds, interprets and utilizes relevant information
(minimum 1 source)
3
able to communicate information in a persuasive manner

14. 3
debate information is creative and interesting
1
correct use of grammar, spelling and APA style
1
individual response to the three weekly debates
2
Total points times 3 for 30 points possible
Week 3: Psychodynamic Theory: Jung and Horney - Group A -
Discussion
Group A - Say Hello to your team members
Group A, you are assigned to the following sides of topic
debates starting week 4 to week 6.
Debate topics:
Week
Debate Topic
Side
Week 4
Is personality a stable construct that is formed in childhood and
remains relatively constant throughout the lifespan?
Yes
Week 5
Are parents responsible for the personality development and
subsequent behavior of their children?
No
Week 6
Should a person be held legally responsible for criminal acts
committed by their unconscious (or unconscious aspects of their
personality)?
Yes
This page is available to your group members and the instructor.
The other group cannot see anything here.
Feel free to say hi to your members before the debate.
Starting week 4, you will work as a group to coordinate all your

15. thoughts to compose ONE group persuasive information.