The following representation was represented for Dr. Houda Bibi at LIU university Beirut Lebanon Hope you find it beneficial.

1. PSYCHOANALYTIC
COUNSELING
1

2. Presented
by:
Inna
Hala
Najah
Rana Chaer
LIU
university
Dr. Houda
Bibi
Supervised
by
2

3. Sigmund Freud
3

4. Sigmund Freud (1856-1939)
Born on May 6, 1856. In Freiberg, Moravia Austria
1860: Family went to Vienna
1873: Gymnasium graduation, entered the medical school
at the university of Vienna .
1881: Finished his M.D. Degree – Engaged
1882: Married
1883: began his academic carrier with the University of
Vienna
Till 1896: Devoted to investigations of the nervous system
Spent a year in France learning about Jean Charcot’s use of
hypnosis in the treatment of hysteria.
Work with Joseph Breuer, learned the benefits of catharsis.
1895: Published a book with Breuer “Studies in Hysteria” 4

5. Started to shape the idea of unconscious.
1896: His father died.
applying self-analysis.
laying the foundations of the theory of personality.
1900: Published “The Interpretation of Dreams”
1901: “The Psychopathology of Everyday Life”
1909:Wemt to the USA. Was invited by G.S. Holl to give lecture at Clark
University in Worcester Massachusetts.
By 1925: was widely recognized psychoanalyst around the word.
1933: “New Introductory Lectures In Psychoanalysis”
1938: Fled Austria to escape the Nazis.
On September 23, 1939: died in England at age 83 of cancer.
2001: Time Magazine referred to Freud as one of the most important think of
the last century. 5

6. KEY WORDS
 Psychoanalysis
 Hypnosis, Catharsis, Free Association
 Psychic determinism
 Unconscious mental processes
 Synergistic Choice
 ID
 Ego
 Superego
 Cathexis / Anti-cathexis
6

7. External Environment
Family
Attitudes of society
Theories about organization of the mind
Theories about the development
the mind
Instinctual drives
Psychoanalysis
Psychoanalysis Model:
7

8. P S Y C H O A N A LY T I C
T H E O RY
8

9. Psychic
determinism
Unconscious
mental
processes
Concept of
human
nature
Psychoanalytic
Theory
9

10. Psychoanalytic Counseling Foundation:
Unconscious
determinism Psychoanalytic
counseling
Catharsis
Confronting
unconscious
mind
Learning
Understanding
Mental development
Coping skills
10

11.  Nature of People in Psychoanalytic Theory:
According to Freud:
•People basically evil;
•People are victims of instincts;
•People operate as energy systems;
•People born with pleasure principle.
11

12. PEOPLE AS ENERGY SYSTEM
People
=
Energy
System
(psychic
energy
libido)
Unconscious
motives
Instinctual
drives
Biological
drives
Human Behavior
12

13. The Concept of the Unconscious
13

14. 14

15. PEOPLE & POLARITIES OF LIFE
PLEASURE PRINCIPLE
15

16. Pleasure
Principle
Reality principleTension
Motivation
Task of humankind: To find a way to integrate the polarities into synergistic choices (that neither
compromise nor deny the opposing polarities)
16

17. Theory of Counseling
• Freud’s concepts of personality form the basis of a psychoanalytic counseling theory.
Psychoanalytic
Counseling
Structural
Personality
concept
Dynamic
Personality
concept
Developmental
Personality
concept
ID Ego Superego
Instinct Cathexis Anticathexis Anxiety
Defense
Mechanisms
Psychosexual stages
17

18. Structural Concept
18

19. ID
• ID is the basic unit in Freud’s personality structure, contains the basic human instincts
plus each person’s genetic and constitutional inheritance.
• ID = Basic instinctual drives: (Thirst, hunger, sex, aggression)
•  Constructive = pleasure seeking (sexual)  Libido (Basic energy of life)
•  Destructive = self-destruction  death
•  exists to provide immediate gratification of any instinctual need
•  not capable of thought
•  can form mental pictures = fantasy, wish fulfilment (the primary process)
19

20. Ego “executive” of the personality
• Ego = reality oriented, rational (secondary process)
• Mission = self preservation
• Exists to seek balance between the needs of ID and the reality ;
• Transforms the mental images into acceptable behavior;
• Task mediating a balance among the demands of Id, superego, and reality
20

21. Superego
Judicial branch of the personality, moral standard.
Ego ideal
(childhood rooted beliefs about what’s
good)
Conscience
(childhood rooted beliefs about what is
bad)
Superego can act to restrict prohibit and judge conscious
actions.
21

22. 22

23. DYNAMIC CONCEPT
23

24. • Freud believed that the human behavior is motivated by basic
instincts.
• Instinct: is an inborn psychological representation, referred to as a
wish, that stems from a physiological condition referred to as a
need.
BehaviorMotiveWishNeed
 Life instinct + Libido = action
 Libido is the energy that permits life instincts to work.
 Life instincts serve to maintain the survival of the species.
24

25. • Directing libidinal energy toward an
object, person or idea.
Cathexis
• The force from the ego to block or
restrain the Id.
Anticathexis
• Conscious state in which a painful
emotional experience is produced by
external or internal excitation.
Anxiety
Reality: (real environmental threats)
Neurotic : (fear of getting into trouble)
Moral ( guilt or failure to live up to ones own standards)
25

26. P R I N C I PA L C O N C E P T S I N
F R E U D I A N T H E O R Y :
D E V E L O P M E N TA L
26

27. Defense Mechanisms
The ego protects itself from heavy pressure and anxiety
with defense mechanisms.
Patton and Meara (1991): Defense mechanisms are any
operations of the mind that aim to ward of anxiety and
depression.
Clark (1991): defense mechanisms are specific,
unconscious, adjusted efforts used to resolve conflict
and provide relief from anxiety.
27

28. Defense
Mechanisms
Identification
Displacement
Rationalization
Repression &
Suppression
Denial
Fantasy
Withdrawal
Regression
Fixation
Undoing
Acting Out
Reaction
Formation
Intellectualization
Sublimation
Compensation
Projection
28

29. 29

30. Psychosexual Stages
FREUD VIED THAT PERSONALIT Y
DEVELOPMENT AS A SUCCESSION OF
STAGES, EACH CHARACTERIZED BY A
DOMINANT MODE OF ACHIEVING
LIBIDINAL PLEASURE (SEXUAL ENERGY)
AND BY SPECIFIC DEVELOPMENT.
30

31. PSYCHOSEXUAL STAGES
31

32. Counseling Methods
The primary goal of counseling within a
psychoanalytic frame of reference is to
make the unconscious conscious. Once
brought to the conscious level,
repressed materials can be dealt with in
rational ways by using any method of
counseling.
32

33. Counseling
Methods
Catharsis
Free
Association
Interpretation
Transference
Resistance
Incomplete
Sentences
Biblio-counseling
Storytelling
Play Therapy
33

34. CATHARSIS
34

35. Catharsis: “talking out your problems” form of therapy,
• The process of releasing, providing relief from strong
or repressed emotions.
• Neurosis had their origins in traumatic forgotten
experiences of the past. (hidden from consciousness)
• Treatment: empower the patient to recall the
experience an bring it to consciousness. (confront it
both intellectually and emotionally)
• Freud was inspired by the work of Breuer. (Studies in
Hysteria,1895) 35

36. FREE ASSOCIATION
36

37.  Freud was using a couch for his counseling treatment sessions
because he believed it is easier to put a patient under hypnosis
when he is resting.
 Free association became Freud’s preferred procedure after he
discarded hypnosis.
 The fundamental rule of psychoanalytic counseling requires clients
to tell the counselor what ever thoughts or feelings comes into
minds, regardless of how personal, painful, or seemingly irrelevant.
 Counselor must look to the continuity of thoughts and feelings.
 He looks for rational patterns of patient’s speech.
 The counselor offers some interpretations to the clients statements,
paying attention to the feelings behind the clients verbalization.
37

38. STORYTELLING
38

39. STORYTELLING
• Storytelling is an excellent counseling technique used to
help children cope with feelings, thoughts, and behaviors
they are not yet ready to discuss in a direct manner with the
counselor.
• It helps children to realize possible consequences of their
behavior.
• The mutual story telling technique was developed by
Richard Gardner.
39

40. BIBLIOCOUNSELING
40

41. BIBLIOCOUNSELING
• Reading and discussing books about situations and
children similar to themselves.
• From selected stories children can learn alternative
solutions to problems and new ways of behaving.
• Biblicounseling is mean of educating children about
certain areas of concerns (sex, physical disabilities,
divorce and death)
41

42. INTERPRETATION
42

43. Interpretation has three major
areas:
1. Dreams
2. Parapraxia
3. Humor
43

44. Freud believed dreams expressed wish fulfilment. The ego
finds the initial conscious wish which thus is pushed to
the conscious mind; it brings itself back to the conscious
mind by means of a dream.
Dreams  “Royal road to the unconscious”
Counselor's role: to listen to the client’s dream and to
help interpret the dream’s symbolism.
Interpretation of Dreams:
44

45. DREAM’S SYMBOLISMS
 Freud believed every dream to be a confession & a by-product of
repressed, anxiety-producing thoughts.
 Dreams about falling are related to fears about falling from one’s
moral standards.
 House & building dreams may refer to specific concerns in one’s
life.
 Many dreams repressed unfulfilled sexual desires & expressed the
superego’s guilt & self-punishment.
 Nightmares result from the desire for self-punishment. 45

46. PARAPRAXIA
• Freudian slips
• Slips of the tongue
• Task of the counselor is to be aware of any slips of the
tongue, talk all these unconscious mistakes and arrange
them into a conscious pattern.
46

47. HUMOR
• Jokes, puns, and satire
• The things you laugh about tell us about our repressed
thoughts.
• Represses thoughts, released by humor, generate from the
id or superego.
• The counselor’s task is to watch for patterns and themes.
47

48. ANALYSIS OF TRANSFERENCE
• Transference occurs when the client views the counselor as
someone else.
• Transference is the product of unfinished business with a
significant person from the client’s childhood.
48

49. ANALYSIS OF RESISTANCE
• Resistance takes the form of erecting barriers to free association.
• The essential Task of the counselor is to building a trusting
relationship with each client that diminishes the client needs to
resists the counselor’s attempts to be helpful.
49

50. ANALYSIS OF INCOMPLETE SENTENCES
• Counselors often uses some projective techniques in attempt to
understand their clients’ thoughts, behaviors, & feelings.
• The procedure is especially useful with those who are anxious,
fearful, or reluctant to talk.
• Asking children to complete stimulus statements about likes,
dislikes, family, friends, goals wishes, and things that make child
happy or sad help counselor understand children & find problem
area.
• Example:
• When I grow up, I want _____________. 50

51. PLAY THERAPY
• Anna Freud adopted psychoanalysis for the treatment of the children by incorporating play
activities into therapy.
• She used play to enhance the relationship and as a diagnostic tool.
• Play is the natural mode of communication for children.
• The goals of psychoanalytic play therapy are to resolve fixation, regression, developmental
deficiencies, and other impediments to the child’s normal development (Lee, 1997).
• Play has been identified as preparation for adulthood in that it provides children with a medium
in which to act out the roles they will live, or hope to live, as adults: spouse, parents, hero,
doctor, lawyer, and star athlete.
• From Freudian view, play provides the medium for moving through the five psychosexual
stages & the corresponding development of the ego & superego superstructures from the id-
structure.
51

52. EXPRESSIVE ARTS TECHNIQUE
• Self-portrait drawings are good indicators of how children see their world.
• Many counseling techniques, including the expressive arts of painting, drawing,
playing & singing music, & dancing ca be used with play therapy to adapt the
process to particular child’s developmental level.
• Winnicott developed a squiggle game play technique that combines drawing
and storytelling.
• successful play therapy should result in higher levels of self-esteem,
communication, trust, confidence, and problem-solving abilities.
52

53. Target Group
53
Method Target group
Counseling methods  Have the long-term goal of strengthening the ego.
Storytelling
 Help children cope with feelings, thoughts, and behaviors they are not yet ready to
discus in a direct manner with the counselor.
 Help children realize possible consequences of their behavior.
Analysis of transference
 Clients commonly transfer their feelings, thoughts, and expectations about the
significant other to the counselor. Counseling provides a stage for re-enacting
unresolved conflicts with the counselor, who can help clients deal with them in more
effective and functional ways.
Analysis of sentences  Children who are anxious, fearful, or reluctant to talk.
Bibliocounseling
 Educating children about certain areas of concern such as sex, physical disabilities,
divorce, and death.
Psychodrama
 For older children and adolescents who have lived in chaotic and dysfunctional families
can be an effective counseling play method.
 Allow thoughts and feeling in the unconscious to return to the conscious, where they
can be treated specially in children who have limited skills and abilities to reason by
nature of their stage of cognitive development, be it the preoperational or concert
stage.
Play therapy
 Result in higher levels of self-esteem, communication, trust, confidence, and problem-
solving abilities.
 Resolve fixation, regression, developmental deficiencies, and other impediments to the

54. Dennis,a 9 years old story
problems needs treatment Result
disturbed,slow
,resistant
Better way to
communicate
Several counseling
sessions including
“bibliocounseling”
He became
competent,
self-dependant
person and got
a sense of
adequacy and
self-fulfillment.
Raises a fuss
when he
wants
something
Someone who
helps him to lead
the way
Complete ,undivided
attention
Someone else to
experience the
feeling of a
follower
Participating in his
games,tasks,and plans
To get respect
and confidence
Sharing his interests 54

55. CASE STUDY 2
Family sought therapy to their 12 years adopted boy PETE.
PROBLEM TREATMENT
Physically abused by his
biological and foster mother
Asked to draw a picture
His social and emotional
development were like that of 6-7
years old
Asked to make a story about the
picture
Rebillious,disrespectful toward his
mother
55

56. Over gratification of the child’s needs could
result in the child’s fixation at a particular stage;
deprivation may result in regression to a more
comfortable developmental stage.
56

57. The stories told by PETE reflected:
●the trauma of his upbringing and the
negative feelings towards female with
power over him
●seems to parallel closely his history of
abuse.
57

58. INTERVENTION
● He decided to continue direct assessment procedures with picture-drawing and
storytelling strategies
● Formulated a story about an abused person or animal to teach him to trust.
● Asked PETE’S permission to share his story with the parents;
● Asked the mother to take vacation from her job as a primry disciplinarin.
58

59. RATIONALE
● to reinforce consistency in his parent’s rules
● to empower pete with choices
● to empower mother
● to foster an expectation of trust
59

60. • Practitioners of psychoanalytic counseling believe that it
is objective and universally applicable to all cultures
• Imber-Black said :to be effective counselors need to
understand cultural constructs and decenter from their
own cultural values
60

61. Managed Care guidelines:
Counselors have to move to briefer treatment periods
Focus on developing definite counseling strategies and
treatment plans
More attention to how children and adolescents interact
families
Reliance on counselor-client relationship
Use of play therapy
61

62. Summary
Freud believed that frustration made his patients ill
Harm may come to patients who receive too much
help and consolation from therapists
Repression is the cornerstone of the entire structure
of psychoanalysis
62

63. F r e u d ' s w o r k h a s b e e n b o t h
r a p t u r o u s l y p r a i s e d
a n d h o t l y c r i t i q u e d , b u t n o
o n e h a s i n f l u e n c e d t h e
s c i e n c e o f p s y c h o l o g y a s
i n t e n s e l y a s S i g m u n d F r e u d .
63

64. F r e u d ' s w o r k a n d t h e o r i e s
h e l p e d s h a p e o u r v i e w s o f
c h i l d h o o d , p e r s o n a l i t y ,
m e m o r y , s e x u a l i t y , a n d
t h e r a p y . O t h e r m a j o r
t h i n k e r s h a v e c o n t r i b u t e d
w o r k t h a t g r e w o u t o f
F r e u d ’ s l e g a c y , w h i l e o t h e r s
d e v e l o p e d n e w t h e o r i e s o u t
o p p o s i t i o n t o h i s i d e a s .
64

65. Time Magazine referred to
Freud as one of the most
important thinkers of the last
century (2001).
65